References Recruitment and Assessment Step Two - Assessment
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Step Two - Assessment Entry Skill and Knowledge Assessment An assessment of skills and knowledge will determine if the student meets minimum standards for entry into the program. Student assessments can also provide a road map for developmental and life-skills training. Minimum entrance requirements vary from program to program. Some require high school diplomas, others a General Educational Development (GED) diploma.
Many Brownfields Job Development and Training programs have used the Test for Adult Basic Education (TABE) as a guide in establishing minimum requirements for entry into the program. However, as of September 2004, the U.S. Department of Education (DOE) removed the TABE from the approved list of tests that can be used to determine ability to benefit. The following DOE site contains a list of approved tests as well as a notice summary. (http://www2.ed.gov/legislation/FedRegister/other/2004-2/051104b.html)
You will see that American College Testing or ACT's COMPASS test, for example, is on the list, but it may not apply to all brownfields training programs since each program sets its own entry prerequisites. Programs are free to target special groups, such as disabled, chronically unemployed or underemployed. Entrance requirements should be determined on a program-by-program basis, depending upon the curriculum and type of jobs targeted.
Employers may require a high school diploma or GED as a condition of employment. If this is the case, students may need developmental education as a supplement to the Brownfields Job Development and Training program. It is not unusual for a participant to also be involved in additional education or life-skills training as part of an overall job development/training package. Again, the purpose of the skills and knowledge assessment is to establish a knowledge base and to develop a training/education plan that will result in successful job training. Carolyn Bledsoe
"We require that ALL candidates are TABE tested. They must perform at grade seven to be eligible for the program. This is required even if the participant has a college degree. This assures that all who are participating have the ability to read and understand the required materials." Sally Turner
"For the Brownfields Institute – we have similar requirements to King County but also include current driver's license or ability to get one (for our heavy equipment operators' class). If they do not have a GED or diploma, they must be enrolled in a GED program to participate in the training. Trainees must also agree to random substance testing." William Teasley
As with the application process, it is important that your Brownfields Job Development and Training program staff stay involved in the skills and knowledge assessment and, when possible, provide supplemental assessment.
To find out more about assessment tests, see the following Web sites: Physical Assessment Environmental jobs are different from other jobs in that activities associated with certain occupations require a degree of physical ability. Physical attributes are not always addressed during the standard application process since physical requirements depend upon the environmental occupation. The following are examples of physical attributes associated with brownfields environmental occupations: Stack samplers must climb tall stacks. Those afraid of heights cannot perform tasks associated with these occupations. Physical strength and ladder climbing ability are necessary. Hazardous materials workers and inspectors must enter confined spaces. Small, and sometimes underground or dark places including tanks must be inspected and cleaned. Confined space entry is a key component of many Brownfield Job Development and Training programs. Asbestos and lead workers perform activities with their arms elevated for long periods of time wearing protective clothing. Strong physical attributes and the ability to work in closed and sometimes hot or humid space are physical requirements for this occupation.
Spill response and environmental cleanup
Spill response and environmental workers operate in hot or cold spaces. Again, this demonstrates the need to address physical attributes during the application process and during the candidate interview.
