community integrated employment vocational skills training

Community Integrated

EMPLOYMENT

Vocational Skills Training

Authors: Yvonne Raffini, Ed.D, NCC, LPC-S & Joseph D’Costa, M.Ed

Sponsored by Valiant Services of Texas, Inc.Mr. Chuck Branch, Executive Director

VALIANT Services of TX, Inc.

Chuck Branch, Director

Candice Holland, Employment Service ProviderDallas/Collin CountyCertified Special Education Teacher & Texas certified CRP

Other staff

Pilot ProjectFrom the idea to present

Where we are heading

Cost Benefit Analysis• Do you agree: ALL students want to do what

is expected of them?

• Connecting begins by listening to their unique concerns

• Do you believe that by listening better we can change values? How about attitudes?

Cost• If we do not do a better job at raising the soft &

basic skills of students with disabilities what do think will happen?

• How might this happen?

• When could this happen?

• Estimated cost of $3,500 per person discharged, and 8.5 million people being fired = national impact is over $30 billion annually (Center for Work Ethics, 2012)

National work readiness council http://www.workreadiness.com/images/WRCprofile.pdf

Benefit • How are you accountable with

the progress of your efforts?

• Is this enough?

• The benefits of using a vocational skills curriculum for small groups. (20 hour vocational certificate…record of feedback shared, evaluation results)

Value of Small Groups• Shared learning provides opportunity for “hands on learning “ w/problems that relate

• Increases interest which promotes critical thinking skills

• Cooperative teams achieve higher levels of thought and retain info longer

• Participants w/various performance levels work together toward a common goal

Process of ConnectingWhile “ideas” are fascinating, it’s our social brain that really drives learning – fueled by imagination and empathy. In fact, if we imagine ourselves as the topic of learning, his research shows that our brains activate more powerfully.

(Iacoboni, 2013).

Why teach Soft SKILLS?

• Go beyond attitude change

• Improve self-esteem

• ID for FUTURE: Collaboration, Problem Solving, Communication & Adaptability

(Wagner, 2013)

PLEASE Open your brochure

CIE Table of Contents 6 Modules: 20-30 hour,

22 Vocational Skills, small group (6-8)

Session 1 to Session 4

Session 5

Work Trait and Ethic Problem Solving

Session 6Disability AwarenessDisclosureRights in the Workplace

Learning Phases

Skill Defined

Demonstrated

Practice

Apply

Empowerment• Each phase of learning varies

individually• Peers teaching peers enhances success• Demonstration includes media or

through examples of personal experiences

• Practice: role-plays, performed individually in front of group

• More accent is on strength & effort• Apply skill in multiple sessions =

repetition

T -R -U -S -T• Rules set the tone of safety • Participants are offered control over tasks• Volunteer for different tasks• Practice may feel awkward , open to listening to

others encouraged success• Productive Team work • Lighted hearted learning environment promotes acceptance and validates the voice of all

Session 5How do teens learn about self-control, self-responsibility?

Skills for resolving conflicts (IDEA strategy)

Effective communication strategies. Simple scripts to confront situations that often become troublesome, stressful or require assertive communication.

22 Skills 3 Examples1) Transportation – Complete the plan a route form

2) Social skills- Respond to critics using 5-6 responses; Manage workplace negativity (3 strategies); Provides an assertive response for getting along w/ a supervisor

3) Communication – Listening: Restates 4 -5 key facts in following directions; Starts and maintains a conversation using 4 to 5 steps; Identifies 3 to 4 Duties of a team worker.

AccountabilityFACILITATOR DAY ONE DAY TWO DAY THREE

Check Workbook Enter results

Assessments Check Workbooks

Prepare reportsFor Referral Source

Employment Portfolio & Report

Report results of the Evaluation

EVALUATION

Session 5: Posters• Conflict Resolution

• Volunteers share a personal concern or experience they would like to practice as a conflict

• Assertive communication scripts Review the three type of communications.

Anger Management Personal Issues or Scenarios

C: CALM YOURSELF

A: ACKNOWLEGE the other person

L: LISTEN, ACTIVELY – Do not Interrupt

M: MAKE SURE YOU UNDERSTAND (Godfrey & Davis, 1987)

Control vs Growth• Topics cover skills and strategies by which a

person in his or her relationship with others, can foster self-direction, self- responsibility, self-determination, self-control and self- evaluation.

• Such qualities are not developed accidentally; they must be nurtured and deliberately fostered by parents, teachers and service providers.

(Gordon, 2012)

ReferencesThomas Gordon http://www.gordontraining.com/workplace-programs/real-costs-of-people-problems/

Gokhae, A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology Education. http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html Whitney, K. (2007, November) Strategies to Teach Soft Skills and Business Acumen. Certification Magazine. http://98.129.115.243/email.php?in=3171

Center for Work Ethics (December, 2012)White Paper: Whose job is it anyway? Strategies for Increasing Job Retention

Iacobini, Marco (2013) Wired to connect. Event: NexusEQ at Harvard http://www.6seconds.org/2013/07/01/sparks-of-change/

Smith, M. (2001). David Kolb on Experiential Learning. Retrieved November 6, 2012, from InFed: http://www.infed.org/biblio/b-explrn.htm

References cont’dSoutheast Michigan Council of Governments, Information Center (2012). Lifelong soft skills framework: Creating a workforce that works. Detroit, MI. www.library.semcog.org/InmagicGenie/DocumentFolder/LifelongSoftSkillsFramework.pdf

Gap, Inc (2012) Connecting youth and business: Tool Kit for employershttp://www.opportunitynation.org/youthandbusiness/lanes/soft-skills-development

Soft Skill Score Card: http://b.3cdn.net/servnat/6885f07073fe90dc5a_t6m6b8za4.pdf

Attention  

Attention: Time devoted to vocational planning

Avoid an activity 

Avoid an activity 

Getting something they want 

Getting something they want 

Tension Reduction 

Tension Reduction 

VOCATIONAL

DISTRACTIONS ACOMPLISHMENTS