Employment Support Professional CESP Passing Score

 A baseline task analysis is a method of assessing the current performance and skills of a job seeker or employee before providing any training or intervention. It is used to determine the initial production and quality standards for measuring training progress, as well as to identify the strengths and areas of improvement for the individual. A baseline task analysis can also help to design a customized training plan that matches the individual’s learning style and preferences12.

Answer B is not correct, because a baseline task analysis is not related to Social Security income reductions based on earned wages. Social Security income reductions are determined by the Substantial Gainful Activity (SGA) level, the Trial Work Period (TWP), the Extended Period of Eligibility (EPE), and the Impairment-Related Work Expenses (IRWE)3. A baseline task analysis does not affect these factors.

Answer C is not correct, because a baseline task analysis is not used to determine wages for an individual based upon on-the-job production. Wages are determined by the employer, the market value of the job, and the Fair Labor Standards Act (FLSA)4. A baseline task analysis does not influence these factors.

Answer D is not correct, because a baseline task analysis is not used to measure work progress and social interaction on the job. Work progress and social interaction are measured by ongoing assessments, such as performance reviews, feedback, observations, and data collection5. A baseline task analysis is only a snapshot of the initial performance and skills of the individual. References: 

https://www.apse.org/wp-content/uploads/docs/CESP%20Candidate%20Handbook.1.123.pdf

Career planning for high school students involves identifying their skills, interests, and goals, and exploring various career options that match them12. Career planning also involves gaining experience, developing key skills, and creating a plan to pursue advanced education and training to achieve their goals34. Career planning should be based on the student’s own preferences and aspirations, not on external factors or expectations34.

Among the four options, only D is consistent with these principles of career planning, and the best response for working with the student. By exploring what appeals to him about being a lawyer, the employment support professional can help him understand his motivations, values, and interests, and how they relate to his career choice34. This can also help him to decide if he should pursue that goal or other careers that offer similar benefits and working conditions, such as justice, advocacy, problem-solving, or communication53. This way, the student can make an informed and realistic decision about his future, and receive guidance and support to achieve it34.

Option A is not a good response, as it implies that the student’s goal is unreasonable or unrealistic, and that he should settle for a more attainable goal, such as moving up to prep cook in the restaurant. This goes against the principle of empowerment, which states that the student should be encouraged and supported to pursue his own goals, not discouraged or limited by others67. Option A also shows a lack of respect for the student’s preferences and abilities, and may undermine his confidence and motivation67.

Option B is also not a good response, as it implies that the student is unaware or unprepared for the educational requirements for becoming a lawyer, and that he should reconsider his goal based on the length of time it will take. This goes against the principle of choice, which states that the student should be able to choose his own career path, not be influenced by others’ opinions or assumptions67. Option B alsoshows a lack of support for the student’s aspirations and potential, and may discourage him from pursuing his goal67.

Option C is also not a good response, as it implies that the student needs to undergo a vocational evaluation to identify a goal that is commensurate with his current level of education and work experience, and that his goal of becoming a lawyer is not suitable for him. This goes against the principle of individualization, which states that the student should be treated as a unique person, not as a category or a label67. Option C also shows a lack of recognition for the student’s interests and goals, and may divert him from his desired career path67.

References:

• 6: What Is Supported Employment? | British Association for Supported Employment
• 7: Certified Employment Support Professional - apse.org
• 8: Supported Employment Services | DSHS
• 9: What Is Supported Employment? - Integrity, Inc.
• 5: Guide to Career Planning for High School Students - Study.com
• 3: The Ultimate Career Planning Guide for High School Students
• 1: Career planning for high schoolers : Career Outlook: U.S. Bureau of …
• 2: Career Planning Checklist: High School - EducationPlanner
• 4: Setting Your Career Goals: A Guide For High School Students

 The best job development activity for this scenario is to speak with a station manager about customizing a position that utilizes her strengths and abilities. This option aligns with the principles of individualized employment and career planning, which is one of the domains of knowledge covered by the CESP certification1. Customized employment is a process that matches the skills, interests, and abilities of a job seeker with a disability to the needs of an employer2. By speaking with a station manager, the employment support professional can explore the possibility of creating a job that fits the job seeker’s goal of working in broadcasting, while also addressing her communication challenges. This option also demonstrates respect for the job seeker’s preferences and choices, which is another core value of the CESP certification1.

The other options are not the best job development activities for this scenario. Option B, videoing her to show her how she looks and sounds, is not a job development activity at all. It is more of an assessment or feedback tool that could be used to help the job seeker improve her speech skills, but it does not directly help her find a job in broadcasting. Option C, speaking with a station manager to learn what opportunities exist for people with disabilities at his station, is a job development activity, but it is not individualized or customized to the job seeker’s specific goal and needs. It is more of a general inquiry that could be done for any job seeker with a disability, regardless of their career interests or abilities. Option D, referring her to a speech pathologist, is also not a job development activity. It is a referral to another professional who could provide specialized services to help the job seeker with her speech disorder. While this could be a beneficial service for the job seeker, it does not directly help her find a job in broadcasting. It also implies that the job seeker needs to fix her speech problem before she can work in broadcasting, which is not consistent with the CESP values of inclusion and diversity1.

References: 1: CESP™ - Association of People Supporting Employment First 2: Customized Employment | U.S. Department of Labor

 A work-related organizational task is a task that involves arranging, ordering, or coordinating items or activities in a work setting1. The purpose of observing work-related organizational tasks is to assess the job-seeker’s skills, interests, and preferences for different types of work environments and occupations2. Therefore, the observation should be conducted in realistic and natural work settings that match the job-seeker’s vocational goals and potential career paths3.

In this case, the job-seeker is a student with a cognitive disability who enjoys organizational tasks. Options A, B, and D are all examples of work settings where the job-seeker can perform and observe various organizational tasks, such as stocking products, setting tables, and filing documents. These settings can also provide the job-seeker with exposure to different industries, such as retail, hospitality, and education, and help him explore his career interests and options. Option C, however, is not a work setting, but a home setting, where the job-seeker is putting away clean dishes. This option does not provide the job-seeker with a realistic or natural work experience, and it does not help him discover his vocational potential or preferences. Therefore, option C is the least appropriate environment to observe work-related organizational tasks. References: 1: CESP study guide Flashcards, question 8 2: Focus On: Six strategic steps for situational assessment, page 1 3: Certified Employment Support Professional Candidate Handbook, page 5