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THE RURAL ROUTES TO EMPLOYMENT PROJECT:
CUSTOMIZING EMPLOYMENT, EXPANDING COMMUNITIES
THE RURAL ROUTES TO EMPLOYMENT PROJECT
Established through a FDDC (Florida Developmental Disabilities Council) grant with the Center for Social Capital
Initial funding: 1 year (extensions possible)
October 21, 2011 start date
THE RURAL ROUTES TO EMPLOYMENT PROJECT
4 Project Sites:
Building Blocks Ministries, Inc. Site: Lake County Project Liaison: Paula Wethrow
Bishop Grady Villas Site: Osceola County Project Liaison: Desiree Robles
Trio Employment Network Site: Santa Rosa County Project Liaison: Tara Crawford
Helping People Succeed, Inc. Site: Okeechobee County Project Liaison: Cathy Maddalena
RURAL ROUTES: YEAR 1 PROJECT GOALS
Facilitate public meetings & focus groups in each of the 4 target areas to:
Engage communities Identify stakeholders Generate data on barriers & opportunities
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RURAL ROUTES: YEAR 1 PROJECT GOALS
Develop scalable models of rural economic development and employment program refinement Building upon community partnerships and
collaboration Utilizing an economic development approach Identifying community/business “needs” and
providing a solution
RURAL ROUTES: YEAR 1 PROJECT GOALS
Conduct best practice training on: Customized Employment Self-employment/microenterprise including Family and consumer-directed assessment
(Discovering Personal Genius) Employment support
RURAL ROUTES: YEAR 1 PROJECT GOALS
Develop replicable, cost-effective model employment initiatives based upon: Blended funding Employment creation Consumer controlled methods
COMMUNITY ACTION TEAMS
The CAT approach emphasizes that through collaborative efforts of a variety of interested stakeholders resources and strategies are better leveraged to support individual job seekers to achieve their employment goals.
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CAT ROLES & RESPONSIBILITIES
Work to identify areas in practice and policy that impede or enhance CE implementation and outcomes
Work collaboratively and strategically to resolve those issues locally
Share identified issues with FDDC and other key state agencies for statewide impact
HOW CATS SUPPORT EMPLOYMENT OUTCOMES
CATs specifically organized and trained to utilize flexible strategies & tactics to increase individualized employment outcomes for people with disabilities in their local communities Employment is key focus and primary
responsibility
Made up of a broad representation from the community (i.e. schools, businesses, providers, community organizations)
RURAL ROUTES: TRAINING COMPONENTS
Discovering Personal Genius
Customized Employment
Resource Ownership
Self-Employment/Microenterprise
Benefits Planning & Analysis
RURAL ROUTES: TA COMPONENTS
Each site receives comprehensive TA, including:
Helping coordinate collaborations Implementing strategies to blend funding Assisting to develop additional resources Providing outreach to the local employment
community Helping with benefits analysis and planning Problem-solving identified barriers in practice
& policy
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RURAL ROUTES TO EMPLOYMENT
For information on project activities and updates, visit
The Rural Routes to Employment Project Blog at:
http://griffinhammis.typepad.com/florida_rural_routes_to_e/
AN INTRODUCTION TO CUSTOMIZED EMPLOYMENT AND DISCOVERY
Patty Cassidy Beth Keeton Griffin-Hammis Associates The Center for Social Capital [email protected] [email protected]
WHAT IS CUSTOMIZED EMPLOYMENT?
Stands of the Shoulders of Supported Employment
Not a Service or Program
. . . It is an Approach
Not Group-Based
Not Labor Market-Driven
Not looking for that “Dream Job”
Not Vocational Evaluation & Testing
Not Interest Inventories
WHAT IS CUSTOMIZED EMPLOYMENT?
Customized employment means individualizing the employment relationship between employees and employers in ways that meet the needs of both.
-- The United States Department of Labor, Office of Disability and Employment Policy
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WHAT IS CUSTOMIZED EMPLOYMENT?
Especially effective for Individuals with High or Complex Support Needs
Applicable to anyone, with any disability (or without) seeking employment
Circumvents the Comparison of Applicants made in Competitive Hiring
Relies on natural relationships, supports, training
o Individualization required: must be one person at a time
o Requires negotiation of job duties and/or employer expectations
o Employment development is determined by the individual, not openings or market demand
o Identifies the Ideal Conditions of Employment using Discovery
CUSTOMIZED EMPLOYMENT
“ May include employment developed through job carving, self-employment or entrepreneurial initiatives, or other job development or restructuring strategies that result in job responsibilities being customized and individually negotiated to fit the needs of individuals with a disability.”
