Leonardo Da Vinci Project Development of Systems for Vocational Teacher Qualification Improvement
Worker Qualification ProfileWorker Qualification Profile Training manual Material was published...
55
Worker Qualification Profile Training manual Material was published thaks to financial support of the European Union Program Leonardo da Vinci – Transfer of Innovation. Author is responsible for the content and European Commision and National Agency are not responsible of the information in this material
Transcript of Worker Qualification ProfileWorker Qualification Profile Training manual Material was published...
Worker Qualification Profile
Training manual
Material was published thaks to financial support of the European Union Program Leonardo da Vinci – Transfer of Innovation. Author is
responsible for the content and European Commision and National Agency are not responsible of the information in this material
Snímka 1
Assessment and Classification
Adjustment to Work
Snímka 2
2
Snímka 3
3
Assessment and Classification –the 6 “P”s
Purpose
Past
Partners
Plan
Priorities
Products
.
Snímka 4
Our Leader – Viera Zahorcova
4
Important to note how a positive, long term relationship evolves from the EU projects. E.g. how this training builds upon the Initial Needs Assessment course.
Snímka 5
Collaborating with Gail Kovacs
5
And how important collaboration is.
Snímka 6
6
Collaborative working
“If we are together nothing is
impossible. If we are divided all will
fail”
Winston Churchill
Self explanatory.
Snímka 7
7
Gail Kovacs – 37+ years
BA / BPE – anatomy, kinesiology, physiology
RRP – Registered Rehab Professional
CCRC – Canadian Certified Rehab Counsellor
CDMP – Certified Disability Management Professional
CVP – Certified Vocational Professional
ABDA – American Board of Disability Analysts
HRDC – Human Resource Development Certificate
FCARP – Lifetime Achievement Award
Ergonomist
Past President – CARP, CAVEWA
Past Vice Chair – VRA
Member – VRA, CMSUK, VRAC, IOD
Advisor to UKRC Standards
Technical Author for British Standards Institute
Who’s Who…
Snímka 8
Ceri Goodrum
Professional member of the Vocational Rehabilitation
Association
Member of the VRA’s Professional Development Committee
and its Continuous Education Group
Advisor on the development of the UK’s VR Standards of
Practice
Member of the Chartered Institute of Personnel Development
More than 10 years VR experience including supported
employment, welfare to work, employer and insurer services
MBA, DMS, Diploma in Coaching, PRINCE2, MSP
8
Snímka 9
Emily Morris
Occupational Psychologist
Vocational Rehabilitation for 16 years
Assessments for clients with a wide range of
disabilities
Psycho-Vocational Assessments, General
Learning Disability Assessments, etc
KMG Senior Associate, Assessor and
Trainer.9
Snímka 11
Housekeeping
11
Talk about washrooms, fire alarms, breaks, provision of lunch.
Snímka 12
12
Agenda / training methods
Let them know how we will be presenting the material. •Examples •Case studies •Group exercises •Handouts for toolkits •Assignments •Self study materials •Diagrams / models
Snímka 13
Individual responsibilities
13
Ask for rules for etiquette within the group: prompt for confidentiality, respect, imagination, openness; write them on the flip chart.
Snímka 14 Introductions and Personal Objectives
14
Groups of 4-6 as an icebreaker, unusual things about themselves that others wouldn’t know. Agree the most unusual as the group and will be asked to share this as part of introducing themselves to the wider group and sharing the personal objectives. Discussion around what they think the training is about and what they hope to learn or gain.
Snímka 15 By the end of the training you should be able to:
Identify possible ways of resolving barriers to
work
Consider an Adjustment to Work programme
as a possible solution
Identify the various components of an
Adjustment to Work programme
Consider how to implement such
programmes in Slovakia15
In addition to their personal objectives.
Snímka 16
16
Snímka 17
17
What is Adjustment to Work?
Initiate a discussion to see what the participants think it might be. Some key points: •an opportunity for the client to learn about themselves and the world of work in a protected environment •topics should include all areas that will help the client understand what they have in the way of skills and abilities to contribute to society •should also include discussions about what society expects from the client…and why •it is not just teaching the client what to do to integrate into work and society and how to do it…but why •can be one on one but preferably in small groups •facilitated by someone extremely knowledgeable about disability and its relationship to work •delivered at a point when the client is receptive to the idea of entering or re-entering work.
Snímka 18
How to design it
Components are identified from a “Barriers
Busting” process.
“Barriers Busting” was developed during the
C2E2 project under the European Social
Fund Equal Project.
Slovakia, the Netherlands, Sweden and
Wales
18
Barriers Busting is used with politicians, employers, service providers and / or people with disabilities to identify the issues people with disability face when entering or re-entering work. The second part of the programme has these groups identifying possible resolutions to the barriers and ways of implementing the solutions.
Snímka 19
The Barrier Busting Process
Determine the “real” and “perceived” barriers
Prioritise
Determine possible resolutions
Determine needed resources
An Adjustment to Work programme is designed to address the barriers that are prominent in any one geographical area with a particular group of clients. It is a customized programme.
