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Level the Playing Field, Don’t Lower the Bar
Gracia Larson, MS, CRC, PVEKathleen Deery, Ph.D., CRC
# of adults with visual impairments are not in the labor force
75%
Employment Rates 3-5yrs Post High School
29%With Visual Impairment
69%Without Visual
Impairment
Why So Low?
• The usual yadda yadda (attitude, discrimination, lack of opportunity….)
• They aren’t ready
• We are starting too late
How early is too early to start getting ready for work?
Early Investment In Work Readiness
• Transition begins at age 14 (legally)
• Proactive rather than reactive
Awareness (self and work) Experiential learning Opportunities to learn from mistakes
How? Three-pronged approach
Vocational Evaluation
Soft Skills TrainingWork Experience
Vocational Evaluation (VE)• SSB Evaluation Model
• Stout/SVRI Intensive Model
What is Vocational Evaluation?
• Assessment of functional skills– Assets, work aptitudes, considerations
• Uses real and simulated work environments• Formulate viable vocational goals• Multi-day assessments allow better
understanding of work behaviors
What Can Be Determined Through Vocational Evaluation?
• Learning Style• Attention To Detail• Self-management Skills• Flexibility/Adaptability• Problem Solving• Environmental Response
Factors (noise, movement, objects, space)
• Motivation• Appearance/Hygiene• Communication Skills• Accommodations• Ability To Accept
Constructive Feedback• Work Values
Tests Don’t Have To Be Standardized To Provide Meaningful Information
What Is This??
Context makes all the difference
A Quick ‘Q & A’Q: Do I really need to pay an evaluator for this?A: The short answer is ‘yes’Q: Why? A: Because an evaluator……has specialized training and experience
…provides an outside perspective grounded in principals of measurement
…can relate both testing and observation to functional ‘real world’ skills
Research shows that:
VE leads to higher rates of success
AND
NOT having a VE leads to higher rates of failure
(Homa, 2005; Institute on Rehabilitation Issues, 2003; Adelman, Spitznagel, & Saxon, 1997)
SSB Evaluation Model
• Collaborative Model– Emphasis on pre-planning– Referral questions guide process
• Process:– Individualized & Flexible
• Outcomes:– Observational/Behavioral/Vocational– Customer portfolio
Personalized Portfolio
Achievement scoresInterest testing resultsData (i.e., typing speed)Job ideasCollege/training informationCareer exploration materialsSample completed job applicationBasic resume
Preliminary Project Data(08/2009 – 12/2011)
100% took action based on Evaluator recommendations
22.6% closed ‘successfully employed’ or are in ‘ready for employment’ status
Stout Vocational Model
• Flexible model of assessment• Emphasizes soft skills in work context• Uses ‘teaching hospital’ approach• Prioritizes next steps – holistic view of work
Stout’s “Intensive Evaluation”
• Integration of vocational evaluation & assistive technology
• Process approach• Changing accommodations is part of eval
• If something doesn’t work, try something else • Doesn’t have to be expensive
• Maximize person’s potential
SOFT SKILLS
Soft Skills Are….
…a cluster of personal qualities, habits, attitudes and social graces that are necessary for career success.
In other words, Can you pass ‘lunch break’?
Essential Soft SkillsCritical Thinking
Problem Solving
Teamwork
Adaptability/Flexibility
Ability To Take Constructive Criticism
Decision Making
Social Awareness (Respect, Deference, Sharing, Tact, Confidentiality)
Employer Priorities
Soft Skills
Hard Skills
Other
“Life is not divided into semesters. You don't get summers off and
very few employers are interested in helping you find yourself.”
– Bill Gates
Millennials & Gen Y
• Feel special • Highly social – need to connect• Seek partnership & consensus • Product of ‘power-parenting’
Generational Work Challenges
• High expectations - can feel like entitlement• Multi-tasking is a way of life• Zero tolerance for delays• Crave feedback, reinforcement & structure • Not used to speaking for themselves• Fear of failure
“Tell me what you want and I’ll do that.”
“What I want you to do is figure it out.”
“OMG. You’re setting me up for failure. Why do you hate me? I quit”
EXPERIENTIAL LEARNING
Work Experience as Evaluation
• Multi-tasking• Organization• Punctuality• Knowledge Transfer • Stamina • Social Skills
Real Life Feedback
Ready, Set, Connect• Job seeking skills for transition students• Traditional skills in an interactive format
• Self advocacy• Disclosure• Accommodations• Teamwork
Success Strategies
• I2M2: Interesting, Interactive, Motivating, & Meaningful
• Delivery needs to relate to the person’s world view (Stories, Raps, Language)
• Evaluator remains flexible; Less concerned about being “professional”
Collaboration is VITAL
Student
Parents
TeachersVR
IEP team
Why Flipping Burgers Is A Good Thing
• Practice soft skills• Work out the “kinks” in the system– Accommodations– Disclosure
• Gain confidence• Learn from choices (good & bad)• Experience consequences
Other Benefits of “Food, Filth & Flowers”
• Reality-testing• Gives parents time to adjust and discover
capabilities of students• Opportunity for a ‘do-over’ when someone
screws up
Wash, Rinse and REPEAT AS NEEDED
So where do we go from here?
Continue to gather data
Build collaboration
Create tools (Replicate while still allowing individualization)
Increase ‘buy in’
Recognition
Thank You: • Minnesota State Services for the Blind (SSB)• University of Wisconsin-Stout Department of
Rehabilitation & Counseling and SVRI• National Science Foundation Grant # 1129682
Contact Information:Gracia Larson, MS, CRC, PVEVocational Evaluator/Vocational Rehabilitation CounselorDEED State Services for the Blind2200 University Ave W, Suite #240St. Paul, MN 55114 USA651.642.0443 office1-651-649-5927 [email protected]
Kathleen Deery, Ph.D., CRC, ProfessorDepartment of Rehabilitation and CounselingUniversity of Wisconsin-Stout231 Vocational Rehabilitation Bldg.Menomonie, WI 54751715.232.2233 office715.232.2356 [email protected]
