th9 Annual Force Health Protection Conference …•Informal networks –Increase linkages to one another (connections) –Develop capacity to work together •Community agencies (formal

1

Taking Action to Support Military Families:

A Results Management Approach

Jay A. Mancini, Ph.D.

Virginia Polytechnic Institute and State University

9th Annual Force Health Protection Conference

Albuquerque, New Mexico, August 2006

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Purpose of the Presentation

• Discuss “theory of change” and its importance for program development

• Describe and demonstrate elements of a “Results Management” approach to program development

• Describe and demonstrate elements of a program sustainability approach to program development

3

Theory of Change Characteristics

• Has elements that can be defined and measured

• Demonstrates the connections between the elements

• Is action-oriented and directed toward results

• Explicates what should occur because of certain conditions and because of particular actions

• Provides researchers and program professionals with a roadmap for understanding the antecedents and consequences of change

• Importance of a “theory of change”

4

Origin of Capacity Building Approach

• Military family research

– Interface of families and organizations

– Outcomes for families

– Implications for services development

5

A Theory of Change: Community Capacity Model

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Community Capacity Model Components

• Unit leaders

– Respond proactively to the needs of members

– Promote connections between members and families

• Informal networks

– Increase linkages to one another (connections)

– Develop capacity to work together

• Community agencies (formal system) – Collaborate and partner

– Focus on informal social networks/associations

– Shift from intervention to prevention

7

Community Capacity Model Components

• Community capacity – Extent to which community members

• Demonstrate sense of shared responsibility for general welfare of the community

• Demonstrate collective competence in taking advantage of opportunities for addressing community needs and confronting situations that threaten the safety and well-being of community members

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A Theory of Change: Community Capacity Model

Agencies, units, & community:

A focus on strengths and connections

Community

Capacity

Community

Agencies

Informal

Networks

Unit

Leaders

Community

Results

Demonstrate by actions:

shared responsibility and

collective competence

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Community Capacity and Managing Results

• In the community capacity framework “results” become significant

• Results Management provides a practical approach to addressing what community members aspire to achieve

• Results Management resources: – Orthner, D.K., & Bowen, G.L. (2004). Strengthening

practice through results management. In A.R. Roberts & K. Corcoral (Eds.), Handbook of practice-focused research and evaluation (pp. 897-904). NY: Oxford.

– Mancini, J.A., Huebner, A.J., McCollum, E., & Marek, L.I. (2005). Evaluation science and family therapy. In D. Sprenkle & F. Piercy (Eds.), Research methods in family therapy (pp. 272-293). NY: Guilford.

10

The Results Management Approach

A decision management and resource allocation strategy based on anticipated results and reliable information collected at multiple points in customer activity

11

Success in a Business Context

“Is based on progress rather

than motion!” Peter Drucker

Management Consultant

“Highly effective people begin

with the end in mind!” Stephen Covey

7 Habits…

12

Program Results

Community

Needs/Assets

Agency Resources

Community Results

4

Activity Oriented Design for Success: Limitations

2

3

1 Activities/Processes

13

Activity Oriented Design: Key Features

Focus on link between needs and activities

Results are defined but do not serve as guides to program direction

Results are rarely measured directly

Primary attention is on activities and measuring needs and activity use patterns

Difficult to show cause and effect

May lead to shotgun approach to services

14

Results Oriented Design for Success: Preferred

Program Results

Activities/Processes

Community

Needs/Assets

Agency Resources

Community Results

3 1

2

4

15

Results Oriented Design: Key Features

Focus on link between activities and results

Results are clearly defined and serve as

guides to program direction

Results are measured directly

Primary attention is on implementing only

those activities that can be clearly tied to

anticipated results

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Activity

Activity

Activity

Activity

Activity

Activity

Are you

satisfied

with the

status

quo?

NO

YES

Result 1

Result 2

Result 3

Activity

Activity

Activity

Activity

Activity

Activity

Result 1a

Result 1b

Result 2a

Result 2b

Result 3a

Result 3b

Results Management:

The Implementation

Process

Community

Results

Program

Results

Program

Activities

Community

Results

Assessment

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Key Point: Results Management

Program Activities are ONLY useful to the extent that they are TIED TO RESULTS!

