# Presentation: 243235

## Transition for Job Corps Participants with Disabilities`

**Rhonda Basha**
**U.S. DOL**
**Office of Disability Employment Policy**
**September 29, 2004**

## U.S. Department of LaborOffice Of Disability Employment Policy (ODEP)

**Providing leadership to increase employment opportunities for adults and youth with disabilities.**

**Notes:**
Introduction:WHAT DOES ODEP DO?

Research & Development in the Field of Disability Employment

Recommends Policy, but Does Not Regulate, Investigate, or Adjudicate
Focuses on both the supply and demand sides of the labor market.  On the supply side, ODEP develops and promotes policies to increase employment by expanding access for people with disabilities, including youth, to training, education, and employment support services.  On the demand side, ODEP develops and promotes policies to build partnerships with and among employers, disability organizations, and federal, state, and local agencies to demonstrate the business case for hiring people with disabilities.

As the lead agency in the U.S. Department of Labor’s implementation of the employment-related goals of President George W. Bush’s New Freedom Initiative, ODEP is initiating pilot projects conducting cutting edge research to develop and promote employment policies that can be readily adopted by federal, state and local governments, and by businesses in diverse industry sectors.

##  Why Employers Get Involved?   

- There is the immediate need for the company to fill positions.
-   Particular industry-specific issues (such as worker shortages or specific technical skills requirements) cause some employers to embrace youth programs.
-   Many companies feel particularly compelled to bring youth, with and without disabilities, into their workplaces to demonstrate corporate good citizenship and responsiveness to community needs.

**Notes:**
Three primary factors emerge from studies addressing Reasons Employers Become Involved with Any Youth Work Preparation Program (Read slide)

There is the immediate need for the company to fill positions. 

Particular industry-specific issues (such as worker shortages or specific technical skills requirements) cause some employers to embrace youth programs. 

Many companies feel particularly compelled to bring youth, with and without disabilities, into their workplaces to demonstrate corporate good citizenship and responsiveness to community needs. 

## What do Employers Need?

- Awareness of recruitment resources
- Effective applicant screening
- Applicants with technical skills
- Applicants with soft skills

**Notes:**
What can you and project directors do to support Employer needs?  
Awareness of Recruitment Resources
Connect w/ Business and Employer Networks
Market services through existing forums (ie. Newsletters and job fairs)
Join business organizations
Build and maintain networks of business and employer contacts through continuous dialogue;
Make direct contact with new employers. 

Effective Applicant Screening
Identify competencies needed for each job and industry;
Visit companies to identify needs;
Understand and adhere to typical company screening processes as closely as possible;
Know each youth’s skills, interests, and aptitudes;
Match youth to employer needs and circumstances 

3. Applicants with Technical Skills
Ensure youth are enrolled in updated and rigorous skills training programs;
Identify and address barriers to accessing training programs;
Match youth skills to job and task assignments. 

4. Applicants with soft skills
Encourage employers to support job shadowing and short-term internships as initial effort to expose youth to the workplace culture;
Prepare and support youth in soft skills (e.g., appropriate work behavior, language, dress, etc.);
Match youth with peer and adult mentors 

## What do Employers Need?

- Convenient access to applicants
- Support for youth with disabilities
- Return on investment for time and resources

## Slide 6

| Employer Needs | Workforce Professional Obligations: Individual Programs |
| --- | --- |
| Awareness of recruitment resources | Connect with existing business and employer networks and job referral and placement organizations;
Market services through existing community forums (e.g., newsletters, job fairs, etc.);
Join business organizations;
Build and maintain networks of business and employer contacts through continuous dialogue;
Make direct contact with new employers. |
| Effective applicant screening | Identify competencies needed for each job and industry;
Visit companies to identify needs;
Understand and adhere to typical company screening processes as closely as possible;
Know each youth’s skills, interests, and aptitudes;
Match youth to employer needs and circumstances. |

