The 5-2-2 of Results Count

The Foundation’s unique approach to lead­er­ship devel­op­ment — Results Count^® — stems from a con­vic­tion that results-dri­ven lead­ers are vital to achiev­ing mea­sur­able and last­ing improve­ments for kids and fam­i­lies. Casey’s lead­er­ship devel­op­ment pro­grams pro­vide par­tic­i­pants with cus­tomized lead­er­ship skills to help them exe­cute strate­gies and man­age the chal­lenges that come along with efforts to make last­ing and effec­tive changes to the sys­tems and ser­vices that impact chil­dren and families. 

The results-based lead­er­ship approach is based on five core com­pe­ten­cies, two foun­da­tion­al frame­works and two foun­da­tion­al skills — the 5−2−2 of Results Count.

The five core com­pe­ten­cies are:

• Be results-based and data-dri­ven, estab­lish­ing clear tar­gets and using data to assess progress and change course as needed. 
• Bring atten­tion to and act on dis­par­i­ties, rec­og­niz­ing that race, class and cul­ture impact out­comes and oppor­tu­ni­ties for vul­ner­a­ble children.
• Use one­self as an instru­ment of change to move a result, based on the belief that indi­vid­ual lead­ers are capa­ble of lead­ing from what­ev­er posi­tion they hold. 
• Mas­ter the skills of ​“adap­tive lead­er­ship,” which makes lead­ers aware of the impact of val­ues, habits, beliefs, atti­tudes and behav­iors asso­ci­at­ed with tak­ing action to improve results.
• Col­lab­o­rate with oth­ers, under­stand­ing that the capac­i­ty to build con­sen­sus and make group deci­sions enables lead­ers to align their actions and move work for­ward to achieve results. 

The two foun­da­tion­al frame­works are: 

• The The­o­ry of Aligned Con­tri­bu­tions con­tends that it is more like­ly that mea­sur­able pop­u­la­tion lev­el change will occur when the right group of lead­ers use spe­cif­ic skills to align their actions and make con­tri­bu­tions to a spe­cif­ic result.
• The Per­son-Role-Sys­tem frame­work is used to address com­mon bar­ri­ers to aligned action. Lead­er­ship is influ­enced by a person’s indi­vid­ual pref­er­ences and style and per­son­al and pro­fes­sion­al expe­ri­ences as well as the role he or she plays in for­mal and infor­mal systems.

The two foun­da­tion­al skills of results-based lead­er­ship are:

• Results-Based Account­abil­i­ty (RBA), an approach used to dif­fer­en­ti­ate between pop­u­la­tion and pro­gram lev­el results, to use data to devel­op impact­ful strate­gies and to estab­lish ways of track­ing whether the work is mak­ing a con­tri­bu­tion to the achieve­ment of results. 
• Results-Based Facil­i­ta­tion (RBF), which helps lead­ers design, lead and con­tribute in meet­ings that effec­tive­ly move groups from talk to action and hold par­tic­i­pants account­able for advanc­ing the work.

In places from Seat­tle to Atlanta, results-based lead­er­ship devel­op­ment has helped lead­ers move togeth­er from vision to action to results. Read more about results-based lead­er­ship devel­op­ment in the recent report Lead­ing for Results: Devel­op­ing Tal­ent to Dri­ve Change.