WIA Performance Tutorial Module 1 Click to advance

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WIA Performance TutorialModule 1 Click to
advance
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Read closely.There will be a test.
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Unit 1Structure
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Structure of Performance Measures
The structure of the WIA Performance system is
unique.
It is the framework for how the measures will be
calculated, and consequently impacts the tempo of
service delivery and follow-up.
1 2 3
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Structure

• WIA Performance Measures are based on calendar
  quarters Jan-Mar, Apr-Jun, Jul-Sep, Oct-Dec.
• Clients are grouped into exit quarters to be
  counted in performance.
• Entered Employment counts when its employment in
  the first quarter after the exit quarter.
• Retention counts when its employment in the
  first and third quarter after exit.

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Structure

• Earnings Change measures compare two quarters
  before registration or dislocation with two
  quarters after exit.
• Credentials count when theyre obtained by the
  third quarter after exit.
• Diplomas or equivalents count for Younger Youth
  when theyre obtained by the first quarter after
  exit.
• Skills attained in a particular report quarter
  count when they were set up to a year earlier.

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Entered Employment Rate Adult-Dislocated
Worker-Older Youth
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Entered Employment Rate Adult-Dislocated
Worker-Older Youth
Of those clients who were unemployed at
registration
1,970 obtained employment the quarter after exit
71 Entered Employment Rate
2,774 exiters
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Retention Rate Adult-Dislocated Worker-Older
Youth
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Retention Rate Adult-Dislocated Worker-Older
Youth
Of those clients who were employed in the first
quarter after exit
4,374 obtained employment the third quarter after
exit
82 Retention Rate
5,334 exiters
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Earnings Change/ Replacement Rates
Adult-Dislocated Worker-Older Youth
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Earnings Change Rates Adult-Older Youth
Of those clients who were employed in the first
quarter after exit
17,707,032 difference between pre and post
program earnings
3,346 Average Earnings Change
5,292 exiters
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Earnings Replacement RateDislocated Worker
Of those clients who were employed in the first
quarter after exit
54,633,178 post program earnings
95 Earnings Replacement Rate
57,508,608 pre program earnings
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Older YouthDeal specially with populations
that are in Postsecondary Education or Advanced
Training after exit
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Credential Rate Adult-Dislocated Worker
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Credential Rate Older Youth
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Credential Rate Adult-Dislocated Worker
Of those clients who receive training services
395 obtained employment the quarter after exit
AND a credential
50 Credential Rate
790 exiters
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Credential Rate Older Youth
All Older Youth
113 were in employment, post secondary education,
or advanced training after exit AND got a
credential
55 Credential Rate
206 exiters
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Younger YouthDeal specially with Populations
that are in Secondary School at Exit
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Skill Attainment Rate Younger Youth
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Skill Attainment Rate Younger Youth
Of all in-school youth and any out-of-school
youth assessed to be in need of basic, work
readiness, or occupational skills
2,065 goals attained in quarter
89 Skill Attainment Rate
2,320 goals were set up to a year earlier
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Diploma or Equivalent Attainment Rate Younger
Youth
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Diploma or Equivalent Attainment Rate Younger
Youth
Of those who register without a diploma
113 attained a secondary school diploma or
equivalent by the first quarter after exit
55 Diploma or Equivalent Attainment Rate
206 exiters (except those still in secondary
school at exit)
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Retention Rate Younger Youth

• Employment
• Postsecondary Education
• Advanced Training
• Qualified Apprenticeship
• Military

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Retention Rate Younger Youth
386 were in postsecondary education, advanced
training, employment, qualified apprenticeship,
or the military in the third quarter after exit
63 Retention Rate
612 exiters (except those still in secondary
school at exit)
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Customer Satisfaction Rate Participant and
Employer
The weighted average of participant/employer
ratings on each of three questions regarding
overall satisfaction reported on a 1-10 scale

• What was your overall satisfaction with the
  services provided?
• To what extent have the services met your
  expectations?
• How well do you think the services you received
  compare with the ideal set of services?

