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Introduction

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    1. Introduction Webinar 2: From Diagnosis to Action Planning September 27, 2007 Webinar Series for Wyoming Welcome from Erin: Introduction from Vinz: Welcome to our webinar today. My name is Vinz Koller, I am Director of Training and Technical Assistance at Social Policy Research Associates in Oakland, California. I am very happy that we could all come together today, virtually speaking to focus on how to help youth programs programs succeed under current and under common performance measures and of course in helping youth have successful outcomes of their own. And Im Melissa Mack, a policy analyst and trainer at SPR. This webinar is the second in a series of three webinars, but more about that later. Let me first get you familiarized with your surroundings in your webinar room. Welcome from Erin: Introduction from Vinz: Welcome to our webinar today. My name is Vinz Koller, I am Director of Training and Technical Assistance at Social Policy Research Associates in Oakland, California. I am very happy that we could all come together today, virtually speaking to focus on how to help youth programs programs succeed under current and under common performance measures and of course in helping youth have successful outcomes of their own. And Im Melissa Mack, a policy analyst and trainer at SPR. This webinar is the second in a series of three webinars, but more about that later. Let me first get you familiarized with your surroundings in your webinar room.

    2. 2 Webinar Layout First of all, starting on the left, counterclockwise: Attendee List: Here you can see the names of all the different sites connected to todays webinar session. Chat Room: This is an important feature enabling you to type in comments or submit questions throughout todays session. Its very easy to use. Well explain how to use it in just a moment. Notes: Here you see the phone number for todays session as well as a note indicating todays session is being recorded. Slide area: This is where our presentation slides for todays session will be displayed. Connection Status: This reflects the quality of your internet connection to the webinar room. The color should be green or yellow, reflecting a good quality connection. If it turns red for some reason, this means your connection is running slow. Dont panic the system will attempt to catch up on its own. First of all, starting on the left, counterclockwise: Attendee List: Here you can see the names of all the different sites connected to todays webinar session. Chat Room: This is an important feature enabling you to type in comments or submit questions throughout todays session. Its very easy to use. Well explain how to use it in just a moment. Notes: Here you see the phone number for todays session as well as a note indicating todays session is being recorded. Slide area: This is where our presentation slides for todays session will be displayed. Connection Status: This reflects the quality of your internet connection to the webinar room. The color should be green or yellow, reflecting a good quality connection. If it turns red for some reason, this means your connection is running slow. Dont panic the system will attempt to catch up on its own.

    3. 3 Chat Feature Here is a bit more information about the chat feature: Using the chat feature is very simple. First, type your message into the text box indicated within the blue rectangle. Second, select who you wish to send your message. The system defaults for the message to be sent to everyone but you can click on the drop down arrow to display all the names of session attendees simply select a person from the list. Finally, click on the return arrow indicated by the blue arrow to send your message, or hit enter. Its that simple. We would like you to use the chat feature to ask us questions throughout the presentation, whether they are of a technical nature or of a substantive nature. Also feel free to alert us and your colleagues of idea or promising practices that you are aware of. Here is a bit more information about the chat feature: Using the chat feature is very simple. First, type your message into the text box indicated within the blue rectangle. Second, select who you wish to send your message. The system defaults for the message to be sent to everyone but you can click on the drop down arrow to display all the names of session attendees simply select a person from the list. Finally, click on the return arrow indicated by the blue arrow to send your message, or hit enter. Its that simple. We would like you to use the chat feature to ask us questions throughout the presentation, whether they are of a technical nature or of a substantive nature. Also feel free to alert us and your colleagues of idea or promising practices that you are aware of.

    4. 4 Practice Now, because we had you assemble in a central location in your local area and we have facilitators in each of those locations, we would like you to practice using the chat feature by telling us your name ( name of the facilitator) and how many people are with you. AS you will note, when you submit your information, your posting in the chat window always includes the name of your local area provided that you signed in with the name of your local area. (NOTE: Wait for responses to begin appearing in presenter chat, acknowledge some of those responses, and transition to the next slide.) Now, because we had you assemble in a central location in your local area and we have facilitators in each of those locations, we would like you to practice using the chat feature by telling us your name ( name of the facilitator) and how many people are with you. AS you will note, when you submit your information, your posting in the chat window always includes the name of your local area provided that you signed in with the name of your local area. (NOTE: Wait for responses to begin appearing in presenter chat, acknowledge some of those responses, and transition to the next slide.)

    5. 5 Access to Webinar Materials This Webinar is being recorded and will be available for viewing a couple of days after the event. Materials and presentation slides used in this webinar will also be available for download. Access is at: http://www.spra.com/PEP/ow_wyoming.shtml Moderator: Please note that all materials and presentation slides used in this webinar will be available for download from the Occasional Webinars Webspace of the PEP website. Also, all three webinars are being recorded and will be available for viewing after the event. Recorded webinars will be posted in the same place. We will send you an alert when it has been posted. (ADVANCE SLIDE) http://www.spra.com/PEP/online_intro.shtmlModerator: Please note that all materials and presentation slides used in this webinar will be available for download from the Occasional Webinars Webspace of the PEP website. Also, all three webinars are being recorded and will be available for viewing after the event. Recorded webinars will be posted in the same place. We will send you an alert when it has been posted. (ADVANCE SLIDE) http://www.spra.com/PEP/online_intro.shtml

