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AUTHOR Banzhaf, Katie; And OthersTITLE Building Effective Partnerships: A Win-Win Approach.
Module II. Job Match: Together for Good Business.INSTITUTION Nebraska Univ., Omaha. Center for Applied Urban
Research.SPONS AGENCY Administration on Developmental Disabilities (DHHS),
Washington, D.C.REPORT NO ISBN-1-55719-174-3PUB DATE Feb 87GRANT DHES-90DJ0100NOTE 110p.; For related documents, see EC 230 016-020.
Charts have smval print.PUB TYPE Guides - Non-Classroom Use (055)
EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS Adults; Agencies; Business; *Cooperative Programs;
Definitions; *Disabilities; Employers; *EmploymentPotential; Human Services; Industry; *Job Placement;Yodels; *Older Adults; On the Job Training;*Supported Employment; Vocational Rehabilitation;Workshops
ABSTRACT7ntended for use with personnel in business,
industry, and human service agencies, the training module is part ofa kit designed to demonstrate how individuals with disabilities andolder persons can be assimilated successfully into the labor force.This module explains partnerships between businesses and humanservice agencies. It emphasizes the development of workingrelationships between the public and private sectors. An introductionexplains how to use the module, providing information on desiredcompetency of narticipants in the training sessions, readerinformation for different target audiences, materials, andpreparation for instruction. Chapters have the following titles:"Establishing a Partnership" (the traditional readiness model versusthe alternative supported employment model); "Marketing the QualifiedApplicant" (addressed to human service workers); "Finding, Hiring,and Keeping Qualified Workers with Special Needs" (addressed toemployers); "Innovations that Work--A Guide to SuccessfulPublic-Private Partnerships" (e.g., human 'actors, a suggestedplanning process, possible program models, comparison of models, andthe winning partnership between public service agencies andindustry); "Planning for Results" (a problem-solving approach). About85 references. (DB)
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Module II
Building EffectivePartnerships:
A Win-Win Approach
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FOR GOOD BUSINESS
c) BEST COPY AVAILABLE
BUILDING EFFECTIVE PARTNERSHIPS: A WIN-WIN APPROACH
Katie BanzhafKaren Faison
Lois RoodJoy Easton Upchurch
Claude Whit headContributing Authors
Lois RoodInstructional Designer
February 1987
040Center for Applied Urban Research
College of Public Affairs and Community ServiceUniversity of Nebraska at Omaha
The University of NebrascaAn Equal Opportunity/Affirmative Action Educational Institution
Published by
Center for Applied Urban ResearchCollege of Public Affairs and Community Service
University of Nebraska at OmahaOmaha, NE 68182
Telephone (402) 554-8311February 1987
ISBN 1-55719-174-3
Project Staff
Principal Investigator and Project Manager:Instructional Designer:Content Consultants:Community Service Associate:Editors:
Cover:Graphics:Word Processing:Composition and Layout:
Floyd T. WatermanLois Rood
1..0i4 Rood and Karen FaisonCarole M. Davis
Mary Kenny Baum, Sharon deLaubenfels,and Gloria Ruggiero
Denise SambasileJoyce Carson and Bruce McCorkindale
Loni Saunde.sJoyce Carson
Successful Job Matching and Job Placement Systems for theDevelopmentally Disabled and the Older Worker
This material was produced pursuant to a grant from the U.S. Department ofHealth and Human Services, Office of Human Development Services, Administrationon Developmental Disabilities, to the Center for Applied Urban Research, Universityof Nebraska at Omaha. Grantees undertaking such projects under governmentsponsorship are encouraged to express freely their professional judgment in theconduct of the project. Points of view or opinions stated here, therefore, do notnecessarily represent policy or position of either the U.S. Department of Healthand Human Services or the University of Nebraska.
Grant No. 90DJ 0100Project Officer:
William Pittman
11
National Advisory Committee
Michael Callahan, President, Marc Gold and Associates, Syracuse, NY
Richard L. Drach, Consultant, Affirmative Action, E. I. DuPont deNemours andCompany, Wilmington, DE
Carol Dunlap, National Project Director, Electronic Industries Foundation,Washington, DC
Steve Gallison, National Job Specialist, Horticulture Hiring the Disabled,Gaithersburg, MD
Stephen Greenspan, Acting Director, Connecticut's University Affiliated Program onDevelopmental Disabilities and Associate Professor of Educational Psychology,University of Connecticut, Storrs, CT
Irwin Kaplan, Manager, Rehabilitation Training Programs, Federal Systems Division,International Business Machines (IBM), Gaithersburg, MD
Lynn Meyers, Assistant Director, Handicapped Placement Programs, AFL/CIO, HumanResource Development Institute, Washington, DC
Bernard E. Nash, Program Specialist, Worker Equity, American Association ofRetired Persons (AARP). Washington, DC
A. Philip Nelan, F.S.C., Ph.D., Director, Handicapped Employment Programs,National Restaurant Association, Washington, DC
William Pittman, Program Officer, Employment Initiative Administration onDevelopmental Disabilities, U.S. Department of Health and Human Servicea,Washington, DC
Rudyard Propst, Education Director, Fountain House, Inc., New York, NY
Raymond Sanchez, Director, Employment Initic .ive Administration on DevelopmentalDisabilities, U.S. Department of Health and Human Services, Washington, DC
Edward Sloan, Senior Equal Employment Opportunities Representative, MarriottCorporation, International Headquarters, Washington, DC
Claude W. Whitehead, National Consultant, Employment Related Services,Washington, DC
Acknowledgments
Deep appreciation is expressed to the individuals who were kind enough toreview the written materials in this kit. They did so at an inconvenient time,but, nevertheless, they gave of their professional expertise cneerfully and withoutcompensation. We wish to thank the following for their excellent suggestions andcomments: Billie Dawson, Eastern Nebraska Community Office on Retardation;Richard Drach, DuPont; Carol Dunlap, Electonic Industries Fcundation; Eric Evans,Nebraska Governor's Council on Developmental Disabilities; Df:13 Johnsen, Mid-Nebraska Mental Retardation Services; Irwin Kaplan, IBM; Cheri Kahrhoff,Northwestern Bell Telephone Company; Don Moray, Eastern Nebraska CommunityOffice on Retardation; Bernard E. Nash, American Association of Retired Persons;A. Philip Nelan, National Restaurant Association; David Powell, Ne naskaAssociation of Retarded Citizens; Rudyard Propst, Fountain House, Inc.; LynRucker, Nebraska Region V Mental Retardation Services; John A. Savage, Booz,Allen and Hamilton, Inc.; Edward Sloan, Marriott Corporation; Tony Suazo, AFL/CIOHuman Resources Development Institute; and Claude W. Whitehead, EmploymentRelated Services.
Thanks are also expressed to Connie Sutherland who reviewed and edited thes,:ripts for the audio-cassette tapes. We also thank Russell Smith, Director of theC,Inter for Applied Urban Research for h:s encouragement and support of thisproject.
Lois RoodFloyd Waterman
iv
omms,
DEPARTMENT OF HEALTH 8a. riUMAN SERVICES
$ AMINir.14 4441V
Office ofHuman Development Services
Assistant SecretaryWashington D C 20201
While serving as Commissioner of the Administration onDevelopmental Disabilities, I had the opportunity to developan Employment Initiative Campaign for employment of workerswith disabilities. I am pleased to say that our campaigngoals have not only been achieved, but exceeded. Thissuccess is due to the dedicated efforts of Governors'Planning Councils, various government committees andcommissions, and, most importantly, employers who share ourvision of economic self-sufficiency for all Americans withspecial needs. We have come a long way; more persons withdisabilities are working but we still have far to go.
In the next century, the public and private sectors mustwork together toward a better transition for people withdevelopmental disabilities from special education programsinto the world of adult challenges and opportunities. Workprovides not only financial benefits, but therapy; itcontributes to self-identification and self-worth and is aneconomic necessity for most of us. The Employment Initiativeoffers great challenges and opportunities for developing andimplementing creative approaches to this transition.
Researchers at the Center for Applied Urban Research,University of Nebraska at Omaha, found that many myths andstereotypes exist. They found that labels such as "disabled"and "older worker" sometimes create barriers to employmentfor these workers who have job skills but who also havespecial needs. Their investigation into the employmentprograms serving both individuals with disabilities, andolder persons, revealed the need for closer cooperationbetween the public and private sectors. While some employersfear that accommodations will be elaborate or expensive, theyare ofte..1 very simple and inexpensive. Frequently, theemployee can identify the best solution to the problem.
A vast and valuable pool of individuals w4.th specialneeds are available and qualified for work. Althoughtraining materials exist to explain how employers can meetlegal requirements, few provide specific information aboutdeveloping partnerships between employers and human serviceagencies to tap the resources of workers with special needs.These materials will be useful to employers and will foster ajob match that creates good business.
an K.tder, Ph.D.Assistant Secretary
for Human Development Services
MODULE II
BUILDING EFFECTIVE PARTNERSHIPS:A WIN-WIN APPROACH
How To Use This Module
The purposes of this training kit are outlined in Introductory Guide: Row toUse This Kit. This module explains partnerships between businesses and humanservice agencies. It emphasizes the development of working relationships betweenthe public and private sectors. Thus, the design specifies preparation for usingthe materials and expected outcomes.
Competency or Expected Outcome
After examining this module readers should be able to identify: (1) theadvantages of developing public-private partnerships; (2) the steps necessary toestablish such partnerships; and (3) employment innovations that work.
Target Audience
This instructional material is written for personnel in decisionmakingpositions in businesses, industries, and human service agencies who areconcerned with finding jobs for older workers and persons with disabi 'Wes. Thetarget audience may also include training personnel in companies and agencies.
Reader Information
Module II consists of five chapters. A portion of the material is intended forexecutives in businesses arid industries and a portion is intended for executivesin human service agencies. Tabs along the right-hand margins of some pagesdesignate the intended audience. It is suggested that the material be read in thefollowing sequence.
Executives from Businesrs and Industries
Chapter 1 Establishing a Partnership
Chapter 3 Finding. Hiring, and Keeping Qualified Workers with Special Needs
Chapter 4 Innovations That Work: A Guide to Successful Public-PrivatePartnerships
Chapter 5 Planning for Results
vii
Executives from Human Service Agencies
Chapter 1 Establishing a Partnership
Chapter 2 Marketing the Qualified Applicant
Chapter 4 Innovations That Work: A Guide to Successful Public-PrivatePartnerships
Chapter 5 Planning for Results
By following this sequence, both audiences will save time in preparing forinstruction and in implementing plans.
Using the Materials in the Kit
To maximize the usefulness of Module II, executives will want to review theother instructional modules in tnis kit. A brief review of the resource directorywould also be helpful.
Preparation for Instruction
After carefully reading the chapters in the sequence suggested above,executives can also prepare by viewing the videotape "Job Match: Together forGood Business," and by listening to Tape 1, Side 13, "Building Effective Partner-ships: A Win-Win Approach."
The next step is to review the materials with key staff members and todevelop an action plan. This includes designating instructors, specifying locationof classes, and inviting participants. These key staff members should also reviewall materials in the training kit before instruction begins.
Meeting rooms should be large enough to accommodate the total group andhave ample room for small discussion groups to meet. The idea is to involve thesmall groups in action planning so that more staff members "buy into" theinstructional program and help ensure its success.
viii
Contents
Page
Chapter 1. Establishing a Partnership 1
The Traditional Approach--The Readiness Model 2An Alternative Approach--Supported Employment Model 2
Chapter 2. Marketing the Qualified Applicant 5Developing Partnerships 5Marketing Partnerships 7Sealing the Relationship Through Follow-up 23Job Selection--Quality Considerations 24Supporting the Relationship 26Summary and Conclusions 28
Chapter 3. Finding, Hiring, and Keeping Qualified Workerswith Special Needs 31
Introduction and Overview 31
Finding Qualified Workers with Developmental Disabilities 32Hiring Qualified Persons with Developmental Disabilities 37Keeping Workers with Developmental Disabilities 42Older Workers: Who and Where They Are, Their Work Patterns,
and Other Characteristics 44
Chapter 4. Innovations That Work: A Guide to SuccessfulPublic-Private Partnerships 55
Supported Employment 55Human Factors Relating to Employment 56A Suggested Planning Process 58Possible Program Models 61
Factors Relating to the Vocational Environment 62Types of Models 62Comparison of Models 72Models Designed Specifically for Older Workers 75Public and Private Sectors Can Help Each Other 78How Industries Can Help Public Service Agencies 78How Public Service Agencies Can Help Industries 84The Winning Partnership 88
Chapter 5. Planning for Results 91
A Problem-solving Approach 92Summary 96
References 97
ix
Chapter 1
Establishing a Partnership
Lois Rood and Karen Faison
The roles of persons with disabilities and older workersare rapidly expanding in today's work force. This expansionof responsibility is due to increased cooperation betweenpublic agencies and businesses. Public agencies providetraining and search for jobs for persons with special needs.Businesses want to augment their employee forge withdependable competent people. Thus, a partnership that meetsthe needs of industries and human service agencies is formed.
Nationwide, persons with special needs benefit fromopportunities to participate in day-to-day community activities.
Employment Finding appropriate jobs for individuals with special needs isOpportunities a vital part of their community involvement. CooperativeThrough efforts between businesses and public agencies have hadCooperation positive outcomes and include a variety of new models, special
accommodations and adaptations for persons with specialneeds, and policies and practices which allow continuedemployment of older workers. The creative efforts of thepublic and private sector s have produced a multitude of jobpossibilities for persons with disabilities and older workers.Workers with special needs are a viable part of the workforce--reliable, able, and loyal.
Public-private partnerships are developed by executivesIndustry from both sectors. Each sector's needs must be determined,Involved in then a discussion specifying how each can help the other mustthe Planning take place. Successful programs depend on a cooperative
approach--businesses and agencies plan together.
When persons with special needs enter the work force:Benefits ofIntegrating the r Employees benefit from providing valued services andWork Force receiving salaries,
Employers benefit by hiring the most qualified candidates,and
Society benefits because these individuals become part ofthe mainstream and taxpaying citizens.
The Traditional Approach--The Readiness Model
Historically, persons with disabilities were prepared foremployment through a process now referred to as theReadiness Model. The Readiness Model prepared people forjobs in segregated workshops in the hopes that they wouldacquire the skills necessary to apply for, obtain, and produceon jobs with nondis..bled workers without any special supportsor accommodations. The Readiness Model did not result injobs for most workers with disabilities.
An Alternative Approach--Supported Employment Model
People with severe physical, emotional, or cognitivelimitations may require special ongoing support. Thesesupports may mean environmental accomuiodations, supportduring initial training, or the redesign of tasks. When thesesupports are provided, persons with special needs performequal to able-bodied workers. This altertrtsive to theReadiness Model is called the Supported EmploymentModel, and the principles may apply to some persons whoexperience similar limitations due to aging. (See table 1 for acomparison of the two approaches.)
This module will help the public and private sectorscreate long-term relationships to meet special needs inemployment settings. Chapter 2 provides guidelines to helpemploying agencies identify qualified applicants. Chapter 3
informs industries of ways to locate these workers. Chapter4 explains innovations that enhance the development of public-private relationships, including services that employers canoffer to agencies and vice versa. Chapter 5 suggests effectiveplanning methods for the public and private sectors.
2
Table 1
A Comparison of the Traditional and the Alternative Approaches
Component Traditional- Alternative-SupportedReadines Model Employment Model
Individuals Mildly impaired. Severely limited in physical,served cognitive, or emotional ability.
Eligibility Exclusionary. L exclusionary.
Goal Arbitrary concept A specific job goal for aof employability. particular business or industry.
Basic A continuum, An array, multiple options, withconcept steps, or levels supports designed for each
of achievement. individual and employer.
Location of Segregated Actual work settings.training workshops.
Type of Simulated work Actual tasks performed usingwork samples or labor job-specific skills.
intensivesubcontracts.
Assessment Focus on labels. Focus on functional abilitiesprocess Assess the client, limitations. Focus on functional
identify deficits. requirements of job. Assess theindividual and the job using afunctional approach.
Planning Plan to correct Plan provides supports in jobdeficits. No written setting to compensate forplan for job place- functional limitations.ment, no specificemployment goals.
