1. Job Development: Unlocking the Mystery of Job Placement Presented by: Debbie Wilkes ©Debbie Wilkes

2. The keys to unlocking the mystery Review Department of Labor Rules and Regulations Review Department of Labor Rules and Regulations Utilizing student interest and abilities to support job placement Utilizing student interest and abilities to support job placement Marketing your program Marketing your program Start with the end in mind Start with the end in mind ©Debbie Wilkes

3. Department of Labor There has been no displacement of employees There has been no displacement of employees Students are under continued and direct supervision of representatives of school or business Students are under continued and direct supervision of representatives of school or business The placements are based on IEP The placements are based on IEP Periods of time that the student is at a site is determined by the IEP Periods of time that the student is at a site is determined by the IEP Students are not entitled to employment at conclusion of IEP however if the student is later employed they may not receive a training wage. Students are not entitled to employment at conclusion of IEP however if the student is later employed they may not receive a training wage. © Debbie Wilkes

4. Department Of Labor Vocational Exploration Vocational Exploration Exposes students briefly to a variety of work settings Exposes students briefly to a variety of work settings Helps students investigate interests, values, strengths, weaknesses in relationships to work environments Helps students investigate interests, values, strengths, weaknesses in relationships to work environments Student has the opportunity to watch work being performed, talk to employees and try out parts to the job under direct supervision of school personnel Student has the opportunity to watch work being performed, talk to employees and try out parts to the job under direct supervision of school personnel Lasts approximately 5 hours per job Lasts approximately 5 hours per job © Debbie Wilkes

5. Department Of Labor Vocational Assessment Vocational Assessment Helps determine individual training objectives for student Helps determine individual training objectives for student Student completes work assignments in various businesses under the direct supervision of school personnel and employees Student completes work assignments in various businesses under the direct supervision of school personnel and employees Assessment data are systematically collected Assessment data are systematically collected Lasts approximately 90 hours per job Lasts approximately 90 hours per job © Debbie Wilkes

6. Department Of Labor Vocational Training Vocational Training Student is placed in various employment settings for work experience Student is placed in various employment settings for work experience Detailed training plan is developed by student, parent, school personnel and business partner Detailed training plan is developed by student, parent, school personnel and business partner Training is supervised by a representative of the school or a designated employee/ supervisor Training is supervised by a representative of the school or a designated employee/ supervisor As student achieves training objectives student moves to new environment As student achieves training objectives student moves to new environment Lasts approximately 120 hours per job Lasts approximately 120 hours per job © Debbie Wilkes

7. Department Of Labor Cooperative Vocational Education = VAC Cooperative Vocational Education = VAC Arrangement between school and employer so that each contribute to students education and employability Arrangement between school and employer so that each contribute to students education and employability Student is paid the same wage as other employees for his work Student is paid the same wage as other employees for his work School and employer reach a written agreement before the student enters the job School and employer reach a written agreement before the student enters the job www.drwilkesconsulting.com

8. Vocational Agreement Agreement between business, school, student and family Agreement between business, school, student and family Defines time limits for student partnership Defines time limits for student partnership Establishes specific duties Establishes specific duties Student’s pay (or lack of pay) is established Student’s pay (or lack of pay) is established No other employee will be replaced No other employee will be replaced Business under no obligation to hire Business under no obligation to hire IEP Vocational agreement will match the IEP goals and objective © Debbie Wilkes

9. Why are you choosing this job for the student What is the student’s post secondary goal? What is the student’s post secondary goal? What are the student’s interests? What are the student’s interests? What does the student want to learn from the job? What does the student want to learn from the job? ©Debbie Wilkes

12. Steps to Job Development Know the skills of your students Know the skills of your students Project the students as able not disabled Project the students as able not disabled Know something about the business Know something about the business Know how you want the business to support the students Know how you want the business to support the students Business are not doing you a favor! Business are not doing you a favor! Always leave the business with having gained something Always leave the business with having gained something © Debbie Wilkes