    6. 6 Training Goals for Wyoming Last time we brainstormed about key performance issues and looked at a process on how to diagnose contributing factors to those issues using fishbone diagrams. During todays webinar we will hear about your diagnoses. Based on your requests, we will then take a special look at promising examples of how to serve youth in rural areas. We will also talk in more detail about Retention and Follow-up Issues. We had asked you to complete a survey about specific retention and follow-up practices and we have the results of that survey. In keeping with the theme of moving from diagnosis to action planning, we will ask you twice today to do brainstorms in groups. This time we will ask you to brainstorm specific strategies that you can then make part of your action plans which we will introduce at the end of the webinar. WE will then ask you to develop action plans between webinar 2 and 3. In the week of 10/16-19 I will be in Casper and at that time we will have time in a face-to-face training to go in detail over any and all remaining questions on the Common Measures, what they mean for the way we operate our programs and how we have to enter everything into W@W to make sure we get credit. We want to make sure that you have taken all the PEP online Common Measures tutorials already ahead of that training date, so that you come armed with all the questions that you might have. Webinar 3 on October 26 will then be focused on action planning and on how we move forward to succeed under Common Measures. Last time we brainstormed about key performance issues and looked at a process on how to diagnose contributing factors to those issues using fishbone diagrams. During todays webinar we will hear about your diagnoses. Based on your requests, we will then take a special look at promising examples of how to serve youth in rural areas. We will also talk in more detail about Retention and Follow-up Issues. We had asked you to complete a survey about specific retention and follow-up practices and we have the results of that survey. In keeping with the theme of moving from diagnosis to action planning, we will ask you twice today to do brainstorms in groups. This time we will ask you to brainstorm specific strategies that you can then make part of your action plans which we will introduce at the end of the webinar. WE will then ask you to develop action plans between webinar 2 and 3. In the week of 10/16-19 I will be in Casper and at that time we will have time in a face-to-face training to go in detail over any and all remaining questions on the Common Measures, what they mean for the way we operate our programs and how we have to enter everything into W@W to make sure we get credit. We want to make sure that you have taken all the PEP online Common Measures tutorials already ahead of that training date, so that you come armed with all the questions that you might have. Webinar 3 on October 26 will then be focused on action planning and on how we move forward to succeed under Common Measures.

    7. 7 The Six Diagnostic Steps Review data/ reports Generate questions and conduct staff surveys that reach beyond the data. Develop a list of performance issues Fishbone diagram possible contributing factors to each issue. Categorize and prioritize contributing factors. Develop action plans around key contributing factors. Lets revisit where we are on the six-step process of diagnosing performance issues. 1. Review Data The first step in this process is one that we are not going to do today but I would like to briefly describe: The first indication of performance issues may come in the form of a report that tells you that your entered employment rate is down. We assume here that you are going to review these reports and highlight any performance issues that you spot. 2. Ask questions that go beyond the data Of course the data itself does not provide the answers, usually it is only a start to ask further questions. Why are we not able to recruit more older and out-of-school youth? Why do so many drop out? Why do they lose their job in the 2nd quarter after exit? 3. Develop a list of performance issues This step we will ask you to do in a minute. 4 Fishbone Diagram We will show you how this is done at the end of today;s webinar so that you can create your own diagram to help diagnose issues. 5. Categorize Contributing Factors We will also show you how to categorize contributing factors 6. Develop Action Plans.Lets revisit where we are on the six-step process of diagnosing performance issues. 1. Review Data The first step in this process is one that we are not going to do today but I would like to briefly describe: The first indication of performance issues may come in the form of a report that tells you that your entered employment rate is down. We assume here that you are going to review these reports and highlight any performance issues that you spot. 2. Ask questions that go beyond the data Of course the data itself does not provide the answers, usually it is only a start to ask further questions. Why are we not able to recruit more older and out-of-school youth? Why do so many drop out? Why do they lose their job in the 2nd quarter after exit? 3. Develop a list of performance issues This step we will ask you to do in a minute. 4 Fishbone Diagram We will show you how this is done at the end of today;s webinar so that you can create your own diagram to help diagnose issues. 5. Categorize Contributing Factors We will also show you how to categorize contributing factors 6. Develop Action Plans.

    8. 8 The Fishbone Diagram A Tool to Identify Factors Thanks to all of you who have sent us your Fishbone diagrams. We have posted all of them on our website so that you can take a look at all of them. I understand that some of you had difficulties with the formatting of these diagrams. My apologies for that. It turns out that not all versions of Word treat these templates the same way. We will fix that for future editions of this workshop. Today we want to show you two samples that you turned in and ask those who prepared them to explain them to us. Lets start with Pat Brown from the Rock Springs team. I understand that you also had participants from Evanston and Kemmerer on your team. [Ask Pat to go ahead] Now lets turn to Vinz, to Chris Wiederspahn and her team from the Southeast Region out of Cheyenne. [Ask Chris to go ahead and walk her through her diagram] Thanks to all of you who have sent us your Fishbone diagrams. We have posted all of them on our website so that you can take a look at all of them. I understand that some of you had difficulties with the formatting of these diagrams. My apologies for that. It turns out that not all versions of Word treat these templates the same way. We will fix that for future editions of this workshop. Today we want to show you two samples that you turned in and ask those who prepared them to explain them to us. Lets start with Pat Brown from the Rock Springs team. I understand that you also had participants from Evanston and Kemmerer on your team. [Ask Pat to go ahead] Now lets turn to Vinz, to Chris Wiederspahn and her team from the Southeast Region out of Cheyenne. [Ask Chris to go ahead and walk her through her diagram]

    9. 9 from Workforce Development in Rural Areas: Changes in Access, Service Delivery, and Partnershipsfrom Workforce Development in Rural Areas: Changes in Access, Service Delivery, and Partnerships

    10. 10 NE Georgia LWIA gets training funds from Hope Grants. --providing services through the internet (distance learninge.g. rural area in West Virginia that gave each woman on welfare a computer to enable them to complete an on-line training program) --services over the phone (career counseling appointments, check-ins, job referrals, etc.) --staff travel to customers, meeting them in homes, schools, partner offices, or local restaurants/cafes Remind participants about the transportation webinar coming up on workforce3oneJune 14. www.workforce3one.org NE Georgia LWIA gets training funds from Hope Grants. --providing services through the internet (distance learninge.g. rural area in West Virginia that gave each woman on welfare a computer to enable them to complete an on-line training program) --services over the phone (career counseling appointments, check-ins, job referrals, etc.) --staff travel to customers, meeting them in homes, schools, partner offices, or local restaurants/cafes Remind participants about the transportation webinar coming up on workforce3oneJune 14. www.workforce3one.org