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Results Management Logic Model

• Manage results rather than activities

• Source: Mancini, Huebner, McCollum, & Marek (2005)

– Example: Children and divorce seminar

– Example: Youth development community intervention

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Step 1: Identify Needs and Assets

• Identify needs and assets in the community which allow program personnel to clearly identify and understand the issues

• Because this is the basis for the entire program, it is important to use accurate and valid information rather than uninformed hunches

• Look at needs and assets at many levels, from the community systems such as health, education, legal, etc. to families and to individuals

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• Needs and assets analysis is a systematic way of gathering information that helps set priorities for action while also recognizing the assets that already exist in a community

• Information that evaluators are gathering to understand severity of a problem also assists them in determining program priorities, and results that accrue from program activities

• Census data, observations, records and existing data bases, and literature reviews are sources of existing information to identify needs and assets

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Step 2: Specify Desired Results

• Articulate the desired result or change you expect to see because of your program

• Most important aspect of a logic model because it provides the focus that all successful programs need

• At the completion of the program, what will be different?

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• Program results (we have some say about these) must be distinguished from community results (owned by many organizations)

• Specifying results is useful because it enables program professionals to have a more realistic sense of how parts of the program theory fit, and what can reasonably be expected to change over a specific time period

• Can be conceptualized as short- term, mid-term, and long-term results

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Program Results

• Changes in knowledge, attitudes, and/or behaviors that are anticipated as a result of participating in programs

• Be clear about specifying results that can be attributed to a particular program

• Be wary of results that the program has little to no say about

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Community Results

• “Big ticket” results that no one organization is responsible for but yet a particular program has some relevance to it.

– Example: reduced crime

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Step 3: Indicators

• Indicators flow logically from the desired results. How will you know if the results have been achieved, with what evidence?

• By determining program indicators, program activities and results can be measured and tracked. Consequently notions, hunches, hearsay, and anecdotes are not good indicator candidates

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• Indicators can be far-ranging, including results from surveys and focus groups, agency administrative data, population data, as well as other measures

• You must specify program indicators for each of desired program result

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Step 4: Activities

• Activities describe programs that are implemented to achieve the desired results

• Program activities become important only when they are linked to desired results

• Attention to the choice of programs, research upon which it is based, population to be served and critical elements of successful programs must all be considered

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Step 5: Resources

• Resources include the people, stakeholders, curricula, spaces, approvals, funds and anything else needed to conduct the activities to achieve the desired results to meet the identified needs and capitalize on the available assets

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Identified

Needs and

Assets

Indicators

Resources

Activities

Sample RM Logic Model Template

Note:Monitoring and evaluation activities permeate all aspects of the logic model.

Results

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Identified Needs:

• Child problems post-

divorce

• Legal system

clogged with

custody and

visitation disputes

• Parental stress from

post-divorce conflict

Desired Results:

Short Term:

• Parents and children

gain knowledge on

improving

relationships

Mid-range:

• Parental

communication and

conflict management

will improve

Long-term:

• Child adjustment

post-divorce will

improve

• Custody and

visitation court

disputes will

decrease

Activities:

• Train referral

sources

• Provide

educational

sessions for

parents and

children

Resources:

• Mental Health

Center

• Judges & Court

Service Workers

• Volunteers

Indicators:

• N of referrals

• Attendance/

completion rates

• Pre- and post-

test parental

functioning

scores

• Youth functioning

scores

• Children’s school

success

• Rates of returning

to court to settle

disputes

Figure 1 Logic model of Children and Divorce Seminar

Note: Monitoring and evaluation activities permeate all aspects of the logic model.

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Identified Needs:

• Child problems post-

divorce

• Legal system

clogged with

custody and

visitation disputes

• Parental stress from

post-divorce conflict

Desired Results:

Short Term:

• Parents and children gain knowledge on

improving relationships

Mid-range:

• Parental communication and conflict

management will improve

Long-term:

• Child adjustment post-divorce will improve

• Custody and visitation court disputes will

decrease



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Activities:

• Train referral

sources

• Provide

educational

sessions for

parents and

children

Resources:

• Mental Health

Center

• Judges & Court

Service Workers

• Volunteers

Indicators:

• Number of referrals

• Attendance/completion

rates

• Pre- and post-test parental

functioning scores

• Youth functioning

scores

• Children’s school

success

• Rates of returning to court

to settle disputes



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Identified Needs:

