Daily Rules, Proposed Rules, and Notices of the Federal Government
Faxed applications will not be accepted. Electronic applications can be submitted via
The curriculum to be used in training Employment Retention Specialists (Practitioners) will apply the cognitive-behavioral model of relapse prevention to job loss. Practitioners trained as Employment Retention Specialists will develop the competencies needed to assist offenders in analyzing the chain of events, behaviors and individual precursors that impact gainful employment and result in their separation from the workforce.
New and effective ways of overcoming barriers to long-term employment may be found in the parallels between relapse prevention and offender employment retention. When the cognitive behavioral model of relapse prevention is applied to employment retention, the targeted behavior becomes maintained employment, and the initial lapse is the occurrence of signs. Practitioners having the competencies to assist offenders to become successful in maintaining a long-term connection to the workforce will be able to assess those at high risk for job loss, identify specific indicators and analyze the chain of events and behaviors that lead to job loss.
The training, delivered by a blended approach, will be the third offender workforce development knowledge block for the Division (Offender Workforce Development Specialist and Offender Employment Specialist being the other two). Knowledge blocks are a collection of knowledge on a particular subject matter that can be combined with other collections or blocks of knowledge. The concept of knowledge blocks is influenced by principles of adult learning theory and practices utilized in post-secondary education.
In addition, the awardee will be required to develop an Employment Services Inventory (ESI). This assessment tool will be used to identify precursors to job loss while creating a process to connect the targeted population to specialized services to successfully address their risk for job loss.
Trainees will be taught the essential skills for facilitating (train-the-trainer) the training to other professionals that assist offenders in the development and utilization of a plan to identify and avoid high-risk situations while teaching skills to satisfactorily cope with circumstances that typically indicate impending job loss and/or result in a separation from the workforce.
The curriculum should be developed using the Instructional Theory Into Practice (ITIP) model and consist of approximately six (6) to eight (8) e-learning modules and, as necessary, classroom training. The awardee should have expertise in identifying the knowledge, skills and experience that lead to professional certification, as well as establish quality standards that would result in endorsement by a professional organization.
The awardee will be required to develop a tool/instrument to monitor and evaluate the piloted curriculum--using the captured data to adjust and/or modify the curriculum as needed. In addition, pre/post evaluations and quizzes should be developed along with a follow-up questionnaire to measure the trainees' mastery of established competencies.
Modules may address the following: Motivational Interviewing; Supportive Case Management; Employability Skills; Employment Readiness Classes/Skills; Labor Market Information; Collaboration with External Agencies; Relationships with Employers; Cognitive Behavioral Theory, and Gender Responsivity.
Applications may be submitted in hard copy, or electronically via
This project will be a collaborative venture with the NIC's Transition and Offender Workforce Development Division and Academy.
Is there demonstrated knowledge of--NIC's Offender Workforce Development training? offender employment barriers and offender risk/needs assessment instruments? techniques and/or interventions that successfully address offender retention issues? curriculum development and certification/endorsement procedures? Are project goals/tasks adequately discussed? Is there a clear statement of how project goals will be accomplished, to include: Major tasks that will lead to achieving the goal; the strategies to be employed; required staffing and other required resources? Are there any innovative approaches, techniques, or design aspects proposed that will enhance the project?
Do the skills, knowledge, and expertise of the organization and the proposed project staff demonstrate a high level of competency to carry out the tasks? Does the applicant/organization have the necessary experience and organizational capacity to carry out all goals of the project? Are the proposed project management and staffing plans realistic and sufficient to complete the project within the 12-month time frame?
Does the applicant identify reasonable objectives, milestones, and measures to track progress? If consultants and/or partnerships are proposed, is there a reasonable justification for their inclusion in the project and a clear structure to insure effective coordination? Is the proposed budget realistic and provide sufficient cost detail/narrative, and represent good value relative to the anticipated results?
NIC will NOT award a cooperative agreement to an applicant who does not have a Dun and Bradstreet Database Universal Number (DUNS) and is not registered in the Central Contractor Registry (CCR).
A DUNS number can be received at no cost by calling the dedicated toll-free DUNS number request line at 1-800-333-0505 (if you are a sole proprietor, you would dial 1-866-705-5711 and select option 1).
Registration in the CRR can be done online at the CCR Web site: