Customized Employment Services
Values
Planning & Management
Marketing
Consumer Referral
Assessment
Job Development
Work Site Analysis
Job Matching
Job Placement/Training
Person/Job Supports
Customer Satisfaction
This is an actual program plan. The names
have been changed to protect the guilty and
the innocent
WE WORK, INC.
10 Industry Lane
Anytown, Iowa 90210
INDIVIDUAL PROGRAM PLAN
Name: Bob Smith
Casemanager: Jane Files
Program Start Date: 10-31-77
Staffing Date: 7-21-94
Work Schedule: 9:00 to 12:30 Mon.-Fri.
Work adjustment program--Work station: Shoes
PROFILE:
ATTENDANCE
1. Attendance
2. Punctuality
3. Time card usage
4. Break Promptness
5. Absence notification
STRENGTHS
NEEDS
X
X
X
X
X
WORK SKILLS
6. Initiative to start work
7. On task performance
8. Quantity of work
9. Remains at work station
10. Work area cleanup
11. Communicates production needs
12. Follows safety rules
13. Work attitude
14. Accepts worker role
15. Quality of work
16. Instruction needed
X
X
X
X
X
X
X
X
X
X
X
SOCIAL SKILLS
17. Suitable appearance
18. Co-worker interactions
19. Decision making
20. Interpersonal skills
X
X
X
X
2
WE WORK, INC.
10 Industry Lane
Anytown, Iowa 90210
INDIVIDUAL PROGRAM PLAN
Name: Bob Smith
Casemanager: Jane Files
Program Start Date: 10-31-77
Staffing Date: 7-21-94
VOCATIONAL GOAL: To obtain competitive employment working food service busing tables or washing dishes.
Baseline: Bob is at level C in work skills (he needs to be at level F in order to be eligible for supported employment)
Date initiated: 1991
Date of projected achievement: 2005
CURRENT VOCATIONAL PROGRAM:
Goal 1: Increase quantity
to 30.2%
Baseline: 30.14% of standard
Process Objective: Bob will increase
Next process objective: Bob will increase his quantity to 30.25%
Strategy:
1. Bob will work at his fastest pace at all times.
2. Bob will be prompted by case manager if he is noted off task and not working up to goal speed.
3. Bob will be reminded to not stare and keep his mind on work.
4. Bob will receive praise form case manager if noted working at goal speed.
Note: Bob is currently 53 years old.
3
his quantity
The Association for Persons in Supported Employment
Ethical Guidelines for Professionals in
Supported Employment
Developed for APSE by: Dale DiLeo, Training Resource Network, Rebecca McDonald, UAP of NJUMDNJ and Susan Killam, AcME, Inc.
Contribution in the community as a valued,
interdependent member occurs when human dignity is
respected and opportunities are provided for each
individual to pursue their unique path of development
and fulfillment. While paid human service professionals
cannot create inclusive communities, they can positively
impact their emergence and growth. For trainers of
staff in supported employment, these basic human
principles should be considered:
Employment
At all times, the individual receiving
supports is the central driving force in
the development of options and
decisions. In the design of training
specific to integrated employment,
professionals have an obligation to
reflect the following principles and
accomplishments in an effort to
promote services consistent with
human dignity.
Individuality
People receive assistance as unique
individuals with varying interests,
preferences, and aptitudes. They
should not be grouped together on the basis of label,
functioning level, or convenience of support.
Career Planning
Employment should be an option for any person
interested in working,
regardless of label, support need, or
perceived functioning level.
Job seekers, or at their invitation,
family, friends, or co-workers, are the
best source to personally convey information of their
personal interests, preferences, skills, aptitudes, and
life goals. These considerations are the basis for
choices in employment opportunity, rather than
program or agency considerations.
In accessing information, maximum
use of personal networks and
situational experiences provides
information to help guide career
support, rather than focusing on
limitations which exclude people from
possibilities.
Individual rights to confidentiality are observed.
Choice
There are sufficient options related to each
individual’s interests and desires in life in order to
exercise control and autonomy over their life’s
direction. The choices made by an individual are the
result of being fully informed through direct personal
experience and/or considering information on potential
alternatives.
Respect
Services are always dignified, age
appropriate, and enhancing.
Participation
People have the opportunity to
actively participate in all their chosen
pursuits of life.
Job Development
Approaches for developing employer relations and
linking individuals with private and public sector labor
needs are respectful and image enhancing.
Jobs developed are reflective of
personal interests, preferences, and
abilities, as well as employer needs.
Materials and interactions are
professional and businesslike.
People are not portrayed in ways
which contribute to stereotypes or
other misperceptions of individuals with disabilities. At
no time is hiring pursued based on charity.
Competence
Individuals are provided opportunities to develop
skills of interest and use in their lives by discovering
and expressing gifts and capacities.
Social Inclusion
People have access to diverse
individuals in social contexts in order to build
friendships, working relationships, and networks of
individuals who go to shared places, have similar
interests, or experience other commonalties.
Community Settings with
Minimal Intrusion
Job Acquisition
Job placement decisions are made by the individual
based on reliable
information of job quality, work culture, and
employee/employer benefit.
Services are designed to support
persons in their pursuit of a quality life in natural
settings in ways which
minimize artificiality or restrictiveness.
4
Jobs are individually arranged to
match a person's interests, preferences, skills,
aptitudes, and life goals. While some work experiences
can be productive for building an employment history
and developing skills, these experiences are thought of
as initial career steps and not as career fulfillment.
Compensation should reflect the
norms of the employment market for
similar positions and performance.
When sub-minimum wages are
provided, they are viewed as temporary until more
creative job matching, training, or other supports can
be developed to enhance productivity.
Job placements are not made on the basis of service
convenience or
availability.
perspective of personal future goals but is not
contingent upon restrictive
program guidelines concerning
employment duration.
