WIA Performance Tutorial Module 2 Click to advance

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WIA Performance TutorialModule 2 Click to
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Read closely.There will be a test.
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Unit 4Managing Programs for Higher Performance
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Managing Programs for Higher Performance
WIA Performance is a function of what happens at
critical times in the service delivery process.
It is based on many variables.
Action in any of these areas will have an impact
on performance
Enrollment in WIA/ Partner Service
Point of Exit
Point of Registration
Post-Exit/ Follow-up
WIA PERFORMANCE RATE
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Variables of Performance
View these on a time line, as they occur in the
sequence of the clients service
In many cases, much emphasis has been placed on
on the entry and exit points.
Enrollment in WIA/ Partner Service
Point of Exit
Point of Registration
Post-Exit/ Follow-up
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Variables of Performance Points of Service
Overemphasis on these areas may encourage
practices that are short-sighted or not
customer-driven. For example
Point Action Result

• Screening out clients based on suspected impact
  on performance
• Imposition of client-limiting policies based on
  negotiated performance levels

• Postponing exits for fear of taking negative in
  performance.
• Exiting en masse to boost performance,
  misunderstanding alignment of exiter year/program
  year
• Fear of soft exits resulting in unintentional
  negatives.

• Lowered raw numbers
• Sometimes temporarily increased, but volatile,
  inconsistent rates
• Rejected, delayed, confused customers

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Variables of Performance Value Added During
Service
Consider instead, what actions after a client has
been registered that can lead to improvements in
performance.
Focus primarily on value-added actions during the
clients crucial enrollment and post exit
intervals
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Variables of Performance Value Added During
Service
This can lead to practices which will have a more
direct and consistent positive impact on
performance.
Interval Action Result

• Follow up case management that encourages
  retention in employment and/or career advancement
• Follow up practices that focus on critical data
  gathering for for status after exit (I.e.,
  postsecondary education, advanced training for
  Older Youth) or outcome (I.e., credentials, five
  Younger Youth Retention Outcomes) at first and
  third quarter after exit intervals.
• Prompt, accurate data entry

• Training courses that emphasize in-demand
  occupations
• Excellent employment and training services that
  benchmark from private sector best practices
• Employer-driven curricula
• Services that build on clients talents while
  providing marketable skills

• More consistent rates over time
• Increased numbers of customers
• Better satisfied customers
• Better performance

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Value Added During Service Example
At follow up, worked with employer of each client
to check progress and ascertain possible career
track. At follow up, offered each client free
seminar in Leadership and Career advancement with
incentive to attend. After each call, entered
appropriate outcome and case note.
With non- restrictive policy, Area XYZ registers
group of hard to serve and TAA-eligible clients
during economic downturn.
Area delivers concentrated core, intensive, and
training services to increase marketable skills
used in top increasing occupations based on labor
market information. In addition, clients are
given work readiness and soft skills training
modeled from metro area that gained national
praise.
Clients are exited with strategy of managed hard
and soft exits, based on assessment of maximum
employability, personal readiness, and momentum
toward being optimal performers at measurement
intervals.
Result By focusing primarily on adding value in
the delivery of services, this area benefited
from the outcomes of unemployed clients (who
showed up positively in entered employment rate)
and clients with low or no pre-program wages
(whose earnings changes were better than the
average client). Improved performance results
from adding value improving the client from
where he was before we served him. For example,
our clients went from an average pre-program
earnings of 852 to an average post-program
earnings of 9,578, for an earnings change of
8,726. This had a strong positive impact on the
area with a negotiated level based on the states
rate of 3,400. The primary benefit, of course,
was to the clients!
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Managing Programs for Higher Performance

• One way to increase the Credential Rates for
  Adults, Dislocated Workers and Older Youth is
  through credential management
• We do have control over how many credentials
  there are in the State
• Through state policies and local
  entrepreneurship, we can attain and maintain
  higher credential attainment rates

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Managing Programs for Higher Performance

• The State can
• 1) Work with local areas to find and develop
  items that are worthy of State-WIB approval as
  Option C credentials
• 2) Develop policies that encourage local
  flexibility and control in developing
  credentials, while maintaining quality and
  consistency.

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Managing Programs for Higher Performance

• Local Areas can
• 1) increase the number of Eligible Training
  Provider certifications that result in a
  credential
• 2) increase the number of WIB-Approved
  Credentials available in an area.

Here is an example graphically comparing two
years of credential attainment
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Look at the total number of credentials attained
in a particular state broken down by
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Look at the proportion of credentials in Year 1
670
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Versus the proportion of credentials in Year 2
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Consider Concerning Credentials

• Relying solely on Option B academic degree
  credentials will not give local areas or the
  State a high enough credential rate.
• Within the parameters of the State Credential
  Issuance, there is much flexibility for what can
  be a credential.
• In Missouri, we would like to find the balance
  between producing enough credentials to make them
  widespread without producing so many that they
  become devalued.