Snímka 20
What is a Barrier?
Something that
obstructs or separates,
often by emphasizing
differences
Snímka 21
Individual
Organization
System
Levels of Barriers
Various contexts:
•Culture
•Family
•geography
Systemic barriers are those usually presented by government, laws, regulations, etc. They often are the biggest barriers, are more difficult to overcome and take longer to eliminate. Organizational barriers are those presented by employers or perhaps by service providers. They can relate to accessibility, service design, recruitment processes, stigma, expectations, etc. They usually require unique strategies in order to eliminate. Individual barriers relate directly to the client. They may be real or perceived. They are usually easier to define and can be resolved with the cooperation of all parties and
will solid action plans. The triangle is top heavy to emphasize the amount of time, energy and money associated with eliminating systemic barriers; less to eliminate organizational barriers and even less usually for the individual. The 3 levels of barriers are identified within various contexts such as culture, family, geography, etc.
Snímka 22
The Burden
•The stick person represents the individual.
•The red ball represents their barriers.
•The brown slope represents systemic and organizational barriers.
•Our role is to work with the individual to reduce the size of the ball. The Adjustment to Work programme is designed to prepare the client for this activity by educating them and providing them with the resources to address their barriers.
•We also have a professional role to try to reduce the angle of the slope. These are barriers that we can try to tackle in behalf of the individual but we are more likely to remove these barriers over the long term through collaborative effort and lobbying. This is something for the Agency of Supported Employment to consider.
Snímka 23
Task #1
Working in small groups, identify all the possible barriers that a client may present during your work with them under the category that the trainers give you.
Record them on the working sheet
Identify them as individual, organizational or systemic barriers
The categories that they should be assigned are: •medical / functional •personal •financial •skills related •job search related •any others not categorized above.
Snímka 24
Task #1 Worksheet
Barrier Type Solutions Topic for
A2W
Individual
Organisational
Systemic
Complete these 2 columns for now. Make sure they have identified the barriers on our Vocational Barrier Checklist…plus others they come up with.
Snímka 25
25
Break
Snímka 26
Task #2
List possible solutions
for each barrier.
In same groups tackling the same categories. Have them come up with one or two resolutions (or more) for each barrier. Encourage them to think outside of the box. The sky is the limit.
Snímka 27
Task #2 Worksheet
Barrier Type Solutions Topic for
A2W
Individual
Organisational
Systemic
Complete this column this time.
Snímka 28
Day 1 Wrap Up
Learned how to start a “Barriers Busting”
exercise
Learned the basis for developing an
Adjustment to Work programme.
Tomorrow…building an A2W programme
from the Barriers Busting process – possible
tools and resources28
What they have learned today. What we will work on tomorrow.
Snímka 29
29
Welcome to Day 2
Snímka 30
Review from Day 1
30
Review key points from Day 1. Point out how vast the list of possible resolutions are as demonstrated from Day 1. Get them to start thinking about how the resolutions might be packaged into a programme for people with disability. Use the barriers checklist categories to put a programme together.
Snímka 31
Task #3
Get larger group feedback
and input.
See if the larger group has any other suggestions for additional barriers and dealing with them. This might be where we introduce any barriers that might be missing.
Snímka 32
32
Break
Snímka 33
Task #4
What might you include
in an Adjustment to
Work program to
address these barriers?
Back into their small groups. Have them translate their resolutions into lectures, tasks, activities, etc that could form part of the A2W programme…something tangible that might help resolve the barrier. e.g. Client is still undergoing treatment. Schedule the A2W programme around his treatment schedule to show how he can do both simultaneously. He could work but also go to therapy if required. Provide examples of other clients where this is happening or has happened successfully. e.g. Client is not sure of his functional abilities. Send for a Functional Capacities Evaluation. e.g. Client does not know how to present himself to employers. Schedule a resume writing component.
Snímka 34
Task #4 Worksheet
Barrier Type Solutions Topic for
A2W
Individual
Organisational
Systemic
Fill in this column now.
Snímka 35
Organizing the A2W programme
Medical / functional
Personal
Skills
Financial
Job Search
Other
35
Organize the A2W programme logically…perhaps using these categories in this order.
Snímka 36
Medical / functional suggestions
From the group
From KMG
36
Have each group present what they might include in an A2W programme in this order. So the medical / functional group would go first. KMG suggestions. See Vocational Barrier Checklist. On flipchart…select the ones they like best and might work in Slovakia.
Snímka 37
Normal recovery times
1. Official Disability Guidelines (ODG)
http://www.disabilitydurations.com/
2. Medical Disability Advisor
http://www.reedgroup.com/
37
After each initial slide we should show examples of tools, resources or activities that we would include in an A2W programme. These tools could be on hand for the client to conduct some research around recovery times. Ceri…can we research how often surgery gets cancelled or delayed and provide that reference? It will vary from country and country and not sure how relevant it is for their client group.