• Lack of information

about signs &

symptoms of

depression

• Lack of available

mental health resources

• Easy access to drugs

and alcohol

• Poor parental

monitoring

• Boredom and lack of

alternative activities for

teens

Desired Results:

Short Term:

• Class participants will

demonstrate knowledge

gain

• Increase in mental

health resources for

youth

Mid-range:

• Increased number of

teens in need will

receive counseling or

other treatment

Long-term:

• Incidence of adolescent

depression will

decrease

Activities:

• Provide school-

based mental

health services

• Provide classes

for teens,

teachers and

parents

Resources:

• Community

Services Board

• Schools

• Parents

• Teens

• City Officials

Indicators:

• Completion rate of

class participants

• Pre and post-test

measures of

knowledge gains

• Changes in number

of teens who

receive referrals

• Number of

programs for youth

• Depression

screening results on

instrument annually

in school settings

Figure 2 Logic Model of a Youth Development Community Intervention


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Identified Needs:

• Lack of information

about signs & symptoms of

depression

• Lack of available mental

health resources

• Easy access to drugs and

alcohol

• Poor parental monitoring

• Boredom and lack of

alternative activities for teens

Desired Results:

Short Term:

• Class participants will demonstrate

knowledge gain

• Increase in mental health resources

for youth

Mid-range:

• Increased number of teens in need

will receive counseling or other treatment

Long-term:

• Incidence of adolescent depression

will decrease



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Activities:

• Provide school-

based mental

health services

• Provide classes

for teens,

teachers and

parents

Resources:

• Community Services

Board

• Schools

• Parents

• Teens

• City Officials

Indicators:

• Completion rate of class

participants

• Pre and post-test measures

of knowledge gains

• Changes in number of teens

who receive referrals

• Number of programs for

youth

• Depression screening results

on instrument annually in

school settings



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Community and Program Results Assessment Form

Instructions: In Results Management an early step is to assess needs and assets of the organization (or one of its sub-units).

Prior to using the Action Plan Template there must be a discussion on the organizational context, sometimes called the terrain.

Please brainstorm both needs (problem areas) and assets (current strengths) of the unit and list them below. Also indicate the

“data” you are using in identifying needs and assets.

Needs/problem areas: 1.______________________________________________________________________

2.______________________________________________________________________

3.______________________________________________________________________

4.______________________________________________________________________

5.______________________________________________________________________

Assets/current strengths: 1.______________________________________________________________________

2.______________________________________________________________________

3.______________________________________________________________________

4.______________________________________________________________________

5.______________________________________________________________________

What concerns do you have about the needs and assets you have identified? ________________________________

Are you satisfied with what you see? ________________________________________________________________

Based on the two lists you have constructed identify two desired COMMUNITY RESULTS . 1.______________________________________________________________________

2.______________________________________________________________________

Based on the two lists and on the desired community results you have identified above now identify two PROGRAM RESULTS 1.______________________________________________________________________

2.______________________________________________________________________

Once you have completed this form enter the appropriate information on the Action Plan Template.

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Action Plan Template

Mission Statement:_______________________________________________________________________________________________

Community Result: 1:_____________________________________________________________________________________________________________________

Rationale: 1:_____________________________________________________________________________________________________________________

2:_____________________________________________________________________________________________________________________

Program Result: 1:_____________________________________________________________________________________________________________________

Rationale: 1:_____________________________________________________________________________________________________________________

2:_____________________________________________________________________________________________________________________

Program Activities: 1:_____________________________________________________________________________________________________________________

2:_____________________________________________________________________________________________________________________

3:_____________________________________________________________________________________________________________________

4:_____________________________________________________________________________________________________________________

Partnership and Resource Requirements: 1:_____________________________________________________________________________________________________________-______

2:____________________________________________________________________________________________________________________

3:____________________________________________________________________________________________________________________

Information You Will Need to Examine if the Desired Result is Achieved: 1:____________________________________________________________________________________________________________________

2:____________________________________________________________________________________________________________________

3:____________________________________________________________________________________________________________________

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Sustaining Effective Programs

• Related to Results Management

– Intentional focus on program elements

– Framework that elaborates elements shown to promote program longevity

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Program Sustainability Framework

• Sustainability is the capacity of programs to continuously respond to community issues

• Providing continuing benefits to military families is the key element, regardless of the activities that convey those benefits

• Sustainability elements – Leadership competence

– Effective collaboration

– Understanding the community

– Demonstrating program results

– Strategic funding

– Staff involvement and integration

– Program flexibility

• Primary resource – Mancini, J.A., & Marek, L.I. (2004). Sustaining community-based programs for

families: Conceptualization and measurement. Family Relations, 53, 339-347.

