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The 30-Day Placement Plan: A Road Map to Employment

Institute Brief 21

By:

Colleen Condon,=20
Amy=20 Gelb &=20
Joy Gould

Originally=20 published: 8/2005

Suggested audiences:

P= eople=20 with disabilities & family members &=20
D= irect=20 support professionals

Introduction

There are many steps to finding and getting the right job. This = process can=20 sometimes be challenging. Many job seekers have found that breaking the = job=20 search down into a series of small, workable tasks makes the process = much more=20 manageable. It also gives the job seeker a sense of empowerment over the = direction of the job search and a sense of accomplishment when each task = is=20 completed. One way to keep tasks in order is to create a 30-Day = Placement=20 Plan.

What Is It?

A 30-Day Placement Plan is a month-long plan geared towards finding a = job. It=20 includes tasks to be accomplished that month, due dates for each task, = and the=20 names of people who are responsible for completing those tasks. Every 30 = days=20 the plan is updated with new tasks for the upcoming month. The job = seeker, their=20 employment specialist, and anyone in their support network (for = instance,=20 family, friends, or other professionals) should all be involved in = writing and=20 implementing the plan.

In This Brief, You Will Learn To:

Break the job search process down into a series of tasks that will = lead to=20 employment=20
Develop a plan for employment that is driven by the job seeker=20
Include the job seeker's personal as well as professional support = networks=20 in the job search process

Why Write One?

Most agencies that help people with disabilities find employment = require all=20 job seekers to have some sort of a plan for finding a job. Usually this = is a=20 long-term plan that includes a general statement about what type of job = the job=20 seeker wants and some basic steps for how to accomplish that. These = plans can=20 have many different names, including Individual Service Plan, = Individual=20 Work Rehabilitation Plan, Individual Plan for Employment, and=20 Placement Plan. Typically, these plans are very broad = and can=20 sometimes focus too heavily on the services that the agency will provide = rather=20 than focusing on the action steps needed to get a job of choice. A30-Day = Placement Plan fills in these gaps.

The advantages of using a 30-Day Placement Plan for job seekers = include:

The plan keeps everyone on track and focused on the job search=20
It makes sure that tasks towards finding a job are accomplished = each week=20
The job seeker and their support network become invested in the = job search=20
Both the job seeker and employment specialist can feel a sense of=20 accomplishment each month, even if a job has not yet been found =

All job seekers should be in control of their own job search, = regardless of=20 their disability. The job seeker should drive the plan, and the process = should=20 be empowering for them.

Who Is It For?

A 30-Day Placement Plan is useful for anyone who is looking for a = job!=20 Sometimes employment specialists feel that is their responsibility to = find a job=20 for the job seekers they are working with, especially if the job seeker = has a=20 severe disability. Though it is the employment specialist's job to=20 assist people in finding employment, the job seeker = must take a=20 lot of responsibility in finding a job. It is important that the job = seeker=20 participate as much as possible and be involved in all aspects of their = job=20 search, and a 30-Day Placement Plan is one way to ensure this. The more=20 involvement the job seeker has in every aspect of their job search, the = better=20 they will feel about finding a job.

Since the majority of people find jobs through networking, writing a = 30-Day=20 Placement Plan is a team effort. The job seeker, their support network, = and=20 their employment specialist can all be involved in writing and = implementing the=20 plan. If the only people involved in the plan are the job seeker and = their=20 employment specialist, it will take much longer to find a job. The more = people=20 who are involved, the less time it will take.

This does not mean that everyone needs to participate in a formal = meeting.=20 Each time the plan is updated, the job seeker can suggest certain people = who may=20 be able to help accomplish those tasks outlined for that month. For = example, a=20 job seeker might ask a sibling to help write a resume or drive them = around their=20 neighborhood to see what types of businesses are in their area.

30-Day Placement Plans and the Customized Employment Process

Workforce and disability professionals are beginning to use a set of=20 strategies called Customized Employment. This process=20 individualizes the employment relationship between job seekers and = employers to=20 meet the needs of both by matching a job seeker's strengths with an = employer's=20 needs. A 30-Day Placement Plan can be used as a Customized Employment = technique=20 to promote independence and help job seekers find a job they want. It is = a good=20 tool to use as it creates action steps and tracks progress along the = way. For=20 more information on Customized Employment, check out the resources from = the=20 National Center on Workforce and Disability/Adult at http://www.onestops.info/. =

When Do You Do It?

