Designing a Follow-up/Retention System to Enhance Performance

1. Designing a Follow-up/Retention System to Enhance Performance

2. Introduction Workshop Goals Discover the elements needed for a strong follow-up/retention system for adult, dislocated worker, and youth programs Identify tools for effectively organizing program components and workload to implement successful follow-up and retention strategies.

3. What do you expect to learn from the training today?

4. Icebreaker activity Activity

5. Shout out to the crowd What is Follow- up? What is Retention?

6. Follow-up and Retention FOLLOW-UP 1) Services and activities after placement in a job to facilitate retention, advancement, & personal development 2) For Reporting and Tracking Purposes

7. RETENTION • Sustained employment and connection to the workforce • Continued participation in a long-term education or job training program until completion

8. Allowable Follow-Up Allowable Follow-Up Services – Adults/Dislocated Workers According to WIA Regulations: • Follow up services must be made available to Adults and Dislocated Workers, as appropriate, for a minimum of 12 months following the first day of employment. • Participants who have multiple employment barriers and limited work histories may have need of significant follow up services. Allowable Follow-up Services

9. Allowable Follow-Up Allowable Follow-Up Services – Adults/Dislocated Workers Follow up services could include, but are not limited to: • Additional career planning and counseling • Contact with the participant’s employer • Peer support groups • Information about additional educational opportunities • Supportive services

10. Allowable Follow-Up Allowable Follow-Up Services – Adults/Dislocated Workers According to WIA Regulations: Post-placement training or intensive services are allowable on a limited basis as long as they are necessary, consistent w/ state and local policies and part of an IEP.

11. Allowable and Required Follow-up Services – Youth 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.

12. Allowable and Required Follow-up Services – Youth Types and duration of services must be determined based on the individual. All youth must receive some form of follow-up services (i.e. at least one of the 10 elements) 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.

13. What follow-up and retention activities are happening here?

14. Creating a Culture of Follow-Up/Retention

15. Why do clients lose their jobs? When does this happen?

16. What research shows … Job loss is very common in the first three to six months Problems with supportive services, particularly child care are a major reason for job loss Certain types of barriers such as health problems, domestic violence, drug abuse, and mental health problems keep people from working steadily Lack of soft skills is a major cause of job loss

17. What is needed to help customers succeed and advance in their jobs?

18. Create a Culture of Follow-up & Retention

19. Creating a Culture of Follow-Up/ Retention: Elements Targeted Services and Activities Quality Data Efficient Local Area Structures

20. Creating a Culture of Follow-Up/ Retention: Elements SERVICES AND ACTIVITIES • Fostering Relationships • Building Skills for Retention • Preparing for Placement • Placing customers in the “right” job or school • Providing post-placement support • Promoting advancement QUALITY DATA • Data Entry and Verification LOCAL STRUCTURES • Smooth Transitions • Caseload Considerations

21. Creating a Culture of Follow-Up/ Retention: Elements Targeted Services and Activities Quality Data Efficient Local Area Structures

22. Services & Activities Promoting Follow-Up/Retention • Fostering Relationships • Building Skills for Retention • Preparing for Placement • Placing Customers in the “Right” Job or School • Providing Post-Placement Support • Promoting Advancement

23. Fostering Relationships • Customers • Employers • Educational Institutions To promote a strong system, it is important to foster relationships with:

24. Relationships with Customers A relationship with a trusted & supportive case manager is important for customer & performance success Ensure opportunities for relationships to develop incrementally Develop relationships well before placement

25. Relationships with Customers Provide training and support for case managers Make sure caseloads are realistic for developing relationships Create an atmosphere of trust

26. Relationships with Employers & Educational Institutions Link systematically Focus on meeting their needs Develop relationships rather than placements; Don’t duplicate efforts How can you help their bottom line Create an efficient structure for working together Call or visit only when it’s convenient; Plug into existing structures

27. Verdugo Jobs Center, Glendale, CA The Verdugo Jobs Center has developed a systematic relationship with a number of local employers which they credit as the key to their program’s success. See Handout H for more information.

