Evaluation in School to Work Transition: Employer Role & Dynamics

1. Evaluation in School to Work Transition: Employer Role & Dynamics Group 2 Vocational Assessment for Persons with Disabilities

2. Evaluation in School to Work Transition: Employer Role & Dynamics • The ultimate goal of transition is competitive employment. Understanding vocational rehabilitation service in the context of business is crucial to transition success. • Although benefits to employers are considerable, the employment rate for transition students remains below their non-disabled counterparts. • This gap suggests the pressing need to educate the business community about the benefits of having students transition into their workforce and how these benefits outweigh perceived costs. • (Luecking & Gramlich, 2003, Millington & Buys, 2008 )

3. Perceived Barriers to Hiring Transition Students • A major obstacle for students transitioning into employment is the attitudes of employers towards hiring people with disabilities. • Notably, employers express concerns about work-related skills, productivity, supervision demands and the cost of accommodations. (Peck & Kirkbride, 2001)

4. Benefits Associated with Hiring Transition Students • Yet numerous studies have demonstrated transition students with disabilities, properly accommodated, are as productive as their non-disabled counterparts. • Persons with disabilities have also demonstrated lower absenteeism rates and longer tenures, greater company loyalty and high degrees of reliability--which reduces the costs of hiring and training new employees. • (Hernandez et al., 2008, Millington & Buys, 2008)

5. Benefits Associated with Hiring Transition Students • Moreover, surveys conducted by the Job Accommodation Network report that most accommodations cost less than $500, and for every dollar invested in accommodations, companies realize an average of $40 in savings. (Hernandez, 2010. Hernandez, et al., 2008)

6. Benefits Associated with Hiring Transition Students • Also, diversification of work settings leads to an overall positive work environment. • Progresive companies have found hiring people with disabilities gives them a competitive advantage--with new ideas, viewpoints and help attracting a more diverse consumer base.  (Luecking, 2004)

7. Benefits Associated with Hiring Transition Students • Other benefits range from government regulated incentives, such as the Work Opportunity Tax Credit and/or individual skills and abilities.  This is a tax credit for employers who hire individuals from certain approved target groups, such as people with disabilities.  • If an employer hires a person with a disability, who is registered with a vocational rehabilitation agency, this program could help the company save money while meeting their organizational needs at the same time. (USDE, 2011)

8. Evaluation in School to Work Transition: Employer Role & Dynamics • When working with employers who will be hiring an individual with a disability, the employer identifies employment opportunities based on the business needs of the company—the same process as when considering a person without a disability. 

9. Benefits of Hiring People with Disabilities: Adults and Young People • Employers are seeking individuals with effective communication skills, the ability to comprehend instructions, a basic understanding of technical equipment, flexibility and adaptability, dedication, honesty, ability to relate with others, multicultural sensitivity, a team player, leadership skills and problem solving abilities. • As one can see, employers are looking for skills and qualities found in people with or without disabilities. 

10. Benefits Associated with Hiring Transition Students • Many employers have also found that hiring young people (with or without disabilities) can help them reach out and attract an important customer base--a strategy for business success.  • Progessive employers seek to collaborate with organizations to recruit young people with disabilities for internships and work experiences.  Through work experiences, the employer is able to assess the young person’s abilities, usually at no cost, and screen the young person for future employment. (Ginenthal & Padolina, 2004)

11. Evaluation in School to Work Transition: Employer Role & Dynamics • Through the collaboration of vocational rehabilitation professionals and employers, counselors can assist employers who are willing to work with transitional students by providing supportive services, observation, follow-up, guideance, encouragment, coaching and on-the-job training. • For this reason, the number of employers willing to hire young people with disabilities is growing quickly. (Ginenthal and Padolina, 2004)

12. Evaluation in School to Work Transition: Employer Role & Dynamics • In today’s highly competitive hunt for talent, smart businesses have recognized the value of adding disability to their diversity outreach, employing and retaining talented individuals with disabilities and marketing to customers with disabilities. (McCary, 2005)

13. Evaluation in School to Work Transition: Employer Role & Dynamics • Vocational Rehabilitation professionals will benefit from focusing on building relationships with employers and educating them on the many benefits of hiring individuals with disabilities. (Hansen & Hansen, 2008)

14. References Ginenthal, S. & Padolina, M. (2004). Publish or Perish: Macworld Magazine. InLuecking, R., Ed. Essential tools: In their own words: Employer perspectives on youth with disabilities in the workplace. Minneapolis, MN: University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition. Retrieved on October 30, 2011 fromhttp://www.ncset.org/publications/essentialtools/ownwords/part1.asp Hansen, R. S. & K. Hansen K. (2008).  What do Employers Want? Top Skills & Values Employers Seek from Employees. Quintessential Careers. Retrieved on November 8, 2011 from http://www.ambriana.com/C298_website/What_employers_want.pdf Hernandez, B. (2010). Exploring the Costs and Benefits of Workers with Disabilities. Journal of Rehabilitation, July 1, 2010. Retrieved November 22, 2011 from http://periodicals.faqs.org/201007/2085738181.html Hernandez B., McDonald K., Divilbiss M., Horin E., Velcoff J. & Donoso, O. (2008). Reflections from Employers on the Disabled Workforce: Focus Groups with Healthcare, Hospitality and Retail Administrators. Employee Responsibilities & Rights Journal, Sep2008, Vol. 20 Issue 3, p157-164, 8p. Retrieved October 8, 2011 from: http://bbi.syr.edu/staff/kmcdonald/ERRJ_Hernandez_McDonald_2008.pdf Luecking, R., Ed. (2004). Essential tools: In their own words: Employer perspectives on youth with disabilities in the workplace. Minneapolis, MN: University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition. Retrieved from: http://www.ncset.org/publications/essentialtools/ownwords/default.asp

15. References Luecking, R. & Gramlich M. (2003). Quality Work-Based Learning and Postschool Employment Success. Issue Brief,Examining Current Challenges in Secondary Education and Transition. September 2003, Vol. 2, Issue 2. Retrieved November 22, 2011 from http://www.ncset.org/publications/viewdesc.asp?id=1192 Peck, B & Kirkbride, L. T. (2001). Why businesses don’t employ people with disabilities. Journal of Vocational Rehabilitation, 16, pp. 71-75. McCary, K. (2005). The Disability Twist in Diversity: Best Practices forIntegrating People with Disabilities into the Workforce [Electronic version]. DiversityFactor, Summer 2005. 13(3), p.16-22. Retrieved November 9, 2011 from http://sucedd.fcm.arizona.edu Millington, M. J., & Buys, N. J. (2010). Vocational rehabilitation in the context of business: Motivation, management and marketing. In E.M. Szymanski & R.M. Parker (Eds.), Work and disability: Contexts, issues and strategies for enhancing employment outcomes for people with disabilities (3rd ed., pp. 389-414). Austin TX: PRO- ED. Retrieved October 8, 2011 from: https://ncrtm.org/file.php/32/Millingyton_and_Buys_2008_H2O.pdf USDE (2011). Disability Employment 101, Appendix III, Business Tax Credits and Reduced Labor Costs. U.S. Department of Education. Retrieved November 22, 2011 from http://www2.ed.gov/about/offices/list/osers/products/employmentguide/appendix-3.html