Assessment and Planning

1. Assessment and Planning Agency for Workforce Innovation August 2007

2. What is Assessment? • According to the dictionary, assess means • The act of appraising • To determine value • The collection of information

3. Assessment • 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

4. Assessment • 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

5. Assessment • Enable the participant to address needs, barriers and achieve goals • Find the starting point for plan development • Follow the participant’s progress for meeting goals

6. Assessment • 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.

7. Thinking Points • When does the RWB require participants to complete the initial assessment? • 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 employer?

8. Initial Assessment • Federal law requires an initial assessment • To be completed within 30 days of eligibility determination • The 30 days is based on the date the OSST system creates a To-Do or an alert to the work program • Or the date the driver was run for both mandatory participation and cash receipt*

9. 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

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

11. 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

12. 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

13. Initial Assessment • Why is it important for us to gather information about the participant’s skills, prior work experience and employability?

14. Skills • 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 phone? • What do (s)he sound like when (s)he answers the phone?

15. Skills • 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

16. 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 position • 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 system

17. 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?

18. 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 needed”)? • How long does (s)he usually stay employed? • When is the last time (s)he worked? • Why did (s)he leave?

19. 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?

20. 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 Experience? Why Does It Matter Anyway?

21. 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 search We should highlight his/her length of employment on applications and resumes Why Does It Matter Anyway?

22. 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

23. Employability • Employability appears to be a very broad topic • 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 secured

24. Employability • 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

25. 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 negatively • Most importantly, the participant will not reach his/her goals

26. 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

27. Initial Assessment • Does staff know how to use this information to • Develop a road map for the participant • Assign activities • Provide supportive services • Remember, we are building a foundation for engagement

28. 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

29. Using the Initial Assessment • Services • Transportation • Childcare • Domestic violence counseling/shelter • Clothing • Counseling/Treatment

30. 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

31. Using the Initial Assessment • Use this information to encourage further training • Use this information to encourage work experience activities

32. 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 birthdays

33. 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 program • Help him/her plan a path towards career goals

34. 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.

35. What is an IRP?

36. 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 requirements • To document accountability on a regular basis

37. 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 step • These completion dates may be interim dates for turning in documentation or meeting with staff

38. 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

39. What is an IRP? • 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 program • 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 activity

40. 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?

41. How Often Should the IRP be Updated? • 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

42. 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

43. 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 benchmarks

44. 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 goals • 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

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

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

47. 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

48. 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 participation • We need to connect their activities with their goals

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

50. 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