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The Customized Plan for Employment: Developing a Blueprint for Customized Job Development

by

Michael Callahan Ellen Condon

Norciva Shumpert

Marc Gold & Associates Employment for All

4101 Gautier -Vancleave Rd. Ste. 102 Gautier, MS 39553

228-497-6999 marcgold.com/employmentforall.org

2013

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Introduction

Discovery and the Profile seek to answer the question, “Who is this person?” The

Planning Process seeks to answer, “What will this person do for work?” The Customized Plan

for Employment (CPE) is a structured meeting used to identify the unique features of a job that

fit the individual and to direct job development activities. Indeed, this plan provides the

information necessary to balance the equation necessary for customization to occur. The

solution to this equation begins during Discovery (See Discovery Manual, 2009) by solving for

the unknown entity of the job seeker. Part III of the Profile (See Profile Manual, 2011) details

the job seeker’s conditions for success, interests towards certain aspects of the job market and

potential contributions to employers. This plan uses that resource of information to refine the job

seeker’s side of the equation. Once that activity has been completed, this planning process then

turns to the remaining unknown, the employer’s side of the equation. The Customized Plan for

Employment translates the skills of the job seeker into business language by creating task lists

for each interest area and then identifies a listing of potential employers in the local community

who might be a match for the individual’s conditions, interests and contributions.

In contrast, planning for job development has historically begun with the community or

labor market rather than with the individual. A market analysis is typically completed to

determine the needs of employers or the trends for job openings within a job seeker’s

community. Then a job developer, working on behalf of a job seeker, targets employers by

looking for job openings. Although it is fair to say that job seekers with milder disabilities have

proven to be successful using this traditional strategy, individuals with more significant

disabilities too often remain unemployed. Inevitably, the capabilities of people with more

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significant impact of disabilities and support needs are compared to demands of the existing job

descriptions. Too often, there has been a significant discrepancy between the skills of job

seekers with significant disabilities and the demands of job openings. Additionally these job

seekers are compared to other job seekers with more apparent skills, higher credentials and/or

greater work experiences and the competitive aspect of employment again creates a barrier. A

solution to the barrier of competition is Customized Employment. This approach results in

regular, paid employment in the community by using negotiation with potential employers to

match a job seeker’s specific factors of success to an employer’s specific benefit. In order to

achieve the outcome of a customized job it is necessary to utilize a planning process, such as the

one presented in this manual, which is designed to identify the information necessary for

customization.

The Customized Plan for Employment (CPE)

The planning strategy described in this manual began at about the same time the as the

early efforts to develop what is now referred to as Customized Employment and the Discovery

process – during the late 1980s. In 1987 the national disability advocacy organization, United

Cerebral Palsy Associates (UCPA) was awarded a contract from the Rehabilitation Services

Administration (RSA) to increase the number of individuals in supported employment with

physical disabilities (Callahan, 1990, Callahan, 1993). From the very beginning of the project, it

was clear that most of the people we were representing were not going to be successful by

applying for job openings. Additionally, most individuals had previously performed poorly on

comparative assessments and had been denied services by vocational rehabilitation. It became

clear that we had to invent new and more effective strategies in order to assist this group of job

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seekers to become employed. This reality led to the development of what is now referred to as

the Customized Process, a linear sequence of steps that includes Discovery, Profiles and this

approach to planning. We learned that the traditional planning approaches were not effective in

guiding efforts to negotiate and customize employment relationships. The structure of the CPE

has evolved over the past 25 years in a way that now provides an effective tool for planning for

customized outcomes.

Plans, plans and more plans…

Services for individuals with disabilities have been guided by plans for decades. One of

the first plans of importance in the past 40 years was the Individualized Written Rehabilitation

Plan (IWRP) as defined in the Rehabilitation Act of 1973. The IWRP was replaced by the

Individual Plan for Employment in the 1992 Amendments to the Rehab Act. These plans serve a

dual purpose for rehabilitation services in the U.S. in that they identify a vocational goal for

users of rehabilitation services and they act to authorize and initiate those services. The

identification of vocational goal is one of the important distinctions between the Customized

Plan for Employment and the IPE. Whereas the IPE results in a single vocational goal, often

stated as a job title, the Customized Plan for Employment (CPE) provides guidance and direction

for the negotiations necessary for customization of a job that might occur in any of several of the

job seeker’s interest areas. In other words, each plan serves a distinct and different purpose. But

are they compatible or in conflict? The IPE will need to be performed in order for a job seeker to

access funding and services from vocational rehabilitation. The CPE will need to be performed

in order to effectively achieve a customized employment outcome. The potential for conflict

occurs with the specific job title focus of many IPEs. Counselors will either need to amend an

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IPE that addressed a specific job title goal based on the customized job that was actually

developed or seek guidance from supervisors as to how to develop an IPE for a customized job.

Individualized Education Plans (IEPs) are mandated by the Individuals with Disabilities

Education Act and relate to education plans and outcomes. IEPs are designed to guide

educational content areas of special education services for students. While an IEP might contain

the identification of a customized employment goal for a student, these plans do not provide the

detail necessary for customizing an employment relationship and guiding job development.

Person-centered plans (often referred to as PCPs) have become standard in the field of

disability services since their inception in the early 1980s. While there are many formats and

outcome targets for person-centered plans, perhaps the most common in recent years is the

yearly Plan of Care required by services that utilize Medicaid funding. Few person-centered

plans, including the Plan of Care, focus exclusively on employment as an outcome and many of

these plans treat it as a an afterthought, if at all. This is not intended as a criticism of person-

centered planning, indeed the CPE is a form of this strategy, but rather a reflection that

recognizes if you wish to achieve an employment outcome, particularly for customized

employment, you will need to use a plan dedicated to that end.

Realizing that there are many plans that are used in the disability field, perhaps it would

be helpful to understand what the Customized Plan for employment is not. The CPE is not a

plan that:

1. Sets a specific employment goal,

2. Is determined on behalf of a person,

3. Guides job-site supports and services,

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4. Focuses on non-employment outcomes and services,

5. Is performed as a yearly requirement,

6. Authorizes services or funding, or

7. Determines whether a person can or should work.

Indeed, the CPE is a plan dedicated to the development of a blueprint used to customize

an employment relationship between a job seeker and an employer. The following sections will

detail the structure of the CPE as well as its embedded values and facilitation guidance necessary

for success.

The Who, What, When and Where of the CPE

To better understand exactly what the CPE is, let’s examine the plan from the perspective

of a news reporter who makes sure that an article always contains the answer of who, what, when

and where. We will start with who should attend this plan. Since the CPE is a form of person-

centered planning, it is critical that the job seeker be included in the center of the structure of the

plan and be present unless he/she finds it impossible to participate. And this “impossibility”

does not refer to convenience or logistics but rather to the individual’s preference to be present

based on whether he/she feels that it is possible to make it through a meeting of 1 ½ - 2 hours.

Participation by the individual can be episodic, by extending a welcome to participate for as long

as is comfortable for the job seeker and to leave the meeting whenever necessary. It is important

to say at this point, as we begin to discuss others who might attend the meeting, that if the

presence of any person or persons might negatively affect the job seeker’s willingness or ability

to participate, that those other persons should not attend the plan.

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In addition to the individual of concern, family members who are depended upon for

support should be asked to attend, including both close and extended family members. Friends

and neighbors are welcome as well as community members who might have a relationship with

the person. Professionals and paid service providers comprise another group of potential

invitees. Two important considerations for extending an invitation are a) whether the paid

individual has a close service relationship with the job seeker and b) whether they are known to

be optimistic in their support of the individual’s effort to become employed. In all cases, the

decision as to whom to invite rests with the job seeker.

A final consideration regarding who to invite to a CPE is that of numbers. It is likely that

some of those invited will not be able to attend and, therefore, it is necessary to plan for “no-

shows.” But the important issue relates to the size of the meeting. An effective plan requires

input by close and trusted family, friends and staff but more is not always better. It is possible to

invite too many people to a plan. The more people who are invited, the more likely it is that they

will seek to provide input. On one hand that is helpful but a too-large planning group can turn a

crisp, hour and a half plan into a four hour marathon meeting. In our experience, we recommend

that a job seeker invite between 7 – 14 individuals for an anticipated participation of between 5 –

12 people. An ideal size plan is likely between 6 – 9 people for efficiency and effectiveness.