Federal Register, June 26, 2002, Vol. 67. No. 123 pp 43154 -43149)
WHAT ARE NOT CUSTOMIZED EMPLOYMENT PRACTICES:
• Vocational Assessments, Interest Inventories,
• Paper and Pencil Tests
• Resume Writing
• Filling Out Applications
• Interview Skills Training
• Group Employment
• Market-Based Job Development
• “Placement” Services
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Problems with Traditional Approaches
o Starts with employment demand, and reacts to labor market;
o Makes allowances for congregate or group employment options;
o Allows for subminimum wage;
o Selects the most skilled applicants, leaving behind those with more complex lives.
Thanks to Janet Stevely
Customized Employment
o Paid, competitive work
o Integrated settings
o On-going Support
o Based on the principle of zero exclusion
o Based on principle of partial participation
Circumventing Comparative Approaches
Traditional:
o Asking for something
o Do I want this person to fill this position?
o Focus on difference
o Employment Specialist seen as advocate
o Resume reflects what person has/hasn’t done
Customized:
o Offering something
o Are these services valuable to you?
o Focus on ability to meet business needs
o Employment Specialist seen as consultant
o Proposal used to reflect what person can offer
The Case for Small Businesses
o Small business generates over 85% of all new jobs; o 20 million (out of 37 million) businesses are owner operated; o Only 17,000 have more than 500 employees; o Most small businesses are under capitalized; o Small business likely do not have HR managers or written job descriptions’ o Easier to reach the decision maker; o Hiring is personal in a small company.
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An Economic Development Approach
o Creating win/win employment opportunities;
o Many job seekers with disabilities can capture resources from various sources (VR, PASS, IDAs);
o Employers hire people when its good business (i.i., producing profit);
o Using resources to help businesses generate profit produces employment opportunities.
Resource Ownership
o Job seeker brings a resource to the job that allows the business to increase profit;
o Examples: a piece of equipment, tools, a vehicle, a college degree;
o Creates work;
o Creates workplace prestige;
o Improves productivity;
o Creates community economic development.
Microenterprise
o Defined as a business employing 1-5 workers;
o Over 20 million Americans own home-based businesses;
o Increasingly, people with disabilities have had opportunities to become business owners;
o Only way for people who receive SSI and/or Medicaid to accumulate wealth.
Customized Employment
o Starts with Discovery where multiple employment directions; vocational interests and skills are revealed and can guide job creation.
o Focuses on that one person;
o Commensurate wages only;
o Recognizes other potential outcomes/strategies (e.g., self employment, resource ownership, business within a business)
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STORIES
Griffin-Hammis Associates, LLC
JOB CARVING
JOB CREATION
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RESOURCE OWNERSHIP BUSINESS WITHIN-A-BUSINESS
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SELF-EMPLOYMENT OR MICROENTERPRISE
QUESTIONS?
DISCOVERING PERSONAL GENIUS: GOING WHERE THE CAREER MAKES SENSE
Icebergs: People and Jobs
Discovering Personal Genius
An Information Gathering Process
o Who is this person?
o What are their ideal conditions of employment?
o What themes will drive the job development?
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Stages of DPG
o The Home Visit
o Observation of tasks and activities
o Neighborhood exploration
o Interviews with family, friends, staff, people who know the person well
o Financial review (use of work incentives and potential resources)
o Discovery Activities that illuminate skills, tasks, interests, and conditions of employment.
The Home Visit
Engage individual and their family with an introductory phone all and a letter explaining with basic talking points that:
o Discovery is about employment;
o Please invite others (siblings, relatives, neighbors, if desired by the individual);
o Interested in hearing family recommendations, connections, schedules/routines, concerns, impact of earnings.
The Home Visit, cont.
o Typically no more than 2 team members;
o Keep not taking to a minimum – record information afterward;
o Practice smooth listening (vs. smooth talking!);
o Plan on 1-2 hours for the initial visit with a scheduled follow-up to observe activities and explore neighborhood;
o Evenings and weekends typically best.
FRAMING THE CONVERSATION
o Who is this person right now?
o Typical skills and talents they exhibit (find out when to observe).
o Motivational interests, people and activities.
o Where the individual spends time and money (bedroom visit?)
