Fundamentals of Vocational Assessment

1. Fundamentals of Vocational Assessment Mike Ahlers MMDS, CVE

2. Roles of the Evaluator • Vocational/Career Expert • Disability Specialist • Educator

3. Vocational Assessment A general term for the process of identifying and appraising an individual’s level of functioning in relation to vocational preparation and employment decision making.

4. Purpose of Assessment To gather employability related information with an individual that will assist/empower that individual in making vocational decisions.

5. Outcome of Assessment • To help identify and plan for services or activities needed to assist the person in his/her career goals.

6. Outcome of Assessment • To increase the individual’s knowledge of his/her capabilities and jobs so appropriate occupational choices can be made.

7. Principles of Assessment • Behavioral observation and personal interaction are critical • Information (findings) must be verified • It is essential to use a variety of approaches and methods to provide fair and accurate vocational assessment

8. Principles of Assessment • Assessment is ongoing and developmental • Assessment is required to make decisions and develop plans • Assessment represents an integral part of larger processes or systems • To have value, it must be used and useful

9. Principles of Assessment • Assessment requires collaboration and several sources of input • Information must be current, valid, and relevant • Assessment is systematic and organized, but flexible

10. Informed Choice • A decision made by a person served that is based upon sufficient experience and knowledge, including exposure, awareness, interactions, or instructional opportunities, so that the choice is made with adequate awareness of the alternatives and consequences of the options available.

11. Team The team, at a minimum, should include the person served and the primary personnel directly involved in the participatory process of defining, refining, and meeting goals. 2002 CARF Standards Glossary

12. Commission on Accreditation of Rehabilitation Facilities (CARF) Standards Comprehensive Vocational Evaluation Services

13. Vocational Evaluation • An individual written evaluation plan is developed for each person • The plan is prepared by the person seeking employment and the evaluator • The plan identifies questions to be answered, how they will be answered, who will answer them, and assistive technology to be used

14. Vocational Evaluation • The plan is modified as necessary • A vocational evaluator or vocational specialist provides or supervises the services • One or more of the following are used: Work samples, situational assessment, psychological testing

15. Vocational Evaluation • When work samples are used, written instructions specify the materials used, layout, methods, and scoring • When situational assessments are used they are evaluated as to appropriateness based upon individual needs • When psychological testing is used, it is done by qualified persons

16. Vocational Evaluation • When a functional capacities assessment is performed, the report identifies functional strengths and needs, accommodations, and supports available for community inclusion.

17. Vocational Evaluation • Vocational Evaluation services have the capability to assess or obtain the following: • Ability to learn about oneself • Educational and vocational achievements • Assistive technology needed • Community and employment supports needed • Environmental conditions needed

18. Vocational Evaluation f. Tool/job site modification or adaptive equipment needed g. Work and non-work needs h. Independent living skills • Intellectual capacities • Interests, aptitudes, and career aspirations • Job-seeking and job-keeping skills • Knowledge of occupational information

19. Vocational Evaluation • Learning styles, including ability to understand, recall, and respond • Loss of access and/or loss of earnings • Personal, social & work related behaviors • Physical and psychomotor capacities • Possible employment objectives • Transferable skills • Work skills and tolerances • Modes of communication

20. Vocational Evaluation • The information in each written evaluation report: • Answers the referral questions • Is shared with the person seeking employment • Is disseminated in a timely manner • Is relevant to the desired employment outcome

21. Transferable Skills “Occupationally significant characteristics not directly affected or eliminated by the individual’s physical or emotional disabilities.”

22. Skills Transfer Definition • A person is considered to have skills that can be used in jobs other than those performed previously when the skilled or semi-skilled work activities from past jobs can be used to meet the requirements of skilled or semi-skilled work activities of other jobs or kinds of work.