Perhaps the most important consideration when considering who to invite to a plan is that

of balance – the balance of those paid to attend the plan such a professionals and those not paid

to attend such as family, friends, and those from the community. The importance of this balance

relates to the very real issue of the power of those who pay us. All professionals who work for

an employer will inevitably be influenced by the requirements and limits of their employer,

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regardless of their intent otherwise. This is not as much a criticism as a statement of reality.

Many professionals will come to a plan with the full intention of honoring the wishes of the job

seeker only to find themselves at odds with their employers’ wishes and practices. All

professionals should acknowledge this and work hard to limit any negative impact on the plan

for the job seeker. However, non-paid participants do not have this restriction. If we are careful

in assisting job seekers to invite positive and supportive people who are not paid to participate in

the plan, a balance can be achieved. If you will, the “prime directive” of the CPE is that no more

people who are paid to attend the meeting be invited than those not paid to attend. Even though

facilitators cannot control who actually shows up for the meeting, this commitment is typically

sufficient to assure the kind of balance that leads to a successful plan.

The “what” of the plan relates to both the structure of the process and the anticipated

outcomes. The CPE proposed in this manual utilizes a four component structure that will be

discussed in later sections. The four components begin with a reflection and perspective about

the job seeker and then segue to information that will be of value in job development

negotiations. The structure of the plan yields three outcome products that are used by job

developers: a) a blueprint that identifies the job seeker’s most important conditions for success,

interests towards various aspects of the job market and potential contributions, b) a task list,

written in business language, for each interest area identified, and, c) a listing of specific

employers who are felt to be a match to the job seeker’s conditions and interests. These

components will be discussed at greater length later in this manual. A planning meeting

worksheet is provided to account for the overall flow information developed in the meeting and

job development worksheets are provided that detail a condensed blueprint of the job seeker’s

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Characteristics of an Ideal Job, the Task Lists that are to be included in the job seeker’s Visual

Resume (see next manual in the series, The Visual Resume) and the listing of specific employers

to be called upon during job development.

The issue of when the meeting is held relates to several considerations. First, the CPE

should be scheduled within two weeks of the completion of the Profile forms I, II and III. This

assures a timely segue from the Discovery aspects of the Customized Process into the plan and

subsequent job development. Secondly, the meeting should be held at a time convenient to the

job seeker and those who are invited. This may mean that meetings will need to be scheduled

during the late afternoon, in early evening or even on weekends in order to accommodate the

needs of supporters who are working and who have other responsibilities beyond regular office

hours. This may require that providers and facilitators of services go beyond their typical work

hours in order to assure the fullest participation of those invited to the plan. While it is certainly

possible to successfully schedule a CPE during regular work hours, many plans will require

flexibility on the part of employment staff.

Deciding where to best hold a CPE has involved a circuitous journey of trial and error.

Since most traditional plans and professional meetings are held in an office setting, our first

inclination was to recommend shifting the focus more onto the individual by holding CPEs at the

individual’s home. Many of the most widely used person-centered planning approaches strongly

recommend using a home setting – the person of concern’s home or that of a family member or

friend – as the venue for the plan. While the intentions of this idea provide much to recommend

it, experience has proven otherwise. The CPE is a plan that requires participation by all in a

manner supported by narrative profile documents. Many people take notes and need a space for

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notepads, computers and printed documents. Additionally, wall space is needed to accommodate

as many as 10 – 12 poster pages that are developed during the meeting. Few homes provide the

space – seating, wall and tabletop – for the necessary level of comfort and effectiveness. For this

reason, we recommend that a meeting room setting be used for the CPE. Most service agencies

have a comfortable meeting room with the requisite space, tables and other considerations. But

so do churches, community centers, libraries and other publically-available venues that allow for

a closer connection to the job seeker. See the Meeting Room Checklist in the Appendix for

detailed recommendations for an ideal room to hold a CPE.

The “How” of the CPE: Facilitation Strategies and Techniques

Ideally, who should facilitate a CPE?

While the considerations of who, what, when, and where are important, the issue of

“how” to facilitate a plan is critical. If facilitation is of critical importance, the logical question

would be, “who, ideally, should facilitate the CPE?” As with other issues involving this

particular strategy, the answer was not clear at the outset. As person-centered services have

evolved over the past thirty years, the concept of “person-directed” planning was a logical next

step. We considered whether the answer to the question concerning who is an ideal facilitator

might be the job seeker or a designated family member or close friend. After a number of less

than satisfying experiences, we now do not recommend that job seekers or family

members/friends facilitate a CPE. Experience showed us that job seekers actually gave up their

“voice” in an effort to defer to others, while leading a meeting. Family members and friends

reported similar frustration. The problem was worsened by the fact that job seekers and

family/friends only had the chance to facilitate one plan, their own. The opportunity to hone

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facilitation skills over time was lost. We also tried developing dedicated facilitators within

employment service agencies whose job would be to facilitate all plans within an agency. This

approach worked better than using informal facilitators but had the downside of the facilitator

not knowing the individual as well as necessary to guide the plan with nuanced understanding of

the job seeker.

So that leaves two strategies that have proven to work equally well. The simplest

strategy is to have the person who was primarily responsible for Discovery and writing the

Profile documents facilitate the CPE. This individual can learn facilitation skills over time, make

sure the voice of the job seeker it clearly heard and bring an in-depth understanding of the job

seeker’s life to the plan. Of course, not every employment service staff person is a natural

facilitator. Training, experience and feedback will be necessary to develop quality facilitators.

Some staff may never feel comfortable and confident facilitating a plan in front of a small group

of people. In that case we also recommend a hybrid strategy that uses an experienced, dedicated

staff person to lead the facilitation of a plan with the assistance of the person who led Discovery

to act as a co-facilitator. In this way, the best of both options is available. In fact, we

recommend that any facilitator use a co-facilitator for scribing, additional information and

confidence building.

The role of the facilitator

A primary function of the facilitator is to act on behalf of the job seeker, assuring that the

meeting belongs to the individual and that the individual, or a designee chosen by the individual,

approves of all decisions made during the plan. Another important function of the facilitator is

to direct the attention of those attending the meeting to the pertinent aspects of information

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gained during Discovery. Perhaps the most critical function of the facilitator is to embrace and

espouse an optimistic view of the job seeker regarding both the likelihood and value of

employment for each person with whom we plan. Far too often, traditional employment plans

are facilitated by skeptical, even pessimistic, facilitators who seem more interested in protecting

the system than they are in helping assure that people become employed.

Achieving this optimism is easier said than done. Almost all job seekers who will be

using a Customized Plan for Employment will have a significant impact of disability as well as

limited work experience coupled with a host of other life complexities. Facilitators must find a

way to embrace “employment for all” beyond the rhetoric. They must truly believe that all job

seekers can become employed, as long as the right strategies and supports are available. It is far

too easy for a plan for employment to dissolve into a discussion of why a job seeker cannot or

should not work. It is the facilitator’s responsibility to keep the focus of the plan positive and

optimistic or to close a plan that has gotten out of hand in a negative manner. One way to do that

is to utilize the plan structure that is recommended later in this manual. Pessimists and

“naysayers” are more likely to go along with a plan that has a tight and recognizable structure

than in an unfocused, informal context.

The primary customer of the facilitator is the job seeker. The CPE belongs to the

individual, not to the agency, the funder, the facilitator or even to the family. Of course, these

other entities have a reasonable expectation that their voices are heard also, but facilitators

should always remember who the primary customer is for this plan. Successfully managing this

balanced approach requires finesse by facilitators. Care has to be taken to assure that the

facilitator role not create a “bully pulpit” to push forward a personal or agency agenda. All

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parties are more likely to accept the wishes of the job seeker if the facilitator carefully avoids

promoting their own ideas. Instead, facilitators should continually frame suggestions back to the

job seeker and reference the Profile documents as a reflection of who the job seeker is as a way

to resolve conflicts or uncertainties.

It is virtually inevitable, however, that job seekers with significant disabilities,

particularly with significant intellectual disabilities, will need support to understand issues and

ideas raised in a CPE and to make decisions regarding that input. Facilitators should have a

discussion prior to the plan, ideally during the last phases of Discovery, as to whether the

individual needs support during the plan and, if so, who and what that will be. In this way, the

support role can be explained at the outset of the meeting so that others can understand the role.