**Notes:**
One of the things that you can do in terms of maximizing your success in job placement of youth with disabilities is to ensure that these needs of employers are met by: (Read slide)

## Workforce Professional Obligations: Individual Programs

| Applicants with technical skills | Ensure youth are enrolled in updated and rigorous skills training programs;
Identify and address barriers to accessing training programs;
Match youth skills to job and task assignments. |
| --- | --- |
| Applicants with soft skills | Encourage employers to support job shadowing and short-term internships as initial effort to expose youth to the workplace culture;
Prepare and support youth in soft skills (e.g., appropriate work behavior, language, dress, etc.);
Match youth with peer and adult mentors. |

- Employer Needs

## Slide 8

| Convenient access to applicants | Minimize red tape;
Coordinate employer outreach with other professionals;
Respond to employer outreach efforts. |
| --- | --- |
| Support for youth with disabilities | Identify and address needed job accommodations;
Identify and address accessibility issues at workplaces;
Provide on-going post-placement follow up with students and employers;
Prepare and support youth with disabilities in understanding and managing job-related disability issues (e.g., disclosure, reasonable accommodation needs, etc.);
Conduct periodic disability and diversity awareness training for supervisors and co-workers. |
| Return on investment of time and resources | Respect employers’ time;
Keep meetings short and informative;
Ensure that both support services and youths’ presence are benefits, not detriments, to employer operations. |

| Employer Needs | Workforce Professional Obligations: Individual Programs |
| --- | --- |

## Four factors that contribute to Employer’s Willingness and Satisfaction Regarding Youth with Disabilities in the Work Place

- Competent and convenient assistance in receiving youth referrals;
- Good matches of youth skills and interests to job tasks;
- Support in training and monitoring the youth at the work site; and
- Formal or informal disability awareness and training for the youths’ co-workers (when the youth chooses to disclose disability).

**Notes:**
Employers typically identify four key factors that contribute both to their willingness to bring youth with disabilities into their work places and to their satisfaction with the contribution youth make in the workplace (Luecking, 2004).  They are:
Competent and convenient assistance in receiving youth referrals;
Good matches of youth skills and interests to job tasks;
Support in training and monitoring the youth at the work site; and
Formal or informal disability awareness and training for the youths’ co-workers (when the youth chooses to disclose disability).

## “Customer Service” Strategies

- 1**. Competent and convenient assistance in receiving youth referrals**

***Conduct informational interviews*** with prospective employer partners to find out about their human service and operational needs
***Use business language***** to describe what you can do for the employer** to meet these needs: “recruitment assistance,” “prescreened applicants,” “reduction in recruiting costs,” “customized responses to human resource needs,” “access to an expanded labor pool,” “preparing the future labor force,” “help in managing a diverse workforce,” etc.
***Establish a single point of contact***
***Maintain professional and responsive contact*****:** be on time, dress professionally, return phone calls promptly, thank employers for their time.

**Notes:**
Conduct informational interviews with prospective employer partners to find out about their human service and operational needs: what kinds of skills do their workers need? What are anticipated future workforce requirements? What are the most pressing production or business operation challenges? What are the ways in which you like to be approached by applicants or youth serving organizations?
Use business language to describe what the intermediary can do for the employer to meet these needs: “recruitment assistance,” “prescreened applicants,” “reduction in recruiting costs,” “customized responses to human resource needs,” “access to an expanded labor pool,” “preparing the future labor force,” “help in managing a diverse workforce,” etc.
Establish a single point of contact: assign one intermediary representative to handle all youth referrals to each company to avoid duplicative and time consuming interactions, and to thoroughly become acquainted with the employer’s needs and circumstances.
Maintain professional and responsive contact: be on time, dress professionally, return phone calls promptly, thank employers for their time. 
.

