exercise one
The Accountable Case Manager Group Exercises-Day One Exercise 1: Direct Services vs. Case Management Chapter Three Exercise 2: Analysis of an Outcome Matrix Chapter Seven Exercise 3: Agency Resources for Case Management Chapter Nine Exercise 4: Write a Case Plan Chapter Eleven
The Center for Applied Management Practices, Inc. 320 Lamp Post Lane, Camp Hill, PA 17011 www.appliedmgt.com (717) 730-3705
Exercise One: Instructions Direct Services vs. Case Management This first exercise is an attempt to identify what class participants know, or what they believe about delivery of services and promoting stability and self-sufficiency for low-income persons. The exercise assumes that there are two extremes in connection with service delivery: Direct Services vs. Case Management. In reality, there are probably gradations between these two modes, however, assume that the choice is between a Direct Services approach only or services delivered using a Case Management approach. Please note that a Quick Service is also a Direct Service. The class is divided into four groups. Each group directs their focus on a particular question pertaining to the two modes of service delivery: Group 1: What are the advantages of a Direct Service approach to working with low-income persons seeking services in your agency? Group 2: What are the disadvantages of a Direct Service approach to working with low-income persons seeking services in your agency? Group 3: What are the advantages of a Case Management approach to working with low-income persons seeking services in your agency? Group 4: What are disadvantages of a Case Management approach to working with low-income persons seeking services in your agency? Record your findings as a list of items on an easel pad. Identify a spokesperson to present your list to the rest of the class. Members of the class will have an opportunity to question items on your list, so be prepared to explain what you consider to be an advantage, or a disadvantage. You will also have an opportunity to re-examine what other groups are presenting.
© 2006-2017, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
1
Exercise One: Direct Services vs. Case Management Advantages of Direct Services Group 1
Disadvantages of Direct Services Group 2
© 2006-2017, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
2
Exercise One: Direct Services vs. Case Management Advantages of Case Management Group 3
Disadvantages of Case Management Group 4
© 2006-2017, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
3
Exercise Two: Instructions Analysis of Outcome Matrix Instructions Exercise Two is used to introduce the practice of analysis to support client management and improve the decision making of both the case manager and the client. The exercise demonstrates that the analysis and interpretation of outcome data produces useful information to support decision making and can be used to measure well-being and performance. There are six domains which comprise the Outcome Matrix: Food and Nutrition Employment Housing Education and Training Transportation Childcare The class is divided into four groups which will be assigned one or more of the above areas. For their respective domains, each group is asked to:
Identify the changes that have occurred in the specific domain(s) over the time periods identified in the Outcome Matrix. This is the first level of analysis, to accurately describe what happened.
Identify changes across domains that may have affected or resulted in an improvement of well-being and write it down on your easel sheet. You are looking for associations and relationships. This is the second level of analysis, to understand the relationships interventions and their resulting outcomes. You are not looking for a statistical correlation or causality but a common sense association. This exercise may be administered where each of the four groups identify a spokesperson and present to the class or an instructor facilitated large group discussion.
© 2006-2016, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
4
Sample Family Outcome Matrix – 1st Assessment–Feb. 1, 2nd Assessment–May 1, 3rd Assessment–Aug. 1 st
The status of the client is the placement on the scale directly above the date which is gray shaded, bolded and dated. The 1 assessment is Feb 1. Subsequent assessments on May 1 and Aug 1 follow the same format. Dimensions Food and Nutrition Employment Housing Education and Transportation Childcare Training Benchmarks
Thriving (9-10)
Able to afford any food without food programs (10)
Able to afford most food without food programs. (8)
Safe (8-9)
Full-time work above minimum wage with employer-provided benefits. (10)
Full-time work above minimum wage without employer benefits. (8)-Aug 1
Home Ownership (10A) Condominium Ownership (10B) Co-Op Home Ownership 10C) Non-subsidized rental housing (10D)
Post-Secondary degree: masters or doctorate. (10)
Child enrolled in unsubsidized, licensed childcare setting of own choice. (10)-Aug 1
Post-Secondary degree: bachelors, associates. (9)
Family members always have transportation needs met through public transportation, a car, or a regular ride. (10)
Safe and secure non-subsidized housing, choices limited due to moderate income, homeowner. (8A) Safe and secure non-subsidized housing, choices limited due to moderate income, renter. (8B)
Post high school vocational education, non college business, or technical or vocational training, or some college credits
