Work Readiness Competency Guide

Transcription

1 Work Readiness Competency Guide Greenville, South Carolina 2011 (revised 2012) This guide was developed in collaboration with the following organizations: AARP Foundation WorkSearch Goodwill Industries of the Upstate / Midlands Greenville Chamber Greenville County Library System Greenville/Pickens Department of Social Services Greenville Society for Human Resource Management Greenville Literacy Association Greenville Technical College Greenville County Workforce Development Greenville County Schools Lifelong Learning Greenville Works SHARE, Inc. Greenville Department of Mental Health SC Vocational Rehabilitation Triune Mercy Center United Ministries United Way of Greenville County PO BOX 5616, Mail Stop COPYRIGHT 2011, 2012(rev.). The Work Readiness Competency Guide is copyrighted and is available for use by the organizations listed above. Other organizations are invited to use the guide for its intended purpose. The contents should not be altered without prior permission from Greenville Works.

2 Table of Contents I. Preface... 4 II. Introduction... 5 III. Work Readiness Competencies Diagram... 6 IV. Reinforcing Personal Effectiveness throughout Interactions with Participants... 7 V. How to Use This Guide... 8 Work Readiness Competency Chart VI. Employment Search... 9 A. Communication Skills (Requesting & Receiving Assistance) B. Career Interest & Skills C. Job Applications D. Resumes E. Job Search Letters F. Networking G. Etiquette / Appearance H. Interviewing I. Negotiating / Accepting Employment J. Online Job Search VII. Basic Academic & Computer Skills A. Applied Mathematics B. Locating Information C. Reading for Information D. Writing E. English Language F. Computer Literacy VIII. Employment Barriers A. Criminal Background B. Health Physical, Mental, Personal Hygiene C. Housing, Bills, Food, Clothing Copyright 2011, 2012 (rev.) 2

3 D. Domestic Abuse E. Substance Abuse F. Transportation G. Childcare H. Child Support I. Age-related Issues J. Long-term Unemployment K. Licensing Exams IX. Self Management / Life Management A. Financial Management B. Conflict Management / Stress Management C. Time Management D. Family / Parenting E. Self-Esteem X. Personal Effectiveness A. & Reliability B C. Integrity D. ism E. Skills F. Adaptability & Flexibility G. Planning & Organizing H. & Problem Solving I. Willingness to Learn / Lifelong Learning XI. Worksheets A. Organizational Evaluation B. Participant Self Assessment C. Participant Take-away Recommendations Give to Participant D. Workforce Case Notes Copyright 2011, 2012 (rev.) 3

4 I. Preface The Work Readiness Guide was created by multiple organizations in and around Greenville County, South Carolina that have a strong interest in the subject of work readiness. Many of these organizations have decades of experience assisting job seekers in preparing for productive employment. Others represent employers knowledge regarding skills and behaviors needed in the workplace. Despite these organizations collective wealth of knowledge on various aspects of work readiness, there existed no common, shared understanding of its components tailored to the area s employment environment. By coming together to create this guide, participating organizations fostered dialogue around work readiness and gained a more thorough understanding of its components. The resulting guide represents a core set of work readiness competencies. We hope organizations that use this guide find that it helps their staff view work readiness from a deeper, more complete perspective, and that it increases their levels of service when working with participants (including clients, trainees, employees, etc.). Ultimately, our goal was to develop a practical tool to help bridge the gap between the work readiness needs of employers and the work readiness skills of participants. Specifically, organizations may use this guide to: 1) Introduce and/or reinforce the many components of work readiness with case managers, career coaches, employment service staff, human resource staff, training / instructional staff, and other career development and workforce development staff. 2) Compare one s own organizational work readiness program offerings to the components listed in the guide. Organizations may decide to adjust their program offerings as a result. 3) As a checklist when working with participants to ensure a variety of work readiness components are discussed, addressed, and/or achieved in a time frame that is consistent with participant needs. 4) Make referrals and partnerships with other organizations that can assist participants with one or more work readiness component. For a list of organizations, call or go to to access their Community Resource Guide. This guide is intended for the above uses only and is not intended for use as a participant selection tool for training programs, employment programs, or any other program or hiring decision. Competencies listed in the guide may or may not apply to all participants and should be considered based on individual participants needs, which may shift over time. Much expertise, dedication and collaborative spirit was contributed to the development of this guide. Thank you to all participating organizations for their collective efforts. We welcome changes and suggestions to this guide by contacting laura@greenvilleworks.com. Copyright 2011, 2012 (rev.) 4

