Family Involvement

1. Family Involvement The Employment Process: Expectations of Involvement and Outcomes

2. Job Search Process • The Job search process begins before program begins. • Goal: 100% of interns to gain competitive employment • All team members have responsibilities to reach that goal. • Be open to adapting plans during the program based on internships, new skills and interests.

3. Definition of Employment • Project SEARCH definition of employment: • 20 Hours a week or more • Minimum wage or better • Integrated setting • Year-round, non-seasonal • Other types of employment must be approved by VR and other team members

4. Expectation of Employment • Employment is a team effort. • Everyone on the team is part of the job search—including the family! • Everyone has something to contribute: • Leads • Networking • Transportation • Preparation for interviews

5. Internal and External Positions • Employment process looks different in each Project SEARCH program and for each student. • About 25% (or less) of the students may be offered jobs at the host business based on their skills, internships, budget, and openings. • The other students will need to find jobs in the community based on their skills and internship experiences.

6. Internal and External Positions • Internal jobs could be offered at any time in the school year– the team needs to decide if job is appropriate. However, those openings may not be available later based on budget and FTEs. • External jobs are usually identified toward the end of the program. • Some students will finish the program and still be in the job search process. • Job search will continue until the student obtains employment.

7. Team Member Responsibilities • Some Project SEARCH programs have outside job developers. • In some programs the on-site job coach takes responsibility for the external job search. • All team members have some responsibility for obtaining employment.

8. Instructor • Share important information about skills and interests to team members (even after program ends). • Prepare student for interviews. • Ensure student has up-to-date resume/portfolio. • Use Monthly Employment Planning Meetings to focus on job search process. • Work with Business Liaison and host business HR to develop potential internal openings . • Make connections with local businesses that have jobs to match skills and interests. • Act as Job Developer (in some programs).

9. Job Coach • Refine skills needed for employment through internships. • Attend monthly Employment Planning Meetings if possible. • Share important information about skills, interests, challenges with team members. • Cultivate possible jobs with PS instructor and Business Liaison. • Act as job developer (in some programs).

10. Student • Refine core skills on all internships. • Layer on new skills. • Acquire employability skills. • Practice interviewing skills. • Keep resume up to date with all new skills. • Network with all internship managers and staff. • Apply for all jobs that are related to skills and interests. • Be open to opportunities outside comfort zone.

11. Family Member • Support student and team in job-search process. • Network with personal and professional circles. • Pass on leads to team for any student. • Be open to a variety of jobs and shifts that support the skills and interests of student. • Practice needed job skills at home. • Brainstorm solutions to challenges that affect employment. • Explore and support transportation options.

12. Job Developer • Attend monthly Employment Planning Meetings starting as early in the year as possible. • Take responsibility for external job development. • Connect with like organizations that need the skills and talents of interns. • Pass on leads to instructor, family, and student. • Coordinate job search process for students. • Facilitate additional activities with teacher and family such as interviews and application process.

13. Business Liaison • Develop and lead the Business Advisory Council. • Network with other local businesses that utilize skills and talents of student interns. • Promote skills and talents of student interns throughout host business. • Work with team to coordinate events that showcase students to host business hiring managers and other community organizations.

14. Employment Plan • Team will develop plan for employment with duties for everyone. • Plan may emerge from Vocational Training Profile or other student documents. • Family member can support student in all his or her duties and responsibilities in plan. • Ensure that team knows preferences for hours, shifts, locations, etc.

15. Entitlement to Eligibility • Families can assist student in the eligibility process for adult services and programs. • Each agency has different process and set of criteria – student may not always be eligible. • Learn the process and apply in a timely manner. • Many of these programs may contribute to the success of the job search.

16. Retention • Apply for long-term support programs through DD agencies or other organizations. • Families can support new employees to help them keep their jobs. • Address any challenging issues or key areas that are important to the job and organization: • Punctuality • Communication • Social Skills • Job performance, pace, accuracy, etc.

17. Problem Solving • Families and team members will work together to think creatively, make decisions, and solve problems during the job search process and throughout employment.

18. Overcoming Barriers to Employment • Why do people fail to be considered for employment or lose jobs? • Hygiene • Inappropriate social/sexual behavior in the workplace • Time management • Dress • Workplace Etiquette

19. Barriers to Employment Project SEARCH gives students related experience as well as skills training. The largest continuing barriers to employment and advancement for persons with disabilities reported by both federal and private sector employers were: • Lack of related experience • Lack of requisite skills and training in the applicant or employee with a disability Bruyère, S. (2000). Disability Employment Policies and Practices in Private and Federal Sector Organizations: Executive Summary. Ithaca, NY: Cornell University, School of Industrial and Labor Relations Extension Division, Program on Employment and Disability. 5

20. Barriers to Employment • The next most often cited was supervisor knowledge of how to make accommodations (31 percent in the private sector and 34 percent in the federal). • Attitudes or stereotypes among coworkers and supervisors towards persons with disabilities was seen as the third most significant barrier among federal respondents (43 percent), and fifth among private sector respondents (22 percent). Bruyère, S. (2000). Disability Employment Policies and Practices in Private and Federal Sector Organizations: Executive Summary. Ithaca, NY: Cornell University, School of Industrial and Labor Relations Extension Division, Program on Employment and Disability. 5 Project SEARCH addresses these concerns.

21. Career Advancement • Discover process to apply for new opportunities based on interest of new employee and business protocol. • Support employee to learn and participate in this process if there is interest from the employee and/or business.

22. Stay Involved! • Continue to have high expectations of success on the job. • Utilize proper channels to solve problems with Follow Along agencies or place of employment. • Assist employee to always take the lead and become responsible for his/her own success.