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Self Assessment Sheet for Career Plan - PowerPoint


Self Assessment Sheet for Career Plan document sample

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									Assessment and
Agency for Workforce Innovation
         August 2007

         What is Assessment?

 According to the dictionary,
  assess means
      The act of appraising

      To determine value

      The collection of information


 For the Welfare Transition program, assessments
  allow staff to make official evaluations based on
  information collected

 Information from assessments are used to

      Offer appropriate services

      Assign appropriate activities

      Develop a plan with the participant to guide him/her
       towards his/her goals


 An assessment is not just a test, it is an
  ongoing process
 Assessments
      Are an introduction to the participant
      Help staff to learn about the participant
      Help the participant to get to know him/herself


           Enable the participant to
            address needs, barriers and
            achieve goals
           Find the starting point for plan
           Follow the participant’s
            progress for meeting goals

 When should program applicants or
  participants be assessed
     The assessment process should begin
        With work registration, orientation or career
         specialist appointment
        Each   time the case reopens
     Before entering certain activities
     Before being referred to an employer
     Etc.
Thinking Points
          When does the RWB require
           participants to complete the initial
          What is the region’s initial
           assessment process?
          Are the results reviewed with the
           participant by a career specialist?
          Does the RWB require an
           assessment or employability
           review before entering job search,
           training or being referred to an
      Initial Assessment

 Federal law requires an initial assessment

     To be completed within 30 days of eligibility
        The30 days is based on the date the OSST
        system creates a To-Do or an alert to the work
          the date the driver was run for both
        Or
        mandatory participation and cash receipt*

Initial Assessment

 The initial assessment is designed by
  the RWB or program provider and must
  include an assessment of the
  participant’s (45 CFR 261.11)
     Work history
     Employability
     Skills

   Initial Assessment
 This information must be used
      To offer the right services or
       referrals to other agencies for
      To engage the participant in the
       right activities
      To develop the Individual
       Responsibility Plan (IRP)
      To help guide the participant
       towards self-sufficiency

  Initial Assessment
 The initial assessment process is developed
  locally and may include
     A series of tests

     A form

     An interview

     Or a combination of all of the above

Initial Assessment

 Think about which components of the
  initial assessment in your area secures
  the following information required under
  federal law?
     The participant’s skills
     The participant’s prior work experience
     The participant’s employability

        Initial Assessment

 Why is it important for
  us to gather
  information about the
  participant’s skills,
  prior work experience
  and employability?

 Can (s)he read?

 Can (s)he run a register?

 Can (s)he speak English?

 Can (s)he type?

 Has (s)he ever used a computer?

 Does (s)he know how to answer a multi-line
 What do (s)he sound like when (s)he answers
  the phone?
 Are program staff prepared to secure this information

      Skills may be offered by the participant, or staff may
       have to dig to get the information
 Skills may be found in

      Work history
      Job duties
      Education history
      Activities around the home
      Volunteer work

Why Does It Matter Anyway?
 Correctly referring the participant to the correct activity
  directly impacts participation and performance
      The participant is referred to an employer for a clerical
      The participant interviews at a school that serves hundreds
       of customers (parents and children)
           The participant does not like children
           The participant has never worked a multi-line phone
           The participant can only type 10 WPM
           The participant has never learned to use a data entry

Why Does It Matter Anyway?

 Will this participant be successful at the
  worksite or job?
 Will the participant accept the job?

 If the participant accepts the job, will (s)he
  remain employed for a long time?
 How will the employer feel about receiving an
  unqualified and inappropriate applicant from the
  Career Center?

  Prior Work Experience

 The initial assessment must gather
  information about the participant’s prior work
  history and experience
     Has (s)he ever had a steady job (not “as
     How long does (s)he usually stay employed?
     When is the last time (s)he worked?
     Why did (s)he leave?
   Why Does It Matter Anyway?

 Work experience information directly impacts
  the participant’s ability to secure a job
  immediately and keep a job
 Work experience can also provide notification
  of trends regarding work behaviors
      Arguing with a supervisor
      Being tardy
      Being fired
      Promotions

   Why Does It Matter Anyway?