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CASE STUDY

• Developing Adult Post-exit Wage Targets Using the
  WIA Performance Formulas

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• Region XYZ wanted to devise a way to develop a
  target wage for clients after exit from WIA
  services that would allow the region to make
  their negotiated earnings change rate.
• At intake, case managers there customarily gather
  several performance items, including clients
  pre-program wages, on special forms. From these
  forms, they are able to add these wages to
  estimate a Total Pre-Program Wage figure they
  could use as part of the equation for the
  earnings change rate for a particular group of
  exiters.

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• The particular performance quarter the region
  looked at had 30 adult exiters, who had a
  combined Total Pre-Program Wages of 149,562.
• Since they knew their negotiated Adult Earnings
  Change level was 3,400, they could use the WIA
  Performance formula for that measure to calculate
  a target post-program wage figure.
• The formula looked like this

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• Therefore, they need a total of 251, 562 in
  post-program wages to make their projected
  level.

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• So, 251, 562 in total post-program wages divided
  by 30 exiters is 8,385.40 per client, over two
  quarters.
• Divide by 1,040 (two quarters of work hours) and
  you can say you need to have the clients earning
  an average of at least 8.06 an hour over the
  post-program interval looked at by the
  performance measures to make the negotiated
  level.

And then plan and execute your post-exit,
post-placement, follow-up strategies accordingly.
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9 SIMPLE TIPS FOR IMPROVING YOUTH PERFORMANCE

• Focus on providing good service, not on
  performance.
• Any local strategy should be designed to provide
  quality service, not solely on achieving
  performance.
• Clients will be surveyed on level of customer
  satisfaction.
• Good performance comes from good data entry.
• Timely data entry is critical to accurate
  reporting.
• Data entry should occur as close to the activity
  as possible.
• Develop local tickler systems to remind case
  managers of data entry intervals.
• Reminder entries into case notes don't count
  toward performance.
• Operate programs in a way that emphasizes
  education.
• Proactively incorporate educational and academic
  attainment into every level of the youth client's
  service.
• This will help the Diploma or Equivalent
  Attainment Rate. (Remember, Diplomas and GEDs
  must be achieved by one quarter after exit to
  count).

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9 SIMPLE TIPS FOR IMPROVING YOUTH PERFORMANCE

• Operate programs in a way that is integrated with
  Issuance 21-01.
• Assume all younger youth are headed for one of
  five retention outcomes.
• Emphasize continuity of service from exit through
  one year after exit.
• Continuity of service may necessitate that the
  client be present in one of the outcomes over the
  first and third quarter after exit intervals,
  helping the Retention Rate (See 7).
• Dual enroll Work with partner programs such as
  Job Corps to get items that count toward
  performance, such as credentials, academic
  degrees, GEDs.
• Value to WIA client funded by partner agency
  counts toward WIA performance.
• The more partner agencies there are, the more
  sources of information for follow-up and case
  management there will be.
• Practice effective credential management.
• Aggressively explore the types of certificates or
  diplomas that could be considered a credential if
  they received approval from the local Workforce
  Investment Board.
• Contact the many organizations in your area to
  find which ones might provide some sort of
  training certificate that could constitute a
  credential (Could be achieved via Resource
  Mapping).

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9 SIMPLE TIPS FOR IMPROVING YOUTH PERFORMANCE

• Make sure that all possible OJTs result in a
  credential.
• Ensure service providers or subcontractors are
  providing a credential where appropriate.
• Don't expend all your time and resources
  verifying the five Younger Youth Retention
  Outcomes in the first quarter after exit and
  neglect the third It's the third quarter that
  counts toward the YY Retention Rate.
• Don't assume entry into first means it will count
  in the YY Retention Rate. First quarter
  placement in five outcomes is separate reported
  component.
• Post exit (follow-up) communication with youth
  will ensure that outcome information at the third
  quarter after exit is accurate and relevant.
• Document and report all Older Youth's status in
  Postsecondary Education and Advanced Training in
  the first and third quarters after exit.
• Must be part of follow-up data gathering.
• All your Older Youth measures will be
  artificially reduced or skewed if you don't have
  these two data element entered correctly.

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9 SIMPLE TIPS FOR IMPROVING YOUTH PERFORMANCE

• Don't operate programs based on "myths"
• Myth My area's performance will not be impacted
  by running my youth programs only in the summer.
• Fact The structure of the youth measures can
  make running de facto summer youth programs very
  risky and can lead to artificially low
  performance.
• Myth Soft exits count negatively.
• Fact Soft exits don't necessarily negatively
  impact performance. When they trigger, they make
  the exit date effective to the last date of
  service, so they go into performance as part of
  that particular quarter. They may sometimes
  perform as well as those clients who you hard
  exited, it's just that you have less control over
  it. Managed soft and hard exits are the key to
  optimized performance.
• Myth If I don't exit anyone, I won't have poor
  performance.
• Fact A rate with a zero denominator is a 0 and
  counts as 0 of projection.