Snímka 38
Medication tracking
Medication Time taken Side Effect Duration of
Side Effect
Impact on
Functioning
38
This is an example of a tracking sheet that the client may design during A2W and test out for 2 weeks. Findings should be discussed and put into perspective.
Snímka 39
Defining and Tracking Function
Activities of Daily Living
Functional Capacity
Functional Capacities
Evaluation
39
Refer to the checklists I developed from the INA. Talk to them about a FCE.
Snímka 40
40
Snímka 41
Personal
From the group
From KMG
41
Snímka 42
42
Talk about how this can be used to engage the client, how it can define his medical / functional activities along side his vocational activities, etc. Clients often appreciate a picture that shows their journey.
Snímka 43
Contact lists
Contact How Known How can they be used
43
To make best use of contacts.
Snímka 44
44
Matching People to Work
Describe the job matching process and how people who successfully complete this process are happy with their work and are able to sustain in the job. Walk the client through the next few slides so they appreciate the process and are interested in participating.
Snímka 45
45
Worker Qualification Profile
Functional levels
Interests (measured and expressed)
Aptitudes
Academic achievement level
Cognition / learning style and potential
Skills (data, people and things)
Personal characteristics / temperaments
Work behaviours and attitudes
Environmental preferences
Needs
Explain how someone could have a disability (functional issue) but still have so much to contribute to work. This information is used to build confidence. See reference tool for what each category represents. Part of the A2W program is about using discussion, tools, resources and other services to build the WQP.
Snímka 46
46
Mismatched – under employed
This is what someone whose WQP is better than the job looks like. They are bored…could be careless, take unnecessary risks and get injured…or simply be stressed.
Snímka 47
47
Mismatched - over employed
This is what someone whose WQP is below the requirement of the job looks like. Again…a candidate for injury, illness, stress.
Snímka 48
48
How to Develop a WQP
Profiling
Initial Assessments
Dyslexia / General Learning Assessments
Functional Capacities Evaluation
Transferable Skills Analysis
Vocational Evaluation
Psycho-Vocational Assessment
Situational Assessment / Work Trial
Snímka 49
4949
Job Analysis Data
Physical demands
Psychological demands
Interests
Aptitudes
Educational requirements
Skills (data, people, things)
Temperaments
Environmental factors
Salary and benefits
Use this kind of tool to compare the client’s WQP to work. Viera says one is in development in Slovakia.
Snímka 50
Age issues
50
Refer to the document I will have sent about Older Workers. This is used as an educational / enlightenment process related to dispelling myths.
Snímka 51
51
Break
Snímka 52
Skills
From the group
From KMG
52
Snímka 53
Skills Triangle
53
5%
Technical Skills
15%
Transferable Skills
80%
Personal Characteristics
• Specific to a job
• Easily taught and
learned
• Little time, money or
effort
• Employers can easily
teach
• Found in many jobs
• Develop over time
• More time, money and
effort
• Important for internal
relocation
• Foundational
• Examples: integrity,
reliability, dependability,
etc.
• Other skills are no good
without this
Self explanatory. Used to build client confidence, self esteem, resume, interviewing skills, etc. We use the NOC or checklists or job descriptions to build the client’s technical skills. We use checklists to build the client’s transferable skills. We use general discussion and questioning to determine the client’s personal characteristics…unless of course they have had a Psycho-Vocational Assessment, in which case we use the report.
Snímka 54
Financial
From the group
From KMG
54
During these discussions with the client we use case scenarios, spreadsheets to show “what if scenarios”, specific examples, etc. We also might engage guest speakers who could stay and do the analysis with the client.
Snímka 55
End of Day 2
55
Good job. Announcements.
Snímka 56
Welcome to Day 3
56
Snímka 57
Job Search
From the group
From KMG
57
Snímka 58
What we teach in A2W
Resume writing
Application completion
Cover letters
Informational interviews
Interviewing
Researching the job market
The hidden job market
58
Snímka 59
What we include in A2W
Computer based searching
Presentation skills
The employer’s perspective of recruiting and
maintaining workers
The cost to employers of recruiting, training
and maintaining workers
Employment related legislation
Disability related legislation
59
Snímka 60
What we include in A2W
Preparing for the interview
Follow up post interview
Job search recording
Work behaviours
Work attitudes
Efficient job search strategies
Labour market information
Local, regional, national and global economy60
Snímka 61
61
Break
Snímka 62
Other Barriers
From the group
From KMG
62
Snímka 63
Limited Work Related Information
63
Provide through dictionaries of jobs
Career counselling tools
Newspapers
Activities like listing all the jobs they know
Videos about work
Interest surveys
Internet
Other vocational exploration tools
Have these products on hand for the client to refer to.
Snímka 64
Functioning Independently
Homemade adjustments
Suggested reasonable adjustments
depending on the impairment
Activities of Daily Living checklist
Personal Assistant/support worker
Job Coach
Other suggestions
64
Snímka 65
Task #5
Time to test out the learning
65
Snímka 66
66
Snímka 67
Task #5
Feedback
67
Snímka 68
Putting it all together
Need to think about:
- Instructors / facilitators
- Facilities
- Logistics (time and duration)
- Referral to the programme
- Who pays?