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FRAMING THE CONVERSATION, CONT.
o Family employment and community connections (where people work, specialized skills and interests they have, friends and family who might be helpful.)
o Daily routines and chores that detail skills, talents, and interests;
o Supports needed to perform routines and chores (who assists?)
FRAMING THE CONVERSATION, CONT.
o Methods the family and others use to teach new skills;
o Friends and neighbor engagement that may provide information;
o Determine if there’s a typical day and what that includes;
o Determine what occupies the individual’s time (favorite pastimes, activities, people, places)
SMOOTH TALKING EXERCISE
o Listener is in control!
o Use silence, let people continue talking;
o Use open-ended questions (“Tell me about yourself …”
o Pair up with someone. Have a conversation to find out as much as you can about your partner (interests, people, when/where they are “in flow”, skills, talents, how they got there.) Switch after 5 minutes.
SYNTHESIZING THE CONVERSATION
o Everything is not learned on the first visit;
o Setting expectations and gathering clues for the DPG is the goal
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BILL
• Lives in a group home • Staff know him well, but in the home and through the services they offer • His interests include:
Professional Wrestling Playing music on CD, radio Gadgets, like flashlights, all-in-one tools, clip on mini-lamps, mini voice recorders
• Work in pairs or small groups. • Brainstorm activities where you might observe Bill; • Identify nine creative activities to explore those interests. • Make sure you identify activities that Bill can actively participate in. • Make sure to identify some activities “outside of the usual”
DOUBLE CHECK THAT YOU HAVE INFORMATION THAT REVEALS:
o Best means of communicating and teaching;
o Environments to be cautious about;
o Skills that exist or can be developed;
o Interests to explore;
o Potential use of PASS or other resources/ work incentives;
o Like and dislikes;
o Necessary supports;
o Safety and medical concerns;
o Experiences desired by the individual and family.
NEXT STEPS: DISCOVERY ACTIVITIES THE HEART OF DISCOVERY
o Schedule activities that reveal skills and talents;
o Schedule further interviews with people mentioned during home visit;
o Explore surrounding neighborhood;
o Describe what happens during activities; what further activities are needed to discern Three Vocational Themes;
o Frame actions to determine ideal conditions of employment.
OBSERVE TASKS AND ACTIVITIES
o Within and outside usual or familiar environments
o Discovery digs deeper!
o Goal is to observe skill while meeting people who know about the area of interest and who are people “outside” the usual settings!
o Combines interests, skills, talents, tasks … not just based on an expressed interest!
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THREE VOCATIONAL THEMES
o Discovery should lead to the identification of broad themes that will direct job development
o Themes are broad – not job descriptions
o Examples:
o Trucks = Transportation
o Children = Education
o Tattoos = Alternative Lifestyle
FROM INTERESTS TO THEMES …
o Picking up litter
o Baseball caps
o Kittens
o Civil War memorabilia
o Scrapbooking
o Crochet
o Collecting guns
o Fish
o Going to the mall
As the Personal Narrative is revealed: Identify Three Solid Vocational Themes
Make a list of 20 Places where people with similar Skills & Interests Work
Make Appointments: Go observe, tour, conduct Informational Interviews
Gather Information on teachable skills, evolving interests, probable Contributions, Opportunities (Resource Ownership), Natural Supports….
Griffin-Hammis Associates, LLC
DISCOVERING PERSONAL GENIUS: GOING WHERE THE CAREER MAKES SENSE
.
INFORMATIONAL INTERVIEWS:
Visi0ng others who have the same interests is o<en a valuable step in collec0ng possible career informa0on.
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THE TRANSITION FROM DPG TO JOB DEVELOPMENT
Discovering Personal Genius
Formal Job Development
Griffin-‐Hammis Associates
Final Voca0onal Themes Formula0on Informa0onal Interviews…
$Work Trials
Unsolicited Employment Offers…
Terri, Jewelry
craftsperson Hamilton, OH
COURTNEY, ARTIST,
DESIGNER, FAIRFIELD
Courtney,
Artist, self-employed designer of Themed Stuffed Animals
Steven’s Woodshop Video
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DISCOVERY
Is about DOING …..