Family members have most transportation needs met through public transportation, a car, or a regular ride. (8)-Aug 1
Child enrolled in licensed, subsidized child care of own choice. (8)
Safe and secure subsidized Section 8 housing. (6A)
High school diploma or G.E.D. (6)-Feb 1, May 1 & Aug 1
Family members have some transportation needs met through public transportation, a car, or a regular ride. (6)-May 1
Aug 1
Stable (5-6)
Able to obtain food through enrollment or reenrollment in SNAP, WIC or participation in and/or other food programs (6)May 1, Aug 1
May 1
Vulnerable (3-4)
In-Crisis (0-2)
Full-time work at minimum wage with employer-provided benefits. (6)-8/1 Full-time work at minimum wage without employer provided- benefits. (5)May 1
Aug. 1
Child enrolled in licensed, subsidized childcare, limited choice. (7)-May 1 & Aug 1
Aug. 1
Safe and secure subsidized rental apartment. (6B)-Aug 1
May 1
Aug 1
Child provided childcare by a family member or friend. (6) Child provided childcare by various caregivers (5)
Safe and secure subsidized public housing. (6C)
May 1
Aug 1
Feb. 1
May 1
Aug. 1
May 1
Prevention Line Unable to obtain Part-time employment sufficient food even with with benefits. (4)-5/1 participation in a food program-Feb 1 Part-time employment without benefits. (3)Feb 1
Prevention Line Safe and secure transitional Reading, writing, and basic housing. (4)-Feb 1 & May 1 math skills present, no high school diploma or G.E.D. Unaffordable home (3A) (4) Unaffordable rental (3B) Temporary shelter (3C)
Prevention Line Family members Child on waiting list for rarely have enrollment in childcare. transportation needs (3)-Feb 1 met through public transportation, a car, or a regular ride. (3)Feb 1
Feb 1
Feb 1
Feb. 1
Feb. 1
Feb. 1
Unable to afford or obtain food. (8)
Unemployed with work history and skills. (2)-2/1
Living with relatives (2)
Family members do not have public transportation, a car, or regular ride. (0)
Child not enrolled in childcare. (2)
Unemployed without work history or skills(0)
May 1
Substandard or unsafe housing (1) Homeless (0)
Reading, writing, and basic math skills absent. (0)
Child enrolled in unregulated or unlicensed childcare facility. (0)
© 2006-2016, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
5
Exercise Three: Instructions Agency Resources for Case Management This third exercise asks that you imagine yourself part of a “work group” responsible for conducting a study for implementing a case management approach. The agency may also have multiple funding sources and programs as well as satellite offices to cover more than one location. The study must determine what resources are required to sustain successful case management. The task is broken down into four categories of resources needed, each its own group: Group 1: Policy and Procedures. Group 2: Physical and Financial Resources. Group 3: Relationships with Community Entities. Group 4: Human Resources and Skills. You are assigned to a “work group” which will focus on one of the four categories. Your group should make a list of resource items deemed necessary to support successful case management. Record the list on your easel pad. Identify a spokesperson who will present the list to the rest of the class. The other members of the class will have an opportunity to question items on your list, so be prepared to explain why your resource items are important for case management. Later, you will have an opportunity to comment and review the other resource categories. In order to carry out this assignment, you have to think about an imaginary or actual case management system in operation (that is the point of the exercise). Further, you have to discuss, explain, share, and form a consensus about your actual or imaginary case management system with other members of your group. Defining the resources needed (and qualifying them as necessary) is a further step in articulating an understanding of what is involved in a case management approach.
© 2006-2016, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
6
Exercise Three: Agency Resources for a Case Management System Policy and Procedures Group 1
Physical and Financial Resources Group 2
© 2006-2016, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
7
Exercise Three: Agency Resources for a Case Management System Relationships with Community Entities Group 3
Human Resources and Skills Group 4
© 2006-2016, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
8
Exercise Four: Write a Case Plan–Instructions Instructions: Read the case scenario provided in the handout or the PowerPoint. Each of the four groups should have an easel pad and markers. Each group should identify a recorder/scribe and a spokesperson. This exercise may also be administered as a group discussion. Write
a Case Plan Identifying: Strengths and Needs A Plan of Action, Implementation and Follow-up Goals and Objectives
This exercise is where you will analyze a hypothetical case and prepare a case plan. Preparation of the case plan has three parts: Part
One – Strengths and Needs What are the strengths? What are the primary needs? What are the secondary needs
Part
Two – Plan of Action, Implementation and Follow-up What would be a possible plan of action? How would you implement the plan? What type of follow-up would you conduct?
Part Three – Goals and Objectives Write goals and objectives for the client. Explain how you would demonstrate that the client is moving from dependency towards independence or self-sufficiency.
