Sara MurphyTransCen, Inc./WorkLink

December 3, 2013

Learn to use positive instructional techniques, error-

free learning and systematic instruction to teach Learn effective methods for teaching complex tasks

and employability skills.

Session Objectives

Tryn American Conservatory TheatreAdministrative Assistant

Phillips, Spallas & AngstadtFile/Office ClerkSimon

Alan Kaiser Permanente,Patient Transporter

ExploratoriumShipping & Receiving ClerkRobert

Must be strategic about what we teach.Must be systematic about how we teach.

“Dump and Run”“Place and Pray”

NOT the way.

Requires a solid understanding of the employer’s needs and

the specific job tasks Focuses on essential, marketable skills Includes both hard and soft skills Facilitates independence and friendships Encourages co-worker involvement and natural supports Is flexible and responsiveAdvocates and supports both the student and the employerMonitors progress and uses data to make decisions regarding

level of instruction, accomodations and supports

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Good Job Coaching:

Believe in your interns and set the “bar” highDon’t pre-judge intern’s abilitiesIdentify employer’s needs & expectationsDo the tasks- develop an understanding of the job

tasks and learn the lingoStructure tasks, standardize processesDetermine a teaching strategyBe “accountable” and demonstrate effectiveness of

training and intern’s progress (collect/share data)

Job Coaching 101

Be Strategic

Profile students (Where will they be most successful?) Set employment goals and develop a plan to get thereUse work-based experiences to: Explore different ideas Build marketable skills Build stamina/speed

Focus on essential, entry-level skills Individualize placements based on person-centered plans Be accountable, use hard data to demonstrate outcomes

Employment

Learning Continuum for More Complex Jobs

People with I/DD

AverageJoe

Time

Skill

s M

aste

red

6-9 Months

On-boarding and orienting new employee can cost $7,000 to $10,000

Are your worksites teaching critical, essential skills?

Technical skills Computers & other business equipment Clerical skills Reading, writing and arithmetic Industry specific skills & knowledge

Not a “deal breaker”, most employers are willing to train, and expect to when hiring a new employee

Skills to TeachHard Skills:

“85% of employers surveyed said “soft skills”, not technical skills, are the critical factor in job success”

Stanford Research Institute

Soft Skills (Sand Box) Skills

Manners/sharing/caring about othersIndependence/initiative Endurance/staminaOrganization & time managementWork ethic and motivation (attitude) Problem-solving skillsUse T-charts help define behaviors

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Focus on careers, not just jobs.

Teaching complex skills to individuals with significant disabilities requires

a standardized, systematic approach.

Systematic Teaching

Preparing to Teach Environmental

Analysis Identify skills we need

to teach (curriculum) Job Analysis Task Design/ Standard

Work Task Analysis (specific

to the learner)

TeachingDelivering and fading

assistance Identifying and

teaching to cuesUtilizing reinforcementAssessing progressAddressing difficult

steps

Talk to employers Look at support roles and entry-level jobs for today’s

labor market “Standing in the Circle” Thoughtful, intense observation Identify “value adding tasks/activities” that occur What’s working? What’s not?

Look for transferable, marketable skills

Identifying What to Teach

Generalizing skillsManaging time & prioritizing responsibilitiesMaking judgments Taking initiativeSolving problemsCommunicating & interactingLimited focus/concentration or physical

staminaPerformance issues (Speed or Quality)

Potential Performance Issues

Set the “bar” highDon’t pre-judge employee’s abilities Identify employer’s expectations & performance goalsDo the job-determine best way to approach the taskStandardize the process Determine a teaching strategy for your specific learner

Where to Start

Be consistent (e.g. language, process)Positive instructional strategies (cue + reinforce) “Error Free Learning” builds self-confidence Look at the job from the employee’s perspectiveBe careful not to create cue-dependence “Rowing the Boat”- a continuous motion

Fade support Emphasize/highlight natural cues Facilitate natural supports Teach problem-solving

Teaching New Skills

Work with co-workers to determine the best way to get

the outcomes neededDevelop a step by step “system”, a process to start with– it

may changeMake sure tools and supplies are available and well

organizedAccommodate employee’s needs, but do not prejudge

abilities (teach first, adapt second)