Feedback on the success of positions within a career
is dependent on the individual employee, employers,
and the input of others important to and chosen by the
person.
Staff Training
Training, both in topic and format, is generated by
the needs of service
recipients and their trainers and
promotes skills and values development which will
enhance the quality of life of individuals with
disabilities. To this end,
the following training principles are
endorsed:
• Training results in better learning
outcomes when it is offered proactively rather than as a
reaction
to crisis situations.
• The best training is an empowerment
of individuals or agencies to become competent to
provide their own ongoing training.
• Training is an interactive process
which needs to be ongoing to
respond to dynamic needs and to
ensure state-of-the-art practices
are being conveyed.
• There is respect and encouragement
for what can be learned from
each other from all training
participants.
• There is an effort to build local
training capacity, leverage existing
local resources, knowledge, and
expertise, and design training
sensitive to and effective within
local culture.
• No one trainer, technique, or
approach has the one right
answer. A trainer has an
obligation to bring in the diversity
of approaches from the field and to
state when she/he does not have
an answer.
• Trainers keep current on state-of the-art in the field
and do not
present dated information.
• There is an avoidance of
presenting “quick-fix” solutions
which go beyond the data
presented.
• Good adult learning principles are
used in training design.
• Trainees are active participants in
identifying training outcomes and
options based on what's needed to
enhance the quality of life of
individuals with disabilities.
• An effort is made to assess the
audience's needs and level of
Work Support
Existing supports natural to the work environment are
maximized for training and ongoing support. Artificial
training or programs to change behavior considered
highly unusual by the work culture of the job setting
are minimized.
Teaching techniques which may convey poor images,
stigma, or devalued status are not used.
Best training practices and
technology appropriate to the setting
and culture are utilized.
Appropriate evaluations and outcome measures are
provided.
Specialized jargon from the disability field is
minimized.
At all times, the business culture is
respected and integrated into the
support network for the individual to
succeed.
Use of accommodations, technology, or other job
modifications needed are explored and developed in
consideration of their potential for
success, non-intrusiveness, and
generalization to other life domains.
Life Support
Efforts to provide a holistic and
integrated life service support are
made. Individuals have consistent
service and community opportunities
which connect to the fabric of work,
home, social, and recreational needs.
Measures are taken to ensure
that the individual's family members
and friends are involved in planning
efforts.
Career Advancement
Persons have the opportunity and
support to advance to other
employment opportunities which may
provide new and/or greater
responsibilities, compensation, and
challenge.
Advancement is based upon the
5
• Training is structured so that the
trainees can apply skills easily and
can share the informational content in a meaningful
way with others.
• The evaluation of training effectiveness is a complex
but
necessary process that is conducted regularly with
trainees.
understanding before any training
is offered.
• Whenever possible, follow-ups to
training are done to see how the
information presented is being
implemented.
Trainers need to stay involved in
direct services and with the individuals served so their
training remains grounded in reality.
• Confidentiality of individual's
personal life experiences are
respected and maintained.
• There is a commitment to respond
to feedback from the training
audience and to consider the
evaluative information for future
training.
• Training is presented only in the
areas in which the trainer is qualified.
• Skill and value development require application and
reinforcement. Trainees are encouraged to participate,
reinforced for implementation of new skills, and
supported to train others in their organizations and
communities.
APSE is a national membership
organization committed to
expanding and improving
integrated employment
opportunities and outcomes for
persons with disabilities. For
more information, please write,
call, or e-mail:
APSE
1627 Monument Avenue
Richmond, VA 23220
Phone: (804)278-9187
FAX: (804)278-9377
6
William’s Story
How Could This Have Been Avoided?
Here’s What Happened:
William expressed an interest in working
in an office/clerical setting. He
completes a job shadowing experience
in an insurance office and says he likes
it. The work experience coordinator
carves out a 20 hour per week position
in an insurance/real estate firm and
negotiates an employer commitment to
hire William if the interview goes well.
William interviews for the position, is
offered the job and turns it down. The
teacher – he thought everything was in
place for a good job for William.
When he contacts William and his
parents, he finds out that William turned
down the job because the Friday hours
conflicted with his weekly get together
with a friend for lunch, going to the
library and the YMCA, etc.
7
School to Work Transition
Definition
School-to-work programs provide ways for students to transition successfully into the economy, either
through paid employment with a business or self-employment. Numerous studies reveal that, upon high
school graduation, many students who aren't college-bound are neither prepared for nor connected to
employment opportunities.
Basic Elements
In general, building a school-to-work transition program entails the following three
approaches:
1.
Integrate the long-separated "tracks" of academic and vocational education. From middle school
on, schools should orient youth to work, help them explore different types of jobs, provide
guidance about career paths, and assist them in finding work relevant to their needs and interests.
Vocational education is considered too narrow and specific, outdated by modern technology, and
ineffective in building language and math skills. Academic education is criticized for being too
conventional, driven predominantly by standardized tests, and ineffective at motivating most
students.
2.
Link schooling with the demands and realities of the workplace. Through employment-related
experiences and on-the-job learning, students can receive significant exposure to the workforce
and can prepare for their future work environment.
3.
Develop programs to closely coordinate secondary and post-secondary education with employers.
Apprenticeships and school-business partnerships are just two of the many ways educators and
businesspeople can produce a shared view of youth learning and development.
These changes have extensive learning implications, particularly for high schools,
including:
Curriculum--Develop new models that integrate vocational and academic education, from
revamping the guidance counseling system to creating a coherent sequence of courses
related to broad occupational clusters.
Instruction--Focus on experiential, project-based learning. Also, reduce the "tracking," or
segregation, of students into either academic or vocational studies.
Assessment--Use portfolios to gauge a student's employability.
8
Assessment
Assessment is a tool designed to assist job seekers,
their families and support system to develop a profile
of skills, dreams, and support needs. Assessment is
not used to “screen out people” but to answer the
question – “what will it take”.
File Review –
school,
medical, etc
Person Centered
Planning
Community
Mapping
Work Site
Assessment or
Internship
Talking with
Family and
friends
Assessment or
the “big
picture of the
person
Hanging out
with purpose
Interest
Inventories
Job Shadows –
career exploration
9
Other tests and
formal
vocational
evaluations
Community Work Site Assessment
(otherwise know as Work Experience)

A community work site assessment is a
process to identify a person’s work skills,
capabilities, interests, strengths and support
needs in a business in the community. We
have found it to be an effective assessment
system that directly relates to individualized
career/employment outcome and
personalized support strategies. Ultimately
the assessment’s goal should lead to
answering questions that assist in
developing supports that help people with
disabilities get and keep jobs.



Community work site assessment’s
(sometimes know as internships,
community-based assessments or situational
assessments) are a useful means for
gathering information regarding the
individual’s employment and support needs
and preferences. It allows the individual to
perform real work in a real job within a
business in the community.



The sites are usually prearranged by the
employment specialist based on the
individual’s preferences. The assessment
allows the employment specialist to observe
the individual performing job-related tasks
in addition to exposing the individual to
specific jobs available in his/her locality.
Maximizing opportunities for the individual
to observe or try out many different types of
jobs will greatly assist the person in
determining what type of job he/she might
desire as well as deciding the type of
businesses and environments that are
important to them.
Assists the job seeker in designing their
own future rather than giving them a
“prescription” for employment;
Family members and person being
assessed have choices in designing
assessment process and format;
Evaluation summary and
recommendations should be developed
by the team including the person being
assessed, family members and in some
cases the employees at the assessment
site;
Assessing the work culture and
receptivity of an employment site is as
equally important as assessing the
individual;
Standardized assessment have little
predictive validity in determining how
successful a person can be in a future
work setting;
Quality of life outcomes are as
important to measure as skills (look at
the person holistically)
The primary purpose for assessment
data is for its inclusion in the job
matching and support development
process.
What areas may be assessed?
1. Work-related behaviors – attendance,
punctuality, hygiene, social behavior,
cooperation, ability to accept
criticism/supervision, initiative,
perseverance, meeting work schedule,
safety awareness.
2. Interests, attitudes, and knowledge of
occupational information;
3. Aptitudes
4. Work skills and tolerances;
5. Learning style – including
understanding and responding to various
types of instruction;
6. Identification of the need for job site
modifications which enhance the
person’s employability and productivity;
7. Work environment factors.
Guiding Principles of Community Work
Site Assessment/Work Experience
 Emphasizes competencies not
deficiencies;
 Process focuses on identifying supports
rather than as a means of screening
people out;
10
What do you tell an employer/business
about Community Work Site
Assessments/Work Experiences?
1. What is it? - A community work site
assessment is a partnership between
your agency and local businesses to
create opportunities for people who are
exploring different jobs to learn about
the world of work – what they like or
don’t like and what sort of help they
might need to get and keep a job. They
are very similar to internships that the
business offers.

2. Discuss the benefits to the business (or
what’s in it for you)
 Access to an untapped labor pool;
 Low risk test drive of your agencies
services;
 Opportunity for your business to be
recognized for its community
leadership;
 A chance to share your expertise
with others as they prepare for
work; and
 Who knows you might like what you
see.


3. Other area businesses who have
partnered with you doing assessments
and a brief description of what was
done and how it worked.

4. Ask if they have any questions.
Always refer them to talk with the
work experience coordinator if you
don’t know that specific answer.
Common questions include:
 Wages – this will vary based on
your agency – typically wages are
paid only during the job trials and
11
are paid by your agency through
funding received from vocational
rehabilitation. Sometimes the
business will pay (just like a
temporary worker). The least
preferred method is that it be an
unpaid assessment. (Caution about
unpaid experiences – it is difficult to
fully assess what a worker will do
when they get paid if you go this
route.)
Hours – this will be base upon the
individual assessment that you are
developing. Community Work Site
Assessments have varied from 5 to
120 hours based upon what is being
assessed. There will be no set
answer for this since each
assessment will be different.
Liability – Most agencies have an
insurance rider that will cover both
the agency staff assessing the person
and the worker while at the
business. Since both people will be
paid by the agency, liability and
workers compensation costs are
covered.
What jobs – You will need to detail
what sort of tasks/activities you
would like to conduct in that
specific business. In some you may
only want a tour, while in others you
may desire a 2 week job
trial/experience. Talk specific with
the business.
Hiring? – Frequently businesses
will want to know if they have
either the obligation or the
opportunity to hire the person being
assessed. Make it clear to the
business that the purpose of the
assessment is for the person to learn
about their business/industry,
therefore there is no obligation to
hire. But there is nothing stopping
them from offering the person a job
if they decide that they’d like to.
A little exercise . . . . . . .
Describe yourself as you would want an employment
service to describe you to a perspective employer.
12
The Business of Job Development
Businesses’ Perspectives on Working with
Employment Agencies that Represent Workers with Disabilities.
Overview
Iowa Creative Employment Options (ICEO) convened a small focus group of major businesses in
the Des Moines Area to explore the perceptions of, experiences with, and recommendations for
employment agencies that are assisting people with disabilities to enter or re-enter the workforce.
The information gathered is intended to help develop and refine training for community
rehabilitation programs, policy, and systems change efforts that will lead to a business-driven model
of employment for people with disabilities.