One way to better accomplish this delicate effort to assure that the job seeker’s voice is heard is

to use the card playing concept of “trumps.”

Who hold “trumps” in the CPE?

An effective strategy facilitators can use to deal with the thorny planning issue of “say

so” is to use the concepts of “trumps” used in many card games. The default position for the

CPE is that the job seeker holds trumps and gets to make the final decision as to all aspects of the

plan. This is not the same thing as saying, “Tell us what you want and we will do it.” Rather

holding trumps allows for input and ideas by those invited to the plan. The job seeker gets to

decide whether to accept that input into their plan. It is likely that some individuals may want to

seek the advice of others such as family members, close friends or staff. This is fully permissible

as long as the job seeker makes the ultimate decision. This strategy can get difficult, however,

when there is disagreement between the job seeker and those closest to him/her, especially

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parents. It is critical that facilitators have the discussion of trumps prior to the actual planning

meeting. In this way, it is often possible to avoid many of the arguments that can arise regarding

the decisions that are made during the plan. We recommend that facilitators strongly assert and

help support the job seeker’s status as holder of trumps regarding decisions with all invited plan

participants who do not share a household with the job seeker. However, if the job seeker shares

a household with parents, their spouse or with adult siblings, the issue of who holds trumps must

be negotiated. The reason for this is practical sensibility. We do not want to drive a wedge

between job seekers and family members they rely on for daily support. From a practical

standpoint, facilitators should make sure that the trump holder approves all aspects of the plan

before entering any suggestion on the plan worksheet or flipchart.

The role of invited participants in the CPE

Ideally, invited participants to the CPE should bring their knowledge of the job seeker,

their connections and knowledge of the local community and their optimism regarding

employment to assist in the development of the blueprint for customized employment.

Participants should be willing to both make suggestions and to continue to participate if their

suggestions are not accepted. Participants should embrace the value of having job seekers make

as many decisions as possible throughout the plan and to offer assistance and encouragement for

them to do so.

Many approaches to planning welcome invited participants to engage in “brainstorming”

as a way to generate ideas. The use of brainstorming typically values all ideas as having equal

validity. After identifying a sufficient quantity of possible alternatives, a decision is then made

as to the best perceived course of action. It is important to state that the CPE does not use

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brainstorming as a strategy. The reason for this is the fact that the Discovery process provides a

clear picture of the job seeker in a manner that provides extensive information to the planning

process. While we certainly believe that optimistic ideas have a place in the CPE, it is important

to consider all suggestions in a way that reflects who the individual is and what we know about

them. In this way, the plan is less likely to veer off into fanciful directions that have little

connection to the job seeker’s life and interests. Facilitators need to assist invited participants to

strike a balance between offering “out of the box” suggestions with our understanding of the

individual. One way to assist with striking this balance is for the facilitator to reference

suggestions to the information gathered in the profile documents. If a suggestion is consistent

with what was learned during Discovery, the facilitator can point that out. If there is a conflict

with what was discovered, the job seeker should be informed as to how the suggestion does not

fit with what we know about him/her. Then a decision can be made by the job seeker as to

whether or not to accept the suggestion.

The facilitator’s prerogative: Guiding and controlling the plan

Since the CPE belongs to the job seeker, the facilitator’s role is primarily one of guiding

the assembled group through the structure of the plan, making sure the job seeker makes

decisions (with assistance, as necessary) regarding plan details, and to keep the attitude of the

meeting optimistically focused. Clearly, therefore, the meeting does not belong to the facilitator,

or any other party to the plan. So what authority does the facilitator have? Since the meeting is

facilitated on behalf of the job seeker, the facilitator’s authority comes primarily from the

individual. But facilitators must not put the responsibility on the job seeker to assert that to the

group of invitees. Facilitators should accept the implied authority in a humble but clear manner

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by taking charge of the flow of the planning meeting and establishing ground rules (see page **)

and expectations.

Recording the proceedings of a CPE

Facilitators are responsible for recording the decisions made during the plan both in a

visual manner available to participants and, later, in a worksheet format (see Appendix for

example) that can be used as an outcome to the job seeker and to a funding entity such as

vocational rehabilitation. We recommend that facilitators use a flipchart with adhesive pages

that can easily be attached to a wall. If non-adhesive paper is used, we recommend that

facilitators cut small strips of masking tape in advance that can be used to stick the pages to the

wall in the meeting room. Less desirable options involve either using a dry-erase board or a

computer and projector to account for the decisions made in each segment of the plan as the ideal

strategy keeps a visible, running record of the meeting that can be reviewed by participants.

When a dry-erase board or a computer screen is filled, a scribe must either erase the board or go

to a new screen on a computer. The opportunity to scan back through previously developed

pages is lost.

We also recommend that facilitators use a co-facilitator as a scribe to keep a written,

visual record of the plan. In this way, the facilitator remains facing the participants, scanning for

someone with a comment or suggestion, rather than constantly turning their back to the group

while writing. This strategy also relieves the facilitator from the responsibility of capturing what

participants say, legibly, with correct spelling while assuring that the job seeker approves the

suggestion. Of course, scribes should work to develop a legible block printing technique and

adequate spelling accuracy. Facilitators are encouraged to re-state the suggestion to the scribe in

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a succinct and manner, after getting approval from the job seeker. Unless there is significant

confusion as to what is meant by a suggestion to the plan, the facilitator should not re-word a

participant’s comments. Simply, have the scribe write what the participant says. In this way, the

plan participants will feel that their suggestions are being accepted the way they stated them. Of

course, if either the facilitator or the job seeker (or other participants) are confused, the facilitator

should ask for clarification first, and then suggest an alternative way of stating the comment.

Assuring a successful plan meeting

A successful plan is dependent upon a prepared and confident facilitator. Since the CPE

is a plan that will only be held as needed to assist job seekers to find customized jobs, most

participants will be attending their first, and possibly only, plan. Because of this, the facilitator

must assist both the job seeker and those invited to attend to understand the purpose of the

meeting, the “rules” of the meeting and the expected outcomes. But regardless of how clearly

the facilitator handles these issues, the length of a plan has proven to be a critical aspect of

success. Although developing a blueprint for a customized job is a rather complex undertaking,

a plan that drags on for hours will not likely be a successful one. We have found that a target

time for a plan should be 1 ½ hours and that no plan should last more than 2 hours. However,

this timeframe is a challenge to meet. Facilitators must gently move the plan forward so as not

to be rushed when identifying potential employers, the final segment of the plan. We

recommend that beverages and snacks should be available to participants during the planning

meeting rather than during a break period. Facilitators are encouraged to state the time goal at

the outset of the meeting so participants will understand the need to moving on at various points

in the flow (see page **).

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Facilitators should take a moment at the beginning of every meeting to state the three

important aspects: a) the purpose of the plan, b) the “ground rules” of the plan, and c) the

outcomes of the plan. The purpose of the CPE is to develop a blueprint that can be used by job

developers to negotiate a customized, paid job in the community that fits the conditions, interests

and contributions of the job seeker and also meets specific needs and provides specific benefits

to potential employers. The “ground rules” may be posted on a flip chart, printed on a handout

or stated verbally by the facilitator. Encourage job seekers to add any additional rules that they

want. The following are recommended ground rules for a CPE:

Paid, customized employment is the goal

The focus will be on employment possibilities that fit the individual, not on deficits and

barriers

Other, non-related, issues will be discussed at another time

The meeting belongs to the individual and therefore he/she must approve all suggestions

Frame your suggestions to the individual

The outcomes of the CPE can be understood in three major categories: a) a blueprint for

customized employment based on the development of the characteristics of an ideal job that

includes the individual’s conditions, interests and contributions, b) a task list of between 8 – 12

tasks per area of interest, and c) a prioritized listing of between 15 – 25 specific employers in the

local community who are felt to be consistent with the job seeker’s blueprint and, ideally, with

whom participants have some connection that may be useful in making job development

contacts.

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These aspects of the plan can be addressed by the facilitator in 5 – 10 minutes at the

outset of the plan. Another suggestion for a successful plan is to use “name tents” for each

person attending. A name tent is comprised a card stock strip of paper folded in half to form an

upside-down “v” and placed on the table in front of the participant with the person’s name in

bold using a poster marker. Name tents can be commercially purchased or hand-made using

heavy card stock purchased from an office supply outlet and cut to a desired size. In this way,

each participant can list how they want to be addressed and it assists the facilitator and others to

remember the names of all those attending the plan.