    11. 11 Other approaches to dealing with the transportation problem are: --organizing carpools --using public vans to transport customers (can be especially effective with youth who are all attending the same programe.g. In YouthBuild Lebanon OR the provider, a Community Action Program, purchased a van to pick up the youth for the program. It works because all the youth have to be either on site at the classroom or the job site, so they can be picked up and dropped off together. Also, Region 4, Oregon (LWIA for Linn, Benton, and Lincoln counties) refers customers to a toll-free, state-run carpool hotline. Some areas have worked out arrangements with schools to use buses when they are not being used for school pick-ups Other approaches to dealing with the transportation problem are: --organizing carpools --using public vans to transport customers (can be especially effective with youth who are all attending the same programe.g. In YouthBuild Lebanon OR the provider, a Community Action Program, purchased a van to pick up the youth for the program. It works because all the youth have to be either on site at the classroom or the job site, so they can be picked up and dropped off together. Also, Region 4, Oregon (LWIA for Linn, Benton, and Lincoln counties) refers customers to a toll-free, state-run carpool hotline. Some areas have worked out arrangements with schools to use buses when they are not being used for school pick-ups

    12. 12 Staff gives students rides during training, but youth need to have independent means to get to work. Other options include setting up a savings account or IDA that the program matches what the youth puts in if they complete/graduate. Staff gives students rides during training, but youth need to have independent means to get to work. Other options include setting up a savings account or IDA that the program matches what the youth puts in if they complete/graduate.

    13. 13 Distance learning is becoming more commonin part because of advances in technology (such as this webinar!). Also, in a more general way, internet use is more and more common. Research has shown that Internet use among people in rural households has grown at an average annual rate of 24 percent, several percentage points faster than for people in urban households (based on a Dept. of Commerce study from 2002). Distance learning is becoming more commonin part because of advances in technology (such as this webinar!). Also, in a more general way, internet use is more and more common. Research has shown that Internet use among people in rural households has grown at an average annual rate of 24 percent, several percentage points faster than for people in urban households (based on a Dept. of Commerce study from 2002).

    14. 14 Brainstorming Strategies Part 1 Thanks Melissa, It seems to me that now is a good time for us to do our first round of brainstorming, based on your diagnoses and also on some of the information we just learned about strategies in use in Rural areas. To do that, we are going to leave this slide show for a minute and change the lay-out so that we can gather the result of your brainstroms as they race across the plains and the Rockies of Wyoming. Based on your own feedback, we have identified four areas that need strategizing around. They are as follows: Recruiting Participants (in rural settings) Shifting to Serve Older and Out-of-School Youth Serving Youth with Low Academic Skills Exit strategies: When and How to ExitThanks Melissa, It seems to me that now is a good time for us to do our first round of brainstorming, based on your diagnoses and also on some of the information we just learned about strategies in use in Rural areas. To do that, we are going to leave this slide show for a minute and change the lay-out so that we can gather the result of your brainstroms as they race across the plains and the Rockies of Wyoming. Based on your own feedback, we have identified four areas that need strategizing around. They are as follows: Recruiting Participants (in rural settings) Shifting to Serve Older and Out-of-School Youth Serving Youth with Low Academic Skills Exit strategies: When and How to Exit

    15. 15 Retention Survey Results: Areas Needing Improvement Fostering Relationships: Providing training and support for case managers Preparing Participants for Job or Educational Placement: Preventing soft exits and program dropouts Holding pre-exit conferences with youth to check in and prepare for transition Need Improvement 80%Need Improvement 80%

    16. 16 Retention Survey Results: Areas Needing Improvement Building Skills for Retention: Providing soft skills training. (Such as punctuality, professional dress, body language, receiving feedback/criticism, etc.) Providing life skills training. (Such as money management, contingency planning, workplace harassment, and dealing with job problems, etc.) Need Improvement Soft Skills 55% Life skills 90%Need Improvement Soft Skills 55% Life skills 90%

    17. 17 Retention Survey Results: Areas Needing Improvement Providing Post Placement Support for Youth: Helping youth find volunteer mentors. Making sure crisis intervention services are available to help youth deal with sudden emergencies. Developing meaningful individual and group support activities that are convenient for youth. Making sure staff are available to deal with youth when they need help. Providing incentives for continued contact and achieving retention/advancement benchmarks. Need Improvement: Mentors 56% Crisis Intervention 56% Support activities - 60% Staff available - 55% Incentives - 70%Need Improvement: Mentors 56% Crisis Intervention 56% Support activities - 60% Staff available - 55% Incentives - 70%

    18. 18 Retention Survey Results: Areas Needing Improvement Promoting Advancement: Keeping career advancement plan updated. Providing advice to youth about asking for raises or promotions at work. Offering skill upgrading opportunities. Taking Caseloads into Consideration: Creating a tiered system of individual follow-up services by developing targeting criteria. Needs Improvement: Career Advancement Plan - 67% Advice - 50% Skill Upgrading Opportunities - 73%Needs Improvement: Career Advancement Plan - 67% Advice - 50% Skill Upgrading Opportunities - 73%

    19. 19 Retention Survey Results: Areas Needing Improvement Data Quality: Training staff on the importance of frequent data entry. Using ticklers (electronic or paper) to help staff remember dates for exit-based and real-time measures. Maintaining accurate data by using system and staff edit checks. Using supplemental information as a proxy for UI wage data to provide a fuller picture of youth performance. Ensuring data quality after exit by training staff on MIS follow-up screens. Need Improvement: Training 60% Using Ticklers 60% Accurate Data 70% Supplemental Info 64% Data Quality 82%Need Improvement: Training 60% Using Ticklers 60% Accurate Data 70% Supplemental Info 64% Data Quality 82%