It is good to write a 30-Day Placement Plan during the first few = meetings=20 between an employment specialist and a job seeker so the expectation of = a team=20 effort is in place from the start. The plan can be updated as often as=20 necessary, but at a minimum it needs to be updated every 30 days until = the job=20 seeker has settled into their new position. Even after a job seeker = starts a=20 job, it is important to write at least one more 30-Day Placement Plan to = make=20 sure that the transition to the new position goes smoothly. Some people = will=20 need ongoing support on the job, and updating the plan each month will = help to=20 track those needs.

How Do You Write One?

It is important to set both short- and long-term goals within the = 30-Day=20 Placement Plan. Before writing the actual plan, a long-term career goal = should=20 be written at the top of the page so it is clear to everyone what the = job seeker=20 is striving for. Additionally, the job seeker's skills and strengths = related to=20 employment should be described at the top of the page. The job seeker = and=20 employment specialist should then discuss the overall goals and smaller = tasks,=20 and set time frames to complete these steps.

Step 1

The first step in writing the plan is coming up with = a=20 list of tasks to be completed. Every plan will have = different=20 tasks that need to be completed each month depending on where the job = seeker is=20 in the job search process. For example, if the job seeker is unclear = about their=20 career interests and desires, developing steps to help them identify a = career=20 goal is very useful. The job seeker and employment specialist can work = together=20 on exploring career options, going on informational interviews, using = interest=20 inventories, looking on the internet, job shadowing, undertaking = situational=20 assessments, and researching career opportunities, all of which can be = tasks on=20 their plan.

In all cases, these tasks need to be:

Things that can be completed within the 30-day timeframe=20
Very specific, so everyone knows exactly what they have to do=20
Divided out among the job seeker, employment specialist, and = others=20
Measurable, so that it is clear whether or not they have been = achieved=20

Step 2

The second step in writing the plan is assigning a=20 person who will be responsible for each task. It is = important=20 that the job seeker be responsible for completing some tasks each month, = no=20 matter how severe their disability. The job seeker may need to do these = tasks=20 with the support of others and should choose someone-not always the = employment=20 specialist-to work on the tasks with them. It is important that the = employment=20 specialist not be the only person helping the job seeker.

The job seeker's network should be used to support them in the job = search=20 process. The employment specialist should act as a guide to steer the = process=20 and help the team come up with action steps that can be accomplished = within the=20 30-day time frame. Everyone on the team should be assigned an action = item. Two=20 or more people may be involved in completing many tasks; in these cases, = choose=20 a primary person to be responsible and then include the additional names = on the=20 form.

Step 3

The third step in writing the plan is establishing a = due date for each task. At the very least, you will = want to=20 have one task due each week. Make sure that everyone agrees on the = amount of=20 time necessary to complete the task and the due date. A very important = step that=20 can be easily overlooked is to follow up on the tasks once the due date = has=20 arrived. If you set due dates without following up, then those tasks = might not=20 get accomplished.

Step 4

The last step is to have everyone sign the=20 plan and then take a copy of it. Having people = sign=20 the plan can help them take the plan seriously. It is also a chance to = make sure=20 that everyone really understands what they need to do that month. It can = be=20 helpful for some job seekers to highlight their tasks so it will be = easier for=20 them to track what they need to accomplish. Also, the employment = specialist may=20 need to work with the job seeker to break down the task and write = smaller action=20 steps in their date book. For example, if a job seeker needs to make = four phone=20 calls in a week, the employment specialist may break it down to one = phone call=20 per day so it is not overwhelming.

Tasks Job Seekers Can Do

Bring in a copy of their local paper when meeting with their = employment=20 specialist=20
Talk to friends and family members about their careers=20
Bring in a list of jobs they have done in order to write a resume=20
Cut out five ads from the help wanted section that look = interesting to=20 them=20
Pick up job applications at places they would like to work=20
Research a company on the internet=20
Make a list of three to five references=20
Call people they listed as references to ask if they would be = willing to=20 be a reference=20
Give copies of their resume to people who are acting as references = for=20 them=20
Call three employers that they are interested in working for=20
Talk to friends and family members about their ideas for jobs=20
Take pictures of places in their community they might like to work = using a=20 disposable camera=20
Take a tour of a business in a field they are interested in = working in=20
Go on an informational interview=20
Make a list of questions to ask on an interview

Tasks Employment Specialists Can Do

Contact employers they already have relationships with on behalf = of the=20 job seeker=20
Call the job seeker's references to see what they will say to an = employer=20
Update the job seeker's resume=20
Help the job seeker create a cover letter and resume=20
Assist the job seeker to identify specific employers to target=20
Keep the team on track with each action item

