DOCUMENT RESUME

.ED 213 994 CE 031 936

AUTHOR Williams, Fred L.; And OthersTITLE Employability Development Plans: Counseling

Participants and Developing EDPs. An Action PlanningGuidebook.

INSTITUTION Ohio State Univ., Columbus. National Center forResearch in Vocational Education.

SPONS AGENCY Employment and Training Administration (DOL),Washington, D.C. Office of Youth Programs.

PUB DATE Sep 81CONTRACT DOL-99-0-2297-33-52NOTE 50p.; For related documents see CE 031 933-972.

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Adult Vocational Education; *Career Counseling;

Career Guidance; *Career Planning; *EmploymentPotential; *Employment Programs; Evaluation; FederalPrograms; *Individualized Programs; Job Training;Needs Assessment; Postsecondary Education; SecondaryEducation; Vocational Education

IDENTIFIERS Comprehensive Employment and Training Act;*Employability Development; *EmployabilityDevelopment Plans

ABSTRACTDesigned primarily for counselors within employment

and training settings, this guidebook prescribes a method for theparticipant, counselor, and:others to determine the most appropriatemix of programs and services available to enhance the participant'semployability. An introduction discusses the EmployabilityDevelopment Plan (EDP) and overviews use of the guidebook in helpingto develop EDPs. Next, the action-planning guidelines are detailed.Six essential tasks (and 27 specific activities/subtasks) areidentified: (1) recognize principles for counseling programparticipants, (2) prepare to develop the EDP, (3) orient theparticipant and obtain basic information for the EDP forms, (4)analyze participant's specific needs and design a program to meetthem, (5) assess participant's progress, and (6) provide placementand transitional counseling. A sample EDP, based on a review of morethan 50 EDPs currently in use, is provided as a model. (As each taskis discussed, relevant portions of the model EDP are reproduced.)(YLB)

************************************************************************ Reproductions supplied by EDRS are the best that can be made ** from the original document. ************************************************************************

0: EMPLOYABILITYN

PLANS

COUNSELING PARTICIPANTSAND

DEVELOPING EDP s

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Provided by the Technical Assistance forOccupational Skills Training Project

Sponsored by the Office of Youth Programs,U.S. Department of Labor

THE NATIONAL CENTER

FOR RESEARCH IN VOCATIONAL EDUCATION.. ". ite.

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THE NATIONAL CENTER MISSION STATEMENT

The National Center for Research in Vocational Education's mission isto increase the ability of diverse agencies, institutions, and organizationsto solve educational problems relating to individual career planning,preparation, and progression. The National Center fulfills its mission by:

Generating knowledge through research

Developing educational programs and products

Evaluating individual program needs and outcomes

Providing information for national planning and policy

Installing educational programs and products

si,(0. Operating information systems and services

Conducting leadership development and training programs

For further information contact:Program Information OfficeNational Center for Research in Vocational EducationThe Ohio State University1960 Kenny RoadColumbus, Ohio 43210

. Telephone: (614) 486-3655 or (800) 848-4815Cable: CTVOCEDOSU/Columbus, Ohio

of.

0)1981 by The National Center for Research in Vocational Education of The Ohio State University.Reproduction by the U.S. Government in whole or in part is permitted for any purpose.

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EMPLOYABILITY DEVELOPMENT PLANS:COUNSELING PARTICIPANTS AND DEVELOPING EDPS

AN ACTION PLANNING GUIDEBOOK .41

0 .The National Center for Research in Vocational Education

The Ohio State University1960 Kenny Road

Columbus, Ohio 43220 *,

,.. September 1981

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....- 't1, -.....'

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PROJECT TITLE:

CONTRACT NUM ER:

FUNDING INFORMATION

Technical Assistance for Occupational SkillsTraining Project:.

99-0-2297-33-5Z

ACT UNDER WHICHFUNDS ADMINISTERED: CoMprehensive Employment and Traiding

Act of 1978, Title IV, Part A, Subpart A4

SOURCE OF CONTRACT: Of of Youth ProgramsU.S. Department of LaborWashington, DC

COOTRACTOR:-

EXECUTIVE DIRECTOR:

PROJECT DIRECTOR:

DISCLATMLR:

DISCRIMINATIONPROHIBITED:

The National Center for Researchin Vocational Education

The Ohio State University

[Wbert E Taylor

Brian Fitch

This publication was prepared pursuant to acoQtract with the Office of Youth Programs,U.S - Department of Labor. 'contractorsundertaking such projects under governmentsponsorship are encouraged to freely.exprestheir judgment in professional and technicalmatters. Points of view or opinions do not,therefore, necessarily represent official U.S.Department of Labor position or policy.

Title VI of the Civil Rights Act of 1964states:, "No person in the United Statesshall, on the grounds of race, color, ornational origin, be excluded fromparticipation in, be denied the benefits of,or be subjected to discrimination under anyprogram-or activity receiving federal-financial assistance."Title IX of the Education Amendments of_1972states:. "No person in the United Statesshall, on the basis of sex, be excluded fromparticipation in, be denied the benefits of,or be subjected to disci'imination under anyeducation program or activity receivingfederal assistance." The National Center forResearch in Vocational Education, like everyprogram or activity receiving federal,assistance from the U.S. Department of Labor, 40must comply with these laws.

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TABLE .01! CONTENTS

Page

FOREWORD

EXECUTIVE SUMMARY vii'

INTRODUCTION 1

PLANNING FOR ACTION 3

.Overview of Six Essential Tasks ,- 3

Action Planning Guidelines 5

Task 1: Recognize Principles for CounselingProgram Participants 5

Summary 13

Task 2: Prepare to Develop the EDP 15

Task 3: Orient the Participant and ObtainBasic Information for the EDP Forms 23

Task 4: Analyze the Participant's SpecificNeeds and Design a Program to Meet 'Them 25

Task 5; Assess the Participant's Progress 27

'Task 6: Provide Placement and TransitionalCounseling 29

.:ATTACHMENT: MODEL EDP 31

REFERENCES 39

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FOREWORD

amployability Development Plans; Counseling participants andDeveloping EDPs: An Action Planning Guidebook is one of sixteenproducts or services developed for the Department of Labor's Office oEYouth Programs. These products and services are intended tocompromise a "full-service" technical assistance model that can beused by the employment and training community to better meet thetraining needs of staff and CETA-eligible youth and adults.

The contributions oE the Fort Wayne. (Indiana) Area Consortium,Philadelphia Office of Employment and Training, and Kentucky Balanceof State prime Sponsor are gratefully acknowledged. These sites. participated in the planning and pilot testing of selected productsand services.

Appreciation also is expressed to project staff. Fred L.Williams, Program Associate, was the major author. Other staffmembers include Brian Fitch, Program Director; Sandra Pritz, ProgramAssociate; Robert Bhaerman, Research Specialist; Bettina Lankard,Program Associate; Gale Zahniser, Program Associate; and WilliamGoldwair..., Research Specialist.

Robert E. TaylorExecutive DirectorThe National Center for

Research in VocatdohalEducation

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EXECUTIVE SUMMARY

The concept of individualized planning and instruction has emergedas one of the most effective was of meeting the unique needs ofindividuals. This is particularly imeOrtant in the case of-thosedisadvantaged persons who participate in employment and trainingprograms. The anployability Development Plan (EDP) if used properly,can be an effective and expedient tool for ensuring that participantsobtain optimal benefits from their training and job placements.

The development of an EDP is commonly viewed as a burdensome andtime-consuming requirement of little, if any, value. However, whenintegrated into a systems approach, the EDP serves as an aid forcounselors to guide the participants through the assessment, training,and placement phases of an employment and training program.

This guidebook is designed primarily for counselors withinemployment and training settings. It is based on a comprehensivereview of literature and information provided by fifteen primesponsors across the country. In addition to use by counselors, thehandbook can also be helpful to.instructors, administrators, -and otherprogram or service providers.

