Resource Mapping for Commissioners of Children’s Services.
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Transcript of Resource Mapping for Commissioners of Children’s Services.
Contents
1.What is Resource Mapping - background
2.Preconditions for Resource Mapping
3.Managing Resource Mapping
4.The Seven Steps• Initiate communications
• Agree data sets
• Identify existing data
• Identify new data sources
• Collect data
• Analyse and present data
• Lessons learnt
1. What is resource mapping?
Resource Mapping in the context of commissioning Children’s Services is:
Collaboration in Children’s Trusts to identify resources currently available, to enable realignment of these for the improvement of outcomes for children, young people and families.
What is resource mapping?
“Resources” include:• Services (internal/external) provided to users
• Including the impact of these on outcomes• Resources (staff, money, buildings etc) used to deliver the services
• By providers• By Children’s Trust partners
Resource Mapping can be applied at three levels:• Strategic – across a wide range of services. Proactive, helps identify
priorities, can be overwhelming• Service / operational – in relation to identified priority/priorities. Reactive but
manageable, focused resources• Individual - specialist services
How mapping fits in
“It is important that, before any services can be jointly commissioned, a thorough analysis of what is currently commissioned by each partner is undertaken”
Joint Planning and Commissioning Framework for Children, Young People and Maternity Services
Why is it important?
Allows detailed understanding
of current services
Allows detailed understanding
of current services
Resources can be targeted at
priorities
Resources can be targeted at
priorities
Evidence based programming
and transformation
Evidence based programming
and transformation
Enables quick
response to change -
agility
Enables quick
response to change -
agility
Part of robust corporate risk management
Part of robust corporate risk management
Supports fair cost sharing across Trust
Supports fair cost sharing across Trust
Helps identify which services/ resources contribute best to
outcomes
Helps identify which services/ resources contribute best to
outcomes
Supports national
benchmarking
Supports national
benchmarking
Informs market shaping and
management
Informs market shaping and
management Helps identify best practice from which to
learn
Helps identify best practice from which to
learn
This presentation
Focuses on Resource Mapping at the service level
Provides overview of Resource Mapping in an ideal world
Pragmatic approach will be required• The structured approach set out here will be useful but…….
• … adapt it to your time and resource limitations
2. PreconditionsHaving the following in place will ease Resource Mapping:
Clear, written view of what aiming to achieve and why• Agreed Children and Young People’s Plan / JSNA • Agreed programme of Resource Mapping activities• Agreed priorities and outcomes
Agreed view on the scope and depth of the project• Realistic expectations of what can be achieved• Readiness for unwelcome findings
Agreement on how data will be presented and to whom• Consider what product needs to look like e.g. map, on-line directory• This will depend on the audience
Preconditions
Agreed processes and procedures for the Resource Mapping exercise e.g.
• How to vary Trust partner contributions if necessary in future
• How to address time delays / indecision
Supportive relationship across Children’s Trust partners e.g.• Commitment to change
• Openness and trust
• Recognition that partners’ contributions may change over time
• Respect for agreed procedures and priorities
• Willingness to deal with obstructive colleagues
3. Managing resource mapping
Identify and put in place:• Senior manager with overall responsibility for delivery
• ‘Task force’ of stakeholders if necessary – external and internal
• Project manager
• Support staff – a team and/or ad hoc resources
• Skilled input
• Data/information analysts, health, finance, contracts
• Timescales and reporting
• Clear, agreed roles and responsibilities
• Consider appointing a Children’s Trust Board Champion• Ensures commitment
• Deal with any political issues
National Initiative: Children’s Service Mapping
Funded by DOH and DCSF, run by Durham University
Aim:• Create inventory of all health, social care, youth and leisure, criminal
justice and education support services in England
• Identify the investment in these
• Support development of National Service Framework for Children, Young People and Maternity Services
• Provide annual comparative data on progress on service frameworks and delivery plan targets
See http://www.childrensmapping.org.uk
National Initiative: Total Place
Mapping total public spend in a range of pilot sites
Based on “Calling and Counting Cumbria” approach
Aims to:• Support collaboration
• Achieve efficiencies through improved distribution and configuration of services
• Eliminate barriers to joint working
See: http://www.local.gov.uk/lgv2/core/page.do?pageId=110980
4. The Process - Seven Key Steps
1. Initiate communications
2. Agree data sets
3. Identify existing data
4. Identify new data sources
5. Collect data
6. Analyse and present data
Comm
unications
and
Project Managem
ent
(ongoing)
7. Lessons learnt
Step 1 – Initiate communications
1. Initiate communications
2. Agree data sets
3. Identify existing data
4. Identify new data sources
5. Collect data
6. Analyse and present data
Comm
unications
and
Project Managem
ent
(ongoing)
7. Lessons learnt
Step 1 – Initiate communications
Aim to:• Establish and maintain communication channels, as appropriate, with
stakeholder groups
• Cultivate trust by addressing:
• Perceived threats
• How findings will be presented and used
• Set expectations
• Reduce risk
• Reputational
• Loss of longer-term co-operation from providers
• Impact on users
Step 1 – Initiate communications
Undertake stakeholder analysis. Identify:• Who are the stakeholders?