Tasks Other Support People Can Do

Contact people in their network who work in the field that = interests the=20 job seeker=20
Proofread the job seeker's resume=20
Assist the job seeker in reading job postings, internet employment = sites,=20 etc.=20
Use their own connections to network on behalf of the job seeker=20
Assist the job seeker in identifying businesses in the job = seeker's=20 neighborhood=20
Practice interview skills with the job seeker

Case Study: Chris

(Plan 1: Career Exploration)

Chris is a 28-year-old man with cerebral palsy who uses a motorized=20 wheelchair. He has difficulty expressing himself quickly and at times = can be=20 difficult to understand. Chris loves sports and has held several = volunteer=20 coaching positions. When he began working with his employment = specialist, Sue,=20 his first goal was to receive a paid part-time job as an assistant coach = in=20 baseball, football, or soccer. Chris and Sue were not sure what types of = opportunities were available in this area, so they made a 30-Day = Placement Plan=20 to research it.

Job Seeker: Chris
Plan Dates: = 2/1/04 -=20 3/1/04
Job Goal: Part-time assistant coach=20 (paid).
Skills and Strengths: Loves sports; very=20 knowledgeable about rules of baseball, football, and soccer; very = social; great=20 around children and teens.

Person Responsible	Task	Due Date
Chris (with help/input from parents)	Make a list of the schools in Chris's neighborhood that he could = get=20 to and any contacts he has there.	2/8
Sue and Chris	Call people on the list that Chris develops to see if they ever = hire=20 paid assistant coaches (not necessarily to hire Chris, but just to = see if=20 the positions even exist).	2/15
Sue	Contact local colleges to see what types of jobs they hire for = in the=20 athletic departments.	2/21
Matt (Chris's brother)	Talk to football, soccer, and baseball coaches at his school = about=20 assistant coach positions and let Chris know the results.	2/21

Case Study: Chris

(Plan 2: Employer Outreach)

After contacting many schools, Chris and Sue found out that most did = not have=20 funding available to pay for an assistant coach and those that did had = very high=20 requirements for the position. One school only hired assistant coaches = who were=20 currently enrolled in a graduate program at the school, and another had = a policy=20 of only hiring former players.

Sue started to talk to Chris about other avenues for employment, and = asked=20 him specifically what he liked about being an assistant coach. He said = that he=20 enjoyed all team sports, interacting with people, and giving advice and=20 assistance. Together they generated a list of employers that = incorporated the=20 aspects he liked about coaching (e.g., YMCAs, Boys and Girls Clubs, = after-school=20 programs, camps, gyms) and decided that a job at the front desk or = working with=20 people around athletic pursuits would be great. Together they devised a = plan to=20 look for employment in these areas.

Job Seeker: Chris
Plan Dates: = 3/1/04 -=20 4/1/04
Job Goal: Front desk at sports-related = company or a=20 job working with people around athletic pursuits.
Skills and=20 Strengths: Loves sports; very knowledgeable about rules of = baseball and=20 football; very social; great around children and teens; likes to give = advice.=20

Person Responsible	Task	Due Date
Chris (with help/input from parents)	Make a list of the health clubs, after-school programs and=20 sports-related businesses in Chris's neighborhood that he could = get to,=20 and any contacts he knows there.	3/7
Matt (Chris's brother)	Get the name and phone number of the manager of the health club = he=20 belongs to and information on the YMCA where he plays = basketball.	3/10
Chris and Sue	Call the people on the list that Chris develops and the contacts = that=20 Matt gives Chris.	3/14
Chris (with either Sue or other support person)	Visit four places where Chris is interested in working and see = if they=20 are accessible for him.	3/21
Sue	Re-contact some of the athletic departments she talked to the = previous=20 month to set up an informational interview for Chris.	3/21

Case Study: Jane

Jane is a 45-year-old woman with a diagnosis of schizophrenia and a=20 developmental disability. After working in a local supermarket as a = bagger and=20 cart retriever for eight years, she wanted work that would be more = interesting=20 and less physical. So she got back in touch with her employment = specialist,=20 Emily. Together, Emily and Jane came up with several work possibilities, = such as=20 a job in customer service or at a veterinary hospital. Since Jane wanted = to be=20 as independent as possible with her job search, Emily suggested that it = might be=20 helpful for Jane to visit her local One-Stop Career Center. They looked = on the=20 internet at http://www.servicelocator.org/ and=20 found the One-Stop closest to Jane's home. They also put together a = 30-Day=20 Placement Plan for Jane that outlined some concrete tasks they could do = that=20 month towards finding a new job.