5 II. Introduction In February, 2011, Greenville Works invited professional leaders from the education, workforce development, and employer community to assemble and/or provide input on a core set of work readiness competencies. Together, representatives from 17 organizations agreed to: 1) Identify the core set of work readiness competencies that are critical to the Greenville, South Carolina community; 2) Identify indicators of successful attainment of these competencies; 3) Assemble a list of local organizations that provide training in these competencies*; 4) Receive employer input and adapt the competencies accordingly; and 5) Make the work readiness competencies available in a guide format to workforce and training professionals, employers, and volunteers from public, private, non-profit, faithbased, and volunteer organizations. The group used a previous version of the Work Readiness Diagram found on page 6 as a foundation for discussion. After eight months of work, this process was completed in September, The Work Readiness Competency Guide is the result. * During the course of guide development, the contributors felt that creation of a comprehensive list of service-providing organizations would duplicate the efforts of the United Way of Greenville County s Community Resource Guide and telephone referral service. The Community Resource Guide is an extensive, up-to-date listing of organizations that provide a wide variety of types of assistance to the South Carolina community. The Community Resource Guide is accessible online and as a PDF file at An Spanish language version of the Community Resource Guide is also available at this site. For referrals over the telephone, simply dial Copyright 2011, 2012 (rev.) 5

6 III. Work Readiness Competencies Diagram Basic Skills Basic Academic - To 8th Grade Employment Barriers Computer Skills Self Management/ Life Management Hard Skills Employment Search Skills Soft Skills Basic Academic - GED Preparation Personal Effectiveness Skills Workplace Technical Skills Workplace Non-technical Skills Workplace Related Skills Copyright 2011, 2012 (rev.) 6

7 IV. Reinforcing Personal Effectiveness and Workplace Non-technical Skills throughout Interactions with Participants Most employers look for a mix of education, training, technical skills, and experience in applicants during the hiring process. While most employers agree that the hard skills mentioned above are fundamental to an employee s ability to perform well on the job, personal effectiveness skills or soft skills are also critical components of work readiness. Inappropriate attire, an unprofessional choice of words, negative body language, or poor cell phone etiquette in an interview can prevent a candidate with a top-notch resume and career credentials from being hired. In the same way, failure to create a back-up plan for unexpected transportation or childcare problems, an inability to deal professionally with coworkers, or a lack of initiative in the workplace can cause an otherwise skillful employee to lose his/her job. The personal effectiveness skills identified in this guide are as follows: & Reliability Integrity ism Skills Adaptability & Flexibility Planning & Organization & Problem Solving Willingness to Learn, Lifelong Learning Personal effectiveness skills often overlap with other work readiness competencies. For example, it is impossible for a job applicant to indicate that he/she can meet and maintain certain standards of etiquette and appearance without displaying professionalism. In addition, one cannot arrange for childcare and then arrive on-time for an interview without using planning and organization skills. Individuals begin to learn and develop personal effectiveness skills at an early age. Several factors such as home life, quality of formal and informal education, activities, and interactions with others impact each individual s mastery of personal effectiveness skills. While many job seekers understand these skills and use them during the job search process and on the job after hire, others experience deficits in applying personal effectiveness skills in their work and home lives. Workforce professionals and volunteers seek to reinforce the necessity and value of personal effectiveness skills when assisting participants with job search and retention activities. Yet, these skills are not easily taught or absorbed in a few meetings or workshops. Individuals must be motivated to change their own approach to personal effectiveness skills and willing to invest in the personal development, time, and effort required. By becoming familiar with the personal effectiveness skills employers value, workforce professionals and volunteers can do much to guide and support individuals as they work to increase their skill levels over the long-term. Copyright 2011, 2012 (rev.) 7