© 2017, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
9
The Center for Applied Management Practices, Inc. 320 Lamp Post Lane, Camp Hill, PA 17011 www.appliedmgt.com (717) 730-3705
Exercise One: Instructions Direct Services vs. Case Management This first exercise is an attempt to identify what class participants know, or what they believe about delivery of services and promoting stability and self-sufficiency for low-income persons. The exercise assumes that there are two extremes in connection with service delivery: Direct Services vs. Case Management. In reality, there are probably gradations between these two modes, however, assume that the choice is between a Direct Services approach only or services delivered using a Case Management approach. Please note that a Quick Service is also a Direct Service. The class is divided into four groups. Each group directs their focus on a particular question pertaining to the two modes of service delivery: Group 1: What are the advantages of a Direct Service approach to working with low-income persons seeking services in your agency? Group 2: What are the disadvantages of a Direct Service approach to working with low-income persons seeking services in your agency? Group 3: What are the advantages of a Case Management approach to working with low-income persons seeking services in your agency? Group 4: What are disadvantages of a Case Management approach to working with low-income persons seeking services in your agency? Record your findings as a list of items on an easel pad. Identify a spokesperson to present your list to the rest of the class. Members of the class will have an opportunity to question items on your list, so be prepared to explain what you consider to be an advantage, or a disadvantage. You will also have an opportunity to re-examine what other groups are presenting.
© 2006-2017, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
1
Exercise One: Direct Services vs. Case Management Advantages of Direct Services Group 1
Disadvantages of Direct Services Group 2
© 2006-2017, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
2
Exercise One: Direct Services vs. Case Management Advantages of Case Management Group 3
Disadvantages of Case Management Group 4
© 2006-2017, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
3
Exercise Two: Instructions Analysis of Outcome Matrix Instructions Exercise Two is used to introduce the practice of analysis to support client management and improve the decision making of both the case manager and the client. The exercise demonstrates that the analysis and interpretation of outcome data produces useful information to support decision making and can be used to measure well-being and performance. There are six domains which comprise the Outcome Matrix: Food and Nutrition Employment Housing Education and Training Transportation Childcare The class is divided into four groups which will be assigned one or more of the above areas. For their respective domains, each group is asked to:
Identify the changes that have occurred in the specific domain(s) over the time periods identified in the Outcome Matrix. This is the first level of analysis, to accurately describe what happened.
Identify changes across domains that may have affected or resulted in an improvement of well-being and write it down on your easel sheet. You are looking for associations and relationships. This is the second level of analysis, to understand the relationships interventions and their resulting outcomes. You are not looking for a statistical correlation or causality but a common sense association. This exercise may be administered where each of the four groups identify a spokesperson and present to the class or an instructor facilitated large group discussion.
© 2006-2016, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
4
Sample Family Outcome Matrix – 1st Assessment–Feb. 1, 2nd Assessment–May 1, 3rd Assessment–Aug. 1 st
The status of the client is the placement on the scale directly above the date which is gray shaded, bolded and dated. The 1 assessment is Feb 1. Subsequent assessments on May 1 and Aug 1 follow the same format. Dimensions Food and Nutrition Employment Housing Education and Transportation Childcare Training Benchmarks
Thriving (9-10)
Able to afford any food without food programs (10)
Able to afford most food without food programs. (8)
Safe (8-9)
Full-time work above minimum wage with employer-provided benefits. (10)
Full-time work above minimum wage without employer benefits. (8)-Aug 1
Home Ownership (10A) Condominium Ownership (10B) Co-Op Home Ownership 10C) Non-subsidized rental housing (10D)
Post-Secondary degree: masters or doctorate. (10)
Child enrolled in unsubsidized, licensed childcare setting of own choice. (10)-Aug 1
Post-Secondary degree: bachelors, associates. (9)
Family members always have transportation needs met through public transportation, a car, or a regular ride. (10)
Safe and secure non-subsidized housing, choices limited due to moderate income, homeowner. (8A) Safe and secure non-subsidized housing, choices limited due to moderate income, renter. (8B)
Post high school vocational education, non college business, or technical or vocational training, or some college credits
Family members have most transportation needs met through public transportation, a car, or a regular ride. (8)-Aug 1
Child enrolled in licensed, subsidized child care of own choice. (8)
