Advances in Job Coaching

Innovations in Employment Supports

A New Perspective

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Getting There From Here

In order to support the Employment First culture shift, what do we need to…

Learn Unlearn Relearn

A New H

Pathway to Employment VolunteerismSocial Capital/CitizenshipSelf-Directed Supports Inter-agency

collaboration

Business partnershipsGlobal workforceACCES-VR Milestone

ModelThe Fidelity Model

A New Horizon

Supporting the Shift: Changing Models

Developmental Functional

Moving away from the “Place & Train” model

Choose Get Keep

Explore through Discovery!Whole Life Planning

Coaching for Retention

July 7, 2014

Person -Centered Planning with the Person and their

Support Team

Implementing Discovery, Creating Community Experiences, Building

Independence and Skill Development

Job Development, Job Matching, and Negotiating

Training & Performance Agreements with Businesses

Job Coaching, Building Independence, Facilitating

Relationships & Building Natural Supports in Community

Employment

Career Development, Continual Skill

Development and Periodic Work Performance

Evaluation

The Employment Process

Wearing Many Hats• Trainer

• Counselor

• Developer

• Negotiator

• Advocate

• Manager

• Champion

• Cheerleader

• Fading Coach

8

Role(s) of “Job Coaching”

As a Job Coach…Must do and Must notAdapting our skills for multiple

settings (volunteer and paid) Code of EthicsConsult, consult and consult

Key Concepts

• Integration• Process achieved by using methods and

measures that allow for maximum participation

• Inclusion……………..

Job Coaching Skills to Promote Vocational Success

Promote:– Inclusion– Integration– Social Capital

Adapt teaching methods to match individual’s learning styles and preferences

Discovering existence and roles of the natural supports present in the individual’s life

Making a Great Job Match!!

Discovery

Job Analysis

Situational Assessment

Job Match

DISCOVERY

• KNOW THE INDIVIDUAL• JOB PREFERENCES• VOCATIONAL PROFILE

– HEALTH/MEDICAL/CLINICAL CONSIDERATIONS– LEARNING STYLE– IMPACT OF DISABILITY– COMMUNICATION STYLE

JOB SITE

• JOB ACCLIMATION AND ORIENTATION• WORK SITE CULTURE• ENVIRONMENT/SENSORY• MATERIALS• SCHEDULES• SUPERVISORY STRUCTURE• SOCIAL EXPECTATIONS• JOB TASKS

• Support effective job-site teaching and training

• Establishing strong ties with natural supports

• Establish communication chains

• Prepare for fading and natural supports

DiscoveryInfo. Support

CommunicationPreparation

Coaching for Retention

Teach &

Support

Coaching Interventions• Modification• Restructuring• Training• Natural Supports

What Impacts Learning?

Learning Style(s)

Personality Learning Environment

Learned Helplessness• Feeling that I do not have the job skills or connections to get a

job• Feeling that the rules are not being applied equally or fairly

Be aware of the language of learned helplessness

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DISCREPANCY ANALYSIS

• Job Requirement

• Support

• Applicant Skill/• Discrepancy

TRANSITION PREP LIST• Know routine of work time• Does individual need to get there prior to actual work start time/due to individual/employer• Appropriate clothes…does individual understand • Eat breakfast, etc. before work?• Where to go when get to site?• Need to punch in, use finger scan, etc• Where to put coat and belongings• What student needs to be “ready to work”• Any social piece before work?• Have task analysis ready?• Start job, let them know how long before break• Time of first break• Where to go for break• Time to return to work• Time til lunch/practice for lunch• After lunch routine• What to do when day ends• Knows way home

KNOW EXIT PLAN BEFORE YOU ENTER!!

GUIDELINES OF A TASK ANALYSIS

• Observe specific task where expected to occur and time

• Get job description if possible• List needed materials• Observe experienced employee doing task• Complete yourself several times• List steps in logical order• Give list to supervisor, check correct• Identify natural cues if possible

NATURAL SUPPORTS

• Any assistance, relationships, or interactions that allow student to do job like others on job

• Co-workers• Supervisors• Other volunteers• Technology

Instructional Techniques

Natural Cues

Visual / Picture

Proximity/Shadowing

Indirect Verbal

Direct Verbal

Gestural

Modeling

Physical

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LeastIntrusivePrompts

Most IntrusivePrompts

• Forward Chaining

• Backward Chaining

• Mixed Chaining

• Total Task Presentation

• Clustering

• Mass Trial Presentation 26

Training Strategies

Trials 1 2 3 4 5 6 7 8 9

Take out bread T T T T T T T T TOpen bag S T T T T T T T TTake out 2 pieces of bread S S T T T T T T TTake out bread knife S S S T T T T T TTake out peanut butter S S S S T T T T TTake out jelly S S S S S T T T TOpen peanut butter S S S S S S T T TPut bread knife into peanut butter S S S S S S S T TPut peanut butter on knife S S S S S S S S T

Put peanut butter on one side of bread S S S S S S S S S

Open jelly S S S S S S S S S

Put bread knife into jelly S S S S S S S S S

Put jelly on knife S S S S S S S S SPut Jelly on top of peanut butter S S S S S S S S S

Put piece of bread on top of jelly S S S S S S S S S

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Forward Chaining

Improving RetentionWe need to look at why paid-employees leave?

Why do volunteers quit?

CommunicationWork cultureBelonging, inclusion and

engagement Failure to meet ICE (ideal

conditions for employment) Failure to integrate info

from past

10 Advanced Job Coaching Gems• Observation → Inference → Action• Listen/watch for the subtle details• Dig deeper• Avoid categorization/promote individualism• Instill hope• Get others more involved in employment• Follow the employee’s path• Interact with the person not the disability• Move from “taking care of” to “caring about”• Approach your work in a way that changes you as a

person

Contact Information Innovations in Employment Supports

(585) 340-2051Innovations@ humanservicesed.org

Resources Available at:Humanservicesed.org