Dealing with conflict during the plan

The thorniest challenge that facilitators will face during a planning meeting involves

dealing with conflict that may arise between the job seeker and invitees. It is not uncommon for

those invited to come with ideas and agendas that are contrary to the wishes of the job seeker and

the findings of Discovery. One strategy to help avoid conflict is for the facilitator to be clear

about the purpose and rules of the meeting. Often, participants will bring up issues that are

unrelated to the outcomes of the CPE. We recommend that facilitators use an “Other Issues”

poster to identify unrelated concerns or issues and assure the individual that their issues will be

addressed at another time, following the meeting. This simple accommodation can allow a plan

to move forward without becoming bogged down in off-topic discussions. If a participant is not

willing to drop their issue and the flow of the plan is threatened, we recommend that the

facilitator call the meeting to an end. In this way the complainant’s issue does not destroy the

optimism. Once a meeting is halted, the facilitator can consider whether to attempt to resolve the

issue with the complaining individual or set a time for a new plan and not invite that person. Of

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course, much depends on the relationship of the complaining party to the job seeker. If the

source of the problem is a staff person, professional or friend it may be best not to invite that

person to a re-scheduled plan. If the problem involves an immediate family member, or if the

complainant is critical to funding, we recommend that time between the originally scheduled

plan and the subsequent one be used to attempt to resolve the conflict. Occasionally, it is

possible to resolve a conflict within the time allocated for the plan. For instance, in a plan

facilitated by one of the authors of this manual, a job seeker and her father were in conflict over

the identification of potential employers. The dad had agreed that a good job environment for

his daughter would be to work in a cinema, which is an environment strongly desired by the

young woman. However, during the segment of the plan that identified specific employers, the

daughter named an older theater in the city center of the local community as her first choice.

However, the theater was known to be a place frequented by homeless people and others of

concern to her dad. Dad strongly disagreed with his daughter, wanting her to focus on cinemas

in locations such as the local mall and other suburban settings. Their conflict caused the plan

meeting flow to grind to a halt. The facilitator recommended a brief recess, allowing the father

and daughter to caucus in a private room nearby. After ten minutes of discussion a tearful father

came out acknowledging that his daughter had the right to work where she most wanted to. The

ironic outcome was that the old theater in the city center was not interested in considering how

the young woman might be of value to their company and she ended up working in a cinema at

the local mall.

Facilitator consideration list

The following list will be useful as you prepare to facilitate a Customized Plan for Employment.

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The facilitator should:

Carefully review Parts II and III of the Profile prior to the CPE and have clarity as to the

job seeker’s conditions, interests and potential contributions

Assist the job seeker to decide who will be invited to attend the plan and offer to assist

making invitations prior to the event

Meet with the job seeker and important family members prior to the plan to work out how

the issue of “trumps” will be managed during the meeting

Assure that those invited to attend the plan receive copies of the Profile documents prior

to the meeting, with permission from the job seeker

Arrange for a comfortable meeting space that has room for all invitees to sit around tables

and that has sufficient open wall space to post the proceedings of the plan

Arrange for a co-facilitator to assist with scribing the plan components and hanging

posters that participants can use to follow the progress of the plan

Provide refreshments such as coffee, sodas, water and snacks for participants

Develop a list of invited participants and provide name tents for each person

Request that those attending introduce themselves including their relationship to the job

seeker (Unless the job seeker would like to introduce each invitee)

Conduct the plan in a manner that the job seeker, or his/her designee, approves each

aspect to be included

Assure that all those attending have the chance to have input

Assure that information and topics not related to the plan be discussed at another time

Complete all aspects of the plan structure using the Profile documents as a guide for the

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input by participants

Have “priming the pump” suggestions ready to augment plan recommendations but try to

draw out suggestions from participants before adding items from the facilitator.

Assist the job seeker to prioritize a specific employer listing and identify meeting

participants who offered their personal connections with potential employers

Type up the plan worksheets and distribute them to the job seeker, funders and others

approved by the job seeker

Use the Task List information to develop a Visual Resume for potential employers

Embedded values of the CPE

The values of the Customized Plan for Employment, as developed by Marc Gold &

Associates, are embedded in various aspects of the narrative of this manual. The following list

gathers these values into a single space so as to assist facilitators and participants to better

recognize this important feature of this planning approach.

The Values of the CPE

All people are employable and have specific contributions to make to potential

employers.

Customized Employment provides the opportunity for job seekers with significant

disabilities to become successfully employed by avoiding the competitive standard set by

many employers.

The job seeker’s complexities regarding employment should be viewed within the

context of “conditions for success” and not as a rationale for exclusion from

consideration for employment.

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The job seeker, with assistance if they so choose, should approve all aspects of their

Customized Plan for Employment.

The job seeker, with assistance as necessary, should set the timing of the CPE as well as

the identification of those invited to attend.

The job seeker should be encouraged to participate in the invitations, organization and

logistics of the CPE.

The job seeker should be offered supports and accommodations in order to fully

participate in the CPE.

The job seeker should determine by their verbal communication or by their behavior the

degree to which they feel they can participate in the CPE.

The Profile documents, as well as the job seeker’s input, should be considered the

primary information resources for the CPE. Input by others is valuable, but secondary to

the primary resources.

All connections identified during Discovery and within the CPE should be utilized to

assist in making employer contacts and negotiations.

Job seekers should be encouraged to allow access of their plan results and Profiles to

those who participate in the CPE.

Connections to the Profile documents

As stated earlier in this manual, the CPE relies on the Profile documents as a primary

source of information. Part II of the Profile of Discovery provides a descriptive picture of the

job seeker across a number of life domains. It details aspects of performance and interest that

inform those attending the plan with the information necessary for an optimistic translation to

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employment possibilities. This descriptive resource provides an assembled narrative picture of

all the “puzzle pieces” found during Discovery. More importantly, Part III of the Profile, the

Plan Preparation Summary, is designed to reflect the structure of the CPE. A well-developed

Plan Preparation Summary is the strongest predictor of a successful plan. Facilitators have the

task of assisting those in attendance at the plan to use the extensive information contained in Part

III and to summarize and condense it into the categories of the plan. By doing this the job

seeker’s side of the customized equation is established. It is critically important that the

facilitator connects the plan results with the findings of the Profile documents. The Profile, in

essence, becomes the validation source for all decisions made in the plan. This is not to say that

new perspectives, not contained in the Profile, cannot be raised during the plan. It is inevitable

that the Discovery process will have missed certain aspects of the job seeker’s life. If new

information is put forth during the plan, it can be accepted as long as it does not conflict with that

in the Profile. Facilitators must act as the arbiter of this issue and therefore must be deeply

aware of the content of a job seeker’s profile documents.

Preparing the job seeker for the CPE

Since the job seeker’s role and the degree of ownership afforded to them within the CPE

may be a new experience, we recommend that facilitators spend time with the job seeker and

their closest supporters prior to the meeting giving them information about the choices they will

need to make and about the flow of the meeting. The following list contains recommendations

for this activity.

Have discussions with the job seeker prior to the meeting about how sensitive

information concerning ideal conditions or needed supports will be discussed.

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Some sensitive areas of discussion may include toileting assistance, support needs

around food or diet, or necessary behavioral interventions. Ask the job seeker if it

they are comfortable with this information being discussed publically and offer

them the option to discuss more sensitive information in a smaller, more intimate

setting at a smaller, post plan meeting.

Ask if they want any special ground rules established. If this is a new experience

for them give them examples of ground rules such as one person speaking at time,

avoiding negative comments, speaking directly to the job seeker, etc.

Give the individual information about their role surrounding decision making and

veto power. Give them the option to ask someone to help them make decisions if

they need this support. The job seeker decides what information is to be recorded,

the priority of the employers to be contacted and which job tasks they would like

to pursue first.

Ask the job seeker if they have preferences about the way information is recorded,

who they want to sit next to (this person could significantly influence how much

the job seeker will participate in their meeting) and who they do not want to

attend the meeting.

Ask if the job seeker expects there to be conflict with family members, friends or

professionals around the issue of “trumps” and offer suggestions as to how these

conflicts might best be handled.

If the job seeker wants to handle invitations, encourage them to contact invitees

well in advance.

