4101 Gautier-Vancleave Rd. Ste. 102 Gautier, MS (228) Workplace Personal Performance Assistance versus Job Coaching Job Coaching is distinguished from Workplace Personal Assistance by the intent of the provider. Workplace Personal Performance Assistance providers perform aspects of work tasks the participant is unable to do without assistance. Job Coaching is intended to teach the participant to do the work tasks independently.
4101 Gautier-Vancleave Rd. Ste. 102 Gautier, MS (228) Introducing Workplace Personal Performance Assistance Distinction between personal care assistance and personal performance: Personal care assistance is needed, regardless of where person is and whether the person is working or not and focuses on issues such as eating, toileting and dressing. Personal performance assistance involves assistance with the completion of job tasks in a partnership with the employee following job training.
4101 Gautier-Vancleave Rd. Ste. 102 Gautier, MS (228) Job Coaching versus Workplace Personal Performance Assistance Distinction is important: Job coaching involves training and instruction with the intent that persons will perform job tasks independently (or with available natural supports). Job coaching is intended to be time-limited and faded out over time. When people need support on an on-going basis, they are in need of workplace personal performance assistance, not long-term job coaching.
4101 Gautier-Vancleave Rd. Ste. 102 Gautier, MS (228) Job Coaching versus Workplace Personal Assistance Workplace personal performance assistance involves partial assistance with the completion of specific job tasks in which there is not an expectation that the person will be able to perform all aspects of specific job tasks independently, with available natural supports or technology. The distinction is similar to that we already make between Supportive Home Care and Daily Living Skills Training.
4101 Gautier-Vancleave Rd. Ste. 102 Gautier, MS (228) Volunteering Volunteering involves encouraging and supporting students to participate in existing school and community services that offer support to others in the community. Volunteering should start for students as young as ten (or younger) and may continue throughout the school experience. Outcomes for volunteering include participation and inclusion in community and school activities, general task performance and general responsibilities and work skills.
4101 Gautier-Vancleave Rd. Ste. 102 Gautier, MS (228) Job Shadowing Job shadowing involves short term observations of various types of job tasks and employment settings in the community. Job shadowing can start with students as young as ten years old and throughout the school experience, as needed. The time spent on shadowing experiences range from an hour or two for younger students to as much as two days for older adolescents. Students should not perform work tasks during shadowing.
4101 Gautier-Vancleave Rd. Ste. 102 Gautier, MS (228) General Work Experiences General Work Experiences involve having students perform specific job duties in school and in workplaces the community without pay. These experiences start at about age 14 and may continue until 16, or older as needed. General work experiences give students a broad sense of the types of employment in their community. General experiences should be for up to two days per week for up to six weeks and regulated by DOL guidelines.
4101 Gautier-Vancleave Rd. Ste. 102 Gautier, MS (228) Matched Work Experiences Matched Work Experiences refer to unpaid work experiences in community workplaces that are matched to the student’s interests regarding employment. These matched experiences serve to clarify and affirm interests and also serve to identify the conditions necessary for success and provide an opportunity for specific skill development and exploration. Time and duration must be consistent with DOL guidelines.
4101 Gautier-Vancleave Rd. Ste. 102 Gautier, MS (228) Customized Work Experiences Customized work experiences refer to unpaid work experiences in community workplaces that are matched in terms of the student’s interests and for which either the conditions for success or the tasks offered to the employer are negotiated. These experiences are suitable for older students for whom additional information is needed prior to paid employment. DOL guidelines must be followed for use.