[Excerpt] In recent years, several trends have led state service systems to focus more directly on employment as an expected outcome of service delivery for many individuals who have traditionally experienced difficulty in successfully maintaining employment. These trends include welfare reform and the  replacement of Aid to Families with Dependent Children (AFDC) with the Temporary Assistance to Needy Families (TANF) program; the replacement of the Job Training Partnership Act by the Workforce Investment Act (WIA) and the incorporation of the Rehabilitation Act as part of WIA; and the stated goal of the Presidential Task Force on Employment of People with Disabilities to extensively expand the employment participation rate of people with disabilities. These significant legislative mandates are sending a clear message to various public systems and service providers: the need to improve services to enhance employment outcomes for job seekers with disabilities. This assessment checklist was developed for agencies to evaluate the quality and responsiveness of their services and how well they accommodate for the needs of individuals with disabilities. While this checklist emphasizes the provision of supports to job seekers with disabilities, systems are also evaluated so that both lasting and beneficial changes can be made that improve employment supports for all job seekers

Institute for Community Inclusion

English

[Excerpt] In recent years, several trends have led state service systems to focus more directly on employment as an expected outcome of service delivery for many individuals who have traditionally experienced difficulty in successfully maintaining employment. These trends include welfare reform and the  replacement of Aid to Families with Dependent Children (AFDC) with the Temporary Assistance to Needy Families (TANF) program; the replacement of the Job Training Partnership Act by the Workforce Investment Act (WIA) and the incorporation of the Rehabilitation Act as part of WIA; and the stated goal of the Presidential Task Force on Employment of People with Disabilities to extensively expand the employment participation rate of people with disabilities. These significant legislative mandates are sending a clear message to various public systems and service providers: the need to improve services to enhance employment outcomes for job seekers with disabilities. This assessment checklist was developed for agencies to evaluate the quality and responsiveness of their services and how well they accommodate for the needs of individuals with disabilities. While this checklist emphasizes the provision of supports to job seekers with disabilities, systems are also evaluated so that both lasting and beneficial changes can be made that improve employment supports for all job seekers.evaluating_agency.pdf: 1443 downloads, before Oct. 1, 2020

eCommons (Cornell Univ.)