    20. 20 Retention Survey Results: Areas Needing Improvement Facilitating Transitions for Youth at Program Exit: Determining who decides when youth are ready to exit WIA Having an exit policy that all providers know about and understand. De-emphasizing exit to youth. Making sure follow-up staff work extensively with youth prior to placement. Need Improvement: Determining Who decides 73% Exit Policy 91% De-emphasizing 73% Follow up staff 60%Need Improvement: Determining Who decides 73% Exit Policy 91% De-emphasizing 73% Follow up staff 60%

    21. 21 And here is a contribution by One-Stop Center cartoonist Franko about how follow-up targeting surely is not going to be done anywhere in Wyoming, right? So now that we have an idea of how you rate your own follow-up and retention practices and where you think improvement is needed, lets take a look at some ideas around retention and follow up, before we brainstorm about how we might make those improvements.And here is a contribution by One-Stop Center cartoonist Franko about how follow-up targeting surely is not going to be done anywhere in Wyoming, right? So now that we have an idea of how you rate your own follow-up and retention practices and where you think improvement is needed, lets take a look at some ideas around retention and follow up, before we brainstorm about how we might make those improvements.

    22. 22 Shout out to the crowd 1 minute First of all, lets review what we mean when we talk about folllow up and retention. Follow-up We think of follow-up and retention as two distinct, but related components. First, services and activities that happen after a youth has been placedin some type of education or training, or in employmentto help them stay in that placement, as well as grow and advance. Second, but really no less important, is the tracking and reporting piece. In other words, keeping track of the placements the youth is in and the outcomes they have attained, and reporting on those outcomes in your MIS. Retention We think of retention as a sustained connection to the workforce or as continued participation in an education or training program until that program has been completed. There is in-program retention and there is post-program retention. Both are critical for over success. 1 minute First of all, lets review what we mean when we talk about folllow up and retention. Follow-up We think of follow-up and retention as two distinct, but related components. First, services and activities that happen after a youth has been placedin some type of education or training, or in employmentto help them stay in that placement, as well as grow and advance. Second, but really no less important, is the tracking and reporting piece. In other words, keeping track of the placements the youth is in and the outcomes they have attained, and reporting on those outcomes in your MIS. Retention We think of retention as a sustained connection to the workforce or as continued participation in an education or training program until that program has been completed. There is in-program retention and there is post-program retention. Both are critical for over success.

    23. 23 Allowable and Required Follow-up Services According to USDOL WIA Youth Office Staff: 1 minute As we get ready to start talking about what it actually takes to create a follow-up and retention program, lets remember that follow-up and retention services are both important to the success of your youth as well as required by WIA and critical to performance success. Here is legislation and regulation guidance: According to USDOL WIA Youth Office Staff: All youth must receive some follow up services for a minimum of 12 months. Follow-up services may include a wide range of services that help retain a youth or lead the youth back to a "positive outcome." For example, this may include providing additional training to help a youth retain or obtain a job. 1 minute As we get ready to start talking about what it actually takes to create a follow-up and retention program, lets remember that follow-up and retention services are both important to the success of your youth as well as required by WIA and critical to performance success. Here is legislation and regulation guidance: According to USDOL WIA Youth Office Staff: All youth must receive some follow up services for a minimum of 12 months. Follow-up services may include a wide range of services that help retain a youth or lead the youth back to a "positive outcome." For example, this may include providing additional training to help a youth retain or obtain a job.

    24. 24 Allowable and Required Follow-up Services 1 minute The types and duration of services must be determined based on the individual One of the 10 elements: All youth must receive some form of follow-up services for not less than 12 months after completion of participation, as appropriate. WIA 129 (c)(2)(I). May be provided for longer at LWIB discretion. 1 minute The types and duration of services must be determined based on the individual One of the 10 elements: All youth must receive some form of follow-up services for not less than 12 months after completion of participation, as appropriate. WIA 129 (c)(2)(I). May be provided for longer at LWIB discretion.

    25. 25 Creating a Culture of Follow-Up/ Retention: Elements BIG Outline slide 1 minute What we encourage is for a program to adopt a Culture of Retention Basically we see it as including three major elements: Targeted services and activities Ensuring data quality Creating Efficient structures Lets look at each of these in a little more detail. Well start with targeted services and activities.BIG Outline slide 1 minute What we encourage is for a program to adopt a Culture of Retention Basically we see it as including three major elements: Targeted services and activities Ensuring data quality Creating Efficient structures Lets look at each of these in a little more detail. Well start with targeted services and activities.

    26. 26 Building Skills for Retention 3 minutes Skills, of course, are critical to retention success. Of the three distinct skill sets that youth will need in order to retain employment, you had indicated in your survey that you think that you are doing well in training on hard skills, that you think you need some improvement in soft skills and that you need considerable improvements in the area of offering life skillls for your participants. One area that is really critical to retention is covering life skills and soft skills well. Soft skills because those are what employers say over and over that they are most looking for in entry level workersremember the research slide--and life skills, because those are what youth need to be successful while working or going to schoolincluding budgeting, understanding your paycheck, banking, dealing with workplace harassment and planning for the inevitable emergencies that come uplike losing child care or having your car break down. Many programs focus so heavily on occupational skills, they forget about these other skills that are also so important. 3 minutes Skills, of course, are critical to retention success. Of the three distinct skill sets that youth will need in order to retain employment, you had indicated in your survey that you think that you are doing well in training on hard skills, that you think you need some improvement in soft skills and that you need considerable improvements in the area of offering life skillls for your participants. One area that is really critical to retention is covering life skills and soft skills well. Soft skills because those are what employers say over and over that they are most looking for in entry level workersremember the research slide--and life skills, because those are what youth need to be successful while working or going to schoolincluding budgeting, understanding your paycheck, banking, dealing with workplace harassment and planning for the inevitable emergencies that come uplike losing child care or having your car break down. Many programs focus so heavily on occupational skills, they forget about these other skills that are also so important.