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Elements of Sustainability

• Following slides contain items from the Program Sustainability Index (PSI)

• Each can be given a rating: “clearly a characteristic of our program”, “not sure where our program is with this item”, and “clearly NOT a characteristic of our program”

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Sustainability Framework

• Effective Project Leadership

– Leaders clearly establish project’s mission and vision

– Leaders are committed to the long term project goals

– Leaders plan within the first two years for sustaining the project

– Leaders continue planning for sustainability

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– Leaders develop and follow a realistic project plan

– Leaders identify alternative (multiple) strategies for project longevity

– Community institutions (e.g. schools, social service agencies, etc…) are involved in project leadership

43


• Effective Collaboration and Community Involvement

– Project Collaborators include:Local decision makers, representatives from business, community service agencies, and community citizens

– Collaborators have clearly defined roles and responsibilities

– This project is part of the mission of participating institutions

44


– Collaborators are involved in program design, program implementation, and program evaluation

– Collaborators share responsibility for providing program resources

– Collaborators share credit for project success

– Collaborators share a clear vision for the project

45


– Community needs and resources are regularly assessed and used by the project

– Project goals are matched with community resources and needs

– The project accounts for diversity in the community

– Community members are involved in program design and its implementation

– The project has strong local government support

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• Demonstrated Program Impact

– Evaluation plans are developed prior to implementing programs

– Program effectiveness is able to be demonstrated through its evaluations

– Evaluations are conducted on a regular basis and are used to modify programming

– Project successes are made known to the community and to funders

– Public relations (marketing) strategies are in place

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• Adequate and Stable Funding

– Current funding is sufficient for project operations

– Funding is available on a long term basis (at least 2 more years)

– There is adequate funding for hiring and retaining quality staff

– There is a person responsible for grant writing

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• Adequate and Effective Project Staffing

– Staff are involved in program design, program evaluation, and project decision making

– Staff turnover is low

– Staff are committed to the project’s mission, vision, and goals

– Staff are qualified to work on the project

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– Staff are flexible and creative

– Staff are recognized and rewarded for their work

– Staff are adequately trained

– Staff are from the community that the project serves

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• Program Flexibility

– Programs are eliminated when they do not meet community needs

– New programs are developed when community needs change

– Sites are consolidated as necessary and appropriate

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Starting the Results Management and Program Sustainability Processes

• What competences do families need?

• What community support is important?

• What is the network of connections that will support families?

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Critical Issues Concerning Military

Families: Needed Competencies

• Plan and prepare for deployment

• Handle stress of separation, long deployments, and moves

• Take care of health and well-being

• Know of and access services when needed

• Possess effective family relationship skills

• Understand/navigate military culture and demands

• Cope with children’s reactions to deployments and relocations

• Manage family finances (including income changes)

• Carry out new family roles and responsibilities during deployments

• Adjust to return of deployed member

• Relocation planning and preparations

• Adjustment to new communities

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Critical Issues Concerning Military

Families: Needed Community Support*

• Information on military lifestyle

(deployment, relocation,

mission-orientation), support

services, and unit/member

welfare

• Access to support services

• Communication with military

member during deployments

• Employment support for

spouses

• Connections with unit and

support groups

• Employer support for pre-

deployment, deployment, and

post-deployment of Guard and

Reserve

• School support for children

• Affordable, quality child care

* DoD provides an extensive, excellent array of support for families, however,

greater involvement by civilian communities is necessary, especially in support of

Guard and Reserve families.

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Building & Sustaining a Network of Connections

Military Sector:

Volunteer & Nonprofit

Organizations

Support Groups

Faith Communities

Military Unit Leaders

Installation Leaders

Family

Resilience

Civilian Sector:

Civic & Nonprofit

Organizations

Support Groups

Faith Communities

Employers

Local Government

Military

Community Agencies

Public and Private

Community Agencies

Extended Family, Friends &

Neighbors (Informal Networks)

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Conclusions

• Community capacity approach to family support provides initial roadmap for locating community members in context of needed support

• Results Management approach to supporting families and communities provides action steps for agencies and organizations to specify

• Program Sustainability framework provides program professionals with tools to assess program merits in context of longevity

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Community Capacity, Results Management, and Program Sustainability Literature

• Bowen, G.L., Mancini, J.A., Martin, J.A., Ware, W.B., & Nelson, J.P. (2003). Promoting

the adaptation of military families: An empirical test of a community practice model.