8 V. How to Use This Guide Competencies, Outcomes and Indicators The term competency is used to describe sets of skills, knowledge, and behaviors that constitute work readiness. In this guide, work readiness competencies are grouped together into broad categories such as Employment Search Competencies, Basic Academic & Computer Skills Competencies, Employment Barriers, and Self Management / Life Management Competencies. Each broad category is further divided into a set of specific competencies. Outcomes are listed under each specific competency to illustrate its application. Ideally, participants achieve outcomes as a means to build upon their skill in each corresponding competency. Indicators serve as evidence that the outcome has been achieved. The indicators listed in this guide are merely suggestions and are not meant to be all-inclusive. Indicators may differ per customer or per organization. Space was created for staff to include other possible indicators. Personal Effectiveness Skills The far right column displays the Personal Effectiveness Skills (commonly referred to as Soft Skills) that may be applied by participants as they strive to achieve each outcome. Personal Effectiveness Skills are abbreviated as follows: -, Reliability () - () - Integrity (Integrity) - ism () - Skills () - Adaptability, Flexibility (Adapt/Flex) - Planning, Organization () -, Problem Solving (Critical Thinking) - Willing to Learn, Lifelong Learning () To Use This Guide: Read through the guide. After reviewing its contents, turn to page 10. Use the check boxes shown in the far left column to indicate: 1) Whether your organization prepares participants for the listed outcomes and competencies. a. If yes, add other indicators that demonstrate participant progress. b. If no, consider potential referrals to other organizations that address those outcomes and competencies. 2) Whether each individual participant is progressing in work readiness competencies through outcome achievement. When working with individual participants, reinforce areas of accomplishment and focus efforts on areas that need improvement. Make appropriate referrals to assist participants in addressing the full set of work readiness competencies. 3) Use the Worksheets (pgs ) to enhance your use of this guide. Copyright 2011, 2012 (rev.) 8

9 VI. EMPLOYMENT SEARCH Work Readiness Competency Chart VI. Employment Search Competencies... 9 A. Communication Skills (Requesting & Receiving Assistance).. 10 B. Career Interest & Skills C. Job Applications D. Resumes E. Job Search Letters F. Networking G. Etiquette / Appearance H. Interviewing I. Negotiating / Accepting Employment J. Online Job Search Copyright 2011, 2012 (rev.) 9

10 VI. EMPLOYMENT SEARCH VI. Employment Search Competencies Competency A: Communication Skills (Requesting & Receiving Assistance) Customer requests assistance Customer follows through appropriately Competency B: Career Interest & Skills Realistic understanding of skills, interests, and potential career pathways Competency C: Job Applications 1. Number of inquiries 2. Completed intake form Number of repeat appointments Completed career interest inventory 2. Completed existing skills / transferable skills assessment 3. Completed individual career plan with daily schedule of job search activities, daily goals 4. Visits / reads industry and career information research websites 5. Number of companies researched 6. Number of education or training providers researched 7. Researched apprenticeship, on-the-job training, company sponsored training options Effectively uses hard-copy and electronic application process (understands how to answer questions, online formats, kiosks, finding online applications, copying/pasting into online forms, etc.) Understand appropriate follow up after submitting job application (hard-copy or online) 1. Completed good quality hard-copy job application form 2. Completed electronic job application(s) Wrote / sent thank you note 2. Follow up phone conversation, , etc. 3. job search activity checklist Copyright 2011, 2012 (rev.) 10

11 VI. EMPLOYMENT SEARCH Competency D: Resumes Effectively develops / uses hard-copy and electronic resumes Ability to properly ask for references / letters of recommendation Competency E: Job Search Letters Effectively develops / uses job search letters Competency F: Networking Understands value of networking and applies networking methods in job search Competency G: Etiquette / Appearance Understands personal responsibility for self-marketing Displays courtesy for others / good manners / common sense Adapts to and maintains employer standards of dress, grooming, accessories (including tattoos, 1. Completed good quality hard-copy job specific resume(s) 2. Resume reviewed by knowledgeable source Three references with contact information written down Completed hard-copy job specific cover letter(s) 2. Completed electronic self-introduction paragraph to with resume 3. Completed thank you note (hard-copy and electronic) 4. Receipt of Reference letter(s) Contact list of personal network; records networking activity 2. Records networking outreach, activity, follow up on daily job search schedule 3. Number of informational interviews 1. Observation by job coach/case manager/staff Observation by job coach/case manager/staff Personal appearance is appropriate for appointments 2. Personal appearance is appropriate for job Adapt/Flex Copyright 2011, 2012 (rev.) 11