    27. 27 Preparing for Placement Collect & update youth contact information 2 minute Once youth have met their skill-building and pre-employment or academic goals within the program, now its important to get them ready for the placement phase of the program: First, you want to make sure to collect & update youth contact info frequentlythis should happen up front, in the middle and especially right before placement since after placement the youth will not be coming to the program as often as theyll be working or in school. Second, make sure youth are aware of follow up services and the follow-up or post-placement component of the program. This should be emphasized throughout the program, beginning on the first daybasically, youth should know that the program DOES NOT end with placement and they are expected to participant during follow-up; also, the whole point of the program is for youth to retain their jobs or educational placements and even move upnot just get a job or get into school. Finally, its also very important to set schedules for regular contact between youth and case managers prior to placement. This way both youth and staff know whats supposed to happen and when. Agree on a schedule that is convenient for both youth and staff. 2 minute Once youth have met their skill-building and pre-employment or academic goals within the program, now its important to get them ready for the placement phase of the program: First, you want to make sure to collect & update youth contact info frequentlythis should happen up front, in the middle and especially right before placement since after placement the youth will not be coming to the program as often as theyll be working or in school. Second, make sure youth are aware of follow up services and the follow-up or post-placement component of the program. This should be emphasized throughout the program, beginning on the first daybasically, youth should know that the program DOES NOT end with placement and they are expected to participant during follow-up; also, the whole point of the program is for youth to retain their jobs or educational placements and even move upnot just get a job or get into school. Finally, its also very important to set schedules for regular contact between youth and case managers prior to placement. This way both youth and staff know whats supposed to happen and when. Agree on a schedule that is convenient for both youth and staff.

    28. 28 Providing Post-Placement Support Act on established schedules for regular contact between youth and case manager 2 minute Once youth have been placed, then it is critical to ensure that there is sufficient post-placement support available to them to ensure that they can successfully stay in their placements. Here are a few key points regarding post-placement support: Act on established schedules for regular contact between youth and case managers/follow-up specialists. Continued communication with youth customers is key to offering appropriate support to help them retain and advance in their placements. Help youth find volunteer mentors to support them in retaining and advancing in their job and with their skill building post-placementoften these volunteer mentors are at the workplace, although they can also be program alumni or just caring adults from the community Make sure that both youth and staff are prepared to deal with mall emergencieslike a youth who suddenly decides to quit b/c of a problematic co-worker or a child care provider who suddenly leaves. These will undoubtedly come up and unless staff are accessible and prepared to deal with them, youth will lose their job or drop out of a training programhopefully, if the youth and case manager did contingency planning prior to placement, this might be easier Sometimes having a little pool of flexible money able to pay for necessary car repairs or other unexpected expenses will be enough to keep a youth employed or in training. Make sure staff have resources and skills to help youth deal with support service problemsyour program should have good relationships with major support service providers so your staff know who to talk to to help youth deal with support service needs or problemsthis is probably one reason why research from MDRC showed that programs with strong interagency linkages are more successful.2 minute Once youth have been placed, then it is critical to ensure that there is sufficient post-placement support available to them to ensure that they can successfully stay in their placements. Here are a few key points regarding post-placement support: Act on established schedules for regular contact between youth and case managers/follow-up specialists. Continued communication with youth customers is key to offering appropriate support to help them retain and advance in their placements. Help youth find volunteer mentors to support them in retaining and advancing in their job and with their skill building post-placementoften these volunteer mentors are at the workplace, although they can also be program alumni or just caring adults from the community Make sure that both youth and staff are prepared to deal with mall emergencieslike a youth who suddenly decides to quit b/c of a problematic co-worker or a child care provider who suddenly leaves. These will undoubtedly come up and unless staff are accessible and prepared to deal with them, youth will lose their job or drop out of a training programhopefully, if the youth and case manager did contingency planning prior to placement, this might be easier Sometimes having a little pool of flexible money able to pay for necessary car repairs or other unexpected expenses will be enough to keep a youth employed or in training. Make sure staff have resources and skills to help youth deal with support service problemsyour program should have good relationships with major support service providers so your staff know who to talk to to help youth deal with support service needs or problemsthis is probably one reason why research from MDRC showed that programs with strong interagency linkages are more successful.

    29. 29 Providing Post-Placement Support Develop meaningful individual and group support activities Business lunches Alumni activities, including leadership roles Networking 2 minutes Another important component of follow-up and retention is to develop meaningful individual and group support activities such as alumni activities, business lunches or networking opportunities. These opportunities will vary depending on your community and the needs of your youth, however, a few possibilities include: Business lunchestake youth out to lunch during their lunch break or between classes Networkinglet them meet with other post-program youth who they can share experiences with or just catch up leadership rolesgive youth who are working or in school the chance to come back and talk about their experiences in the workplace or college to current participants--this can help both The critical thing is to make sure that these activities are convenient for youth to attend after work or schoolfor example, if many of your youth have families, you may need to provide child care, or hold them near where many go to school or work 2 minutes Another important component of follow-up and retention is to develop meaningful individual and group support activities such as alumni activities, business lunches or networking opportunities. These opportunities will vary depending on your community and the needs of your youth, however, a few possibilities include: Business lunchestake youth out to lunch during their lunch break or between classes Networkinglet them meet with other post-program youth who they can share experiences with or just catch up leadership rolesgive youth who are working or in school the chance to come back and talk about their experiences in the workplace or college to current participants--this can help both The critical thing is to make sure that these activities are convenient for youth to attend after work or schoolfor example, if many of your youth have families, you may need to provide child care, or hold them near where many go to school or work

    30. 30 Project Future, Philadelphia, PA Project Future uses alumni in leadership roles by inviting them back to talk to current participants 30 seconds Heres an example of an organization that provides post-placement participants with leadership opportunities. Project Future in Philadelphia uses alumni in leadership roles to talk to current participants about their experiences in the workplace In another example, thats in your case study handout, Graduates of YouthBuild, Illinois also have multiple opportunities for leadership roles after placement, including serving on boards and committees of various CBOs, serving as mentors and tutors foir current program particpants and attending national conferences.30 seconds Heres an example of an organization that provides post-placement participants with leadership opportunities. Project Future in Philadelphia uses alumni in leadership roles to talk to current participants about their experiences in the workplace In another example, thats in your case study handout, Graduates of YouthBuild, Illinois also have multiple opportunities for leadership roles after placement, including serving on boards and committees of various CBOs, serving as mentors and tutors foir current program particpants and attending national conferences.