On 3/31/00, ICEO staff met with two large corporations. Both businesses have hired workers with
disabilities in the past and are reflective of large Iowa businesses in both their hiring practices and
perspectives. Specifics of their businesses are not mentioned to protect their anonymity. One is a
large insurance company; the other the corporate headquarters for retail and service stores. Both
have multi-state operations and between them employee over 20,000 people. Their human resource
functions differ as one uses a recruiter approach to bringing employees into the corporation; the
other, local store managers have full hiring authority and use the human resource department for
support and assistance.
Nuggets of Wisdom
On building relationships with businesses:
The three most important factors in job development are relationship, relationship, relationship.
 Businesses really need to know about services and available resources. Keep them informed
through regular contact. Most businesses are looking for workers and experience a fair amount
of turnover at all levels. Stop in regularly to either visit your old contact or introduce yourself
and your services to a new one.
 Similar to what recruiters within the business do, these businesses recommend that you:
1. Establish main contact within the business;
2. Invite that contact to get to know your agency – either tours of your agency or of sites where
you are working;
3. Come to the business to learn about jobs/expectations of the business – visit the managers,
tour, and job shadow open positions. Get to know how the area really works.
 Credibility comes with relationships. Show us your success stories. If you simply call, how are
businesses to know who the candidate is? Why should they trust you?
Charity marketing – many groups approach these businesses (not just for employment), “we have to
pick and choose” which thing to get involved in. You will experience much greater success if you
sell the benefits to the business and the skills of the worker.
On developing a specific job for a specific individual.
Do what recruiters within the businesses do – get to know the job and the manager. As one
participant said “it has to impact my bottom-line to keep any worker.”
1. Identify open positions
2. Match skills and background of worker with available position
13
3. Look at professionalism, communication, aptitudes, competency and attitudes of worker to
see how they’d fit in that area
4. Refer qualified candidates straight to the manager
5. If need be, sell candidate to manager. Things that they’d look for include:
 Sell skills from past jobs during the interview;
 How well they interview;
 Look for transferable skills to share;
 Trust judgment of others – references, employment agency and recruiter impression.
In selling this model of employment, there are three important elements to keep in mind:
 Give businesses a realistic idea of what time commitment it will take on their part. Every
manager expects to spend time training a new worker but if they perceive that a worker will take
extra time, it may scare them off.
 Sell the idea of a job coach but be very clear on what it really is. What the job coaches role is
and what the job coach does. Sometimes managers think things like “do I have to hire two
people?” “How does that work?”
 Streamline paperwork – if it requires more paperwork or time, they just don’t get it and it will
detract from your candidate.
In a nutshell, they were saying was to work with the candidate so that they can:
1. Sell their skills as they related to the job;
2. Offer an up-front explanation of the supports needed; and
3. Offer an up-front explanation of the supports available.
On job coaches at the interview:
Here the best rule of thumb is no surprises. If a job coach is going to come, let the interviewer
know beforehand. One comment from a participant, “if you’re bringing a job coach, tell me. It
won’t prejudice me but it will help me to prepare better for the interview.”
 Sometimes it creates a perception of the person needing “hand holding” when it might not be
needed;
 Sometimes it results in the relationship being established between the interviewer and the job
coach rather than the interviewer and the candidate; but
 It is nice to get additional information and see the support available.
On barriers that keep them from hiring.
Education, relationship and information.
 If jobs are open, we need to fill them quickly;
 Biggest challenge is the hiring manager, educate us on how to accommodate and sell your
workers.
On disclosing the disability
Once again, you hear “no surprises”. This group recommended that individuals sell their skills and how they relate to the job, sell
their track record and proven ability to do the job. They felt like it really helped them to understand what sort of accommodations or
help that a person might need to do the job for which they are applying.
 If you need an accommodation for an interview, let us know so that we can give you a fair
interview. If you need an accommodation that is important for the job, let us know.
 Often if an individual is working with an agency, we know that there is some disability
involved. So it is best to be open with us regarding what it involves and how it will impact the
workplace.
14
One business described a situation where a person was working with an agency. They had applied and come in
for an interview. The applicant did not tell the interviewer anything other then, “due to my disability”. The
applicant was unable to explain extended periods of time-off and at one point told the interviewer that she did not
have to say anything about that as “my job coach said”. The interviewer’s recommendation to job seekers with
disabilities was “don’t leave me hanging”. In order to have the confidence and information to sell this
individual to the managers, more information or better answers are needed. Situations like these leave
interviewers intimidated about interviewing (and perhaps hiring) people with disabilities.
On accommodations
Here they seem to be saying, tell us so we can help and plan. It is better to know up-front rather than guess. Again minimize
surprises.
 We don’t anticipate that hiring a worker with a disability will cost a lot more. But I think that
we need to let everyone know that. Again, educate recruiters and human resource staff so that
they can educate the managers.
 Know how accommodations are done. One business reported accommodations are done
through the supervisor who will contact human resources for support, assistance and corporate
approval.
After the worker is employed
Business works on a customer service approach. Here these businesses were looking for service
after the sale – a true partnership.
 Help the employee become comfortable and able to do the job. Serve as a consultant to the
manager and business.
 Check in often for concerns and offer support to the employee and manager to make sure that it
is working for everyone. This can be filtered out but at first it is important for both the
employee and the manager.
Footnotes
This offered a number of comments and suggestions for enhancing job development efforts. These recommendations apply whether
an individual is looking for a job on his/her own or with the assistance from an employment agency. ICEO sincerely appreciates
these businesses candidly sharing their perspectives and recommendations.
15
Assessment Exercise – Samurai Warrior
Work Habit Evaluation
Work Related Skills
1.
2.
3.
4.
5.
6.
7.
8.
Job Requirement
Regular attendance
Arrives on time or calls if
late or absent
Follows rules
Works Safely
Follows directions
Listens & uses feedback
Right pace for job
(not too slow or fast)
Works accurately
Worker Skill
What would it take to make this match?