Family Relations, 52, 33-44.

• Bowen, G.L., Martin, J.A., Mancini, J.A., & Nelson, J.P. (2001). Civic engagement and

sense of community in the military. Journal of Community Practice, 9, 71-93.

• Bowen, G, Orthner, D., Martin, J., & Mancini, J.A. (2001). Building community

capacity: A manual for U.S. Air Force Family Support Centers. Chapel Hill, NC: A

Better Image Printing (90 pp.).

• Bowen, G.L., Martin, J.A., Mancini, J.A., Nelson, J.P. (2000). Community capacity:

Antecedents and consequences. Journal of Community Practice, 8, 2-21.

• Mancini, J.A., Bowen, G.L., & Martin, J.A. (2005). Community social organization: A

conceptual linchpin in examining families in the context of communities. Family

Relations: Interdisciplinary Journal of Applied Family Studies, 54, 570-582.

• Mancini, J.A., Huebner, A.J., McCollum, E., & Marek, L.I. (2005). Evaluation science

and family therapy. In D. Sprenkle & F. Piercy (Eds.), Research methods in family

therapy (pp. 272-293). NY: Guilford.

57

Community Capacity, Results Management, and Program Sustainability Literature

• Mancini, J.A., Nelson, J.P., Bowen, G.L., & Martin, J.A. (2006). Preventing intimate partner violence: A community capacity approach. Aggression, Maltreatment, and Trauma.

• Mancini, J.A., & Marek, L.I. (2004). Sustaining community-based programs for families: Conceptualization and measurement. Family Relations, 53, 339-347.

• Mancini, J.A., Martin, J.A., & Bowen, G.L. (2003). Community capacity. In T. Gullotta & M. Bloom (Eds.), Encyclopedia of primary prevention and health promotion. NY: Kluwer Academic/Plenum.

• Martin, J.A., Mancini, D.L., Bowen, G.L., Mancini, J.A., & Orthner, D.K. (2004). Building strong communities for military families. National Council on Family Relations Policy Brief, April.

• Martin, J.A., Mancini, J.A., & Bowen, G.L. (2002). The changing nature of our Armed Forces and military service life: Challenges and opportunities for family research. National Council on Family Relations Report, 47 (1), F3,F5.

• Orthner, D.K., & Bowen, G.L. (2004). Strengthening practice through results management. In A.R. Roberts & K. Corcoral (Eds.), Handbook of practice-focused research and evaluation (pp. 897-904). NY: Oxford.

58

Internet Resources: Military Families

• Children, Youth, and Families Education and Research Network (Resources for parents, teachers, and family support professionals in times of war) -http://www.cyfernet.org

• Defense Link (A primary site for DOD information) - http://www.defenselink.mil/

• Military Children and Youth Issues - http://www.militaryhomefront.dod.mil

• Military Child Education Coalition - http://www.militarychild.org

• Military Family Resource Center - http://www.mfrc-dodqol.org

• National Military Family Association – http://www.nmfa.org

• Reserve Affairs – http://www.defenselink.mil/ra/

http://www.defenselink.mil/

http://www.militarychild.org/

http://www.mfrc-dodqol.org/



http://www.nmfa.org/

http://www.defenselink.mil/ra/

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Acknowledgments

• Gary L. Bowen, UNC-Chapel Hill

• Lydia I. Marek, Virginia Tech

• James A. Martin, Bryn Mawr College

• Dennis K. Orthner, UNC-Chapel Hill

60

Taking Action to Support Military Families:

A Results Management Approach

For additional information: Jay A. Mancini, Ph.D., Department of

Human Development, Virginia Polytechnic Institute and State

University, Blacksburg, VA, 24061 ([email protected]);

http://www.humandevelopment.vt.edu/mancini.html

mailto:[email protected]



Documents

th9 Annual Force Health Protection Conference …•Informal networks –Increase linkages to one another (connections) –Develop capacity to work together •Community agencies (formal