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Job Placement and Supported Employment

Job Placement and Supported Employment. Making the Match: Role of Career Assessment & Job Analysis. Overview. Vocational evaluation (VE) is written in the Rehabilitation Act.

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Job Placement and Supported Employment

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  1. Job Placement andSupported Employment Making the Match: Role of Career Assessment & Job Analysis

  2. Overview • Vocational evaluation (VE) is written in the Rehabilitation Act. • In IDEA, transition planning must be based on assessment (requiring collaboration between special education and vocational rehabilitation). • Vocational Assessment (VA) and Vocational Evaluation (VE) also required in the Workforce Investment Act (One Stops).

  3. Evidence Based Practices: Vocational Evaluation • Longitudinal Study: Vocational Evaluation and Ongoing Assessment Improve Successful Transition Outcomes Project PERT (Post Secondary Education, Rehabilitation & Transition) of Virginia found that with initial vocational evaluation followed by ongoing assessment, transition planning, and exposure to work, youth became successfully employment with higher wages (Ashley, et al, 2007).

  4. Evidence Based Practices: Vocational Evaluation • Longitudinal Study: Vocational Evaluation Positively Impacts Career Tech Ed (CTE) Placement and Outcome • Youth have higher CTE placement rates when vocational evaluation recommendations are followed • Youth have higher success rates (grades) when vocational evaluation recommendations are followed • Youth have higher employment rates following CTE programs when vocational evaluation recommendations are followed. (Reid, Scott, et al, 2001, 2005).

  5. Evidence Based Practices: Vocational Evaluation • Longitudinal Study: Vocational Evaluation when followed by Employment Services contributes to successful outcomes for VR consumers, especially those who may not be successful otherwise. (Homa, 2006)

  6. National/Universal Definitions of Career and Vocational Assessment

  7. Guiding Principles of Career Assessment • Vocational evaluation should use a variety of methods, tools and approaches to provide accurate vocational evaluation and assessments. • Vocational evaluation and assessment information should be verified using different methods, tools and approaches. Using alternative methods or approaches to validate findings. • Behavioral observation is essential in any vocational assessment process. Behavioral observation occurs throughout the assessment process.

  8. Guiding Principles of Career Assessment (cont’d) • Vocational evaluation and assessment may be an on-going and developmental process in career development. • Vocational evaluation and assessment should be an integral part of larger service delivery systems. Vocational evaluation and assessment requires the collection of input from a variety of individuals and requires an understanding of how to use the results of the assessment process. Vocational evaluation and assessment should be current, valid and relevant. Position Paper of the Interdisciplinary Council on Vocational Evaluation and Assessment by Smith F., Lombard R., Neubert D., Leconte P., Rothernbacher C., & Sitlington, P.

  9. Assessment is an integral part of the career development process. It is ongoing and can happen anytime and anywhere. The purpose is to plan how the individual is going to achieve their career goals.

  10. Types of Assessment • Career Assessment relates to life-long career development, which affects life roles, and is ongoing throughout one’s life. • Vocational Assessment and Evaluation relate to the role of the potential worker (and employment).

  11. What is Career Assessment? The on-going process of collecting information for career development and career planning. • Lifelong process • Addresses all aspects of life within career contexts • People come to understand themselves • Cyclical Process and Content: • Career Awareness • Career Exploration • Career Preparation • Career Assimilation and Change

  12. What is Vocational Assessment? • A comprehensive, informal process conducted over a period of time, usually involving a multidisciplinary team with the purpose of identifying individual characteristics, rehabilitation, education, training, and placement needs, serving as the basis for planning an individual’s rehabilitation, employment, career development, education, and/or transition program(s), and that provides the individual with insight into vocational and career potential.

  13. What is Vocational Evaluation? • A comprehensive process (with content) that systematically uses work, either real or simulated, as the focal point for assessment and vocational exploration, the purpose of which is to assist individuals with vocational development. Vocational evaluation incorporates medical, psychological, social, vocational, educational, cultural, and economic data into the process to attain the goals of evaluation. 30th Institute on Rehabilitation Issues

  14. Levels of Career & Vocational Assessment Levels of Service • Level III: comprehensive career assessment/vocational evaluation. • LevelII: diagnostic and prognostic, exploration, go onto next level if more information is needed to make decisions. • Level I: make quick decisions; minimal assessment required, go on to next level if more information is required.

