CUSTOMIZED EMPLOYMENT PERSONNEL CERTIFICATION CURRICULUM...

CENTER FOR SOCIAL CAPITAL/ GRIFFIN-HAMMIS ASSOCIATE’S

CUSTOMIZED EMPLOYMENT PERSONNEL CERTIFICATION CURRICULUM GUIDE

IN COLLABORATION WITH THE ASSOCIATION OF COMMUNITY REHABILITATION

EDUCATORS (ACRE)

CRCS ALSO AVAILABLE

GRIFFIN-HAMMIS ASSOCIATES COPYRIGHT 2010, 2014, 2015 GRIFFIN-HAMMIS ASSOCIATES; GRAPHIC COURTESY OF ODEP/DOL

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Developed by Griffin-Hammis Associates; Approved by ACRE

PURPOSE: The CE Program is designed to create and sustain capacity for quality Customized Employment by providing competency-based training to personnel and stakeholders of community rehabilitation programs (CRPs).

PROCESS: A series of classroom CE topics is presented introducing the critical elements of both wage and self-employment, significantly improving employment development performance capabilities of community rehabilitation programs (CRPs). Pre and post testing and classroom participation will be used to determine certification as a qualified CE Specialist.

COURSE DESCRIPTIONS:

1. CUSTOMIZED EMPLOYMENT & DISCOVERY. This 2-day session quickly traces the development and evolution of Supported Employment; explores the key disability legislation impacting people with disabilities; explains the interaction of various systems’ policies (i.e. Vocational Rehabilitation, Medicaid, DD, Mental Health, Workforce Investment, SSA, etc.) and funding avenues related to community employment. The main thrust of this session is defining CE in functional terms through the exploration of wage and small business examples drawn from across the United States, showcasing the CE process, understanding the guiding values of community participation, amalgamation of funding, best-practices in rehabilitation and job development techniques, and staff, family & consumer roles.

The assessment process of Discovery is introduced as the foundation of career planning. Key to the class will be: structuring the process; how to begin; selecting environments & activities for assessment; use of on-the-job training and work trials; referral to other agencies for assistance; the CE team design; family and consumer roles and responsibilities; creating a sense of urgency; developing a vocational profile.

Preparatory reading: The Job Developer’s Handbook. Chapters 1 & 2; The British Columbia CE Curriculum Discovering Personal Genius Chapter.

Learning Objectives:

1. Understand and articulate the evolution of community-based services and the importance of employment as an adult role in society.

2. Understand and articulate the importance of functional assessment in developing a foundation for employment.

3. Understand and articulate the process for determining the Ideal Conditions of Employment.

2. SYSTEMATIC INSTRUCTION AND NATURAL SUPPORTS. This 2-day session combines lecture and hands-on practice of errorless learning strategies used to teach people

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complex tasks. Participants will tour local businesses to perform job analysis reviews. Systematic Instruction is crucial to developing creative employment and business strategies, to using natural workplace supports, to facilitating co-worker mentoring, and to reducing stigma and job loss. Critical elements taught include: designing Typical Person Inventories (TPI), prompt hierarchies, task analysis, job analysis, reward strategies, topographic and functional correctness, the role of corporate culture, et al. The host organization will be asked to identify local businesses and also to arrange for 6 to 8 consumers for Day-2 afternoon SI classroom practice.

Preparatory reading: The Job Developer’s Handbook. Chapter 3; The British Columbia CE Curriculum Chapter on Systematic Instruction; Griffin-Hammis Associates’ Guide to Supported Employment.


1. Understand and articulate the need for reducing cue dependence when teaching.

2. Understand and articulate the process used to design and implement a TPI.

3. Understand and articulate the identification, facilitation, and importance of natural worksite supports.

3. CUSTOMIZED JOB DEVELOPMENT. This session builds on Discovery and the vocational profile to create a plan for identifying the ideal conditions of employment. A thoughtful process is used that generates employment ideas through the use of a CE Team, creating a prospecting list of at least 20 employers. The processes of connecting to employers, job creation- and carving, resource ownership, on-the-job training/tryouts, developing funding strategies, and interest-based negotiation are covered. Because Job Development exploration also is used to generate business-to-business entrepreneurial ideas, a portion of the class will be spent on generating business ideas.

