OVRS Job Development Overview Youth Transition Program Summer Academy July 2010 Cheryl Furrer, M.Ed. OVRS Job Development Program Coordinator 1

What Do Job Developers DO? Interaction with Employer  Let take a look at what Job Developers actually do before considering alternative actions you might take. Think about some key activities you do in order to secure a job for a youth. 2

4 Step Road Model Strategic Marketing Activities: A 4 Step Road Map 3

Strategic Marketing Prospecting What is it? This initial section of the road map deals with how you can find prospective employers who will talk to you about their hiring needs. Needs Analysis What is it? This section of the road map looks at how you can best communicate with employers to fully understand their needs, so that you can market directly to those needs. 4

Strategic Marketing Selling What is it?  You must present your solution to the employer in a way that answers his/her hiring needs. In this section of the road map you will see how best to influence the perceptions of the employer so that he/she clearly sees the value of your recommendations. Follow-up What is it?  These activities involve delivering on, and supporting, what you promised. Being skilled in follow-up allows you to build more employment opportunities. 5

Profiling Our Client’s Employment Barriers 1.Employability (two parts): a.Ability, the skills to do the task b.Motivation, the willingness to go to work and do the tasks involved. 2.Access: the number of employers that seriously entertain the job seeker’s application for work. 3.Credibility: the level at which employers trust the job seeker will be able to do the job as they need it done. 6

Employment Barriers Profile Summary “ A Profile” Describes people who have the ability and motivation necessary to do the job. They can access employers and are credible enough to get a job on their own. Describes people who have the ability and motivation necessary to do the job. They can access employers and are credible enough to get a job on their own. “B Profile” Describes people who have the ability and motivation necessary to do the job, but have employment barriers (such as physical disabilities). These barriers stop the employer from seeing them as viable candidates. Therefore, although these people have ability and motivation, they lack access and potential credibility and become excluded from the labor market. Describes people who have the ability and motivation necessary to do the job, but have employment barriers (such as physical disabilities). These barriers stop the employer from seeing them as viable candidates. Therefore, although these people have ability and motivation, they lack access and potential credibility and become excluded from the labor market. 7

Employment Barriers Profile Summary “ C Profile” Describes people who have limited abilities, as well as an employment barrier but who have the motivation to go to work. An employer, because of these limitations in ability, and the employment barrier would not consider these people as appropriate candidates. Therefore these people have no access or credibility and so they, too, are excluded from the labour market. Describes people who have limited abilities, as well as an employment barrier but who have the motivation to go to work. An employer, because of these limitations in ability, and the employment barrier would not consider these people as appropriate candidates. Therefore these people have no access or credibility and so they, too, are excluded from the labour market. “ D Profile” Describes people who do not have the motivation to work, even though they may or may not have the ability necessary to do the job. This person may have or may not have access and credibility dependent on their skill level and other employment barriers. While the ‘D’ profile usually refers to people who are de-motivated about working, it also is used to describe people who repeatedly lose their jobs. Describes people who do not have the motivation to work, even though they may or may not have the ability necessary to do the job. This person may have or may not have access and credibility dependent on their skill level and other employment barriers. While the ‘D’ profile usually refers to people who are de-motivated about working, it also is used to describe people who repeatedly lose their jobs. 8

Who Are You Working With? Eddie  Male  20 years old  Grade 11 education  Lives with his parents occasionally does odd jobs  Chronically unemployed  Worked very sporadically  Separated—girlfriend left him because of his drinking and not working  Not doing anything to overcome the drinking  Male  20 years old  Grade 11 education  Lives with his parents occasionally does odd jobs  Chronically unemployed  Worked very sporadically  Separated—girlfriend left him because of his drinking and not working  Not doing anything to overcome the drinking Mark  Male  20 years old  High school graduate  Lost job from lay-off twelve months ago  Was plumber’s assistant but doesn’t have any trade papers  Lives with girlfriend and one child at apartment owned by his mother  Wants to work but keeps getting turned down for people with more qualifications  Male  20 years old  High school graduate  Lost job from lay-off twelve months ago  Was plumber’s assistant but doesn’t have any trade papers  Lives with girlfriend and one child at apartment owned by his mother  Wants to work but keeps getting turned down for people with more qualifications 9

Who Are You Working With? Cindy  Female  17 years old  Grade 8 education  Worked only in subsidized workshops  Blind and physically slower since accident at 15  Has disability pension but not enough to live on  No specific work skills outside of assembly and packaging  Unmarried  Lives with parents  Wants to work  Female  17 years old  Grade 8 education  Worked only in subsidized workshops  Blind and physically slower since accident at 15  Has disability pension but not enough to live on  No specific work skills outside of assembly and packaging  Unmarried  Lives with parents  Wants to work Abby  Female  21 years old  Has worked as carpenter’s helper for many years  High school graduate  Welfare recipient for last 15 months as work in her old jobs has run out  Has two children at home ages 5 and 3  Wants to work but cannot find anyone who will take her on in construction  Female  21 years old  Has worked as carpenter’s helper for many years  High school graduate  Welfare recipient for last 15 months as work in her old jobs has run out  Has two children at home ages 5 and 3  Wants to work but cannot find anyone who will take her on in construction 10

Job Development Strategy Summary ProfileJob Development Strategy A Teach Self Marketing Job club, self directed learning, counseling B Order Taking and Job Placement Locate job and market skilled candidate to employer (some job development) {priority needs} C Job Development Get employer to identify minimum hiring needs and market motivated candidate D Cognitive Development Help candidate change motivation and attitude towards working 11

Needs Analysis Strategies “If you ask the right questions and listen closely to the answer, the customer will not tell you what to sell the but how to sell it to them.”  Learn to build a probing strategy to determine employers’ key needs.  Directing the conversation to the necessary topics  Gaining insight by opening up or expanding specific topics  Gathering the key information to offer the right solutions  Understand how to use Open and Closed Probes “If you ask the right questions and listen closely to the answer, the customer will not tell you what to sell the but how to sell it to them.”  Learn to build a probing strategy to determine employers’ key needs.  Directing the conversation to the necessary topics  Gaining insight by opening up or expanding specific topics  Gathering the key information to offer the right solutions  Understand how to use Open and Closed Probes 12

Open Probes Employer #1 Who What Where Employer #2 When Why How 13

Closed Probes 1 Employee competencies: a. b. 2 Job requirements: a. b. 3 Priority needs: a. b. 14

Exercise -Shifting Probe Types Convert the Following Open Probes to Closed Probes OpenClosed How do you get new entry-level employees for the company? What are the production skills needed for this job? What is the reporting structure on the shop floor? How much time do people spend working in this area? 15

Exercise - Shifting Probe Types Convert the Following Closed Probes to Open Probes ClosedOpen Will a new employee work both in the office and at the front desk? Will our follow up services benefit your supervisor as well? Have you used services like ours before? Is shift work required on all the jobs? 16

Exercise - Probing List My Probes 17

Business and Employment Data  Employment Department  Oregon Labor Market Information System  Quality Information, Informed Choices - Blog  Regional Information  Data Tools - Employment and Labor Force  Data Tools - Business 18

Interaction with Employer This has been a snap shot of the OVRS three-day training called Employment Outcome Professional II Training (EOP II)  This 3-day training contains OVRS methods to secure successful employment outcomes. This session ties the EOP strategies to the OVRS job placement assistance model and shows how to apply this model to job development best practices. We will have more sessions this fall and throughout next year. For more information and to register contact. DHS Learning Center: 1&strUrl= 1&strUrl= Your Resource:  Cheryl Furrer, OVRS Job Development and Program Coordinator   Thank You 19