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Getting Ahead of WIOA
Performance Standards:
Strategic Use of the Workforce Success
Measures Dashboard
Michael Evans, Office of Workforce Transformation
Keith Ewald, Office of Workforce Development,
ODJFS
Joshua Hawley, Ohio Education Research Center,
The Ohio State University
Workforce Success Measures
2
What is the Workforce Success Measures (WSM) Project?
• Project Goals
• Background
• Measures
• Value of the Tool
Workforce Success Measures
3
What is the WSM Project?
Workforce Success Measures
4
Goals of the WSM Project and Common Metrics
• Data-driven culture
• Measure what really matters
• Understand what works and what doesn’t at the
program levels
Workforce Success Measures
5
Background
• Identified a NGA best practice
• Leveraged the US DOL – ODJFS and OERC Workforce Data
Quality Initiative
• State agency collaboration
• Utilized existing data and data sharing agreements
• Stakeholder engagement and feedback
• Built the website and dashboard - launched in December of
2014
Workforce Success Measures
6
What are the Measures?
The Workforce Success Measures evaluate program efforts to:
• Connect individuals to employment;
• Provide job seekers with access to training that results in
industry-recognized certificates and credentials;
• Increase participants’ overall earnings; and
• Meet the needs of employers.
Workforce Success Measures
7
What is the Value of the WSM Project and
Dashboard Tool?
• Allows for continually evaluate and monitor progress
• Creates better transparency and accountability
• Provides a public dashboard – report at the state, JobsOhio,
county and provider level
• Evaluate program performance, effectiveness and outcomes
Data Paradigm Change
Traditional Parameters:
• Demographic vs. Economic
• Administrative vs. Analytic
• Program vs. Transitional
The need is not more data but how do we link it and
follow it across programs and time!
Historic:
Institutional Patterns in
Managing Data
Institutional Patterns in
Managing Data
Recent Decades:
New Theory of Data Use:
Institutional Patterns in
Managing Data
Data Paradigm Change
Measuring:
• Individuals
• Across Services
• Through Time
• By common Outcome Metrics
Ohio Education
Research Center
OERC is a collaboration of seven
universities and four research
organizations across Ohio.
OERC develops and implements a
statewide, preschool-through-
workforce research agenda to
address critical issues of
education and workforce policy
and practice.
Overview
Mission
OERC
Research
Practice
Policy
• Priority of the Governor’s Executive Workforce Board
• State agency working group
• National Governor’s Association/National Association of State
Workforce Agencies common measures proposal
• Engaging the Ohio Education Research Center at OSU
• Workforce Opportunity and Innovation Act (WIOA) - signed on
July 22, 2014
• Development of the dashboard and website
Background on Workforce
Success Measures
Skill Gains
• To what extent do education levels
increase?
•The percentage of participants who have earned a
certificate, diploma, GED, degree, licensure or industry
recognized credential during participation or within one
year of completion.
Entered Employment
• Do participants get and keep jobs in the
short and long term?
•The percentage of participants employed in the 2nd
quarter after program completion.
•The percentage of participants employed in the 4th
quarter after program completion.
Average Wages
• What do participants earn in the short
and long term?
•Average earnings in the 2nd quarter after program
completion.
•Average earnings in the 4th quarter after program
completion.
Business
Engagement
• Are we meeting the needs of employers?
•The percentage of program completers who are still
employed with the same employer in the 4th quarter that
were also employed during the 2nd quarter after
completion.
Performance
Metrics
As presented to
the Governor’s
Executive
Workforce Board
“What gets
measured gets
better”
Workforce Investment Act
• Adult, Dislocated, Youth
Perkins Programs
• Ohio Technical Centers (Adult Workforce Education)
• Community Colleges (Coming Soon!)
Higher Education
• Only state scholarship and financial aid recipients
Adult Basic and Literacy Education
Vocational Rehabilitation (Coming Soon!)
Workforce Programs
Completers are defined according to a consistent definition, but it may
differ from that applied for federal reporting
A completer is defined as:
• WIA (Program Exits from either self-assisted core or intensive
service);
• OTC (Finishes an OTC course at a Perkins funded site);
• ABLE (Completed a level and left or advanced or to a higher level or
obtained a GED); and
• Higher Education (Enrolled in public college in Ohio and received
state financial aid; Choose Ohio First does include some private
college students).
Definitions: Completers
Skills Gains
• Higher Ed Enrollment – The percent of completers enrolled in a public higher
education institution in Ohio during each of the 2nd and 4th quarters post-
completion.
