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| Foreword | |
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| Acknowledgments | |
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| Introduction. Consumer-Centered Social Administration: What This Book Is About and How to Use It | |
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| Assumptions, Principles, and Performance Expectations of Consumer-Centered Social Administration | |
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| Frameworks for Organizing Social Administration Skills | |
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| Structuring the Organization for Maximum Consumer Benefit: The Inverted Hierarchy | |
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| A Note to Readers on How to Use This Book | |
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| Consumer-Centered Social Administration | |
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| Social Administration and Outcomes for Consumers: What We Know | |
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| Assumptions of Consumer-Centered Management | |
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| Principles of Consumer/Client-Centered Practice | |
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| Management as Performance | |
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| Initiating Change Through Persuasion: The Microskills Approach | |
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| Persuasion: Some Basics | |
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| Gender and Cultural Differences in Persuasion | |
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| Strategies to Enhance Perceived Behavioral Control | |
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| Strategies to Change the Attitude Toward a Behavior | |
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| Strategies to Change the Normative Component | |
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| Strategies to Help Move from Intention to Behavior | |
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| Summary | |
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| An Analytic Framework for Social Program Management | |
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| Principles of Consumer-Centered Management and Social Program Specifications | |
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| Research That Supports the Social Program Analytic Framework | |
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| What You Need to Know to Begin Program Analysis | |
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| The Elements of the Program Framework | |
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| Program Element: Social Problem Analysis | |
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| Program Element: Identify the Direct Beneficiary of the Program | |
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| Social Administrators' Use of the Problem and Population Analysis | |
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| Summary | |
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| Specifying and Managing the Social Work Theory of Helping | |
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| What Is a Theory of Helping? | |
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| Framework Requirements for Goals | |
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| Framework Requirements for Objectives | |
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| Framework Requirements for Expectations | |
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| Social Administrators' Use of the Theory of Helping | |
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| Summary | |
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| Program Framework: The Rest of the Story | |
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| Stages of Helping | |
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| Key People Required for the Consumer to Benefit: Who Needs to Do What? | |
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| The Helping Environment | |
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| Emotional Responses | |
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| The Actual Helping Behaviors | |
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| Creating Attractive Programs | |
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| Examples of Social Administrators' Use of Program Elements to Enhance Consumer Benefits | |
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| Example Program Specifications: The Application of the Wraparound Approach to School-Based Mental Health Services | |
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| Summary | |
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| Managing Information: Determining Whether the Program Is Operating As Intended | |
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| The Power of Measurement | |
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| The Effects of Feedback on Performance | |
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| The Learning Organization | |
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| The Human Service Cockpit | |
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| Piloting the Human Service Program: Establishing and Using a Performance-Improvement Strategy | |
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| Selection and Measurement of Performance Indicators | |
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| Selecting Outcome Measures | |
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| Measuring Consumer Outcomes | |
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| Measuring Performance That Supports Consumer Outcomes | |
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| Innovative and Powerful Report Designs | |
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| Personnel Management | |
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| Principles of Consumer-Centered Social Administration and Personnel Management | |
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| The Tasks of Managing People | |
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| The Special Case of Volunteers | |
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| The Environments of Personnel Management | |
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| Overview of Related Research | |
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| Creating and Reinforcing a Consumer-Centered Unit Culture | |
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| Designing Jobs So That Consumers and Workers Achieve Desired Results | |
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| Recruitment and Selection to Match People to Jobs | |
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| Maintaining a System of Performance Appraisal, Feedback, and Rewards That Informs and Energizes Staff | |
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| Assisting Workers in Developing Skills and Enhancing Their Careers Through Supervision: Training | |
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| Using Standard Procedures, Specific to a Field of Practice, to Maintain Policies, Procedures, and Training That Focus on Worker and Consumer Safety | |
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| 9 Fiscal Management | |
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| The Principles of Consumer-Centered Management and Resource Management | |
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| Identifying Program Costs and Linking Them to Consumer Outcomes: Budgeting | |
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| Sources of Funds and Their Acquisition | |
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| Social-Service Contracting | |
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| Risk Management and Fiscal Incentives | |
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| 10 The Inverted Hierarchy | |
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| A New Metaphor | |
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| Finding Opportunity: The Foundation of the Inverted Hierarchy | |
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| Strategies for Turning Opportunities into Performance | |
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| Powerful Integrating Mechanisms: Field Mentoring, Group Supervision, and Performance-Enhancement Teams | |
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| Summary | |
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| References | |
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| Index | |