 The participant has kept the last three
  jobs for longer than two years
 The participant was fired from the last
  three jobs for insubordination
 The participant has not been in the
  workplace in eight months
 Is job search appropriate for this
  customer? What about training or Work
   Why Does It Matter Anyway?

 The participant has kept the last three jobs for
  longer than two years
      We should review his/her skills to see if (s)he can
       re-enter the workforce immediately

      The individual appears to have a steady work
       history that may positively impact his/her work

      We should highlight his/her length of employment
       on applications and resumes

Why Does It Matter Anyway?
 The participant was fired from the last three jobs
  for insubordination
      The participant may need anger management and
       employability skills classes prior to a job referral or
       entry in to a job search program
 The participant has not been in the workplace in
  eight months
      The participant may need skills and work experience
       relevant to the current job market before entering the
       workplace or prior to entry in a job search program
      The participant does not have a current employer for
       his/her references. A Work Experience supervisor
       may be a good start
 Employability appears to be a very broad
 There are a lot of items that can “meet”
  the definition of employability
 The local operating procedures must
  identify those items that are relevant for
  the region and ensure that information is

 Can (s)he apply for a job and start today?
 Can (s)he enter in a job that she will keep?
 Can (s)he begin her career?
 What barriers are preventing him/her from working?
       Need for childcare
       Need for transportation assistance
       Inability to complete a job application
       Inability to provide a current and professional resume
       Need for interview skills
       Need for interview clothes
       Need for skills, license or certification
What Does It Matter Anyway?
 If we have not properly assessed barriers
  to employment or participation
     The participant will not show to his/her
      appointment or activity
     The participant will not complete hours in
      his/her activity
     The participation rate will be impacted
     Most importantly, the participant will not
      reach his/her goals
What Does It Matter Anyway?

 His/her children get out of school every day at
  3:00 PM
 (S)he does not have childcare

 (S)he leaves her classes early every day to get
  his/her children
 (S)he completes only 25 hours per week

 (S)he does not get a satisfactory grade and
  does not progress to secure a certification
  Initial Assessment

 Does staff know how to use
  this information to
      Develop a road map for the

      Assign activities

      Provide supportive services

 Remember, we are building a
  foundation for engagement
Using the Initial Assessment
 Identify needs
 Identify barriers
       Issues that would prevent the participant from
        meeting goals
       Issues that would prevent the participant from
        completing steps
            Need for childcare
            Unreliable transportation
            Money for gas or bus pass
            No clothing to interview in
            Mental health or substance abuse issues

        Using the Initial Assessment

 Services
     Transportation
     Childcare
     Domestic violence
     Clothing
     Counseling/Treatment

       Using the Initial Assessment

 Identify skills and strengths

      Include this information on a resume
      Include this information on applications
      Use this information to connect to possible
       career opportunities
         Match   participants to employers

Using the Initial Assessment

                 Use this information
                  to encourage
                  further training
                 Use this information
                  to encourage work

            Using the Initial Assessment

 Identify goals
      Employment goals
      Goals for earnings
      Help the customer identify
       what (s)he wants
           Home
           Car
           Money for holidays and

Using the Initial Assessment

 What does the participant want?
     Help him/her connect the career path to
      securing what (s)he wants
     Help him/her understand that (s)he can get
      what (s)he want by working with our
     Help him/her plan a path towards career

 Using the Initial Assessment
 Assign appropriate activities

     Connect the participant to an activity that will
      help him/her reach his/her goals
        Connecting   the participant to an activity that helps
         him/her achieve career goals will directly impact
         his/her participation

              This is called “buy-in”

     Ensure the activities are appropriate based on
      skills, employability needs, etc.
What is an IRP?

         What is an IRP?

 Individual Responsibility Plan (IRP) is
  designed with the participant
      To be a road map to reach goals
      To be a road map to reach wants
      To document the participant’s weekly
      To document accountability on a regular basis

  What is an IRP?
 The IRP can be a broad road map showing each
  major milestone towards the goal, but the IRP must
  also show
      The activities the participant is engaged in

           Hours the participant is required to complete each week
            for each activity

           Expected completion dates for each activity and each
                 These completion dates may be interim dates for turning
                  in documentation or meeting with staff
What is an IRP?
 We recommend using the steps to self-
  sufficiency to document what the
  customer has agreed to do in a set
  period of time
 We can immediately hold the participant
  accountable for each success and failure
 The participant can see each
  requirement and how it moves him/her
  towards her goals

              What is an IRP?
     A complete IRP must be signed by both parties within
      30 days of becoming eligible
     The complete signed IRP must include
           Services provided to the participant to overcome
            barriers to employment
           Steps the participant has to take to participate in the
           Activities, training and alternative activities the
            participant is engaged in to reach self-sufficiency
           Number of hours assigned to each work and
            alternative activity
           Expected completion dates for each work or alternative
What is an IRP?