Standardize the Job Task

Teaching is an active/reactive processProviding additional cues as needed to enable a

correct response/ReinforceCues selected based on learner preference: VerbalWrittenModelingPhysical prompts/gestures

Delivering Assistance

“Cheerleading” is one of the most valuable tool for

building new skills• Be discreet and appropriate for the setting• Don’t over do it/change it up• Individualize for learner• Fade to whatever level will be available naturally• If supervision is limited, create a method for learner to get

feedback and praise• Checklist/book

Positive Reinforcement

Take your cue from the learner; learner

performance (learning style) will guide you.

When providing assistance:Make the learner thinkGive minimal cue needed to get correct answer-

fade as learner gains skillsAnticipate and avoid errorsDon’t forget to reinforce good performance“Tie” your assistance to the naturally occurring

cues

How much? When?

Approach will differ between learners who are

“early” in learning and “later” in learningWhen error occurs “early” –interrupt as soon as

possible (neutral and non-punishing); provide cue for step and assistance as needed to complete correctly

When error occurs “late” – see if learner self-corrects (reinforce this); If not, give small cue (i.e. “what comes next?”, “oops.”)

When An Error Occurs

Track Progress, Collect Data

# of Packets Completed:

Monday IIII

Tuesday IIII IIIWednesday IIII

Thursday IIII IIIIFriday IIII

Weekly total: 30

0%20%40%60%80%

100%

Roo

ms

clea

ned

Intern: AllisonObjective: Wipes down 15 Exam rooms in Family Medicine

Keep it simple and relevant

Difficult Steps: When steps in task are repeatedly

incorrect; learner is making little or no progressConsider changes in task design to facilitate learning

and performance (more than one way to skin a cat)Assess cause of difficulty (using data collected)Create opportunities for practicing difficult parts Increase reinforcement if it is a behavioral issueUse Chaining or Scaffolding (Task Analysis)

Strategies for Difficulties

For complex or difficult skills, Divide and Conquer

Task Analysis

Starts with a task analysis Assess current skills (baseline performance)Determine instructional strategy (chaining vs. whole

task, language and prompts) Prompt fade hierarchy (cues) Reinforcement Build in or fade to natural/available supports &

reinforcements

Systematic Instruction

Task Analysis

Creates a consistent, systematic approach for learnerDocuments progress/level of instructionDetermines where additional training or assistance is

neededDetermines where accommodations may be helpful

Filing A/P for the SF/MOMASF MOMA Date 2/6 2/8 2/11 2/13 2/20

Accurately types labels for files DV + + + +Creates file if three or more invoices DV IDV R + +Creates file for blue forms (employees) DV IDV R + +Places checks in date order (newest on top) DV DV DV IDV RIn miscellaneous files, places checks in ABC order DV M DV IDV RAble to file folders into proper spot in drawer + + + + +Files checks correctly (person-last name, Business-1st letter) DV IDV R + +Able to file according to fiscal year (July 1st-June 30th) DV DV DV IDV IDVFiles checks carefully-1 at a time + + R + +Quality checks name before putting in check file + R + + +Removes misplaced checks and refiles DV DV DV IDV IDVAble to pull checks requested by accountants M DV + + +

Level of Independence 25% 33% 66% 66% 83%

Prompt/Cue:P= PhysicalDV=Direct verbalIDV=lndirect verbalM= ModelG=GesturalR=Reinforced after performed+= completed independently

Tying Shoes

Develops a common language for teachingWhat is the best way?What is considered a “step”? Should be observable- Can everyone agree that the action

has occurred? Person-specific, hard to do w/o learner in mind

large chunks vs. small aspects physical steps (i.e. “crosses strings”) vs. cognitive steps (i.e. “ties

knot”) left handed vs. right handed

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Task Analysis /Tying Shoes

Doesn’t work- try a new way “Bunny ears” vs. around the thumb

Accommodate where needed Velcro straps or elastic laces

Track progress Specific, useful information Create an easy to use format

Teaching Shoe Tying

High tech Software adaptations, voice activated input, screen readers,

scanners, Braille notetakers, hearing enhancement devices Low tech Picture checklists, “placemats”, counting jigs, self-

monitoring graphs, colored dots, step stools, simplified labels, pipe-insulation, non-slip pads, in-boxes and trays