Production Competitive. May never produce at industrialgoal rate.
Support Only while in the Ongoing, continuous, and asservices workshop and during needed. Staff is phased in and
the first few months out as support is deemedof employment. necessary.
3
Shift fromthe ReadinessModel to theSupportedEmploymentModel
ReadinessApproachInvalid
DesignStrategies
Note: This chapter iswritten for Human Servicepersonnel.
Chapter 2
Mai heting the Qualified Applicant
Katie Banzhafand
Joy Eason Upchurch
Recently, the method of service delivery has shifted fromthe Readiness Model to the Supported Employment Model.Consequently, service agencies have altered their marketingapproaches.
The marketing representative can no longer rely solely onthe qualified applicant sales strategy. Marketing repre-sentatives must be creative and flexible to effectively promotethe agency to clients. Hence, the marketing representative isresponsible for initiating new and mutually productivepartnerships between applicants and employers.
Developing Partnerships
The traditional Readiness Model is based on theassumption that an applicant will be trained to a standard levelof performance and eventually transfer those skills to anothersetting.
Although readiness is a long and time-honored concept ofvocational preparation, it is not valid. The approach needs tobe tailored to each individual's needs. It is not always easy totransfer skills from segregated vocational training programsto competitive employment (Whitehead, 1979). Furthermore,studies by Sowers (1981) and Wehman (1981) show that manypersons who are supposedly not ready for compet::iveemployment actually do quite well through supportedemployment (Nesbit and Callahan, 1986).
Historically, individuals with special needs, particularlysevere physical, mental, and emotional impairments, have beendenied access to real work environments. Sometimes a
5
DiscrepancyResolvedThrou412
Creativity
6
discrepancy exists between the resources available to anemployer and the individual's ability to meet the employer'sneeds at a specified time. The traditional service strategy(Readiness Model) concludes that the only way to resolve thediscrepancy is to provide the employer with a qualifiedapplicant. On the other hand, the Supported Employment Modeldesigns service strategies that resolve the discrepancy. Fromthis approach a new framework for decisionmaking emerges(figure 1).
Figure 1
FRAMEWORK FOR DECISION MAKING
INDIVIDUAL DISCREPANCYt EMPLOYER"What's Needed"
The resulting strategies support the individual and providejobs, thus alleviating the traditional preparatory phase. Thesestrategies depend on the creativity, flexibility, and persistenceof the marketing representatives and the service agencies.
In summary, the new framework for decisionmakingrecognizes that:
An employee's needs and abilities have been identified,
a An individual has skills to offer employers now,
Often, a discrepancy exists between the needs of theindividual and the employer's ability to meet those needs,
The discrepancy is unique to the employer and theindividual, and
Resolving the discrepancy depends on the creativity of themarketing representative.
To use this framework as a decisionmaking tool inmarketing human resources, two critical questioas must beasked:
What specific resources can the employer provide theemployee?
What resources or supports does the individual or grouprequire to be employed successfully?
The use of this framework by service agencies hasresulted in a myriad of service strategies, as illustrated infigure 2.
Figure 2
INDIVIDUAL ig.
STRATEGIES
/DISCREPANCY"What's Needed"
-le EMPLOYER
Marketing Partnerships
Marketing is an interactive process involving thedevelopment and promotion of a desired outcome or product.The individual responsible for marketing human resourceshopes to achieve a partnership that results in employmentopportunities. The interactive process can be divided into threemajor areas for marketing: planning, prospecting, andperforming.
Planning
Through consensus planning, the marketing representativeand the agency administrators establish the operationalparameters of the service. Decisions can then be made withinthese established parameters. The philosophical and program
7
orientations mist be understood by the marketingrepresentative.
To establish these parameters, planning must focus on theEstablish range of services to be offered to the employer and theParameters employee; the agency's competencies and commitments; the
approaches to be followed; and the philosophy of represen-tation (figure 3).
Figure 3
PLANNING
A. Range ofServices
B. Competencies
C. Approaches
INDIVIDUAL EMPLOYER
Range of Services to be Offered
The marketing representative must have a clear under -Offer a standing of the employer, the employee, and the discrepancy.Range of The discrepancy can then be resolved. This decision stemsServices from the marketing representative's creativity and the
resources available within the operational parameters.Resources are defined as the services provided by theemployer, the community, or the agency. For example, if anindividual needs transportation to and from the job,arrangements may include car pooling with a coworker(employer resource), taking a city bus or taxi (communityresource), using of the city bus with mobility trainingprovided by the service agency (community and agency
Planning resource), or having the agency provide transportation (agencyCritical to resource).DetermineRange of During the planning process, the agency must determineServices the se-vices it can provide to employers and potential
8
employees (see table 1). These services must be well-designed and available when needed.
Table 1
Range of Services Offered by Agencies
To Employer To Employee
On-the-job trainingwith reimbursementto the employer
Analysis of the jobsto be performec
Assistance in theselection ofemployees
Advice on barrierremoval, job modification,and other forms ofreasonableaccommodation
Technical assistanceon affirmative actionissues
Assistance in acqui.ing taxincentive reimbursementsand other subsidies
Supervision and training
Coworker awareness training
Follow-along assistance
Representation in locatingand securing quality jobs
Intensive individualtraining
Counseling and trainingrelated to employment,interview, and recreationalissues
Coordination oftransportation;re-training
Coordination of benefitsprovided by company orgovernment
Career development
Job accommodation
Personal care assistance
Support activitiesoutside of work
Agency Competencies and Commitments
According to Galloway (1982), two ways an employmentservice can fail are an inability to deliver the services agreed
9
Questions toConsider inPlanning
IdentifySpecificJob/Individual
10
upon and the untimely delivery of services. If services areunsatisfactory, the marketing representative's credibility maybe damaged severely.
To avoid this possibility, the following questions should beasked during the planning process:
Are the training techniques adequate? Will employeesreach the negotiated production and quality standards oftheir jobs?
Has a pool of potential applicants been identified?
Does the agency have the staff to provide the servicespromised?
Can the agency deliver the services in a reasonable periodof time?
Has the operational framework been defined clearly?
Determining the Approaches
Two approaches can be used by the marketingrepresentative when developing jobs. The first is to secure ajob and advertise its availability. The employer is responsiblefor selecting the job candidate after a formal job interview.Using this approach, applicants experience a typical sequenceof events in the job search.
The second approach is to develop a job to suit theapplicant's preference. This is especially effective if theapplicant has clear job goals.
The marketing representative's approach should be gaugedby the needs of the individuals being represented. Bothapproaches may be used simultaneously. For example, if anapplicant wants to work as a hospital transport clerk, the jobdeveloper may secure jobs in the hospital and post anannouncement for a pool of applicants.
Philosophy of Representation
Individuals labeled disabled or older are a valuableWorkers with resource for businesses. The traditional plea to hire workersSpecial Needs with special needs focuses on differences and implies thatEnhanced by employers must settle for less productive employees. TheRepresentation decisionmaking framework is based on the assumption that
every individual is a potential member of the .businesscommunity. It is the responsibility of the service provider tomake this assumption a reality. The dignity of integratedemployment should be emphasized by marketing representa-tives. During the planning process, the service agency shouldadopt a unified philosophy reflecting ideals for the individualsrepresented. This phiiosophy should be consistent in all mediapresentations, correspondence, and actions. Positive represen-tation of the individuals served will be the key to resolvingthe discrepancy between the individual and the employer.
ProspectingRequiresTime
Prospecting
Prospecting provides an overview of the employmentsituation. Employers are identified, information about thebusiness is compiled and organized, and employers arecontacted. Prospecting requires time, however, the infor-mation acquired increases the chances of developing a workingrelationship.
The most important goals of prospecting are to identifycompanies that:
Are hiring or will be hiring soon;
Meet the agency's criteria for size, type of jobs, andlocation;
Have short-term and long-term growth potential;
Offer employees career growth and employmentopportunities; and
4J
11
Tar4etin4IdentifiesEmployers
A File ofContacts
12
r Have processes that require labor in the foreseeablefuture.
The objectives of prospecting are to: (1) target aprospective employer; (2) develop a system for compiling andorganizing information; (3) research the target employers andobtain information necessary for successful negotiations; (4)obtain and use referrals for future appointments, and (5)develop a business attitude and vocabulary (Callahan, et al., inpress).
Targeting
Targeting identifies the employers to be approached.However, several questions must be asked before consideringany employer. Who are the individuals being represented?What are their goals? What services can the employer offer?Will time considerations restrict the search? From theseconsiderations, the types of businesses to be targeted (forexample, manufacturers, retailers, service industries, andgovernment agencies) can be decided. Employer directories,business-to-business yellow pages, manufacturing guides, andchambers of commerce can be excellent sources for leads.
Compiling and Organizing Information
An efficient, well-organized system of filing, staring, andretrieving information is necessary. If the marketingrepresentative has many prospects, the information should beupdated as necessary. An excellent system of documentationcombines a card file with a chronological listing of contacts.Information about a business can be kept on 5" x 7" cards andfiled alphabetically or chronologically. This filing systemprovides a visual overview for quick reference.
Developing a Working List
After targeting the businesses and devising a filingsystem, a working list of prospects should be compiled.Business directories, business-to-business yellow pages, tradejournals, corporate indexes, chamber of commerce membership
Always SeekReferrals
Get
BackgroundInformationon theCompany
lists, and United Way directories are good reference sources.Most states publish a detailed handbook of manufacturers,retailers, and service providers. These directories provideinformation about businesses, such as addresses and telephonenumbers, names of corporate officers, number of employees,and the primary service or product offered. This directory isessential for developing the initial prospect list.
Getting Ref errals
While developing the prospect list, the marketingrepresentative can develop referrals. Everyone the marketingrepresentative encounters can provide leads or referrals. It isa good practice to ask for a referral before leaving anappointment. When employers have been identified, additionalinformation should be collected. Information about an employercan be considered complete when the marketing representativecan answer the following questions:
Could a relationship with this employer result in jobs forthe people being represented?
If the answer is "yes," will a partnership with theemployer require a sophisticated and persistent salesapproach?
These questions are basic. If employers are goodprospects and are not anxious to form partnerships, thenadditional background information may be needed. Three goodreasons for engaging in more research on the employers areas follows:
To forecast the quantity and quality of available jobs;
To better predict which of the available support servicesis most attractive to the employer; and
To acquire inside information to establish credibility withkey personnel (Galloway, 1982). Although research onemployers can be overdone, it is essential for effective,efficient prospecting.
2 ,..
13
Understandthe Business
Know Languageof Business
14
Necessary information includes:
What does the company do (product line or service)?
Who are the i.ey personnel and decisionmakers and whatare their attitudes about hiring persons who are older ordisabled?
How big is the business--how many employees?
What is the profile of the current work force?
Are there seasonal trends? Do they affect employment?
What are the hiring practices (job services, employmentagencies, or personnel department)?
What types of jobs are they interested in filling?
Is it a union shop?
This information can be obtained from the same sourcesused to develop the prospect list. The company's publicrelations department may provide additional information, andnewspaper and magazine articles are useful for researchinglarger companies.
Developing a Business Attitude
It is very important to develop an approach that will beunderstood and accepted by businesses. Many businessdecisions are based on intuition as well as facts andinformation. An awareness of the differences between thejargon of human service agencies and businesses is essential.Jargon can hamper communication. Some of the terms used todescribe persons with disabilities are unintentionally degrading.Language alone can imply that people are incapable offunctioning without the support of human service agencies.
Per forming
All of the planning and prospecting up to this point hasbeen to prepare for the initial meeting with the employer. Atthis point, the effective job developer must enter the businessexecutive's habitat. This step should not be taken lightly.Initial impressions ultimately affect the outcome of the salesrepresentation. The most important goals of this phase are toget an appointment, conduct a meeting, seal the relationship,and establish a means of supporting the relationship(figure 4).
Figure 4
InitialMeeting
PERFORMING
AGetting the
INDIVIDUAL
[Sealing theRelationship
Supporting theRelationship
DISCREPANCY"What's Needed"
IF EMPLOYER
Getting the Appointment. The objectives at this stage areas follows:
To develop a strategy for contacting companies;
To develop letters and brochures, means of introducingand representing the philosophy of the program; and
To get appointments by telephoning employers.
Strategy. When planning a strategy for contactingcompanies, several factors should be considered:
15
AnticipateObjectionsand RemainCalm
16
Scheduling appointments with company representatives aretop priority. However, only one appointment may resultfrom every five calls. It takes time.
Do not schedule more appointments than can be handledcomfortably.
Plan time to prepare for the initial meeting with acompany representative.
Always call on company representatives if there is areferral.
Use of Letters. Although jobs can be procured over thetelephone, there is no substitute for personal interviews.Personal interviews provide the opportunity for one-on-onediscussion needed to develop a business relationship.
Letters of introduction can pave the way to anappointment. The letter should include a personal introduction,a brief description of the business at hand, and anannouncement that a representative will be calling soon tomake an appointment. Name any referral sources and, avoidconfusing terms and jargon. The letter should reflect thephilosophy of the agency, but do not try to sell the program.
Introductory Telephone Call. The introductory telephonecall should secure an appointment. Use the following tips whenmaking introductory calls:
Ask for a few minutes of the person's time.
A script of main points should be prepared but should notbe read word for word.
Avoid asking questions that result in negative answers. Bepositive and calm. Practice.
Suggest two times for the appointment ("How aboutTuesday at 9:00, or would Friday at 2:00 be better?").
Anticipate objections and be prepared with responses.Remember, an objection often means that more persuasionis required. Be patient and calm in response to objections.
Image is Find out the secretary's name so it can be used the nextImportant time a telephone contact is made.
Do NotOverloadthe FirstMeeting
If the telephone call ends before an appointment is made,do not give up. Write a thank you letter and enclosepertinent literature.
Potential employers will form a mental picture of whoyou are and what you do. This image is based on the letter ofintroduction, the telephone call, and the information theyreceive. This image will determine the nature of futurecontacts with the employer.
The Initial Meeting. The prospecting, research, andtelephone call should result in a personal meeting with acompany representative. During the initial meeting f:iemarketing representative has the first real opportt:t, toexplain the attributes of the service agency. However, overzealousness could leave the job developer frustrated and theemployer confused.
The following is a suggested set of objectives for theinitial meeting:
Establish a working relationship. Find out something abouteach other.
Offer more details about the service agency.
Identify key decisionmakers.
Gather information.
Establish a plan for supporting the relationship.
Obtain referrals, if possible.
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Determine the company's interest. A yes/no decisionshould not be pressed at this time.
Other important items the marketing representative shouldremember include:
A brief personal conversation can help set the tone forthe meeting.
Establish Limit the meeting to the agreed upon amount of time.RelationshipBased on l'resentation materials should be prepared, organized, andTrust practiced.
Dress in the manner expected by the company.
Be consistent in representing the philosophy of the agencyand the people being represented.
Use a common language.
Be enthusiastic and confident.
Remember that recognizing and dealing with various typesof negotiations will become easier with experience andpractice.
Adhering to these objectives helps establish a relationshipbased on trust. This relationship will ultimately work towardboth the employer's and the applicant's advantage (Callahan, etal., in press).
Dress and Attitude. Dressing appropriately symbolicallyestablishes a common ground between the marketing andbusiness representatives. In general, follow the clothing styleof the person with whom the meeting is being held. Meetingswith managers require accc,ptable of f.,:e attire. If the agencyrepresentative is visiting informal work sites, dress shouldstill be professional. Wearing work clothes or jeans on initialvisits should always be avoided.
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RepresentativeResponsible forUncoveringEmployee Needs
Materials. Presentation materials are a way to express abusiness attitude. Materials offer valuable information.Typical presentation materials for the initial meeting include:business cards, brochures, letters of referral, informationpackets, and a sample job analysis. The material should lookprofessional and convey the same employment philosophy asthe letter of introduction, the telephone contacts, and thepresentation.
Negotiating
In Employers As Partners (1982), Galloway describes thenegotiation process originally developed by Michael Schatzki inNegotiation: The Art of Getting What You Want (1981).According to Schatzki, the key to success is the ability topredict upcoming negotiations. This is especially important tomarketing representatives. Schatzki conceptualized theemployer's alternatives when negotiating in the followingways:
Oh-Boy Negotiation
Show-Me Negotiation
Oh-No Negotiation
Oh-Boy negotiations are those in which both sides expectto win at the onset of the negotiations (Galloway, 1982). Theearly stages of job development usually belong in thiscategory. For example, an employer faced with affirmativeaction criteria, might be delighted to be approached by anindividual representing persons with special needs.
