VOCATIONAL EVALUATION

Deb Roels, MAEmployment Services Manager

www.wskills.com

AT THE CONCLUSION OF THIS PROGRAM, PARTICIPANTS WILL BEABLE TO:

Effectively conduct in-person interviews and understand the importance of using the findings in this discovery process.

Identify relevant vocational assessment tools that are reliable and validated to use to determine potential career paths.

Identify the practical methods to bring together all relevant objective and subjective data in order to analyze and plan an individualized course of action.

Know how to develop appropriate vocational recommendations based on the individual’s functional status, education, vocational history, and transferable skills.

Before

After

PERSONS WITH DISABILITIES AND EMPLOYMENT

The Bureau of Labor Statistics in 2017 reported that 18.7% of persons with a disability were employed. In contrast, the employment-population ratio for those without a disability was 65.7% (Bureau of Labor Statistics, 2017).

Before

After

WHY DO A VOCATIONAL EVALUATION?

To obtain greater self and work knowledge through participation in work activities designed to evaluate vocational skills, interest and abilities.

To provide individuals with information to make career decisions.

Important to establish a rapport for an effective working relationship.

VOCATIONAL EVALUATIONS CAN INCLUDE

Background Information and reports from other professionals

Information from the individualInterviews with the person being assessed and/or

family, teachers, employers or othersVocational Exploration and counseling to clarify

goals and direct the process

VOCATIONAL EVALUATIONS CAN INCLUDE (CON’T)

Community Based AssessmentsVocational standardized test(s)Work samplesSituational AssessmentJob-tryouts

Before

After

PURPOSE OF ASSESSMENT IN WORK AND CAREERPLANNING

Research has demonstrated that congruence between interest and work environments affects some important workplace outcomes, such as job performance and turnover (Van Iddekinge, Putka, & Campbell, 2011; Van Iddekinge, Roth, Putka& Lanivich, 2011).

Before

After

PURPOSE OF ASSESSMENT IN WORK AND CAREERPLANNING (CONTINUE)

Employees whose career interest are congruent with their jobs are more likely to be satisfied with work and find intrinsic motivation to stay in the work environment longer (Holland, 1997; Schneider, 1987).

VOCATIONAL INTERVIEW

During the course of the vocational evaluation a vocational interview is conducted on each person. This interview includes (but is not limited to); personal history, social interactions, physical history, educational history, employment history, interest, and general information relating to his/her specific disability and how it relates to his/her vocational goals.

SAMPLE BACKGROUND & WORK HISTORY QUESTIONS DURINGTHE ASSESSMENT PROCESS

What kind of jobs have they had in the past?

What skills have they acquired from the jobs?

Do they have any occupational training or certifications?

What job-related skills have they acquired from past experiences?

What possible barriers to employment are suggested by their background/work history?

Have they been terminated from a job?

Is serial unemployment a factor? Is serial job hopping prevalent? Seeking part-time or full-time? Radius of job location able to

access What type of equipment or

machinery can they operate? What fields/industries do they

have knowledge and experience in?

SAMPLE QUESTIONS REGARDING SKILLS, KNOWLEDGE & ABILITIESDURING THE ASSESSMENT PROCESS

What job-related skills do they possess?

What transferable skills might they have?

What “hidden” skills/abilities haven’t been considered?

What is their ability to learn new skills?

How do they learn best—hands-on, visual, verbal or written

What is their dream job? What types of jobs will they not

consider? What type of work environment

do they work best in? What type of work environment

would not be a good match for them?

Do they like working with people or independently?

QUESTIONS TO ESTABLISH PARTICIPANT’S BARRIERS TOEMPLOYMENT DURING THE ASSESSMENT PROCESS (CONTINUE)

• What is their transportation situation?

• What supportive services might they need?

• Are they lacking any basic education?

— English proficiency — Literacy — GED

• What skills do they need to obtain to qualify for the job they want?

Do they have any physical restrictions related to lifting, standing, bending or carrying?

What is their availability to work?

Where do they need to improve?

What types of jobs will they not consider?

Do they have any legal backgrounds to consider?

QUESTIONS PERTAINING TO PARTICIPANT’S PERSONALITY & SUPPORT SYSTEM DURING THE ASSESSMENT PROCESS (CON’T)

Does their personality match their job goal?

Will their personality help them get a job?

What inner drive/ambitions will help them get through?

Who can they count on, and for what?

Are there people who can help them network to find a job?

What do they think they need to do to get ready to pursue a job?

Do they have any specific concerns or questions?

How will their life be different with a job?

What type of changes will they need to make in their daily routine?

What type of work environment do they work best in?

How do they spend their time currently?

Do they feel ready to work right now?

How would they rate their confidence about going to work (from 1 to 10)?