12 VI. EMPLOYMENT SEARCH piercings, cologne, etc.) prior to employment and once employed interview Outcome 4: Maintains professional electronic appearance (Social Media, Voice Mail, Address, etc.) Competency H: Interviewing Understands employer expectations of punctuality, voice tone, behavior before/during/after interview Possible Outcome 4 Indicators: 1. voice mail message and onhold music 2. address 3. presentation of self on social media 1. Read interview skills handout, answered follow up questions 2. Attended interview workshop Engages in employer research, position research prior to interview Familiar with common interview questions; recognizes & responds to behavioral interview questions; prepared to handle illegal or inappropriate questions; prepared to answer questions about potential employment barriers; prepared to ask relevant questions. Familiar with interview types & styles. Outcome 4: Plans for transportation, directions, arrives at interview 10 to 15 minutes early. Has back-up transportation plan. Outcome 5: Follows through appropriately (thank you note, assessments, etc.) 1. Conducted Internet-based or other research on company 2. Appropriate questions asked during mock interview 3. Appropriate questions prepared for actual interview 1. Read interview skills handout, answered follow up questions 2. Attended interview workshop 3. Participated in mock interview 4. records interviews on daily job search schedule 6. Possible Outcome 4 Indicators: 1. Discussed with case manager / counselor, put plan in place 2. Possible Outcome 5 Indicators: 1. Thank you note sent 2. Follow up meetings attended, phone calls made, s sent, etc. 3. Records follow up activities on daily job Copyright 2011, 2012 (rev.) 12

13 VI. EMPLOYMENT SEARCH search schedule Competency I: Negotiating / Accepting Employment Able to locate salary range for the position / the industry and career advancement pathway Ability to positively negotiate start date, salary Issues such as transportation, child care addressed prior to start date Competency J: Online Job Search Uses appropriate career websites for desired career Locates employer information / labor market data / career information on the Internet on own Competent in applying for jobs online 1. Used resources (Internet salary survey, ONET info, recruiter, etc.) to find salary and career path info 2. Has relevant salary information 3. Has relevant career pathway information 1. Job offer 2. Job acceptance 1. Discussed with case manager / counselor, put plans in place 2. Arrives at appropriate time and ready to work / stays on the job 1. Website addresses used 2. Has relevant salary information 3. Has relevant career pathway information 1. Visits industry and career information research websites 2. Number of companies researched 1. Inputs resume or job application information into online applications 2. Inputs resume or job application information into appropriate resume banks 3. Balanced use of time conducting online job search and other job search activity; stays on task when online job searching 4. Record of jobs applied for, date, next steps 6. Copyright 2011, 2012 (rev.) 13

14 VII. BASIC ACADEMIC and COMPUTER SKILLS Work Readiness Competency Chart VII. Basic Academic & Computer Skills 14 A. Applied Mathematics B. Locating Information C. Reading for Information D. Writing E. English Language F. Computer Literacy Copyright 2011, 2012 (rev.) 14

15 VII. BASIC ACADEMIC and COMPUTER SKILLS VII. Basic Academic and Computer Skills Competency A: Applied Mathematics Solves problems that require a single type of mathematics operation (addition, subtraction, multiplication, and division) using whole numbers Adds or subtracts negative numbers Changes numbers from one form to another using whole numbers, fractions, decimals, or percentages Outcome 4: Converts simple money, time units (hours to minutes, etc.) Competency B: Locating Information Ability to find one or two pieces of information in a graphic Ability to fill in one or two pieces of information that are missing from a graphic Competency C: Reading for Information Identifies main ideas and clearly stated details Chooses the correct meaning of a word that is clearly defined in the reading 1. WorkKeys score of 3 or higher 2. GED or High School Diploma 1. WorkKeys score of 3 or higher 2. GED or High School Diploma 1. WorkKeys score of 3 or higher 2. GED or High School Diploma Possible Outcome 4 Indicators: 1. WorkKeys score of 3 or higher 2. GED or High School Diploma 1. WorkKeys score of 3 or higher 2. GED or High School Diploma 1. WorkKeys score of 3 or higher 2. GED or High School Diploma 1. WorkKeys score of 3 or higher 2. GED or High School Diploma WorkKeys score of 3 or higher 2. GED or High School Diploma Copyright 2011, 2012 (rev.) 15