The guidebook prescribes a method for the participant, counselor,

411

and others to determine the most appropriate Mix of programs andservices available to enhance-the participant's employability. It

combines the critical elements of guidance and counseling with thevaried training activities and services provided through CETA toprovide a straight-forward set of procedures that a, counselor canfollow in preparing and updating an EDP. Instead of .prescribingadditional paperwork for the counselor, meaning and direction aregiven to existing paperwork. The importance of using a team approachfor improving the employability of program participants is emphasized.

The five objectives that guided the development of the guidebookwere to establish a relationship among the various components of anemployment and training program; to define roles and responsibilitiesin the EDP process for counselors, participants, and instructors; toestablish a rationale for placing a participant in a specific programor service; to actively involve participants in the development oftheir career goals; and to ensure that career guidance and counselingis an integral part of the participant's EDP.

The format of the guidebook is designed for easy reference. Afteran overview of the essential tasks for counseling participants anddeveloping MA'S, action planning guidelines are given for each of thetasks specified. A sample EDP, based on a review of more than fiftyEDPs currently in use, is provided as a model. As each task isdiscussed, relevant portions of the model EDP are reproduced.References are given for the reader who wishes more extensive

410background, information.

vii1.5

INTRODUCTI9N

The Employability Development Plan (EDP) is required for Title IIparticipants and is recommended for all others as well. .DevelopMentof the EDP should take place through a systematic process of examiningparticipants' educational and employment histories, occupationalgoals, and interests and abilities. Then the training and servicesthat should be provided through CETA can be determined. If usedproperly,ethe EDP can be an effective and expedient tool for ensuringthat participants obtain maximum benefit from participation in CETAand achieve the overriding goal-of job placement.

The development - of the EDP is commonly viewed as a burdensome andtime-consuming requirement, having no significant effect on thetraining that is offered or on the deielopment of the participant.However, when integrated with a systematic approach for providingtraining and services, the EDP serves as a blueprint to guide -

participants through assessment, training, and job placementactivities. In addition, the EDP information and the assessmenttechniques for developing the EDP are useful for participants toassess themselves on a continuing basis:through and beyond the serviceperiod. This guidebook has two purposes. The first is to provideCETA4counselors and other staff with helpful techniques for 'providingguidance 'and career counseling while they are engaged in the EDPprocess. The second purpose is to provide guidelines and proceduresfor developing EDPs that will meet the needs of program participants.The guidebook arranges the basic program and service options providedby most prime sponsors into a logical sequence that will leadparticipants to their ultimate job objectives. The availability ofthis sequence, termed 'a participant-ceritered delivery system, iscritical to the successful implementation of the EDP as well as to thedevelopment of the participant. Without the appropriate sequence oftraining and service options, even the best EDP is not likely to leadto,successful job placement.

The first section of the handbook deals with procedures forproviding guidance and career counseling. The second section containsguidelines for developing EDPs. The appendixes contain informationand resources that should be useful in the process of develapiqg andupdating the EDP.

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PLANNING FOR ACTION

An Overview of Six Essential TasksFor Couh-gelinq Participants

and Developing EDPs

The following tasks comprise an effective system f.ar counselingparticipants and developing Epps to guide them through the phases ofan employment and training program:

Task 1:Recognize Principles for Counseling

Program Participants

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Task 2: 3

Prepare to Develop the EDP .

Orientrthe Participant and ObtainBasic Information for the EDP Form

Task 3:

Analyze the,participant's Specific Needs andDesign a Program to Meet Them

Task 4:

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Task 5:Assess the Participant's Proyress

Task 6;Provide Placement and Transitional Counseling --]

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Action Planning Guidelines

Task 1:RECOGNIZE PRINCIPLES4'OR COUNSELING PROGRAM PARTICIPANTS

1.1 Recognize the stages of career developmeipt through whichresearch studies have'indicated, every individual progresses.It is important for the CETA counselor tq acknowledge thesestages and to try to identify voids that may'exist forparticular partic,ipants.

Super and Bohn (1970) conducted numerous lonyitudinalstudies on career patterns and identified five major lifestages. An overview of these stages is' provided on thenext page.

1 2 When counseling CETA participants, identity their presentstage of career development. Each stage is characterizedby a set of tasks that society expects persons of that age,to deal with effectively. The activities of each stagebuild on the- successes and ailures experienced ,in,te)receding stage. Obviously,' if a CETA participant hasnot experienced sufficient earlycareer development, thatperson will have difficulty establishing meaningful'goals for traininJ or job placement. The counselor whocan recognize a participant's, cUrrent stage of careerdevelopment is in a better 'position to guide theindividual than a counselor who is .not aware of -thelite stayer.

1.3 So that career counseling and the EDP development process,can beyin to be effective, establish--a relationship withthe participant where openness, trust, and understandingeAist. This may be a challenge if the counselor has toovercome an authority figure image that participantssometimes have of professional staff members. When theauthority image is combined with some of the apprehensionsand anxieties that participants often feel, mistrust andhostility can develop. Remember that hostile orbelligerent participants`' are usually really attemptingto hide or cover feelings of inadequacy or:insecurity.

The establishment of a positive relationship between thecounselor and participantis particularly important ifthe intake process has been conducted in an impersonal

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Career Development Stages

1. Growth Stage (birth to age 14)--Self-concept developsthrough identification with key figures in the familyand school. Personal needs'-and fantasy are dominantearly in this stagenterest and capacity become moreimportant with -increas6d social participation andreality testing.

. Exploration Stage (aye 15 to 24)--- Self - examination, roletryouts, and occupational exploration take place. 1,eisui-e

activities and part-time work are important.

Establishment Stage (age 25 to 44)--An appropriate fieldhaving been found, effort is put forth to make a-permanent place in it. Some trial and error may takeplace early in the stage, but establishment of a career

. field .is likely to begin immediately.

. 'Maintenance Stage (age 45 to 64)--Having_ made a place in.the.worla,of work, the individual's primary concernis to hold onto it.

. Decline Stage (age 65 and over)--Work activity declinesand new 'roles develop for the individual.

SOURCE: Donald E: Sur and Martin J. Bohn, OccupationalPsychology. (Belmont, CA. Wadsworth Publishing

'Co., 1970) pp. 136-137.C.

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manner. Filling out fo ms, providing personalinformation, and taking s/7517,Bsources of

sanxiety for some participants. In ad tion,differences in background and culture be ,weercounselors and participants may have a 'majcr effecton the development of positive relationships.

1.4 Show interest in the participant. One of the most importrnt waysof showing interest .is encouraging the participant to tack, Whencombined with good eye contact and a pleasant approach, this kindof encouragement can often lead the participant to becomeinvolved in developing the EDP.

A number of techniques exist for encouraging conversation.According to McClure (1978), Hartz and Kosmo (1977), and other:researchers, there are specific strategies that can be used forencouraging nonverbal participants to express themselves fully,.Restatement, reflection, and interpretation are.- three techniquesthat are most useful.

Restatement involves- paraphrasing what theparticipant has said by repeat'ng it in a declarativestatement. Restatement should never be done in ajudgmental or condescending nner.

,For example-

Participant: If I do 't get a job soon, my folksare go na murder me.

Counselor:. Your parents are really anxious foryou to start working.

Reflection is a method whereby the counselorverbally expresses the feeling and emotions theparticipant is experiencing, but may not bearticulating. This approach requires the counselorto draw inferences from such cues as tone-of voiceand nonverbal behavior.

0For example-

Pacticipant: I wonder if I should enroll in thattraining program? But, on the otherhand, what if I get training and 'stilldon't yet a job? Where would I be?Maybe I ought to get into a trainingprogram, now that I think about it.

7 1 .3

Counselor: You seem confused about where your timemight best be spent, working or in sometype of traininy program. Have youconsidered doing both at the same time?

Interpretation is a method whereby the counselorattempts to provide an underlying meaning for theparticipant's behavior. The intent is to reducethe threat of making inaccurate assumptions. StandardLead statements for the counselor are "Could it bethat..." and "Is it possible that...."