Is about capturing important information about CONTRIBUITIONS
Is about understanding IDEAL CONDITIONS of EMPLOYMENT
DISCOVERING PERSONAL GENIUS: GOING WHERE THE CAREER MAKES SENSE
Benchmark:
10 to 50 hours of Discovery (Assessment)
Over a 6 Week period
Using 2 or more Team Members
Griffin-Hammis Associates, LLC
LABOR MARKET VS. CUSTOMIZED JOB DEVELOPMENT
Griffin-Hammis Associates, LLC
www.griffinhammis.com
Transition from Discovery to Job Development
DISCOVERING PERSONAL GENIUS: GOING WHERE THE CAREER MAKES SENSE
As the Personal Narrative is revealed: Make a list of 20 Places where people with similar
Interests Work or Gather
Make Appointments (if formal sites such as workplace) Go observe, participate, conduct Informational
Interviews
Gather Information on teachable skills, evolving interests, probable Contributions, Opportunities (Resource Ownership), Natural Supports….
Griffin-Hammis Associates, LLC
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CUSTOMIZED EMPLOYMENT VS. TRADITIONAL LABOR MARKET PRACTICES
Labor Market Approach: • Programs that offer community employment services
often have job developers or job coaches responsible to find jobs for up to 20 or more people with disabilities at a time.
• Using the labor market approach, job developers find a job opening and look to their pool of applicants with disabilities for the most capable and qualified to fill an employer’s need.
CUSTOMIZED EMPLOYMENT VS. TRADITIONAL LABOR MARKET PRACTICES
Customized Employment Approach
• With Customized Employment, the job developer gets to know one person at a time through Discovery.
• Through Discovery we learn about one person’s interests, skills, talents, and conditions of employment.
CUSTOMIZED EMPLOYMENT VS. TRADITIONAL LABOR MARKET PRACTICES
• With this knowledge the job developer goes to businesses where the “work makes sense” for someone with similar interests and skills.
• The job developer, learns about potential work tasks that may match the job seekers skills and conditions of employment – Informational Interviews
THE BIG SIGN SYNDROME
o Tendency to seek employment opportunities with the most visible employers;
o Reliance on profusion of entry-level and stereotypical positions;
o Responding to current openings;
o Trying to match people to standardized job descriptions.
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WHY INFORMATIONAL INTERVIEWS?
o Helps refine themes
o Reveals skills and tasks found in workplaces
o Reveals Conditions of Employment
o Warm up to Job Development
o Keeps you thinking in different ways
DON’T FORGET
o Employers are always hiring
o Filling out applications and going through interviews is NOT customized Employment
o Customized Employment relies on mutually beneficial negotiation
o Artisanal businesses are abundant and undercapitalized
CE INVOLVES THE JOB SEEKER
o People come together over shared interests
o People teach each other their skills based on mutual interest
o There’s a place for everyone, somewhere out there
THE ART OF THE INFORMATIONAL INTERVIEW
o Setting up the interview
o Prepare
o Questions to ask
o Smooth listening
o Be a novice
o Observe everything
o Ask for advice – warm leads
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SETTING UP THE INTERVIEW
o Phone calls, drop by, introduction from others, etc ….
o Language
o Keep it casual
o Ask for help and advice
o Omit:
• Your company name?
• You are working with someone with a disability?
• Your job title?
PREPARING QUESTIONS
o Write out a set of questions to use as a last resort
o Start with “tell me about yourself” and listen
o Find out how they got started
o Their interests as a child/teen/job seeker
o Schooling/training
o Family ties
o What is their business model?
QUESTION, CONT.
o How do you find employees?
o What could improve your business?
o What technologies can you foresee helping your business grow?
o What do you look for in an employee?
SMOOTH LISTENING AND PLAYING “NAÏVE”
o Remember: We are not the experts on their business!
o We are merely looking for advice
o Don’t use personal stories or wind up talking about yourself or what you do
o Ask open ended questions with an emphasis on the job seeker
o “What advice would you have for someone trying to start out in your field?”
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LISTENING, CONT.
o Who are your competitors?
o Do you suggest we talk to anyone in particular?
Warm leads and ‘name dropping’ is a great way into another business or to improve the list of 20
CLOSING THE DEAL
o Take notes
o Listen and ask for advice
o Think of all CE opportunities: Job Carve, Job Creation, Resource Ownership, Business within a Business, Microenterprise?
o Know when to leave. Know when to come back again.
o Offer your business card
o Know when a job is offered and follow through if it’s a good fit
o Thank you cards
Patty Cassidy Griffin-Hammis Associates, LLC 502-681-4881 [email protected]
Beth Keeton The Center for Social Capital 727-289-6389 [email protected]
Florida Rural Routes Blog: http://griffinhammis.typepad.com/florida_rural_routes_to_e/
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