When one party has a need and the other party isindifferent, a Show-Me negotiation exists. The person withthe need tries to create a corresponding need for the otherperson or service (Galloway, 1982). The marketingrepresentative must uncover the employer's unrecognized needto hire people with special needs. Effective marketing cantransform a Show-Me negotiation into an Oh-Boy type.
19
Success Isthe BestDemonstration
20
Oh-No negotiations are described by Schatzki as follows:
Your opponent's attitude is that he has nothing to
gain--and a lot to lose--by negotiating with you.Consequently, he'll try to avoid you at all costs....You have to force the issue in an Oh-No Negotiationbecause if your opponent has his way, there will beno negotiation at all.
A by-product of effective targeting is fewer Oh-Noconfrontations. There are certainly employers in every areawho will never want to discuss employment for people withspecial needs. An exemplary performance for interestedemployers, rather than con f rontive negotiation or "re-education" of errant businesspersons is the best approach. Thesuccess of workers with special needs in other businessesspeaks well for them and gives the marketing representativea powerful tool.
Occasionally, the marketing representative will encounterexamples of the Oh-Boy position. However, even the mostenthusiastic employer needs detailed information about theprogram and its impact on business. Usually employers exhibitthe Show-Me attitude during the marketing representative'spresentations. Thorough preparation is needed before meetingwith any employer.
Careful attention to these principles of negotiationgenerally leads to successful conclusions. Through experience,job developers become adept at selecting the appropriatenegotiation strategies. The job developer should savor victory,but change strategies if unsuccessful.
Sorting Selling Points
"The best negotiators prepare a clear, flexible salesplatform in advance" (Galloway, 1982). This includesinterpreting the latest marketing data and dividing it into threecategories.
26
1
Prepare Clear Inherent Selling Points--positive characteristics inherentSales Platform in the product.
Sweeteners --offer services which might enhance theattractiveness of the product.
Hole Cards--additional selling points that could be usedbut are costly, last resort sweeteners. They may causenegative perceptions of the inherent quality of the product.
The services identified during the planning phase can nowbe placed into the above categories as the marketingrepresentative begins building the sales platform. The list maylook something like this:
Inherent Selling Points
Applicants are given enough engineering and instructionalsupport to allow them to contribute to the business.
There are no reported increases in employers'compensation costs (Wolfe, 1974).
An employee with a special need fulfills affirmativeaction obligations.
Sweeteners
The agency represents a large pool of applicants.
Post-employment training and follow-up counseling areoff tired at no cost to the employer.
Advice on cost-effective barrier removal, jobmodifications, and other forms of reasonable accommoda-tion is available.
Explanations of tax credits, wage subsidies, and capitalequipment deductions are provided.
21
Develop YourAgency List
Consultation regarding affirmative action and nondiscrimi-nation policies and practices will be offered.
Hole Cards
Direct supervision can be offered on a long-term basis.
The agency guarantees coverage on days the employee isabsent.
The list developed by a marketing representative willdepend on the specific resources the agency can offer. Makea list, keeping each of these questions in mind:
Which services would the agency provide the employer tomaintain a relationship?
Which items are considered extraordinary and increasecosts to the agency in time, effort, or dollars?
Which items could compromise the credibility of theagency's list of inherent selling points?
If all the selling points are considered in terms of theseFilter Selling questions, the marketing representative will get a sense ofPoints Through which points to eliminate during initial marketing efforts.Questions Some interesting situdtions can arise. Some sweeteners and
hole cards may reduce an individual's credibility. For example,if employment of persons with special needs is based solelyon the advantages of tax credits, there is an implication thatthe individual has little personal merit. When this occurs, theindividual's employment tenure may be contingent upon howlong the tax credit is available. (At this time, federal taxcredits are not available.)
The successful marketing representative will continuallyExplore explore the pros and cons of the agency's selling points.Soiling Methods to resolve the apparent discrepancy between employerPoints and individual should also be examined.
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Follow-upExpected
Arrange aTour of theBusiness
Sealing the Relationship Through Follow-up
Follow-up is an expected and necessary business practice.It begins with a follow-up letter thanking the employer forthe initial meeting, summarizing informal agreements thatwere made at the meeting, and confirming the next meetingdate. The marketing representati.re's success in securing anemployment opportunity hinges on follow-up negotiations. Ifapproval is obtained during the first meeting (an example ofthe Oh-Boy negotiation), several follow-up meetings willprobably be necessary before a contract can be signed.
During the follow-up negotiations thetative should:
Get employment approval and set ajob analysis, and instructor training;
marketing represen-
date for the hiring;
Establish competency for both theindividuals represented;
Learn more about the company;
agency and the
Offer in-depth information about training procedures andflow of the program;
Target specific jobs for clients;
Reach an agreement regarding the employment of one ormore individual:.: end
Establish and support a relationship between the agency,the company, and key decisionmakers.
A tour should be arranged during the follow-upnegotiations. A company tour should provide the followingresults:
Obtain information abcIt the employer and the quality ofthe employment setting;
23
Keep YourGroup Small
24
Observe various jobs; the successful marketingrepresentative will observe work opportunities that couldresult in job creation;
Observe employees working; look for indicators of speed,down time, scrap rate, functions other than work, andoverall quality indicators;
Develop a feel for the company and the atmosphere;observe employee interactions.
It is very important to limit the number of individualswho take a company tour. Generally, a tour is limited to themarketing representative and an agency trainer (job coach).When the agency employment program has one personresponsible for marketing and job cl:-.-elopment and anotherresponsible for job analysis and training, the tour is anexcellent forum for the marketing representative to introducethe job coach.
Job Selection--Quality Considerations
Before the job selection is finalized, the marketingrepresentative must consider issues of quality. The ways inwhich people with special needs and other people becomeemployed are consiuerably different. The range of job choicesis limited for an individual with special needs compared withthose available to younger or able-bodied individuals. Mostpeople prepare for a job, accept a job, and change jobs. Manyhave a series of jobs throughout their lifetimes.
But, most people with special needs are represented byemployment services, and are dependent on that system to findjobs. Because opportunities are limited, the marketingrepresentative and job developer must be extremely careful inselecting jobs for these individuals.
A checklist of criteria that represents a quality job canbe developed as part of the planning process. The objectivesof establishing and using quality consideration criteria includethe following:
Quality Ensure that each person's working conditions are safe,Consideration fair, and dignified;Criteria
Identify problem areas in advance and remedy problemsthrough negotiation;
Identify go/no go criteria and save valuable time (forexample, the company has unsafe working conditions orsubstandard wages) (Callahan, 1982).
The following is a partial listing of quality considerationcriteria developed by Callahan. But, the service agency maydevelop its own quality consideration criteria.
Wages (go/no go consideration).
Benefits (go/no go consideration).
Issues of Safe working conditions (go/no go consideration).Quality
Employer's treatment of employees (go/no goconsideration).
Long-term employment (possible negotiable consideration).
Raises/upward mobility (go/no go consideration).
Stable work expectations--(negotiable consideration); ifthe employer and the employment agency are unable orunwilling to provide necessary support and re-training,this consideration may move to a go/no go status.
Effective internal controls (somewhat negotiable); inassuring this criteria, one may look for the following:
Written production standards;Written job descriptions;Clear quality control procedures and expectations;One supervisor gives information to the employee;Effective channels of communication; andRegular feedback to employers regarding per-formance.
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Employer agrees to the training expectations (negotiableconsideration).
Employer values special workers (go/no go considera-tion).
Sufficient lead time for completing job analysis andtraining (go/no go consideration).
Employment should result in a marketable skill for theemployee.
Available transportation.
A Letter of With these considerations in mind, a final selection can beAgreement made. Again, this will probably occur during the follow-up
negotiations.
Now, the tour is completed, the job is selected, and theEstablish roles are clarified. At this poiat, the marketing representativeInformal may use a letter of agreement or an informal contract toContact clarify the responsibilities of each party and minimize
misunderstandings. This process may be viewed as artificial,cumbersome, and unnecessary for many companies andindividuals. However, as the employment arrangement becomesless natural (for example, enclave model), a writtenagreement is strongly recommended.
Supporting the Relationship
Ongoing support services are necessary to accomplish theAgency resolution between the employer's needs and resources and theSupports individual's ne,..;ds and resources. This support is necessaryIndividual for both parties. If an employer/employee partnership is to be'fired maintained, the emplo)ment agency must often support this
relationship.
The support services needed to maintain the relationshipare influenced by the employment models used, the communityused, the individuals served, and the degree of program
26
innovation. Support services typically offered by theemployment agency to the employer and new employee include:
Training of the new employee--A range of trainingservices may be offered to the employee (ultimatelycutting the employer's cost of supervison. This mayextend from minimal (1-day on-site orientation) toextensive (full-time on-site training until the individualperforms all primary and ancillary duties).
Training of the employer--If a company has a well-defined in-house training program, specialized skilltrainers within the company can instruct the newemployee. An effective training program can accommodateindividuals with special needs, and is an excellent way toresolve the discrepancy outlined in the decisionmakingframework. This strategy is limited by the employer'straining resources and the individual's training needs.
Agency Training of coworkers--This training may focus solelySupports on production issues or may extend to interpersonalTraining issues. Coworker assistance and support may be asProgram simple. as the friendly recognition of a new employee orin the as sophisticated as structured in-service training (that is,Company what to do when a person has a seizure).
Application of behavioral principles--A behavioral trainingprogram for new employees may enhance job performanceand improve work habits.
Supervision--Direct supervision provided by theemployment agency may range from full-time supervisionto intermittent supervision (that is, during rush hour,holidays, or periods of high volume).
Employer subsidies--Subsidies may cover wages or offsetlower productivity.
Re-training of Employee--Employment agencies can offerto assist in re-training individuals as the job duties,production standards, or quality standards are modified.
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Business Advisory Council--A business rehabilitationadvisory council connects employers working toward acommon goal and provides support. The advisory counciloften serves as an employers' forum to express viewsand opinions about the employment service and mayinfluence its direction.
Support for the employer after the employee has beenhired is a function of the individual, the employer, and theemployment agency.
Summary and Conclusions
The supported employment approach is designed as analternative to traditional programs. It challenges the concept ofsegregating and excluding persons who are older or who havedisabilities. It assumes that most individuals should have theopportunity to participate in meaningful employment.
The supported employment approach does not imply totalinclusion or that all persons must work. It does imply thatindividuals should have the opportunity to work, even if theircapacity is less than individuals without disabilities. Thisapproach has major implications for the traditional jobdeveloper. No longer can those responsible for job placementslimit themselves to the selling of the qualified applicant.Instead, a new framework for employment opportunities mustbe considered.
Supported employment relies on the marketingrepresentative's ability to create a partnership between theemployer and the employee. It also requires that the serviceagency provide the necessary support to maintain and developthe partnership. Within this framework, an individual'sopportunities are a direct result of the marketingrepresentative's creativity. The methods of marketing are notexpected to change too dramatically. However, the product, theservices, and the range of opportunities to be developed ishaving a major impact on the role of the jobdeveloper/marketing representative.
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Supported employment requires that the marketingrepresentative have an understanding of the individual's specialneeds and abilities. Likewise, the marketing representativemust learn what the employer can offer. The marketingrepresentative must analyze economic forecasts and communityneed! and resources.
Marketing Finally, the marketing representative must determine theRepresentative amount of the employment agency's resources, time, andBecomes a energy that will be invested to support the individual and theFacilitator employer. Essentially, the marketing representative provides
and oversees opportunities for individuals who want to work.
The marketing representative can have a major impact onthe community through the establishment of partnerships andnetworks. Supported employment transforms the context ofdaily life for persons with special needs and those with whomthey interact. Through marketing efforts, the representativewill have a major impact on the community's awareness ofthe skills and special needs of those represented. Themarketing representative directly affects community action,and eventually new opportunities for individuals with specialneeds, will be created.
29
Options,Incentives,andSupportTechniques
Note: Th is chapter iswritten for Business per-sonnel.
Chapter 3
Finding, Hiring, and Keeping Qualified Workerswith Special Needs
Claude W. Whitehead
Introduction and Overview
This chapter provides information for business andindustry personnel concerned with finding, hiiing, and retainingqtalified workers. It describes the capabilities and productivecapacities of workers with special needs.
Specific information will be provided in three categories:finding, hiring, and retaining employees. These categories willserve as a reference for personnel officials and their staffs.Because each group (persons with disabilities and olderworkers) abilities and the agencies that provide labor poolsdiffer, each group will be addressed separately, except forthose areas in which common problems or issues exist (suchas, transportation and discrimination).
The first section (Finding Qualified Workers) describesoutreach and recruitment techniques and resources available inmost communities. It describes a variety of qualifications andfunctions within selected categories, and identifies benefitsand assistance available to prospective employers. Perceivedbarriers to effective employment are also identified.
The second section (Selecting and Hiring QualifiedWorkers) describes incentives for employers, includingtraining needs and resources, and suggests methods andtechniques for providing necessary accommodations. It alsodescribes options in employment, for example, full-timeversus part-time, direct hiring versus contracting, andpermanent versus temporary. Special issues, including SocialSecurity, wage payments, and supervisory staff training, arediscussed too.
3
31
The third section (Keeping Qualified Workers) suggestsOngoing methods and programs to provide ongoing support forSupport Is workers. These methods assist employees in retaining theirNecessary jobs and they help employers in retaining their workers.
Employee Assistance Program (EAP) models and suggestionsfor adapting the EAP models to special groups are discussed.Information about services provided by state rehabilitationagencies in follow-up and follow-along counseling foremployees with disabilities is provided. Related informationabout other supports available from community agenciesconcerned with older workers and persons with disabilities isalso presented.
Finding Qualified Workers with Developmental Disabilities
An estimated 1.8 million persons with developmentaldisabilities are of working age (Elder, 1984). About half ofthese individuals are considered candidates for employment(Whitehead, 1986). No national or loc data exist on thenumber of persons currently employed (other than shelteredemployment), ready for employment, or in training.
Locating qualified workers is a challenging experienceFinding because of new employment opportunities in the integratedWorkers marketplace. For example, traditional public and privateIs a employment agencies have not considered persons withChallenge developmental disabilities for competitive job openings.
Previously, job options for individuals with developmentaldisabilities were restricted to sheltered workshops, if indeedany form of gainful employment was secured. The problem,more critical than that experienced by older workers, requiresa distinctly different approach. Most of these job candidateshave no prior employment experience, but they may haveworked in a sheltered workshop or an employment andtraining center specializing in services for persons withspecial needs.
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Basic Considerations
Several basic decisions must be made when consideringqualified workers with disabilities:
40
Can the job, as presently structured, be performed by aperson with physical or cognitive limitations?
Can accommodations, such as restructuring tasks andredesigning jobs, be made to enable the functionallylimited worker to meet the job's requirements?
Can special support be provided on the job to assist theworker in the initial performance of tasks?
Referral and Placement Resources
To begin a search for qualified workers, employers mustbe familiar with referral sources, types of pre-employmentpreparation provided, and selection and placement services forqualified workers.
Primary Sources. Primary community resources varywidely, but are usually categorized as follows.
Community rehabilitation facilities. Often identified asVaried occupational training centers, centers for the mentally retardedServices or handicapped, sheltered workshops, or work activitiesAvailable centers, these facilities are the major community-based
organizations offering employment-related servi^s. Some ofthese facilities are operated by Goodwill Industries, EasterSeal agencies, or by state er county governments.
Most of these facilities provide a variety of services,including training, preparation for employment, and jobplacement. However, aany programs focus on shelteredemployment, giving inimal attention to competitive jobplacement. Although greater attention is being given totransitional services and preparation for competitive jobplacement, implementation has been slow. Employers should beaware that these facilities often provide qualified workersfrom a sheltered employment pool.
Through new funding systems, more facilities havedeveloped new programs to prepare persons for integratedemployment. They often offer the employment options of
33
Trend isTowapdTransitionalServices
34
individual placements, placement with ongoing support, crewsof workers, and enclaves in industry. For example, therehabilitation facility or other human service agency mayretain responsibility for wage payments, compensation, andfringe benefits through a contractual arrangement with thecompany.