For example-

Participant: I am always late. Even when I set my alarmclock, I wake up late. My girlfriend had aparty for me last week, and 1 was late forthat, too!

Counselor: Could it be that you don't get to placeson time because you'd really prefer to besomeplace else instead?

These techniques can be used in encouraging participants to talkduring counseling sessions. This should be one of the first goalsthat the counselor attempts to achieve. If participants do not openlyexpress thomselves,.it becomes extremely difficult to develop an EDPtailored to meet their unique needs.

-1.5 Clarify the structure of the counseling session. Whenworking with participants, it is important to explainto then the specific purposes for the counseling sessionsand what should be accomplished through these sessions.Participants'should be allowed to ask questions and tellwhat they hope to gain from counseling as well. If amutual agreement can be reached concerning the expectedoutcomes of counseling, then there is a greater possibilityof having a meaningful counseling experience.

Some examples for clarifying the structure of counseling are asfollows.

Establish some approximate time limits for counselingsessions. Generally, WiEime allotted for counsel37gsessions should 1.36- no longer than twenty to thirtyminutes. A longer session may result in the participantbecoming inattentive or bdred. A flexible time limit.will sometimes be required to accomodate the caseloadoC the counselor, other time constraints, and the natureof the topic being discussed.

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Clarify the participant's role, emphasizing totalparticipation in the development of the EDP. ArecurFaiTproblem that counselors seem to have inworking with participants is encouraging them tobecome more responsible for their employabilitydevelopment planning. In many cases, the problemreaches the point where the counselor is makingall of the decisions and contacts for the participant.This is harmful to the participant and overburdensthe counselor. During the early counseling sessions,the counselor should emphasize to participants thatthey will be responsible for:

- Expressing what education and training theydesire, and why

- Describing competencies they have developedthrough education or training programs

- Attending (on time) all counseling sessionsand other, meetings agreed upon

- Completing the activities written in the EDP

- Making their own contacts with employers, otherindividuals, or agencies that may have beenidentified for them by the counselor, jobdeveloper, or other staff members

Clarify the role of the counselor and the roles of various"team" members. The development and updating of the EDPis not an activity thdt can be done successfully by thecounselor and participant alone. Tne ongoing EDP effortinvolves input from test administrators, instructors,work site supervisors, job developers, and others atappropriate tines. Participants need to 'be reminded thatall members of the team are concerned about theirgrowth and employability development. Also, fromtime to time, various team members will be calledupon to provide suggestions on goals and futuredirections for the participant and to assist inassessing the progress that has been made.

1.6 Accept and expect colorful and original figure of speechfroirOparticipants. 'It is not unusual for counselors tohave difficulty understanding and accepting the speechpatterns of individuals from different backgrounds.When these participants have had limited exposure tostandard English, their speech patterns usually conform

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to those used in the homes and neighborhoods. Although,nonstandard English is acceptable in the microcosm inwhich the participant lives, it is often a barrier toparticipation in the dominant society. The counselormust begin to accept and work to understand differentspeech patterns and must provide opportunities forparticipants to hear and use standard English.

The following are examples of how this can be accomplished.

Use the techniques cited earlier for encouraging theparticipant to talk, such as restatement andinterpretation. This will allow the participantto see that there are alternate ways of expressingoneself.

For example -

Participant:

Counselor:

Participant.:

Counselor:J

Hey man, I be getting off on someskates.

Oh, you really enjoy skating, as ahobby?

Hey man, I need a gig, so I canfix up,my crib and get a new setof wheels.

I think I hear you saying that youwant a job so that you can-do somethings, but 1 don't know exactly-what you want to do. Why don't yousay what you want a little differentlyso I can understand it? Besides, Iwonder what might happen if you wentto a potential employer and talkedin that manner. You probably wouldn'tget a job.

Identify role models for participants. Some employmentand training agencies have former participants workingin various staff capacities. Since these persons may"speak both languages," they can serve as valuableresources in (I) helping the counselor becomefamiliar with unique speech patterns and (2) helpingparticipants recognize when certain speech patternsare appropriate and when they are not. Respectedcommunity figures are also good role models forparticipants. "Using Standard English in theEmployment World" may be an appropriate topic forrole models to address in a group guidance session.

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Read and explore articles, books, and journals onvarious speech patterns and dialects. The mostimportant ,step in accepting different speech patternsis to develop an. understanding of their existence andhow they evolved. Linguists generally agree that thespeech patterns of disadvantaged persbns, urban andrural, follow a set pattdrn, are structurally consistent,and serve the ultimate purpose of communicating. Theproblem arises when a-person with unique speech habitsattempts to communicate with a person who is unfamiliarwith those speech patterns. The responsibility lies withcounselors to develop their understanding of nonstandardEnglish and help to bridge the gap between participantsand the society in which they must learn to cope andfunction.

1.7 Expect considerable testing of limits. Since someparticipants may have a low level of trust, particulArlyfor someone who represents the "system,"they are likelyto test their limits early in the counseling and EDP process.According to McClure (1978), the testing of limits hastwo common variations: (I) alternating between provocationand passive, dependent compliance; and (2) co-opting thecounselor by informalizing the relationship, then makingpersonal demands on the counselor (as- a friend) that thecounselor (as a professional) cannot satisfy.

Some suggested methods for coping with the participantwho is continually "testing the limits" follow.

Be firm and consistent in 4plying policies andrules for all participants. Some participants,especially those who are insecure and distrustful,are very astute in identifying incongruent behavioron the part of the counselo or any person inauthority. When the opportunity presents itself,some participants may confront the counselor withinconsistent behavior to make the counselor feelguilty of "playing favorites." The way to avoidthis problem is to have a general set of guidelinesand rules to which all participants mustconform.

to Require the participant to accept responsibilityfor keeping appointments and deadlines and for settingoals. A major goal in preparing participants tobecome job-ready is to assist them in becoming matureand responsible. In essence, the demands that areplaced on individuals in the typical work settingshould be simulated in the CETA program. Tardiness,

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absenteeis m, and indecisiveness will not be toleratedonce the participant enters a job. Therefore, if. theprogram is to prepare the participant for employment,the same type of requirements must exist in the program.

Be ready to confront' participants, diplomatically, insituations where they may not have been totally "aboveboard" and honest. In some instances, participants willattempt to gain sympathy from or manipulate the counselorby using dishonest Eactics-deception about home andfamily situations or false.reasons for not keepingappointments or not getting along with asupervisor. Generally, the counselor should bereceptive to participants when they have legitimatereasons for not honoring a commitment or agreement.However, if a consistent pattern develops, counselorsshould confront participants with their concerns andprovide evidence to support the allegation.

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1.8 Allow opportunities f6r direct rehearsal and coaching.Just as counseling is.an effective method for buildingrelationships, exchanging information and ideas, anddeveloping the EDP, counseling can also be used to providetraining in dealing with a variety of job-related situationsand the opportunity for participants to explore theirfeelings and reactions to such situations. Since mostparticipants have not been successful in past experiencesin the world of work, they need_opportunities to cultivateand practice the skills necessary for becomingcompetent employees. Occupational exploration andplanning should be provided along with training inwork maturity skills and job search skills so thatparticipants have an opportunity to explore theirinterests and abilities. The counselor can followup this kind of training with counseling sessionsand meetings to determine if important work conceptshave been internalized.

Some examples of methods for providing rehearsal andcoaching opportunities, especially in conjunction withtraining, are as follows.

Provide opportunities for the participants to discussthe handling of financial matters. The management ofmoney is a difficult skill to develop and maintain,particularly in times of economic uncertainty. Theskill of managing money may be particularly difficultfor the participant who has had limited experience in .

the economic mainstream. This problem may become

serious when the participant begins to earn more moneythan in the past, thus creating a false sense of wealth.In such situations, "partivipants may overobligatethemselves and encounter difficulty with creditors,collection agencies, and the law. It is ex-tremelyimportarvt that participants be given practice and-assistance in planning a budget, understanding thedifference between basic needs and luxury items, andthe importance of establishing some type of savingsarrangement.