O
O
+
+
+
O
+
Social Skills
9.
Talks right amount (not
too much or too little)
10. Behaves appropriately
11. Asks for help
12. Gets along w/co-workers
O
O
+
N/A
Personal Qualities
13.
14.
15.
16.
Works independently
Appropriate grooming
Positive attitude
Shows initiative—looks
for things that need to be
done
17. Has things needed for
work
Scoring Key:
+
+
O
+
+ = critically important;
Job Duty Evaluation
Job Duties
O = important but flexible/ok;
Worker Skill
Job Requirement
Duty 1:
Wait on customers
Speed
What would it take to make this
match?
+ OK -
Independence + OK -
Duty 2:
Make sandwiches
Accuracy
Speed:
+ OK + OK -
Independence + OK -
Duty 3:
Collect money from customers
- = not critical;
Accuracy
Speed
+ OK + OK -
Independence + OK Accuracy
+ OK -
16
Speed
+ OK -
Independence + OK Accuracy
+ OK -
Speed:
+ OK -
Independence + OK Accuracy
+ OK -
Speed
+ OK -
Independence + OK Accuracy
+ OK -
Systematic Instruction – Teaching in the
Community
Work Site and Work Station Analysis
The first step is to understand the job and how it is performed.
This entails understanding the equipment, environment, work
processes, materials, and culture of the workplace.
Methods of getting information:
 Written materials at the workplace
 Observation
 Talking with other workers
Things to look for:
 Skills that must be completed successfully to perform the job
 Tools and machines that will be used and how they work
 Who do people go to when they need help?
Writing a task analysis
 State steps in observable terms
 One behavior per step
 Test drive it to see if it works
 Go from beginning to end
 Note the natural cues
17
Job Analysis Form
Company Name: _________________________________________________________________
Staff: ________________________________________ Date: ____________________________
(mo) (day) (year)
Address: ________________________________________________________________________
(street)
(city)
(state)
(zip)
Telephone Number: ___________________________________FAX Number:_________________
Contact Person: ______________________________________Title: ________________________
Job Title: ________________________________________________________________________
Current hourly wage (or wage at last date of employment in this position): ___________________
Did a wage change occur since the last Job Screening or Job Update? _____Yes _____No
If yes, complete this section:
Hourly rate changed from: $_____ to $_____ on_____ /_____ /_____
Hourly rate changed from: $_____ to $_____ on_____ / _____/_____
Number of Hours per week: ____________________ Month per year: ______________________
If less than 12 months per year, what months is the job not available: _______________________
Number of employees in this company at this location: ___________________________________
Number of employees without disabilities in immediate area (50 ft. radius): ___________________
Number of other employees w/disabilities: In immediate area (50 ft. radius): __________________
Number of other employees in this position: During the same hours: ________________________
General Directions: PLEASE DO NOT LEAVE ANY ITEM UNANSWERED!
Indicate the most appropriate response for each item based on observations of the job
and interview with employers, supervisors, and coworkers. Record special instructions,
regulations or comments under each item for greater detail.
1. Schedule: (check Yes or No for each item)
Weekend work required: _____Yes _____ No
Part-time job: _____Yes _____No
Specifics/Comments:
Evening work required: _____ Yes _____No
Full-time job: _____Yes _____No
2. Travel Location: (check Yes or No for each item)
On public transportation
On private transportation
route: _____ Yes _____No
route: _____Yes _____No
Specifics/Comments:
3. Strength — Lifting and Carrying:
_____Very light work (< 10 lbs)
_____Average work (30-40 lbs)
Specifics/Comments:
_____ Light work (10-20 lbs)
_____Heavy work (> 50 lbs)
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4. Endurance: (without breaks)
_____Work required for < 2 hours
_____Work required for 3-4 hours
Specifics/Comments:
5. Orienting:
_____Small area _____One room
_____Building and Grounds
Specifics/Comments:
_____Work required for 2-3 hours
_____Work required for > 4 hours
_____Several rooms
6. Accessibility:
_____Fully accessible site
Specifics/Comments:
_____Building wide
_____Accessibility issues
7. Work Pace:
____Slow pace ____Average steady pace ____Sometimes fast pace ____Continual fast pace
Specifics/Comments:
8. Appearance Requirements:
_____Grooming of little importance
_____Neat and clean required
Specifics/Comments:
_____Cleanliness only required
_____Grooming very important
9. Communication Required:
_____None/minimal
_____Unclear speech accepted
Specifics/Comments:
_____Key words/signs needed
_____Clear speech in sentences/signs needed
10. Social Interactions:
_____Social interactions not required
_____Social interactions required infrequently
Specifics/Comments:
_____Appropriate responses required
_____Social interactions required frequently
11. Attention to Task Perseverance:
_____Frequent prompts available
_____Intermittent prompts/low supervision
available
_____Intermittent prompts/high supervision
available
_____Infrequent prompts/low supervision
available
Specifics/Comments:
19
12. Sequencing of Job Duties:
_____Only one task required at a time
_____4-6 tasks required in sequence
Specifics/Comments:
_____2-3 tasks required in sequence
_____7 or more tasks required in sequence
13. Initiation of Work Motivation:
_____Initiation of work required _____ Volunteering helpful
Specifics/Comments:
_____Co-worker support available
14. Daily Changes in Routine:
_____7 or more changes _____4-6 task changes
Specifics/Comments:
_____2-3 task changes
15. Reinforcement Available:
_____Frequent reinforcement available
_____Reinforcement infrequent (weekly)
Specifics/Comments:
_____Reinforcement intermittent (daily)
_____Minimal reinforcement (pay check)
16. Co-Worker Supports Available:
_____None available _____Low to minimum potential
_____High potential
Specifics/Comments:
_____No task change
_____Intermittent potential
17. Supportive of Job Accommodations:
_____Very supportive _____Supportive w/reservations _____Indifferent _____Negative
_____Unknown
Specifics/Comments:
18. Employer’s Financial Requirements:
_____ Financial incentives not necessary
_____ Subminimum wage
Specifics/Comments:
_____Tax credit or incentive (e.g., TJTC, or
OJT)
19. Opportunity for Career Advancement:
_____Low to minimum _____Average _____Most probable
_____No procedures in place
Specifics/Comments:
