Transcript Career Assessment in the Transition Process: Empowering

Making the Match:
Role of Career Assessment &
Job Analysis
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Vocational evaluation (VE) is written in the
Rehabilitation Act.
In IDEA, transition planning must be based on
assessment (requiring collaboration between special
education and vocational rehabilitation).
Vocational Assessment (VA) and Vocational Evaluation
(VE) also required in the Workforce Investment Act
(One Stops).
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Vocational Evaluation (VE) can be used to include, not
exclude consumers into the VR program by providing
realistic vocational options.
VE increases the successful outcomes of VR consumers
because assessment data provides realistic
recommendations for vocational goals and plans.
VE promotes informed choice, as required by the
Rehabilitation Act.
VE empowers consumers to take an active role in their
VR program.
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Longitudinal Study: Vocational Evaluation and
Ongoing Assessment Improve Successful
Transition Outcomes
Project PERT (Post Secondary Education,
Rehabilitation & Transition) of Virginia found that
with initial vocational evaluation followed by
ongoing assessment, transition planning, and
exposure to work, youth became successfully
employment with higher wages (Ashley, et al,
2007).
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Longitudinal Study: Vocational Evaluation
Positively Impacts Career Tech Ed (CTE)
Placement and Outcome
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Youth have higher CTE placement rates when
vocational evaluation recommendations are followed
Youth have higher success rates (grades) when
vocational evaluation recommendations are followed
Youth have higher employment rates following CTE
programs when vocational evaluation
recommendations are followed. (Reid, Scott, et al,
2001, 2005).
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Longitudinal Study: Vocational Evaluation
when followed by Employment Services
contributes to successful outcomes for VR
consumers, especially those who may not
be successful otherwise. (Homa, 2006)
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The Foundation of our Practice
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To be eligible for vocational rehabilitation services, an
individual must:
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Have a physical or mental impairment, which results
in a substantial impediment to employment; and
Be able to benefit in terms of an employment outcome
(A person with an impairment and impediment is
presumed to be able to benefit; in the rare event that
there are serious doubts about ability to benefit, the
individual will be offered trial work experiences or a
period of extended evaluation to further determine
ability to benefit); and
Require VR services to prepare for, secure, retain or
regain employment.
(Rehabilitation Act of 1973, as amended, Title I, Part A, Section 102)
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Individuals who (1) receive certain benefits and
(2) apply for VR services in order to achieve
employment are presumed eligible for VR
services. The following are presumed eligible:
SSI/DI recipients, and/or Individuals eligible for
long-term supports of DDA/MHA and pursuing
competitive or supported employment.
(Rehabilitation Act of 1973, as amended, Title I, Part A,
Section 102)
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Ineligibility for VR Services: An individual
may be determined ineligible for VR services for
the following reasons:
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The individual does not have a physical or mental
impairment; or
The individual’s impairment does not result in a
substantial impediment to employment; or
The individual does not require services to achieve
employment; or
The individual cannot benefit in terms of an
employment outcome due to severity of the disability,
determined subsequent to trial work experiences or
extended evaluation.
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Assessment: 3 Phases
 Use of Existing Assessment Data
 If not available, appropriate assessment
activities to obtain necessary additional data
to make such determination and assignment
 To make a determination of the employment
outcomes, and the objectives, nature, and
scope of vocational rehabilitation services, to
be included in the Individualized Plan for
Employment of an eligible individual
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Phase 1: Use of Existing information
… information available from other
programs and providers, particularly
information used by education officials and
the Social Security Administration,
information provided by the individual and
the family of the individual, and
information obtained under the
assessment for determining eligibility and
vocational rehabilitation needs.
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Phases 2 & 3: Comprehensive assessment
to determine the unique strengths,
resources, priorities, concerns, abilities,
capabilities, interests, and informed
choice, including the need for supported
employment
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Comprehensive assessment may include
an assessment of the personality, interests,
interpersonal skills, intelligence and
related functional capacities, educational
achievements, work experience, vocational
aptitudes, personal and social adjustments,
and employment opportunities of the
individual, and the medical, psychiatric,
psychological
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Comprehensive assessment (cont’d)
 an appraisal of the patterns of work behavior of the
individual and services needed
 referral, for the provision of rehabilitation
technology services
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an exploration of the individual's abilities,
capabilities, and capacity to perform in work
situations, which shall be assessed periodically
during trial work experiences, including experiences
in which the individual is provided appropriate
supports and training.
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Vocational evaluation should use a variety of
methods, tools and approaches to provide
accurate vocational evaluation and
assessments.
Vocational evaluation and assessment
information should be verified using
different methods, tools and approaches.
Using alternative methods or approaches to
validate findings.
Behavioral observation is essential in any
vocational assessment process. Behavioral
observation occurs throughout the
assessment process.
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Vocational evaluation and assessment may be
an on-going and developmental process in
career development.
Vocational evaluation and assessment should
be an integral part of larger service delivery
systems. Vocational evaluation and
assessment requires the collection of input
from a variety of individuals and requires an
understanding of how to use the results of the
assessment process. Vocational evaluation
and assessment should be current, valid and
relevant.
Position Paper of the Interdisciplinary Council on Vocational Evaluation and Assessment by
Smith F., Lombard R., Neubert D., Leconte P., Rothernbacher C., & Sitlington, P.
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Career Assessment relates to life-long
career development, which affects life roles,
and is ongoing throughout one’s life.
Vocational Assessment and Evaluation
relate to the role of the potential worker
(and employment).
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The on-going process of collecting information for
career development and career planning.
 Lifelong process
 Addresses all aspects of life within career contexts
 People come to understand themselves
 Cyclical Process and Content:
 Career Awareness
 Career Exploration
 Career Preparation
 Career Assimilation and Change
Review the Career Development Checklists posted in the
Wiki.
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A comprehensive, informal process conducted over a
period of time, usually involving a multidisciplinary
team with the purpose of identifying individual
characteristics, rehabilitation, education, training,
and placement needs, serving as the basis for
planning an individual’s rehabilitation, employment,
career development, education, and/or transition
program(s), and that provides the individual with
insight into vocational and career potential.
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A comprehensive process (with content) that
systematically uses work, either real or
simulated, as the focal point for assessment and
vocational exploration, the purpose of which is to
assist individuals with vocational development.
Vocational evaluation incorporates medical,
psychological, social, vocational, educational,
cultural, and economic data into the process to
attain the goals of evaluation.
30th Institute on Rehabilitation Issues
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Level III
Level II
Level I
Levels of Service
 Level III: comprehensive
career assessment/vocational
evaluation.
 Level II: diagnostic and
prognostic, exploration, go
onto next level if more
information is needed to make
decisions.
 Level I: make quick decisions;
minimal assessment required,
go on to next level if more
information is required.
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•
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Levels I and II assessment can be coordinated and
collected by anyone, hopefully with the
consultation or coordination from someone
Certified in Vocational Evaluation (CVE) by the
Commission on Certification of Work Adjustment
and Vocational Evaluation Specialists (CCWAVES)
Level III assessment should be conducted and
coordinated by a CVE. (They can provide all 3
levels of service, but are the only ones qualified to
provide Level III: Comprehensive Vocational
Evaluation.)
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Examples of an Individual’s Examples of Ecological
Attributes
Attributes
Interests
Level of Career
Development
Level of Self Determination
Temperaments
Skills
Preferences
Needs
Strengths
Environments
Circumstances
Relationships
Situations
Resources
Individual + Ecology = Congruence
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Environment
Individual
Observations
Background Information
Interviews
Psychometric Testing
Work Samples
Work Tasks
Transferable Skill
Assessment
Screening
Congruence
Behavioral Observation
Assistive Technology
Situational Assessment
On the Job Evaluation
On the Job Try-Out
Vocational Profiling
Follow-up
Generalized Skill
Assessment
Observations
Interviews
Labor Market Info.
Task Analysis
Training Analysis
Community
Resource Survey
Job Analysis
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Continuum of Assessment
Informal Assessment
Any assessment that involves collection of data by anything
other than a norm-referenced (standardized) test.
Salvia/Ysseldyke- Assessment, 1995
Formal Assessment
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Vocational Appraisal: Integrative
Assessment of the Total Individual
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Secretaries’ Commission on Achieving
Necessary Skills (SCANS)
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See Vocational Appraisal Handout posted in the
Wiki
See SCANS web links posted in Wiki
Interests, Aptitudes, Preferences
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Vocational
Appraisal
Values
Behaviors
CAREER
INTERESTS
CAREER
APTITUDE
• Expressed
• Tested
• Manifested
• General
• Specific
• Performance
WORKER STYLE
PREFERENCES
(Temperaments)
•Disposition to:
•Environment
•Individuals
•Activities
CAREER SKILLS
Self
Concept &
Self
Esteem
LEARNING STYLES
• Instructional
• Operational
• Response
• Transferable
• Specific
• Vocational
WORKER
CHARACTERISTIC
BACKGROUND
INFORMATION
• Academic
• Medical
• Cultural
Values
Behaviors
•
•
•
•
Worker Traits
Attitudes/
Values
Employability
Skills
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The Secretary's Commission on Achieving
Necessary Skills (SCANS) identifies the level
of skills required to enter employment,
including
 define the skills needed for employment;
 propose acceptable levels of proficiency;
 suggest effective ways to assess proficiency.
http://wdr.doleta.gov/SCANS/
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These workplace essential skills and the
associated rating scales can be utilized to measure
youth progress, thereby holding the standard
expectation for individuals with and without
disabilities.
Workplace Essential Skills are identified as
workplace competencies and foundations skills,
also referred to as “Workplace Know-How.”
Teaching the Scans Competencies:
http://wdr.doleta.gov/SCANS/teaching/
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Career exploration
Intended to broaden career perspectives
Dynamic not static
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Aptitudes involve specific skills that are not
always demonstrated by the consumer to
his or her potential. Aptitudes in areas such
as mechanical, spatial, musical or artistic
ability, or physical coordination may not be
fully developed. This could be due to lack of
interest or to lack of opportunity.
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The Department of Labor has defined
aptitudes in twelve areas. It may be helpful
if educators were familiar with these
aptitudes as they offer a different way of
looking at skills. Even when using formal
testing, your observations and interviews
are helpful to validate the results. Most
formal assessment tests evaluate according
to these twelve areas:
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G – Intelligence
General ability to learn, reason, and make
judgments
V – Verbal
Ability to understand and use words
effectively
N – Numerical
Ability to understand and perform
mathematical functions
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S –
P–
Q–
K–
Spatial
Ability to visualize three dimensional
objects from two
Form Perception
Ability to perceive and distinguish graphic
detail
Clerical Perception
Ability to see and distinguish pertinent
detail
Motor Coordination
Ability to coordinate eyes, hands, fingers
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F –
M–
E–
C–
Finger Dexterity
Ability to finger and manipulate small
objects
Manual Dexterity
Ability to handle placing and turning
motions
Eye/Hand/Foot Coordination
Motor responsiveness to visual stimuli
Color Discrimination
Ability to match/discriminate colors
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Temperaments are personality traits
that relate to the requirements of
occupations. If these traits are a
“match,” then there is a higher
likelihood of job satisfaction. There is
formal assessment for temperaments.
The DOL defines temperament
requirements as:
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D –
F –
I
–
J
–
M –
Direct, control or plan an activity
Interpret feelings and ideas from
a personal point of view
Influence people’s opinions,
attitudes, or judgments
Generalize/decide based on
sensory or judgmental criteria
Generalize/decide based on
measurable or verifiable criteria
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P–
R–
S –
T–
V–
Deal with people beyond giving or
receiving instructions
Perform repetitive work according to
set pace or procedure
Deal with stress in critical/
emergency/dangerous situations
Precisely attain set limits, tolerances,
and standards
Do varied job duties without loss of
composure or efficiency
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Formal assessments utilized standardized
testing with norms. For example, formal
assessments can be provided by
Psychologists, Neuropsychologists, Physical
Therapists, Occupational Therapists, and
Speech Therapists.
Often times, we can decrease the amount of
testing required by focusing on informal
assessments and use of existing data.
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Interviews with the Consumer
Family Interviews
Interview with other Members of
Teams (e.g. teachers, community
rehabilitation providers, employers)
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Observing an individual is an excellent way
of gathering information about their
strengths, aptitudes and interests, and
experiences.
The biggest mistake you can make is that
you do not consider the setting in which you
are observing!
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A holistic assessment of an
individual’s interests, needs, and
abilities in a job/worksite setting
located in the community.
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The systematic observation process for identifying
work-related behaviors and performances in a
controlled work environment. Real work is most often
used to add relevance. The element distinguishing
situational assessment from other types of assessment
is the capability of systematically varying demands in
order to evaluate for work-related behaviors and
performances (e.g. social skills, quantity of work, use
of materials, work pace). (VEWAA/VECAP Glossary)
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An evaluation technique in which the
individual performs actual job duties in a
real work situation. Performance is
supervised and evaluated by the employer
in coordination with evaluation staff. There
is a pre-determined beginning and ending
date: it is not necessarily intended to result
in employment. (VEWAA/VECAP Glossary)
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A temporary job placement or internship designed to
provide the individual with real work experience and
community contacts where the employer or coworkers
assess the individual. Job tryouts: (a) expose the
participant to new occupational experiences; (b) assess
the individual’s work; (c) expose employers to the
potential worker; (d) gather additional data useful for
making job placement decisions; and (e) provide the
individuals with references and work experience to be
documented in a resume. (Neubert & Tilson)
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The systematic process designed to assess individual
skills, interests, values, behaviors and performance
related to functioning in the community or home (e.g.
money management skills, transportation skills,
scheduling and organization), defining the level of
support needed by the individual. Assessments and
resulting recommendations regarding these skills should
be based upon a clear analysis and understanding of the
skills needed to function at varying levels of
independence in the community and home.