Job Seeker: Jane
Plan Dates: = 2/1/04 -=20 3/1/04
Job Goal: Customer service or veterinary=20 assistant.
Skills and Strengths: Loves animals, = particularly=20 cats; likes to assist customers; friendly; experienced in caring for her = own=20 cat.

Person Responsible	Task	Due Date
Jane and Emily	Visit the local One-Stop Career Center and attend an = orientation.	2/2
Jane and One-Stop staff	Attend resume development class at the One-Stop.	2/9
Jane and Emily	Start updating resume and put it on the computer.	2/15
Emily	Contact local veterinarians about what types of job openings = they=20 typically have.	2/17
Jane	Contact Jane's cat's veterinarian to learn more about possible=20 openings at the clinic.	2/17
Jane's friend and Jane	Write cover letter to veterinarian that Jane knows.	2/21
Jane	Hand-deliver resume and cover letter to Jane's = veterinarian.	2/23
Jane and One-Stop	Attend interviewing workshop at One-Stop to get practice and=20 feedback.	3/1

Download a blank 30-Day Placement Plan (PDF/Word)

Conclusion

By breaking the job search into a series of small steps, a 30-Day = Placement=20 Plan makes finding a job much more manageable. It also creates a = team-based=20 approach that supports the job seeker while keeping them in charge of = their own=20 career goals. Finally, it creates a tool for tracking progress in the = job search=20 process.

Resources-Where to Go from Here

Career Development and Job Search Books

Your Job Search Journal. Massachusetts One-Stop Career Centers, = http://www.etrcc.com/ form 1799CC, = revised=20 2003.=20
Demystifying Job Development: Field-Based Approaches to Job = Development=20 for People with Disabilities. David Hoff, Cecilia Gandolfo, Marty = Gold,=20 & Melanie Jordan. 2000, TRN, Inc.=20
What Color Is Your Parachute: A Practical Manual for Job-Hunters = &=20 Career-Changers. Richard N. Bolles, 2002, Ten Speed Press. Updated = annually.=20
Job Search Handbook for People with Disabilities. Dr. Daniel = J. Ryan.=20 2000, Jist Publishing.=20
What Should I Do with My Life? The True Story of People Who = Answered the=20 Ultimate Question. Po Bronson. 2003, Simon & Schuster. =

ICI Publications, Available at http://www.communityinclusion= .org/

Starting with Me: A Guide to Person-Centered Planning for Job = Seekers.=20 Tools for Inclusion, July 2002, Order #TO14.=20
Networking: A Consumer Guide to an Effective Job Search. Tools = for=20 Inclusion, January 1999, Order #TO7.=20
More Than Just a Job: Person-Centered Career Planning. = Institute=20 Brief, Oct. 2003, Order #IB16.

Acknowledgements

The authors would like to thank the following people for their = contributions:=20 Jimmy Cawley, Ashley Sandland, Richard Bent, and Danielle Dreilinger. =

For more information, contact:

Publications Office
Institute for Community=20 Inclusion
UMass Boston
100 Morrissey Blvd.
Boston,=20 Massachusetts 02125
617.287.4300 (voice)
617.287.4350 (TTY)
ici@umb.edu

This publication was funded by a grant from the Rehabilitation = Service=20 Administration of the U.S. Department of Education (grant #H235M010131). = The=20 opinions contained in this publication are those of the grantees and do = not=20 necessarily reflect those of the U.S. Department of Education. =

Copyright=20 1992-2008, Institute for Community Inclusion (ICI). ICI is affiliated = with the=20 University of Massachusetts Boston and Children's Hospital Boston. = Permission to=20 use, copy, and distribute all documents on this site, in whole or in = part, for=20 non-commercial use and without fee, is hereby granted provided that = appropriate=20 credit to the Institute for Community Inclusion be included in all = copies.=20 Alternate formats are available upon = request.

The 30-Day Placement Plan: A Road Map to Employment

Institute Brief 21

Introduction

What Is It?

In This Brief, You Will Learn To:

Why Write One?

Who Is It For?

30-Day Placement Plans and the Customized Employment Process

When Do You Do It?

How Do You Write One?

Step 1

Step 2

Step 3

Step 4

Tasks Job Seekers Can Do

Tasks Employment Specialists Can Do

Tasks Other Support People Can Do

Case Study: Chris

(Plan 1: Career Exploration)

Case Study: Chris

(Plan 2: Employer Outreach)

Case Study: Jane

Download a blank 30-Day Placement Plan (PDF/Word)

Conclusion

Resources-Where to Go from Here

Career Development and Job Search Books

ICI Publications, Available at http://www.communityinclusion= .org/

Acknowledgements

For more information, contact:

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