16 VII. BASIC ACADEMIC and COMPUTER SKILLS Chooses the correct meaning of common, everyday workplace words Outcome 4: Chooses when to perform each step in a short series of steps Outcome 5: Applies instructions to a situation that is the same as the one in the reading Competency D: Writing Messages are clear The majority of the sentences are complete Writing has few mechanical, grammatical, and word usage errors so the message is adequately conveyed. Spelling is generally correct. Outcome 4: The language may be more casual than standard business English but never contains slang or is rude Outcome 5: Some organization is evident, but the writing may have inappropriate transitions and/or some information out of logical order 1. WorkKeys score of 3 or higher 2. GED or High School Diploma Possible Outcome 4 Indicators: 1. WorkKeys score of 3 or higher 2. GED or High School Diploma Possible Outcome 5 Indicators: 1. WorkKeys score of 3 or higher 2. GED or High School Diploma WorkKeys score of 3 or higher 2. GED or High School Diploma WorkKeys score of 3 or higher 2. GED or High School Diploma WorkKeys score of 3 or higher 2. GED or High School Diploma Possible Outcome 4 Indicators: 1. WorkKeys score of 3 or higher 2. GED or High School Diploma Possible Outcome 5 Indicators: 1. WorkKeys score of 3 or higher 2. GED or High School Diploma Competency E: English Language (Low Intermediate ESL: Functional & Workplace Skills) Ability to interpret simple directions and schedules, signs and maps 1. BEST Plus: (SPL 4); BEST Literacy: WorkKeys score of 3 or higher 3. GED or High School Diploma 4. Copyright 2011, 2012 (rev.) 16

17 VII. BASIC ACADEMIC and COMPUTER SKILLS 5. Ability to fill out simple forms (may need support on documents that are not simplified) Can perform routine entry level jobs that involve some written or oral English communication, but in which job tasks can be demonstrated Competency F: Computer Literacy Has ongoing access to a computer with Internet and printer (knows access locations and hours, has transportation) Ability to operate a computer, including turning a variety of units on and off, logging on, using a mouse, using/familiar with keyboard Ability to perform basic word processing, including creating, accessing and maneuvering MS Word or other WP software, and saving and printing documents Outcome 4: Uses for job search or work, including setting up or maintaining a working, professionally named address, receiving and sending messages in a timely manner, attaching documents and opening attachments 1. BEST Plus: (SPL 4); BEST Literacy: WorkKeys score of 3 or higher 3. GED or High School Diploma BEST Plus: (SPL 4); BEST Literacy: WorkKeys score of 3 or higher 3. GED or High School Diploma Observation by job coach/case manager/staff Observation by job coach/case manager/staff 2. Completes a basic computer orientation class 1. Document produced in MS Word or another word processing software and printed 2. Observation by job coach/case manager/staff 3. Completes a basic word processing class Possible Outcome 4 Indicators: 1. Working account with professional address 2. Sends job coach/case manager/staff with attachments in timely manner from personal account Copyright 2011, 2012 (rev.) 17

18 VII. BASIC ACADEMIC and COMPUTER SKILLS Outcome 5: Demonstrates professional etiquette, such as proper language and tone, formatting rules, refraining from writing or forwarding inappropriate messages, sending messages too frequently, etc. Outcome 6: Ability to use the Internet for job search, including 1) using search engines and finding websites; 2) navigating within websites; 3) creating usernames and passwords; 4) finding websites; 5) uploading and downloading documents Possible Outcome 5 Indicators: 1. Observation of job coach/case manager/staff 2. Possible Outcome 6 Indicators: 1. Observation by job coach/case manager/staff 2. Completes a basic Internet navigation class NOTES Copyright 2011, 2012 (rev.) 18

19 VIII. EMPLOYMENT BARRIERS Work Readiness Competency Chart VIII. Employment Barriers A. Criminal Background B. Health Physical, Mental, Personal Hygiene C. Housing, Bills, Food, Clothing D. Domestic Abuse E. Substance Abuse F. Transportation G. Childcare H. Child Support I. Age-related Issues J. Long-term Unemployment Copyright 2011, 2012 (rev.) 19

20 VIII. EMPLOYMENT BARRIERS VIII. Employment Barriers Competency A: Criminal Backgrounds Aware of own background check / criminal record status Avoids future criminal offenses / knows the negative impact on employment Pursues disposition (free) and/or expungement process ($) where applicable Outcome 4: Pursues federal bonding incentive and/or work opportunity tax credit incentive. Can explain these incentives to potential employers. Outcome 5: Can appropriately explain background to potential employer in writing, in person Outcome 6: Avoids career paths that explicitly exclude people with similar criminal records 1. SLED check, other background check 2. Review of SLED check with knowledgeable source (trained case manager, coach, staff, legal aid, solicitor's office, etc.) including nature/gravity of offense(s); time passed since conviction or completion of sentence, relation to nature of job sought) 1. Observation by job coach/case manager/staff 2. Length of time since last offense 1. Paperwork, fees submitted 2. record expunged per follow up SLED check 3. Personal budget including expungement expense Possible Outcome 4 Indicators: 1. Possession of letter that states person is eligible for federal bonding program, work opportunity tax credit by employer 2. Individual career plan 3. Interview preparation / mock interview Possible Outcome 5 Indicators: 1. Completed sample job application with background question 2. Interview preparation / mock interview with background questions (nature/gravity of offense, time passed since conviction or completion of sentence, relation to nature of job sought) Possible Outcome 6 Indicators: 1. Information sheet listing career that will not accept employees with similar criminal records Integrity Copyright 2011, 2012 (rev.) 20