- Added resources68
Snímka 69
Final Review and Action Plan
69
Add any final comments that might be appropriate. Get them to action plan
Snímka 70
Course evaluation
70
Snímka 71
Congratulations
71
Hand out certificates
Snímka 72 [email protected]
72
Activities of Daily Living
Description of Home:
1. Flat Bungalow Split Level House (2+stories)
2. Number of Rooms:
3. Stairs: (how many flights, # per flight)
4. Elevators:
5. Size of lot:
6. Size of grassy area:
7. Gardens:
8. Other:
9. Pets: (how many/breed/weight)
10. What care is required for these pets?
11. Who provides the care for the pets?
Task Implements:
Brooms Dust Mop Duster
Vacuum Cleaner
Dishwasher
Automatic Washer
Clothes Dryer
Laundromat
Lawnmower: Manual Electric Gas Ride-on
Snow removal
Other tools and appliances _____________________________________
Are you having difficulty with any of the following areas?
ACTIVITY ISSUE ASSISTANCE
Personal care Yes No
Meal Preparation Yes No
Cleaning Yes No
Laundry Yes No
Bed Making Yes No
Dishes Yes No
Care Giving Yes No
ACTIVITY ISSUE ASSISTANCE
Shopping Yes No
Driving Yes No
Animal/Pet Care Yes No
Outdoor Maintenance Yes No
Personal Interests Yes No
Student Activities Yes No
Functional Capacity Checklist
Physical and Sensory Functioning
Physical/Sensory Problem Comments / Support Needed
Seeing
Hearing
Talking
Standing
Walking
Sitting
Kneeling
Crawling
Stooping
Climbing
Pulling
Physical/Sensory Problem Comments / Support Needed
Pushing
Handling
Raising arms above
head
Lifting
Cognitive Functioning
Cognition Problem Comments / Support Needed
Memory
Decision making
Problem solving
Concentration
Coping with
interruptions
Juggling several things
at once
Planning
Organising
Psychological Functioning
Psychological Problem Comments / Support Needed
Socially related issues
(family or other)
Increased use of tobacco,
alcohol, drugs
Relationship issues
Sleeping issues
Tiredness
Eating related issues
Excessive tearfulness
Emotional highs and lows
Difficulty focusing –
flashbacks or intrusive
thoughts
Others
Barrier Busting
Breaking down barriers to client engagement
The Barrier The Type Solutions Resources
Individual
Oganisational
Systemic
Individual
Oganisational
Systemic
Individual
Oganisational
Systemic
Individual
Oganisational
The Barrier The Type Solutions Resources
Systemic
Individual
Oganisational
Systemic
Individual
Oganisational
Systemic
Individual
Oganisational
Systemic
Individual
Oganisational
Systemic
The Barrier The Type Solutions Resources
Individual
Oganisational
Systemic
Individual
Oganisational
Systemic
Individual
Oganisational
Systemic
VOCATIONAL BARRIERS CHECKLIST
Medically/ Functionally Related
Still involved in treatment/
therapy
Surgery pending
Negative impacts of medication
Functioning levels not clearly
defined
Resolutions
Build A2W programme around client’s schedule to demonstrate the
treatment does not have to take priority and can still fit into the normal
activity day. Provide specific examples where this occurs. Encourage
the client to discuss early morning or late afternoon for treatment with
the treating practitioner in order to change their treatment schedule.
Brainstorm with the client reasons why this approach might be
beneficial. Role play this discussion. Attend this discussion with the
client and the treating practitioner.
Have the client research recovery times for the type of surgery they will
have. This should demonstrate the minimum time they need off work
for this activity. Give examples of where employers have allowed time
off for surgery in the past. Provide facts on how often surgery gets
delayed or cancelled altogether. Perhaps the client can work in the
interim. Work may totally eliminate the need for surgery in the first
place. Provide examples where this has occurred.
Work with the client to research the parameters of the medication they
are taking. Have the client design a form on which they track their
energy levels and other consequences of taking medication. Have
them track for 2 weeks. Discuss the findings and possibilities for
improving this situation. Encourage the client to discuss their findings
with the treating practitioner in order to change their medication if
possible. Brainstorm with the client reasons why this approach might be
beneficial. Role play this discussion. Attend this discussion with the
client and the treating practitioner.
Work with the client to complete an Activities of Daily Living checklist.
Discuss findings and point out the positives of what the client is
achieving. Translate the findings into how well they might be lifting,
carrying, walking, standing, sitting, bending, reaching, etc. Have the
client complete a Functional Capacities checklist over 2 weeks so they
can see how well they are functioning. Send for a FCE if possible.
Demonstrate through the Worker Qualification Profile discussion how
physical function is only one part of the profile they have to offer to
employers. Have the client participate in sheltered work or a work trial
to test out their function.