• Internal/external
• Their interest
• Their power
• Tensions
• What role should they have?
• Are representative groups available?
Set up a Communication Plan and update throughout project
Outline Communication Plan
Objectives of the project
Information to be gathered• From whom? When?
Information to be communicated• e.g. aims, timescales, confidentiality, progress: To whom? When?
Communication approach• Current channels and their availability• Other channels e.g. interviews, workshops, newsletters• Tone e.g. informative, friendly, apologetic• How to acknowledge and thank for contributions
Management• Who signs off – the plan, the communications?• Roles and responsibilities• Minimum responses – how/if chase data - project plan
Step 2 – Agree data sets
1. Initiate communications
2. Agree data sets
3. Identify existing data
4. Identify new data sources
5. Collect data
6. Analyse and present data
Comm
unications
and
Project Managem
ent
(ongoing)
7. Lessons learnt
Step 2 – Agree data sets
Identify data to be collected based on:
• Agreed aims
• Impact on provider
• Needs of decision makers – credible, accurate, relevant, balanced
• Availability of data
• Resources / time available for collection
• Resources / time available for analysis (quantity v quality)
• Cost vs benefits
• Possibility of benchmarking with existing data
Step 2 - Agree data sets
Examples of service-related data sets
• Provider organisations and contact details• Target group, access criteria• Impact of services provided on outcomes• Location of target group e.g. postcodes• Details of service provision, hours available• Tools / systems used• Purpose• Funders• Capacity and actual no of participants• Trends in participant numbers• Unmet needs/waiting lists/waiting times• Contracts and break clauses• Subcontractors
Step 2 – Agree data sets
Examples of resource-related data sets
• Financial - funding streams, break down of spend/budget
• Human – numbers, location, availability, skills/qualifications, internal/external to the Children’s Trust
• Assets – location (postcodes), availability, ownership, value, condition and standards (e.g. DDA, You’re Welcome), lease length
Step 2 – Agree data sets Check data sets – what do we need to know?
• Seek broad range of perspectives e.g.
• Social workers
• Carers
• Parents
• Specialists
• Data analysts
• Finance
Avoid unnecessary data• Balance what we need to know, with what we need to know now
• Data usually has a limited shelf-life
• Pilot the data sets• Ensure descriptions are unambiguous (e.g. should VAT be included?)
Step 3 – Identify existing data
1. Initiate communications
2. Agree data sets
3. Identify existing data
4. Identify new data sources
5. Collect data
6. Analyse and present data
Comm
unications
and
Project Managem
ent
(ongoing)
7. Lessons learnt
Step 3 – Identify existing data
Identify internal/easily accessible existing data e.g.
• Grant allocations• Staff hours• Internal spend• Complaints• User surveys• Inspection ratings, audit reports• Quality schemes• Satisfaction questionnaires
Step 3 – Identify existing data
Procurement / finance departments e.g.
• Budget analysis – now and projections
• External providers:
• Contract registers
• Contracts, Service Level Agreements
• Spend analysis (i.e. external spend)
Step 3 – Identify existing data
Challenge existing data. Is it:
• Relevant to what you want to achieve?
• Current?
• Using the same definitions?
• Accurate?