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Customer Satisfaction Rate Participant and
Employer
Rate is American Customer Satisfaction Index
(ACSI)

• Used extensively in Fortune 500 companies,
  Federal agencies, and in many European countries
• Surveys are administered by telephone from random
  sample
• Must have at least 500 completed surveys in the
  state during the program year for each
  group--participants and employers
• Response rate must be at least 70

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Customer Satisfaction Rate Participant and
Employer
Mean values of three ACSI questions in Formula
State-specific Weights
74 ACSI Score
X
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The structure of the WIA Performance Measurement
system is such that a client has to attain all of
the elements in a measure to count. To
remember this, think of

• 1-2-3

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Clients have to get over all the hurdles of the
performance system Example The Adult and
Dislocated Worker Employment and Credential Rate
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Older Youth Credential Rate
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Structure
In summary

• WIA Performance Measures are based on quarters
  and Clients are grouped in exit quarters to be
  counted in performance
• Certain items must be accomplished in and by
  particular quarters to be reflected in the
  performance measures.
• The client must accomplish all the items in the
  structure of the measure to count in the measure.
  For example, they must go through the 1-2-3 of
  Credentials to count in the Credential Rate.

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Unit 2Definitions
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Definitions Formulas

• Adult Entered Employment Rates count those who
  entered employment who were not employed at
  registration.
• Adult Retention Rates count all those who were
  employed at the first and third quarters.
• Adult Earnings Change rates compare the pre and
  post program wages of only those who were
  employed in the first quarter after exit.
• Adult Credential rates count only those who were
  in training and employed in the first quarter
  after exit and got a credential.

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Key Definitions

• Employed There are two evidences of work that
  constitute employment for use in the WIA
  performance measures in Missouri
• 1) Missouri UI wage earnings over zero in the
  quarter measured
• 2) An occupation that was verified via follow-up,
  documented in accordance with DWD Issuance 01-01
  and submitted on the Supplemental Data Sheets in
  the quarter measured. (This can include all
  other employment out of state, non-covered,
  self-attested, etc.)

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Key Definitions

• Unemployed (for the purposes of defining
  unemployed at registration) An individual who
  does not meet the definition of employed.
• Employed - An individual employed at registration
  is one who, during the 7 consecutive days prior
  to registration, did any work at all as a paid
  employee, in his or her own business, profession
  or farm, worked 15 hours or more as an unpaid
  worker in an enterprise operated by a member of
  the family, or is one who was not working, but
  has a job or business from which he or she was
  temporarily absent because of illness, bad
  weather, vacation, labor-management dispute, or
  personal reasons, whether or not paid by the
  employer for time-off, and whether or not seeking
  another job.

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Key Definitions

• Exit There are two definitions in the WIA
  performance measures
• 1. hard exit a participant who has a date of case
  closure, completion or known exit from WIA-funded
  or non-WIA funded partner service within the
  quarter
• 2.soft exit a participant who does not receive
  any WIA-funded or non-WIA funded partner service
  for 90 days and is not scheduled for future
  services except follow-up services
• Both types function the same for the purposes of
  inclusion in an exiter quarter for performance
• See Managing WIA Exits in the WIA Performance
  Handbook

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Key Definitions

• Structure of performance measures necessitate
  service strategies centered around the exit
  quarter.
• Clients who exit for the following reasons will
  be excluded from WIA performance
• institutionalized - 24 hr support facility,
  prison or hospital, expected to remain for at
  least 90 days
• health/medical-receiving medical treatment that
  precludes entry into unsubsidized employment or
  WIA participation, not included under 90 day
  conditions
• deceased
• reservists called to active duty - who choose not
  to return to WIA services. Added with TEGL
  14-00, Change 1.

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Key Definitions

• Credential (USDOL definition) nationally
  recognized degree or certificate or State/locally
  recognized credential. Credentials include, but
  are not limited to, a high school diploma, GED or
  other recognized equivalents, post-secondary
  degrees/certificates, recognized skill standards,
  and licensure or industry-recognized
  certificates. States should include all State
  Education Agency recognized credentials. In
  addition, States should work with local Workforce
  Investment Boards to encourage certificates to
  recognize successful completion of the training
  services listed above that are designed to equip
  individuals to enter or re-enter employment,
  retain employment, or advance into better
  employment.

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Key Definitions

• Credential (State definition) you can remember
  it as listed in DWD Issuance 7-00

A B C
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• Option A Certificate, diploma, degree or
  statement of competency awarded by an eligible
  training provider which is on the state approved
  list required under Section 122 of the Workforce
  Investment Act

A
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Option A Examples

• Cosmetology
• Nursing
• Taxidermy
• Forklift
• Computer Technology
• Others???
• _________________________________
• _________________________________

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• Option B High School diploma, GED, or
  Certificate, diploma, associate, bachelor,
  graduate or higher degree issued by an
  institution of higher education that is legally
  authorized to offer postsecondary education.

