Topic 3: What goes in the People-Centered Employment Plan?

Each heading of the People-Centered Employment Plan (PCEP) includes information directing you as to what the VR Counselor is looking for in that section. Each section should be completed in such a way as to give meaningful information so that the PCEP as a whole supports the plan for employment in a way that makes sense for that particular job seeker. Once you understand what you need to learn (PCEP topics) then you can plan discovery activities accordingly, in order to gain this information.

General Information – Who is this person?

Background information we (reader) need to know?
Family or other key relationships?
Where does this person live? Who does he/she live with?
Note other community involvement.
How is work going to improve the quality of this person’s life?
How is disability going to impact employment, what will need to be addressed?

Employment History

Include in this section any paid work, volunteer jobs, school transition jobs, or other work experiences. Consider tasks, hours, environment, people, & employer.

If a job seeker has NO past work experience, focus on tasks or chores done on a routine basis.

Be sure to address:

Jobs that worked well and why? Job that did not work well and why?

Describe what has and has not worked and WHY specific job sites worked/did not work for the person.

Be creative in finding out why jobs have/have not worked well for the person, what was it about this experience(s) that made the difference?

Interests

You are identifying the “spark.” What interests this person?
What does he/she choose to do or do well?
How does the job seeker spend his/her time?
What do other people say he/she enjoys doing?

Be sure to include how you (ES) learned about these interests. Discuss your involvement in the community with the job seeker and any creative strategies used to gain this information. You need to offer enough information to back up that this truly is a real interest of the job seeker.

Skills

What is this person good at? What skills does he/she possess?
What kind of things does he/she do regularly?

Be sure to include how you (ES) learned about these skills. Discuss your involvement in the community with the job seeker and any creative strategies used to gain this information. You need to offer enough information to back up that this truly is a real skill of the job seeker.

Job Task

Skills and interests translate into what job tasks the person can and will be able to do.
Be sure that the task matches skills and interests. Just because someone has the skill to stock shelves doesn’t mean he or she has any interest to do so.

Desired employment considerations & rationale for each

What needs to be looked for in a work environment? (lighting, noise, the pace of business, location, size, etc.)
What needs to be looked for in the culture of the workplace? (people/personalities, quality versus quantity, tight or loose on the method of how work is done, outgoing, quiet, etc.)
Preferences – what he/she would like to be in place & deal breakers – non-negotiable characteristics that must be accounted for

Need to explain these characteristics: Joe is not going to be able to work after 7:00 pm due to taking his medication at this time and the medication makes him very drowsy. His doctor has stated that a time change for this medication is non-negotiable.

Learning Style/Teaching Tools

How does this person learn best?

How do you plan to facilitate learning on the job while incorporating the people who typically teach new employees?

The ideal number of hours per week

State your opinion on an appropriate number of work hours AND how this decision was made.\

You need to present a clear idea of how many hours per week this person wants to work prior to going out to looking for a job.

Plan of Action

I. Job Possibilities – based on identified skills/interests & tasks. List name of business and type of work

List potential places of employment by name (and contact person if identified) that have the need of the skills/tasks the job seeker has to offer & that fit the preferred characteristics of a job.
List the tasks you will be looking for within that company.
This is your starting place for job development, once authorized to begin.

II. Representational Considerations

Include role of Employment Specialist. This is the area to address the plan for job development—who will make employer contacts; how will disability info be addressed, etc.
State how you are going to represent the job seeker
Discuss how the individual’s disability is going to be addressed to potential employers – what can you say? What can’t you say?
How will you describe the impact of disability in functional terms?

III. On-the-Job Supports

Role of Employment Specialist, natural supports, training supports – how typical people who train will be involved, other supports)
Explain what type of supports will be expected at the job site (examples: facilitating relationships, following natural prompts to tell time, working with small group of consistent co-workers, initial instruction using the time clock, etc)

IV. Other Support Services

Such as rehab tech, SCL, supports needed for transportation, etc.

List here any support services the job seeker has/will need that relate to him/her being successful at work (residential services, case manager, PT appointment every other week, Therapist appointment every Wednesday, etc.)
Will the job seeker need accommodation? Describe what may be needed and who may be able to help figure out the details.

V. Plan for fading

Plan for individual to be independent on the job site.
Identify needed natural supports (people, prompts, orientation, etc.)
Identify ES initial role on the job site
Plan for sharing job seeker’s learning style, suggested teaching techniques, optimal methods of communicating information, etc.

Other Important Information

Describe any other necessary information here that you didn’t feel was appropriate to place anywhere else.

Examples: criminal background, safety concerns, unique aspects of a person not listed previously, etc.

This is the ONLY section you may leave blank if you have nothing to add.

Final Sections

Signature & Contact Information

Total time spent – This DOES NOT include time spent writing the report. This is a total of all time spent doing PCJS (activities with and on behalf of job seeker.)

Addendum/Amendment/Modification (To be completed if and when needed AFTER discussing with OVR Counselor.)

This is a summary of all you have learned about the job seeker so that a plan for job development can be created. You should complete this phase having a clear idea of where you are going to look for a job, what you are looking for (tasks, culture, supervisory style, schedule, etc.), and why.

You want to understand: When is this person at their best?

Resources

Find the PCEP Activity Note from here http://www.hdi.uky.edu//wp-content/uploads/2019/01/PCEP-Activity-Note-July-2012.docx

Find the PCEP here http://www.hdi.uky.edu//wp-content/uploads/2019/01/PCEP-07-12.docx