Achieving Quality Services: A Checklist for Evaluating Your Agency

DigitalCommons@ILR

by Doris Hamner, Jaimie Ciulla Timmons, & David Hoff
ACHIEVING QUALITY SERVICES:  A CHECKLIST FOR EVALUATING YOUR AGENCY
THE INSTITUTE BRIEF
VOLUME 11, NUMBER 2
IcI
Institute for
Com mu ni ty 
In clu sion
OCTOBER 2002
WHERE THIS CHECKLIST CAME FROM
The Institute for Community Inclusion (ICI) examined the characteristics of 
effective services at the system level based on the experiences of individuals 
who have successfully used a state agency or service system to fi nd employment. 
In-depth, semi-structured interviews were conducted with nineteen adults 
with disabilities who used either generic systems that provide supports to 
all job seekers (such as a One-Stop Career Center or TANF) or disability-
specifi c agencies (state departments of Vocational Rehabilitation [VR], 
Mental Health [MH], and Mental Retardation or Developmental Disability 
[MR/DD]. Interviews focused on the individual’s experiences in receiving 
services, including helpful aspects and barriers. Study fi ndings identifi ed fi ve 
essential elements to positive and effective agency services from the consumer’s 
perspective.  These elements are agency, culture, consumer directedness, quality 
personnel, access to resources, and coordinated services.
THE PURPOSE OF THIS CHECKLIST
With these elements as a foundation, the following tool was designed to assist 
agency personnel to determine how their agency is performing in each of these 
key areas.  The goal was to create a helpful tool that can assist you in evaluating 
the quality and responsiveness of your agency’s services. Other purposes include:
• Identifi cation of service areas where additional technical assistance or training 
is needed
• Maintaining or improving the quality of supports.
INSTRUCTIONS FOR USING THIS CHECKLIST
The checklist is divided into fi ve major sections, one for each essential item: 
agency culture, consumer directedness, quality personnel, access to resources, 
and coordinated services.  Respondents should place a check mark under the 
column that best represents their agency’s delivery of that particular item. You can 
complete one section at a time if you prefer to evaluate each category separately, 
or you can assess the agency’s performance in its entirety by completing the 
entire checklist. Staff at multiple levels of your agency are encouraged to use this 
checklist to obtain varying perspectives. Some items on the list may or may not 
apply to the employment supports offered at your agency.  When this occurs, 
note the reason why an item is inapplicable. Respondents can also feel free to add 
specifi c items in addition to those already identifi ed, in order to customize the 
checklist to your agency’s unique services or priorities. 
INTRODUCTION
In recent years, several trends have 
led state service systems to focus 
more directly on employment as 
an expected outcome of service 
delivery for many individuals who 
have traditionally experienced 
diffi culty in successfully 
maintaining employment. These 
trends include welfare reform and 
the replacement of Aid to Families 
with Dependent Children (AFDC) 
with the Temporary Assistance to 
Needy Families (TANF) program; 
the replacement of the Job Training 
Partnership Act by the Workforce 
Investment Act (WIA) and the 
incorporation of the Rehabilitation 
Act as part of  WIA; and the stated 
goal of the Presidential Task Force 
on Employment of People with 
Disabilities to extensively expand 
the employment participation rate 
of people with disabilities. These 
signifi cant legislative mandates are 
sending a clear message to various 
public systems and service providers: 
the need to improve services to 
enhance employment outcomes 
for job seekers with disabilities. 
This assessment checklist was 
developed for agencies to evaluate 
the quality and responsiveness of 
their services and how well they 
accommodate for the needs of 
individuals with disabilities. While 
this checklist emphasizes the 
provision of supports to job seekers 
with disabilities, systems are also 
evaluated so that both lasting and 
benefi cial changes can be made that 
improve employment supports for 
all job seekers.  
In reviewing and using this checklist, it is important to recognize that agencies and systems 
are organized and operate in a wide variety of ways. This checklist includes items applicable 
to a range of agencies and systems, but not all items will apply to all entities.  As agencies and 
systems use this checklist, bear in mind the wide array of structures and delivery mechanisms 
that exist and determine which items are most applicable to your own organization.
2 • Institute for Community Inclusion
1.  AGENCY CULTURE 
Social environment is warm, and staff have welcoming demeanors and positive reactions/attitudes.
Physical environment is accessible and equipment is user-friendly.
This agency has signs that convey a positive tone. 
Agency personnel at the reception area are helpful, friendly, and will try to answer all questions.
The environment is welcoming. 
There are clearly visible, accessible features in the form of ramps, doors, and bathrooms. 
There are specifi c features available that improve the accessibility of technology at the site such as touch 
screens, and voice recognition software.  
2.  CONSUMER DIRECTEDNESS*
Active involvement and choice-making by job seeker throughout all stages of the job search.
Services are tailored to the unique needs of each job seeker.
The consumer can select or change caseworkers easily at this agency.
The consumer can hire non-traditional resources  as family or community members, 
to help with job-related needs.
Consumers have direct control over their services by managing their own cash or vouchers.  
Funds are portable making it possible to change service providers with ease. 
This agency has individuals with disabilities as staff members.
This agency provides genuine opportunities for consumers to evaluate the 
quality of their services and then it acts on those suggestions.
Agency staff encourages job seekers to contact employers themselves.
Personnel encourage the consumers to discuss their interests and concerns throughout the process.
Personnel offer choices to job seekers about job search strategies to use such as
sending resumes, cold calling or using Web-based search engines. 
Personnel offer choices about potential career matches based on skills and interests.
Personnel tailor supports to the unique needs of each individual.
The individual’s preferences and interests are the primary criteria for the 
types of positions individuals are referred to and placed in.
Personnel empower job seekers by teaching job search techniques.
Personnel educate individuals about their employment rights under the 
Americans with Disabilities Act (ADA) of 1990.
Five Essential Elements
* For the purposes of this checklist, the term “consumer” is used to refer to the individual receiving services.   
We recognize that settings and organizations may use alternate terms such as job seeker, customer, or client.
Fully in place
Partially in place Not in place
Not applicable
Vol. 11. No. 2, Institute Brief • 3 
3.  QUALITY PERSONNEL
Demonstrated reliability and consistency.
Provided emotional support (encouragement, motivation, confi dence-building).
Job contacts are solicited and received from family and friends for every job search. 
Personnel provide call-backs within 24 hours and provide ongoing and regular contact. 
Counselors will meet with consumers when convenient including evenings and weekends. 
Personnel are available to meet consumers at convenient locations including coffee shops, homes, etc.
Counselors will go with consumers to job fairs and interviews. 
Personnel help with resumes, cover letters, mock interviews, presentation skills and show the consumer how 
to use the resources of the agency. 
Personnel have the skills and competency to do their jobs and have the critical knowledge of areas/values as 
identifi ed by consumers.
Counselors respect an individual’s choice about disclosure of his/her disability, and do not disclose to 
employers without consumer permission.  
Counselors will contact the other services the consumer may be using only with the individual’s permission.  
4.  ACCESS TO RESOURCES 
Ample job seeking resources, including job listings, job readiness training, skills workshops, and technology such 
as computers and fax machines.
Training is provided to consumers on the best methods for identifying and accessing resources.
Orientation is required as a standard part of service delivery.  
Staff know and refer individuals to additional local resources, including support groups, assistive technology, 
advocacy, and self-help groups.  
Consumers are trained on how to access additional resources in the community in order to meet their long-
term needs.  
5.  COORDINATED SERVICES
When employment support professionals join forces to meet consumers’ needs
Consumers referred between agencies to receive the best services
This agency has made arrangements for co-delivery of services with other organizations in the form of 
interagency agreements.  
Our interagency collaboration is best described as both having a shared sense of purpose and a mutual 
respect for the counterpart agency.  
Dialogue is maintained between agency personnel by using informal (casual discussions, phone calls, e-mail 
contact) and formal communication links (includes regular meetings that are scheduled in advance.)  
Support is provided for individuals on how to contact outside resources, i.e., how to make contact, what to ask 
for at different types of agencies.  
        