##  “Customer Service” Strategies

- 2. **Matching of youth skills and interests to job tasks**

***Identify tasks that are important***** to both the youth and the employer** so they both stay interested and engaged.
***Know both the youth’s capabilities and interests and the employer’s circumstances thoroughly***: never try to force the match.
***Customize assignments as necessary****: *depending on employer resources (i.e., co-worker mentor, supervisor time, in-house training, etc.) look for tasks that can be monitored most effectively.
***Propose and negotiate task assignments*** based on how it will help the employer.

**Notes:**
Matching of youth skills and interests to job tasks
Identify tasks that are important to both the youth and the employer so they both stay interested and engaged.
Know both the youth’s capabilities and interests and the employer’s circumstances thoroughly: never try to force the match.
Customize assignments as necessary: depending on employer resources (i.e., co-worker mentor, supervisor time, in-house training, etc.) look for tasks that can be monitored most effectively.
Propose and negotiate task assignments based on how it will help the employer. 

## “Customer Service” Strategies

- 3. **Support in training and monitoring the youth**

***Clarify employer expectations*** about job training, coaching, and follow-up: don’t leave it to chance.
***Clarify and agree on how follow-up will occur****: *how often, when, under what circumstances.
***Follow through *****on agreed follow up procedures**: that is, “service after the sale”*.*
***Be at the job site***** as often as the employer expects/requests** it, more often only when it is not an imposition, but never less.
***Solicit employers’ feedback *****on service.**
***Adjust support and service to employers*** **based on their feedback. **

**Notes:**
3.  Support in training and monitoring the youth 
Clarify employer expectations about job training, coaching, and follow-up: don’t leave it to chance.
Clarify and agree on how follow-up will occur: how often, when, under what circumstances.
Follow through on agreed follow up procedures: that is, “service after the sale”.
Be at the job site as often as the employer expects/requests it, more often only when it is not an imposition, but never less.
Solicit employers’ feedback on service?
Adjust support and service to employers based on their feedback. 

## “Customer Service” Strategies

- 4. **Formal and informal disability awareness (only when youth choose to disclose disability)**

***Ask the employer/co-workers***** about experiences they may have had** with people with disabilities.
***Ask the employer***** *****what further information is desired***** to be comfortable** supporting and accommodating the youth.
***Provide disability awareness *****information** based on what the employer asks for.
***Model interaction and support*** appropriate for the youth.
***Deliver information***** about specific accommodations required by the youth (only if asked to do so by the youth**).
***Be prepared to periodically give employer more guidance***** and information as needed. **

**Notes:**
3.  Support in training and monitoring the youth 
Clarify employer expectations about job training, coaching, and follow-up: don’t leave it to chance.
Clarify and agree on how follow-up will occur: how often, when, under what circumstances.
Follow through on agreed follow up procedures: that is, “service after the sale”.
Be at the job site as often as the employer expects/requests it, more often only when it is not an imposition, but never less.
Solicit employers’ feedback on service?
4. Formal and informal disability awareness (only when youth choose to disclose disability) 
Deliver information about specific accommodations required by the youth worker.
Ask the employer/co-workers about experiences they may have had with people with disabilities.
Ask the employer what further information is desired to be comfortable supporting and accommodating the youth.
Provide disability awareness information based on what the employer asks for.
Model interaction and support appropriate for the youth.
Be prepared to periodically give employer more guidance and information as needed. 

## VCU Rehabilitation Research & Training Center On Workplace Supports

**Myth: People with disabilities do not want to work.**

**	****NOD/Harris Survey reports that 2/3**
**	****of working age people with disabilities are not employed and 2/3 of those would like to be working.**

**Notes:**
Many problems associated with finding job placements for pwd can be traced to attitudinal barriers associated with well-entrenched misconceptions.  You can turn this around by helping to debunk these myths.

## VCU Rehabilitation Research & Training Center On Workplace Supports

- 	**Myth: Corporate litigation cases will increase.**

- 	**Since ADA was implemented only 530 suits filed by the EEOC and of those 469 resolved mostly in favor of the businesses.**

## VCU Rehabilitation Research & Training Center On Workplace Supports

- 	**Myth: Workers with disabilities pose greater safety risks to themselves and others.**

**	****A Dupont study demonstrated that people with disabilities did not contribute to an increase in compensation cost of lost-time due to employee injuries.**

## VCU Rehabilitation Research & Training Center On Workplace Supports

**	****Myth: Employees with disabilities can not be fired like other employees.**

- 	**ADA does not protect those unable to perform the essential functions of their job.**

## VCU Rehabilitation Research & Training Center On Workplace Supports

- 	**Myth: Company insurance rates will increase.**

**	****Insurance rates are not based on the number of employees with disabilities – but  based on history of accidents.**

## VCU Rehabilitation Research & Training Center On Workplace Supports

**	****Myth: Co-workers will not accept people with disabilities. ****	**

**	****Employers report that having an employee with a disability tends to have a positive impact on the work environment increasing the coworker's productivity and general satisfaction.**

## VCU Rehabilitation Research & Training Center On Workplace Supports

- 	Myth: **People with disabilities are too slow and unproductive.**

**	****A Dupont study indicates people with disabilities equal or surpass other workers in performance, attendance and safety.  VCU’s RRTC’s research shows that supervisors rate their employees as just as productive. **

## VCU Rehabilitation Research & Training Center On Workplace Supports

**	****Myth: Accommodations are too expensive.**

**JAN reports:**
**Half of all accommodations are less than $500**
**Tax credits are available to defray costs**
**If it would impose undue hardship not required**

## Business Case Information

- Building the business case
- Presenting industry specific labor market information
- Addressing assumptions, preconceptions, and concerns
- Evaluating actual benefits and costs
- Showcasing effective practices and model policies

## Business Case Messages (DRAFT)

- Studies by DuPont and Virginia Commonwealth University over the last 10 years indicate employees with disabilities perform above or comparable to supervisors’ requirements.
- Job retention for people with disabilities is currently 50 percent longer than for their non-disabled colleagues.
- Attendance records are the same or better for people with disabilities compared to their non-disabled colleagues.

**Notes:**
The business case/message points are still evolving.

## Business Case Messages (DRAFT)

- Technology in all environments from the office to the manufacturing floor has changed the way we all perform our jobs.  This opens new opportunities for employers to utilize the talents of people with disabilities and levels the playing field.

**Notes:**
The business case/message points are still evolving.

## Tips for Maximizing SuccessfulEmployment Outcomes

- Focus on the individual's abilities as opposed to disabilities
- A good match between the needs of the employer and the client's skill sets and abilities is a challenge that must be met in order for the results to be successful

**Notes:**
Employers often fail to recognize individuals with disabilities as an important part of a community's available labor pool. When they are aware of this available labor resource, employers typically feel unprepared to adequately support the employment needs of individuals with disabilities (Butterworth & Pitt-Catsouphes, 1997). A study conducted by Fabian, Luecking, and Tilson (1995) asked a similar question of employers, disability employment specialists, and individuals with disabilities: What factors contribute to the successful employment of individuals with disabilities? Overwhelmingly, individuals with disabilities and disability employment specialists identified employers' understanding attitudes and flexibility to make accommodations. By contrast, employers pointed to quality service from employment specialists and the competence of particular workers as contributing factors in successful employment. These findings suggest the need for refocused employment advocacy that is conducted less as a promotion of disability in the workplace, but more in the context of how the employers' enterprises will be affected positively by particular workers and by those professionals who prepare and assist these individuals for the workplaces. 