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9 SIMPLE TIPS FOR IMPROVING YOUTH PERFORMANCE

• Myth Only rates matter, so fewer enrolled
  clients means greater chances at producing good
  rates.
• Fact Screening out clients to attempt to improve
  performance is risky, unethical, and usually not
  even correct. Numerators and denominators are
  crucial criteria in negotiated performance levels
  and raw numbers are the standard by which
  strategic planning figures are assessed. A
  higher population of average enrollees will also
  tend to lessen the impact of unusually low
  performers. Areas should enroll as many people
  as feasible. We should try to help as many
  people as possible.

What myths have been hurting your area's
performance?
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Unit 5 Exiter Years
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Exiter Years

• Different PY quarters rates will be comprised of
  a different number of quarters of exiter data.
• The quarters of exiter data that form the
  reported numbers are called Exiter Quarters or
  Performance Quarters
• All of the exiter quarters form an Exiter Year.
  The exiter year runs Oct-Sep for every measure
  except the YY Skill Attainment Rate and the YY
  Diploma or Equivalent Rate, which is Jul-Jun.

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Exiter Years

• Some Exiter Years begin on PY Report Quarter 1 of
  the Long Form (Entered Employment, Credentials,
  Skill Attainment) and add quarters from there.
• For the Retention and Earnings change measures,
  the Exiter Years begin at Report Quarter 3 and
  add from there
• The YY Diploma Rate Exiter Year (Jul-Jun) begins
  with Quarter 2.

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Exiter Years

• When a performance run is generated for multiple
  quarters it will simultaneously run each
  individual quarter against the respective quarter
  it uses for performance

Employment Quarters (UI or Supp. data)
Exiter Quarters for Q3 (Oct-Jun)
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Example
Acrobat Document
How many quarters are represented in the span of
time in each measures interval?
Based on the information in Quarter 3, can you
fill in the rest of the quarters? (HintSee
matrix in TEGL 14-00, Attachment F)
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Unit 6WIA Performance Reports and Forms
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WIA Performance Reports

• Quarterly Reports
• Updates of year-to-date progress on WIA
  Performance Measures
• Performance calculated in Statewide and local
  area totals
• Submitted
• 1st PY Qtr to USDOL by Nov 15, to local areas by
  Nov 30
• 2nd PY Qtr to USDOL by Feb 15, to local areas by
  Feb 28
• 3rd PY Qtr to USDOL by May 15, to local areas by
  May 31
• 4th PY Qtr to USDOL by Aug 15, to local areas by
  Aug 31

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Reporting Formats Forms

• Quarterly reports for WIA Performance Measures
  are distributed on two forms EZs and Long-Forms
• The forms are similar in many ways but each is
  designed for different end-users

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WIA Performance EZ Form

• Simple, less detailed version of the quarterly
  performance report designed for those who want to
  see the bottom line on WIA performance
• Prepared for each local region and statewide

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Some things an EZ will tell me about a local
region

• Total number of participants
• Total number of exiters
• Negotiated (or projected) performance rate
• Actual (or achieved) performance rate
• Percentage of projection by individual measure
  (actual performance divided by negotiated
  performance)
• Average of each program area
• Met, missed, or exceeded projections highlighted
  by a color coded chart

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WIA Performance Long-Form

• More detailed version of the quarterly
  performance report that is designed for program
  operators and data entry staff
• Figures based on diverse time intervals
  structures as mapped out in TEGL 14-00,
  Attachment F
• Prepared for the local areas and statewide

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Info on a WIA Long-Form

• Actual year-to-date performance rate for each
  measure followed by the numerator/ denominator
  combination used to determine the rate
• Negotiated (or projected) rate for the region is
  highlighted in yellow followed by the
  numerator/denominator combination used to
  determine rate
• Actual (or achieved) year-to-date state
  performance rate shown for comparison

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Some things to remember about a WIA Long-Form

• The numerators and denominators are cumulative,
  so they will increase as the quarters add up
  during the year.
• use cumulative numbers in conjunction with
  derived incremental quarterly numbers to assess
  progress.

Added in Quarter 2 (Subtract Q1 from Q2)
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Example
Additions in Q2 were much better performers,
leading to higher cumulative rate
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WIA Performance Reports

• Annual Report
• Submittal of official WIA Performance Measures
  for Program Year, for State and local areas
• Indication of performance relative to negotiated
  levels
• Also includes performance measures of special
  populations, like Veterans, Public Assistance
  Recipients, Disabled

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WIA Performance Reports

• Annual Report
• Includes success stories of WIA participants
• Meant to emulate private sectors Report to
  Stockholders so should represent qualities of
  workforce system to Congress, Governor, State
  Legislators, workforce investment boards, and the
  public.
• Submitted on Dec 1

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