    31. 31 Guidance on Using Incentives from the USDOL WIA Youth Office The incentive is in the individual service strategy 4 minutes Before we go too far along, you probably want to make sure you can really provide incentives with WIA money. We were worried as well and clarified this with the USDOL WIA Youth Office in Washington and here is what they said: "Reasonable incentives are allowable expenditures under the WIA program, provided that the provision of an incentive is included in the participant's individual assessment and service strategy. Local Boards should take into account the cost effectiveness of providing incentives based upon local funding levels and the capacity of local programs to provide quality offerings as well incentives." 4 minutes Before we go too far along, you probably want to make sure you can really provide incentives with WIA money. We were worried as well and clarified this with the USDOL WIA Youth Office in Washington and here is what they said: "Reasonable incentives are allowable expenditures under the WIA program, provided that the provision of an incentive is included in the participant's individual assessment and service strategy. Local Boards should take into account the cost effectiveness of providing incentives based upon local funding levels and the capacity of local programs to provide quality offerings as well incentives."

    32. 32 WIA Youth Program, Kern County, CA Kern Countys WIA youth program provides points for the completion of program activities and training programs. Youth exchange these points for cash. 30 seconds So heres an example of how one youth program has used incentives. Incentives: Kern County provides points for the completion of program activities and training programs. Points are exchanged for money. You have their quite elaborate system as one of your handouts which you might want to take a look at. In another example, Sacramento County, CA provides non-cash Benchmark incentives at various intervals throughout the post-exit follow-up period if participants reach certain goals. Kern County High School District provides WIA youth services in and around Bakersfield, California. The school district has made a strong commitment to provide students with strong connections to employment and high education after graduation. One policy developed by the district related to follow-up and retention is: The district developed an innovative incentive payment policy for participant completion of career development activities, attainment of WIA goals and achievement of academic progress. Accumulated points can be exchanged for cash. Sacramento Employment and Training Agency (SETA) manages WIA services for the city and county of Sacramento, California. Founded in 1978, the agency also provides Head Start and refugee services for its region. During 2003, SETA served over 45,000 customers through its many programs. Some of SETAs practices related to follow-up and retention include: Staff are required to call participants within one week after employment, within one month and during the first week of the First Quarter after Exit to make sure the participant is still employed. Contact information is updated during each telephone call. The local area established a detailed schedule for post-placement follow-up contacts regardless of exit, stressing that contacts help assess the success of the placement, identify any necessary support services, and provide incentives. Participants are eligible for non-cash benchmark incentives at various intervals throughout the post-exit follow-up period if they reach certain goals. 30 seconds So heres an example of how one youth program has used incentives. Incentives: Kern County provides points for the completion of program activities and training programs. Points are exchanged for money. You have their quite elaborate system as one of your handouts which you might want to take a look at. In another example, Sacramento County, CA provides non-cash Benchmark incentives at various intervals throughout the post-exit follow-up period if participants reach certain goals. Kern County High School District provides WIA youth services in and around Bakersfield, California. The school district has made a strong commitment to provide students with strong connections to employment and high education after graduation. One policy developed by the district related to follow-up and retention is: The district developed an innovative incentive payment policy for participant completion of career development activities, attainment of WIA goals and achievement of academic progress. Accumulated points can be exchanged for cash. Sacramento Employment and Training Agency (SETA) manages WIA services for the city and county of Sacramento, California. Founded in 1978, the agency also provides Head Start and refugee services for its region. During 2003, SETA served over 45,000 customers through its many programs. Some of SETAs practices related to follow-up and retention include: Staff are required to call participants within one week after employment, within one month and during the first week of the First Quarter after Exit to make sure the participant is still employed. Contact information is updated during each telephone call. The local area established a detailed schedule for post-placement follow-up contacts regardless of exit, stressing that contacts help assess the success of the placement, identify any necessary support services, and provide incentives. Participants are eligible for non-cash benchmark incentives at various intervals throughout the post-exit follow-up period if they reach certain goals.

    33. 33 Determine who decides when youth are: Smooth Transitions Placement and Exit 2 minutes Now lets move on to making sure the transition between pre-placement, placement and post-placement is as smooth as it can be: First, you need to figure out your structure around placement and exit decisions: Who will make these decisions? Particularly related to exitbecause of its major ramifications on performancewhoever makes exit decisions needs to be both familiar with each individual youth and they must be familiar with WIA performance and the role of exit in performance2 minutes Now lets move on to making sure the transition between pre-placement, placement and post-placement is as smooth as it can be: First, you need to figure out your structure around placement and exit decisions: Who will make these decisions? Particularly related to exitbecause of its major ramifications on performancewhoever makes exit decisions needs to be both familiar with each individual youth and they must be familiar with WIA performance and the role of exit in performance