Tool: LAC 1810070005
LAC 1810070005 Provides details of all grants from DCSF to Local Authorities for Children’s and Young People’s Services
http://www.dcsf.gov.uk/everychildmatters/news-and-communications/local-authority-circulars-2008-2011/lac1810070005/
Tool: Spend analysis
Detailed analysis of Trust/corporate/directorate spend
Download cleanse, categorise, interrogate, present
Allows identification of:• Overall spend on Children’s Services
• Key spend areas
• Number of providers
• Which have contracts?
• Delivering same services?
• Charging different rates to different units?
• Key providers
• Management strategy to fit supplier
Operational Efficiency Review 2009
Public sector must maintain detailed and consistent information on spend
Public sector should be able to categorise their procurement spend to an appropriate level of detail
http://www.hm-treasury.gov.uk/vfm_operational_efficiency.htm
Step 4 – Identify new data sources
1. Initiate communications
2. Agree data sets
3. Identify existing data
4. Identify new data sources
5. Collect data
6. Analyse and present data
Comm
unications
and
Project Managem
ent
(ongoing)
7. Lessons learnt
Step 4 – Identify new data sources
Likely sources:
• Providers
• Internal, grant funded, procured externally etc
• Users
• Perhaps through key representatives
• Internal staff knowledge
Identify other sources:
• Advertising – website / newsletter / local paper
Step 5 – Collect data
1. Initiate communications
2. Agree data sets
3. Identify existing data
4. Identify new data sources
5. Collect data
6. Analyse and present data
Comm
unications
and
Project Managem
ent
(ongoing)
7. Lessons learnt
Step 5 – Collect data
Identify method based on e.g.
• Number/location of users/providers
• Vulnerability/ability of user
• Type of provider (level of control)
• Level of detail and complexity required
• Sensitivity
Step 5 – Collect data
Examples of methods
• Telephone survey
• Workshop
• Individual meeting
• Questionnaire – paper/on-line e.g. Key Survey or other on-line providers
• Work record sheets – diary sheets
• Track sample user journeys through system
• Mixture
Step 6 – Analyse and present data
1. Initiate communications
2. Agree data sets
3. Identify existing data
4. Identify new data sources
5. Collect data
6. Analyse and present data
Comm
unications
and
Project Managem
ent
(ongoing)
7. Lessons learnt
Step 6 – Analyse and present data
Validate and cleanse data• Sense check
• Double check with others e.g. users, frontline staff
• Triangulate if possible – 3 pieces of evidence
Identify the meaning, not just the statistic• Analyse against e.g.
• Outcomes you are trying to achieve
• Current/future demand
• Geographical area, gender, race age
• Best practice
• Statutory requirements
• Others’ performance
Step 6 – Analyse and present data
Identify e.g.• Good/exceptional performance• Gaps• Wastage• Risks• Overlaps• Anomalies
Presentation• Use mixed presentational tools• Choose appropriate level of detail for audience• How can you help audiences interpret the findings e.g. GIS?• How can findings inform decision makers, staff, service providers?
Step 6 – Analyse and present data
Take care:
• Identify and manage sensitivities e.g.
• Data may expose individual children
• Findings may reveal poor management / provider
• Political agendas
• Senior management may be bounced into addressing gaps
• Ensure senior lead identified at outset
Tool: Geographical Information Systems
GIS link data to geography through use of maps
Powerful visual representation
Aids analysis and decision making
Use alongside charts, graphs
Tool: National GIS mapping
The national Child and Maternal Health Observatory (ChiMat) provides information and intelligence to improve decision-making for high quality, cost effective services. This is partly through the use of GIS.
http://www.apho.org.uk/default.aspx?QN=CHIMAT_HOME
Step 7 – Lessons learnt
1. Initiate communications
2. Agree data sets
3. Identify existing data
4. Identify new data sources
5. Collect data
6. Analyse and present data
Comm
unications
and
Project Managem
ent
(ongoing)
7. Lessons learnt
Step 7 – Lessons learnt
Aim to:
• Streamline mapping exercises
• Improve data management across partners• Speeds future decision making• Allows Trust to be flexible and agile
Step 7 – Lessons learnt
Use lessons learnt to:
• Make case for data management strategy for Trust• Standardise data sets• Standardise accounting codes• Integrate databases where possible• Making info available across all partners e.g. on-line systems
• Identify data to be collected on ongoing basis• Make part of someone’s job description• Include in contracts, SLAs, grant conditions• Stop collecting if not needed