Transcript Document

EFA
Employment for All ©
EFA
Planning is not Discovery
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During planning we are no longer searching
for information
We have a pretty clear picture of the
individual applicant
 Who they are
 How they learn
 What they need for support
 What they will contribute to an employer
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Planning
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Planning occurs in a meeting format
It takes place after discovery and
exploration
It must have people there that know
the employment community and are
important to the applicant
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Linking the information
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We will plan by identifying job tasks.
We will match the job tasks to area
employers.
We will further match the employers to
the interests of the applicant, the
location, the type of work and the coworkers.
We will prioritize the list and ask for
connections.
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Advantages of customized planning
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Only employers who will most likely match
the contributions and wishes of the applicant
are contacted.
This eliminates cold calls – only 10% of cold
calls lead to employment
This leads to more discreet and directed steps
for contacting businesses.
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The discovery/exploration Planning
Meeting Flow
Record the information from the meeting
on the discovery/exploration Planning
Meeting worksheets and, when the
meeting is over, type up all of the
information and mail it out to
participants.
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Purpose of the planning meeting
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The purpose of the planning meeting is to
create a plan for job development that
includes:
 Identified conditions
 Identified preferences
 Identified contributions
 Task list
 Employer list
 Priorities
 Contacts
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The Meeting
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The meeting belongs to the individual.
It is often necessary to determine who
holds “trumps” at the meeting.
The individual and family should
determine the timing of the meeting as
well as who should attend
There should be a balance between paid
and non-paid persons invited to attend-10-12 people is a good number of
invitees.
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The meeting usually lasts between 1 ½2 ½ hours
The individual and family should be able
to review and amend the written
discovery or exploration information
(discovery/exploration) in advance of the
meeting.
The meeting is about employment, not if
employment is feasible.
This meeting is best held in a meeting
type room rather than in a living room or
kitchen.
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Meeting facilitator
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It is usually best to have the person who
compiled the discovery/exploration facilitate
the planning meeting. This allows for more
participation by the individual and family.
The facilitator can keep the meeting on task.
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You will need…
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Flip chart paper – preferably “post it”
paper that will self stick on the wall
An easel to hold the paper – have an easel
that is sturdy and tall enough to easily
write on
Markers that are dark in color and have a
wide printing service – preferably dark
blue, black or red
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Getting bogged down
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New information will come to light during
the planning meeting
Record it but keep the meeting focused
You don’t need every bit of information
before you begin to plan
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You need to have enough information
to give you a clear picture of what the
applicant is able to contribute and to
outline the terms of negotiation for the
applicant’s job.
If you don’t have this information, you
are not ready to plan and you need
further discovery.
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The Meeting flow
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Introduce everyone and review the goals and
guidelines for the meeting:
 Employment is the goal.
 The focus will be on employment
possibilities that fit the person.
 Other, non-related, issues will be
discussed at another time.
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The discovery/exploration Planning
Meeting Flow
Section 1:
 To get the meeting started, begin with a
What Works/What Doesn’t Work activity,
charting responses from the group.
 This activity serves to break the ice, to
welcome input from members and to set the
tone that the meeting belongs to the
individual.
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What Works/What Doesn’t
What Works
What Doesn’t
1. Outside
1. Being cold
2. Physical work
2. People who are impatient
3. Taking the bus
3. Always depending on
someone for a ride
4. Working with my hands
5. My mom and dad
6. Spending money
7. Exercise
8. Playing pin ball
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4. Not working
5. Lots of confusion
6. Spelling
7. Loud noises
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Characteristics of an Ideal Job
Section 2:
Ask the applicant, with assistance as necessary,
to describe characteristics of his/her ideal job.
Write on the flip chart the key information
that is given. Define the ideal job in terms of
the applicant’s:
Conditions
Preferences/Interests
Contributions
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Conditions are characteristics of any job
developed for the applicant. Conditions refer
to issues such as days of work, pay, benefits,
location of the job, inside/outside work, time
of day, hours per week, etc. While it is
possible to have too many conditions, these
are extremely important considerations in
customizing a job. Target go/no go
conditions for priority consideration.
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Conditions for Employment:
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Four days a week – 9:00-3:00, MondaySaturday
On the bus line
Outside work
Inside during Dec-February
Minimum wage or above
Medical insurance
No Sunday work
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Preferences/Interests are characteristics of
an ideal job that gives direction toward a
certain area of work interest. These should
be stated in the broadest possible manner,
allowable by the applicant. Preferences might
include: working around boats, office work or
working in a retail setting. Do not confuse
work preferences with preferentially-stated
conditions. Avoid using job titles.
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Preferences & Interest Areas:
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Working
Working
Working
Working
with
with
with
with
flowers and plants
tools
animals
lumber
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Contributions refer to the applicant’s
characteristics that will be offered to
employers. These might include:
Skills
Credentials
Experiences
Recommendations
Personality characteristics
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Contributions: Skills
(Work tasks applicant currently can perform
or has knowledge about)
 Takes care of plants
 Knows how to plant seedlings
 Cuts the grass at home
 Whittles
 Bathes animals
 Walks dogs
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Contributions: Credentials
 High school diploma
Contributions: Experiences
 Worked at PetCo, stocking shelves
 Walks dogs for neighbors
 Mows lawns in the neighborhood
 Class on plants and flowers in high school
Contributions: Recommendations
 High school teacher
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Contributions: Personality Characteristics
 Always on time
 Careful and respectful of others
possessions
 Friendly and outgoing
 Organized and thorough
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Development of a Task List
Section 3:
 The task list represents the job tasks that
can be performed by the applicant and that
are likely to be negotiated on behalf of the
applicant.
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Tasks
Watering plants
Planting seedlings
Weeding
Helping to plant
gardens
Cleaning gardening
tools
Lawn mowing
Stocking plants
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Stocking shelves
Feeding animals
Bathing animals
Helping customers
with lumber/tools
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Specific Employer List
Section 4:
Identify specific employers in the area who
might need those types of job tasks. Be
specific, naming businesses in the area. Be
sure all of these businesses meet the key
information identified in the applicant's ideal
characteristics and task list.
Try to identify from 15 – 25 employers at this
meeting.
Identify personal connections.
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Employers
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 Landscape design Center
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Boone’s Landscaping
Luv it Landscaping
Ruiez Lawn Service
Target
Lowe’s
Home Depot
K Mart
Walmart
PetCo
Groomingdale’s
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Mighty Dog
Contacts
Nancy
Joe Boone
Jim
Ben
Mr. Trisk
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Prioritizing the employer call list
Prioritize the list by asking the applicant
and family to identify the employers
that are preferences, which ones should
be contacted first and the order for
subsequent calls.
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Biography for Melodie Pazolt
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Ms. Pazolt has over 20 years experience
in community rehabilitation with both
people with mental illness and people
with developmental disabilities.
She is currently the manager of the
Columbia River Mental Health Services
Clearview Employment Program.
Contact Information: Vancover, WA
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[email protected] – 360-750-7010
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