## Tips for Maximizing SuccessfulEmployment Outcomes

- Educate employers/debunk the myths
- Ensure that the on-going support is adequate to meet the needs of both the youth, the employer, and the coworkers (On site job coaches/facilitators)

## Tips for Maximizing SuccessfulEmployment Outcomes

-  Remember that recruitment costs money
- Make employers aware of tax credits
- Make sure that youth with disabilities in your program develop the soft skills and leadership skills they need to advocate on their own behalf regarding accommodations
- Partnering with other organizations will reduce your burden while improving your outcomes. Resource:  US Business Leadership Network _[http://www.usbln.com](http://www.usbln.com/)_

**Notes:**
East Coast Regions that have BLN
Florida, Georgia, North Carolina, Virginia,  Delaware, Pennsylvania, New York, Connecticut, Vermont, Washington DC

Central Region w/ BLN
Tennessee, Alabama, Indiana, Illinois, Kentucky, Michigan, Missouri, Ohio, Texas, Oklahoma, Louisiana, Arkansas, Kansas, Iowa, Minnesota, Nebraska, North Dakota, South Dakota, Wisconsin, New Mexico, Colorado, Wyoming

West Offices
Arizona, Utah, California, Oregon, Washington

## Intermediaries

**An entity that “convenes leadership and brokers relationships with multiple partners across multiple funding streams; brings together workforce development systems, vocational rehabilitation providers, businesses, labor unions, educational institutions, social service organizations, faith based organizations, transportation entities, health providers, and other Federal, State, and community resources which youth with disabilities need to transition to employment successfully.”**

**Notes:**
Intermediaries are agents that convene local leadership and broker relationships with multiple partners across multiple funding streams including workforce development systems, vocational rehabilitation providers, businesses, labor unions, educational institutions, social service organizations, transportation entities, health providers, and other Federal, state, and community resources. 

In recognition of the important coordinating role that intermediaries can play in making this occur, in 2003 ODEP awarded 8 Innovative State Alignment Grants in the amount of approximately $500,000 to State Workforce Investment Boards or the functional equivalent state entities.  
Similarly,  in 2002 and 2003 ODEP’s High School/High Tech (HS/HT) initiative moved to a model of statewide coordination.  
The movement to a state level model  of ODEP’s pilot projects was done because funding local projects was not resulting in sustainability- once funding ended the work being done by local projects frequently ended with it.  ODEP therefore is not  funding local youth projects, but rather state level systems change projects where sustainability is a goal from day one, and many  grant activities are focused on developing  state level plans to ensure that this occurs

## What do Intermediaries do?

**Four strategic intermediary functions:**
**Convening local leadership;**
**Brokering and/or providing services to workplace partners, educational institutions, young people, and the youth-serving system;**
**Ensuring the quality and impact of local efforts; **
**Promoting policies to sustain effective practices.**

**Notes:**
Intermediaries adapt their activities to meet local opportunities and needs.  Within a given community, these four functions can be performed by an existing organization, a newly created entity, or a collaborative involving several institutions. Yet whatever the structure, the existence of organizations that fulfill these functions is essential to the operational success and long-term
sustainability of community-wide efforts to connect youth to the workplace and employers to the classroom.

CONVENING LOCAL LEADERSHIP:  
To convene key stakeholders, intermediary organizations:
Identify and engage local leaders;
Convene the local leadership body around issues of common concern;
Build a common vision among key stakeholders; and
Create a forum for building a system that connects schools and other youth-serving institutions with workplaces and other community resources

Brokering and/or Providing Services:Intermediary organizations perform key, day-to-day, operational functions in their communities. 
They work:
With employers/workplace partners to create demand for working with youth and provide services to address the needs of the partners;
With schools and youth-serving organizations to build staff awareness and buy-in and provide services to support school involvement;
With youth to connect them to appropriate quality experiences and improve the quality of work-based learning; and
With all partners to provide the communications link among partners and create a system focused on quality and continuous improvement.

Ensuring Quality and Impact:To accomplish this function, intermediaries engage in activities that include but are not limited to: 
Setting goals and measuring success;
Using data to improve performance;
Conducting regular and formal reviews;
Commissioning or conducting external evaluations; and
Sharing information, strategies, findings, and results.
Promoting Policies to Sustain Effective PracticesTo accomplish this function, intermediaries engage in activities that include but are not limited to:
Generating public awareness and support;
Influencing programmatic, local, and state policies; 
Connecting to and aligning with other systems;
Representing the labor market interests of workplace partners;
Generating resources; and
Promoting the long-term commitment to education.

