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Vocational Evaluation Principles & Systems REH 6210

Vocational Evaluation Principles & Systems REH 6210. Overview for the Scientist-Practitioner. Training Objective. Upon completion of this presentation, the student will be able to: Describe VE from a broad systemic perspective Identify the importance of VE from multiple perspectives

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Vocational Evaluation Principles & Systems REH 6210

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  1. Vocational EvaluationPrinciples & SystemsREH 6210 Overview for the Scientist-Practitioner

  2. Training Objective • Upon completion of this presentation, the student will be able to: • Describe VE from a broad systemic perspective • Identify the importance of VE from multiple perspectives • Define a basic framework for the VE Process

  3. Vocational Evaluation in the Marketplace • Employers seek workers • Workers seek employment • VR Counselors intervene when the system breaks down: • Employer points of intervention? • Worker points of intervention?

  4. Theoretical Foundations • Career Counseling Theories • Trait & Factor Theories (decision) • Assumes stable, underlying traits that can be measured • Developmental Theories (path) • Assumes certain predictable stages and describable dynamics • Employment Selection Theories (Trait & Factor) • Point-to-Point Validation • Direct link between content of specific job and assessment measures

  5. Employer Perspective on VE • Human Resource Planning • Selection Process • Recruit • Job analysis and needs assessment: Realistic Job Preview • Screen • Testing, Biodata, • Hire • Interview, work sample, situational assessment

  6. Job Seeker (Worker) Perspective • Career Development Planning • Know yourself, know the world of work, engage a decision making process that compares the two. • Job Acquisition • Choosing • Getting • Keeping

  7. V. E. Definitions • V.E. is a comprehensive process that utilizes work, real, or simulated, as the focal point for assessment and vocational counseling to assist individuals in vocational development. • V.E. incorporates medical, psychological, social, vocational, educational, cultural, and economic data to assist in the attainment of the goals of the counseling process. • While V. E. is often associated with a step (06) in the rehabilitation process, it is also a cyclical and strategic consideration of client progress.

  8. Counselor Expectation I • Generate information on client’s current vocationally relevant levels of social, educational, psychological, and physiological functioning • Provide a detailed analysis of client vocational functioning • Estimate the individual’s potential for behavior change and/or skill acquisition • Determine a client’s most effective learning style

  9. Counselor Expectation II • Identify jobs the client could do without additional vocational services • Identify educational or special training programs that might increase vocational potential • Identify potentially feasible jobs for the client with further vocational services • Identify community support services that might augment job retention following successful client placement

  10. The Process • Referral & Orientation • The IEP • Assessment • Model building • Report writing • Communicating results

  11. Referral & Orientation* • Collect information • Review referral data • Schedule evaluation • Orientation

  12. Referral Questions* • Make sure the case is “Mature” • Gather as much information as possible • Review case thoroughly • Involve client • Questions, questions, questions • Open-ended format

  13. Evaluator Questions* Referral questions are further specified in the evaluator questions, which are posed in terms that can be assessed by the instruments the evaluator has available.

  14. Interview • Questions to Address* • Organized structure (semi-structured)* • Done correctly, the interview is perhaps the most potent tool of vocational evaluation • Continues throughout the vocational evaluation process; focus changes as the process progresses.

  15. Work Samples...* • Are an effective alternative for people who are not well served by traditional paper-and-pencil tests • Differ from psychological tests in degree of relatedness to criteria • Can be as cost-effective as other evaluative methods • Illustrate client’s ability to function in a field of work

  16. Work Samples…II • Predict entry level within field • Measure qualitative performance and a variety of psycho-social factors • Provide client with experiential information to make vocational choices

  17. Paper and Pencil Tests • Aptitude • Achievement • Interest • Personality

  18. Model Building The Evaluator must synthesize this information into a model of potential worker-environment fit, and in doing so, answer the questions of the counselor and the client.

  19. The Report • Contents of a Vocational Evaluation report* • Evaluating the quality of a Vocational Evaluation report*

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