• Credentials Earned – The percent of completers who earned an ABLE GED, a
credential from an OTC, or a college degree or certificate during the completion
quarter or at any time up to and including the 4th quarter post-completion.
Employment and Wages ($2010)
• The percent of completers employed in Ohio during each of the 2nd and 4th
quarters.
Retention
• The percent of completers employed during the 2nd quarter post-completion and
working for the same employer during the 4th quarter post-completion. This is an
indicator of employment stability, suggestive of a successful hire.
Metrics
Viewing Guide
State Reports
Region Reports
Region Reports
Region Reports
County Page
County Page
Provider Reports
Provider Reports
Comparison Tool
Comparison Tool
Comparison Tool
Data Uses
• To explore our performance on key metrics
• To compare our performance over time
• To understand differences in outcomes between programs
• To identify programs that we want to learn from
• To set goals on success measures
• Other (up to you)
How We Can Use This Data
Let’s take a short tour of the site to answer the question:
“Which adult dislocated worker programs are producing
the strongest outcomes that I can learn from?”
(We will take the vantage point of Stark County)
Example
• In 2011-12, numbers are down from 2010-11 (90+ vs. 200+)
• The two and four quarter post completion wage numbers
are also different for the two years (32K vs. 28K)
• What is this telling us?
• The numbers of people using dislocated worker programs
varied over time
• The payoff after 2 and 4 quarters of work differs
• Questions we might ask:
• Are these numbers different from the state or region as a
whole?
• How can we use these data?
• What data can we bring to the table that supplements this
information?
Stark Results
Stark is doing
very well in the
state
Stark is doing
very well in the
region
We can pull standardized numbers on key metrics from
dashboard
Comparison data are available on the site itself
Counties or regions can use the data in conjunction with other
resources to ask critical questions about the impact of programs
and variables of interest
What Did We Learn
Contact: Ohio Analytics at:
contact@ohioanalytics.gov for more information about data we
maintain from BOR, ODJFS and other agencies.
Follow the Workforce Success Measures at:
http://measures.workforce.ohio.gov/about.aspx
Higher Ed Data:
http://tinyurl.com/mv7whjq
More Information
Visit OERC’s website (oerc.osu.edu) for access to:
• Research Reports & Briefs
• Data Visualizations
• Monthly E-Newsletter
• Events
Connect with OERC on Social Media:
Resources
Questions?
Dr. Joshua Hawley
(614) 247-8140
Hawley.32@osu.edu

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Getting Ahead of WIOA Standards

  • 1. Getting Ahead of WIOA Performance Standards: Strategic Use of the Workforce Success Measures Dashboard Michael Evans, Office of Workforce Transformation Keith Ewald, Office of Workforce Development, ODJFS Joshua Hawley, Ohio Education Research Center, The Ohio State University
  • 2. Workforce Success Measures 2 What is the Workforce Success Measures (WSM) Project? • Project Goals • Background • Measures • Value of the Tool
  • 3. Workforce Success Measures 3 What is the WSM Project?
  • 4. Workforce Success Measures 4 Goals of the WSM Project and Common Metrics • Data-driven culture • Measure what really matters • Understand what works and what doesn’t at the program levels
  • 5. Workforce Success Measures 5 Background • Identified a NGA best practice • Leveraged the US DOL – ODJFS and OERC Workforce Data Quality Initiative • State agency collaboration • Utilized existing data and data sharing agreements • Stakeholder engagement and feedback • Built the website and dashboard - launched in December of 2014
  • 6. Workforce Success Measures 6 What are the Measures? The Workforce Success Measures evaluate program efforts to: • Connect individuals to employment; • Provide job seekers with access to training that results in industry-recognized certificates and credentials; • Increase participants’ overall earnings; and • Meet the needs of employers.
  • 7. Workforce Success Measures 7 What is the Value of the WSM Project and Dashboard Tool? • Allows for continually evaluate and monitor progress • Creates better transparency and accountability • Provides a public dashboard – report at the state, JobsOhio, county and provider level • Evaluate program performance, effectiveness and outcomes
  • 8. Data Paradigm Change Traditional Parameters: • Demographic vs. Economic • Administrative vs. Analytic • Program vs. Transitional The need is not more data but how do we link it and follow it across programs and time!