In fact, the facility/agency may:
Provide qualified job-ready workers to employers;
Arrange for on-the-job training by employers or requirethat training be provided prior to placement;
Provide on-the-job follow-up or follow-along supportservices, if necessary;
Provide contracts between employers and the facilityrather than employ the persons directly (as an interim orlong-term arrangement);
Provide crew or enclave placements to maximizeproduction and minimize the functional limitations of eachworker; and
Assist employers in selecting persons capable offunctioning without support. Employers may hire qualifiedworkers who can function with support as well as thosewho need little or no follow-along service.
State rehabilitation agencies. State rehabilitation agenciesare federally designated (Rehabilitation Act of 1973, asamended) primary agencies providing employment-relatedservices to persons with disabilities. Traditionally, however,these agencies have not been a major force behind placingpersons with developmental disabilities in competitiveemployment situations. Rather, community-based facilities thatprovide sheltered employment have offered the most feasibleemployment opportunities (Whitehead and Marrone, 1986). Thispractice may soon change in view of the target groups'demonstrated capacity for emplcyment in the competitive labor
market. A central resource for qualified workers would thenbe available through the state.
In the new service model, the state rehabilitation agencylikely will work closely with private community-basedrehabilitation facilities. The focus will be on placement in thecompetitive employment environment.
Public school, special education, and vocational educationagencies. Schools are required by law (Education for AllHandicapped Children) to provide education and training.Recently, this requirement has been directed toward anemployment goal (Will, 1985). Thus, schools play a part inthe student's transition from school to work. Increasedemployment-related training and community job placementactivities for students with developmental disabilities haveresulted.
The special education and vocational education staffs atschools are responsible for cooperative education programs,work-study programs, and post-school placement activities.The Vocational Education/Special Needs Program Specithst isfrequently involved in these programs. Many schools havecooperative programs with the state rehabilitation agency andwith private rehabilitation facilities. These programs focus onjob placement services. State mental retardation ordevelopmental disability agencies are also involved incompetitive job placement efforts, especially in supportedemployment program models.
Private industry council (PIC) programs. In mostcommunities, the PIC is the primary coordinator ofemployment and training services for persons with specialneeds. Training and job placement programs may be operatedby the council, or the council may contract with a private orpublic organization. These programs are designed to providetraining and employment services, including job placement.
In reality, few of the PIC programs serve persons withdevelopmental disabilities. PIC considers those withdevelopmental disabilities to be candidates for sheltered,
35
rather than competitive, employment as required by the JobTraining Partnership Act (the federal funding source).Hopefully, this att.tude will change in respfr.se to cm rentnegotiations between the U.S. Department of Health andHuman Services, Administration on Developmental Disabilities,and the U.S. Department of Labor (the federal fundingresource and coordinator for councils).
State employment services. This is the designated(congressionally) employment service agency for all citizens.Usually, a specially designated state employee assists workerswho have disabilities. Few persons with developmentaldisabilities receive referrals to competitive jobs, for thereasons cited above. Hopefully, as the recent successes ofpersons with developmental disabilities become better known,state employment service offices will become better resourcesfor locating and referring qualified workers withdevelopmental disabilities.
Secondary Sources. Secondary sources in communitiesoftei include the following.
Government services. Local agencies, such as the Officefor the Handicapped, Office for Persons with Disabilities,Office of Human Services, or Office of Social Services, canidentify the private and public organizations providingemployment-related services. Other resources include StateDevelopmental Disabilities Councils and the Governor's Officeon Employment of the Handicapped/Office on Disability.
Private services. Associations for Retarded Citizens,United Cerebral Palsy Associations, and United Way planningagencies should provide direct information about localemployment and training programs for the target population.These organizations often support or operate employmentprograms. Community colleges and college departments ofhuman services are also possible sources of information aboutservices available in the community.
36
IndividualIndependenceVaries
AgenciesWant RepeatPlacements
Hiring Qualified Persons with Developmental Disabilities
The basic considerations in selecting and hiring personswith developmental disabilities are similar to those in anyhiring process. The employer looks for qualified workerswho can meet the job requirements; be steady, reliable, andproductive; and help make a profit. When considering jobcandidates who may be restricted or limited in some areas,the employer will be concerned with the availability oftechnical assistance and guidance from community resources.Methods and techniques for adjusting to or accommodating theworker must be considered. Selecting and hiring qualifiedworkers with developmental disabilities will be stronglyinfluenced by the community resources available. In suchhiring, the employer wants assurances that the candidate isgoing to be able to perform the job satisfactorily.
The organizations and agencies described in the previoussection are likely to be able to identify and arrange supportservices. However, it should be noted that some of theworkers will be able to enter employment with little or nosupport. The support may be of limited or extended duration,determined by the worker's adjustment period.
The individual worker's level of independence will vary.The pre-employment evaluation by the referring organizationshould specifically indicate the level of on-the-job supportwhich the candidate will require. Equally important, theemployer must know in advance which agency will beresponsible for any follow-along or other support.
Warranty of Performance. In many instances, employerswill be assured of satisfactory employee performance. If anemployee does not perform satisfactorily, services will beprovided to correct the deficiencies, counsel the worker,provide additional training, or replace the worker with anotherqualified candidate. While this warranty is not available in allcommunity programs, it is implicit in all referrals. Theagency wants repeat placements. A growing number of privateemployment agencies offer the replacement provision.However, this function appears to be unique to the population
4 u37
with disabilities. It is important because it provides assuranceto employers who are willing to consider persons who mayexperience difficulties in adjusting to the job and in meetingemployer expectations.
Wage Incentives. Employers have two forms wagesubsidies incentives for persons at less than acceptable productivityOffset levels. The incentives include wage subsidies through state andCosts federally supported programs, including those operated by
Private Industry Councils; Department of Labor demonstrationprojects, such as the National Association for RetardedCitizens' On-the-job Training Program, and StateRehabilitation Agencies and similar programs; and minimumwage payment exemptions for workers with productionlimitations through the Department of Labor Certificatesauthorized under the Fair Labor Standards Act, Section 14(c).These subsidies offset hiring and training costs incurred byemployers, and provide incentives for hiring. Additionalinformation on both types of programs is available from thereferring agencies.
Employer Subsidies. The wage subsidy approach wasonce popular in the Comprehensive Employment and TrainingAct (CETA), which was the forerunner legislation to thecurrent Job Training Partnership Act (JTPA). This approachhas been replaced by employer subsidies which focus onreimbursement of training and job placement costs. Thesesubsidies are available through the Private Industry Councils atthe local level. A few states, including Massachusetts, NewJersey, Virginia, and Washington, have developed or aredeveloping state-funded employer subsidy programs similar tothe JTPA-funded Private Industry Council programs.
Tax Incentives. The Targeted Jobs Tax Credit (TJTC)program provides tax credits for employers hiring a varietyof disadvantaged persons, including those with disabilities. Theoriginal authorization for the TJTC program expired inDecember 1985, but it was reinstated through the October 1986Tax Reform Bill. A few states, including California andMichigan, are developing state tax credit legislation patternedafter the federal TJTC program.
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A Variety ofIncentives
Support Incentives. Support programs described earlier,including job coaching, on-site supervision, and related follow-along services, have been deemed necessary to assist theemployee's job performance and adjustment. This function iseffective for persons with developmental disabilities enteringthe integrated marketplace for the first time (Wehman andHill, 1985; Kiernan and Stark, 1986). The referring agencyprovides information on this program.
Option Selection. The options discussed previouslyrepresent choices for employers. As the movement towardsupported employment in the competitive environment becomesmore familiar, these options will become more important. Theoptions selected by the employer may be influenced by thefollowing:
The levels of employee productivity and the perceivedemployment-related problems;
The paperwork involved in securing a minimum wagepayment exemption certificate;
The availability of financial incentives, for example, wagesubsidies and tax incentives;
The commitment of support from the referring orsponsoring agency, for example, job coaching, counseling,and related follow-along services; and
The financial willingness of the employer to assuresuccess of the placement.
Employee Incentives. Employers should be aware of theincentives available to potential employees. The overridingincentive is the desire to be a part of the regular community,living and working with other people, including those withoutdisabilities. Another important incentive is the desire fo,.economic self-sufficiency. Many qualified employmentcandidates receive public assistance from the SupplementalSecurity Income (SSI) program, including medical assistanceeligibility under Medicaid. The SSI program has work
:
39
incentives which allow the employee with disabilities tocontinue receiving certain benefits. Employers should becomefamiliar with the benefits and requirements of SSI. Theemployer ensures that the new employee receives benefits andthat earnings are reported as required.
Training Programs. Traditionally, persons withdevelopmental disabilities have been excluded frr.,:n skilled orsemi-skilled vocational training. Consequently, trainingopportunities were limited to teaching independent living,personal, and social skills. However, the new concept ofemployment increases options in vocational education andtechnical training, although learning potential may be limited.
Three levels of training are available for workercandidates:
Technical and vocational training programs for studentswith special needs. Some training curricula have beenspecially modified for students with disabilities; othertraining can be provided without adaptation. Training foradults is available through adult and continuing educationprograms.
In addition to school programs, some community-basedorganizations are involved in vocational training. A limitednumber of persons with developmental disabilities havereceived training in colleges and universities. This opportunityusually is available to persons with developmental disabilitieswhose limitations are physical and who can potentially acquiretechnical skills.
Pre-vocational training, vocational evaluation, andwork adjustment training services are provided topersons who are unable to benefit from the trainingdescribed above. This training is provided in community-based rehabilitation facilities, training centers, andsheltered workshops. A growing number of facilities arerevising their training programs to focus more directly onthe outside job market and on developing job-seekingskills training.
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On-the-job training (OJT) is another option. The costcan be reimbursed by a third party, depending on theresources available. OJT can also be funded throughJTPA. Two programs are offered: local funding throughthe Private Industry Council and a national programadministered through the Association for RetardedCitizens. In some locations, the state rehabilitation agencyprovides limited funding for OJT programs. In many OJTprograms, the employer provides the training withoutreimbursement.
Accommodations. Qualified employees may need assistancein order to effectively and productively perform their jobs.Accommodations are processes that enable individuals toperform the core functions of a particular job. Among theaccommodations that might be used are modifying certainelements or tasks of a job, revising the physical functions,and identifying appropriate equipment or tools.
Frequently, job restructuring is defined as taking anindividual's skills and abilities and creating a job to fit them.Such a procedure may cause wage concerns, lack ofacceptance by peers, or supervisory conflicts. Employers andbargaining units may not always find job restructuring anoption. Frequently, job restructuring is identified with anindividual's abilities and not the functions of a job.
Other accommodations are designed for those who requirephysical changes in the work station. Changes in workstructure may be a matter of transferring certain jobfunctions to another worker, sharing jobs between twoworkers, or permitting special supervision. Physicalaccommodations include providing special devices for holdingor positioning materials, developing modifications for aworkbench (for example, to permit a wheelchair to slideunderneath), or installing special equipment. While mostworkers require no special accommodations, it is important torecognize that workers who need special accommodations canbe employed.
41
4
SensitivityTrainingMay BeNecessary
JobSatisfactionIncreases inIntegratedSetting
42
Information on the variety and types of accommodations isavailable from the Job Accommodation Network (JAN). JAN isan employer-developed technical resource program operated bythe University of West Virginia Research and Trainint :,'enterin collaboration with the President's Committee on Employmentof the Handinapped. At this time, most technical informationabout accommodations relates to the needs of persons withphysical disabilities. Eventually, techniques for restructuringjobs for workers with mental disabilities will be included.
Other Considerations. Because the new employees (withdisabilities) may have different behaviors or habits than otherworkers, employers should consider providing some form ofsensitivity training for supervisors and other employees.Because this may be the first "real" job outside therehabilitation facility, the employees with developmentaldisabilities may not experience initial acceptance by theirsupervisors and coworkers. Sensitivity training takes on evengreater importance for some employees if, for example, aspecial job coach is needed but cannot be provided or if theemployee has not received pre-employment training in schoolsor community programs.
Keeping Workers with Developmental Disabilities
Generally, employers will have special concerns about thenew employees retaining their jobs. In earlier sections, wedescribed support services provided by community agencies.These services assure satisfactory job performance andstability. Success in keeping workers is closely related to thesupport provided. Lack of promotion opportunities usually doesnot affect employees with developmental disabilities. U.S.Department of Labor studies of sheltered workshops (1977and 1979) show that employees are generally satisfied withtheir jobs in segregated but protected settings. In theintegrated employment setting, satisfaction may increasebecause of higher earnings and expanded association withpersons who do not have disabilities. Job dissatisfaction mayarise from feelings of being isolated from former friends.Hopefully, this problem will be addressed by communityagencies--it should not be a responsibility of the employer.
Employees'ProblemsAffectPerformance
EmployersShould BeFamiliarwith StateResources
The long-term support needs of persons with develop-mental disabilities are currently being addressed in acooperative program between the U.S. Department ofEducation's Office of Special Education and RehabilitativeServices (OSERS) and the U.S. Department of Health andHuman Services' Administration on Developmental Disabilities(ADD). A program called Supported Employment DemonstrationProjects (in ten states) involves state and community agenciesthat assume responsibility for ongoing support. The programprovides assistance to workers in obtaining and retaining theirjobs. While this model offers some consistency, otherresources are necessary. Employers should assumeresponsibility for some support to ensure that qualifiedworkers are retained.
The Employee Assistance Program (EAP) was developedin response to employee problems. Formed in 1962, the EAPaddresses employee problems that affect productivity andperformance, including alcoholism, drug abuse, familyproblems, financial/legal problems, and emotional problems(Dickman and Phillips, 1985).
In the past decade, Employee Assistance Programs haveshown extensive growth, with more than 5,500 units inoperation. Two projects funded by the Administration onDevelopmental Disabilities are exploring ways to adapt EAPsto persons with developmental disabilities.
Until Employee Assistance Programs become available forpersons with disabilities, employers should be aware of stateresources. State rehabilitation agency counselors and the statemental retardation (or developmental disabilities) agencycounselors provide on-the-job counseling and similarassistance. Some private agencies, for example, Associationsfor Retarded Citizens and Cerebral Palsy Associations, mayalso be able to provide support.
In conclusion, the continued employment of qualifiedworkers with developmental disabilities may be betteraccomplished by addressing their problems or special needsrather than by providing opportunities for job mobility at this
43
OlderWorkersAre NotHomogeneous
StereotypingIs anAge-oldProblem
44
time. However, employers should eventually address the needfor upward mobility and lateral job transfer. As moreexperience is gained in the area of integrated employmentopportunities, the issues will likely gain greater significance.
Older Workers: Who and Where They Are, Their WorkPatterns, and Other Characteristics
This section provides the background informationnecessary to locate, hire, and retain qualified older workers.
Older workers comprise a broad age group--40 years andolder, according to the Age Discrimination in Employment Act;45 years and older, according to the U.S. Department ofLabor's definition; and 55 years and older (the age group mostlikely to leave the labor force). Older workers are nothomogeneous. They include several special populations, eachfacing different problems. There are displaced older workerswho have lost their jobs and have no prospects of returning tothem; disadvantaged workers, such as minorities, women, andthose with health problems or disabilities; older workersfacing retirement pressures because of obsolete skills,pension incentives, and work force reduction plans; andretirees seeking re-entry into the work force.
The status of older workers in general, and the problemsfaced by special groups, can be important to employers,policymakers, and community groups.
Issues and Concerns
The older worker is perceived as a resource in limiteddemand. There is a perception that older persons (and personswith disabilities) are receiving income support or pensions andthat they are less in need of jobs than younger and nondisabledpersons. In addition, there is a stereotype that people becomeless competent with age.
Changes
Even a healthy human body goes through changes with age.However, people can and do compensate for those changes(National Commission on Employment Policy, 1985a). Forexample, changes with age include:
Changes in strength. The human body loses muscle masswith age. A weight lifter cannot lift as much at age 60 asat age 25. However, some 60-year-olds can still lift morethan many 25-year-olds.
Physical Reaction time slows down. Older people compensate forChanges Are this by increased caution. They have fewer accidentsInevitable caused by carelessness.