28. Activity Activity – Building Relationships Systematically: Your Promising Practices See Handout A

29. Building Skills for Retention SOFT SKILLS LIFE SKILLS HARD SKILLS • Money management, contingency planning —transportation & child care, workplace harassment, job conflict Teaches the skills customers need to succeed on the job or in training —punctuality, professional dress, body language, receiving feedback/criticism Occupational skills to be successful in a specific trade or position —technician, clerical, service industry

30. Preparing for Placement Collect & update customer contact information Establish schedules for regular contact Make sure customers are aware of follow-up services

31. Ohio Learning Work Connection, Columbus, Ohio Ohio Learning Work Connection recommends that staff create follow-up contracts with participants that include a “mutually agreed upon” follow-up schedule. See Handout G for more information.

32. Preparing for Placement Make sure customer is really “job-ready” before placement • Hold pre-placement conferences with customer to check in and prepare for transition • Prevent soft exits & program drop outs

33. Placing Customers in the “Right” Job Make sure customers really know what they want to do Realize that some customers may need to try things out to know this What is a “good job” in your area • Self-sufficiency wage, Growing industry, Benefits, Career ladders

34. Work with employers who offer “good” jobs Sometimes the “right” job is not the one with the highest wage Placing Customers in the “Right” Job Make sure job logistics are suitable Work with educational programs that lead to nationally recognized credentials

35. Providing Post-Placement Support Act on established schedules for regular contact between customer and case manager Make sure crisis intervention services are available to help customers deal with sudden emergencies

36. Sacramento Employment and Training Agency (SETA) This local area established a detailed schedule for post-placement follow-up contacts regardless of exit. See Handout H for more information.

37. Providing Post-Placement Support Develop meaningful individual and group support activities • Business lunches • Alumni activities, including leadership roles • Networking Make sure activities are convenient for customers to attend before or after work

38. Project Future, Philadelphia, PA Project Future uses alumni in leadership roles by inviting them back to talk to current participants See Handout G for more information.

39. Providing Post-Placement Support Make sure staff are available to deal with customers when they need help • Consider staggered or flexible schedules and beepers

40. Moving Up, New York, NY Moving Up career advisors are “on-call” 24 hours per day to provide mediation services for youth who are struggling to keep their jobs See Handout G for more information.

41. Promoting Advancement • Keep career advancement plan updated • Provide advice about asking for raises or promotions • Offer skill upgrading opportunities

42. Possible Brainstorm/Assessment Case Study Activity See Handout B

43. Creating a Culture of Follow-Up/ Retention: Elements Targeted Services and Activities Quality Data Efficient Local Area Structures

44. Program Factors Poor follow-up/ retention system Services not aligned with goals Reporting Factors Underreported outcomes Delayed and missed data entry Lack of understanding of measures Causes of Poor Performance Environment Factors • Local labor market conditions • Limited opptys for youth Participant Factors • Employment history • Education history • Barriers

45. Create a Culture of Retention: Quality Data and Analysis Data Quality

46. Tracking, Reporting, & Analyzing Data How can ensuring data quality help you meet your follow-up/retention goals?

47. Data Quality to Meet Follow-Up/Retention Goals • Track customer progress • Achieve WIA Performance measures • Show employers and funders the efficacy of your program • Continuously improve your program • Pinpoint performance concerns • Help case managers manage their case loads

48. Data Quality Frequency of data entry Accuracy of data Supplemental information Data entry after exit

49. Data Quality – Frequency of Data Entry Enter data regularly Encourage staff to enter case notes, etc. directly into MIS Train staff on the importance of frequent data entry • If it’s not recorded, it’s not reported. If it’s not reported, it didn’t happen!

50. Data Quality – Frequency of Data Entry: Ticklers Use electronic or paper tools to help you remember dates for exit-based and real-time measures.