Assistive devices required/ not
yet accessed
Chronic pain issues not resolved
Client does not accept
impairment
Educate the client on how to proactively address this issue. Can they
buy it for themselves and get reimbursed? Can they “badger” the
supplier in order to get the device quicker? Brainstorm options. Are
there other tools they might use in the meantime. What other
reasonable adjustments can be put in place? Solicit the client’s
thoughts on this.
Send for chronic pain management. Get the client involved in tasks he
really loves to see if the pain lightens or at least is tolerable. This might
be a game, computer activity, discussion, the watching of sports,
discussion with peers, etc. Put pain in perspective. Try to sort the
client’s vocational goals as soon as possible and create a plan of action
for reaching these goals.
Do some reality based counselling or group activity where individuals
discuss their impairment and what it means to them. Find articles and
research that talk positively about impairment.
Personally Related
Lack of contacts
Lack of family support/
encouragement
Resolutions
First invite the client to create a list of why “contacts” are important in
returning to work (e.g. as references, to review resume, to proofread
documents, to help with employer research, etc). Then have the client
create a list of every adult he knows and how that individual might be
used in securing work. Provide them with categories if they find this
task difficult (e.g. health care, neighbours, parents of children’s friends,
professionals, etc.)
Run a client workshop to brainstorm ways in which the family can
impose barriers on the client. Discuss ways in which these barriers can
be removed and assist clients with the process. Consider family
counselling. Invite family to some of the A2W program. Provide the
family with the Worker Qualification Profile of the client to show how
much he / she has to contribute. Engage the family with specific RTW
tasks (e.g. proofreading, researching jobs in the newspaper, helping to
develop the resume).
Marital issues
Lack of incentive to work
Lack of information
Lack of confidence
Age
Lack of child care arrangements
Lack of transportation
Court convictions
Consider marital counselling. Invite the spouse to participate in the
A2W programme.
Brainstorm the value of work with clients during A2W. Have the client
participate in a budget review to demonstrate how return to work would
impact financially on their situation. Paint a picture of what life will be
like in the long term if the client does not return to work. Discuss the
consequences of the client not actively participating in the return to
work process.
During development of the A2W programme, create a list on everything
a client needs to know about returning to work. Make sure it is covered
during the programme. Create a resource list so the client knows
where to go to get specific pieces of information in the absence of an
A2W programme. Specifically with each client, reinforce what they
need to know so they have long term recall on that topic.
Reinforce everything that is positive about the client throughout the
programme. Work with the client to build their Worker Qualification
Profile to demonstrate all that the client has to contribute to society, the
workforce and a specific employment situation. Help the client to build
a resume reflective of their technical and transferable skills and their
personal characteristics (skills triangle). Role play information and
employment interviews with the client. Invite someone the client knows
into the programme to present the client’s positive attributes to the
group.
Discuss all of the positive aspects coming from “older worker” research.
Present all the possible ways the client can sell his / her age to the
employer (young or old). Role play interviews focused on age. Show
examples of where age is a positive factor. Present statistics and data.
Discuss each client’s specific circumstance. Brainstorm alternatives
(family support, paid services, flex time, part time employment, etc).
Test child care arrangements.
Brainstorm all possible alternatives. Point out that car pooling might be
an option once work commences. Educate the client on how to take
public transport. Participate with them on public transport until they are
comfortable.
Explore the reasons behind any convictions. Determine what this
means to the client in terms of work options. Give guidance on how to
gain a pardon. Assist the client with this process. Role play interviews
based on this topic.
Demonstrates inappropriate work
behaviours
Personal hygiene issues /
Presentation style
Work with the group to create a list of potentially inappropriate
behaviours. Explore why these behaviours are inappropriate. What are
other persons’ perceptions of these behaviours. Role play where
inappropriate behaviours are used. Show videos of situations where
people behave inappropriately. How does the client feel? Show and
reinforce appropriate behaviours. Consider counselling / work trial.
Work with the group to create a list of hygiene and presentation issues.
Explore why these are inappropriate. What are other persons’
perceptions of these issues. Role play where these issues are obvious.
Show videos of situations where people present in this way. How does
the client feel? Show and reinforce positive hygiene and presentation
styles. Consider counselling / work trial.
Skill Related
Language barriers
Over qualified
Under qualified
Lack of certification, computer or
other skills
Lack of experience
Lack of specific training
Resolutions
Arrange for language training to enhance skills. Make language
training goal specific. Provide a tutor. Ensure an interpreter is
available. Determine if opportunities are available in the specific
language community where the client may be accommodated in his /
her own language.
Discuss strategies where the client down plays this situation (e.g.
prepared to take lower salary, happy to have the work, commitment to
the tasks). Role play interviews where the client negotiates with the
employer (e.g. offer to do project work or training or supervision). Use
the skills triangle concept to sell the client to the employer.
Consider skills training or upgrading. Role play interviews where this
comes up as an issue (e.g. client offers to go for training paid
personally or by the state, client accepts a lower wage until qualified).
Arrange training-on-the-job and / or work trial. Use the skills triangle
concept to sell the client to the employer.