No tech Re-organizing schedule/task/workspace, job sharing,

longer more frequent breaks, different approaches

Accommodations can be:

Reflect the business environment Be unobtrusiveUltimately assist the employee to work efficiently and

effectively Maximize independence, minimize need for supervision Improve work outcomes and quality

Have employee’s approval Have them help in developing plans/jigs

Supports and Accommodations Must:

Let’s give this a go.

A.T. preps at Specialty’s Cafe

Issues: She is very social person.Frequently leaves post to go

and talk with co-workers.Over or under-filling “set-up”

bins

What would you do?

Created appropriate opportunities to talk to managers, and moved her into middle of

kitchen (where the action was).

Nick, stock clerk for Niketown

Issue:Work speed, folding

pants too slowly. Stops frequently.

What would you do?

Work Pace is too slow: Self-monitoring Production Graph

Bob, filing for Clear Channel

Issue:Any company with more than three invoices, needs an individual file created. Robert continues to put invoices for these companies in the A to Z “miscellaneous” files.

What would you do?

Alphabetize the Miscellaneous files, and paper clip

invoices for companies together. Proved to be too time consuming

Correction- tag all invoices filed, correct mistakes Each day Robert pulls one “Miscellaneous” file to

audit. Starts with “A” works through to “Z”. All files are

“cleaned” once a month Colored paperclip is attached to the file to mark his

place

Managing the Miscellaneous:

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Jeff, Materials Management at Kaiser Permanente

Issues: Can’t count accurately

beyond 10 and losses track when interrupted or distracted

“Fill it when it’s low” = overfilling gowns in exam rooms

Assembling medical kits- not accurate, missing items

What would you do?

Can’t count/collate accurately or quickly: Take the counting/judgment out.

Jig for packaging 30 syringes for a hospital pharmacy

Piece of duct tape on the wall“Fill it no higher than this”

“Placemat”

Idris at Fitness Center

Issues:Forgetting, skipping or

rushing through jobsUsing the wrong cleaner

for mirrors and sanitizing

What would you do?

Checklists for forgetting tasks or inefficient process:

Also uses it to communicate with managers

Anna at the GAP

Issue:Needed to sort/bundle bras by

size and cup. She could not accurately use “imaginary grid” method other workers used

What would you do?

Broke task into two steps and created sorting bins/cards for 1) size & 2) cup

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Step 2:32

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40

A

B

C

D

DD

Step 1:

Working yourself out of the picture

Start when task is being performed well (data-based, depends

on accuracy level needed ) Do not hover (step away from the learner) Don’t just leave, hide and observe Self-Monitoring system? Teach problem-solving Encourage natural supports/emphasis natural cues Reinforce “Independence” and quality work Build strong lines of communication, create an easy method

for managers/co-workers to monitor performance

Fading Instruction & Support

Include employer/supervisors in training on Day 1 Encourage conversations between employee and co-

workers Teach Employee to “offer assistance”Have Employee take breaks, attend birthday parties,

eat lunch with co-workersDo not “hover”

Building Natural Supports

Learn to Listen, ask for complaints“Under-promise” and “Over-deliver” Include co-workers in training process, but be

considerate of employer’s timeEstablish solid lines of communicationClarify job responsibilities and performance goalsProvide resources and information on disability if

needed or appropriateShare ideas & your plans to support the employeeEstablish high expectations and assist the employer to

address any/all situations

Supporting the Employer

Learn to listen Silk ties- admit mistakes, “over” fixAny significant issue- respond immediately. How

you handle this will make or break your connection with that employer.

Ask for complaints If it’s not working, be the first to say it

Customer Service is Critical

Sara MurphyTransCen, Inc./WorkLink Program

785 Market Street, Suite 670San Francisco, CA 94103

(415) 979-9520smurphy@transcen.org

www.transcen.org/worklink