  • 10. Institutional Patterns in Managing Data Recent Decades:
  • 11. New Theory of Data Use: Institutional Patterns in Managing Data
  • 12. Data Paradigm Change Measuring: • Individuals • Across Services • Through Time • By common Outcome Metrics
  • 14. OERC is a collaboration of seven universities and four research organizations across Ohio. OERC develops and implements a statewide, preschool-through- workforce research agenda to address critical issues of education and workforce policy and practice. Overview
  • 16. • Priority of the Governor’s Executive Workforce Board • State agency working group • National Governor’s Association/National Association of State Workforce Agencies common measures proposal • Engaging the Ohio Education Research Center at OSU • Workforce Opportunity and Innovation Act (WIOA) - signed on July 22, 2014 • Development of the dashboard and website Background on Workforce Success Measures
  • 17. Skill Gains • To what extent do education levels increase? •The percentage of participants who have earned a certificate, diploma, GED, degree, licensure or industry recognized credential during participation or within one year of completion. Entered Employment • Do participants get and keep jobs in the short and long term? •The percentage of participants employed in the 2nd quarter after program completion. •The percentage of participants employed in the 4th quarter after program completion. Average Wages • What do participants earn in the short and long term? •Average earnings in the 2nd quarter after program completion. •Average earnings in the 4th quarter after program completion. Business Engagement • Are we meeting the needs of employers? •The percentage of program completers who are still employed with the same employer in the 4th quarter that were also employed during the 2nd quarter after completion. Performance Metrics As presented to the Governor’s Executive Workforce Board “What gets measured gets better”
  • 18. Workforce Investment Act • Adult, Dislocated, Youth Perkins Programs • Ohio Technical Centers (Adult Workforce Education) • Community Colleges (Coming Soon!) Higher Education • Only state scholarship and financial aid recipients Adult Basic and Literacy Education Vocational Rehabilitation (Coming Soon!) Workforce Programs
  • 19. Completers are defined according to a consistent definition, but it may differ from that applied for federal reporting A completer is defined as: • WIA (Program Exits from either self-assisted core or intensive service); • OTC (Finishes an OTC course at a Perkins funded site); • ABLE (Completed a level and left or advanced or to a higher level or obtained a GED); and • Higher Education (Enrolled in public college in Ohio and received state financial aid; Choose Ohio First does include some private college students). Definitions: Completers
  • 20. Skills Gains • Higher Ed Enrollment – The percent of completers enrolled in a public higher education institution in Ohio during each of the 2nd and 4th quarters post- completion. • Credentials Earned – The percent of completers who earned an ABLE GED, a credential from an OTC, or a college degree or certificate during the completion quarter or at any time up to and including the 4th quarter post-completion. Employment and Wages ($2010) • The percent of completers employed in Ohio during each of the 2nd and 4th quarters. Retention • The percent of completers employed during the 2nd quarter post-completion and working for the same employer during the 4th quarter post-completion. This is an indicator of employment stability, suggestive of a successful hire. Metrics
  • 34. • To explore our performance on key metrics • To compare our performance over time • To understand differences in outcomes between programs • To identify programs that we want to learn from • To set goals on success measures • Other (up to you) How We Can Use This Data
  • 35. Let’s take a short tour of the site to answer the question: “Which adult dislocated worker programs are producing the strongest outcomes that I can learn from?” (We will take the vantage point of Stark County) Example
  • 36.
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  • 38. • In 2011-12, numbers are down from 2010-11 (90+ vs. 200+) • The two and four quarter post completion wage numbers are also different for the two years (32K vs. 28K) • What is this telling us? • The numbers of people using dislocated worker programs varied over time • The payoff after 2 and 4 quarters of work differs • Questions we might ask: • Are these numbers different from the state or region as a whole? • How can we use these data? • What data can we bring to the table that supplements this information? Stark Results
  • 39. Stark is doing very well in the state
  • 40. Stark is doing very well in the region
  • 41. We can pull standardized numbers on key metrics from dashboard Comparison data are available on the site itself Counties or regions can use the data in conjunction with other resources to ask critical questions about the impact of programs and variables of interest What Did We Learn
  • 42. Contact: Ohio Analytics at: contact@ohioanalytics.gov for more information about data we maintain from BOR, ODJFS and other agencies. Follow the Workforce Success Measures at: http://measures.workforce.ohio.gov/about.aspx Higher Ed Data: http://tinyurl.com/mv7whjq More Information
  • 43. Visit OERC’s website (oerc.osu.edu) for access to: • Research Reports & Briefs • Data Visualizations • Monthly E-Newsletter • Events Connect with OERC on Social Media: Resources
  • 44. Questions? Dr. Joshua Hawley (614) 247-8140 Hawley.32@osu.edu