21 VIII. EMPLOYMENT BARRIERS 2. Individual career plan Competency B: Health Physical & Mental, Personal Hygiene Understands/considers employer expectations regarding health, fitness within industry of choice Realistically assesses own health, fitness and its impact on employment Accesses health care provider (s) Outcome 4: Proper hygiene 1. Industry research on job requirements 2. Individual career plan 1. Health screening Length of time since last offense 2. Health & wellness plan 3. Individual career plan 1. Referral to health provider, including logistics planning (transportation, time requirements, cost, prescriptions, etc.)record expunged per follow up SLED check 2. Maintains necessary prescriptions 3. Personal budget including anticipated health expenses Possible Outcome 4 Indicators: 1. See Job Search section under Etiquette / Appearance 2. Competency C: Housing / Bills / Food / Clothing Identifies the current crises Accesses support resources for assistance 1. Asks for assistance (in person, 211, help lines, etc.) 2. Verbalizes the current barrier(s) 3. Written record of current barrier(s) Referral to proper resource(s) 2. Follows through (keeps referral appointments, visits resources during proper times, brings proper paperwork, etc.) 3. Receipt of assistance (food stamps, housing assistance, clothing, etc.) Copyright 2011, 2012 (rev.) 21

22 VIII. EMPLOYMENT BARRIERS Anticipates / avoids future crises Outcome 4: Stable living conditions Competency D: Domestic Abuse Identifies the current crises Accesses support resources for assistance Anticipates / avoids future crises Outcome 4: Stable living conditions Competency E: Substance Abuse Identifies the current crises Written plan for addressing future barrier(s) to maintaining stability. Lists assistance resources for potential crises. 2. Possible Outcome 4 Indicators: 1. Stable housing, bills, food, clothing 2. Personal budget including these expenses 1. Asks for assistance (in person, 211, help lines, etc.) 2. Verbalizes the current abuse 3. Written record of abuse 1. Referral to proper resource(s) 2. Follows through (keeps referral appointments, visits resources during proper times, brings proper paperwork) 3. Receipt of assistance counseling, support, legal aid, housing, etc. 1. Written plan for addressing / avoiding future abuse. Lists assistance resources for potential crises. 2. Legal action 3. Career plan 4. Personal budget 6. Possible Outcome 4 Indicators: 1. Living conditions without abuse Asks for assistance (in person, 211, help lines, etc.) 2. Verbalizes the current abuse Copyright 2011, 2012 (rev.) 22

23 VIII. EMPLOYMENT BARRIERS 3. Written record of abuse Accesses support resources for assistance Anticipates / avoids future crises Outcome 4: Stable living conditions Competency F: Transportation Reliable transportation to/from work, including back up arrangements if existing transportation fails Competency G: Childcare Reliable plan for childcare. Includes back up plan, sick child plan, after school and summer plan. 1. Referral to proper resource(s) 2. Follows through (keeps appointments, brings requested documents, follows instructions, etc.) 3. Receipt of assistance counseling, rehabilitation, support, legal aid, housing, etc. 1. Written plan for addressing / avoiding future abuse. Lists assistance resources for potential crises. 2. Career plan 3. Personal budget Possible Outcome 4 Indicators: 1. Living conditions without abuse Vehicle insurance, registration 2. Bus route schedule to/from home and work 3. Agreement with ride-share sources 4. Career plan includes transportation plan and back up (Short term and long term) 5. Personal budget incl. transportation expenses (gas, repairs, bus fare, ride-share costs, insurance, registration, car loan, etc.) Career plan that includes a written childcare plan with: a. A back up plan b. A sick child plan c. A summer/after school plan 2. Personal budget including childcare expenses Copyright 2011, 2012 (rev.) 23