13. Steps to Job Development Know the skills of your students Know the skills of your students Project the students as able not disabled Project the students as able not disabled Know something about the business Know something about the business Know how you want the business to support the students Know how you want the business to support the students Business are not doing you a favor! Business are not doing you a favor! Always leave the business with having gained something Always leave the business with having gained something © Debbie Wilkes

14. Know something about the business Why did you come to the business? Why did you come to the business? Did you have an inside contact? Did you have an inside contact? How does this business support your community? How does this business support your community? Are there any specific needs that the business has? Are there any specific needs that the business has? How can your students meet those needs? How can your students meet those needs? ©Debbie Wilkes

15. How do you want the business to support your program? ©Debbie Wilkes

16. Natural Supports Emphasizes how to use what is available at the job site to assist the employee. De-emphasizes how to help the individual change to fit the environment ©Debbie Wilkes

17. Natural Supports Causes increased employer investment Causes increased employer investment Reduces stigma and intrusiveness Reduces stigma and intrusiveness Decrease human service intervention Decrease human service intervention Helps develop sense of belonging Helps develop sense of belonging Person seen as an individual versus a project Person seen as an individual versus a project ©Debbie Wilkes

18. Guidelines for Developing Natural Supports Use what is already there Use what is already there Adapt what is already there Adapt what is already there Supplement what is already there Supplement what is already there ©Debbie Wilkes

19. Specific Requests When can you go out and complete a job analysis and who should be your contact? When can you go out and complete a job analysis and who should be your contact? Who will introduce the new “ employees/trainees”? Who will introduce the new “ employees/trainees”? Who will train the “trainee” and the job coach? Who will train the “trainee” and the job coach? ©Debbie Wilkes

20. Utilizing Natural Supports Don’t Use Specialized Language Use Specialized Language Take the school environment with you Take the school environment with you Provide care taking support Provide care taking support Think you are the natural support Think you are the natural support Begins with the Introduction Do Speak in language that is understood by others Fit in the flow of the business Provide social support Look for other people to be the “natural support” © Debbie Wilkes

21. Dale DeLio’s philosophy Do not ask: What help can we give our worker to do your job? Instead: How can we consult with your staff to familiarize them with employing this potential worker? www.drwilkesconsulting.com

22. The Business Point of View Research by Fabian, Luecking,Tilson Research by Fabian, Luecking,Tilson Successful hiring is characterized by professionals who get to know the company get to know the company understand the job requirements understand the job requirements know the applicant’s ability know the applicant’s ability know the business needs know the business needs make frequent contact and follow up make frequent contact and follow up respond quickly respond quickly take time to educate the employer take time to educate the employer www.drwilkesconsulting.com

23. What are the necessary times of support? Ensuring safety Ensuring safety Understanding culture Understanding culture Verify training and performance are occurring Verify training and performance are occurring Consulting with co-workers and supervisor Consulting with co-workers and supervisor Helping with the training or talking with the employer Helping with the training or talking with the employer Acting as a resource for problem solving Acting as a resource for problem solving Advising new strategies as new work opportunities evolve Advising new strategies as new work opportunities evolve www.drwilkesconsulting.com

24. Developing Natural Supports The Triangle of Support “What have I not done today?’ “What have I not done today?’ Work your way out of a job Work your way out of a job Job Coach EmployerEmployee ©Debbie Wilkes

25. What if they say “No”? Request a tour of the facility so that you have a better understanding of the business. Request a tour of the facility so that you have a better understanding of the business. Ask for names of other businesses that you may contact. Ask for names of other businesses that you may contact. Let them know that your will visit with them again. Let them know that your will visit with them again. Leave and receive business card Leave and receive business card Follow up with a personal thank you note or an email Follow up with a personal thank you note or an email ©Debbie Wilkes

26. When they say “YES!” Complete an application Complete an application Have an interview Have an interview If possible give employer choices of students If possible give employer choices of students Set time to complete a job analysis Set time to complete a job analysis Determine who will be a mentor for the student Determine who will be a mentor for the student Establish a start date Establish a start date Follow up with a thank you note or email Follow up with a thank you note or email ©Debbie Wilkes

27. debbie@drwilkesconsulting.com