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Situational
Assessment
• Most
controlled,
manipulated
and observed
by the
Vocational
Evaluator
On-the-Job
Evaluation
Job Try-out
(Shop Try-out)
• Least
controlled,
manipulated
and observed
by the
Vocational
Evaluator
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Involves interaction between behavior and
performance, considering environmental
conditions and demands
Determines the impact of disability and
functional limitations
Identifies the degree of the young person’s
acknowledgement and acceptance of disability
Emphasizes supports and accommodations
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Environmental specificity characterizes
CBVA and differentiate it from other types of
assessment:
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Measure of what a person can do and the level
of supports needed
 In particular situations
 Under certain conditions
 In light of unique demands
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Assessment serves as a compass not a
detailed map.
Individuals chart their own courses.
Individuals have choices in how assessment
is delivered.
The assessment process itself is a learning
process.
Assessment summary is jointly written and
analyzed by the individual.
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Assessment process takes an ecological
approach providing an understanding of
relationships among diverse influences on
the individual.
Assessment of specific work culture and
receptivity of an employment site is as
equally important as assessing the
individual.
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Characteristics of Authentic Assessment:
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People perform, create, produce or “do”
Individual performance is the focus
Tasks to perform are part of a larger context (e.g.,
curriculum, job, transition activity)
People doing the rating use human judgment
Higher order thinking and problem-solving skills are
tapped
There is no right answer
Activities are closely integrated to self-assessment.
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Authentic Assessment occurs when the following
is present
 prior knowledge, recent learning, or relevant
skills to solve realistic, authentic problems
 with the opportunity to demonstrate
ability to
Perform
 Use processes of learning
 Apply knowledge in natural environments and
situations
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Making the Match
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Making an effective match between an individual
and a job requires:
 Understanding the consumer through ongoing
collection of assessment data, including
information about preferences, experiences,
skills, current adjustment, strengths, personal
contacts, etc., is updated with each new job
experience.
 Understanding potential jobs and work settings
through job analyses.
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Researching a job through a job analysis provides
information to the consumer so that he/she is
better prepared to make informed decisions about
disability disclosure.
Most importantly, it lays the foundation for
identifying and requesting job accommodations
and supports to facilitate successful job
placements.
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What is a job analysis?
 A job analysis is a detailed study of the work
performed, the facilities required, the
working conditions, and the skills required
to complete a specific job.
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A job analysis provides an objective basis for hiring,
evaluating, training, accommodating and supervising
employees, to determine:
 purpose-the reason for the job,
 essential functions-the job duties which are critical or
fundamental to the performance of the job,
 job setting-the work station and conditions where the
essential functions are performed, and
 job qualifications-the minimal skills an individual must
possess to perform the essential functions.
http://www.ucp.org/ucp_channeldoc.cfm/1/17/11928/1192811928/4605?PrintFriendly=Yes
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Duties and Tasks
 The basic unit of a job is the performance
of specific tasks and duties. Information to
be collected about these items may include:
frequency, duration, effort, skill,
complexity, equipment, standards, etc.
Source for this section: http://www.job-analysis.net/G000.htm
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Environment
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This may have a significant impact on the physical
requirements to be able to perform a job. The work
environment may include unpleasant conditions
such as offensive odors and temperature extremes.
There may also be definite risks to the incumbent
such as noxious fumes, radioactive substances,
hostile and aggressive people, and dangerous
explosives.
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Tools and Equipment
 Some duties and tasks are performed using
specific equipment and tools. Equipment
may include protective clothing.
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Relationships
 Supervision given and received.
 Relationships with internal or
external people.
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Requirements
 The knowledge, skills, and abilities (KSA's)
required to perform the job. While an
incumbent may have higher KSA's than
those required for the job, a Job Analysis
typically only states the minimum
requirements to perform the job.
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Determining employer’s willingness to
provide accommodations.
Evaluating formal and informal supports
available to employees.
Observing work culture or supervisors
and employers.
Identifying potential need for employer
education.
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It can be very beneficial to have the consumer
complete job analysis forms, with supports that they
may desire.
This can be used as part of the career development
process (exploration).
It can help the consumers be better prepared to make
informed choices about job placement options.
It should not be used to “screen out” opportunities,
only to “screen in” opportunities.
It should not delay job placement.
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Joan Kester, Human Resource Development
Specialist
The George Washington University
202-489-7112
[email protected]
This information is the intellectual property of the George
Washington University and is intended for training
purposes only.
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