Commissioning for Outcomes through an

Asset-based model

WELCOME

WELCOMECONTEXT

- Social Value Act- Commissioning Councils- Austerity measures- Return on investment (but not SROI)- One model across commissioning.- Presented to Commissioning Academy- VC Sutton training.

First things first…What is an asset based model?

In Community Development:“Asset approaches make visible, value and utilise the skills, knowledge, connectionsand potential in a community. They promote capacity, connectedness, reci-procity andsocial capital. The aim is to redress the balance between meeting needs and nurturing the strengths and resources of people and communities.” (Glass Half Full, 2010)

In Health & Wellbeing:“Asset working seeks ways to value the assets, nurture and connect them for the benefit of individuals, families and neighbourhoods. Instead of start-ing with the problems, it starts with what is working, what makes us feel well and what people care about. The more familiar deficit approach starts with needs and deficiencies and designs services to fix the prob-lem and fill the gaps. This creates dependency and people can feel disem-powered.” (Morgan et al. eds. Health Assets in a Global Context. Springer 2010).

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40Developmental

Assets

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History of 40 Developmental Assets

‣ Created in 1990‣ 2.2 million young people over time‣ Most widely used approach to positive youth

development in the United States‣ Grounded in extensive research in youth

development, resiliency, and prevention. ‣ Represent the relationships, opportunities, and

personal qualities that young people need to avoid risks and to thrive.

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Reasons for using Assets‣User friendly.

‣Great tool for training, strategic planning, monitoring, goal setting and evaluation.

‣Makes ‘soft outcomes’ measurable‣Compliments all sectors.‣Based on longitudinal research‣It works!

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Developmental Assets: EXTERNAL

CONSTRUCTIVE USE OF TIME

CONSTRUCTIVE USE OF TIMECreative activities [17]

Youth/adult programmes [18] Faith community [19]

Time at home [20]

BOUNDARIES & EXPECTATIONS

BOUNDARIES & EXPECTATIONSFamily boundaries [11]

School/work boundaries [12] Neighbourhood boundaries [13]

Role models [14] Positive peer influence [15]

High expectations [16]

EMPOWERMENTEMPOWERMENT

Community values all people [07] People as resources [08]

Service to others [09] Safety [10]

SUPPORT

SUPPORTFamily support [01]

Positive family communication [02] Other adult relationships [03]

Caring neighbourhood [04] Caring school/work climate [05]

Family involvement in school/work [06]

Factors that a person has AROUND them that influence them

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Developmental Assets: INTERNALCOMMITMENT TO LEARNING

Achievement motivation [21] Work/school engagement [22]

Personal study [23] Bonding to Work/school [24]

Reading for pleasure [25]

POSITIVE VALUESCaring [26]

Equality and social justice [27] Integrity [28] Honesty [29]

Responsibility [30] Restraint [31]

SOCIAL COMPETENCEPlanning and decision making [32]

Interpersonal competence [33] Cultural competence [34]

Resistance skills [35] Peaceful conflict resolution [36]

POSITIVE IDENTITYPersonal power [37]

Self-esteem [38] Sense of purpose [39]

Positive view of personal future [40]

Factors that a person has WITHIN them that influences them

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Power to ProtectPower to Promote

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PROBLEMATIC BEHAVIOUR (result of having less Assets)

49% 27% 11% 3% 49% 18% 6% 1% 32% 21% 11% 3% 61% 38% 19% 7%

PROBLEMALCOHOL USE

USE OF ILLICITDRUGS

SEXUALACTIVITY VIOLENCE

POSITIVE BEHAVIOUR (result of having more Assets)

8% 17% 30% 47% 36% 67% 74% 88% 26% 47% 69% 89% 50% 65% 77% 85%

SUCCEEDS IN SCHOOL

VALUESDIVERSITY

MAINTAINSGOOD HEALTH

EXHIBITSLEADERSHIP

0- 10

11- 20

21- 30

31- 40

Numberof Assets

KEY:

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INTRODUCTIONINITIATE

What does an Asset based model have to do with outcomes based commissioning?

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• Inclusive process that encourages the participation of individuals and communities

• Plain language, common sense and easy to understand

• Focus on results not process - the ends not the means

• Answers the question “so what?”

Why Commission for Outcomes?

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SoWhat?

SoWhat?

SoWhat?

SoWhat?

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Leaking Roof(Results thinking in everyday life)inches of Water

Turning the Curve

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BucketNeighbour

with DIY skills

Recommended local roofing

company

Leaking Roof(Results thinking in everyday life)

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inches of Water

Turning the Curve

BucketNeighbour with DIY

skillsRecommend

ed local roofing

company

inches of Water

Turning the Curve

BucketNeighbour with DIY

skillsRecommend

ed local roofing

company

inches of Water

Turning the Curve

BucketNeighbour with DIY

skillsRecommend

ed local roofing

company

inches of Water

Turning the Curve

BucketNeighbour with DIY

skillsRecommend

ed local roofing

company

inches of Water

Turning the Curve

BucketNeighbour with DIY

skillsRecommend

ed local roofing

company

inches of Water

Turning the Curve

BucketNeighbour with DIY

skillsRecommend

ed local roofing

company

Higher level outcome:A safe and happy

home

Security

Well stocked fridge

Safeguarding Focus on Family

Achievements & Attainment

Vulnerable Children

Healthy Living

CYP PLAN STRATEGI

CPRIORITIE

S WHOLE WHOLE WHOLE WHOLE WHOLE

INITIATELocal alignment - e.g. LB Sutton services for CYP with disabilities

SUBGROUP SUBGROUP SUBGROUP SUB-GROUP SUBGROUP

ASSETS ASSETS ASSETS AS-SETS ASSETS

Family Resili-ence

Family Resili-ence

Com-plex

Needs

Com-plex

Needs

Social Integra-

tion

Social Integra-

tion

Independ-ence

Independ-ence Challenging

BehaviourCom-plex

Needs

DISABILITY OUTCOMES

FOR CYPCommis-sioner

Verifica-tion

DELIVERY ACHIEVE-

MENTProvider Informa-

tion

(SI) Disabled children and young people’s need for additional adult support to access play and leisure is reduced

(FR) Positive family relationships and routines are established and sustained

(I) Disabled young people enter adult life equipped to achieve their potential in terms of health, education, employment and training, self-care, living independently, relationships and community participation

(CN) Positive family relationships and healthy routines are established and maintained

(CB) children and young people are provided with alternative strategies to manage anxiety, anger, frustration

RADA (Relative Assessment of Developmental Assets)

Example of

Impact Measure

ment Tool

CONSOLIDATE

PLENARY

Thank you