B
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Option B Examples

• High School Diploma
• GED (General Education Development)
• Associates Degree
• Bachelors Degree
• Certificate of Competency (pending)
• Others???
• _________________________________
• _________________________________

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C

• Option C Locally-defined and documented
  certificate or diploma awarded by a training
  provider (or other service provider including an
  On-the-Job-Training OJT employer/provider) that
  has obtained endorsement of the local Workforce
  Investment Board (WIB).

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Option C

• A certificate or diploma awarded by an eligible
  training provider (including an
  On-the-Job-Training OJT employer/ provider)
  that has undertaken the following
• Identified the specific competencies, tasks, or
  skills attained by the participant. The
  competencies, tasks, or skills shall be
  identified by

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Option C

• Employer input at the national, state, regional,
  or local level
• - Reviewed on an annual basis or periodic basis
  that is identified
• - Developed and implemented curriculum to support
  instruction of the competencies, tasks, or
  skills and
• - Confirmed attainment or completion of
  competency, tasks, or skills through valid and
  reliable testing or demonstration of competence,
  tasks, or skills.

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Option C

• Obtained endorsement of the local Workforce
  Investment Board (WIB). In endorsing the
  credential the WIB shall confirm
• Initial and periodic employer involvement
• Use of curriculum or instruction consistent with
  the competency, tasks, or skills for which the
  credential is issued and
• Use of testing or demonstration of competence
  that reasonably confirms that the competencies,
  tasks, or skills have been obtained.

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Option C

• Anything that meets the criteria in DWD Issuance
  7-00 and is approved by the WIB
• Microsoft Office
• Soft Skills Training
• OJTs
• BE CREATIVE IN EXPLORING OPTIONS
• Not subject to 40 hour limit like Training
• Others??
• _________________________________

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Customer Satisfaction Definitions

• Employer (for use in customer satisfaction
  surveys) - those who have received a substantial
  service where the service has been completed or,
  if it is an ongoing service, when a full segment
  of service has been provided (e.g., after listing
  an open job order, the employer has received some
  referrals or if no service, 30 days have elapsed
  after the initial request).
• Participant (for use in customer satisfaction
  surveys) - WIA Title 1-B participants who are
  exiters as defined in the core measures, who are
  either Adults, Dislocated Workers, Older Youth
  (ages 19-21) or Younger Youth (ages 14-18) will
  be surveyed.
• All employers who have received a substantial
  service involving personal contact with One-Stop
  staff are eligible to be chosen for inclusion in
  the employer random sample.
• All individuals from all funding streams in an
  exit cohort are eligible to be chosen for
  inclusion in the participant random sample.
• Assume any customer might be surveyed for his or
  her level of satisfaction.

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Other Definitions

• Advanced Training - an occupational skills
  employment/training program, not funded under
  Title I of the WIA, which does not duplicate
  training received under Title I. Includes only
  training outside of the one-stop, WIA and
  partner, system (i.e., training following exit).
• Basic literacy skills deficient - the individual
  computes or solves problems, reads, writes, or
  speaks English at or below the 8th grade level or
  is unable to compute or solve problems, read,
  write, or speak English at a level necessary to
  function on the job, in the individual's family,
  or in society. In addition, States and locals
  have the option of establishing their own
  definition, which must include the above
  language. In cases where States and/or locals
  establish such a definition, that definition will
  be used for basic literacy skills determination.
• Basic Skills Goal - measurable increase in basic
  education skills include reading comprehension,
  math computation, writing, speaking, listening,
  problem solving, reasoning, and the capacity to
  use these skills.

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Other Definitions

• Occupational Skills Goal - primary occupational
  skills encompass the proficiency to perform
  actual tasks and technical functions required by
  certain occupational fields at entry,
  intermediate or advanced levels. Secondary
  occupational skills entail familiarity with and
  use of set-up procedures, safety measures,
  work-related terminology, record keeping and
  paperwork formats, tools, equipment and
  materials, and breakdown and clean-up routines.
• Planned Gap in Service - no participant activity
  of greater than 90 days due to a delay before the
  beginning of training or a health/medical
  condition that prevents an individual from
  participating in services.
• Post-Secondary Education - a program at an
  accredited degree-granting institution that leads
  to an academic degree (e.g. AA, AS, BA, BS). Does
  not include programs offered by degree-granting
  institutions that do not lead to an academic
  degree.