Provide practice in clarifying values. One of the mosteffective methods for helping participants "get intouch with reality" to facilitate-the clarificationof values pertaining to material possessions, education,and work. The determination of these values helpsparticipants decide what kind of job and lifestyleis consistent with their values.

Provide practice and assistA.,ce in goal setting. Animportant element in the development and revision of theEDP is setting long- and short-range goals. If participantsare to play an active role in the goal-setting process, .theymust develop an understanding of that process. The followingare examples of topics for discussion between the counselorand the participant:

- What are goals and why are they important?

- What goals have I set for myself that were 'not'reached? Why or why not?

- What goals have I set that were reached? Whywere they reached?

- What are my future goals in terms of education,work, and family?

- How can I reach my futdre goals and how long willit take?

Summary

The eight principles discussed in this section are desigwad to behelpful for counselors who work with the disadvantaged. Not all CETAparticipants will need all of the types of counseling presented here.However, it is important for the counselor to be aware of factors thatmay facilitate or hinder the guidance of participants. The counselingprinciples should be useful in the development of EDPs, which isaddressed in the next task.

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Task 2:PREPARE TO DEVELOP THE EDP

2.1 Plan to use the EDP as a contract. The employabilitydevelopment process should be a progressive one wherebythe participants assume more and more responsibilityfor their actions and employment search. At first, of course,many-participants are likely to be quite dependent oncounselors and other staff members for direction. However,as participants progress through the various stages ofthe CETA program, they should become more involved in theplanning ,end decision - making process. The logicalculmination of this process is that participants assume amajor share of the1 responsibility for searching for jobsand obtaining employment.

The development and updating of the EDP.provIde anexcellent opportunity for participants to becomeincreasingly involved in decisions that are of directconcern to them. A good approach for promoting thisinvolvement is to regard the EDP as a contractbetween the CETA counselor and participant.

David Meyer, in Employability Development: A HigherEducation Training Monograph (1978) cites the followingadvantages of a behavior contract:

1. It provides a written record of decisions madeand the course of action to follow.

2. It serves as a motivational device for counselorand participants who may otherwise procrastinate.

3. It provides the participant with a sense ofprogress, especially if it is broken down intosegments with evaluation' after each segment.

4. It forces the participant to assume responsibilityfor behavior.

5. It tends to ensure the return of the participantfor periodic evaluations.

6. It treats the program participant as* a.eesponsibleperson.

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The advantages just listed are based on the assumptionthat participants need to have input into the decisionsmade about their training and services. Having theopportunity for input can help participants develop a'"stake" in, and sense of responsibility for, theirpresent training and future employment. This involvementalso can help transform a participant's feeling ofhelplessness, which is often perceived by others as alack of interest or hostility, into a feeling ofself-sufficiency.

Plan to providepccessarytraining_andservices. The EDPcan be maxrmally eftectiVe only if the necessary trainingand services are available. Even the best EDP cannotguide the participant toward unsubsidized employment if thenecessary training and/or services are not provided.

Figure I depicts a "participant-centered delivery system"and the linkages that are needed between the EDP processand available training. The information gathered throughintake and initial assessment provides the basis forstarting development oE 'the EDP. Testing may be neededto provide more information about what training will beappropriate given a participant's interests, aptitudes,and profic.iency in basic skills. Of course, not allparticipants would go through all-of the trainingpresented in figure 1; nor, if they did, would thetraining necessarily be given in the order depicted.It is essential, however, that enough different kindso: training be available to meet a wide range ofparticipants' needs. -The EDP reflects the initialassignments and is updated continuously through ongoing._assessment as the participant moves through the system.

A brief description is provided here of each component inthe participant-centered delivery system. This shouldserve as background for the following discussion of theprocedures and personnel involved in making assignmentsfor training.

Intake and Initial Assessment--The major function ofthis omponent is to determine the individual'seligibility for CETA and to collect preliminaryinformation concerning background, interests, andabilities. This information is used to initiatedevelopment of time EDP.

Testing--Testing is part of the assessment process.___=____--Tescs are given when n(JcesSqry to determine interests,

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INTAKE ANDINITIAL ASSES.".IENT

TESTING

EDP DEVELOPMENT

4--r, rs BASICSKILLS

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Fmure 1 P.Imerisml-CfmtereflOelsvery System

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0C5uPARoSaL5XPLORAT1ON

DECISION MAKINGGEO L

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ONGOING ASSESSMENT

REFERRAL TOSUPPORT SERVICES

WORK 41.0.1l.PRot I

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FOLLOW UPAND FOLLOW THROUGH

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aptitudes, and basic skills proficiency. Testresults provide part of the information needed toassess participants and to determine the trainingthat is appropriate. (See Testing in Deployment andTraining Programs: An Action Planning Guidebook fora description of tests and-How to establisha testing program.)

EDP Development--Initial sections of the EUP are filledout and tentative training goals are established basedon such factors as previous work experience, education,employment barriers, skills, interests, test results,and availability of training/services.

Orientation to the World of Work--This program isprovided to participants who have little or no workbackground or understanding of the meaning of work.The program should be motivational and help prepareparticipants for subsequent CETA training.

Basic Skills InstructionParticipants receive remedialinstructioTin reading and/or mathematics so that theycan benefit from subsequent training.' This instructionoften is combined with the Orientation to the World of Workprogram.

Occupational Exploration, Planning, and Decision Making--ParticTpants gather UFT5EnTilEion about their interests andabilities and learn to use this information to plan futurecareer directions. Self-assessment takes place at thisstage, and the information gathered s especially usefulin determining what specific occupational trainingwould be appropriate.

GED--Training is designed to lead to a high school diplomaTT-required for attainment of participants' occupationalgoals. GED training often is combined with workexperience or other instruction to make the.GED trainingmore relevant.

Work Experience--Participants increase their workmaturity and develop specific job skills in an actualwork setting.' Work experience also provides theopportunity for participants to confirm or negate theirjob choices and occupational goals.

Work Maturity Skills Training--Participants developpositive attitudes and good work habits that areexpected by employers. Participants also become morecompetent in presenting a positive image, communicatingeffectively, accepting responsibility; and cooperatin'jwith others.

18

2.1

Occupational Skills TrainingParticipants develop thespe6-Tric competencies and gkills that am expected byemployers and that lead to job placement. Some partici-pants receive such training through apprenticeship programs.

Job Search and Retention--Participants become competentin developing resumes, searching for jobs, and applyingand interviewing for jobs. They also learn aboutfollowing company policies and rules and managingpersonal responsibilities and finances.

On-The-Job Training--(0JT) involves training in specificoccuUFETIFIrTir7TECM at a work site. With the exception ofspecific job skills, the participant generally is readyfor unsubsidized employment. It is expected that manyof these OJT programs will result in a permanent jobwith the training employer after the training is'completed.

EDP Revision and Ongoing Assessment--Counselors,Instructors, work site supervisors, and otherpersonnel constantly attempt to identify changes orimprovements in the knowledge, skills, and attitudesof participants. The EDP is updated regularly inorder to modify or confirm the training assignmentsthat have been made.

Placement--Participants receive the information andsupport needed to search for, and find, employmentin the private sector.

'Follow -Up and Follow-Through-,-Follow-up is conductedfor reporting purposes, and for determining whetherproblems exist on the job for former participants.Follow-through services are provided to ensure thatformer participants receive the counseling and/additional training that are needed to functioneffectively in the work place.

2.3 'Plan to select training from'available-options. As notedin figure 1, there may be a number of options for assigningpaiticipants to training programs. The counselor, other staffmembers, and the participant need to examine the alternatiVesthat are available in order to make the best "match" between theparticipant's needs and the training that will be given.

Five important factors should be considered when makingassignments to training and in developing the EDP. Theseare as follows:

L. Criteria for EntryParticipants should meet at

2:)19

least the mijaimum criteria,established for entryto a particular training component.