Preparatory reading: The Job Developer’s Handbook. Chapter 4; The British Columbia CE Curriculum Chapter on Job Development.


1. Understand and articulate that there are unlimited ways to make a living in this world.

2. Understand and articulate that jobs are created by profits.

3. Understand and articulate the role negotiation plays in job development.

4. Understand and articulate the how CE job development differs from traditional placement approaches.

4. SOCIAL SECURITY WORK INCENTIVES. This 2-day session presents a functional overview of SSA and Medicaid benefits, and the most commonly utilized work incentives, including: Plans for Achieving Self Support (PASS), Impairment Related Work Expenses (IRWE), Property Essential to Self Support (PESS), 1619a & b, etc. Participants will learn how to do basic calculations regarding the impact of wages and

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self employment net earnings on cash benefit checks, calculate Trial Work Period Months, and generate a budget for a proposed PASS Plan. Participants will also be introduced to both on-line resources (e.g. DB101.org; Passplan.org) and local Work Incentives Coordinators.

Preparatory reading: The Job Developer’s Handbook. Chapter 9.


1. Understand and articulate the major differences between SSI and SSDI.

2. Understand and articulate when and how a PASS should be used.

3. Learn the location of the nearest benefits planner.

5. BUSINESS IDEA DEVELOPMENT AND FEASIBILITY TESTING; MARKETING AND SALES ESSENTIALS. This session continues to build on information from Discovery and community employment exploration, linked with the information from the benefits analysis especially regarding the availability of potential PASS funding. Using the vocational profile and the Ideal Conditions of Employment, business ideas will be generated that match the individual consumer’s interests, skills, and talents. Teams will work together designing preliminary methods of testing the business ideas. Typical testing methods include: selling retail items at a local market; soliciting retailers; posting items on Ebay; using various data collection methods including surveys of potential customers. Each working team of classroom participants will select a business idea and will design feasibility plans using at least two testing methods. At least one method will be field-tested during class time, in the community.

The second part of this 2-day session concentrates on marketing theory for small business and introduces resources such as the Micromarketing Primer for use in the Quick Launch Business Plan session, and for planning with consumers. An overview of sales and promotional techniques for low-budget startups is also covered.

Preparatory reading: Making Self-Employment Work. Chapter 3.


1. Understand and articulate the various methods of business idea testing.

2. Understand and articulate how testing provides a foundation to the business plan.

3. Understand and articulate how testing provides a rationale for business financing (e.g. Vocational rehabilitation, DD, loans, PASS, family investment).

4. Understand and articulate the difference between advertising and listing in small business promotional approaches.

5. Understand and articulate the linkage of sales projections with sales strategy and production scheduling.

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6. QUICK LAUNCH: UNDERSTANDING AND WRITING MICROENTERPRISE PLANS. This highly structured seminar requires teams of 3 to 5 participants (each team should have at least one laptop or desktop computer with MS Excel and Word, and with access to a printer and the internet) to work together crafting the major elements of a business plan including: business purpose and goals; marketing and promotion plan; development of the customer profile; sales projections; budget; breakeven analyses; and cash flow statements. Each business plan section will be introduced and explained, and templates will be provided to assist the teams in crafting their plan.

Preparatory reading: Making Self-Employment Work. Chapter 4.


1. Understand and articulate the critical parts of a business plan.

2. Understand and articulate how sales/production relates to profitability.

3. Understand and articulate how small businesses promote their products or services.

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Pre-Post Test

Name Affiliation/Agency Date e-mail address

1. Customized Employment (CE) is designed to address the barriers associated with traditional methods of getting a job. To do this, CE includes which of these elements:

a. Job Carving

b. Representational Portfolios or Picture Books

c. Interest-based Negotiation

d. Self-Employment

e. Job Coaching

f. All of the Above

g. None of the Above

2. Discovery is a method of assessment that:

a. Uses psychometric testing to determine employability

b. Combines IQ scores with previous work history to produce an array of job choices

c. Answers the question, “Who is this person?”

d. Answers the question: “What is the best job for this person?”