Similar to above. Use the skills triangle concept to sell the client to the
employer.
Similar to above. Arrange work trials or training-on-the-job. See if
family members can provide some relevant experience.
Similar to above.
Limited organizational skills
Limited communication skills
Minimal work history
Potential cognitive impairment
Explore with the client specifically where these skills are lacking (daily
planning, appointments, time management, etc.) Apply strategies and
reasonable adjustments to assist the client. Brainstorm alternatives
with the client. Find out how the remainder of the group deals with
these issues. Recommend tools and resources. Put together a 2 week
trial where the client applies these organizational skills and evaluates
the benefits. Complete a standardized assessment to determine if
there are cognitive reasons for this issue. Implement
recommendations from the Assessor. Send client to seminars dealing
with organization and time management.
As per above…but related to oral and written communications. Have
client deliver paper work and presentations as part of the A2W
programme.
Educate the client on how to address this issue with employers in a
positive fashion (raised family, self trained, limited availability in the
labour market). Arrange work trials and / or training-on-the-job. Role
play interviews for practice.
Arrange for a Psycho-Vocational, Psycho-Educational or General
Learning Disability Assessment. Implement the recommendations from
the Assessor. Suggest common Reasonable Adjustments. Try
different learning styles during the A2W programme.
Financially Related
Wages being offered
Cost of looking for work
Resolutions
Teach the client on how to negotiate salary. Help the client research
salary expectations of various jobs. Discuss with the client how it is
better to get into the job to negotiate wages and how it is easier to go
from a job to a better job than from unemployed status to a better job.
Encourage the client to attend financial counselling in order to manage
their money better, understand and work within their budget and
appreciate the consequences of them going to work.
Use the group to investigate ways of searching for work efficiently and
effectively. Help the client develop their computer skills and teach
them how to conduct their job search on line as much as possible.
Help the client use public transport in order to get to interviews.
Demonstrate how quickly the client will recoup losses once they are
working. Educate them on Return on Investment (ROI) strategies.
Financial risk in returning to work
Potential retirement with financial
gain
Unable to live with current
income
As per above.
As per above.
As per above.
Job Search Related
Limited job search experience
Lack of resume
Interviewing skills
No suitable references
Lack of jobs in the field
Resolutions
Educate the client on the aspects of job searching (key stakeholders,
why the activity is needed, what job search entails, where to access
leads / opportunities, how to prepare products, how to record activity,
etc.) Give them time to develop their skills and to search for work.
Teach them about resume writing. Introduce the skills triangle as a
way of formulating the resume. Educate the client on the purpose,
scope, use, value, intent and distribution of the resume. Have the
client practice developing resumes and cover letters for specific
opportunities. Encourage the client to get feedback on their products
from family, friends, business associates, etc. Have clients help each
other with this activity. Provide professional feedback to the client.
Provide a list of tools and references related to the subject. Run mock
interviews referencing the resume.
Send clients to seminars related to communications. Teach topics
related to listening, speaking, presenting, body language, appropriate
interviewing behaviours, the value of the “reception” role, dress and
presentation, etc. Role play. Videotape interviews. Solicit group
feedback. Present videos on the subject. Provide tools and resources.
Educate on who makes a suitable reference. Brainstorm with the client
various individuals they know. Might they be a reference. Check with
the client the status of their relationship with previous employers. Ask
family and friends if they know individuals who might be good
references.
Check during the assessment process if jobs identified as options are
available in the local labour market. Do a labour market analysis.
Select only options where work is available and that the client matches
to. Train into matching occupations if jobs are not available in the area.
Encourage the client to relocate to where jobs are available. Help the
client develop a business case for the move.
No job goal
Not sure of job goal
Demonstrate the value of having a job goal. Explain the assessment
process and its value to the client. Ask the client to attend a Vocational
Evaluation or Psycho-Vocational Assessment (Standardized
Assessments). Provide sample reports from these Assessments.
Show the client case studies related to this topic. Ask the client to
complete an interest survey to show them how assessment works and
what it might mean for them. Tie the job goal back into the resume.
Introduce the client to someone who has undergone the process and is
positive about it. Have this person present to the group.
As per above. Acknowledge Standardized Assessments as both
exploration and confirmation tools. Arrange work trials so the client
has an opportunity to test out their goal. Help the client explore the job
goal by providing them with exploration materials like the National
Occupation Classification (NOC) or Career Guides.
Other Barriers
Client wishes to remain with the
Union
Client does not function well
independently
Below average aptitude levels
Limited education
Resolutions
Try to get union commitment to help the client. Educate the client on
the consequence of sticking with that decision. Demonstrate to the
client that there are many employers who are positive about disability
and who will protect the client’s rights.
Determine why and introduce strategies to build independence
(support with activities of daily living, transition from residence to
workshop, independent living, work trial, etc). Arrange for appropriate
reasonable adjustments to be put in place. Introduce confidence
building activities. Demonstrate through standardized assessments
how independent the client can be. Gain the support from family and
friends.