 The complete IRP must be developed
  with the participant
 The complete IRP must be agreed on
  and signed by both parties
 How often should the IRP be updated?

How Often Should the IRP be
 The entire IRP should be updated when
  the participant changes an activity or has
  another change regarding barriers, goals
  or life circumstances
 However, the step to self-sufficiency,
  may be updated more frequently
     Clear, written requirements that connect
      the participant to his/her wants, goals and
      path to self-sufficiency will lead to
      increased participation
Steps to Self-Sufficiency

 The “steps to self-sufficiency” is a critical
  component of the IRP
 Based on research and monitoring, the
  steps should be clear and concise
  requirements for the participant
      Provides written documentation of
       participation requirements
      Use the steps to hold the participant
       accountable for successes and failures
Steps to Self-Sufficiency

 General steps versus specific steps

     Participants need to learn the major
      benchmarks that demonstrate they are
      moving towards their goals
     Participants also need to know what to do
      on a daily basis to reach the major

Frequent Statement

 “My participant knows what to do. We talked
  about it at his/her appointment”
      That is great. We should discuss with participants
       their activities and how it helps them reach their
      All of our lives are busy. Many of our participants
       are dealing with daily “drama”
      A written set of requirements reduces the likelihood
       of miscommunication and provides a notice or
       reminder to the participant

          Steps to Self-Sufficiency

 General                  This is a goal and major
                            benchmark for success,
     Get GED               but how does (s)he get a
     Get a job             GED?
                                Where does (s)he take
     Keep working
     Complete 40 hours         How does (s)he register?
      per week                  When are timesheets due?
     Turn in proof of     What steps does (s)he
      participation         need to take to get a job?

           Steps to Self-Sufficiency
 General                       What does the participant have
                                 to do to complete 40 hours
      Get GED                   each week
      Get a job                     What if classes are only 15
                                      hours and (s)he completes
      Keep working                   unsupervised job search
      Complete 40 hours per          because (s)he was not
       week                           directed to attend a program?
                                     Did (s)he really fail to
      Turn in proof of               comply?
                                     Or, did we fail to
                                      communicate what we really

Steps to Self-Sufficiency

 Be careful

     Do not assume that the participant
      understands exactly what is required
     Do not assume the participant will
      remember what (s)he is required to do

Just Remember
         Our participants are not
          concerned with the
          participation rate
         (S)he is focused on his/her
          wants, needs and goals
         We need to provide clear
          direction regarding
         We need to connect their
          activities with their goals

               Steps to Self-Sufficiency
 General-get a GED                    Specific
         Documents the first               Sign up for GED classes
          step with the participant          at “XX school” on June 1,
         Provides a clear                   2007
          deadline to secure a              Bring in GED schedule
          schedule                           and instructors names for
         Provides the number of             15 hours per week on
          hours required for each            June 15, 2007
          week                              Attend GED classes 15
         Provides a requirement             hours per week based on
          to start class and                 schedule and have time
          secure signed time                 sheet signed by the
          sheets                             teacher daily
    Steps to Self-Sufficiency
 Steps to self-sufficiency should be

       Simple
       Clear
       Concise
 Steps should include

       What the participant is supposed to do for a specific
        period of time
            Activities
            Deadlines
       Return appointment
       When documentation is due
      Steps to Self-Sufficiency
 Why are we now training for specific
  steps to self-sufficiency
     Monitoring results clearly showed
        Customers   were unclear of daily requirements
        Customers  did not connect daily requirements
        to general weekly participation requirements
        (complete 40 hours per week)
        Requirements  the participant was sanctioned
        for could not be established during audit

    Steps to Self-Sufficiency
 Allows for staff to hold participant
  accountable in writing
 Requires the steps to be updated on a
  frequent basis
 The RWB may opt to use the system or a
  locally developed form

System Break

           Let’s review what we need
               to enter in OSST
           Let’s review how to use
           Lets review some

Needs and Barriers
                        We need to enter
                      “needs and barriers”.
                       Needs and barriers
                         very important
                       Information. Even if
                     the region has a locally
                          developed IRP,
                       please enter needs
                         and barriers in

Employment Goals
                   If the RWB uses the
                    system IRP, please
                    enter employment

Steps to Self-Sufficiency

                    Enter steps to self-
                   sufficiency if the RWB
                   uses the system tool.