The previous discussion has centered on the need for physical assessment as part of the overall student assessment process. However, you need not exclude those with physical limitations from brownfields environmental job training if those students are trained for jobs which do not require special physical abilities. Many successful Brownfields Job Development and Training programs have very diverse student populations. In fact, a Brownfields Job Development and Training program may specialize in targeted jobs filled by women or disabled veterans. Programs concentrating on Phase I assessment do not require physical attributes associated with environmental remediation. Many other environmental occupations, including data management, communications, recordkeeping, report writing, and sample analysis are completed in an office or lab and require clerical and cognitive skills, but minimal physical activities. Often the question arises regarding costs associated with physical assessment. Many brownfields job training programs have been successful in negotiating with public health agencies for the administration of applicant physicals. Explore a number of possibilities including labor, health, and social service agencies in pursuing physical assessment assistance for your training program. Click here to see an example health questionnaire. Always include a personal interview before accepting a student into your Brownfields Job Development and Training program. Your staff, already active in recruitment and assessment activities, should by this time have developed an initial impression about the candidate and his/her capabilities and attitudes. The one-on-one interview gives the candidate a chance to ask questions that have arisen during the application process. It also allows your staff the opportunity to learn about special issues, circumstances, or problems that might develop during the training and placement process. In addition to addressing specific questions, you should discuss expectations at this time. By the end of the interview process, your staff will usually have an impression regarding the candidate's attitude, determination, and ability to complete the Brownfields Job Development and Training program. Click on the links below for sample interview guidelines: Acceptance and Student Contracts Your Brownfield Job Development and Training program staff need to select a class with the highest potential for success based on available openings and the results of student applications and assessment. After acceptance, candidates should sign a training agreement, a commitment between student and trainer itemizing important covenants of the program. Student contracts or training agreements should not be dismissed as unimportant. You may need to use the contracts as a basis for dropping a student from the program who has failed to meet expectations or requirements. Inform unsuccessful candidates why their selection at this time may not be the best fit. In some cases, you may urge students to wait for an opening, reapply, or pursue another program better suited to their interests and abilities. Click here to see example student contracts.
Individual Learning Plans Individual learning plans (ILPs) provide an action plan for successful completion of the program. Also called individual training plans (ITPs) or individual education plans (IEPs), each provides an accounting of the assets each student brings to the program and the barriers he or she may face in completing his or her goal. The ultimate goal is employment in an environmental occupation. These plans are not a guarantee of employment or a promise that specific training will be provided. Under terms of EPA Brownfields Job Development and Training grants, training is limited to that associated with brownfields environmental occupations. If your students' learning plans call for additional training, you must initiate coordination with sponsoring agencies. Click here for example training agreements. Mid-Term Skills and Knowledge Assessment Mid-term skills and knowledge assessments serve two purposes. First you can use them to demonstrate and evaluate the effectiveness of training. Student assessments can show instructors where training is weak or needs enhancement. Mid-term assessments also provide an opportunity for a mid-course correction in the curriculum if specific topics need additional review. The second purpose of the mid-term assessment is to help you determine each student's status in the program and in his/her individual learning plan. Mid-term assessments can reveal the need for additional developmental training, specialized mentoring, or tutoring. They can literally save students from failure as they drift further behind in the class. Assessment reviews can take several forms, from simple surveys combined with test and quiz scores to more formalized reviews, including student one-on-one interviews. You may hold mid-term assessments more frequently as time and resources permit. Click here to view a sample mid-term survey form. Exit Skills and Knowledge Assessment Exit assessments provide a compilation of the skills and knowledge acquired during participation in the Brownfields Job Development and Training program. The exit assessment provides background information and details for job placement, and also serves another extremely important function. In cases where improper or inadequate training may result in harm to individuals, training may become the center of an investigation regarding legal or civil action. Therefore, keep careful documentation that is a representation of each student's capabilities, which verify that each student has been trained in accordance with regulations. Records for students receiving 40-hour Hazardous Waste Site Worker training, for example, must be filed to confirm that proper training was provided to every student who received a certificate. The same documentation is required for asbestos, lead, confined space, and a number of other environmentally related activities. Exit assessments provide an excellent opportunity to collect training information and results. An exit assessment may also identify potential issues your students may have after graduation. For instance, it may reveal that additional training is necessary. The exit assessment additionally provides constructive (positive and negative) criticism for overall program evaluation and improvement. To view three sample exit surveys from EPA, New Jersey Youth Corps, and the city of Toledo, Ohio, click on the link below: To view a sample exit survey from Groundwork Providence, click on the link below: To view a sample certificate of completion from Groundwork Providence, click on the link below: |