    34. 34 Smooth Transitions Exit Policy Determine exit policy Youth do not have to be exited when first employed or placed in educational institutions Wait until first critical weeks of employment are passed and youth is stable Wait until diploma or certificate is already attained 1 minute Once you decide who will be deciding when to exit youth, then you need to develop policies to guide the staff at those organizations. Remember that WIA sets no specific time for youth to be exited, so you dont have to exit youth when they are placed. In fact, it might be better to wait until the first critical weeks of employment are past and a youth is stable in her or his placement before choosing to exit. If the local area does a good job in developing clear exit guidelines and policies and communicating them to case managers, those case managers are likely to be the best ones to determine when to exit youth because they will be most familiar with youth needs and cahllenges1 minute Once you decide who will be deciding when to exit youth, then you need to develop policies to guide the staff at those organizations. Remember that WIA sets no specific time for youth to be exited, so you dont have to exit youth when they are placed. In fact, it might be better to wait until the first critical weeks of employment are past and a youth is stable in her or his placement before choosing to exit. If the local area does a good job in developing clear exit guidelines and policies and communicating them to case managers, those case managers are likely to be the best ones to determine when to exit youth because they will be most familiar with youth needs and cahllenges

    35. 35 Smooth Transitions De-emphasize Exit De-emphasize exit to youth Retention or post-placement services are just the final phase of program 2 minutes Youth dont need to know theyve been exited that sounds so terminallike theyre done and goneInstead, youth can just be informed that theyre in the follow-up and retention phase of the program! For example, in Iowa, local areas never tell youth when they are exitedrather they just tell youth that they have entered the post-program phase of services. After all, since you can basically provide the same types of services both pre and post exit, whether theyve exited is almost meaningless to youth, except that after exit a clock is ticking as they will only receive services for 12 more monthsalthough even that is flexible and can be adjusted by local boards2 minutes Youth dont need to know theyve been exited that sounds so terminallike theyre done and goneInstead, youth can just be informed that theyre in the follow-up and retention phase of the program! For example, in Iowa, local areas never tell youth when they are exitedrather they just tell youth that they have entered the post-program phase of services. After all, since you can basically provide the same types of services both pre and post exit, whether theyve exited is almost meaningless to youth, except that after exit a clock is ticking as they will only receive services for 12 more monthsalthough even that is flexible and can be adjusted by local boards

    36. 36 Caseload Considerations Keep caseloads manageable and effective Keep overall caseloads reasonable Not all customers have the same follow-up needs Small portion receiving intensive follow-up services Small portion of customers on caseload in first month of follow-up 3 min. (this slide is the reasoning that leads to tiers; out of total number of f-ups not all need intensive f-up) (youth are not all the same with the same needs) (considerations as a program designer to keep in mind) Survey the crowd for how large their caseloads are, how many below 20, between 20-50, btw 50-70, 70-100, over 100. See how theyre doing. Now lets move on to the very challenging issue of caseloads. Basically, to make follow-up and retention services work, caseloads have to be reasonable. In fact, one of the major reasons why a large retention demonstration project for welfare recipients in the 1990s likely failed (Post Employment Services Demonstrationevaluated by Mathematica) was because caseloads were so large, staff never really had much time to spend with individual participants. So, basically, overall caseloads need to be kept reasonably low (what matters is not the size but what people get level of service-wise; if only need an occasional e-mail then 500 on your caseload is fine but if you need to spend 2 hrs. 2x/week with each then 500 not ok) and only a small portion for each case manager should be made up of youth in first month of follow-up and youth receiving intensive follow-up services. (not everyone is in a high need category) So thats all fine and good, but how do we do this given limited resources?? 3 min. (this slide is the reasoning that leads to tiers; out of total number of f-ups not all need intensive f-up) (youth are not all the same with the same needs) (considerations as a program designer to keep in mind) Survey the crowd for how large their caseloads are, how many below 20, between 20-50, btw 50-70, 70-100, over 100. See how theyre doing. Now lets move on to the very challenging issue of caseloads. Basically, to make follow-up and retention services work, caseloads have to be reasonable. In fact, one of the major reasons why a large retention demonstration project for welfare recipients in the 1990s likely failed (Post Employment Services Demonstrationevaluated by Mathematica) was because caseloads were so large, staff never really had much time to spend with individual participants. So, basically, overall caseloads need to be kept reasonably low (what matters is not the size but what people get level of service-wise; if only need an occasional e-mail then 500 on your caseload is fine but if you need to spend 2 hrs. 2x/week with each then 500 not ok) and only a small portion for each case manager should be made up of youth in first month of follow-up and youth receiving intensive follow-up services. (not everyone is in a high need category) So thats all fine and good, but how do we do this given limited resources??

    37. 37 Caseload Considerations Tiered System Level 1: Intensive follow-up services for youth with major barriers Daily contact during first week of work or placement, weekly for first three months; encouraged to attend group follow-up activities 7 min. So heres how you can provide quality follow-up and retention services given limited staffing and resources. Basically, we recommend create a tiered system of individual follow-up services so that youth receive only the services they need which is completely in line with WIA that requires an individualized approach since youth are different. Your local areas tier of services is likely to be different depending on your structure and resources and the needs of youth, but heres a possible example of what a tiered system could look like. If any of you have worked with the adult program, this may sound familiar as WIA requires a tired approach for adult and dislocated worker in-program services. So heres the example: Level 1: Intensive follow-up services for youth with major barriers Daily contact during first week of work or placement, weekly for first three months; encouraged to attend group follow-up activities Level 2: Less intensive follow-up for youth with fewer barriers Contact once the first week, monthly for next three months; encouraged to attend group follow-up activities Level 3: Limited follow-up for youth with minor barriers Invited to attend group follow-up activities So how do you determine which you get which tier of services?7 min. So heres how you can provide quality follow-up and retention services given limited staffing and resources. Basically, we recommend create a tiered system of individual follow-up services so that youth receive only the services they need which is completely in line with WIA that requires an individualized approach since youth are different. Your local areas tier of services is likely to be different depending on your structure and resources and the needs of youth, but heres a possible example of what a tiered system could look like. If any of you have worked with the adult program, this may sound familiar as WIA requires a tired approach for adult and dislocated worker in-program services. So heres the example: Level 1: Intensive follow-up services for youth with major barriers Daily contact during first week of work or placement, weekly for first three months; encouraged to attend group follow-up activities Level 2: Less intensive follow-up for youth with fewer barriers Contact once the first week, monthly for next three months; encouraged to attend group follow-up activities Level 3: Limited follow-up for youth with minor barriers Invited to attend group follow-up activities So how do you determine which you get which tier of services?