3. Systematic Instruction refers to a process of teaching that:

a. Is designed around what the consumer finds interesting or valuable

b. Uses many verbal reminders to keep the consumer on task

c. Relies on extrinsic reward to motivate the consumer

4. Customized job development typically involves:

a. Performing a thorough labor market analysis

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b. Regularly searching the Want Ads and visiting the local Workforce Center for job leads

c. Seeks out the ideal conditions of employment for the person

d. Joining the Chamber of Commerce

5. A PASS can help an individual:

a. Pay for tools for a job

b. Pay for transportation to a job

c. Pay college tuition

d. Fund a business

e. None of the above

f. All of the above

6. Often the best way to test the feasibility of a business is to:

a. Sell a few products or deliver the service a few times

b. Look for earnings data of similar businesses on the Internet

c. Businesses fail at a rate of 85% so why open a business?

d. Write a business plan

7. Vocational Rehabilitation cannot fund a business proposed by someone who does not read or write:

a. True

b. False

8. There is a high degree of liability involved with:

a. People with disabilities working in businesses

b. People with disabilities owning businesses

c. People with disabilities working in their family’s business

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d. Agencies promoting the hiring of people with disabilities

e. None of the above

f. All of the above

9. The $2000 resource limit for people receiving SSI and Medicaid does not apply, and they can have unlimited resources, if they keep their money in their small business checking account.

a. True

b. False

10. The term “Intersecting Tasks” on a job site refers to:

a. Tasks that are taught together as one process

b. An opportunity for co-workers to perform a task together

c. A situation where co-workers may collide while working

d. A potentially confusing situation where too many tasks are performed at once

Score: Pre: ______

Post: ______

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SUGGESTED READING

Becker, D. & Drake, R. (2003). A working life for people with severe mental illness. NY: Oxford University Press.

Callahan, M. & Garner, B. (1997). Keys to the Workplace: Skills and Supports for People with Disabilities. Baltimore: Brookes Publishing.

Collins, J. (2001). Good to Great: Why some companies make the leap…and others don’t. NY: Harper Collins.

Condon, E. & Brown, K. (2005). It takes a village (or at least several partners) to Transition a Student from School to Work. Missoula, MT: Rural Institute/University of Montana. Friedman, T.L. (2005). The World is Flat: A brief history of the twenty-first century. NY: Farrar, Straus & Giroux.

Gladwell, M. (2000). The Tipping Point: How little things can make a big difference. NY: Little, Brown & Company. Griffin, C.C. (1999). Working Better, Working Smarter: Building Responsive Rehabilitation Programs. St. Augustine, FL: TRN, Inc.

Griffin, C.C., Brooks-Lane, N., Hammis, D., & Crandell, D. (2007). Self-Employment: Owning the American Dream. In Wehman, Paul, et al. Real Work for Real Pay. Baltimore: Brookes Publishing

Griffin, C.C. & Hammis, D. (2003). Making Self Employment work for people with disabilities. Baltimore: Brookes Publishing.

Griffin, C.C., Hammis, D. & Geary, T. (2007). The Job Developer’s Handbook: Practical tactics for customized employment. Baltimore: Brookes Publishing.

Hagner, D. (2000). Coffee breaks and Birthday cakes: Evaluating workplace cultures to develop natural supports for employees with disabilities. St. Augustine: TRN press.

Hammis, D. & Griffin, C.C. (2002). Social Security Considerations for Entrepreneurs with Significant Disabilities. Florence, MT: Griffin-Hammis Associates, LLC.

Kohn, A. (1993). Punished by rewards. NY: Houghton Mifflin Company.

Leucking, R., Fabian, E., & Tilson, G. (2004). Working Relationships: Creating career opportunities for job seekers with disabilities through employer partnerships. Baltimore: Brookes Publishing.

Nerney, T. (2004). Lost lives: Why we need a new approach to quality. Ann Arbor, MI: The Center for Self-Determination.

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O'Brien, D., Ford, L., & Malloy, J. (2005). Person centered funding: Using vouchers and personal budgets to support recovery and employment for people with psychiatric disabilities. Journal of Vocational Rehabilitation, 23(2), 71-79.