The method of learning changes. Older people learn bybuilding on what they already know, not by rote. But, theydo learn.
Older people show more anxiety during timed tests,resulting in more errors. In untimed tests, they performas well as younger people.
Changes in vision. These are compensated for by usingcorrective lenses.
Changes in visual processing. Visual processing involvesmaking sense of complex patterns. These changes can becompensated for by exercising greater care, for example,when driving in traffic.
Changes in hearing. There may be a loss of ability tohear high tones or difficulty in processing several soundsat once. These changes may be compensated for bylistening more intently or by using electronic ampli-fication.
The overall result often is that older workers are morecautious, take fewer risks, and perform as well as youngerones.
45
Finding Qualified Older Workers
Once the decision to hire the older worker is made, thesearch for appropriate candidates begins. It is, of course,presumed that the potential employee will possess the skillsand competencies required to pifform the job. The pool ofolder workers includes:
Skilled workers, mature and experienced, who have beendisplaced from their former jobs because of technologicalchanges or obsolete skills. Also included are retirees whowant to return to the work force on a full-time or part-time basis.
Older workers who have learned new ...kills or areseeking retraining,
Persons seeking employment in jobs which are lessdemanding physically or mentally.
Persons with administrative or technical skills who leftor want to leave jobs because of loss or denial ofpromotional opportunities.
Obviously, a variety of skills, capabilities, and potentialsexist. Though incomplete, this list represents the mostcommon characteristics of older workers. In this section theprimary goals are to acquaint employers with the labor andproduction resources available among older workers and toidentify community services which can be used to locatecandidates.
This labor pool includes: administrative/professional/technical personnel; workers to fill part-time or temporaryjobs; retrained production and service workers; and personswith special production capabilities.
Where Have The personnel manager or supervisor must know the jobAll the Older requirements, understand the skills necessary to perform theWorkers job, and find the most qualified person. However, discussionGone? of the role of the personnel official will not be included here.
46
CommercialEmploymentAgency vs.SpecializedAgency
Rather, discussion is limited to locating qualified employeesfrom the pool of older workers. This requires a knowledgeof the resources available, including job training and jobplacement assistance.
Community Job Placement Services
The traditional resource for locating qualified workers isthe local office of the U.S. Employment Services, usuallyidentified as the State Employment Services or Commission.These offices likely will have a specialist assigned to assistolder workers. These potential employees include:
Persons displaced from previous jobs;
Retirees who want to re-enter the labor market on apart-time or temporary basis to supplement their pensions;
Persons recovered from physical or mental trauma whowant to return to their jobs, a similar job, or one moresuited to their present capacities; and
Older persons seeking better-paying, less stressful, orotherwise desirable erployment.
A review of these variations in the job candidate groupreveals the need for a specialized job placement service. Forthis reason, special programs have been established in manycommunities with federal, state, and private support.
These job placement programs are similar to the specialjob development activities described in the subsection onpersons with developmental disabilities. Usually, the operationis similar to a commercial job placement agency. The basicdistinction is that the commercial agency charges a fee,whereas the specialized agency (serving older workers) mostoften does not.
Some commercial placement agencies are paid by theemployer, others are paid by the employee (candidate). In thefirst instance, the agency represents the interests of the
47
employer. In the second instance, the agency markets theskills of the candidate. The second role seems to be morecommon in placement of older workers, that is, marketing thequalified worker. Using this approach, the agency seeks outthe employer rather than the employer looking for candidates.
Because this rhapter is designed to provide information toMarketing employers seeking qualified workers, the assumption is madethe that the employer will do the seeking. However, in practice,Qualified perhaps only the employer's awareness of the availability ofOlder qualified workers is heightened. Perhaps the operationWorker consists mainly of marketing or proposing candidates rather
than in locating them.
Needs MustBe Met in aGood Match
CommunityResourcesHelpful
48
The marketing approach seems more realistic thanassuming that the employer will be able to locate a qualifiedworker through employment agencies. This is especially trueif the candidate lacks marketable skills, has been displacedfrom the work force because of obsolete skills, or is unableto continue the previous job because of a disability.
If capable skilled older workers want to re-enter thework force on a part-time or temporary basis, the process ofmatching employer's and employee's needs differs in strategyand method. In this case, the employment agency matches theemployer's needs to the ididate's work goals.
Most communities have some form of special program toaddress the needs of older workers. The employmentplacement service may be located in public or privateagencies, but is probably operated with public funds. Forexample, Title V of the Older Americans Act and Titles II,III, and IV of the Job Training Partnership Act providesupport for training, retraining, and job placement services.
To find the public or private agency responsible fortraining and placing older workers, the county or municipaloffice of the muor, city manager, or city council is the firstplace to look. Many communities have an office for the agingor elderly; others combine and form a human services orsocial services office. Other alternatives include Private
Industry Councils (respoi.sible for coordinating training andemployment programs for persons with special needs), seniorcitizens centers, local offices on aging, and specialized jobplacement programs (in a limited number of communities).
Specialized programs may be identified by a number oftitles, most of which suggest their focus on older workers.One such program, Senior Community Services EmploymentPrograms is supported by funding under Title V of the OlderAmericans Act. It is operated cooperatively by the states andeight national organizations (Sandell, 1985). This network ofprograms recently expanded its services to add job clubs andjob fairs. Other programs which provide job placementservices and assistance include:
ABLE - Ability Based on Experience
ROWES - Rural Older Worker Employment Services
POWER - Professional Older Worker ExperiencedReliable
SPEC - Senior Personnel Employment Council
RWF - Ready Work Force
Mature Temps
Second Careers
LA Skills Available
New Life Institute
Senior Enterprises, and
Intertek - Rents out senior employees
These are ju:;t a few examples of specialized programslisted in the classified section of the telephone directory.
49
Aging in America is another useful resource. In addition,the local United Way offices maintain information on privateand public services available for citizens, although United Wayfunds are not always involved.
The Private Industry Councils (PIC), established andCouncils funded under the Job Training Partnership Act (Public LawLocate 97-300), are directed by an advisory board which includesEmployment representatives of business and industry. They are more
likely to be involved with older workers who need training to_______re_-_enter..the labor market._The specialized groups listed above
may be more concerned with the placement needs of olderworkers with job skills or related experience.
TrainingProgramsDesignedto MeetNeeds
50
The National Project on Employment and the OlderWorker (Sandell, 1985) found that many displaced olderworkers had little experience in searching for employment,having held their previous jobs for a decade or more.
Another community resource, discussed in the section onpersons with developmental disabilities, shoul.: be mentioned.This program operates statewide and can he located in mosttelephone directories under the state government serviceslisting, typically titled "Vocational Rehabilitation Agency." It isavailable as a training and placement resource for olderworkers who have a physical or mental disability and whoneed assistance or retraining in order to obtain employment.
This diversity in placement programs suggests thatemployers looking for qualified older workers should choosethe resource after they determine the type of worker and thejob requirements.
Hiring Qualified Older Workers
Hiring qualified older workers is similar to the processof hiring other employees, -.with two exceptions: retraining andaccommodations options. The needs or opportunities fortraining or retraining often are limited to the specialprograms available under JTPA-supported programs. If the jobopportunity is made known and the prospects are favorable,
Now Canthe OlderWorkerPut Skillsto Use?
AdjustmentsEase theTransition toEmployment
additional support can sometimes be developed. In somecommunities, training programs are offered throughvocational/technical schools, adult education programs, andcontinuing/higher education programs. Community colleges arealso a resou.ce for training. The 'stablishment of trainingprograms often depends on the training needs, the market fortrained workers, and the development of funding througheducational and job-training sources.
The accommodation option has special importance. Thefirst step is to determine what accommodations are necessaryand which changes can be made. The major consideration ishow to put the older worker's skills to optimal use. Forexample, some older workers may need adjustments in workhours, physical requirements, production standards, of learningallowances and adjustment time.
Other considerations may include flexible work schedulesto limit the number of hours worked. This way, earnings willsupplement the pension rather than offset it or eliminate it.This is an important consideration if the worker is uncertainabout continuing employment. A similar adjustment in workhours may be desired by the worker who lacks the physicalstamina to tolerate a full workday or week.
Other adjustments include changes in equipment, tools, joblayout, and procedures to accommodate an older worker'sphysical or mental functional limitations. The Job Accommo-dation Network (JAN), described earlier, '3 an employer-established resource. Through JAN, employers shareinformation regarding techniques used to modify jobs andaccommodate the physical or mental limitations of workers.
In addition to JAN, The Institute of Gerontology at theUniversity of Michigan, in cooperation with the Administrationon Aging, U.S. Department of Health and Human Services,established a special resource system. The National OlderWorker Information System (NOWIS) describes various workmodifications and work options that companies have developedto accommodate older workers (Root, 1985). The AmericanAssociation of Retired Persons (AARP) in Washington, DC,
51
IncentivesMay BeMonetary orAltruistic
AvailableFundingVaries Geo-graphically
MaintainingEmploymentIs Essential
52
has recently assumed the operation of the NOWIS compu-terized resource on older workers.
Incentives for hiring older workers include tax creditsfor employers through the Targeted Jobs Tax Credit (TJTC),recently extended in the 1986 Tax Reform Act. Under theTJTC program, a tax credit of 40 percent of the first $6,000paid in wages during the first year can be provided to theemployer.
Other employer incentives._ include _direct and indirect__monetary incentives to reimburse or subsidize the specialcosts associated with training and retraining older workers.This activity is usually funded under Title II of the JobTraining Partnership Act. Section 124 of Title II provides aset-aside of three percent of the state allocation for traininganyone 55 years of age and older who is disadvantaged.
Another section of JTPA, Title III. Employment andTraining for Dislocated Workers, also provides funding, asdoes the Older Americans Act, Title V, cited earlier as asource for funding job placement programs. Older workerswith disabilities are included in the state/federal rehabilitationprogram. This resource provides limited employer reimburse-ment for on-the-job training of persons with physical ormental disabilities through the state rehabilitation agency.
The amounts and availability of funding for theseprograms vary widely from community to community and stateto state. Employers interested in these supports should contactlocal Private industry Cci.incils or State Job TrainingCoordinating 6'ouncils for JTPA-funded assistance and staterehabilitation agencies regarding training fees for personswith disabilities. A Project with Industry that should be ofassistance to employers interested in hiring older workers isAging in America in Bronx, New York.
Keeping Qualified Older Workers
Keeping older workers employed is an essential part ofthe employment issue, especially in view of the competencies
UV
The Valueof OlderWorkers
and potentials described in the introductory sections. Thissection explains the employment needs of older workers andthe employer's role in society.
An employer's reasons for retaining older workers in theworkplace differ for a variety of reasons. The demand forthe worker's skills, the availability of replacement workers,the flexibility of the worker, real or perceived promotionpotential, and operational plans of the company are all factors(Sandell, 1985; Root, 1985).
In some instances, collective bargaining agreements mayinfluence the decision to retain, retrain, transfer, or releasean employee. Historically, unions have advocated retirement ofolder workers to make room for younger workers. However,unions now are becoming aware of the value of keeping olderworkers on the job (and continuing union membership).
Employers retain older workers because of the investmentthey have made in hiring; they keep the veteran older workersbecause they have a known capacity and experience in companymethods and procedures; and they retain older managers andsupervisors because of the difficulty involved in replacingtheir skills in a tight labor market. In many instances, thesequalities, including stability and maturity, will more thanoffset the need to have a younger, more flexible work force.
The National Older Worker Information System (NOWIS)found that private industry employs a variety of practices toretain older workers. These practices include internaltransfers, job downgrading, refresher courses, partialretirement programs, sabbaticals, and extensive use of jobrestructuring.
The efforts to keep older workers employed likely willtake on greater significance in the future. Also, continuing towork will take on greater importance as people live longerand continue to enjoy good health and associated productivity.The more important issue, however, is how to address theneeds and associated problems of workers who develop
53
With SupportProblems CanBe Confronted
CounselingandFollow-upAre Essential
54
physical, mental, or emotional impairments, or problems whichaffect job performance.
Employers in more than 5,500 locations have addressedproblems associated with alcoholism and substance abusethrough special Employee Assistance Programs (EAP).Dickman and Phillips (1985) suggest that EAPs assume abroader role to address problems affecting workerproductivity. Some employers, employees, and trade unions areconcerned that the programs may unnecessarily intrude intoworkers' personal lives. The need for voluntary participationand independence from the employer must be emphasized.Normally, the older worker does not need continuing support,but would benefit from an EAP on an as-needed basis.
Employee Assistance Programs are either provided by thecompany or contracted from an outside source. Largercompanies usually operate their own EAP, whereas smallercompanies tend to contract for EAP services (Dickman,Emener, and Hutchison, 1985).
As noted earlier, older workers with physical or mentaldisabilities are eligible for counseling and other employment-related services through the state rehabilitation agency. Whilethis agency helps older workers retain or find jobs,counseling and other rehabilitation services are given lowerpriority. However, initial follow-up of persons placed on ajob is required by statute (Rehabilitation Act of 1973 asamended).
In conclusion, employers seem more motivated to retain,retrain, and redirect older workers as a valuable resourcethan was thought previously. Hopefully, the informationprovided in this kit will promote the innovative practices citedin NOWIS and other references. The National Center onAging, the Administration on Aging, and the AmericanAssociation of Retired Persons (AARP) have extensive libraryresources addressing employment issues. The 9th AnnualReport of the National Commission for Employment Policy(1985b) should also be reviewed.
(L
Chapter 4
Innovations That Work:A Guide to Successful Public-Private Partnerships
Lois Rood
Supported Employment
For many years, persons with disabilities worked insegregated settings. Today, it is more feasible to train andsupport them in an actual employment setting. This concept,called supported employment, is more effective and lessexpensive than the traditional approach and seems reasonablefor many older workers.
Supported employment is based on the following keyideas:
Real work settings
Training is most effective when it is relevant, functional,and performed in the actual work environment.Therefore, whenever possible, training should be providedin real employm Nit settings because it is more meaningfulto the individual, and the demands are actual. Individualslearn how to perform tasks and why it is necessary toper form them.
Learning from peers
Individuals learn best by modeling themselves after otherLearning individuals who are engaged in similar tasks. A great deal
of natural learning occurs by watching other employees inStart actual work settings. Individuals learn how to accomplishwith work tasks, how to conduct themselves in particularPeers environments, and how to relate to their supervisors.
5ti
A functional approach
Labeling people has had very little value in developingAnalyze effective training objectives and support services forEmployee individuals with disabilities and older workers. Instead ofSkills labeling individuals, a functional analysis of the
individual's skills and limitations must be developed andcompared with the functional requirements of the job. Byusing a functional approach, we can provide the necessarysupports required to compensate for a characteristic thatinhibits job performance.
t A service orientation
In supported employment, individuals are placed in theactual job setting and services are provided as needed.Intensive services may be required initially but phased outas they become unnecessary.
No exclusion policy
Supported employment excludes no one from integratedemployment services. The assumptions are that no one istoo severely impaired to provide some valuable service tothe economy and that those who are most severelydisabled are most in need of support services.
a Not based on competitive wage rate
The supported employment concept is based on theassumption that some people may never be able to workat the competitive industrial rate, tiut they can be paidbased on their level of productivity.
Human Factors Relating to Employment
Employment Supported employment plans for persons with specialImproves needs should lead to the overall enhancement of theSocial individual's life. Some important considerations include theStatus following:
56
Increased integration
Efforts to integrate individuals with special needs intosociety can be increased. Programs and services can belocated in actual work environments, those with specialneeds can work alongside other workers, and the requiredsupport services can be provided in integrated settings.
Enhanced status
Employment of persons with special needs affects theirstatus. Their social standing improves--they becomerespected, valued, and treated as unique individuals.Professionals need to be very careful that facilities,services, materials, and staff relationships do not
stigmatize these individuals and create negativeperceptions.
Increased competence
Marc Gold (1980) refers to competency as a "skill,Community ability or attribute that is needed, wanted and valued byValues others." The concept of competency has two importantDictate aspects. First, each individual must have some skill,Community ability, knowledge, or attribute that is valued by otherNeeds members of the community. Second, competency is a
relative term. The values of a community are based onthe community's needs.
IndependenceIs UltimateGoal
Individuals must be able to learn skills or use theirattributes and characteristics to meet the needs of theircommunities. It is extremely important that vocationalprograms be designed around the needs of local businessesand industries. Communities need to become involved inthe development of curriculum and the evaluation ofvocational programs.
Increased autonomy
Individuals must be able to increase choice and controlover their lives. This means that options and choices need
J
57
Uniqueness
DeterminesGoals
58
to expand. Vocational programs need to lead to greateremployment opportunities, higher wages, increasedbenefits, and an overall improvement in the quality of lifefor those with special needs. These individuals canbecome less reliant on caretakers and achieve equal statuswith their peers.
A Suggested Planning Process
To successfully employ individuals with special needs,_but _the individualls_and_the employerls_needs are considered.
This can only be done by stating a specific job goal and byidentifying a particular employer. Table 1 shows this parallelplanning process.
Table 1
Alt(1113IIVC Approach
1 Deter:m:7 job goal.
',lentils prospector employer.
3.1 %stets the indo idoal tphssoal.sot ial. !what :oral.
and tunctoal altilities andIllrIlIS
11.
3b \ %sc.,. or anal'. /r the lob(ph'.sn.d. cognitise. sot Ill.behat 'oral. and functionalrequirements).
4. %latch the indoidual t.) the job
S Adapt the cloironment. structuirthe job. and anal% /e and sequen. etasks
1, I I.11 the indit 'dila: I or skillAt 11111S/11011
7.1 1,1,11%1,111.11
frtcrse don't clones)
11 NUM. nor ulpp.ut "het) It IS 41'
no 11,11er nrrtleti
Determine the Job Goal
1 s Support the rittplot cr(reverse disincen to es)
The first step in this approach is to identify a specificjob goal. It is essential that the placemant specialists get toknow the individuals. What are their unique needs, wants,skills, abilities, interests, and priorities? Individuals should beexposed to a variety of jobs in actual work settings to help
PinpointStrengthsandWeaknesses
Considerthe WorkEnvironment
them determine wnat kinds of jobs meet their needs. Eachindividual should have a specific job goal before the programplan is written. This goal should correspond to the laborneeds of the individual's community. A goal such ascompetitive employment is too vague to be of any value inplanning.
Identify Prospective Employers
After an employer is identified, placement specialistsanalyze the jobs available and choose a job that meets theneeds of the employer and the individual. The employer mustbe considered a partner for the employment process to besuccessful, and this partnership must be continuous.
Assess Individuals and Jobs
This step involves analyzing the skills, abilities, andneeds of the individual and the functional requirements of thejob. This analysis pinpoints the individual's functional deficitswhich affect job performance. These deficits may be medical,physical, behavioral, or cognitive. After identifying thedeficits, a plan can be developed to compensate for them.
Match the Individual to the Job
During this phase, qualified individuals are given jobs forwhich they are well suited. The agency provides theindividuals with any support necessary.
Adapt the Environment
Sometimes successful job performance depends on a
simple environmental adaptation. Or, perhaps, the tasks can berestructured to simplify the organization. Devices can bedeveloped to compensate for cognitive deficits.
It may help to alleviate distractions or to minimize thenumber of individuals with whom the employee interacts.Environmental adaptation may include providing a moreaccessible work station or adapting a piece of equipment.
6
59
InitialTrainingPeriod IsCritical
Tax CreditsAvailablefor SomeJobs
60
Train the Individual
After altering the environment to maximize abilities andcompensate for functional limitations, the next step is to trainindividuals and support them in the initial stages ofemployment. Training can be provided by the employer or theagency. It is important that training support be continuous untilthe individual acquires the required job skills. Again,traditional training methods may have to be modified forindividuals with physical or mental impairments. Employers
consider-the-initial-training-period -to-be-critical to the success - --of employees with disabilities.
Support the Individual and the Employer
In addition to adapting the environment and providing on-the-job training, it may be necessary to provide continuedsupport to the individual and the employer. After identifyingthe external disincentives to the employer or the individual, theagency can determine the support system needed.
For individuals, the primary disincentive may be the threatof losing disability or Social Security benefits. Therefore,agency staff can help individuals by working with the SocialSecurity Administration (SSA) to reduce this threat and byhelping the individual to understand the SSA program. Agencystaff can help individuals maintain friendships and socialaffiliations by forming job clubs, self-help groups, and socialclubs. Another disincentive to employment may be the fear ofchange. Therefore, it is important for agency staff tocontinue providing support, guidance, and counseling throughputemployment.
There may be disincentives for the employer too. Thecost of providing adaptations, special supervision, or trainingmay frighten employers. Inform employers of the availabilityof targeted jobs tax credits, on-the-job training funds, and taxcredits for job accommodations.
If the productivity of the individual with special needs isnot yet equal to that of other workers, a special certification
Phase OutSupportWhen NoLongerNecessary
MultipleOptions
allows the employer to pay the individual commensurate withproductivity. If line supervisors have difficulty includingindividuals with special needs in their work force, the agencycan help employers by training supervisors.
Phase Out Support
Each of these phases is important; none can be ignored.Support is most beneficial to employees when it is provided inthe workplace. Support should be phased out when theemployees no longer need it. But, individuals who have specialneeds which strongly impair their ability to produce or thosewho need help to cope with a social environment may requiresupports throughout their lifetimes.
Possible Program Models
The economy is undergoing major changes, therefore, it isimportant to consijer multiple options when planning for theemployment of persons with special needs. Imagine a varietyof vocational training and employment models which could betailored to the unique needs of an industry, an individual, andthe agency providing the support services.
It is best to work with generic training programs, suchas community colleges, technical and trade schools, anduniversities. The curriculum should be avaihble to theemployer, the individual, and the agency.
In this section, possible program mode' are discussed.These are ideal, theoretical models that enable individuals tocompare and contrast various types of real arrangements.Actual models may deviate in some aspects from the idealtypes. However, they give professionals a framework forconsidering variations in industry-habilitation partnerships andfor comparing And contrasting the advantages and disadvantagesof programs.
61
Factors Relating to the Vocational Environment
The following factors determine the vocational settingsand the types of models that are provided by the agency or theindustry.
Goods or services to be produced;Integration potential with nondisabled coworkers;Floor space for production;Administration of pay (wages and benefits);Supervision (ongoing and continuous); andTraining (skill acquisition).
Additional factors, such as job simplification, redesign oftasks, and quality contrui, are also important. But, they do notdirectly effect the organizational structure of the programmodel or the contractual development of the partnershiparrangement.
Types of Models
Relationships between industries and agencies produce thefollowing model types:
Model Competitive employment;Types Supported individual employment (transitional employment
or on-the-job training);Work stations in industry (enclaves in industry, ongoingand continuous);Mobile work crew (short-term or seasonal);Mainstreamed workshop;Traditional workshop;Affirmative industry; andSimulated work facility.
CompetitiveEmploymentModel
62
Competitive Employment (Readiness Model)
Individuals with special needs compete for jobs the sameway younger or nondisabled individuals do. Individuals withspecial needs are hired if they possess all of the employmentqualifications, including the knowledge, skills, and abilities
required for the job. In other words, a full employer/employee relationship exists. The agency assists the individualby locating jobs and by providing support and counseling duringthe first few months of employment.
Model Appropriateness for Individuals with SpecialNeeds. This model is appropriate for individuals who areskilled, trained, and reliable, and who can adjust to the jobsocially and emotionally.
Model Appropriateness_for Industry. This model isappropriate for any industry seeking qualified individuals.
Industry Provisions:
Production of goods and services;Materials, supplies, and equipment;Coworkers;Floor space;Pay administration;Workers' compensation;Insurance coverage and benefits;Supervision;Training; andOn-the-job training.
Agency Provisions:
Referral of a qualified applicant;Assistance in job seeking;Pre-employment assistance during the application andinterview process; andSupport and counseling during the first few months ofemployment.
Special Considerations. This model requires compliancewith all nondiscrimination laws pertaining to race, sex, age,national origin, religion, and disability; the VocalicRehabilitation Act of 1973, Section 504; the Fair LA .
Standards Act as revised; and state laws pertaining to equalemployment opportunity.
63
Supported Individual Employment (Supported EmploymentModel)
Individuals with special needs compete in the same waysas younger or nondisabled individuals, however, assistance is
Supported provided by agency staff. Individuals are hired by theIndividual company. They have most of the pre-employment qualifi-Employment cations, including the knowledge, skills, and abilities toModel perform the job. A conditional employer/employee relationship
exists. The individual may require support and training at thework site during the initial phase of employment. Thistraining could be in work skills, employee-supervisorrelationships, or social and emotional adjustment to the work-place. Employees may receive full wages or be paid based onproductivity in accordance with wage and hour laws.Employers may be offered incentives, such as tax credits.
Model Appropriateness for Individuals with SpecialNeeds. This model is appropriate for individuals who, withtraining and support, are able to perform jobs on a par withyounger or nondisabled individuals. Support and training includesocial or emotional adjustment aids, adaptations in theworkplace, or prosthet*c devices. Once these skills areacquired, the individual can compete with other workers.
Model Appropriateness for Industry. This model isappropriate for industries that need reliable, capableemployees, but do not have the resources to providespecialized training during the skill acquisition stage.
Industry Provisions:
Production of goods and services;Materials, supplies, and equipment;Coworkers;Floor space;Pay administration (special U.S. Department of Laborsubminimum wage certification, if needed);Workers' compensation;Insurance coverage and benefits, andSupervision.
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WorkStationsin IndustryModel
Agency Provisions:
Assistance in job seeking;Assistance during the job application and interviewprocess;Support and counseling during the first few months ofemployment;On-the-job training;Assistance with job simplification, redesign of tasks,aides, adaptations, and prosthetics; and
-s-- Assistance with- special- IJ.S... - Department of Laborcertifications and tax credits.
Special Considerations. All of the considerations listedfor the Competitive Employment Model apply. In addition,agencies can assist industries in applying for subminimumwages. This enables industries to pay employees with specialneeds according to productivity levels. The U.S. Department ofLabor approves applications for subminimum wagecertification. Incentives, such as federal targeted job taxcredits or on-the-job training funds may also be available.
Work Stations (Enclaves) in Industry (Supported EmploymentModel)
Individuals with special needs receive specific skilltraining on the job. This training occurs in a supervised groupsetting at the work site. Supervision and training are providedby an agency supervisor. Employees with special needs areemployed by the agency, not the industry. The agency'scontract bid includes wages for the supervisor and theworkers. The agency is responsible for special sub-minimumwage certification, if necessary, insurance, and workers'compensation. The industry provides the work space and theequipment. This option is most often used for people withmental retardation and psychiatric disorders.
Model Appropriateness for Individuals with SpecialNeeds. This model is particularly effective for individualswho are capable of meeting normal production standards, butwhose behavioral and social-adjustment disorders prohibit them
65
from maintaining employment without structure andsupervision. Generally, these individuals are capabl:; ofearning regular wages in industry. The supervisor's salarycan be paid by the agency or the industry.
This model is also effective for individuals who arereliable workers, but who produce at much slower rates thannondisabled workers. The work station can be set up as asatellite of the regular segregated, work activity center.Individuals should be paid commensurate with their productivity
--.and in-accordance with wage and hour laws.
Model Appropriateness for Industry. Work stations orenclaves are effective for industries that need a group ofreliable and stable workers to perform specific tasks. Thesupervisor is responsible for production and quality. Enclavesare also effective in industries that need flexible or seasonalwork crews.
Industry Provisions:
Production of goods and services;Materials, supplies, and equipment;Some of the coworkers; andFloor .,pace.
Agency Provisions:
Pay administration;Meeting U.S. Department of Labor certification pro-cedures;Workers' compensation;Insurance coverage and benefits;Supervision;On-the-job training;Job structuring and job simplification; andAids, adaptations, and prosthetics.
Special Considerations. The agency is the employer cfindividuals with special needs, not the industry. The agency isresponsible for meeting all employment laws, special
66
certification procedures, and payroll administration. Thismodel can be set up as a satellite program using theworkshop activities certificate. The agency usually has aformal contract with the industry. Work and qualityrequirements are bid at a competitive rate. The industry paysthe agency for the work provided. The agency is responsiblefor production quotas, quality control, supervision, training,and insurance coverage.
Mobile Work Crew (Supported Employment Model)
Individuals with special needs provide services tobusinesses and industries as mobile work crews. They are
Mobile supervised, trained, and transported to work sites by agencyWork personnel. They provide services to industries on aCrew subcontract basis. Industries pay the agency, and the agencyModel pays the workers. Workers can be employed on a special
subminimum wage certificate. The work crews consist ofindividuals with and without special needs. The crew worksat an actual work site, rather than at a sheltered segregatedworkshop. Equipment can be provided by the industry or theagency. A crew mAy work for many businesses. Mobile workcrews provide ,orial, snow removal, housecleaning, lawnmaintenance, house renovation, vehicle maintenance, andlandscaping and horticultural services.
Model Appropriateness for Individuals with SpecialNeeds. This model is effective for individuals served bywork stations or enclaves in industry.
Model Appropriateness for Industry. Mobile work crewsare effective for jobs that require a flexible labor force.Mobile work crews perform nonroutine work after regularworking hours and during high-volume seasons. The crewscan be any size.
Industry Provisions:
Goods or services to be produced;Floor space; andEquipment (occasionally).
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MainstreamedWorkshopModel
68
Agency Provisions:
Supervision;Training;Pay administration;Transportation;Equipment (generally);Meeting U.S. Department of Labor certification proce-dures;Workers' compensation; and
N___Insurance .coverage and benefits..
Special Considerations. The agency is the employer,therefore, the agency is responsible for meeting allemployment laws, special certification procedures, and payrolladministration. This model can be set up as a satelliteprogram using the workshop activities certificate. The agencyusually has a formal contract with the industry. Work andquality requirements are bid at a competitive rate. Theindustry pays the agency, and the agency is responsible forproduction quotas, quality control, supervision, training, andinsurance coverage. In some cases, the agency needs amarketing department and a billing department to organize thecrews and to operate as a small business.
Mainstreamed Workshop (Compromise Alternative)
This model is a traditional workshop for persons withsevere disabilities. It provides the opportunity to workalongside nondisabled or younger individuals. The workshopstaff supervises ali workers. The agency is responsible forall special certification procedures.
Model Appropriateness for Individuals with SpecialNeeds. This model is appropriate for individuals with specialneeds of all types. It does not provide employment at an actualwork site. It provides employment and exposes individualswith special needs to nondisabled and younger coworkers,industrial pressures, work adjustment, and training. The goalis to move individuals into ac ial jobs in businesses andindustries.
TraditionalWorkshopModel
Model Appropriateness for Industry. This model iseffective for industries that are expanding production capacitybut have limited space. The agency can provide the additionalspace. The business or industry often provides the industrialequipment, materials, and supplies.
Industry Provisions:
Goods or services to be produced;Materials, supplies, and equipment; and
_
Agency Provisions:
Floor space;Pay administration;Workers' compensation;Insurance coverage and benefits;Supervision; andOn-the-job training.
Special Considerations. This model requires compliancewith all U.S. Department of Labor wage and hour laws, sub-minimum wage provisions of the Fair Labor Standards Act,and all other employment laws. An orientation should beprovided for nondisabled and younger individuals who areintegrated into the workshop.
Traditional Workshop (Not Preferred)
This model is a traditional, segregated, shelteredworkshop. It usually serves people with severe disabilities.These programs include certifications as evaluation andtraining centers, work activities centers, and regularprograms (see U.S. Department of Labor specifications). Theagency is responsible for meeting all wage and hour laws andall other applicable regulations. This model provides trainingin a variety of areas, such as work skills, work adjustment,employee/supervisor roles, coworker relationships, productionand quality requirements, job safety, and equipment operation.The goal is to move individuals to more independent settings.
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AffirmativeIndustryModel
70
Model Appropriateness for Individuals with SpecialNeeds. This model serves individuals with all types anddegrees of disabilities. It does not expose individuals to actualbusinesses and industries or to nondisabled peers.
Model Appropriateness for Industry. This model iseffective for industries that want to subcontract to a separatefacility. The industry provides the goods to be produced andspecifies quality standards and production quotas. Goods aretransported between the agency and the industry. Often, theindustry provides the equipment.
Industry Provisions:
Goods or services to be produced; andMaterials, supplies, and equipment.
Agency Provisions:
Floor space;Pay administration;Workers' compensation;Insurance coverage and benefits;Supervision;On-the-job training; andEquipment, materials, and supplies.
Special Considerations. This model requires compliancewith all regulations of the U.S. Department of Laborconcerning subminimum wage certificates. The agency mustalso comply with all other applicable labor laws, rules, andregulations.
Affirmative Industry (Job Creation)
This model describes businesses that are established onbehalf of individuals with special needs. These businessescompete to provide goods or services to the community. Thesemay be segregated businesses that market products competi-tively or businesses that are located within the community andserve the public. This model has all of the risks, constraints,
SimulatedWork Facility
and opportunities of a small business. Employees with andwithout special needs work together.
Model Appropriateness for Individuals with SpecialNeeds. This model is appropriate when it is necessary tocreate jobs for individuals with special needs. This modelprovides exposure to the real pressures of business andindustry. The agency supervises and trains individuals andmarkets the businesses goods and services.
Model Appropriateness for Industry. This model is abusiness, therefore, it must be planned using sound businessand financial principles and developed to provide goods andservices that are needed in the community.
Industry and Agency Provisions. The agency provideseverything--facility, materials, equipment, supplies,advertising, sales, personnel, utilities, and transportation.
Special Considerations. This model can be an excitingoption in small communities and urban areas. Infinitepossibilities exist based on the needs of the community and theexpertise and resources of the agency. Management practicesdetermine whether the business is profitable or not. Specialconsiderations include marketing, sales, production, quality,financial, legal, and tax issues.
Simulated Work Facility (Never Recommended)
This model describes an agency that operates a trainingfacility, but the agency does not utilize goods or servicesfrom regular businesses or industries. The training providestrainees with simulated work tasks. The trainees do notreceive wages for their work. This model is not preferredbecause it does not provide exposure to real workenvironments or to real work for businesses and industries.Trainees are unable 'to learn in this kind of environment, and,generally the environment segregates employees fromnondisabled individuals.
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PossibleIndustry/RehabilitationRelationships
72
Model Appropriateness for Individuals with SpecialNeeds. This model may be appropriate while teaching aparticular job skill that will lead to employment eventually, Itis also a suitable method for evaluating an individual's skills,abilities, and interests, simulated work should not beconsidered as a long-term arrangement for any individual,regardless of the severity of the individual's disabilities.
Model Appropriateness for Industry. The simulated workfacility should be used to teach individuals with disabilitiestasks that they will use eventually in industries. The trainingprogram should lead to a job in industry.
Industry Provisions. Industry provides training thatsimulates work.
Agency Provisions. The agency provides everything unlessthe simulation is performed for a particular business orindustry. In this case, the business or industry provides thematerials, supplies, and equipment.
Special Considerations. Generally, trainees are not paidfor their work because it is not actual contract work, it istraining for empl(iyment. These simulations should be usedonly for evaluations of individuals who are training foremployment. Simulations should not be used for any individual,regardless of the nature of the disability, without a job goalin mind. For years, "make believe" work was used insegregated facilities. This work did not provide employmentopportunities to improve marketable skills or integration withnondisabled individuals.
Comparison of Models
Figure 1 summarizes the types of vocational models andshows the possible relationships between an industry and arehabilitation agency. In addition, Figure 2 shows how eachmodel meets the needs of the industry, the agency, and theindividual with special needs. That is, figure 2 shows how themodel responds to the needs illustrated in figure 1.
FIGURE 1 - GUIDE TC gOSSIBLE INDUSTRY-REHABILITATION RELATIONSHIPS
MOD1L 7,111.
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2
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INDUSTRY
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INDUST KY INDUSTRY
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Work Sutton in INDUSTRY INDUSTRY INDUSTRY A..1 NC)Insisalq (Enclave)
AC.I M Abt,,Ettle %orb INDUSTRY INDUSTRY INDUST HYCress
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FIGURE 2 MODEL APPROPRIATENESS
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Figure 3 shows how each model's program design criteriacould affect social integration, physical integration, specificmarketable skills, and appropriate supervisory identity. A plus(+) indicates that the program meets the preferred criterion,a minus (-) indicates that the program cannot meet thepreferred criterion, and a zero (0) indicates that the programcould be modified to fit the criterion.
Figure 4 shows that each model is based on social andphysical integration (Galloway and Hitting, 1977).
73
Cost -effectivenessof Models
74
FIGURE 3 PROGRAM DESIGN CRITERIA
MODEL TYPE
CuMIX111.1Ve
Employment
Suppoeted
Employment
SOLI LINTEGRATION
PIO SICALINTEGRATION
2 1
Sig CII ICMARKETABLE
SKILLS
4
APPROPHIA1SUPERVISORY
IDE.N1ITS'
Work Sutton in Industry(Enclave)
Mobile Work CIT.
Mainstreamedworkshop
Tridielonal Morkthop1
1
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10
i Ailirmatne Industry 0 u U 0tkteocsoprrated Bosioests
0
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FIGURE 4 - SOCIAL AND PHYSICAL INTEGRATION MATRIX
st :AI 111,K111, 1111m
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Figure 5 shows how the costs of operating programs andthc levels of public subt;idy decrease as industry becomesmore involved in the pntnership. The public cost ofmaintaining compettive and supported employment models isminimal. The work station in industry and the mobile workcrew models add operational costs into their contractualagreements with industries, but they do not have overheadcosts for facilities. Ag-cncies pay the overhead costs formainstreamed workshops and traditional workshops.
Af'irmative industries are entirely dependent upon theeconomic feasibility of the business. Simulated work facilitiesdo not receive income from priva 3 enterprises.
FIGURE 5 COST EFFECTIVENESS OF MODELS
MODEL TYPE COST OF PROGRAM OPERATION LEVEL OF PUBLIC SUBSIDY
CompeutsveEmployment
SupportedEmployment
Work Sutton in Industry(Enclave)
Mobile WorkCress
Maudtrearnedmorkshop
lraditional Workshop
LOWEST LOWS ST
A
Affirmatne IndustrylAgenqopersted Butoneml LNKNOWN
Simulated WorkF acdtn ST
("KNOW%
III(.IIF SI
Models Designed Specifically for Older Workers
Several models have been especially designed to bringolder workers back into the work force or to allow them tocontinue working past retirement age. Of these models, somerelate directly to those just described. They are mentionedhere, however, because they represent creative efforts tofoster employment opportunities for older workers.
Part-time Work
Many older workers prefer to work part-time on ashort-term or long- term basis. Several alternatives can meetindt -try's need for short-term or time-limited workers.
Options Include:
Retiree job banks or temporary work pools--Thesehave been established by industry to locate and matchindividuals seeking jobs with the jobs available.
75
Permanent part-time jobs--In some instances, companiesneed part-time or temporary workers. Many olderworkers can meet this need.
Mini shifts--This is simply an alteration in the length ofa shift. Usually, it means 4-hour shifts instead of 8-hourshifts.
Rehiring for special projects - -In some cases, olderworkers, particularly those with special skills, may behired to perform specific work on a short-term or long-term basis.
Job Redesign
Creatively In some cases, businesses and industries have dis'overedAdapting that they can continue to use the experience of older workersJob or by creatively adapting the job or the time. This has beenTime accomplished in two ways:
job sharing--In this design, two workers share a job.They perform specific tasks and work together to get thejob done. They may decide that each will work 4 hoursof an 8-hour day, or they may work at the same time.
Flexi-time and flexiphase scheduling--In this option,time scheduling meets the needs of the older worker orcertain tasks may be per for med at home.
Retraining
It may be necessary for workers to upgrade their skillsThis can be accomplished through a company retrainingprogram. Retraining solves the problem of finding steady,committed workers for new jobs because the employees havealready proven themselves. This option should be consideredcarefully when new technology creates new jobs andeliminates others.
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OptionalRetirementPlans
Transition to Retirement
To best use the skills of employees approachingretirement age, some businesses have started optionalretirement plans. The employee may plan a phased retirement,working 4 days a week for 1 year, then 3 days a week for ayear until retirement is total. Pay is adjusted accordingly.Another option is for ..mployees to take a rehearsalretirement for 3-6 months. Pay is adjusted, but the employeecan purchase medical benefits.
An Age-NeutralAppraisal
OlderWorkersHelpReduceTurnover
Job/Worker Interface
This approach creates a better match between worker andjob. It includes:
jobJeworker appraisal--The industry provides an age-neutral appraisal of a worker's performance. Once theappraisal is complete, the worker can be evaluated. Anappraisal might be made for an older worker who isperforming a job that requires a great amount of physicalstrength.
Job placement--This is an attempt to identify andgenerate job opportunities for older workerscommensurate with the individual's skills, interests, andaptitudes. For example, job placement might be used whenan older worker who has performed satisfactorily foryears requires another job because of decreased strength.
Full-time Employment
In some cases, business and industry have made acommitment to hire older workers in an effort to reduceturnover, create a positive public image, or help stabilize ayoung work force. Generally, the workers are hired in lowerpaying entry-level positions.
Sometimes, companies f. courage persons who havereached retirement age to stay on the job. This generallyoccurs when a worker possesses a special skill. Examples of
77
Agency HelpsEmployersExpandProductionand SolveProblems
78
companies that are using one or more of these models areincluded in Business Practices and Resources.
Public and Private Sectors Can Help Each Other
The career development process requires a partnershipbetween industries and rehabilitation agencies. In this section,we examine the ways in which businesses and rehabilitationagencies can help each other.
How Industries Can Help Public Service Agencies
There are many ways in which business and industry canhelp human service agencies. For example, they can developone or more of the models described previously, including:
Competitive employment,Supported employment,Work stations in industry (enclaves on the premises),Mobile work crews.
Subcontract
Work contracted by an industry to a rehabilitationworkshop and performed at the workshop is subcontractwork. Workshops throughout the country provide manu-facturing, packaging and assembly, woodworking, and otherservices to employers on a subcontract basis. These servicesare performed in the agency's facility. The agency bids forthe contract work, and is responsible for meeting productionquotas and quality requirements. The agency can help theemployer expand production and solve problems. It transportsmaterials from the workshop to the business and bills theindustry for any work performed. The agency pays individualson a piece rate.
Provide Equipment
Employers can assist rehabilitation agencies by providingequipment for trainees. This reduces expenses and enhances
ReversedMainstreaming
Advocatesor MentorsHelpEliminateFear andIsolation
WorkshopEnvironmentNot the Sameas ActualWorkEnvironments
the agency's ability to obtain more complex contracts. Thecompany should also provide routine equipment maintenance.
Provide a Building
If a company wants to increase its production bysubcontracting employees of the rehabilitation agency, it mayalso provide a work site. This provides a tremendousfinancial asset to the rehabilitation agency.
Provide-Younger-orNondisabled-Coworkers.
If subcontractors hire rehabilitation agencies for high-volume or ongoing projects, they may want to provide someyounger or nondisabled workers to perform some of the workat the workshop. This reversed mainstreaming integratesindividuals with special needs with younger or nondisabledpeers. It also increases the variety o: tasks the agency canperform.
Provide Worker Advocates or Mentors
One arrangement that can be very beneficial is to hireyounger or nondisabled individuals as mentors or advocates towork with individuals with special needs. These advocates ormentors help individuals with special needs adjust socially andemotionally to the work environment, adapt to new situations,and answer questions. Many individuals with special needs arevery lonely, and coworkers can help them overcome theirfeelings of fear and isolation.
Provide Evaluation Sites for Trainees
Industries can provide evaluation sites on their premises.In this situation, the agency agrees to keep the job sitesfilled. If the rehabilitation agency has evaluation sites atvarious companies, individuals with special needs can beexposed to a variety of tasks, environments, and equipment.This helps individuals decide what kind of work they enjoy.
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Rehabilitation agencies have difficulty determining theinterests, talents, abilities, and aptitudes of clients. Theworkshop environment does not simulate actual workenvironments. It does not expose employees to a variety ofjobs. Therefore, by contracting ev4luation sites, the agencycan expose clients to a variety of jobs. This arrangement doesnot require a long-term commitment on the part of theemployee or the employer. It is also a way to determine theareas in which the individual might have difficulty adjusting.
Provide Labor Analysis
Industries can also assist public service agencies byproviding information on current and projected labor needs.
Company Businesses and industries can provide tol:rs or presentationsInformation for public service professionals. Information about 0-0Could Be company, such as the type of work, the number and kinds ofIncluded jobs, size, and organizational structure could be included.
Major problems with the work force, such as safety,production, quality, and turnover, and information about thetypes of machinery ?t:d equipment that are used can also beincluded.
Formal orInformalApprenticeshipbyRehabilitationTrainers
80
This information helps public service professionals designeffective curricula, provide training and supervision based onthe expectations of employers, and identify areas whereindividuals with special needs will be able to find jobs. Thisprogram can also help industry representatives learn aboutrehabilitation training for individuals with special needs. Thisstep should be the beginning of a long-term partnershipbetween the public service agency and the industry.
Provide Industry-Habilitation Apprenticeship Programs
To design effective vocational training programs,rehabilitation professionals muss examine actual job sites andlearn about employer's enectations. Rehabilitation trainers canserve a formal or informal appre.,ticeship with the company.The rehabilitation professional can see indust,y's point ofview and, at the same time, experience the pressures of thejob.
Provide Training Programs
In addition to providing internships or appreiticeships,companies can help rehabilitation professionals provide trainingprograms. These programs could include topics such as workprocess, work flow, job safety, personnel policies, marketingand sales, quality control, time and motion studies, equipmentoperation, supervision and management, stress management,and time management. These training programs could beprovided to the agency, or agency personnel could be includedin -the industryls-programs.
Provide Space for Meetings and Conferences
Industries can help rehabilitation agencies by providingExcellent facilities for meetings and conferences. Many businesses haveFacilities excellent facilities; sometimes businesses will provide theMay Be room at no cost and supply audio-visual equipment, refresh-Available ments, and a meeting facilitator. This creates an opportunity
for personnel from rehabilitation agencies to become familiarwith representatives of businesses and industries. Part ofbuilding a partnership is frequent contact.
Provide Publicity or Prom Services
Businesses and industries can also assist rehabilitationAdvertising agencies by promoting the agency to other employers.Departments Advertising departments could help rehabilitation agenciesCan Help develop brochures, promotional literature, and media presen-
tations. Industry personnel might also participate in speakers'bureaus to promote the rehabilitation agency.
Provide Feedback on Job-seeking Skills
Individuals with special needs require training in job-seeking skills, particularly in applying and interviewing forjobs. Industries can provide feedback to the agencies and theindividuals to improve applicant's job-seeking skills.
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BrainstormingCan BeProductive
DiverseGroupsProduceManyIdeas
IndustryShould BeInvolved inCurriculaDesign
82
Develop Resumes
Personnel specialists in industries can help individualswith special needs develop resumes that are geared to st.ecifictypes of jobs.
Develop Partnerships
Communication between employers in businesses andindustries and rehabilitation personnel is important indeveloping a successful partnership.
Brainstorm
Free-flowing idea sessions that involve a variety ofspecialists can produce innovative ideas. Because of thediversity of the group members, brainstorming often producescreative solutions or alternatives to problems.
Brainstorming works best in a relaxed atmosphere.Participants should have enough information to understand theoperations of the agency and the problems to be addressed.The purpose of the session is to get as many ideas aspossible. Therefore, every idea should be written on a flipchart or a blackboard. A good facilitator encourages manyideas from a group in a small amount of time. The morediverse the group, the more ideas produced. The merits orfeasibility of each idea can be determined later. Ideas shouldnot be criticized or examined in detail.
Design Curricula
Industry's involvement in designing training curricula isinvaluable to rehabilitation agencies. It is important to knowwhat and how to teach. Industry personnel can help rehablita-tion professionals answer some of the following questions.
What are the requirements of the job?How are the tasks organized?What is the work environment?What is the level and intensity of supervision?
9
How much training is provided on the job?What kin.; of equipment is operated?What are the safety requirements?What are the production requirements?What are the quality standards?What are the critical safety iss.:es?How is an individual selected?How do individuals dress for work?How many individuals work together?What are the social expectations of the employees?