2. Goals of the Training Component -- Certain goals mustbe. accomplished .by the time. the training iscompleted. .

3. "Team" Activities--For each training component,several, staff members have responsibility formonitoring participants' progress and assistingthem in reaching their trainimg goals.

4. Responsi8ility for the EDP--Several persons willbe responsible-far prov7Ing the information tobe used i evaluating the participant's progressand updating the EDP.

5. Expected Outcomes-7Achievement of specified outcomes-should determine whether' the participant is readyto progress' from the current training to the nextassignment or to job placement.

In most cases, one "base counselor" should be responsible fOriaparticipant's training assignments and EDP throughout thepart.icipant's experience with CETA: The base counselor initiates'communication as necessary with the participant, instructors, worksite supervisors, and others who need to be-involved. To functioneffectively, the base counselor needs to consider the five factorslisted above'and establish the procedures that are needed. .

.6Table 1, Matrix of Training,Assignmnts, presents information that,

the counselor' needs to manage the EDP process. For each trainingprogram that may be available, thematrix provides the criteria tope.used for entry to training, goals of the-rtraining component, teamactivities, persons responsible, and expected outcomes. Counselorsand other staff can use the matrix as.a guide in establishingprOcedures to'be followe53 at the local-level. .LOcal staff areencouraged to modify the matrix a necessary to make it'a functionaltoolifor decision making..

A

Before yoing on to the following tasks involving development ofthe EDP, the reader is encouraged to'review the sample EDP in theattachment to this handbooks: This EDP, based on a review andsynthesis of more than fifty EDPs that are currently in use, isoffered as a model that can be adapted fo'r local. use. .The EDP has .

been kept as stfort as .possible to mnimixe the amount of "paper work"that is required. Relevant portions of the model EDP will bereproduced in the following discussion of tasks and activities.s'

P .

26-.*

20

t.)

TABLE 1: MATRIX OF TRAINING ASSIGNMENTS

ORIENTATION TO THEWORLD OF WORK

BASIC SKILLS OCCUPATIONAL EXPLORATION.PLANNING. AND DESIGN MAKING

GED WORK EXPERIENCE

CRITERIAFORENTRY

DO tel n$$nm .0 of llII 1.,..nofelOov lllll nt b4leor

Dler,roobo Alm Two klollsprohrootv Is 100 MY. 1l1, illltOsO1.0 ,mtopleb00 AI Cr TA troloul

Doo..00loon o Jo. I. .e.,t I ooolnke 014400e. losIosiltOPIO/StIsrsAl lllll ol Ass on, 0,01orl MN, e ol on opO0110.....00mwo of .., 101 ,Il 11,1 9 old drovoo .....1 my ..11

piles $ ,,,,, AlOrs iT141 lllll 100MlIli0.10100tials IA. Prv0,11...1 Ihruol0.1.4.1118.1. 01 A ),i1/. 4"

aro /oohorr or 1,1r ...kw/Hset .1 otol.....Toleo ...doCo orboo,pouo GI lllll Clnou..I b....4g4IV000. oo In000vrol.s.0.........81o of 1.1 01 < .

towel 0.8,c. 11'1.1}.. Iff

GOALSOf MECOMPONENT

T s .00t, DJ, Irt440.1 TO (Wt. tsA:CI. CE TA o oo. .9T. ..1,.. N. ow 1.c.iunt 's 1. nOwledy. ol

<We. W1.0,14444To .0411e gv.I.C$Odebt to fecO9n.t.g000.verne..ot loo eilb110.01,41

I.. woralw. de...ew Noe s.,00

to soc,r.e OjejsespAr.1 t .."rersosl OW, tors 0 allpsislIS ossrI01JT.tiocrooboo.ro mmble portc.p.ou to vo ..et,,or. v I ,o1SA/sOrs.To att.ST ball,C.Oln .v.l lOb (.1..9 etpetAll ..94ii0...oq that 4 .00104

To 40f of . A I 1., Ls ati, -,1 h$OF, {00,0

r.b......le41.,

To .040,p/0,11Y Ns Or .j.A. 1 .. ... ..1$not fnelolleog ..11fitof)... ,f114.,

Asst `PprOrs..11.1.1yif, ,s,o,o, W. OM 1.1.114.11 10 4,1tioro.o..0 A /VA 1Is ts-soss0;

To .11,0.1,, I.sr ..1. 1w. We I. el...1.4 Job 9c41

l

TERMACTIVITIES

E.,JEIPPI.C.OP$I ro complete toocuturnr aoltr.oe Dar000aors 111,1Alvtnsts11 .0,..c./ eGt...t.1COnlierf ev.lf IT.O. 101 LOPReese EDP Jt 0.4.070.

041OhlY two stllsdO.C.11O.1Lead l'OttOdit JO tOMplflecurocutom°who, roomed court. 0 stud.$0 tol000cOon with woroconfo6Lite Oamtoant's "mfr..n.°1 .0 teltol JO...T.0

a Comorele twaloattoo sot EDP1,1...4.. EOP al 7,eCeSUPV

ye.

LeJd pollcIpadst lo c. ,toet, r,,,w,n,PaL.I.ume AA tv....tt's ..........rr os ..Iar..1 .it t...t..,C000leTt molltoal.0.1 }Or EDPRome EOF as oecssat

cevintdo GED ...1.nmetvi ....OwoJde.n.c oo,...no.. ...19 0,,,...d..,.. 9.sAIS

0.10,10, r.e..oroa 6.avoce.t.c.r 4.Complete emvoit oe to, EN'

1rime.. EDP A va,,

it,,,o, EDT' it) rt.1,1140 4F10p.1.81 0144.4 lb, .4). t. i Nrto bkle At love .nvolvernem ...ItoOsOS0,00EbItol.{,,..14. PO, 140.1 ',to," r .. eFoiho- oo ...TO too q.,,.. o. .......TT. Tolor,v.SO,E.4103to .01 et ON .1.O.P.Fteo EDP A oromiet

PERSONSRESPONSIBLE

Ortent000estrocto,Pur.c.00ntco..,

Saw sittlis ...wove,4 Ifo /count

Covoselw

leottoctot etr moVa'mPOT.OtlanTCoum elm

GED vott vt totPAS lo,03.1CoulloAe

Woo, vv. ,4......,,,P.vt tomsCoosblvIOrEr11,11401T,J......4 "qr....0 1Sep. osrl. tAt.

EXPECTEDOUTCOMES

Oat oOoo.1"..lohloation 01 fws041ncooloot TOP IroningPl. oonant's Wenttltemon cof AA.' lrIwive. comer thotem totIvenceht sloe,ernotOvitont rod lob Ivotume. iPoworkole, dent.loatiOn 0$ A .11$"(Testi," to. %mood.' empty to(nark M./MOIL ;MINIM 0orto0Joon 0OAK job r.Nnlo t0110

OP r110.411AInd AthsOyeerot ofip.olfo .lonh owoo.J1 lOt toCtottttli I ofroslolsoss ol Wiser Is 9

IPAT104TAnCS .Ornlofltal.0.. OfPr, th...0 .nIme.us Anti ab.1.1.4, A

Pf Or.oaol's tompleo. V.011141400 Ot AI 144t Ifien Ccrorml .00 %OKI'S **Mot, $104e 411e," .0,1Apdolort tonslo to thePM lotOoftP,Itis,st1.011.I %NT esslo vet Imot4. c or tomb...clothe,icot...st to 00fh oCtuNbuoPAO IsCOldnel .11341Ty SO Irt.d. 0.1 $1.4e opoiolo,1 elejount1,o

outeet. 01 Ng ib 4,.111111.11

l',..11%6 clo.... of w w . 'WA... 1 rfp. iP.,. ....t% 1 .11,7,.1.1.0,, ool Mu. TOO yllor 40,111 the Wie. totS, .111,000,

Per orJoaot owl% GEO 1.110....0...'t

.

