An Ideal Union: Job Placement and Vocational Evaluation Debra Homa Ph.D., CRC, CVE, PVE, Juliet Fried Ed.D., CRC, CVE, PVE, Paige Tidwell MRC, CRC, CVE, LPC, PVE and Shawn L. Zimmerman M.S. CRC, CVE, PVE
Purpose and Objectives of Today’s Presentation Purpose: • To highlight the value of the partnership between the disciplines of vocational evaluation and job placement. Objectives: • To learn how assessments that are individualized to the consumer provide effective recommendations for ideal employment conditions and the supports needed. • To gain knowledge of the importance of the partnership between the assessment specialist and the job placement specialist. • To learn of different examples of assessment and placement strategies, to include Discovery and Customized Employment, that maximize employment outcomes.
Definition of Career Development • The exploration and awareness of various occupations to form a personal work identity in one or more occupational areas in order to pursue and advance through positions related to these areas. • Factors Influencing Career Development: (1) Personal Characteristics (2) Socio-Economic Factors (3) Physical, Mental & Emotional Abilities (4) Chance Factors
Vocational Assessment vs. Vocational Evaluation Assessment: Refers to the Bigger Picture – looks at the person as a Vocational whole – can be a process over time Evaluation Their work/training background, medical factors, psychological history, educational background, work skills & abilities, adaptive Assessment functioning, general functioning Evaluation: Appraisal Refers to investigating the individual’s employment related characteristics Characteristics important to getting a job and keeping a job-interests, job skills, motivation, support needs
Levels of Vocational Assessment Level I: Screening “The initial process designed to arrive at a decision for vocational planning. This approach may consist of interviews, functional assessment, limited standardized testing, collecting and analyzing background information. It is used to assess one or two specific skills related to a specific vocational option.” Level II: Clinical/Exploratory “A process to further investigate vocationally relevant information. It may include additional interviewing, additional vocational counseling, additional standardized testing, transferable skills analysis and/or job matching. Adaptive transferable skills are usually not an issue. Vocational options are not yet known.” Level III: Vocational Evaluation “A comprehensive process when more in -depth information is needed beyond Levels I and II that systematically uses work to assist individual’s vocational development and career decision making. The process can use work samples, standardized tests, situational assessments, behavioral observation, community based assessment, transferable skill analysis, job matching and background analysis. Adaptive and functional transferable skills are questionable or not known.”
Vocational Evaluation/Assessment Analyzes & Synthesizes Disability Related Issues Cognitive : measures learning style, memory, academic ability & aptitude & other areas of executive functioning Sensory/Perceptual : visual motor integration, tactile discrimination, visual processing, hearing, spatial abilities Psychomotor : fine & gross motor function, balance, psychomotor aptitudes Exertional Capacity : sustained mental and physical activity in a fixed period of time Emotional : ability to follow work schedule, respond to workplace stress, interact with public, co-workers & supervisors, meet production demands Activities of Daily Living : are there limitations impacting attendance, being punctual or overall performance Other : entering or return to work issues-age, family illness, transportation, criminal history, support system
Purpose of Vocational Assessment/Evaluation in Rehabilitation • Basis for planning a course of action (IPE) • Enhance self-knowledge & vocational decision-making abilities of consumer • Identify functional capacities, strengths, limitations & preferences of consumer • Predict attainable employment outcomes to result in successful rehabilitation of consumer • Relate abilities to the job market or opportunities for customization
Definitions of Job Development & Placement • Job Development: Creating job opportunities for employers and people with disabilities. • Job Placement: Assisting people with disabilities to find and retain employment. “The constellation of rehabilitation services that relate to employment and integration into the workplace” - Vandergoot, Staniszewski, and Merlo (1992)
Purpose of Job Placement in Rehabilitation • Service to consumer (by informed choice) and employer to work towards successful employment outcomes • Ensure employers follow state and federal requirements • Assist employers to meet their Human Resources needs • Meaningful work experiences for transitional youth • Work with Rehabilitation Counselor and Assessment Specialists to understand labor market demands • Serve as linking employers to workplace accommodations
Commonalities Between Assessment & Placement • Successful employment for people with • Promoting positive attitudes about disabilities (PWD) through informed PWD choice • Use of Social Security work incentives • Utilizing occupational information • Person x Environment Fit including labor market data • Holistic view of functional capacities • Promoting strengths of PWD as and barriers potential employees including soft skills • Individualized/person-centered • Identifying reasonable accommodations and assistive technology
Research • VR consumers more likely to achieve a successful outcome when recommendations in vocational evaluation report were implemented (Brown, McDaniel, & King, 1995, Kosciulek, 1991; Marut & Bullis, 1985; Ward-Ross, 1985) • Consumers with significant employment barriers were more likely to achieve employment when received both VE and placement services (Homa, 2009) • Vocational assessment to predict job retention after training completion -- predictive accuracy was over 90% (Meade & Hoine, 1995)
Environmen t Worker Job requirements Abilities Physical demands Interests Congruence Work conditions Transferable skills or “Fit” Social aspects Work personality Organizational factors Between Both Work behavior Needs/values Assistive Technology Job Modifications Adjustment Services Job Coaching Other interventions and supports 12
Assessment/Evaluation Strategies Labor Market Vocational Demands Evaluation Transferrable Skills Accommodation- Analysis Support Needs Job Match
Job Development & Placement Strategies Networking Referral to and existing job relationship building Self-Placers Customized Successful Employment
Partnerships Between Assessment & Job Placement Specialists • Potential for mutual benefit • Valuing each other’s expertise • Effective collaboration • Support planning • Risk reduction for employers • Developing employer partnerships
Partnerships Between Assessment & Job Placement Specialists ( con’t ) Person Centered Planning- an assessment strategy to support job development • Ideal employment conditions • Work interests and preferences • Strengths & skills to match employer needs • Resources to support job search • Assessment results in a profile and job search plan to aid job development, negotiation and customization
Partnerships Between Assessment & Job Placement Specialists ( con’t ) • Customized Employment uses person centered planning tools such as Discovery and Discovering Your Personal Genius • Individual Placement & Supports ( IPS) uses Vocational Profile to begin this evidence based Supported Employment model for individuals with Severe, Persistent Mental Illness ( SPMI)
Examples of Partnerships • Do you have specific examples of partnerships in your State? • Virginia
Questions
Contact Information Debra Homa Ph.D., CRC, CVE, PVE: homad@uwstout.edu Juliet Fried Ed.D., CRC, CVE, PVE: juliet.fried@unco.edu Paige Tidwell MRC, CRC, CVE, LPC, PVE: paige.tidwell@gvra.ga.gov Shawn L. Zimmerman M.S. CRC, CVE, PVE: shawn.zimmerman@dars.virginia.gov
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