23. Adaptive Transferable Skills • Arrives to work on time • Comes to work regularly • Works scheduled hours • Calls in when absent • Works without constant supervision • Gets along with others • Follows rules • Turns out quality work

24. Functional Transferable Skills • Makes complex decisions • Deals with people • Works to standards • Performs a variety of duties • Lifts/carries • Applies common sense • Sees pertinent details • Performs arithmetic operations

25. Content Transferable Skills • Machines • Methods • Tools • Equipment • Work Aids • Knowledge

26. Rehabilitation Hierarchy • The client can return to work at the same job with the same employer without modifications; • The client can return to work at the same job with the same employer with modifications; • The client can return to work with the same employer at a different job without modifications and at equal or better pay;

27. Rehabilitation Hierarchy • The client can return to work with the same employer at a different job with modification at equal or better pay; • The client can return to work with a different employer at the same job without modifications at equal or better pay; • The client can return to work with a different employer at the same job with modifications at equal or better pay;

28. Rehabilitation Hierarchy • The client can return to work with a different employer at a job in which he or she has never been employed, but for which the client has transferable skills and formal training is not required; • The client may return to work only if formal training is available and the client has the ability to successfully complete such training; • The client does not have potential for competitive employment.

29. Referral Questions • What do you want to know? • What information do you already have? • Type of assessment will depend upon the questions asked.

30. Assessment There are three levels: • Level I – Screening • Level II – Clinical/Exploratory • Level III – Vocational Evaluation

31. Level I – Screening The initial process designed to arrive at a decision for vocational planning. This approach may consist of interviews, functional assessment, limited standardized testing, collecting and analyzing background information. It is used to assess one or two specific skills related to a specific vocational option.

32. Level II – Clinical/Exploratory A process to further investigate vocationally relevant information. It may include additional interviewing, additional vocational counseling, additional standardized testing, transferable skills analysis and/or job matching. Adaptive transferable skills are usually not an issue. Vocational options are not yet known.

33. Level III – Vocational Evaluation A comprehensive process when more in-depth information is needed beyond Levels I and II that systematically uses work to assist individual’s vocational development and career decision making. The process can use work samples, standardized tests, situational assessments, behavioral observation, community based assessment, transferable skill analysis, job matching and background analysis. Adaptive and functional transferable skills are questionable or not known.

34. Taxonomy

35. The DOT, O*Net & SOC Occupational Network replaces the Dictionary of Occupations Titles Over 12,000 job titles reduced to 900 Standard Occupational Classification

36. Assessment Tools • Behavior observation • Psychometric testing • Work samples • Situational Assessment • Community-based work assessment • Additional Services: • Rehabilitation Engineering • Physical Therapy assessment • Occupational Therapy assessment

37. Psychometric Testing Interest Inventories Personality profiles Aptitude tests Achievement tests Dexterity performance tests Learning style assessments Values identification surveys

38. Work Sample A well-defined work activity involving tasks, materials, and tools that are identical or similar to those in an actual job or cluster of jobs. Valpar JEVS McCarron Dial

39. Situational Assessment Systematic observation process for evaluating work related behaviors and skills within a controlled or semi-controlled work setting. Although any type of task or situation may be used, real work is most often recommended for relevance and authenticity.

40. Community-based Work Assessment Prior to the community-based work assessment, the evaluator should have information from a Job Analysis. This Job analysis describes what the worker does in terms of activities or function; How the work is done; Results of the work; Worker characteristics; and context of the work in terms of environmental and organizational factors.

41. Community-based Work Assessment A specific tool used in the Level III Vocational Assessment Usually part of an individualized comprehensive vocational assessment Uses real work in a competitive, integrated setting Work consistent with the client’s stated, implied, tested interests

42. Community-based Work Assessment Performances are evaluated by evaluation personnel in coordination with the employer and supervisor. Not intended to result in employment. This is an assessment tool, not a placement tool!

43. Community-based Work Assessment Answers the referral questions Results / report should include: • Learning style • Performance, quality, consistency, stamina • Transferable skills • Potential for success, possible training • Accommodations • Other options

44. Community-based Work Assessment • Done when the questions are answered • Paid for participating • Workers Compensation coverage

45. Additional Services Rehabilitation Engineering Physical Therapy Assessment Occupational Therapy Assessment

46. Vocational Assessment Report A synthesized interpretation of assessment information that provides rationale for recommended steps and plans.

47. Report Format • Basic Headings • Services Provided • Identifying Information • Assessment Summary • Behavior Observations • Conclusion

48. Report Format • Dream • Intermediate • Entry-level

49. Program Evaluation

50. Quality • “The age of the customer” has arrived in employment and community services…  • We should accept for our families only those services that measure up to the ultimate criterion —“those we would want for ourselves!” 2001 Consumer and Family Guide to Quality Services - CARF