Putnam, R. (2000). Bowling Alone: The collapse and revival of American community. NY: Simon & Schuster.

Scholtes, P. (1988). The Team Handbook: How to Use Teams to Improve Quality. Madison, WI: Joiner Associates.

Shapiro, J. (1993). No Pity: People with Disabilities Forging a New Civil Rights Movement. NY: Times Books.

Sirolli, E. (1999). Ripples from the Zambezi. Gabriola Island, British Columbia: New Society Publishers.

U.S. Department of Labor, (1998). Workforce Investment Act (WIA), PL 105-220, 29 U.S.C. SS 2801 et seq.

Wycoff, J. (1995). Transformation Thinking. NY: Berkley Books

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Draft Content Training Agendas

Note: Training sign in begins at 8:30 am for each session; there will be morning and afternoon breaks of 15 minutes; and lunch on your own (1 to 1.5 hours). Plan to perform a community-based team exercise during lunch for each session.

Session One: Customized Employment & Discovery Introduction Exercise

Housekeeping Agenda & Course Review Introduction to Customized Employment (CE) Policy Practice Funding Sample Case Studies (Video and Slides) Related Systems

Blended Funding Medicaid, SSA, Medicare, Vocational rehabilitation, Workforce Investment Act, Schools, IDAs, et al.

Discovering Personal Genius Discovery Exercise Person-Centered Formats Hanging Out with Intent (HOWI) Assistance Not Assessment Labor Market & Assessment Issues in CE Negative impact of competitive/comparative Systems Economic Development Approach to Job Development Predictive Validity of Vocational Evaluation Finding the Ideal Conditions of Employment Outline of Customized Employment Job Development Approaches

Overview Job Carving & Creation Self-Employment as a CE Approach Self-Employment Folklore Self Employment Process Overview Self-Employment Case Studies (Video & Slides) Wrap-up & Adjourn Day One

Discovery and Personal Genius Vocational Assessment

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Predictive Vs Ecological Validity Person-Centered Approaches (Personal Futures, MAPS, etc.) Evaluation & Funding Approaches Essentials of Discovery Conversation Vs Interrogation (Exercise) Discovery begins at home Social Capital and the Neighborhood Observation Principles Role of the family Developing the Plan of Discovery Work try-outs/Experience Typical Person Inventories Team-based Planning Skills, Teachable tasks, Interests, Preferences Discovery Concerns What gets you out of bed in the morning? When & Where are you in flow? Who knows you best? Recognized strengths & talents? Best strategies for support? Timelines 10 to 50 hours over 6 weeks Interruptions Team functions Discovery Action Items & Timelines CE Management Plan Capturing information Vocational Profile or CE Plan forms Recommendations for Employment Not thinking in Job Descriptions The Rule of Three The List of Twenty Wrap up & Adjourn Day 2

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Session Two: Systematic Instruction (SI), Job Analysis & Natural Supports

Overview of Instructional Strategies Video Review: Try Another Way (Marc Gold video) Instruction Vs. Incompetence in the Community SI & Job Retention Role of Employment Specialist in Job Site Systematic Instruction Essentials & Definitions Ecological Validity Topographic Vs Functional Correctness Whole Task Teaching Task Clusters

Forward Chaining Backward Chaining Teaching in Silence

Prompt Hierarchies Verbal, Gestural, Physical, Modeling

Direct/Indirect SI in the Workplace Job Analysis Core & Episodic work tasks Culture of the Company Work-related issues Using the Job Analysis Record Exercise: Community Employment Job Analysis Wrap up & Adjourn Day One

Systematic Instruction Teach-back: Community Employment Job Analysis Reports Typical Person Inventories

Application during Discovery, Job Analysis, Teaching refinement and collaboration with residential and school programs Exercise: Going to the Movies

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Task Analysis TA as a teaching tool TA for monitoring worksite performance Critical SI Concerns Reward Strategies: Intrinsic Motivation The Task is the Reward Breaking Cue Dependence Teaching Complex Tasks Introduction to Bendix Coaster Brake Name the Parts Observation of Assembly Practice Assembly Task Analysis Test Task Analysis by Teaching Brake Assembly (afternoon exercise) Learn task in teams of 2 Observe SI by instructor Teams teach consumers Wrap up & adjourn Day 2.