  15. For Vocational Assessment • Levels I and II assessment can be coordinated and collected by anyone, hopefully with the consultation or coordination from someone Certified in Vocational Evaluation (CVE) by the Commission on Certification of Work Adjustment and Vocational Evaluation Specialists (CCWAVES) • Level III assessment should be conducted and coordinated by a CVE. (They can provide all 3 levels of service, but are the only ones qualified to provide Level III: Comprehensive Vocational Evaluation.)

  16. Framework for Career Assessment • Examples of an Individual’s Attributes • Interests • Level of Career Development • Level of Self Determination • Temperaments • Skills • Preferences • Needs • Strengths • Examples of Ecological Attributes • Environments • Circumstances • Relationships • Situations • Resources Individual + Ecology = Congruence

  17. Environment Observations Interviews Labor Market Info. Task Analysis Training Analysis Community Resource Survey Job Analysis Individual Observations Background Information Interviews Psychometric Testing Work Samples Work Tasks Transferable Skill Assessment Screening Congruence Behavioral Observation Assistive Technology Situational Assessment On the Job Evaluation On the Job Try-Out Vocational Profiling Follow-up Generalized Skill Assessment

  18. Continuum of Assessment Informal Assessment Any assessment that involves collection of data by anything other than a norm-referenced (standardized) test. Salvia/Ysseldyke- Assessment, 1995 Formal Assessment

  19. What to Assess • Vocational Appraisal: Integrative Assessment of the Total Individual • See Vocational Appraisal Handout posted in the Wiki • Secretaries’ Commission on Achieving Necessary Skills (SCANS) • See SCANS web links posted in Wiki • Interests, Aptitudes, Preferences

  20. Vocational Appraisal Values Behaviors Self Concept & Self Esteem Values Behaviors

  21. SCANS (Secretary’s Commission on Achieving Necessary Skills) The Secretary's Commission on Achieving Necessary Skills (SCANS) identifies the level of skills required to enter employment, including • define the skills needed for employment; • propose acceptable levels of proficiency; • suggest effective ways to assess proficiency. http://wdr.doleta.gov/SCANS/

  22. SCANS (Secretary’s Commission on Achieving Necessary Skills) • These workplace essential skills and the associated rating scales can be utilized to measure youth progress, thereby holding the standard expectation for individuals with and without disabilities. • Workplace Essential Skills are identified as workplace competencies and foundations skills, also referred to as “Workplace Know-How.” Teaching the Scans Competencies: http://wdr.doleta.gov/SCANS/teaching/

  23. Interests • Career exploration • Intended to broaden career perspectives • Dynamic not static

  24. Aptitudes • Aptitudes involve specific skills that are not always demonstrated by the consumer to his or her potential. Aptitudes in areas such as mechanical, spatial, musical or artistic ability, or physical coordination may not be fully developed. This could be due to lack of interest or to lack of opportunity.

  25. Aptitudes • The Department of Labor has defined aptitudes in twelve areas. It may be helpful if educators were familiar with these aptitudes as they offer a different way of looking at skills. Even when using formal testing, your observations and interviews are helpful to validate the results. Most formal assessment tests evaluate according to these twelve areas:

  26. Aptitudes G – Intelligence General ability to learn, reason, and make judgments V – Verbal Ability to understand and use words effectively N – Numerical Ability to understand and perform mathematical functions

  27. Aptitudes (cont’d) S – Spatial Ability to visualize three dimensional objects from two P – Form Perception Ability to perceive and distinguish graphic detail Q – Clerical Perception Ability to see and distinguish pertinent detail K – Motor Coordination Ability to coordinate eyes, hands, fingers

  28. Aptitudes (cont’d) F – Finger Dexterity Ability to finger and manipulate small objects M – Manual Dexterity Ability to handle placing and turning motions E – Eye/Hand/Foot Coordination Motor responsiveness to visual stimuli C – Color Discrimination Ability to match/discriminate colors

  29. Temperaments • Temperaments are personality traits that relate to the requirements of occupations. If these traits are a “match,” then there is a higher likelihood of job satisfaction. There is formal assessment for temperaments. The DOL defines temperament requirements as:

