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1 Getting to Know You: Job Seeker Assessment Tools Elena Varney MS, CRC Institute for Community Inclusion www.communityinclusion.org National Center on.

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Presentation on theme: "1 Getting to Know You: Job Seeker Assessment Tools Elena Varney MS, CRC Institute for Community Inclusion www.communityinclusion.org National Center on."— Presentation transcript:

1 1 Getting to Know You: Job Seeker Assessment Tools Elena Varney MS, CRC Institute for Community Inclusion National Center on Workforce and Disability/Adult

2 2 Information on Demand Listserv Promising Practices Publications Funded by the U.S. Department of Labor Office of Disability Employment Policy

3 3 Identify Yourself!

4 4 DISABILITY What does it mean to you?

5 5 Disability Includes wide range of conditions Impact on peoples lives varies Often not apparent

6 6 Be careful of blanket assumptions about disability and people with disabilities Disability is individualized and idiosynchratic

7 7 One-Stop Customers Job Seekers Employers

8 8 Job Seekers with Disabilities People who have an apparent disability and/or disclose their disability to you People who have a non-apparent disability and choose not to disclose People who are not aware they have a disability

9 9 Getting to Know You: Current One-Stop Assessment Practices Interest inventories Achievement tests Aptitude tests Personality assessments Intelligence Testing

10 10 Formal Assessment Tools & Tests Computer Software Internet Resources Psychological and Educational Tests Achievement Tests Intelligence Tests Personality Tests Interest Inventories Vocational Aptitude Tests Work Sample Systems

11 11 Shortcomings of Testing for People with Disabilities When modified, scores are uncertain Tests that reflect disability do not provide info about potential Predictive assessments used in a different environment are limited Norm-referenced difficulties: most pen/paper tests were standardized on people without disabilities

12 12 What motivates them? What interests them? What are their strengths and skills? HOW DO WE FIND OUT WHAT PEOPLE WANT?

13 13 Customize the Process! One size does not fit all Flexibility of staff roles allows for modifications in the ways in which services are provided, based on the individuals needs

14 14 Critical Elements of Assessment/Exploration Customer Driven Respecting Preferences and Choices Focus on Desires, Strengths, Abilities Get to Know Him/Her: Ask, Why? Ongoing Process

15 15 Degrees of Customization: Assessment -Self-directed computer search -Staff assisted computer search -Formal assessment tools -Staff assisted group assessments -Individualized exploration - Discovery

16 16 ASK LISTEN OBSERVE LOOK FOR COMMON THEMES

17 17 Communicate with job seeker Talk with others who know job seeker - different perspectives can really help Have a meeting……..or not! Spend time with job seeker in different settings Help job seeker understand basic job choices GETTING STARTED…

18 18 Story Telling: about focus persons past, or vision for future Get Artistic: have participants use/create drawings, possibly of future vision Place Categories: likes & dislikes – e.g., home, community, school, work Activity Categories: likes & dislikes – e.g., work, chores, hobbies, leisure, fun Experiences (leisure, learning & labor) & Preferences (people, things, information) SOME WAYS TO GENERATE IDEAS CATALYSTS FOR PLANNING & CREATIVITY

19 19 Individualized Exploration/Planning Rally the troops – Tap into those resources! – Who knows them well? Who can help identify skills/abilities? Develop a Vocational Profile – Likes and dislikes – Past experiences – Skills and abilities – Task list Identify Employment Outcomes – Job choice – Environment of choice Develop Placement Plan -Matching interests & supports

20 20 TASKS, SKILLS, ENVIRONMENTS What environments does the individual enjoy? What environments have they succeeded in? What social skills do they bring to the work environment? In what environments would their personality & social skills be an asset? What types of work environment are least favored?

21 21 Expanding the Tools in the Toolbox

22 22 O*Net Online Welcome to O*NET TM OnLine! Making occupational information interactive and accessible for all... If your search identifies occupations that require skills or abilities that may be difficult to use because of a health problem or disability, please consider job accommodations. Skills Search Use a list of your skills to find matching O*NET-SOC occupations.

23 23 Harrington OShea Authors: Thomas F. Harrington Ph.D. and Arthur J. OShea Ph.D. Self-assesses abilities, interests, and work values Can be used to simply structure conversation around employment Individual or group career exploration tool Profiles the current United States job market CDM software option.

24 24 Job Seeker Planning Tool A good job is a result of a good fit. Whats your profile?

25 25 SITUATIONAL ASSESSMENTS CAREER EXPLORATION TO DETERMINE VOCATIONAL INTERESTS AS A JOB TRY OUT PRIOR TO HIRING PROCESS - Marketing tool - Reduction in risk to consumer and employer ASSESSMENT USING INTEGRATED COMMUNITY SETTINGS FOR:

26 26 THE GOAL: Helping people get exposure to various jobs, while identifying their strengths along the way.

27 27 SITUATIONALASSESSMENT WHOS IT FOR? PEOPLE: WITH LIMITED WORK AND LIFE EXPERIENCES WITH INTERESTS NEEDING FURTHER EXPLORATION WHO WANT TO CHANGE JOBS/CAREERS AND NEED DIRECTION

28 28 WHAT WE LEARN FROM SITUATIONAL ASSESSMENT JOB PREFERENCES WORK ENVIRONMENT PREFERENCES TASK SKILLS OF INDIVIDUAL SOCIAL SKILLS OF INDIVIDUAL TASK AND SKILL REQUIREMENTS OF JOB

29 29 The Discovery Process The individual expresses their dreams, goals, personal preferences, life experiences and needs regarding employment The individual decides who will participate in creating their profile (family, service providers, school staff..etc) The individual is the primary source of information, with other participants providing ideas and suggestions Information can be gathered one-on-one or in group meetings, as formally, or informally as the individual requests

30 30 The Discovery Process Additional information about life skills and competencies is gathered through observation – Visit the individual in their home, work and social environments Needs related to the identified goals should be discussed – Career exploration – Additional training/skills building – Job support needs such as job coaching, travel training, counseling – Accommodations such as assistive technology, ASL interpreters, modification of hours, duties..etc Concerns and questions regarding the impact of working on Social Security benefits should be discussed – Benefits Planning Assistance and Outreach Programs

31 31 The Vocational Profile Regardless of which assessment approach is used, information from the exploration process will be documented in a Vocational Profile

32 32 The Vocational Profile The profile should include – Specific tasks in which the individual is competent – Contributions of the individual – Environments of choice – Personal and professional network contacts – Outlines roles and responsibilities of all – Sets timeframes and points for evaluation of progress – Specific employers to contact based on task list

33 33 OTHER METHODS OF EXPLORING INTERESTS & SKILLS Informational Interviews Tours Job Shadowing Volunteer Work Community Exploration Community & Business Research Taking A Class Career Centers

34 34 Long Term Employment Success Requires that potential support needs and barriers be identified and addressed throughout the assessment process. Accommodations are presumed available as needed.

35 35 Here I Am! Representation to Employers

36 36 The Resume A great tool for many people Resume representation not always the best option – Gaps in work history – Numerous jobs – Lack of work history – Non-readers – ESL issues

37 37 Alternate Options Portfolio Web site CD Portfolio


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