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Session Three: Customized Job Development

Introduction Exercise: 6 Degrees of Separation Networking & Social Capital

Values of Community Employment The Myth of the Labor Market Mission Drives Accomplishment The Values of Customized Employment: Zero Exclusion, Partial Participation, Interdependence, Self-Determination, Contribution

Customized Employment Examples: Slides & Video Wage Employment Job Creation Resource Ownership Job Analysis Review & It’s relationship to Job Development

Core Episodic Work Related Cultural Components of a Job Forms & Processes

Lunch & Activity: Tour and Analysis of Local Businesses (Teams of 5) 1.5 Hours Job Analysis Reports Resource Ownership & Person-Directed Job Creation

Exploitability Blended Funding (DD, MH, VR. SSA. Schools, et al.) Pitfalls and Opportunities

Work Experience Options & Obstacles Volunteering, Community Services, or Work: Definitions

Paid Work Experience Informational Interviews Arranging Work Experience DOL Regulations/Fair Labor Standards Act Building the Portfolio & Resume

Warp up & adjourn Day One Big Sign Syndrome

Getting Behind the Front Counter

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Backoffice operations Small Business is hiring Iceberg Effect

Negotiation & Influence in Employment Development

Interest-Based Vs Positional Negotiation Team Review: Change Cycle; Problem Solving Pyramid Big Win/little win Smooth Listening Relationship Selling/Influence Action Planning Handling Employer Objections

Job Creation & Job Carving

Partial Participation Intersecting Tasks and Long-Term Natural Support Worksite Inventories (Botanical Gardens, Welding Shop, etc.) Video review & discussion: Kip; Keith, Ti, Rona, Joe and others Strategies for getting Beyond the Job Description

Lunch & Activity: Tour and Analysis of Local Businesses (Teams of 5) Designing Job Carves – 1.5 Hours Job Carving Reports Community Image & Customer Service

Sales and Marketing Background 18 Sales Principles Video: Examples of Sales, Job Development, Image

Job Design Strategies in Customized Employment:

Cold Calls Vs Warm Calls Leave Behinds: Portfolios, Picture Books & Fact Sheets Disclosure & Resumes Closing

Natural Supports & Other Customized Employment Concepts

The Mark Twain Model Essential Components of Natural Supports Video review & Team discussion

Active Employer Councils Core Activities Sample Agendas Employer Engagement Wrap up & adjourn Day Two

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Session Four: Social Security Work Incentives

Maximizing Employment Opportunities through use of Work Incentives Living outside the Benefits Box: Old vs. New

Example of an Individual working outside the box (Glenn) Activity: Quiz—for each statement identify if it’s the old way of thinking or the new way of thinking.

Simple steps for incorporating the use of work incentives Examples of programs utilizing work incentives Activity: Self-Assessment—have each participant go through list of steps they can take to utilize work incentives and identify what they are currently doing and what they aren’t currently doing. Come back to list at end of training and have them write in action steps.

Social Security Disability Insurance (Title II):

Basics of Social Security Disability Insurance Benefits Case Study/Exercise to identify eligibility

Phase I--Trial Work Period Case Study/Exercise calculating use of TWP


Phase II—Extended Period of Eligibility Substantial Gainful Activity Test and Countable Earned Income Impairment Related Work Expenses Subsidy Special Considerations Unincurred Business Expenses How to work with SSA to request each work incentive Case Study/Exercise calculating EPE, countable income, and check eligibility


Phase III—Beyond EPE & Expedited Reinstatement How to work with SSA to request ExR or Initial Application Case Study/Exercise applying Expedited Reinstatement

Medicare: Basics of Medicare Part A, B, C & D Eligibility and Work Incentives that Maintain Eligibility Part B Financial Assistance: Medicare Savings Programs (MSP) Part D Financial Assistance: Low Income Subsidy Program (LIS) Impact of Work on Financial Assistance Programs

