Career Advocacy Workshop Series

(CAWS)

West Coast University

Developed by: Janna Bernstein, Brennan Burnett, Briseida Elenes, Melissa Enanoza, Sofia Janney-Roberts, Elizabeth Lilly

Program Overview

• Partnership with career center and disabilities offices

• 15-20 juniors and seniors• Semester program

o Every other weeko 7 sessions

• Mentorship

Learning Outcomes

• As a result of attendance at all program workshops and professional mentorship, student participants will demonstrate professionalism in their written and interpersonal communication

• As a result of attendance at all program workshops, all students will be able to articulate and apply at least three job search strategies or tools specific to students with disabilities

• As a result of attendance at all program workshops, students will describe the realistic challenges of their disability including legal concerns and accommodations

• As a result of attendance at all program workshops, students will be able to articulate self-advocacy and self-advocacy strategies.

Targeted Audience

• Juniors and Seniors

• Students who identify as having a disability

• Open to all types of students with all types of differences

Marketing and Advertising

• Office's social media• Posters around campus (facilities often used by

the target population)• Email blasts• Registration/Advisors

Workshop 1: Getting to know you...• Introduction and Objectives

• Icebreaker

• Complete “Possible Selves” Assessment. Discuss with group and explain coding What is self-advocacy? Discuss readings with students.

• What to expect: upcoming workshops and mentorship component.

Workshop 2: Legal, Policy, & Rights• Review Disability Rights History

• Discussion: Is there anything that surprises you? How familiar were individuals about disability rights?

• Discuss laws and policies related to individuals with disabilities

• IDEA (Education K-12)o ADA, Section 504

• What does it all mean?

• What are your rights?

Workshop 3: Job Accommodations• What are job accommodations and how do I know if I am

eligible? o Discussion: What is a reasonable request?

• Activity: Practice adapting jobs responsibilities and requesting accommodations. o What are accommodations that would benefit you?o What are accommodations that your mentor utilizes?

• How do I acquire accommodations? How to make a request and practice.

• What if my requests are denied?

Workshop 4: Guest Panel

Olivia Jones: Senior, Political Science Major, alumni of the CAWS program.

Marshall Whitten: Associate Professor in WCU's School of Business

Graham Murray: Clinical Psychologist and author

Myra Allen: Vice President, Los Angeles County Commision on Disabilities

Each panelist will discuss his or her own personal experience with:Disabilities Employment Accommodation

Transition Self-Advocacy Challenges

Workshop 5: Resume, Cover Letter• What is a resume?

• Go over Resume Writing Strategies for College Students with Disabilities Handout

• Provide Sample Resume o Highlight strengths, mitigate

weaknesseso Disclosing disability?

• Provide a Sample Cover Letter and review

Workshop 5: Resume, Cover Letter Cont.

• Activity—Peer Review Resume in pairs • Group Discussion • Discuss Mock Interview for the following workshop • Assign students to either Group A or B

o Students will be assigned a 40 minute time slot (20 minutes to interview, 20 minutes feedback)

o Email resume so that the professional can devise a few questions beforehand

o Bring a copy of resume to the next workshop on Mock Interviews

o If you would like extra help on your resume, please make an appointment with our center

Workshop 6: Mock InterviewingMock interviews will be 40 minutes long (20 minutes for the interview, 20 minutes for direct feedback)

o Assigned to Group A or Group Bo 10 professionals to conduct the interviews (career

services, disability services, field professionals

• Preparing for the real interview: Self Advocacy and the Interview Processo Decide if accommodations will be needed

o Research the company so you can answer the questions

o If disclosing, have script prepared, practice, and be confident!

o Review handout and discuss

• Break

Workshop 7: Etiquette Dinner • Introduction to Business Etiquette over a 9 course meal

• Topics addressed throughout dinnero First Impressions - impact of a good first

impression and how to make oneo Body Language - importance of non-verbal

communicationo Greetings - handshakes, introductions, tips to remembering nameso Conversation Skills - "breaking the ice" to escape hatcheso Telephone Etiquette - refining a professional telephone presenceo Correspondence Etiquette - email tips, personal note writing (emphasis on thank

you notes and building customer rapport)o Business Attire/Image - importance of dress and imageo Business Entertaining Tips including common mistakeso Dining Tips - ways to display "polished" dining skills, restaurant etiquetteo Closing - the visibility of business etiquette in the workplace

Mentor ComponentMentors are local working professionals with disabilities.