24 VIII. EMPLOYMENT BARRIERS Arranges access to childcare and leverages applicable support programs Competency H: Child Support Child support infraction(s) do not appear during background check Assesses personal situation Accesses assistance with childcare Competency I: Age Appropriately handles individual age-related issues Competency J: Long Term Unemployment Takes steps to minimize unemployment status Appropriately handles questions about unemployment status 1. Childcare payments, ABC vouchers 2. Contact with 211, Child Care Resource & Referral, DSS, etc. 3. Contact with potential childcare sources 4. Agreement with childcare source(s) 5. Work shift arrangement with spouse, family, or friend SLED check Personal budget including child support Childcare payments, ABC vouchers 2. Contact with 211, Child Care Resource & Referral, DSS, etc. 3. Contact with potential childcare sources 1. Completed sample job application, resume 2. Interview preparation / mock interview 1. Volunteer, part-time, temporary employment, self employment 2. Education, training, skill building activities 1. Interview preparation / mock interview with unemployment question 2. Integrity Adapt/Flex Copyright 2011, 2012 (rev.) 24

25 VIII. EMPLOYMENT BARRIERS Competency K: Licensing Exams Knows if career goal requires licensing exam(s). Knows of any barriers that may prevent him/her from taking exam or receiving license. Prepares to pass licensing exam. Schedules licensing exam test time and takes test. Outcome 4: Receives licensing exam results and shares information as appropriate with educators and/or employers. 1. Career research documents containing licensing information 2. Licensing exam application form 1. Class registration, class grades, transcripts 2. Criminal background check 3. Payment for licensing exam fees 1. Confirmation notice showing licensing exam is scheduled with date, time, location 2. Score report or other document showing licensing exam was taken Possible Outcome 4 Indicators: 1. Score report, certificate, license received 2. License info included on resume, included in career portfolio / documents Lifelong Learning NOTES Copyright 2011, 2012 (rev.) 25

26 IX. SELF MANAGEMENT / LIFE MANAGEMENT Work Readiness Competency Chart IX. Self Management / Life Management A. Financial Management B. Conflict Management / Stress Management C. Time Management D. Family / Parenting E. Self-Esteem Copyright 2011, 2012 (rev.) 26

27 IX. SELF MANAGEMENT / LIFE MANAGEMENT IX. Self Management / Life Management Competency A: Financial Management Aware of overall cost of living Aware of debt Accesses supports / addresses debt Outcome 4: Plans financially for future 1. Budget plan Credit check / credit history 2. Budget plan Credit counseling / financial counseling 2. Volunteer Income Tax Assistance (VITA) 3. Budget plan (includes dollar value of any work supports received) Possible Outcome 4 Indicators: 1. Checking account at bank 2. Savings account, individual development account (IDA) 3. Education plan for self, family 4. Retirement plan 6. Competency B: Conflict Management/Stress Management Understands employer expectations Assesses past behavior Understands consequences of poor conflict management 1. Sample employment handbook 2. Attendance at employer expectation workshop(s) 3. Verbalizes under 1. Employment history 2. Case manager / staff / job coach observation 1. Training class grade 2. Behavioral style mock interview 3. Case manager / staff / job coach observation Copyright 2011, 2012 (rev.) 27

28 IX. SELF MANAGEMENT / LIFE MANAGEMENT Outcome 4: Applies positive conflict management / stress management methods Outcome 5: Awareness of assistance / accesses assistance Competency C: Time Management Plans for demands on time Aware of consequences of poor time management Competency D: Family/Parenting Plans for family and parenting situations / events that may affect work Awareness of assistance / accesses assistance Possible Outcome 4 Indicators: 1. Employment references / letters of recommendation 2. Plan for handling conflict, stress in the workplace 3. Training class grade / seminar participation 4. Behavioral style mock interview 5. Case manager / staff / job coach observation Possible Outcome 5 Indicators: 1. List of support resources 2. Employee Assistance Program (EAP)(if available through employer), counseling, physical fitness, medical resources, etc. 3. Case manager / staff / job coach observation 1. Employment references / letters of recommendation 2. Time management plan that includes career, transportation, childcare, health, family, other responsibilities 1. Training class grade / seminar participation 2. Case manager / staff / job coach observation 1. Current family and parenting issues incorporated into plans (budget, career, transportation, childcare, time mgt, etc.) 2. Future projection / scenario planning 3. Case manager / staff / job coach observation 1. Information handouts, websites, 211, etc. 2. Visits or arrangements with assistance providers Adapt/Flex Adapt/Flex Adapt/Flex Copyright 2011, 2012 (rev.) 28

29 IX. SELF MANAGEMENT / LIFE MANAGEMENT Competency E: Self Esteem Maintains healthy self-esteem / selfperception level Has support network for training, employment 1. Employment references / letters of recommendation 2. Case manager / staff / job coach observation 1. Employment references / letters of recommendation 2. Case manager / staff / job coach observation NOTES Copyright 2011, 2012 (rev.) 29