  30. Temperaments D – Direct, control or plan an activity F – Interpret feelings and ideas from a personal point of view I – Influence people’s opinions, attitudes, or judgments J – Generalize/decide based on sensory or judgmental criteria M – Generalize/decide based on measurable or verifiable criteria

  31. Temperaments P – Deal with people beyond giving or receiving instructions R – Perform repetitive work according to set pace or procedure S – Deal with stress in critical/ emergency/dangerous situations T – Precisely attain set limits, tolerances, and standards V – Do varied job duties without loss of composure or efficiency

  32. Formal Assessments

  33. Formal Assessments • Formal assessments utilized standardized testing with norms. For example, formal assessments can be provided by Psychologists, Neuropsychologists, Physical Therapists, Occupational Therapists, and Speech Therapists. • Often times, we can decrease the amount of testing required by focusing on informal assessments and use of existing data.

  34. Informal Assessment

  35. Informal Assessment Data: Interviews • Interviews with the Consumer • Family Interviews • Interview with other Members of Teams (e.g. teachers, community rehabilitation providers, employers)

  36. Informal Assessment Data: Observation • Observing an individual is an excellent way of gathering information about their strengths, aptitudes and interests, and experiences. • The biggest mistake you can make is that you do not consider the setting in which you are observing!

  37. National Definitions and Characteristics of Community Based Vocational Assessment (CBVA)

  38. Community Based Vocational Assessment • A holistic assessment of an individual’s interests, needs, and abilities in a job/worksite setting located in the community.

  39. Situational Assessment The systematic observation process for identifying work-related behaviors and performances in a controlled work environment. Real work is most often used to add relevance. The element distinguishing situational assessment from other types of assessment is the capability of systematically varying demands in order to evaluate for work-related behaviors and performances (e.g. social skills, quantity of work, use of materials, work pace). (VEWAA/VECAP Glossary)

  40. On-the-Job Evaluation An evaluation technique in which the individual performs actual job duties in a real work situation. Performance is supervised and evaluated by the employer in coordination with evaluation staff. There is a pre-determined beginning and ending date: it is not necessarily intended to result in employment. (VEWAA/VECAP Glossary)

  41. Job Try-out (Shop Try-out) A temporary job placement or internship designed to provide the individual with real work experience and community contacts where the employer or coworkers assess the individual. Job tryouts: (a) expose the participant to new occupational experiences; (b) assess the individual’s work; (c) expose employers to the potential worker; (d) gather additional data useful for making job placement decisions; and (e) provide the individuals with references and work experience to be documented in a resume. (Neubert & Tilson)

  42. Functional Skills Assessment The systematic process designed to assess individual skills, interests, values, behaviors and performance related to functioning in the community or home (e.g. money management skills, transportation skills, scheduling and organization), defining the level of support needed by the individual. Assessments and resulting recommendations regarding these skills should be based upon a clear analysis and understanding of the skills needed to function at varying levels of independence in the community and home.

  43. Community Based Vocational Assessment

  44. Community Based Vocational Assessment • Involves interaction between behavior and performance, considering environmental conditions and demands • Determines the impact of disability and functional limitations • Identifies the degree of the young person’s acknowledgement and acceptance of disability • Emphasizes supports and accommodations

  45. Community Based Vocational Assessment Characteristics • Environmental specificity characterizes CBVA and differentiate it from other types of assessment: • Measure of what a person can do and the level of supports needed • In particular situations • Under certain conditions • In light of unique demands

  46. Guiding Principles in Community Based Vocational Assessment • Assessment serves as a compass not a detailed map. • Individuals chart their own courses. • Individuals have choices in how assessment is delivered. • The assessment process itself is a learning process. • Assessment summary is jointly written and analyzed by the individual.

  47. Guiding Principles in Community-Based Assessment • Assessment process takes an ecological approach providing an understanding of relationships among diverse influences on the individual. • Assessment of specific work culture and receptivity of an employment site is as equally important as assessing the individual.

  48. CBVA is Authentic Assessment Characteristics of Authentic Assessment: People perform, create, produce or “do” Individual performance is the focus Tasks to perform are part of a larger context (e.g., curriculum, job, transition activity) People doing the rating use human judgment Higher order thinking and problem-solving skills are tapped There is no right answer Activities are closely integrated to self-assessment.

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