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Maximize the job seeker’s participation at the meeting by giving them examples

of the type of questions that will be raised and what kinds of things they might be

asked to share.

The structure of the CPE: Creating the linchpin between the job seeker and potential

employers

The Customized Plan for Employment has evolved as a strategy to accomplish a single

goal -- to design a blueprint for guiding customized job development efforts by highlighting the

best characteristics of the job seeker, detailing what tasks the job seeker might do at a job site

and identifying employers who might benefit from those characteristics. The structure of the

plan serves to accomplish this goal. There are five main components to the CPE, listed below,

that are implemented following opening remarks by the facilitator.

Introductions, Ground Rules and Getting Started

All plans should begin with opening comments by the facilitator. These remarks relate to

establishing the purpose, values and outcomes of the meeting, discussing the ground rules for

participation, describing the structure of the plan and facilitating introductions. We recommend

that the timeframe for this activity be limited to no more than ten minutes. Be sure that everyone

has a name tent set up in front of their seat and ask if everyone has the profile documents that

were sent out prior to the plan. Please see other sections of this manual for ideas and

recommendations for this aspect of the plan.

The Structure of the CPE

The five components that comprise the CPE each serve a unique purpose in linking the

job seeker to potential employers. Component 1 welcomes participation by all invitees and

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allows the facilitator to establish the interaction style of the meeting in a brief opening activity.

Component 2 develops the job seeker’s blueprint for customization by identifying the ingredients

of an ideal job. Component 3 results in a task list for each of the job seeker’s areas of interests

by translating skills of life into potential work tasks. Component 4 identifies and prioritizes

specific employer upon whom the job developer will call and component 5 develops an action

plan that will be followed to implement the results of the CPE. The five components of the CPE

are as follows:

1. What Works/What Doesn’t for the Job Seeker

2. Characteristics of an Ideal Job

a. Conditions for Success

b. Interests toward aspects of the Job Market

c. Potential Contributions

3. Task Lists for each area of interest

4. Specific Employer List

5. Action Steps for next steps

1. What works/What doesn’t Work

The first component of the CPE is an ice-breaker activity designed to get participants and

the job seeker interacting and following the values of the plan. It involves the use one sheet of

flip chart paper set up as a “T” page with a horizontal line drawn across the top of the page and a

vertical line down the middle. The left side of the vertical line represents “What Works” and the

right side, “What Doesn’t”. Be sure to evoke responses from each side rather than focusing

solely on what doesn’t work. These reflections serve to break the ice and get everyone

participating. Comments from participants can relate to any aspect of the individual’s life, not

just employment. It is important to note that both sides of this issue provide useful information.

It is often as important to know what to avoid within an activity such as employment as it is to

know what to include.

This activity has several purposes: a) it serves to welcome invitees into participation, b) it

establishes the value of the job seeker holding trumps, and c) it starts to focus the group on the

job seeker. This component of the plan should be brief, taking no longer than twenty minutes to

complete. Encourage everyone at the meeting to participate in this activity. When time is up,

the facilitator should let the group know that the time limit has been reached, place the poster

paper on the wall and segue to the next component. For an example, please see the sample

provided in the Appendix. Findings of the What Works/What Doesn’t activity might look like

this:

What Works What Doesn’t

Working alone People standing behind Time on a computer Sitting, watching others Talking about the weather Wearing formal clothes Having his own work area Sharing personal items Reading directions Unclear expectations

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2. Characteristics of an Ideal Job

This component of the plan creates the job seeker’s blueprint for a customized job.

Because there are so many potential barriers to successful employment for persons with

significant disabilities, it is important to identify the “ideal” characteristics that are the most

likely to lead to success. This is not the same concept as a “dream job” that so many planning

approaches seek to evoke. The characteristics of an ideal job relate to our effort to find the “best

fit” for the job seeker. If we are not aware of the ideal, it is a risky bet to enter into negotiations

with potential employers, an interaction that always requires compromise. The job seeker’s

blueprint is comprised of three components that, taken together, comprise a solid foundation of

ingredients used in negotiating a customized job. The three components are conditions for

success, interests toward certain aspects of the job market and potential contributions to be

offered to employers. MG&A has found, over the past 25 years, that if we are able to identify

the ideal mix of these three components, that we have the critical mass of information necessary

for customization. This activity comprises the heart of the CPE and will take up to 45 minutes to

complete. Facilitators must urge the job seeker and meeting participants to rely on Part III of the

Profile as a guide to assist in the identification of factors to be considered when developing each

component of this section.

Part III of the Profile provides an extensive summary of these three components across an

array of sub-headings. In other words, the information identified in the Profile will need to be

condensed for purposes of creating the blueprint. There is simply too much information

contained in the Profile to be considered by job developers. The role of the CPE is to identify

the most critically important aspects of the Profile and to include these in the job seeker’s plan.

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A. Conditions for Success

In this section of the meeting the facilitator instructs the meeting participants to review

Part III of the Profile and to share their thoughts about conditions that must be in place within a

work environment for the job seeker to be successful. Conditions may include environmental

characteristics, training or support strategies, or conditions such as accessibility characteristics.

Although all participants are asked to share ideas, the job seeker must give permission prior to

information in this section being recorded on the flip chart paper. The facilitator should look to

the job seeker for confirmation of a suggestion before asking the scribe to write it on the flip

chart paper.

Conditions are characteristics of any job developed for the individual. Conditions refer to

issues such as days of work, pay, benefits, 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. Following the CPE, the facilitator will meet with the job

seeker and their closest supporters, as necessary, to identify go/no go conditions for priority

consideration. In this way the final blueprint will contain only the most critically-important

conditions that need to be present in any customized job. Facilitators must be prepared to keep

this plan component moving as it is easy to get bogged down in detailed discussions. Again, rely

on Part III of the Profile for the details and use the time for deciding what factors to include in

the plan. We recommend that you review the sample plan in the Appendix for a full example of

conditions of success. The facilitator might want to reference the What Works/What Doesn’t

poster page to guide suggestions as most of the items from this activity relate to conditions for

success.

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Additionally, facilitators should have recommendations ready for use in case participants

become stuck. Most CPEs contain 10 – 15 conditions for success that can later be condensed

into the go/no-go critical ones. The following areas are typical but not all-inclusive when

developing conditions for success regarding the job seeker’s job:

Time of day

Hours per day/week

Days of week

Rate of pay

Need for benefits

Sitting vs. standing

Inside vs. outside

Distance from job seeker

Dress requirements

Supervisory style

Pace of work expected

Strength, agility, endurance

B. Interests toward an aspect of the job market

Interests are characteristics of an ideal job that provide direction toward a certain area of

work. Historically, most efforts to evoke interests from job seekers have focused on job titles.

As discussed earlier, the identification of job titles as a work interest often serves as a barrier for

job seekers with significant disabilities who often are not successful using a competitive strategy

to job development. Therefore, the CPE seeks to assist job seekers to express work interest in

the broadest possible manner. This allows job developers the “wiggle room” necessary to

customize a job based on an employer’s needs and benefit and still honor work activity that

sparks the job interests. Whereas conditions for success apply to any job developed for the job

seeker, interests target certain areas of the job market and help refine the job development

search. Be cautious not to confuse preferentially-stated conditions such as, “I’d like to work

close to my home.” with preferentially-state interests, “I would like to work around boats.” An

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individual’s interests are likely to motivate them to participate in a particular job or work

environment. Examples might include jobs with cars, working around sports activity, fashion or

computers, working in a retail setting or in an office. As with the component of conditions, Part

III of the Profile offers facilitators extensive information on the job seeker’s interests. We have

found that if facilitators are able to tap into an individual’s life interests it is possible to translate

those activities to guide the identification of work interests. This provides much more valid

direction that by simply asking the job seeker, “What kind of job do you want to do?”

In an effort to broaden the issue of work interest from the focus of a singular job title, the

facilitator has to deal with a spectrum that ranges from the most generally-stated form of an

interest area to a more specifically-stated one that still avoids a job title. The following example

provides an array of work interests stated from very general to more specific:

Working in retail

Working in a home improvement store

Working with building supplies

Working with lumber products

Assisting customers to load lumber onto trailers

The degree of specificity depends largely on the job seeker’s focus. The more specific

the focus of an interest, the more difficult job development will likely be. On the other hand, the

closer we are able to get to the job seeker’s interest, the more likely the job will be successful,

once it is developed. Facilitators need to help the job seeker and the participants of the plan

understand this consideration.

