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The Assessment Plus Program: An Alternative Approach to the Vocational Assessment Process

Published online by Cambridge University Press:  27 August 2015

Margaret E. Black  and
Dianna T. Kenny
Margaret E. Black*
Affiliation:
Vocational Assessments Plus Pty Ltd
Dianna T. Kenny
Affiliation:
The University of Sydney
*
Vocational Assessments Plus, PO Box 847, Marouba NSW 2035, Australia. Email: [email protected]
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Abstract

Commonwealth Rehabilitation Services (CRS) Australia provides vocational assessment services to a client group whose rehabilitation is funded by Family and Community Services. Currently, the assessment of client skills, abilities and needs is based on the case management model. This model was expanded in the Assessment Plus study with the addition of a four-week assessment schedule and a series of educational group sessions. The program was conducted by a multi-disciplinary team at CRS Australia's Maroubra Unit, NSW. Forty-six CRS clients meeting inclusionary criteria formed the subject group for the study. Data was collected for the first eight months following implementation of the Assessment Plus program. The outcomes for study participants were compared with a matched group of 46 clients referred for assessment during the same period in 1999 prior to the implementation of Assessment Plus. The results of the study program showed a statistically significant increase in employment outcomes in the Assessment Plus group, with 12 (26%) clients recorded in employment compared with 3 (6%) in the control group. There was also an improvement in service delivery factors. These included a shorter assessment phase, an increase in the number of vocational goals identified and required reports filed. The results suggest that providing a time-based assessment framework plus intensive client involvement and participation improves vocational outcomes and service delivery.

Type
Articles
Information
The Australian Journal of Rehabilitation Counselling , Volume 7 , Issue 2 , 2001 , pp. 74 - 84
Copyright
Copyright © Cambridge University Press 2001

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