C0or.t100... 01.1., ..... I 'i .110 oo, I1.1P ,S1P111,1t011.,1*01,1.0.411 thrIMAM., al me eo,,,,,.PA,10$10Aot's111`,11,01111AlsOs1 1:1.

1.4 Wt... 14.01 holilltk ,11411 At1.1,0,11Aorl10,11.11 OS wAI,I.sto 11p,sstses,s,sasr's 0.1, 4,1.0

.

21Voo

2

TABLE 1' MATRIX OF 1RAINING ASSIGNMENTS Icon towed)

VVOOK MATUril fYSKILLS TRAINING

OCCUPATIONAL SKILLSTRAINING

JOB SEARCH ANDRETENTION SKILLS TRAINING

ON THE JOR TRAINING PLACEMENT FOLLOW UP AND/-()L LOW T1111()Uf1

11.0.00.0 64 .0 01 16,0.011 0$.414

1410% .. 0.044 . 11.044 . 1. k of ..,0.5,15.0, 7, 3 0,Os.:,.$ ma.. 11,5,5 ,01 a k col 5.c...1.1.t5400. 411.10....s...1 0.00.. 4.160(

(.4000,106,44 010 01 . 1,0 ,,I cc .,5. cs,111,, 1,.4 pi II-......1 ss1 NI ass 6 lap.m. Out 1. Iv. 411.41545.ni at 41(4,41,6101- 4.11460 4. (441 1646 4414v010.

01.14.....bt.. III. 1,1411,.11:11,5 .e,811, ,6t Ila.ss,51.461 ,si6s0 516 swell sll

10($ 4.. 6011 (14.11,

1./40...t.041.110 114.0 i 6 014400,414.11. C.. 11144 (144 44 0..101 in .1...I ..... mo(1,11.0114,141Isss 41,4 44 4t1.6 4,,4,0

414....1 4.....st, 4-461.4611.....4,61.

010600., .L.04

Ill 101111$56.5555516 611 11.0111 43,4'6

1,111,14.1r$14 , to, INI..I1 I lal atsartal,$al

I .*III/40..141 4 0 11, 0'41.$0141 l.l. j1.1.-

'

'

t41.1to0t 0. .

it.14.. 4 It,

10 4.4.0 41. 0, .144 .'0 I 660441.0444...40MO sk 11, ...... 14.,1 5tN, er.114...-., .,15 CI l lal .a ...,1.11tth. 10$ tlo01,14,14 Is0

10 sis.66114- 4 ts.14(140,1.101 10 100.5 41

10...(1.$ 1011

tt.. '4.. ss. 0146,0060101 46.4.4110114$1..,

0,14 40 .40 444 0114(

1.6 tel... Ihol1.111.1.1m11", .,4..1.41.1k

.....,-.

14 4.041.14. $1,fir $1,5155 10 440.4. .444a

la,.1155 00411140(410/ Vtbillrlp,Wflt

,...1.-1..,, 1...., r$a.a..5 61 ...

4.10 040.41, '440411.010 4(.0 0.010 40..60 1 .1 BO . 11,151 01.1,86 WI/ 114.11 , am .4 440

In.n1 rt11,00,,

Le td 1,01( :' =,6 to ' 4010. r .c.J54.5I,. ..tima.:,......L0,0 j1,014.t lg.). . T .1 C,ITPlele 1.4%k.M. 10,1c/ (55 .I.f s( 0,.110,,IV 1.1.,^511"tr,04 51%

F.schl.cto gl.44.r q.t. i ....ivernrot01 triated Jtt..10.SC4'100'541 41. 40.1.., 105 r OPri,.,.. EEO' ,, 0010,1t.

r.51 .5.1.i1s5 p.0,4[41401 c ...1,14111,11ifl 54 11 Ifj.411q(>1'415 1,111.0.'44.1S 11.41111114..c ..56, .1(1365,4

C...5.1. I1,1.5 454,44.1 As J complo...:4,14. Iv, c1Int... . I

Co..1),cit ^,.tri.e..... lot FopIL...0r FOP JS 1tI'VS 1tv

1.V.14144(4. 414411 lt. 4.00111trte Irk,th.. lemi 10 t.1111111r .1051 WI.414.14 4041 te(4111.4.

r ,t .141.ite go.ttl.p.M1 c ...1..4mm...1.61,41.1(14..t.t,C0551.101f...11.811.14 1,14 FOPSiew,il: F DP " mCetS.I'

1.4....... EDP it, ti.t..o.n. ow,.1/'4i4. r..11EPIes SW 0.11F st phi... WA( SW OJTr ,,i,,,,, 5.0 Amt. t.itle.g1.1"t 4041 pot.4.55m55.51.

C,..,001..r.,11..pm. ICH t Or11....so f OP A ...er4,41,*

I 11,01/.. 111,1.1,11.1M 1.(44 4.11I, .1 . 400, t....4. jot, ...km .115.46ne..F .,..1.5.. 145'1, pr.,C,,,..01....... I . 4.

,.4 .1 .50.1 Apptst.i.... 0, IOU t4'1'11 .." I0.461 410 4.(.1:4,

6...5 1,01,15.11. :n4,5.10653 , 556 111 a.

...I aft .1,1a..11%. ND, ...lb 510S ....1 ',,,sa,Alls .4m1 4.1.4.ccC,,,srl.,I I I- s.t ',mil .Arcl 04 1.601

..I's*',411/ of eQc,..,s,fltr. ps ... rto3C01451. 4541,40,5in it.. FOP 1.4?6,4.

a $1461 Oft.15,

C040.4 t ..-6.4..t6,4 4 1 16 6. t 4 0 '4 6 oiqu ., (01%0, 0 I .4..1 '

4,...,04..1

. P4,40r.o4 0(14 .40 ..0,44,1/ 401C:5.5065e111

.

1114(tIsr(40 t" 1.. 4PIO9I4MP40.4 .444.,PIA, ratIr01 I .50.41.0,155a

Pmgt.1114 ontit11(141.

Pjttics(34111

O....SOWPtacen1Pnl al/0111..1101

.101. 4.646$01.00t

P4410,111C, .... r.1,1,,,,..,..t .11.,r4 141h 0,001144

(.4.1. . I.). 5.101 ....a .14 Comp. 5

P4410 -01,11

pi,,,4.4.4..1 .11,.0%4.1,040

Pl.,. .v.4.C.4, .446rook, .....t 411E0609400

Phrit$ 6, I a Oen, on/. 1140,1 .4

'pot., ,,,. .t,sso 11. s1,115(..11.1t1(1 PIT i 111A14.0 V OP .00ta.,a 0.60014.01C 00 af611 (1.01114.4010.61 ft,

I51111105,0150$.1

.

P.010 411,111VS116.11$0rittr Med 4,..101141155' 01 1011 sr4.14 .9 sh .115

r .PI.1 -I ..1t *s .111.1.1. lo ..5....4414,.41h$1 .111111,451316.551

Ps46,516. les 1116 IMO (1144 ente.,11..$14 .1.01 104 c 1 11 1.411.5. as,s$1.5.611,1151 .5$551 151.1.1,6,,,

P ' S,1 .1144.1., .1(141.11, Ill .41.105.4 6011

.

1

Task 3:OBTAIN BASIC INFORMATION FOR

THE EDP FORM AND ORIENT THE PARTICIPANT

3A1 Conduct an interview to obtain information on EducationalHistory (items 1-10), Work History (items 11-25), and Interestsand Job Goals (items 26-33). If any of this information wascollected during the intake process, transfer it to the EDPfrom the intake records.

EMPLOYABILITY DEVELOPMENT. . .

PLAN- .

0M210 A40 v****/*//,

now/10 I

1 1110 1116. I s*44.444.4.1 44.*

nay*. IV/ M 444/4 /,.*44.111.0.10.1 v.. 460.Ir. I 1

1 111 /*VI ...Aft

II 44.4044**4Iv.11 200 ft I 144***$ . II 1*413*.

oft on 00 I Ii**** I

10 61.111 wA ow yen d. / 0.0. oftn it 060 4. VON No nr 4.0

110.1060 Ma 1...1 1.1

. - - -23 1181.4'01144*/ /01 P. II thl. et ..40. oft wrIvl

I 11.. I lrn 11.. Rob*.. .