Finally, there will far fewer interests than conditions. Most people may have three to

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four alternative areas of work interest that can be prioritized in terms of those most appealing to

the least. Some job seekers may wish to only consider a single area of work interest for their

plan. We recommend that facilitators encourage job seekers to consider at least two distinct

areas of interest so as to allow for more flexibility during job development. It is unlikely that

any job seeker would have as many as six or more genuine areas of work interest.

C. Potential Contributions

This component of ideal characteristics of a job refers to the benefit that employers would

receive by hiring the job seeker. This is somewhat like developing a typical resume in that

contributions highlight what the job seeker will bring to the employer. However, this

information will be used to customize a job description rather than to compare to other job

seekers or to indicate the job seeker’s readiness to meet the requirements of an existing job. The

outcome for this component is to identify the job seeker’s best dimensions of performance. As

stated in the Discovery manual of this series, the best dimensions of performance for individuals

with significant impact of disability are often obscured by presumptions and the arbitrary

situations under which people are asked to perform. In other words, it is our responsibility to put

forth the best aspects of the job seeker’s performance, much of which has been overlooked in

previous life activities such as school, evaluations, competitive events and other such aspects that

often show the individual at his/her worst. Because of this, we suggest breaking potential

contributions into at least five sub-components:

1. Strongest and most positive personality characteristics

2. Most competent skills

3. Work and life experiences

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4. Credentials and specialized training

5. Recommendations of supervisors and others in authority

a. Once again, facilitators should reference the contributions section of Part III of

the Profile as a resource for this information. Remember, these items should only

be considered in relation to the job seeker, not is comparison to anyone else. As

long as the aspects identified here represent the job seeker’s best dimensions of

performance, it is not necessary nor is it helpful to compare that to other job

seekers or to our presumptions of what employers might expect or demand.

1. Personality Characteristics

This component refers to those innate aspects of personality that might be useful as

attributes for work. All job seekers have unique personality features that distinguish them from

others, some of which can be easily translated to work. Unfortunately, too often people with

significant disabilities have been characterized by a stereotyped set of personality traits such as

loyalty, dependability, enthusiasm, etc. Attributing these stereotypical characteristics to a job

seeker can be a set up for misunderstanding and disappointment by employers if the individual

does not live up to them. Another problem that has occurred is that, in the absence of

competitive skills, job developers often piled on personality characteristics to make up for this

perceived lack of skills. Personality characteristics are more the enhancing aspects of an

employment relationship, not the meat. We advise that facilitators identify two or three of the

jobs seeker’s very best traits rather than an extensive listing. Following the plan it will be

necessary to provide a description of each characteristic identified so as to help potential

employers get beyond their own presumptions. For instance, if it is suggested that Maggie “has a

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great memory”, as one of her strongest personality characteristics, a descriptive example might

be that, “Maggie remembers the birthdays of all family members and she remembers her

mother’s appointments as well as the due date for the expiration dates of her family’ s car tags

and inspection stickers.”

Occasionally, there may be confusion as to the distinction between a personality

characteristic and a skill. One way to distinguish these components is that a personality

characteristic is an innate aspect of the individual and a skill is a learned activity. However, do

not get bogged down in determining these distinctions, just go with your best guess, along with

the perspective of the group.

2. Skills

This component of the plan identifies the job seeker’s best skills of life that might be

translated into work tasks. There are two important resources for this information: a) Part II of

the Profile, Section 5, Description of Skills, Conditions and Interests in Life Activities and b)

Part III of the Profile, Section 3, Contributions, Heading c. Best Skills to offer to Employers.

Over the past twenty years we have learned that if facilitators attempt to draw out responses in

this area from the group, the time required for a plan will exceed two hours. Therefore, if Parts

II and III of the Profile are well developed, we recommend that the facilitator provide a verbal

overview and ask if there are any additions to the information contained in those documents.

Following that, the facilitator can ask the job seeker and the group if it is permissible to accept

that information as indicative of the person’s best skills. This is the essential timesaver, that

since its inception in 2009, has reduced the average time required for a CPE from 2 ½ hours to

approximately 1 ¾ hours. The positive feedback from participants has increased dramatically

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without an observable loss in quality outcomes.

It is important to note that, at this point, the skills of life have not been translated into

potential work tasks. That activity occurs in the next component of the CPE, Developing a Task

List for each Interest Area. Facilitators should review the sample plan in the appendix for

examples in this area.

3. Work and Life Experiences

This section of the plan involves the identification of the job seeker’s best work

experiences, former jobs and defining life experiences. This information roughly relates to the

work history section of a typical resume used for competitive jobs. However, in addition to a

listing of past jobs a job seeker might have held, this section also includes work experiences such

as those provided by many special education transition programs in school and even non-work

life experiences that the job seeker might have had that an employer might find to be an indicator

of competence or value. If non-work life experiences are included, we recommend that

facilitators assist the group to focus on unique and evocative experiences such as foreign travel,

community volunteering, and other such activities that may indicate to an employer that the job

seeker is far more than their stereotype. If work experiences are included, list tasks performed,

duration and any responsibilities the job seeker was expected to perform. Once again, Parts II

and III of the Profile documents provide the resource for this information.

4. Credentials and Specialized Training

Some job seekers with significant disabilities will have had the opportunity to receive

specialized work training or even complete a course of study and performance that provides a

certification that recognizes their skill attainment, though this is not typical. This section lists

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any credentials that the job seeker might have such as a high school diploma, welding

certification from a vo-tech program, certified nurse assistant, or a typing accuracy certificate

from a workforce job center. The important defining characteristic for inclusion in this section

this that a recognized third party has acknowledged that the job seeker is able to perform a task

or set of tasks to a an established criteria level.

5. Recommendations

This area of the plan identifies any existing or potential recommendations that can be

included in the job seeker’s visual resume for potential employers. (The Visual Resume will be

described in detail in the next manual in this series. It is used as a tool for introducing a job

seeker to a prospective employer.) A recommendation should come from someone in an

authority position, not related to the job seeker. Unfortunately, many school and adult service

programs that assist individuals with disabilities to have work experiences and part-time jobs

neglect to ask for a letter of recommendation. For this reason, expect relatively few job seekers

to have written recommendations from former supervisors, co-workers, business owners,

principals and others. However, it is permissible following the CPE to ask a former supervisor to

write a “to whom it may concern” recommendation. It is likely that service providers and

teachers will have been reluctant to request a recommendation from an experience that ended

poorly. In these cases it may be possible to have a supervisor reflect on those aspects of the

experience that did go well as well as noting those that did not. In this way, it may be possible to

use the aspects that did not go well as a rationale for negotiating conditions for success with

potential employers. Also, some employers are reluctant to write a recommendation because

they simply do not have time. In these instances, it is appropriate to offer to write the

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recommendation for the supervisor for their approval. Be sure to request access to the

company’s letterhead and point out the best aspects of the experiences without lavishing undue

praise on the job seeker. Letters of recommendation can be copied and offered to potential

employers as “leave-behind” information following a presentation.

3. Task Lists related to Interest Areas

This component of the plan signals a turning point from an individual focus to that of

benefit to potential employers. The facilitator begins by using the job seeker’s interest areas,

prioritized by preference, as headings on multiple sheets of poster paper. Then the facilitator

asks the job seeker and other group members to compile a task list for each interest area by

referencing the strongest skills identified in the previous section and translating, as necessary

those skills into potential job tasks using employer friendly language. Start by referencing the

job seeker’s most preferred area of interest and begin developing a list of tasks that the job

seeker can perform and wants to perform.

Translation is the term of art applied to the activity of re-imaging a current skill of life

into a potential job task using business language. Current Skills refer to any work-related

performance activity that the individual can currently perform without support or with support,

as described in the Profile. Potential Tasks refer to any work-related performance activity that

the individual should reasonably be expected to perform at work, with training, supports and

accommodations as necessary, based on the current skills they now have. An example from an

actual job seeker during her CPE is as follows: Current skill of life - “Jenni opens Christmas

presents faster than anyone in her family. She takes off the bow, slides her hand between the

ends of the paper to release the tape, removes the wrapping paper and opens the box containing

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the present.” Potential work task – Opening boxes in company’s package receiving area.

Facilitators should seek to develop eight to twelve tasks for each area of work interest

identified earlier in the CPE. We have found that this range of tasks is sufficient to provide

potential employer with sufficient perspective from which to make positive decisions regarding

customized employment. For job seekers who have a large array of tasks, choose the job

seeker’s best and most enjoyable for presentations to employers and make a listing of the

remaining tasks that can be used during negotiations of a customized job description. For job

seekers with the most significant impact of disabilities, it is necessary to have at least one task to

proceed with, even if that task requires partial assistance for performance. There are examples of

successful customized employment for job seekers with as few as one job task.

A question that is often raised during the facilitation of CPEs is whether all potential job

tasks must be based on observed current skills of life. In other words, is it permissible to list

potential job tasks that are not based on a direct translation of a current life skill? The answer is

“Yes, with caution.” It is a valid form of translation to reflect that if a person can perform a

certain skill of life that they might be able to learn to do a work task that is either related by

similar performance expectations or length of time for acquisition. For an example, let’s say that

during Discovery, it was observed that Milam had the skill of life of changing the used ink

cartridge in his family’s printer with a fresh cartridge. That could easily translate 1:1 as a work

task. However, based on the facilitator’s knowledge of Milam, she might also add that he could

perform a task such as “cleaning office electronics with a can of spray air” even if she had never

seen him perform the task. The rationale is that the two tasks are in similar areas of interest and

have similar sensitivities relating to the equipment and would likely take about the same time to

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learn.

The idea that, “If he can to this task, he should be able to that task” expands the

opportunity for translation and, therefore, expands the potential task list for the job seeker. Of

course, facilitators must proceed with caution. These kinds of work tasks should never comprise

a majority of the tasks identified for presentation to potential employers. Unless the facilitator is

very confident in the potential of the job seeker to acquire new tasks and/or the skills of the

employment specialist who will provide job site supports, we recommend that no more than 10%

to 20% of job tasks be in this category.

4. Specific Employer List

The final component of the plan itself, prior to determining the Action Plan, involves the

identification of a list of specific employers who are felt by the group to meet the job seeker’s

ideal conditions of employment, fall within their interest areas, and may have tasks which match

the job seeker’s task lists. This list becomes the prospecting list used by job developers for

making employer contacts. It is of critical importance to use the person’s prioritized interests

and list of ideal conditions to guide the listing of employers. List specific employers by their

name and then identify the interest area(s) it represents as a check and balance against including

employers that do not fit the job seeker. Next, list the task numbers of the Potential Job Tasks

from Section C of the plan felt to be a fit with each employer. Facilitators should strive to

develop a list of between fifteen to twenty-five unique employers for each job seeker. Our

experiences indicate that there is a 90% chance of developing a customized job from this listing

of employers. In a conversation following the CPE, ask the individual, with family assistance, to

prioritize the order in which employers will be contacted by the job developer on their behalf.

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Prior to moving to the last component of the plan, ask the meeting participants if anyone has a

connection within each of the businesses. If so, ask if they would be willing to share their

relationship in some way for job development. The use of connections may be to provide

research information about the company, identification of the best person to contact at the

business, the use of the person’s name as a referring party or even the willingness to contact the

business on behalf of the job developer to obtain a chance for a presentation

5. Action Plan

This final aspect of the CPE may be addressed in the planning meeting itself, time

allowing, or in a smaller, post-plan meeting with the job seeker and his/her closest supporters, as

necessary. The Action Plan addresses the next steps of the process, assigning tasks to the staff

and others who have accepted the responsibility of assisting the job seeker to obtain a

customized job. MG&A has developed an Action Plan form that is included in the Appendix to

this manual. If the Action Plan needs to be developed following the CPE, it should be completed

with a week of the date of the planning meeting. The tasks to be performed, with corresponding

assignments, include:

Typing the plan information contained on the posters using the Plan template and

forwarding the results to VR or other funding agency

Assisting the job seeker to identify “go/no go” conditions of critical importance

Complete the Blueprint for Employment form (see Appendix)

Assisting the job seeker to prioritize the Specific Employer list

Responding to any “Non-related Issues” that were identified during the CPE

Setting a calendar for job development activities

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Setting a date with the job seeker to begin the development of the Visual Resume

Identifying the job developer primarily responsible for making employer contacts

Following up on getting any recommendations referenced in the plan

Contacting members who offered connections with specific employers

The Flow of the CPE

Although each planning meeting will be unique based upon the facilitator, the job seeker,

and the team members involved, the general flow of all CPEs should follow this sequence.

Estimated timeframes have been included.

1. Welcome, explain the plan and expectations (10 minutes)

Establish that the purpose of the meeting is to develop a plan for job development.

Explain how this meeting might differ from other meetings that they have

participated in.

Explain the job seeker’s role and status as the person with “trump” or veto power.

Facilitate introductions and request that all members use a name tent.

Review ground rules and post in a visible location.

Review the meeting components explaining the importance of suggestions based

on the profile documents.

2. Facilitate the “What works/ What Doesn’t” Activity (20 minutes)

3. Identify the Characteristics of an Ideal Job (30 minutes)

Conditions

Interests

Contributions

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4. Develop Task Lists for each Interest area (15 minutes)

5 Identify Specific Employers (30 minutes)

6. Complete the Action Plan (30 minutes)

Putting the Plan Results to Use

After the plan is complete and the results have been written up it is time to put the

findings to use in guiding job development efforts toward a customized job for the individual.

Perhaps the most unique feature of the CPE is that it provides a clear and effective blueprint for

customization of employment. All the information developed in the CPE should be typed into

the CPE worksheet. Additionally, the plan results in three distinct features that assist job

developers to accomplish the outcome of a customized job and forms to address this information

are provided in the Appendix to this manual:

1. The job seeker’s “Blueprint” that contains conditions, interests and contributions

2. The job seeker’s “Task Lists” for each interest area

3. A prioritized listing of “Specific Employers” upon whom job developer’s should contact

The job seeker’s “Blueprint” consists of a form (see Appendix for form and sample) that

lists the most critically important conditions for success, their strongest areas of work interest

and their best potential contributions to employers – in other words, a condensed version of the

characteristics of an ideal job. Prior to making employer contacts, job developers should fill out

the job seeker’s side of the form in consultation with the job seeker and other supporters, as

necessary. Later, during negotiations with potential employers, the “available?” side of the form

is filled out and used as a communication tool between the job developer and the job seeker. The

form uses a simple checkmark system to indicate the availability of the various characteristics.

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The Task Lists from each of the job seeker’s areas of work interest should be transferred

to the last page of the Visual Resume which will be developed following the CPE Depending

upon the type of interest area(s) a specific employer represents, that list should be used by job

developers when making contacts. If the job seeker has many potential job tasks, we recommend

focusing on the strongest 8 – 12 tasks for inclusion in the Visual Resume and to include the

remainder on a listing that can be left with potential employers.

The Specific Employer List should be transferred to the job seeker’s personal, prioritized

Employer List (See Appendix) and later placed, one at a time, on the Employer Contact List (See

Appendix) as job developers make contact with those employers. This form is critical in that it

signals the willingness of job developers to follow the job seeker’s employer list rather than

using existing contacts, new businesses or companies that are currently hiring for job

development contacts. If this last step is not followed, the entire customized process will be

placed in jeopardy.

Final Thoughts

Completing a successful CPE feels a bit like a runner might feel at the end of a grueling

distance race that qualifies him/her for a bigger event such as a marathon – fatigued but satisfied.

Like the runner, the facilitator realizes the preparation effort that was necessary to get through

this phase of the process. It is satisfying to know that an important threshold has been attained.

But like the runner in this analogy, there is the realization that there is work to be done. The next

big race is the payoff. And it’s not a matter of winning; few runners enter a marathon to win.

It’s a matter of reaching the end, the goal. And that is what will be necessary to reach the goal

of a customized job for a person with a significant disability. It will require extensive

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preparation – Discovery, Profile and Plan – to assure that the end goal is achievable. But even

though the completion of the plan will feel satisfying, it is not the end. At this point all of those

who have agreed to finish the race must re-commit to doing it right and to reaching the finish

line. At the procedural level, job developers must embrace the process, to follow the remaining

aspects of the customized process that have proven to work. This creates a potential problem in

that many job developers have their own process that works in general ways to connect job

seekers to job openings. But the hardest acceptance is likely to be at the personal level. Is the

person who takes on job development willing to follow the blueprint developed in the CPE? This

is much easier said than done. Most job developers are used to following their own relationships

and pursuing their own employers. To follow the blueprint set by the job seeker requires

rethinking of long held strategies that have worked in their own way for some, but not all job

seekers. Facilitators of Discovery and the CPE must recognize this challenge and strive to assure

the process is followed for the job seeker. We encourage you to accept this challenge and to see

it through until the completion of the long race.