CAWS Mentor Program Activities:• Informational Interview

o Mentee will make initial contact to arrange meeting time.o Informal meeting: Get to know your mentor and discuss your

personal goals.

• Job Shadowo Observe your mentor on-the-job.o Make note of accommodations, challenges, daily routine,

accomplishments.

Assessment & Program Evaluation

• Pre- and post-test assessment• Interview

o Noteso Coding

• Program evals

Sample Assessment QuestionsPre-test Assessment

1. Can you tell me all the steps you would take to apply for a job or internship?a. Probes: who, what, when, where, how

2. How would you define a reasonable accommodation in the workplace?3. What is self-advocacy?

Post-test Assessment

4. (Provide a sample job or internship) Please tell me how you would analyze this job fora. Accommodations specific to your disabilityb. Tailoring your resume, cover letter, and interview

5. Can you tell me all the steps you would take to apply for a job or internship?a. Probes: who, what, when, where, how

Sample Program EvaluationOn a scale of 1 to 10, 10 being highest and 1 being

lowest, please rank the following. This workshop was helpful.

1 2 3 4 5 6 7 8 9 10

I enjoyed this workshop. 1 2 3 4 5 6 7 8 9 10

I learned something at this workshop.1 2 3 4 5 6 7 8 9 10

I liked the presentation format. 1 2 3 4 5 6 7 8 9 10

I liked the speakers.1 2 3 4 5 6 7 8 9 10

Questions?

References• Burgstahler, S. (2001). A collaborative model to promote career success for students with disabilities. Journal of Vocational Rehabilitation (16) 209-

216.

• DREDF: Disability Rights Education and Defense Fund (2012). Retrieved December 5, 2012 from http://www.dredf.org/.

• Employees' Practical Guide to Negotiating and Requesting Reasonable Accommodations Under the Americans with Disabilitieis Act (ADA). (n.d.). JAN-Job Accommodation Network. Retrieved December 5, 2012, from http://askjan.org/Eeguide/IBasics.htm.

• Fordham University. (2012). Dining with etiquette. Fordham University Hospitality Services. Retrieved from http://www.fordham.edu/images/Facilities/food/pdfs/etiquette2.pdf

• Goldhammer, R., & Brinckerhoff, L.C. (1993). Self advocacy skills for students. National Center for Learning Disabilities. Retrieved from: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CEQQFjAC&url=http%3A%2F%2Fwww.moorparkcollege.edu%2Fservices_for_students%2Faccess%2FSelf.doc&ei=_z26UMnxDtHwigK84IG4Aw&usg=AFQjCNEbl4J9inAwwMu6zugUjC8AtL2HdQ&sig2=Kf6kQ9PHwXkKB68PCE5z2w

• Inclusion International. Understanding and supporting self advocacy. Retrieved from: http://www.inclusion-international.org/wp-content/uploads/Annex_B-Working_with_Self_Advocates-Toolkit1.pdf

• Izzo, M., & Lamb, M. P. (2002). Self-determination and career development: Skills for successful transitions to postsecondary education and employment. Unpublished manuscript. Retrieved from: http://www.rrtc.hawaii.edu/documents/products/phase2/pdf/062d(1)-H01.pdf

• La Follette School of Public Affairs. (2012, September 17). Dining etiquette program. Career Development: Handouts. Retrieved from http://www.lafollette.wisc.edu/careerdevelopment/handouts/DiningEtiquette.pdf

• Oyserman, D. (2004). Possible selves citations, measure, and coding instructions, Institute for Social Research- University of Michigan. Retrieved from: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&sqi=2&ved=0CDUQFjAA&url=http%3A%2F%2Fwww.sitemaker.umich.edu%2Fculture.self%2Ffiles%2Fpossible_selves_measure.doc&ei=7lG6UPviAcjmigLKvYAo&usg=AFQjCNGYwOMTxk86UBySHy0DpUEt6g7jUA&sig2=lAndlwj_9GJ4UhB5BSVYqg

• Pocock, A., Lambros, S., Karvonen, M., Test, D. W., Algozzine, B., Wood, W., & Martin, J. E., (2002). Successful strategies for promoting self-advocacy among students with LD. Intervention in School and Clinic (37)4 209-216.