20
_____Procedures in place
20. Object Discrimination:
_____Does not need to distinguish between work supplies
_____Must distinguish between work supplies with an external cue
_____Must distinguish between work supplies
_____Specifics/Comments:
21. Time:
_____Time factors not important Must identify breaks/meals/etc.
_____Must tell time to the hour Must tell time to the minute
Specifics/Comments:
22. Functional Reading:
_____None _____Sight words/symbols
Specifics/Comments:
_____Simple reading _____Fluent reading
23. Functional Math:
_____None
_____Simple counting
_____Complex computational skills
Specifics/Comments:
24. Street Crossing:
_____None
_____Must cross 2 lane street w/out light
_____Must cross 4 lane street w/out light
Specifics/Comments:
25. Visibility to Public:
_____Consumer not visible
_____Regularly visible
Specifics/Comments:
_____Simple addition/subtraction
_____Must cross 2 lane street with light
_____Must cross 4 lane street with light
_____Occasionally visible
_____Visible throughout the day/ongoing
26. If individual known, is the job in accordance with individual’s vision, preference goals?
_____No
_____Close approximation (stepping stone)
_____Yes
27. Benefits of Job:
0 = None
_____Yes
_____No
1 = Sick Leave
_____Yes
_____No
2 = Medical/health benefits
_____Yes
_____No
3 = Paid vacation/annual leave
_____Yes
_____No
4 = Dental benefits
_____Yes
_____No
5 = Employee discounts
_____Yes
_____No
6 = Free or reduced meals
_____Yes
_____No
7 = Other (specify):
21
28. Level of Social Contact: (check one)
_____Employment in an integrated environment on a shift or position which is isolated.
Contact with co-workers or supervisors is minimal. Example: Night Janitor.
_____Employment in an integrated environment on a shift or position which is relatively
isolated. Contact with co-workers or supervisors is available at lunch or break.
Example: Data Entry Position.
_____Employment in an integrated environment in a position requiring a moderate level of
interdependent tasking and co-worker interaction. Example: Office Service Aide copying documents.
_____Employment in an integrated environment in a position requiring a high degree of
interdependent tasks and co-worker interactions and/or high level of contact with
business customers. Example: Wal-Mart Greeter.
29. List any job experience (skills) needed for this position:
Comments:
Rate of employee turnover (annual percentage): _____Overall
_____This Position
Number of supervisors: _____
Rate of supervisor turnover: _____
Written job description available? _______________
What are the absolute “don’ts” for an employee in this position? (Manager’s pet peeves, reasons
for dismissal, etc.)
Environmental characteristics (physical barriers, temperature extremes, etc.):
Additional Comments:
© Virginia Commonwealth University, Rehabilitation Research & Training Center on Supported Employment, 1997
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 Task Analysis Form
Student: ________________________________
Trainer: ________________________________
Work Place: _____________________________
Task
Trials
Data Collection: + independent response
- incorrect response
v verbal prompt
m model or gestural prompt
p physical prompt
23
Total
+/total
trials
The Power of EDITH
E=Explain
Put the task into context – what will be done and why it is
important. Brevity and clarity is important here.
D=Demonstrate Show them what they are going to do – so that everyone has a
common idea of what’s they’re doing.
I=Instruct
Tell them how to do it. Give them information so that they can
complete the task.
T=Train
Tell them to “do it”. Let them try it.
H=Help
Help if needed by offering feedback, support, accommodation.
‘Try another way’ until they learn how to do the task.
Key pointers:
 Use specific and consistent
instructions – tell them exactly what
to do. Be careful to keep them clear
and concise.
 Phrasing – use a positive instructional
tone. Avoid “don’t” or “no” as it puts
people on the defensive. Tell them
what and how to do it.
 Small increments – if you miss a little
step/piece, it could mess things up.
Break things down into small enough
steps for the learner and other
trainers to use.
24
Timing
When are you going to provide information?
1. Before learner acts (instruction)
a. New learner
b. New task
2. After learner acts (correction)
a. After learner has performed correctly repeatedly
b. If your timing is off
3. During the action
a. Facilitates errorless learning
b. Timing is critical
4. No information provided – self-correction
a. Test to see if learner has mastered task
b. It is risky if done too soon but useful when determining fading strategies.
25
Prompting
What kind of instructional cues should be provided?
1. Natural cues and consequences
2. Indirect cues – trainer asks a question like “what’s next?”(verbal) or shrugs their shoulders
when learner looks to them for prompt (gestural).
3. Verbal cues – trainer tells the next step.
a. Early in training – use information packed short phrases; concise description of
desired action; use an instructional tone (that does not mean bossy).
b. When skill is nearly acquired – more conversational and indirect cues, refer to the
natural cues.
4. Gestures/modeling – trainer shows how to do next step by gesture or actually doing.
a. Early – exact simulation of desired action; point directly at next action.
b. Near acquisition – use questioning gestures
5. Physical assists – touching/guiding the person through the task
a. Early – hand over hand
b. Near acquisition – touching shoulder
Cues should be appropriate for learning
style and workplace – if it makes the
worker look stupid – try something
different. If the cues does not work –
TRY ANOTHER WAY
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How we present information
How much and in what order
should teaching occur?
1. Total Cycle/Task – teach all steps at once. Works well when learner understands task well
and can manage multiple steps. It is more natural to the workplace as well.