PAM I ICIPAMIS 1411 S S ANO JOR MOMS. . _ .

M 0110. ono 1.46. ft... 21 /04.40t 4444*** / IMO 1.0 00.1.00111. Ida ,o tw41 Aw.. M.

An v. 11 06010.1..0 weldv. 46. In .0 d

. .

61 011 ...41daatv II

Sao O... pawn!

ti 4/4004 0.44 nowt., tbow41 v.In

- - -11 040

Antset 1.

3.2 Provide a brief orientation (dOring the interview describedin i3.1" or during a later session) concerning the local labormarket, CUM training and services, and otter staff memberswho will be involved. If possible, arrange for the placementspecialist to meet the participant.

3F3 ,Decide if tests need to be administered to obtain informationabout interests, aptitudes, and7Z-r proficiency in reading andmathematics. Testing may be necessary if the participant's jobgoals (items 26-33) are not realistic in terms of educationaland work history.

3.4 Arrange for testing (see Testing in Employment and TestingPrograms: An Action Planning Guidebook) and record test results(items 34-36).

2 1

- .._ .. .

EMPLOYABILITY DEVELOPMENT PLAN_ .. .. ..._._

At 0.41N1$111At $1N III II Si S ... .. .. .II 100 ..... 00000000 3,1 60.............

4 $ ..... 1 to.... 0...0... I I ,.....o.0

. ........a. O.,

...M. %MO.",

8 . o..........

11 A....1.1.1

110... 111....s...,

1 10". I....

10 Unman *I w. s MM .1, OM.- -

....M 01.10

Mai3

3.5 Counsel the participant concerning the implications of the testresults in relationship to job goals (items 28-33) of the testresults, job openings, and any other infotmation that isrelevant. If available information does not support theparticipant's job goals, determine the barriers to achieving thejob goals (item 37) with the participant.

BARRIERS TO JOB GOALS

37. I 1 A. I.. vo000 I ) r....011kOhNokI 1 Ape - too old ( 1 1100kh peOhltho

I 0.88.00..480h I1 hywc.1 hoodkoPI I tholkmhes volh 0.0 MAke00000.ahohoI I ChOd go 4..04 I I Akohol oktothe.

I I Woe adoktkonI I (.1.00, 4000000hI i l 0011. lug 0.0.01010 411$I I tea 0.0 00. ow*II51040WMUO

I 1 N.(1 Otheis ilmo.hl.

3.6 Determine whether training or immediate job placement is needed.If job placement is appropriate, refer the participant toplacement personnel. If training is required, the counselor willneed time to complete the Case Review and Recommendations (items38-44). There are several options that can be used in thissituation. including (1) :schedule a meeting with the participantto discuss the case review (items 38-44) when it is completed andto develop the Agreement for Services (items 45-51), or (2) referthe participant immediately to short-term training such asOrientation to the World of Work or Occupational Planning.Exploration, and Decision-Making. Referral to a shott-termprogram will "hbld" the participant in a productive activity, ifnecessary, while the case review is being completed.

3.7 Make a preliminary determination as to whether the participantneeds any supportive services that may be available, either withinor outside the agency (items 50 and 51). This is especiallyimportant if the participant is being referred to short-term-training as a result of the decision in "3.6" above. Finaldetermination of supportive services will be made in "4.2" below.

32 24

1

Task 4:ANALYZE THE PARTICIPANT'S SPECIFIC NEEDS

AND DESIGN A PROGRAM TO MEET THEM

4.1 Complete the Case Review and Recommendations sectionof theEDP (items 38-44). To accomplish this gET7Ity,input may be needed from such individuals as the testadministrator, job developer, parent(s) or guardian(s),instructors, or others who can provide-relevant information.The counselor should contact these individuals or arranuea meeting, if appropriate. (See table 1 for staEt'personnelwho should be involed.)

CM( tie VIEW AND lif COMPACNOAFIONS

44.446 414t. 04ohot yid%

42 11.".4.4.810.14.44.1 1ow, .4.4400

- . .44 11...14.044.... elyde M . I Camos.18...... 1..powtaw.P0.0.0

. 1 I116.14......8

. .44 O.. 84.4. rm. .se*I40.0.44

41 44PO4.1.41.. soryOPPOPPINPI

4.2 Meet with the participant to discuss the Case Review andRecommendations. Available training options should be reviewedin terms of the requirements and outcomes of each option. Theparticipant should be asked to identify preferences and tocompare the Case Review and Recommendations with the interestsand job goals previously identified (items 26-33).

4.3 Complete the Agreement for Services (items 50-51) with theparticipant and sign the agreement. It is possible that thiscan be accomplished during the meeting scheduled in "4.2".However, another session may be needed to give the participantan oppcittunity to think about the Case Review andRecommendations. If the participant is already enrolled inshort-term training such as that mentioned in "3.6, time couldeasily be provided for the participant to consider the options.In any event, the participant should not feel forced to acceptthe staff's recommendations; this would be contrary to thepositive nature of the employability development process andcould result in a nonpositive termination. (Note that anyarrangements for supportive services should be confirmed at thistime.)

25

EMPLOYABILITY DEVELOPMENT PLANAGREEMENT FOR SERVICES

45 Job otigeence.

4g. trolling or ermcatwo needed to mach otneenca:in.in $$$$$$ 41.1 hen. OGIM91141 ootrete C..P0Aist I

PAGE 4

4 t. Team IIIIMW/$/01101.$16111 int

40. Estimated timefor eomplaltros:Mon/1110W /

49. altetsed uosecnes:

50. Sepperline semen! arranged for parheiparss: St. Casid. women for bssislance.I Pail tonbub I I 01111 i1111.I N10.110001

CERTIFICATION AND AGREEMENT

I cogol 11141 all the Whims given is pus Rimy bestknowledge and babel. I further eartuty that ell the abovedate, as well as my personnel rrghls and Potentim, havebeen shscutsad with ma arid that I have participated in molltelly awn* to sbe 4Incitint and moms outboard twain

sssss Owl's Signature Date

sunselon's Signarme Date

4.4 Set a date for assessing the participant's progress. This shouldcoincide with the completion date (item 48) noted fot trainingand should involve the participant as well as appropriate staff(see table 1, matrix). The participant also should know thatassessment and evaluation dill be conducted by the instructoror training supervisor while training is taking place.

3. 2f

,..

Task 5:ASSESS THE PARTICIPANT'S PROGRESS

5.1 Conduct site visits and counseling sessions or maintaincontact with agency personnel to ensure that training isproceeding,effectively and on schedule. If the participant isexperiencing difficulty, a visit from the counselor might beespecially appropriate. Complete item 52 on the EDP for eachcontact or on-site visit made, and cwiplete item 53 if counselingis conducted.

EMPLOYABILITY DEVELOPMENT PLAN mms.

moNuoillmo ncrovims

SI moom400C........0

4. BMW

0000

5. Conduct an assessment conference with the participant andappropriate staff, if necessary, to review the participant'sprogress (items 54-60). This conference should correspond withthatplanned in "4.3." Results of the conference, willdetermine (1) whether the parlticipant is making satisfactoryprogress and (2), whether the short and/or long-range goalshould be modified.

EDP UPDAI E

84 An.......0.1....g. w t .t 4. 11. D Aawh4 1.

S 1.1mIsleISm 1.*Ansle.rier.M. I it oftwo.......1.1r1i 4 wv woh-

54 AMMON.. (414.0.f IONAM

0*.ladmob Ilrr1. 1 haI1.« 114

Se PAnOtawnowe M p$46.1900.- . .

s, ...P. 6.40010 if) Anew 14.A I ha..

Dow

Task 6:PROVIDE PLACEMENT AND TRANSITIONAL COUNSELING

(Refer also to Follow-Up and Follow-Through in Employment andTraining Programs: An Action Planning Guidebook.)