## Customized Employment

- Customized employment means individualizing the employment relationship between employees and employers in ways that meet the needs of both
- May include employment developed through job carving, self-employment, or other job restructuring activities that result in job responsibilities  being customized and individually negotiated to fit the needs of an individual.

## Customized Job Development

- The Applicant’s Conditions, Preferences and Contributions are identified through a Customized Planning Process as well as a ***Task List.***

- The Job Developer then meets with specific employers in an effort to negotiate a customized job description.

- From a list of potential employers identified during the Customized Plan.

## Disability Mentoring Day

**Wednesday, October 20, 2004**
**Over 80 Local sites in the U.S.**
**DMD Website**
**http://www.dmd-aapd.org/ **

**Notes:**
In 2003, Over 6000 students and job seekers with disabilities were mentored by over 1000 employer organization in all 50 states.  

## Resources

**JAN (Job Accommodation Network)**
**www.jan.wvu.edu**
**WRP (Workforce Recruitment Program**
**www.wrpjobs.org**
**Washington Internship Program**
**www.twc.edu/diversityingovernment.HTM**
**Career Voyages      **
- _[www.careervoyages.gov](http://www.careervoyages.gov/)_

**Notes:**
Disability Employment Policy and The Washington Center are working to help students develop leadership skills and gain valuable work experience in public service. The Washington Center will complement students' professional experience with solid academic training for credit from highly qualified instructors. In addition, students will be exposed to community, national and international leaders through workshops, seminars, lectures, embassy visits and networking events held throughout the course of each semester. The Washington Center is able to provide a total of 50 competitive scholarship awards in the amount of $7,430 for students with disabilities interested in working in the executive, judicial or legislative branches of the federal government during the spring 2004 and fall 2004 semesters (scholarships are not available in the summer). 

## Resources

**NCWD/Youth **
**http://www.ncwd-youth.info/  **
**NCWD/Adult **
**www.onestops.info**
**Disability Info**
**www.disabilityinfo.gov**
**EARN (Employer Assistance Referral Program)**
**www.earnworks.com**

**Notes:**
Disclosure Toolkit, Assessment Guide
The Employer Assistance Referral Network (EARN), a national toll-free telephone and electronic information referral service, which is designed to assist employers in locating and recruiting qualified workers with disabilities 

## Resource Documents

- High School/ High Tech Program Manual
- _[http://www.ncwd-youth.info/resources_&_Publications/hsht_manual.html](http://www.ncwd-youth.info/resources_&_Publications/hsht_manual.html)_
- Assessment Guide
- _[http://www.ncwd-youth.info/resources_&_Publications/assessment.html](http://www.ncwd-youth.info/resources_&_Publications/assessment.html)_
- Knowledge, Skills, and Abilities Paper
- _[http://www.ncwd-youth.info/resources_&_Publications/background.php](http://www.ncwd-youth.info/resources_&_Publications/background.php)_

**Notes:**
HS/HT-Can be applied towards any youth program, uses the framework of evidence based research, that I discussed in my presentation earlier.   

Assessment Guide-
The best decisions and choices made by transitioning youth are based on sound information including appropriate assessments that focus on the talents, knowledge, skills, interests, values, and aptitudes of each individual. This guide serves as a resource for multiple audiences within the workforce development system 

KSA Paper: The purpose of this paper is to review the current state of practice within the workforce development system in reference to the competencies — the combined knowledge, skills, and abilities — of youth service practitioners 
Looks at 
required content is established; 
2. training and education based upon that content are provided
3. credentials are given 

## Resource Documents

- Disclosure Toolkit
- Product coming from NCWD/Y