2. Clustering – use natural groupings of task to break overall task into smaller chunks.
3. Single step – teach one step at a time.


Forward chaining – Present the clusters of the task for training purposed in a typical first to
last manner.
Backward chaining – Present clusters of task for training purposes starting with the
typically occurring final cluster first and then proceeding backward toward the first cluster.
A trick of the trade:
. if learner is having difficulty, you can use the strategy of pulling out one step and doing it
repeatedly until mastered.
For repeated errors, use
Try another way!
Systematic instruction requires us as the teacher to assume
responsibility for teaching and skill acquisition. Marc Gold
challenged all of us to accept that if a student was not learning,
we were not yet teaching it correctly.
27
Reinforcement and Consequences
1.
Determine what to use
a. Natural -Try to use something that everyone else gets
b. Artificial -Be certain that it is reinforcing (ask, observe)
c. Artificial -Plan for how to fade before you begin using
2.
Decide how often to use
a. Natural rate
b. Artificial rate
i. Continuous – for every correct response
ii. Fixed intervals – at the end of a set time
iii. Fixed ratio – after the completion of a set number
iv. Variable interval – intervals change
v. Variable ratio – ratio changes
Things to keep in mind –
 Artificial reinforces must be temporary
 The more artificial things you introduce; the more you will have to fade.
Examples:
Natural reinforcer at a natural rate – taking break with the group during scheduled break times
or getting your paycheck on payday
Natural reinforcer at an artificial rate – taking a break after every three cases are produced or
getting $5 at the end of each work day.
Artificial reinforcer at a natural rate – going out to lunch with the job coach every payday for
doing a good job or someone buys a pop every break for good work.
Artificial reinforcer at an artificial rate – getting pop after every three cases are produced or
getting a “great job!” after every box.
When the work and the environment are reinforcing enough,
we’ve done our jobs well.
28
Accommodations
When learning is not occuring
1.
2.
3.
4.
Begin by modifying how it is being taught, if that does not work –
Modify who is teaching it, if that does not work –
Modify how the job is being done (introduce a jig or adaptation), if that does not work –
Change the tasks that are being done.
Try another way.
Some pointers that might help
Strategies to help with pace issues –





Ask other workers what they did to make themselves go faster – they know lots of tricks and
shortcuts that are not in the training package.
Modeling – set worker up next to a faster worker and assist them in getting a feel for the
appropriate pace.
Provide some encouragement and visual tracking for the learner to see progress.
Set goals – either company quota or individual goals.
Use a pacing device (e.g. metronome, music).
Keep in mind that you want to minimize the stigma to the worker.
29
Fading – the final frontier
1.
2.
3.
4.
5.
6.
7.
8.
Cues – change to less intense cues, less frequency, etc.
Move from artificial reinforcers to natural reinforcers
Assist and empower co-workers and supervisors to take more leadership and ownership of
supporting worker.
Begin fading from day 1
Back off often
Serve as a consultant to the employer – build their capacity
Use co-workers as trainers
See yourself as a bridge builder.
Developing Natural Supports On The Job
When people get invited to bowling league, birthday parties and begin to share the friendships that
working provides, they have been truly integrated into the workplace. Some tips for helping to
support this.
1.
2.
3.
4.
5.
Be aware of the culture of the workplace – customs, roles, leaders, power brokers, joking, etc.
Assist the new worker in seeing and participating as much as they’d like.
Answer questions of co-workers
Give permission to talk to the worker with a disability
Assist in making that happen.
30
Sample Job Coaching Plan
Shared by the folks at VanBuren Job Opportunities
Client Name ____________________________________ Job Goal ________________________
Job Obtained ____________________________________ Job Start Date ____________________
Work site ____________________________ Supervisor/contact at Job ______________________
Job Barrier(s) at Work Site
Strategies at Place at Work Site
(action step(s) required to address the barrier)
Work Behavioral Work Site
(Behavior the job coach needs to be aware of
what could cause problems)
Action Steps
(How job coach should address the behavior at
the worksite)
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Job Coach Information
Student Name: Jon Janitor
Address: 2013 Green Ave, Iowa City, Iowa
Telephone:
936-0982
Sample Job
Coaching Plan
Business Name: Solon High School
Supervisor: John Smith /Mike Jones
Bus Address:
Solon High
Phone:
319-889-3928
Job Title:
Activities Custodian
Schedule:
9 p.m. until finished midnight/1 a.m. after home games
Core Job Duties: Clean gym, bathrooms and common areas after basketball games. Trash pick up, dust
mopping, rolling mats and other things as assigned by other custodians
Goals of Coaching:
1. Learn core job tasks – quality and pace will be key issues for monitoring. He’ll know processes
somewhat.
2. Help him get in the habit of filling out his timesheet. Hung in janitorial closet
3. Get him accustomed to asking others “what’s next?” Jon tends to stand around and chat when he’s
unclear or nothing is in front of him.
4. Encourage co-workers (Brian, Mark, Richard) to prompt Jon as well.
5. Monitor to assure that he’s doing these things independently
6. Assist in ride to/from work while there (his mom will help him get to and from work after we fade out).
This student learns best by: Show and then have him do it; offer feedback; and then have him teach you.
Tips for working with this individual:
1. Jon is very easy going – people tend to let him slide. Push him to work and work steadily.
2. Encourage him to tell you what’s next. He will become very prompt dependent if given the opportunity.
3. Lists may help but I suspect he’ll do better if he checks in with the guys.
4. Quality can be an issue for Jon. His notion of clean sometimes needs feedback.
Data Collection/Reporting to SS Staff:
Weekly e-mail or note to Judy and Anne regarding – overall performance, problems you see or anticipate and
progress.
Call Judy or Anne immediately if problem arises.