_________What_causes_an_individual to fail?What causes an individual to succeed?
AnswersShow The answers to these questions may determine whether aRelevancy training program is relevant to the needs of businesses andof Training industries. Individuals should work in the areas they knowProgram best to design good curricula.
Data MustBe Evaluated
Evaluate Programs
Employers can play an active role in evaluating thesuccess of rehabilitation traini- g programs. For an evaluationto improve the program, data must be collected precisely anddiscussed honestly with employers. A program evaluationshould answer the following questions.
Can the trainee perform the job?Can the individual cope with the job environment?Can the individual perform at the expected productionrate?Can the individual perform at the expected standards ofquality?Can the individual maintain attendance and promptness?Can the individual perform the job safely?Does the individual's behavior fit the work environment?Is the individual suitably groomeCan the individual perform ..,ob with the supervisionprovided?Can the individual interact appropriately with customersand coworkers?
83
Does the individual have the skills required to obtain thejob?Are the training methods successful in teaching theseskills?Is the equipment current or obsolete?Are trainees from the rehabilitation agency being hired?Do the trainees stay on the job?Why do trainees lose their jobs?Are employers satisfied with the trainees' training?Why are employers dissatisfied with the trainees'training?What supports c:a: be built into the program to eliminateproblems for Eh,: frIployer while supporting the worker?
How Public Service At-gt.i .ies Can Help Industries
The industry-rehabilitation agency relationship isReciprocal reciprocal. Whenever rehabilitation agencies help industries,Relationship they enhance the relationship and strengthen the commitment toRequired individuals with special needs.
Services,Skills, andSupervisionProvided
84
Refer Qualified Individuals
The most obvious way in which rehabilitation agenciessupport industries is by referring qualified individuals withspecial needs to companies. Rehabilitation personnel can assistindividuals with special needs by taking them to theemployment site, preparing resumes, providing assistant':, andfilling out applications. A careful job match is very importantto the success of the individual. Only qualified and interestedindividuals should be referred for competitive employment.
Provide Follow-along Services
Agency personnel can monitor individuals during the initialstages of employment and intervene on their behalf ifproblems develop.
UI I
Provide On-the-Job Training
The agency can provide a rehabilitation professional at thework site to train new workers. This training can bemaintained until the individual learns the skills of the job,maintains an acceptable rate of production, and meets qualityand safety requirements. Training support can be phased outeventually.
Provide On-site Supervision
Agencies HelpCompanies byProvidingServices
The agency can provide on-site supervision for individualswith special needs. Supervision can be provided for a groupor an individual.
Meet Production Quotas
Through contractual arrangements, such as evaluationsites, conditional employment, or work stations in industry,rehabilitation agencies can assist companies by providing goodsor services. Agencies guarantee the quality and timeliness ofservices, thus, relieving industry of the pressures thataccompany busy seasons and unusually large order....
Provide Floor Space
Rehabilitation agencies can perform contract work at theirfacilities to help expanding industries. This work can beperformed solely by employees with special needs or jointlywith younger or nondisabled employees from tt - company.
Provide Task Analysis
When properly trained, the rehabilitation staff can analyzejob functions and the sequences in which they need to beperformed. This task analysis can benefit the company, theagency, and the employee with special needs. Therehabilitation agency should make an effort to perform theseanalyses.
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Provide Job Structuring
Once the tasks are analyzed, the agency can helpstructure jobs to maximize the efficiency of the work force.
Organize This could mean restructuring tasks so that individuals whoSequence are mentally retarded would not perform jobs requiringand cognitive abilities, and individuals with physical needs wouldSimplify not transport materials or lift heavy items. Job analysis alsoTasks involves simplifying jobs and organizing tasks to reduce the
probability of errors. By dividing jobs into routine tasks andconsistent units, individuals with special needs can performhighly complex tasks.
Provide Environmental Adaptations
The agency may also assist the employer by providingenvironmental adaptations that enable individuals with specialneeds to perform jobs. Often these modifications improve theefficiency of the total work force. Some adaptations may bevery inexpensive, and may reduce expenses for the industryand the agency. Most importantly, ideas for modificationshould be considered in terms of their permanenteffectiveness. Many adaptation devices are simple to designand inexpensive to purchase or produce. Individuals should beallowed to use them if they move to another company oranother position.
Rehabilitation professionals can either help employerslocate adaptive devices, or they can work with employers to
Rehabilitation create them. Wooden jigs, holding devices. and switches andProfessionals knobs on machinery are uncomplicated devices that have beenLend effective in compensating for special needs. Also, wideningExpertise doors, removing floorboards, adding light signals, and
equipping machines with counting devices are all inexpensiveways to adapt the environment. Rehabilitation staff shouldknow where aids and devices can be obtained.
Adapt Training Programs
Rehabilitation professionals can help employers modifytraining programs to instruct individuals with special needs.
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This may include hiring specialists to develop trainingprograms for individuals who have difficulty learning becausethey cannot see, hear, speak, read, or understand complexinstructions. Learning difficulties may also result fromlimited physical mobility.
Provide Sensitivity Training to Employers and Employees
Rehabilitation professionals can provide informativepresentations and training programs to the community
--organizations about--individualswith special- needs;--Thissensitivity training helps companies lower their employeesresistance to individuals with special needs. It can also reducecoworkers' and supervisors' fears. Coworkers andsupervisors can make the partnership successful by providinginformal feedback if difficulties occur.
Interpret Laws
Rehabilitation professionals should be able to explainBe Aware of specific requirement. of laws and regulations to employers.Lejislation The most important of these is the Vocational Rehabilitationand Act of 1973, Sections 502, 503, and 504 as amended. OtherMandatory important legislation includes the Job Training and PartnershipRequirements Act, wage and hour laws, state laws, local ordinances, and
regulations concerning insurance and workers' compensation.
Offer Incentives
Rehabilitation agencies should inform employers about taxcredit programs and other compensation programs for whichthey may be eligible. The agency can help the business filefor tax credits. Some states provide additional incentives toemployers who hire individuals with special needs.
Provide Information on ResourcesResourceIn formation The rehabilitation agency must be able to refer employeesShould Be to special programs that operate on behalf of individuals withReadily special needs, such as the AFL-CIO, the National RestaurantAvailable Association, and the Federal Projects with Industry.
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CommunityShould BeInformed ofIndustry'sInvolvement
Needs ShouldBe Met WithoutCompromisingGoals
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Provide Special Certification
The rehabilitation professional can help the employerapply for a Special Worker in Commercial IndustryCertificate through the Wage and Hour Division of the U.S.Department of Labor. These certificates entitle individualswith special needs to subminimum wages if their productivityis less than that of nondisabled employees.
Administer the Payroll
If the industry provides an evaluation site, hires a mobilework crew, starts a work station, or provides conditionalemployment, the agency can keep records of the individual'sproductivity and pay. In these cases, the industry pays theagency and the agency pays the client. Technically, the clientis employed by the agency, not the industry, and the agency isresponsible for pay administration.
Use Public Relations
Rehabilitation agencies should inform the community ofindustries' attempts to employ individuals with special needs.This may encourage other industries to participate and allowindividuals with special needs to become oroductive membersof the community.
Inform Employers of Affirmative Action Requirements
Effective affirmative action programs meet local, state,and federal requirements and qualify industries for federalcontracts. Rehabilitation agency personnel can help businessesby sharing their expertise in this area.
The Winning Partnership
Rehabilitation agencies should provide supports andresources to industries and respond to industries' needs.Successful partnerships result if the needs of bothorganizations are met. This approach enables businesses tomake a profit, individuals with special needs to obtain jobs,
and taxpayers to save money. Industries need stable, reliableand capable workers. Work must be performed correctly andpromptly. Materials, facilities, and equipment must not bedamaged. The agency needs working space, training equipment,materials, supplies, and money to pay for staff support.Industries and agencies must be able to fulfill the other'sneeds without compromising goals. Effective partnershipsresult in employment for more people with special needs.
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EmploymentRequiresCommitmentfrom AllParties
Chapter 5
Planning for Results
Lois Rood
The ultimate goal of this training kit is to encouragethe establishment of long-term partnerships betweenemployers_and_employmeatagencies_seritnig_persons_with_special needs.
Through careful and creative planning, employers benefitby obtaining long term, loyal, and reliable employees.Individuals with special needs benefit by obtaining andmaintaining jobs which improve their economic self-sufficiency and overall quality of life. Society benefitsbecause tax dollars are saved. This is accomplished by
reducing both unemployment and the need for expensivesegregated progt ams.
Employing persons with severe physical, mental, andemotional impairments requires a commitment approach ratherthan the traditional job readiness approach. The marketingrepresentative of a human service agency and the employerwork cooperatively to meet the unique needs of the employerand the employee with special needs.
Effective partnerships require this commitment. Theemployer and the human service agency must demonstratecompetence, creativity, and flexibility. They must worktogether to create win-win solutions and eliminate employmentbarriers. These barriers are alleviated by the human serviceagencies which provide support services, including flexibilityin work schedules, restructuring of jobs, environmentaladaptations, and on-the-job training and supervision. By
providing these support services, individuals with special needscan be employed successfully and employers' production andquality standards can be met.
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EachBusinessIlasUniqueNeeds
IdentifyCandidate'sNeeds
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A Problem-solving Approach
What are the employer's needs?What are the individual's special needs?What supports need to be provided?Agree to a plan of action.Implement the plan.Evaluate the plan.
The above sequence can help employers and employmentagencies plan together. This is a problem-solving model tocreate win-win solutions.
What Are the Employer's Needs?
The first phast of the problem-solving model willdetermine the needs of the employer. The following questionscan be used as a guide to determine the unique needs of aspecific business or industry.
What jobs need to be filled?What kind of production standards must be met?What quality standards must be met?What safety precautions must be followed?Under what special conditions is the job performed?Are other people involved (coworkers, supervisors,customers)?What problems have occurred most frequently in the past?What kind of training is necessary for this job?What kind of pay and benefits did the workers receive?What hours did people work?How was the work environment arranged, and what kindof equipment needs to be used?
What Are the Individual's Needs?
In the next planning phase, the job candidate's specificneeds must be identified. Some important questions to askinclude:
IN What parts of the job can the person perform?
Barriers toEmployment CanBe Eliminated
Are there specific tasks that cannot be carried out by theperson?Why is the person unable to carry out a specific task?How could this barrier be removed?Can the environment be altered?Can the task be restructured, simplified, or reorganized?Can equipment be adapted in some way?Would changes in training help the individual learn thejob?Does the individual require additional supervision?
--jobperformance_rate_slower__than_thenondisabled worker?Does the person have difficulty meeting qualityrequirements?
Determine the Supports Needed
The third phase of planning eliminates barriers betweenjob requirements and the individual's capabilities. Here aresome helpful questions:
What would eliminate the barriers to employment?Can the environment be adapted?How can machinery or equipment be altered?How can the task be restructured or simplified?How can job instructions and requirements be communi-cated to the employee?What is the best training approach to use with thisindividual?How much supervision will be required to obtain thedesired results?How does this person interact with others? Should anychanges be made? What changes?If the individual's production rate is lower than otherworkers, should a subminimum wage certificate besought?
Develop an Agreement
After identifying the employer's needs and the individual'ssupports, write an agreement. This agreement can be
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Employer established on a probationary basis and be renegotiatedand Agency regularly. The agreement identifies the services provided byServices the employer and the agency. Below is a list of PossibleIdentified commitments each party can make. The agreement not only
identifies employer/employee roles, it clarifies questionableissues. This helps prevent future disagreements.
Barriers toSuccessfulEmployn;entRemoved
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Possible commitments by the employer:
Work to be performedProduction standardsQuality control standardsMethod of compensation for workEquipment, materials, and suppliesFloor spaceSpecific trainingSupervision
Possible commitments by the employing agency:
Workers to perform the workGuarantee production quotas will be metGuarantee quality control standardsBill procedure or subminimum wage certification processAids, adaptations, or prosthetics
a Consultations for environmental and equipment adaptationsAdditional training and supervisionTask analysis and task structuring
This agreement should meet the unique needs of theemployer, the individuals, and the human service agency. Theagency should make a commitment to provide only servicesthat it can deliver in an efficient, competent, and timelymanner.
The agreement is the result of mutual problem solvingbetween the employer and the agency. The agency, on behalfof those with special needs, has removed barriers tosuccessful employment. This agreement reflects theemployer's needs. Models which have been used as guides toemploying persons with severe physics;, mental, and emotional
limitations are supported individual employment, enclaves inindustry (group employment sites), and mobile work crews.Some of the models that have been used successfully witholder workers are part-time work, job redesign, retraining,and job/worker interface. Industries that have successfullyused these models are listed in Business Practices andResources.
Implement the Plan
T-he-next-phase -of-the-process-is-implementationr-Adequate-------Communicationand ProblemSolvingImportant
time should be allowed to ensure that proper supports areprovided. A probationary time period can be established in theagreement. At the end of this time, the agency and theemployer can evaluate progress and identify problems to beresolved. Then, the contract can be implemented, providing theagreed-upon services. Formal and informal communication andproblem solving is important during all stages.
Evaluate the Plan
Both the agency and the employer must be involved inevaluating the plan. Evaluation is based on the original needsof the employer and the employee, as identified in previousphases. Some possible questions for an evaluation may include:
Needs of Are production requirements being met? (better or worseEmployer than before?)and Are quality control requirements being met? (better orEmployee worse than before?)Considered Are safety procedures being followed? (better or worse
than before?)Has there bee.- any damage to facilities, equipment, ormaterials? (better or worse than before?)How has the program affected costs? (Have sick leave,absenteeism, and turnover costs been increased orreduced? How do the additional costs of accommodationscompare with the costs saved?)Have commitments been met by the employer? By theagency? If not, why not?What problems still exist? How might they be resolved?
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Summary
This completes the planning cycle. Through this approach,public agencies and private employers become partners. Thispartnership will mutually benefit the employer, the agency, theemployee, and the taxpayer. The training and employmentprocess is effective because it is designed and evaluated byindustry representatives. It is effective for the individualbecause the training takes place at the actual work site withreal work expectations. Each party involved has a chance todo what it does best while making the best possible use oflimited public resources.
1n
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Footnotes
1. J. Naisbitt, Megatrends, Warriir Books, New York, NY, 1982, page 14.
2. The Fair Labor Standards Act, enacted in 1938, established a minimum wage.It was amended in 1966 to include many of the environments in whichindividuals with disabilities live, such as institutions, nursing homes, andhospitals, and many of the places where individuals with disabilities work,such as governmental institutions, motels, hotels, and restaurants.
3. In 1973, Sounder vs. Brenen, proclaimed that the Fair Labor Standards Act of1966 must apply to patients in state institutions. If residents are forced towork, they must be guaranteed a minimum wage based on their level ofproductivity.
4. U.S. Department of Labor, Sheltered Workshop Study: A Nationwide Report onSheltered Workshops and Their Employment of Handicapped Individuals,Washington, DC, 1979.
5. U.S. Commission on Civil Rights. Attitudes Toward the Handicapped,Washington, DC, 1983.
6. National Network for Professional Development in Vocational SpecialEducation, Enhancing Transition from School to the Workplace for HandicappedYouth, University of Illinois, Champaign-Urbana, 1984.
7. Alvin Toff ler, Previews and Premises, William Morrow and Company, Inc., NewYork, 1983.
8. Lois Rood, The Unsheltered Workshop: A Guide to Developing and OperatingWork Stations in Industry. Meyer Children's Rehabilitation Institute, Omaha,NE, 1983.
9. Greenleigh Associates, Inc., The Role of the Sheltered Workshop in theRehabilitation of the Severely Handicapped, New York, 1975.
10. W. Reed and L. Miller, "The Effectiveness of Occupational Training in theRehabilitation Process," Rehabilitation Research and Practice Review, Volume2, pages 17-28, 1971.
11. Creenleigh Associates, Inc., The Role of the Sheltered Workshop in theRehabilitation of the Severely Handicapped, New work, 1975.
12. E. I. DuPont de Nemours and Company, Equal to the Task, Wilmington, DE,1982.
13. This section is based on Value-based Skills Training Curriculum: Setting GoalsModule, Meyer Children's Rehabilitation Institute, University of NebraskaMedical Center, Omaha, NE 1983; and Try Another Way Training Manual byMarc Gold, Champaign-Urbana, IL, 1980.
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