Educate the client on what that means relative to work. Conduct reality
based counselling. Encourage the client to consider entry level roles.
Try work trials and training-on-the-job as opposed to formal training.
Introduce reasonable adjustments, ergonomics and rehab engineering
for any dexterity deficiencies. Focus on the positives like personality
traits, specific skills (data, people, things), previous experience, etc.
Provide training / upgrading. Match the client to jobs where
educational requirements are minimal. Promote the positives in the
client. Limit educational discussion in the resume and interview to only
what is required. Encourage the client into self study. Educate the
client on how to handle this topic during interviews. Build client
confidence in other areas.
Client does not accept vocational
goal
Client believes he/ she is
unemployable
Client does not wish to attend
training
Explore what the client is putting forward as issues. Demonstrate how
and why this is a good match to the job. Consider what the client is
putting forth as an alternative and refute or agree based on facts.
Conduct reality based counselling. Revisit the job matching process.
Have the client define “unemployable”. Gain professional opinions on
this topic and share them with the client. Validate through the job
matching process that they are employable. Build their confidence.
Send for Standardized Assessments and share the report with the
client. Arrange for work trials. Conduct reality based counselling.
Explore how they possibly worked in the past.
Educate the client in the value of training and how this intervention will
assist with gaining work. Send the client for a Standardized
Assessment to show that they are capable of training. This will build
confidence and identify client learning methods. Select jobs that do not
need training.
Vocational Assessments
Aptitude Descriptors
G – General Learning Ability
Ability to “catch on” or understand instructions and underlying principles; to reason and make
judgments.
V – Verbal Ability
Ability to understand the meaning of words and the ideas associated with them, and to use them
effectively; to comprehend language, to understand relationships between words and to understand
the meaning of whole sentences and paragraphs; to present information or ideas clearly.
N – Numerical Ability
Ability to carry out arithmetical processes quickly and accurately.
S – Spatial Perception
Ability to think visually about geometric forms and comprehend the two-dimensional representation of
three-dimensional objects; to recognize the relationships resulting from the movement of objects in
space. May be used in such tasks as blueprint reading and in solving geometry problems. Frequently
described as the ability to “visualize” objects of two or three dimensions.
P – Form Perception
Ability to perceive pertinent detail in objects and in pictorial and graphic material; to make visual
comparisons and discriminations and to see slight differences in shapes and shadings of figures and
widths and lengths of lines.
Q – Clerical Perception
Ability to perceive pertinent detail in verbal or tabular material; to observe differences in copy, to
proofread words and numbers, and to avoid perceptual errors in arithmetical computation.
K – Motor Co-ordination
Ability to co-ordinate eyes, hands and fingers rapidly and accurately when required to respond with
precise movements.
F – Finger Dexterity
Ability to move the fingers and manipulate small objects with the fingers rapidly and/or accurately.
M – Manual Dexterity
Ability to move the hands easily and skillfully; to work with the hands in placing and turning motions.
Data / Information, People, Things Descriptors
Data / Information
0 – Synthesizing
Integrating analyses of data to discover facts and/or develop knowledge, concepts and
interpretations.
1 – Co-ordinating
Determining time, place and sequence of operations or actions to be taken based on
analysis of data; executing determinations and/or reporting events.
2 – Analyzing
Examining and evaluating data; frequently presenting alternative action in relation to the
evaluation.
3 – Compiling
Accumulating information usually recorded physically but which may be stored mentally;
gathering, collating and classifying information about data, people and things; frequently
reporting and/or carrying out a prescribed action in relation to the information.
4 – Computing
Performing arithmetical operations and reporting on, and/or carrying out, prescribed action in
relation to them; does not include counting.
5 – Copying
Carrying out a set of explicit procedural/operational functions or processes based on an
understanding of instructions or information necessary to perform the work.*
6 – Comparing
Identifying the obvious functional, structural or compositional characteristics (in terms of
similarity with, or difference from, established standards) of data, people and things.*
7 – The functional digit 7 is not used in the Data column.
8 – Not significant
People
0 – Mentoring
Dealing with individuals in terms of their total personalities in order to advise, counsel and/or
guide them with regard to problems that may be resolved by legal, scientific, clinical, spiritual
and/or other professional principles.
1 – Negotiating
Exchanging ideas, information and opinions with others to arrive jointly at decisions,
conclusions or solutions; often collaborating with others to formulate policies and programs.
2 – Instructing – Consulting
Teaching subject matter to others, giving advice or training others (including animals)
through explanation, demonstration and supervised practice; making recommendations on
the basis of subject matter expertise.**
3 – Supervising
Determining or interpreting work procedures for a group or team of workers, assigning
specific duties to them, maintaining harmonious relations and promoting efficiency.
4 – Diverting
Providing entertainment in one or more forms.
5 – Persuading
Influencing others in favour of a product, service or point of view.
6 – Speaking – Signalling
Talking with and/or signalling people to convey or exchange information; giving assignments
and/or directions to helpers.