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Case Study/Exercise calculating change to Medicare, MSP and LIS

Wrap up & adjourn Day One Supplemental Security Income-SSI (Title XVI):

Basics of SSI Cash Benefit Resource Test & Work Related Resource Exclusions:

Property Essential to Self Support (PESS) Plan for Achieving Self Support Federally Funded Individual Development Accounts

Case Study/Exercise applying PESS Supplemental Security Income-SSI (Title XVI):

Income Test & Calculating the SSI Check Amount Impact of Unearned Income

Impact of Earned Income—Basic Deductions Student Earned Income Exclusion Impairment Related Work Expenses Blind Work Expenses How to work with SSA to request each Work Incentive Case Study/Exercise implementing multiple Work Incentives 1619b: Maintaining SSI Status at $0 SSI

Medicaid Eligibility while Working

SSI-1619b Medicaid Eligibility Case Study/Exercise determining eligibility for 1619b Medicaid Buy-In Program Eligibility Other Medicaid Eligibility Medicaid Eligibility Counseling

Supplemental Security Income-SSI (Title XVI):

Overview of Plan for Achieving Self Support Practice Implementing PASS Case Study/Exercise strategizing use of PASS

Ticket to Work Program Changes

7/08 Regulatory Changes to Ticket to Work Program Case Study/Exercise calculating Ticket payment working with VR and without

Resource Plans—Utilize Multiple Work Incentives

Step 1: Identify Work Goal through Discovery Process Step 2: Map out Current and Potential Resources to access

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PASS, IRWE, BWE, SEIE, HCBS Waivers, Ticket, VR, IDA, FSS, Social Capital, Other Case Study/Exercise identifying multiple Work Incentives to help achieve work goal Step 3: Identify Specific Expenses Necessary to Reach Goal Step 4: Strategize which Resources to use for which Expenses Step 5: Implement and Coordinate Resource Plan

Wrap up & adjourn Day Two

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Session Five: Business Idea Development-Feasibility and Marketing/Promotion Discovery and Business Development Wage Vs Self Employment Business Supports Discussion

Business Models: Stand-alone; Partnerships; Family Business; Home-Based; Business to Business; Business within a Business, others What model is best?

Business ideas to Avoid

Get-rich quick: Medical billing; paper shredding, Chrome plating, etc. Why VR won’t fund Franchises or buy existing Businesses Rule of Three Revisited

What constitutes a good business idea? Matches Discovery Affords the Ideal Conditions of Employment It Makes Money It’s Profitable It maximizes public Benefits It generates it’s own Supports It creates and/or fills a need Testing the Idea Sell Some Surveys: Computer based Systems Surveys: Interviews Surveys: Neighborhood Reviews Flea Markets; Retail sites; Ebay; etc. Over coming Logistics Complete the Feasibility Worksheet What the data reveal Demand Pricing Quality Niche Primary & Secondary Customer Sectors Distribution Channel Push/Pull-Through Feasibility Exercise Interview a local shopkeeper or business owner Wrap up & adjourn Day One

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Marketing Essentials for Small Business Marketing Defined Art & Science of Niche Development

What Marketing Isn’t: SNL US AIR Commercial What Sales Isn’t: Cadillac Man

Marketing’s Basic Elements

Branding & Stickiness Line Extension Getting Generic: Xerox; Kleenex Advertising: Eric’s Glass; Super Bowl Commercials Positioning & Niche Marketing: Peaches in Colorado Lessons from: McDonald’s, Wal-Mart, Home Depot

Micro-Marketing Advertising Vs Listing Review the Micro-Marketing Workbook Exercise: Developing a Marketing and Sales Approach

Features & Benefits Chart Develop a Sales Flier, Sign, or Ad Develop a Sales Pitch Anticipate Objections & Rehearsal Devise product/service Add-Ons Develop a Customer Service Plan which includes: Follow up on satisfaction and product/service quality; Methods for improving the product/service; 1-800 and E-mail technical assistance; Demonstration videos; Money-back guarantees

Distribution & Promotion

Where is the market; how do we reach it; what’s the competition/are they better or different; how will we find customers; wholesale or retail; what are the other market channels; how do we grow the territory; is there an e-commerce angle?