Safe and secure subsidized Section 8 housing. (6A)
High school diploma or G.E.D. (6)-Feb 1, May 1 & Aug 1
Family members have some transportation needs met through public transportation, a car, or a regular ride. (6)-May 1
Aug 1
Stable (5-6)
Able to obtain food through enrollment or reenrollment in SNAP, WIC or participation in and/or other food programs (6)May 1, Aug 1
May 1
Vulnerable (3-4)
In-Crisis (0-2)
Full-time work at minimum wage with employer-provided benefits. (6)-8/1 Full-time work at minimum wage without employer provided- benefits. (5)May 1
Aug. 1
Child enrolled in licensed, subsidized childcare, limited choice. (7)-May 1 & Aug 1
Aug. 1
Safe and secure subsidized rental apartment. (6B)-Aug 1
May 1
Aug 1
Child provided childcare by a family member or friend. (6) Child provided childcare by various caregivers (5)
Safe and secure subsidized public housing. (6C)
May 1
Aug 1
Feb. 1
May 1
Aug. 1
May 1
Prevention Line Unable to obtain Part-time employment sufficient food even with with benefits. (4)-5/1 participation in a food program-Feb 1 Part-time employment without benefits. (3)Feb 1
Prevention Line Safe and secure transitional Reading, writing, and basic housing. (4)-Feb 1 & May 1 math skills present, no high school diploma or G.E.D. Unaffordable home (3A) (4) Unaffordable rental (3B) Temporary shelter (3C)
Prevention Line Family members Child on waiting list for rarely have enrollment in childcare. transportation needs (3)-Feb 1 met through public transportation, a car, or a regular ride. (3)Feb 1
Feb 1
Feb 1
Feb. 1
Feb. 1
Feb. 1
Unable to afford or obtain food. (8)
Unemployed with work history and skills. (2)-2/1
Living with relatives (2)
Family members do not have public transportation, a car, or regular ride. (0)
Child not enrolled in childcare. (2)
Unemployed without work history or skills(0)
May 1
Substandard or unsafe housing (1) Homeless (0)
Reading, writing, and basic math skills absent. (0)
Child enrolled in unregulated or unlicensed childcare facility. (0)
© 2006-2016, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
5
Exercise Three: Instructions Agency Resources for Case Management This third exercise asks that you imagine yourself part of a “work group” responsible for conducting a study for implementing a case management approach. The agency may also have multiple funding sources and programs as well as satellite offices to cover more than one location. The study must determine what resources are required to sustain successful case management. The task is broken down into four categories of resources needed, each its own group: Group 1: Policy and Procedures. Group 2: Physical and Financial Resources. Group 3: Relationships with Community Entities. Group 4: Human Resources and Skills. You are assigned to a “work group” which will focus on one of the four categories. Your group should make a list of resource items deemed necessary to support successful case management. Record the list on your easel pad. Identify a spokesperson who will present the list to the rest of the class. The other members of the class will have an opportunity to question items on your list, so be prepared to explain why your resource items are important for case management. Later, you will have an opportunity to comment and review the other resource categories. In order to carry out this assignment, you have to think about an imaginary or actual case management system in operation (that is the point of the exercise). Further, you have to discuss, explain, share, and form a consensus about your actual or imaginary case management system with other members of your group. Defining the resources needed (and qualifying them as necessary) is a further step in articulating an understanding of what is involved in a case management approach.
© 2006-2016, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
6
Exercise Three: Agency Resources for a Case Management System Policy and Procedures Group 1
Physical and Financial Resources Group 2
© 2006-2016, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
7
Exercise Three: Agency Resources for a Case Management System Relationships with Community Entities Group 3
Human Resources and Skills Group 4
© 2006-2016, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
8
Exercise Four: Write a Case Plan–Instructions Instructions: Read the case scenario provided in the handout or the PowerPoint. Each of the four groups should have an easel pad and markers. Each group should identify a recorder/scribe and a spokesperson. This exercise may also be administered as a group discussion. Write
a Case Plan Identifying: Strengths and Needs A Plan of Action, Implementation and Follow-up Goals and Objectives
This exercise is where you will analyze a hypothetical case and prepare a case plan. Preparation of the case plan has three parts: Part
One – Strengths and Needs What are the strengths? What are the primary needs? What are the secondary needs
Part
Two – Plan of Action, Implementation and Follow-up What would be a possible plan of action? How would you implement the plan? What type of follow-up would you conduct?
Part Three – Goals and Objectives Write goals and objectives for the client. Explain how you would demonstrate that the client is moving from dependency towards independence or self-sufficiency.
© 2017, The Accountable Case Manager, The Center for Applied Management Practices, Inc., Camp Hill, PA, (717) 730-3705, www.appliedmgt.com
9