    38. 38 Caseload Considerations Tiered System Level 2: Less intensive follow-up for youth with fewer barriers Contact once the first week, monthly for next three months; encouraged to attend group follow-up activities Level 3: Limited follow-up for youth with minor barriers Invited to attend group follow-up activities 7 min. So heres how you can provide quality follow-up and retention services given limited staffing and resources. Basically, we recommend create a tiered system of individual follow-up services so that youth receive only the services they need which is completely in line with WIA that requires an individualized approach since youth are different. Your local areas tier of services is likely to be different depending on your structure and resources and the needs of youth, but heres a possible example of what a tiered system could look like. If any of you have worked with the adult program, this may sound familiar as WIA requires a tired approach for adult and dislocated worker in-program services. So heres the example: Level 1: Intensive follow-up services for youth with major barriers Daily contact during first week of work or placement, weekly for first three months; encouraged to attend group follow-up activities Level 2: Less intensive follow-up for youth with fewer barriers Contact once the first week, monthly for next three months; encouraged to attend group follow-up activities Level 3: Limited follow-up for youth with minor barriers Invited to attend group follow-up activities So how do you determine which you get which tier of services?7 min. So heres how you can provide quality follow-up and retention services given limited staffing and resources. Basically, we recommend create a tiered system of individual follow-up services so that youth receive only the services they need which is completely in line with WIA that requires an individualized approach since youth are different. Your local areas tier of services is likely to be different depending on your structure and resources and the needs of youth, but heres a possible example of what a tiered system could look like. If any of you have worked with the adult program, this may sound familiar as WIA requires a tired approach for adult and dislocated worker in-program services. So heres the example: Level 1: Intensive follow-up services for youth with major barriers Daily contact during first week of work or placement, weekly for first three months; encouraged to attend group follow-up activities Level 2: Less intensive follow-up for youth with fewer barriers Contact once the first week, monthly for next three months; encouraged to attend group follow-up activities Level 3: Limited follow-up for youth with minor barriers Invited to attend group follow-up activities So how do you determine which you get which tier of services?

    39. 39 Brainstorming Strategies Part 2 You have heard a lot about retention and follow-up, so now it seems time for our second brainstorm. Here are the four topics around which we would like you to brainstorm strategies that you can then use for your action planning process. Remember that in brainstorming we are interested in all your ideas, regardless of how feasible they seem. Let your creativity shine. You will have plenty of time to sort out what is feasible from what is a pipe dream later. Lets take 7 minutes to brainstorm. Be sure to tell us when you are done by using the thumb up sign in your participant status box. Here are the 4 areas for your brainstorm: Improving Participant Motivation. Locating Youth for Follow-Up. Getting Youth Life-Ready. Making sure Data Entry is CompleteYou have heard a lot about retention and follow-up, so now it seems time for our second brainstorm. Here are the four topics around which we would like you to brainstorm strategies that you can then use for your action planning process. Remember that in brainstorming we are interested in all your ideas, regardless of how feasible they seem. Let your creativity shine. You will have plenty of time to sort out what is feasible from what is a pipe dream later. Lets take 7 minutes to brainstorm. Be sure to tell us when you are done by using the thumb up sign in your participant status box. Here are the 4 areas for your brainstorm: Improving Participant Motivation. Locating Youth for Follow-Up. Getting Youth Life-Ready. Making sure Data Entry is Complete

    40. 40 We would like to now introduce you to our action planning table. Remember that as part of your overall diagnostic process, each contributing factor would probably get one action planning table. That means that each Challenge that your program faces will have multiple action planning tables associated with it. And of course, each Action Planning Table contains multiple strategies. As you prepare these, it is good to step back occasionally to ensure that you dont have duplication of strategies and that overall the strategies point in the same direction. We would like to now introduce you to our action planning table. Remember that as part of your overall diagnostic process, each contributing factor would probably get one action planning table. That means that each Challenge that your program faces will have multiple action planning tables associated with it. And of course, each Action Planning Table contains multiple strategies. As you prepare these, it is good to step back occasionally to ensure that you dont have duplication of strategies and that overall the strategies point in the same direction.

    41. 41 Here is an example of a completed action planning table. [Show it using application share for better quality]Here is an example of a completed action planning table. [Show it using application share for better quality]

    42. 42 Activity: Step 6 What we would like you to do between now and October 16, is prepare your action plans and send them in to us using the excel spreadsheet template that we have already e-mailed to you. This should work better than the fishbone diagram that we sent you.What we would like you to do between now and October 16, is prepare your action plans and send them in to us using the excel spreadsheet template that we have already e-mailed to you. This should work better than the fishbone diagram that we sent you.

    43. 43 Contacts for information Thank you for your participation today. If you have additional questions, dont hesitate to contact us after the webinar. Our chat window will remain open and you can also send us e-mail messages. We will also post a brief webinar evaluation on your desktop that we ask you to complete either right now, or you can also complete it when you get back to your own desk. We will see you face-to face on October 16-19 and online on October 25 at the same time and the same place. Both the URL and the phone number for that meeting are the same. Thank you for your participation today. If you have additional questions, dont hesitate to contact us after the webinar. Our chat window will remain open and you can also send us e-mail messages. We will also post a brief webinar evaluation on your desktop that we ask you to complete either right now, or you can also complete it when you get back to your own desk. We will see you face-to face on October 16-19 and online on October 25 at the same time and the same place. Both the URL and the phone number for that meeting are the same.

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