Five Essential Elements
Fully in place
Partially in place Not in place
Not applicable
This publication will be made available in alternate formats upon request.
FOR MORE INFORMATION, CONTACT:
Doris Hamner
Institute for Community Inclusion
UMass Boston
100 Morrissey Blvd.
Boston, Massachusetts 02125
(617) 287-4364(v)
(617) 287-4350 (TTY)
doris.hamner@umb.edu
WWW.COMMUNITYINCLUSION.ORG
ACKNOWLEDGEMENTS
The authors wish to thank the job seekers in the 
interviews who freely shared their experiences and 
accomplishments with us.  We would also like to thank 
our colleagues at the ICI, including John Butterworth, 
Cindy Thomas, Dana Gilmore, Danielle Dreilinger, Lara 
Enein-Donovan, Joe Marrone, and Hal Kemp.
Institute for Community Inclusion
UMass Boston
100 Morrissey Boulevard
Boston, Massachusetts 02125
NON PROFIT
US POSTAGE 
PAID
BOSTON, MA
PERMIT NO. 52094
www.communityinclusion.org
ADDITIONAL ICI PUBLICATIONS
can be found on the web at: 
www.communityinclusion.org/publications
Evaluating Your Agency and Its Services: A 
Checklist for People with Disabilities 
Tools for Inclusion (September 2002)
Understanding the SSI Work Incentives. 
Fact Sheet (November 2001)
Quality Employment Services: Will You Know 
It When You See It? 
Institute Brief (January 2001)
One-Stop Centers: A Guide for Job Seekers 
with Disabilities. 
Tools for Inclusion (November 2000)
Networking: A Consumer Guide to an 
Effective Job Search. 
Tools for Inclusion (January 1999)
Helpful Hints: How to Fill Out a Winning 
PASS Application. 
Tools for Inclusion (July 1999)
This is a publication of the Working Solutions project at the Institute for 
Com mu ni ty Inclusion, funded by the US Department of Education (grant 
#H235A980216). This publication was also supported by the National Institute 
on Disability and Rehabilitation Research (NIDRR) of the US 
Department of Education (grant #H133B980037). The opinions 
contained in this publication are those of the grantees and do not 
necessarily refl ect those of the US Department of Education.


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