6.1 Identify postplacement contact procedures (items 61-62).Although the participant is placed on a job, counseling maystill b6 necessary as the participant adjusts to the workenvironment and demands. Contact should be made, by telephoneor in person, with both the employer and participant as allowedby regulations.

. . _

EMPLOYADILITY DEVELOPMENT PLAN. _. . .

mat Pincimuie ActorsiscsI IonrAmp* leavor.y, Adds46, Mom/

PAP( II

410 6.2 Make contact and provide assistance if necessary (item 63).Information from the thirty-sixty-ninety day follow-up may beuseful. In addition to a telephone call or personal visit, alunch or informal counseling session involving severalparticipants could provide the support that is needed.

- -Iv.. id ONE

6.3 Terminate the EDP when it is clear that the participant hasadjusted to the job (item 64). This may be after the firsttelephone contact or several personal visits.. When making thelast contact, provide ,the participant with a phone number incase future assistance'is needed. Encourage the participantto retain a copy of the EDP and to continue to use the assessmenttechniques for self-guidance on a continuing basis.

64 Om nm.itene rA*

29

3 b

ATTACHMENT:

MODEL EDP

3/

s

406

SName of Participant Participant's Address

t

Telephone

Name/Title of Counselor

Soc. Sec. No.

Location of Interview Date

EMPLOYABILITY DEVELOPMENT PLAN

EDUCATIONAL HISTORY

1. Highest gradecompleted:0 Ler than 8th0 Over 8. less than 12

.1igh school graduateD Less than 2 years

collegeC 2.4 years college0 College graduate0 Post-graduateO Voc-tech school0 G.E.D.E Other 'specify);

2. Major or mainsubjects studied inhighest level of school:

3. Check youreducational needs:0 Remedial education

in reading or math, 0 Basic education

0 English as a secondlanguage

0 Other (specify):

.

4. Favorite schoolsubject(s):

5. School subject(s)most disliked:

'

..

6. School subject(s) inwhich you did best:

7. School subjects)in which you didleast well:

8. High school(s) attended:

Attended from toDiploma n yes 7.: no

9. College(s) attended:

Attended from toDegree(sl:

10. Voc/Tech schools attended:

Attended from toGraduated 1.7_1- yes D no

Course studied: .

WORK HISTORY LOST MOST RECENT EMPLOYMENT FIRST ATTACH ADDITIONAL SHEETS IF NEEDED

Employer Name and Address

it.

EmployedFrom: . To: Job Held (cite special skills required):

-I-? .

12.

13.

14.

15.1

tI

i

EMPLOYABILITY DEVELOPMENT PLAN PAGE 2

16. Are you unemployednow?Dyes Ono

17. What is the most moneyyou ever made on a job?

S per hour

18. If unemployed, checkFired

O ResignedO Laid offO Never workedO Maternity leave

reason:D Enrolled in schoolEl Re-entry into labor

market after absence

of years

Other (explain):19. What is the longest time you

stayed in anyone job?O Less than 6 months

6 months to 1 year1 year to 3 years

O 3 years to 5 years0 Over 5 years

20. Which of your past jobsdid you like most? Why?

21. Which of your past jobsdid you like least? Why?

22. What job skills do you save?

23. Driver's license?yes 0 no

If yes, state/ number:

24. Union member?0 yes 0 noIf yes, name of union:

25. C7 Other license or certificate (describe each):

PARTICIPANT'S INTERESTS AND JOB GOALS

26. Describe your hobbies what 1

do you do for enjoyment?

..-

27. What are your main interests?

.

28. What type of job would youlike if you could choose anyone you wanted?

29. How much money would youlike to earn?

i

30. How much money do youneed at the present time?

31. What kind of training wouldyou like to get, if any?

t

i

32. What kind of job would' satisfy you now, even if it

is just a starting point?

What kind of jowilling to accof your life?

would you bet for the rest

0

4i.

vi

S I

EMPLOYABILITY DEVELOPMENT PLAN PAGE 3

ADMINISTRATION CT TESTS

34. Te;ts administered:None

O Interest (1st)

O Aptitude (list)

O Basic Skills (list)

o Other (specify)

35. Tests recommended:NoneInterest (list)

Aptitude (list)

Basic Skills (list)

Er' Other (specify)

36. Summary of test results and theirimplications:

BARRIERS TO JOB GOALS

37. 0 Age too youngLI Age too oldL.: Transportation

Unfamiliar with areaChild care needs

L. Personal problemsO Health problems

Physical handicapArrelts/convictions

O Alcohol addiction

O Drug addictionO Lacking educationO Lacking marketable skillsO Lacking experienceO Skills obsolete

O NoneOthers (specify):

CASE REVIEW AND RECOMMENDATIONS

38. Current labor market situation:

.

39. Short-range goals recommended; 40. Long-term goal recommendations:

41. Requirements to meet short-term goals: 42. Requirements to meet long-term goals: 43. Supportive service requirements:

44. Recommendations made by 0 Counselor a oneStaff conference

date:

O 0..tside eonsuitantisrEl Other (specify):

4 2

ti

4 -1

4

4

4 4

EMPLOYABILITY DEVELOPMENT PLAN PAGE 4

AGREEMENT FOR SERVICES

45. Job objective:

46. Training or education needed to reach objective;(Add information each time participant enters a component.I

7

47. Team membersresponsible formonitoring:

'''

48. Estimated timefor completion:Month / Day / Year

49. Expected outcomes:

50. Supportive services arranged for participant:

v.

51. Oistside resources for assistance:aParttime job 0 Other (specify]:0 Night school:

CERTIFICATION AND AGREEMENT

,I certify that all the infork. Mon given is true to my bestknowledge and belief. I further certify that all the abovedata, as well as my personnel rights and privileges, havebeen discussed with me and that I have participated in andfully agree to the decisions and terms outlined herein.

Participant's Signature Date

Counselor's Signatuie Date

S

45

I

EMPLOYABILITY DEVELOPMENT PLAN PAGE 5

MONITORING ACTIVITIES

52. Contacts or on-site visits:.

Location: Date: Summarize results:

.

53. Counseling conducted: Date: Sumtharize results:

EDP UPDATE

54. Assessment conference conducted? Oyes Ono Date: Attended by:

55. Assessment conference results:Does participant meetObjective qualifications? 0 yes 0 noTraining objective qualifications? O yes ono

56. Modifications to short-range goals: 57. Modifications to long-range' goals:

58. Modifications to job objective: 69. Suggested next steps: (explain)O Training

0 Placement

0 Other

60. Action taken: Date:

40 47

EMPLOYABILITY DEVELOPMENT PLAN PAGE 6

POST-PLACEMENT ACTIVITIES

61. Employment (Company. Address. Phone) Date placed:

62. Staff member responsible:

63. Type of assistance provided: Date: Results:

T

64.. Termination of services: Date: Comments:

.

r

SUGGESTED REFERENCES

BrUno, Lee. Intake and Assessment: CETA Program Models. Employmentand Training Administration. Washington, DC: U.S. Department ofLabor, /978.

Hartz, John D., and Kosmo, Susan J. Career Counseling in the RuralSchool. Madison, WI: WisconsineVocational Studies Center, 1977.

Meyer, David. Employability Development: A Training Monograph.. Rochester, MI: Manpower Development Higher Education.System

(MDHES), Oakland University, 1978.

McClure, Wilbert S. Counseling The Disadvantaged Black Client: AHigher Education Training Monograph. Rochester, MI: ManpowerDevelopment Higher Education System (MDHES), Oakland University,1978.

A. L. Nellum and Associates. A Systems Approach forEDP/Counseling Development in CETA. Philadelphia, PA:Employment and Training Administration, Region III Office,Regional Training Center, U.S. Department of Labor, 1979.'

\ Super, Donald E., and Bohn, Martin J. Occupational Psychology.Belmont, CA: Wadsworth Publishing Co., 1970.

410\

39

c.