7 – Serving – Assisting
Attending to the needs and requests of people or animals or the expressed and implicit
wishes of people; helping and supporting other workers in the performance of tasks.***
8 – Not significant
Things
0 – Setting up
Adjusting machines or equipment by replacing or altering tools, jigs, fixtures and attachments to
prepare them for operation, change performance or restore proper functioning if they break down.
1 – Precision working
Using the body and/or equipment to move, guide, place, install and/or interface with objects, in order
to attain specifications and precise standards. Considerable judgment is required to select, adjust and
utilize appropriate tools, products and/or materials to accomplish specified objectives.
2 – Controlling
Starting, stopping, controlling and adjusting machines and equipment designed to fabricate and/or
process objects or materials. Operating machines involves minimal set up and adjustment as the work
progresses. Controlling equipment involves observing gauges, dials and other indicators, and turning
valves and other devices to control factors such as temperature, pressure, flow of liquids, speed of
pumps and reactions of materials.
3 – Driving – Operating
Starting, stopping and running machines and equipment that must be steered or guided in order to
fabricate process and/or move things or people. Involves activities such as observing gauges and
dials, estimating distances and determining speed and direction of other objects, pushing clutches or
brakes, and pushing or pulling gear shifts or levers. Includes such machines as cranes, conveyor
systems, tractors, and hoisting machines. Excludes manually powered and power-assisted machines.
4 – Operating – Manipulating
Using the body, tools or special devices to operate equipment or move, guide, install and place objects
or materials. Requires a significant combination of motor co-ordination and manual and finger
dexterity. Involves some latitude for judgment with regard to precision and selection of appropriate
tool, object or material.
5 – Tending
Starting, stopping and observing machines and equipment; adjusting materials or controls of the
machine such as changing guides, adjusting timers and temperature gauges, turning valves to allow
flow of materials and flipping switches in response to lights. Minimal judgment is involved in making
these adjustments.
6 – Feeding – Offbearing
Inserting, throwing, dumping or placing materials in or removing them from machines or equipment
that are automatic or operated by other workers.
7 – Handling
Using the body, hand tools and/or special devices to work, move or carry objects or materials. The
attainment of standards or the selection of appropriate tool, object or material is not significant.
8 – Not significant
Vocational Assessment Options
Job
Title /
NOC
Code
Aptitude
Match
Functional
Match
DPT
Match
Interests
Match
Education
/ Training
Match
Suitable
Wage
Available
at
Employers
or in LM
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes No
Yes
No
Yes
No
Yes
No
Yes
No
Yes No
Yes
No
Yes No
Yes
No
Yes
No
Yes
No
Yes
No
Yes No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes No
Yes
Yes No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Job
Title /
NOC
Code
Aptitude
Match
Functional
Match
DPT
Match
Interests
Match
Education
/ Training
Match
Suitable
Wage
Available
at
Employers
or in LM
No
Yes
No
Yes No
Yes
No
Yes
No
Yes
No
Yes
No
Yes No
Type of Assessment Determination1
FACTOR
TSA
VOC.
EVAL.
PSYCHO-
VOC
Is an older client (over 55) with years of work
experience
x
Is a younger client (under 30) with limited work
experience
x
Has been injured for the first time in the past six
mos. x
Has an accident date over a year old
x
Has multiple injuries
x
Has multiple claims
x
Is very limited physically speaking
x
Is very limited cognitively speaking
x
Has better than grade twelve education
x
Has less than grade eight education and was a high
wage earner
x
1 Courtesy of KMG Health Partners Ltd.
FACTOR
TSA
VOC.
EVAL.
PSYCHO-
VOC
Has less than grade eight education and was a low
wage earner
x
Has a skill or trade that is in demand
x
Is very self aware
x
Is very world of work aware
x
Needs more exposure to the labour market
x
Declares or presents with a possible learning
disability
x
Potentially could be attending a three year plus
educational program
x
x
Has limited language and / or literacy skills
x
Has an actively involved advocate / union
x
Has no specific vocational goal
x
FACTOR
TSA
VOC.
EVAL.
PSYCHO-
VOC
Has a questionable vocational goal x
Will not commit to vocational goal
x
Has a solid vocational goal
x
Has a solid work history in one or two areas
x
Can functionally still do pre-accident work but just
not with the previous employer
x
Has a sporadic work history relative to employment
(jobs)
x
Has a sporadic work history relative to employers
x
Has hobbies or interests that can be translated into
work
x
Has job leads that are of interest to them
x
Is still grieving job loss to the point of it impacting on
daily functioning
x
Presents few work related references
x
Does not want you to contact the last employer(s)
x
FACTOR
TSA
VOC.
EVAL.
PSYCHO-
VOC
Presents behavioral issues either verbally or
through demonstration
x
Background includes psychiatric, mental health or
personality issues
x
Lacks confidence and self-esteem
x
Does not function well independently
x
Lacks support from family, friends, peers
x
Lacks financial motivation to return to work
x
Copes well in testing environments and with paper /
pencil products
x
Prefers hands on kinds of activity
x
Comes from a “professional” background
x