Questions, comments or concerns – call or e-mail:
Judy Warth 319/936-8290 or Judith-warth@uiowa.edu
Anne Crotty 319/400-4146 or acrotty@goodwillseiowa.org
32
The Honeymoon is Over!
Situation 1
Melinda is a young woman who is seventeen years old and has severe mental retardation and spastic
cerebral palsy. She lives at home with her parents and attends school during the morning hours.
Recently Melinda became employed as a laundry attendant at a hotel chain. The first tow days of
employment, Melinda cried and refused to continue working after two hours on the job. Her
employment specialist coaxed her back to work. The third day, Melinda’s mother called her
employment specialist and said that Melinda was sick and unable to go to work . . .
Situation 2
Marcy has sustained a brain injury that has resulted in difficulties with memory, sequencing, and
orienting. Prior to her injury, Marcy also had a diagnosis of mild mental retardation, and she had
completed a post secondary training program as a kitchen assistant. Recently March becomes
employed as a salad prep person for a fast food restaurant. She has been able to use much of her
kitchen assistant training in her new job, however, the fast food restaurant has specific procedures
that require staff to use in preparing salads. Marcy frequently complains, “That’s not the right way
to do it!” In addition, Marcy’s employment specialist has never worked in a fast food restaurant
before this placement and she knows very little about kitchen work. Marcy frequently refuses
instructional cues claiming, “I know more about it than you do!” . . .
Situation 3
John is completing an experience with a local grocery store. Coaching data indicates that he is
doing his job well. He bags groceries and helps with drive through. He’s been doing so well that a
coach has faded out of the picture. The store likes him so much that they hire him. Three months
later, John is reportedly bagging in correctly and they’ve got a number of complaints about his
work. The employer has asked you to assist or they will have to fire John. His teacher and coach
have come to watch him working (with and without him knowing) and he is bagging well. What
should we do?
33
The Honeymoon is Over!
1. Assessment of the Situation:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
2. Range of Possible Options:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
3. Strategy of Choice and Why?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
4. Methods to Evaluate Situation:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
34
What I would want my job coach to know and do
Michael W. Smull
(While listening to a gathering of job coaches in Wisconsin I began to think of all of the things that
people with disabilities have taught me about what they want their job coach to know and what they
want their job coach to do. Some of what follows I learned from 10 years as a community service
provider, much of it I learned from listening as I have been doing person centered planning with
people from all over North America. The following list of requests represents a summary of what I
have been told - with words and behavior.)
Understand how I want to live.
I know that you are only responsible for helping me with work, but what I do for work has to fit
with how I want to live. Please do not divide my life into compartments. Listen to what I say about
the rest of life. If I cannot speak for myself, talk to the people who support me where I live. If I am
moving to a community job from a workshop or day program, remember that I may be leaving all
my friends and someone needs to help me stay in touch with them.
Understand the role of work in my life.
What work means to me may be different from what work means to you. Work may be how I get
status, it may define who I am. What I do may be more important than how much I earn.
Alternatively, work may be what I do so that I can afford what I enjoy. Or the role of work may be
some mix of status and income. Regardless of whether or not I can put this into words, you need to
make an effort to understand the role of work in my life.
Learn about my dreams/desires, gifts and capacities.
You need to know what I am good at in order to find me a job where I can be successful. You also
need to find out what my "fantasy" or perfect job would be. The job that I would really like may not
be where I score the highest on your assessments. Help me get a job that I want. If the "perfect job"
is beyond my grasp see how close you can help me get.
Do not "place" me, offer me a job that you think will make sense for me.
Even if it took you six months to develop a job, it ought to be OK for me to say no. Part of
respecting me is respecting my decisions. At the same time, if I need encouragement to try
something new, if saying no is my way of saying I am scared, encourage me but do not coerce me.
Do not try to make me "independent".
Help me learn the skills that I will need to do the job. Help my co-workers learn how I learn and
how to support me. Help me get to know my co-workers and to have reciprocal relationships with
them. The result for you may be that I am more independent of the system. The result I want is the
interdependence that all of us have.
Help me become part of my work place.
Help my co-workers meet me (and get to know me) as a person rather than as a disability. Show
them by your example. (They will learn more from how you treat me than they will from what you
tell them.) Work on talking about me using respectful, people first language. Use language that
empowers me. This will tell my co-workers that I am somebody that they should respect. Learn the
culture and the "positive rituals" of the work place. Help me enter the culture and participate in the
positive rituals. Remember that your planning meetings may not help me be seen as a co-worker.
35
Be there if I need help because of challenges in other parts of my life, or changes at work.
Things that happen at home may affect my work. If people leave my life (e.g. family members who
move, are hospitalized, or die; residential staff who leave) I may have problems doing my work. I
will need support and understanding, I may need some time off and/or counseling. Remember that I
may like my job because of who I work with. When people who are important to me leave my work
place, be ready to help me.
Keep listening to my words (and behavior) for requests for change - a change in
responsibilities, supervision, pay, or where I work.
Just like any other worker, I may get tired of my routine. I may no longer find my job satisfying or
enjoyable. I may want a raise. Because of how my co-workers and I relate to each other, I may need
to change who I work with. I may want a complete change - in who I work for, what I do, and
where I work. Changes like these require that you take into account the local job market, but please
help me make the changes as I want them and when I want them. Change should occur on my
schedule, not on yours. I may not want to wait for my next planning meeting.
Help me find new jobs as I want/need them.
This is important enough to mention twice. My experience is that if I complain about my job I get
counseling. If I act out my unhappy feelings I get a behavior program. I can only get a new job by
really screwing up the old job. Please help me build the kind of job history that you want to have.
Let me build on success. Help me find new jobs as often (and as seldom) as I ask for them.
Michael W. Smull
Support Development Associates
E-Mail: mwsmull@compuserve.com
36