Steps to Self-Sufficiency

 The user can enter
     What the participant is required to do each
     The number of hours the participant is
      required to engage in these activities
     The date the participant is expected to
      complete the activities, return
      documentation and return for a staff
 Steps to Self-Sufficiency
 The staff member (user) can
     Enter the text of the steps to self-sufficiency
     Order the steps to self-sufficiency by
      numbering them
        Thesystem will only print the steps that are
         numbered (once saved)
     The system will enter a case note with the
      text of the numbered steps to self-sufficiency
      once the steps are printed
    To add a step to self-
sufficiency, select the “Add”
  tab on the bottom of the
       Alternative Plan

  Enter the text of the
steps. Ensure the steps
  are short, clear and
    simple. Do not
   number the step.

           Select “Save” after
           each step is entered

   Because we have not
    numbered the steps
(s)he are not in any specific
 order. This is the display
  on the Plan Development

To number the steps, select
   the “IRP Wizard” link
     on the left menu.

        This page allows you
        to select the elements
         that will be included
          on the printed IRP.
    For a complete IRP, select all
required elements to display. If you
 are just updating the steps to self-
   sufficiency, the you can simply
      select the last checkbox.

 Number the steps. Use the numbers
to place them in the appropriate order.
             Select “Save”.
      The system will refresh the
page and put the steps in order based
           on the numbering.

To print the document,
 select “View to Print.”

            Only the numbered steps will
           display. The participant and the
           staff member must sign the IRP
                    to demonstrate

                  When the participant returns,
    the staff member can pull this signed IRP out of the file
 and update the document by checking “Yes” or “No” under the
completed column. This process shows the participant that (s)he
         will be held accountable at each appointment.

To update the steps to self-sufficiency,
       first enter the new steps.
Select the Add tab at the bottom of the

Once the new steps are saved, the steps will appear
 under the “History of Steps to Self-Sufficiency”.

  The user can also change the
  status of the steps to display
the steps as closed by selecting
          the Open link.

                                                       Select Closed under
                                                          the Status drop-
                                                           down. Enter a
                                                          completion date.
                                                      If it is not completed,
                                                       the staff can leave it
                                                      open and check “not
                                                        completed” on the
                                                        previously printed
                                                      document. If it is not
                                                     completed but closed,
                                                     the user can still enter
                                                        a completion date.

To put the steps in order, select the “IRP Wizard”
           icon on the left hand menu.
If no other component is being updated,
    simply select the last checkbox,
        Steps to Self Sufficiency.
            Select “Continue”.

The display shows that the steps have been completed, each on
    7/6/2007. The status of the first three steps is “closed”.
  The steps can be renumbered to display only the new steps
  deleting the numbers from the old steps and numbering the
                          new steps.

This display shows that the old steps can
  be renumbered. Select “Save” so the
 OSST system will retain the order of the

 This display shows the steps have been
   renumbered and reordered once the
   screen refreshed. The old steps were
      moved to the bottom of the list.
     Select “View to Print” to print the
   new steps. The customer will need to
sign the updated document to demonstrate
       agreement with his/her plan.        74
Only the numbered steps will display on the
 printed document. Once again, the staff
    member can pull out the signed IRP
     at the next appointment to update
          the “Completed” column.

      If you have any questions, comments or concerns,
                       please contact the
                                     Welfare Transition Team
                                                      through the
                          Agency for Workforce Innovation’s
                                                      Call Center
An equal opportunity employer/program. Auxiliary aids and services are available upon request to individuals with disabilities. All voice
      telephone numbers on this document may be reached by persons using TTY/TDD equipment via the Florida Relay Service at


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