Sales Essentials for the Business owner Personal Management The Pareto Rule for Customer Retention

Handling Objections Proposing & Closing

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Problem-Solving & Negotiation Primer for Businesses Interest-based Vs Positional Negotiation Giving Feedback Causes of Conflict Change Cycle Exercise Wrap Up & adjourn Day Two

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Session Six: Quick Launch Microenterprise & Business Plans

Note: this is a working session that drafts a business plan based on a consumer idea; teams of 4 to 5 people will work on each idea and develop a draft plan during these two days

Interviews: Bring the Team together by having a conversation about the business idea and support approaches. Of course, the Prospective Business Owner (PBO) is the center of attention, and should, if at all possible, lead the discussion. A Team Leader and a Recorder should be selected. These roles will remain fluid and can change throughout the day. All Team members are expected to work collectively and individually.

The discussion is not an interrogation; the answers won’t come during this 30-minute period. This time is used to frame the research and writing that will occur throughout the day. Topics likely requiring conversation include:

How this business fits the PBO’s personality and life circumstances;

How family and friends might provide support;

The amount of money needed monthly for living expenses;

The rehabilitation supports available and/or necessary;

The PBO’s vision of the business and his/her life in 5 years….

The Business Mission

In one or two sentences, describe the business’ purpose. The description should fit on a bumper-sticker. Start by answering the question: What problem does this business solve for its customers?

Consider writing 2 or 3 Goals for the business. (The Team may need to revisit this task throughout the day and add the Goals after much of the research is completed).

Define the Business’ Products and Services (Who, What, When, Where, How, Why?)

Write at least a sentence for each product or service.

Customers/Competitors/Marketing/Sales

Describe 4 key characteristics of the Products/Services;

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Describe 4 key characteristics of the Primary Customer (who, what, where, when?);

Describe 4 key characteristics of the Secondary Customer (who, what, where, when?);

Describe 2 things your Products/Services won’t do (just to bring clarity to the plan);

Describe why people will buy from your business;

Describe how this business is different from other similar businesses;

Describe how customers will find you.

Shape this discussion into a description of your Marketing Mix.

Business Feasibility

Surveys, test sales, internet research, historical data, and other methods alone or in combination are used to measure business feasibility. Decide on the techniques to be employed, or why previous activity substantiates the business idea. Write out your description of feasibility testing to be used (and what’s been done to date), and include a fall-back position or the possible business modifications planned should the data not support a launch.

Promotion & Distribution

Write this section by considering the following:

Types of advertising and listing you’ll use (you’ll need prices later…);

Where your customers are likely to look for or find your promotions;

What value your business is establishing with its customers;

How customers will find/acquire your product/service;

How to make buying the product/service as easy and convenient as possible;

Who we’ll need to help get the product to market (and what will this cost?);

Plans for expansion in the coming years.

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Wrap up & adjourn Day One

Sales Forecasting

Develop a twelve-month sales forecast. Explain briefly why sales may increase or fall depending upon season. Use the 12-Month Sales Calculator.

Budget Development

Identify start-up and on-going operating costs by reviewing these and other likely expenses: Starting inventory, tools and equipment, transportation, shipping, space, utilities, insurance, business services (legal, accounting, marketing, sales), taxes, licensing, communications, etc.

Costing Research

Team members select assignments and individually research all costs. This activity must include a discussion of findings and how costs come together into a Pricing Strategy.

Budget & Breakeven

Complete the Consolidated Budget Page and the Breakeven Analysis. Include the costing data, sales projections, financial support from sources including SSA Work Incentives, Vocational Rehabilitation, One-Stop, School Transition program, CRP, personal savings, loans, et al. Note that this is a 12-month budget and that most funding/support agencies will require projections of 36 months or more.

Summary

Discuss the key opportunities and the possible limiting factors for the business. In a couple sentences conclude your business plan with a reasonable assessment of challenges and a prediction of future growth.

Revisions and Corrections

Team Reports, Discussion, Next Steps

Wrap up & adjourn Day Two

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