30 X. PERSONAL EFFECTIVENESS Work Readiness Competency Chart IX. Personal Effectiveness J. & Reliability K L. Integrity M. ism N. Skills O. Adaptability & Flexibility P. Planning & Organizing Q. & Problem Solving R. Willingness to Learn / Lifelong Learning Copyright 2011, 2012 (rev.) 30

31 X. PERSONAL EFFECTIVENESS X. Personal Effectiveness Competency A: & Reliability Meets attendance obligations Follows protocol / makes proper alternate arrangements when unable to meet obligations Competency B: Takes personal responsibility Takes appropriate action to advance personal, family, community and/or work goals 5. Case manager / staff / job coach / instructor / other personal observation & case notes 6. Training attendance records / grades 7. Employment attendance records / work history 8. References attesting to these qualities 9. Mock interview responses 10. Soft skill assessment tool results Case manager / staff / job coach / instructor / other personal observation & case notes 2. Training attendance records / grades 3. Employment attendance records / work history 4. Written career plan with back-up plan 5. Mock interview response 6. Soft skill assessment tool results Case manager / staff / job coach / instructor / other personal observation & case notes 2. Training records / grades 3. Work history 4. References attesting to this quality 5. Mock interview responses 6. Soft skill assessment tool results Case manager / staff / job coach / instructor / other personal observation & case notes 2. Training records / grades 3. Work history 4. References attesting to this quality 5. Mock interview responses Related ism Related ism Related Related Copyright 2011, 2012 (rev.) 31

32 X. PERSONAL EFFECTIVENESS Competency C: Integrity Behaviors and decisions reflect ethical conduct; is truthful; takes personally responsibility Competency D: ism Behaves professionally in the workplace: keeps work and home life separate; treats others with respect; respects property and equipment; uses appropriate workplace language and communication; displays discretion and customer service; resolves conflicts appropriately Competency E: Skills Communicates and relates well with others; treats others with respect; uses appropriate workplace language and communication; displays discretion and customer service; resolves conflicts appropriately; takes personal responsibility Competency F: Adaptability & Flexibility Adapts to changing conditions; attitude toward change; willing to learn new processes, procedures, etc. 1. Case manager / staff / job coach / instructor / other personal observation & case notes 2. Training records / grades 3. Work history 4. References attesting to this quality 5. Mock interview responses 6. Soft skill assessment tool results Case manager / staff / job coach / instructor observation & case notes 2. Training records / grades 3. Work history 4. References attesting to this quality 5. Mock interview responses 6. Soft skill assessment tool results Case manager / staff / job coach / instructor observation & case notes 2. Training records / grades 3. Work history 4. References attesting to this quality 5. Mock interview responses 6. Soft skill assessment tool results Case manager / staff / job coach / instructor observation & case notes 2. Work history 3. References attesting to these qualities 4. Mock interview responses 5. Soft skill assessment tool results Related ism Related Integrity Adapt/Flex Related ism Adapt/Flex Related ism Copyright 2011, 2012 (rev.) 32

33 X. PERSONAL EFFECTIVENESS Competency G: Planning & Organizing Plans for responsibilities and obligations (personal and professional) Organizes tasks to maximize one s own time and others time 1. Case manager / staff / job coach / instructor observation & case notes 2. Training records / grades 3. Work history 4. References attesting to this quality 5. Mock interview responses 6. Career plan Case manager / staff / job coach / instructor / other personal observation & case notes 2. Training records / grades 3. Work history 4. References attesting to this quality 5. Career plan Competency H: & Problem Solving Takes personal responsibility in solving problems; considers multiple factors when designing solutions; communicates potential solutions with others; accepts criticism and feedback; adjusts and applies knowledge to problem solving 8. Case manager / staff / job coach / instructor observation & case notes 9. Work history 10. References attesting to these qualities 11. Mock interview responses 12. Soft skill assessment tool results 1_ 1_ Competency I: Willingness to Learn / Lifelong Learning Shows interest in learning; positive attitude toward change; seeks opportunities to learn 9. Case manager / staff / job coach / instructor observation & case notes 10. Training records / grades 11. Work history 12. References attesting to this quality 13. Mock interview responses 14. Career plan 1_ 16. Related ism Related ism Related Integrity ism Adapt/Flex Planning / Org Related Adapt/Flex ism Copyright 2011, 2012 (rev.) 33