WHAT IS ASSESSED?History, education, employment, background, etc. Strengths and weaknesses Independent living skills Literacy Knowledge of the world of work Abilities and aptitudes Interests Technical/ job skillsGeneric work behavior (social, communication, etc.) Job Seeking skills Accommodations

TECHNIQUES OR METHODS USED IN VOCATIONALASSESSMENT

Vocational evaluation includes a variety of methods and assessment techniques. Some are standardized and some are nonstandardized, that is are less formal and more subject to individual interpretation or educated judgement.

ReliableFairValidCost-effectiveOf appropriate lengthWell-matched to the qualification of the

administratorEasy to administerAble to provide easy-to-understand resultsAppropriate for the individual’s needs

FORMAL ASSESSMENT TOOLS Basic Skill Measures Adult Basic Learning Examination (ABLE) Comprehensive Adult Student Assessment System (CASAS) Cognitive Abilities Test (CogAT) Tests of Basic Education (TABE) Wide Range Achievement Test-Revised (WRAT_R)

Skill, Aptitude, or Ability Measurements Career Ability Placement Survey (CAPS) General Aptitude Test Battery (GATB) Realistic Assessment of Vocational Experiences (RAVE)

FORMAL ASSESSMENT TOOLS (CONTINUE) Interest Inventories/ Work Personality Measures Career Values Card Sort Career Orientation Placement and Evaluation Survey (COPES) Career Orientation Preference System (COPS) Reading-Free Vocational Interest Inventory, Revised (RFVII) Strong-Campbell Interest Inventory (SCII) Self-Directed Search (SDS) USES Interest Inventory

SITUATIONAL ASSESSMENT

Under the observation of a vocational rehabilitation evaluator, the worker performs the usual demands of the employment situation being assessed (either familiar or new). Any physical, psychological and/or cognitive difficulties that arise in meeting job demands are discussed with the worker and noted by the evaluator.

After completing the assessment the evaluator in cooperation with the worker proposes recommendations for accommodations that may promote job performance (i.e., scheduling modifications) and/or assist with pain and fatigue management (abbreviated schedules). The evaluator may also make recommendations for ergonomic equipment for the individual’s workstation or work environment if deemed beneficial.

The Holland Hexagon is a graphic illustration of the six personality types

HOLLAND MODEL

R: Realistic (Doers) People who like to work with “things.”

I: Investigative (Thinkers) People who prefer to work with “data.”

A: Artistic (Creators) People who like to work with “ideas and things.”

HOLLAND MODEL

S: Social (Helpers) People who like to work with people and who “seem to satisfy their need in teaching or helping situations.”

E: Enterprising (Persuaders) People who like to work with “people and data.”

C: Conventional (Organizers) People who prefer to work with data and who “like rules and regulations and emphasize self-control.”

WHY IS VOCATIONAL EXPLORATION PART OF THE PROCESS

People need occupation information in order to make career choices or to know what they want to do.

Without some knowledge of the possibilities the person living with a disability will have difficulty in knowing about possibilities and what they want to do.

WHAT TYPES OF ABILITIES AND APTITUDES NEED TO BE MEASURED?

Abilities and aptitudes refer to natural talents or capacities, whereas skills refer to what a person has learned to do. Success in learning a skill is dependent on aptitudes and abilities’ Aptitude’ Dexterity, coordination and manual abilities’ Physical capacity and functioning’ Work tolerance

WHAT IS JOB READINESS?

Criteria to determine if the individual is ready for employment:

Is it a realistic job goalDo they have transportationAre they able to manage moneyHas good work habits and generic work skillsUnderstands the world of workETC.

WHEN IS IT NOT APPROPRIATE TO CONDUCT A VOCATIONAL EVALUATION

Lack of sufficient, updated medical/psychological documentation. Evaluation at a later date would provide a more accurate

determination of the individual's optimal functional vocational capacity, because of instability of the client's physical or psychological condition or assistive technological applications not yet defined.

The evaluation may exacerbate a current medical/psychological condition.

Evidence that a comprehensive vocational evaluation has been completed within the past two (2) years and referral information fails to indicate significant change in client condition or that recommendations for service(s) have been attempted and/or failed.

VOCATIONAL EVALUATION REPORT ESSENTIALS

The report is shared with the participant and should contain: Results of testing and assessment of the individual's progress during the

evaluation Discussion of needed supports/accommodations and a plan to implement

them A recommendation as to whether the individual should: Progress to Placement Progress to Job Coaching or Supported Employment Progress to Work Adjustment Training Attain special skills training or Postsecondary Education (OJT, Trade

School, MCTI, Apprenticeship Program, college, etc.) Be referred to another agency with recommendations for specific

remediation

JOB ACCOMODATION NETWORK (JAN) If you have a question about workplace accommodations or the

Americans with Disabilities Act (ADA) and related legislation, JAN can assist.

By Telephone(800)526-7234 (V) in the United States

By E-Mail’ JAN on Demand for JAN questions that are related to accommodation, ADA,

and workplace issues.’ JAN on Demand for JAN questions that are related to self-employment and

starting your own small business.’ jan@askjan.org for all other requests.

Questions?

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