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Other Definitions

• Qualified Apprenticeship - a program approved and
  recorded by the ETA/Bureau of Apprenticeship and
  Training (BAT) or by a recognized State
  Apprenticeship Agency (i.e., State Apprenticeship
  Council). Approval is by certified registration
  or other appropriate written credential.
• Training Services - Include WIA funded and
  non-WIA funded partner training services. These
  services include occupational skills training,
  including training for nontraditional employment
  on-the-job training programs that combine
  workplace training with related instruction,
  which may include cooperative education programs
  training programs operated by the private sector
  skill upgrading and retraining entrepreneurial
  training job readiness training adult education
  and literacy activities in combination with other
  training and customized training conducted with
  a commitment by an employer or group of employers
  to employ an individual upon successful
  completion of the training.

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Other Definitions

• Work Readiness Skills Goal - Work readiness
  skills include world of work awareness, labor
  market knowledge, occupational information,
  values clarification and personal understanding,
  career planning and decision making, and job
  search techniques (resumes, interviews,
  applications, and follow-up letters). They also
  encompass survival/daily living skills such as
  using the phone, telling time, shopping, renting
  an apartment, opening a bank account, and using
  public transportation. They also include positive
  work habits, attitudes, and behaviors such as
  punctuality, regular attendance, presenting a
  neat appearance, getting along and working well
  with others, exhibiting good conduct, following
  instructions and completing tasks, accepting
  constructive criticism from supervisors and
  co-workers, showing initiative and reliability,
  and assuming the responsibilities involved in
  maintaining a job. This category also entails
  developing motivation and adaptability, obtaining
  effective coping and problem-solving skills, and
  acquiring an improved self image.
• (Sources TEGLs 7-99and 14-00)

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In summary

• Understanding the definitions of the measures is
  a good first step in developing policies and
  service strategies.
• Understanding the definitions of the measures
  will assist in explanations of performance
  levels.
• Understanding the definitions of the measures
  will help workforce practitioners ensure that the
  benefit to the customer is reflected in the
  measures.

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Unit 3Data Entry
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Data Entry

• Data entry is an integral component of WIA
  Performance.
• The source of much of the data that forms the
  rates is from WIA Case Tracking System entries at
  intake, during enrollment, outcomes from
  follow-up, etc.
• Consequently, flaws in data entry can result in
  low WIA Performance.
• Also, not all case tracking sources are data
  entry sources used in performance. One good
  example is employment

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Data Entry

• A job entered in case notes is not countable
  employment for performance.
• A job entered in the Outcomes
• employment fields is not
• countable employment.
• A job entered in the clients paper
• files but not in the Supplemental
• Data sheets is not countable employment.
• Only those evidences of work listed in Unit 2
  (UI wages, supplemental data sheets) are sources
  that can be included in WIA Performance.

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Data Entry

• When data entry methods do not adequately cover
  all the vital elements of performance, policies
  must be implemented to change the methods.
• Case example

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In PY 2000, what happened in Credential Rate when
client entered uncovered employment (out of
state non-UI self)?
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New Policy for PY 2001Supplemental Data

• Provides for verification of employment using
  sources other than UI wage data
• Includes
• case management, follow-up services, surveys of
  participants, and/or verification with the
  employer
• record sharing and/or automated record matching
  with administrative records
• self-attestation
• Mapped out in DWD Issuance 01-01 and WIA
  Performance Handbook Addendum 1 Supplemental
  Data

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• Supplemental Data allows client to count toward
  employment and count in rate without being
  unfairly excluded

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Issuance 01-01

• Record sharing is preferred follow-up surveys
  used when third party verifications not
  reasonably attainable
• Documentation must be maintained in the
  participant file
• Local areas may wish to establish mutual
  assistance agreements with One-Stop operators of
  WIBs in adjoining states to exchange information
  about clients that appear in the other states UI
  records
• Contains nine paper forms for use in
  documentation

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Issuance 01-01

• Also lists acceptable documentation of credential
• Effective 7/1/2001 (beginning of PY 2001)
• After data is gathered, it must be properly
  documented and recorded locally
• Submit via WIA Supplemental Wage Data
  spreadsheets, to be sent to local area from
  State. List of exiters that did not show up in
  UI wage records. Remove those clients not
  employed and return to State.

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Think fast
What data entry is critical for the Credential
rates?
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What data entry is critical for Older Youth rates?
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What data entry is critical for Younger Youth
rates?
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In summary

• Missouris WIA Case Tracking System is in the
  process of continuously improving, so specific
  instructions are not part of this Tutorial.
• But, remember the enduring principle of good data
  entry, that good performance cannot occur without
  it.

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Proceed to Unit 4.Next Module.