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Appendix

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Questions & Answers Concerning the CPE

1. How does the CPE differ from the Discovery Meeting?

2. Who are the most critically important people for the job seeker to invite to the CPE?

3. Do the “ground rules” have to be written on a poster?

4. What is the job seeker is not able/interested in participating in the CPE?

5. What if the job seeker does not want to invite a parent, guardian or a sibling who

provides direct support?

6. What should happen if the CPE goes on too long, say past 2 ½ - 3 hours?

7. What should happen if one of the participants needs to leave the meeting early?

8. What kinds of topics should not be discussed at a CPE?

9. Who is responsible for developing the Visual Resume and coordinating with the job

developer?

10. What if a job seeker wants to hold the CPE in their home?

11. Can the facilitator/co-facilitator add suggestions to the job seeker’s plan?

12. How do we deal with sensitive information that needs to be a part of “conditions for

success”?

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Profile Planning Meeting Worksheet

Name:______________________________ Date:___________________ A. What Works What Doesn’t Work

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B. Characteristics of an Ideal Job

Name:_______________________ Date:______________________ Conditions for employment: _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ Interests for employment: _____________________________ _____________________________ _____________________________ _____________________________ Contributions to employment (personality characteristics, skills, experiences, credentials, recommendations): Personality Characteristics: _____________________________ _____________________________ _____________________________ _____________________________ Skills: (from Profile Part II, Section 5, all Headings and Part III, Section 3, Heading (c) _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________

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_____________________________ _____________________________ _____________________________ _____________________________ Experiences: _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ Credentials: _____________________________ _____________________________ _____________________________ _____________________________ Recommendations: _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ Notes:

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C. Types of Job Tasks that might fit Ideal Characteristics: Name:______________________________ Date:___________________ Interest Area: Interest Area Interest Area: 1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4. 5. 5. 5. 6. 6. 6. 7. 7. 7. 8. 8. 8. 9. 9. 9. 10. 10. 10. 11. 11. 11. 12. 12. 12. 13. 13. 13. 14. 14. 14.

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15. 15. 15.

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D. Specific Employer List Company Name Connection (initials) Interest Area

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

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17. D. Specific Employer List, continued

Company Name Contact Potential Tasks 18. 19. 20. 21. 22. 23. 24. 2 5. Notes: Names of those attending the meeting:

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Profile Planning Meeting Worksheet

Name: Sadie Jones Date: June 1, 20__ A. What Works What Doesn’t Work

Being organized Helping in child care class Doing tasks the same way each time Following written or visual schedule Reading Lists, following directions

Unorganized situations Being touched by others Having people stand behind her Working in hot settings Taking stern correction “Moody” days Losing games Stormy weather

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B. Characteristics of an Ideal Job

Name: Sadie Jones Date: June 1, 20__ Conditions for employment:

15 mile radius from home Inside, air conditioned Job has routines Natural supports available Sitting for most of work Organized workplace that uses lists for

duties

Morning hours No later than 4:00 PM 4 – 5 hours per day 3 days/week during school 5 days/week after school Mon. – Fri. /1 Sat. and

Sun. per month

Preferences for employment: Office Work _____________________________ Food Services _____________________________ Retail Services _____________________________ Contributions to employment (personality characteristics, skills, experiences, credentials, recommendations): Personality Characteristics: Very Organized: Sadie takes care of all her clothes by ironing, hanging, washing, drying

and folding without being reminded by her family Great Memory: Sadie remembers the birthdays of all family members, the meeting times

for her mom’s and dad’s business appointments and the license plate and inspection renewal for her dad’s trucks

Dry, Sharp Sense of Humor: Sadie responds to kidding by the truck drivers in her dad’s company by making jokes about their driving

Fun Loving Person: Sadie’s friends at school and her teacher say that Sadie is the first to encourage reluctant students to participate in classroom skits, singing and dancing activities

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Contributions: (See Section 5, Part II of Sadie’s Profile of Discovery Experiences: Worked on school yearbooks staff as a senior Volunteered at church child care center for three years during high school Sorts and delivers mail for all teachers at Natchez High School Assists with her mom’s catering business by preparing food, setting up meals and

cleaning up afterward Assists in the office of her dad’s trucking business filing invoices, making copies, sorting

shipping manifests Credentials: None identified Recommendations: Mr. Gibson, High School Principal

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C. Types of Job Tasks that might fit Ideal Characteristics: Name: Sadie Jones Date:___________________ Interest Area: Office work Interest Area: Food Service Interest Area: Retail Services_ 1. Shredding 1. Cold food prep 1. Folding, straightening 2. Running errands 2. Cutting, paring 2. Facing Stock 3. Delivery 3. Portioning 3. Unboxing/receiving 4. Running copier 4. Arrangement, layout 4. Shelving 5. Filing 5. Serving in café. line 5. Hanging 6. Sorting, collating 6. Stocking salad bar 6. Tagging 7. Match.checks/invoices 7. Cleaning salad bar 7. Installing/removing security 8. Stapling 8. Condiment replenish. 8. Restocking returned stock 9. Folding, sealing 9. 9. Inventory scanning 10. Light data entry 10. 10. Pricing 11. Faxing 11. 11. Light data entry 12. Backing files to CD 12. 12. 13. Labeling, shipping 13. 13. 14. 14. 14. 15. 15. 15.

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D. Potential Employers Name Connection (initials) Interest Area

1. Natchez Public Schools EJ Office 2. Natchez Regional Hospital O/F/R 3. Adams County Sheriff FJ Office 4. St. Mary’s Catholic School MW Office/Food 5. Adams Cty. Circuit Clerk EJ Office 6. Adams Cty. Tax Collector EJ Office 7. Natchez Democrat Newspaper FJ Office 8. Bluffs & Bayous Weekly Paper Office 9. 95.1 Radio EJ Office 10.B&K Bank FJ Office 11. United Mississippi Bank EJ Office 12. Co-Lin Community College MW O/F/R 13. Entergy-Callon Oil FJ Office 14. Isle of Capri Casino O/F/R 15. Caters Department Store EJ Retail/Off/ 16. Belks Department Store Retail/Off.

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17. JC Penny Department Store Retail/Off. D. Potential Employers continued

Name Contact Potential Tasks 18. Stage Clothing Store Retail/Off. 19. Shoe Department, Shoe Store Retail/Off. 20. Payless Shoes, Shoe Store Retail/Off. 21. Diane’s Frame Shop NT ? 22. Bookland Book Store Retail/Off. 23. 24. 2 5. Notes: EJ = Elaine Jones, Sadie’s Mom FJ = Fred Jones, Sadie’s Dad MW = Marian White, Sadie’s teacher NT = Nelda Thomas, Sadie’s Grandmother Attending meeting: Sadie Jones Thomas Gibson, High School Principal Diedra Williams, friend Simone Holland, Special Ed Director Paul Simmons, friend Pat Washington, VR supervisor Elaine Jones, Mother Cindy Collins, VR Counselor Nelda Thomas, Grandmother Dan Simmons, Paul’s father, observing Rebecca Tate, Aunt Mike Callahan, Facilitator Marian White, Special Ed Teacher Charlotte Guy, Co-Facilitator

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CHARACTERISTICS OF AN IDEAL JOB BLUEPRINT Job Seeker ________________________________________ Discovery Facil. ________________________________________ Job Developer ________________________________________ Employer ________________________________________ Date Job Begins ________________________________________ Available Not Avail.

Conditions: List the most critical working conditions which would be necessary for the individual’s success on a job.

1. 2. 3. 4. 5.

_________________________

____________________ ______

Interests: List the general types of work the individual most wants to do.

1. 2. 3. 4. 5.

_________________________

____________________ ______

Contributions: List the strongest perceived contributions of the individual in relation to potential employer’s needs and benefits.

1. 2. 3. 4. 5.

_________________________

____________________ ______

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