Making the Match: Role of Career Assessment &

Job Analysis

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Vocational evaluation (VE) is written in the Rehabilitation Act.

In IDEA, transition planning must be based on assessment (requiring collaboration between special education and vocational rehabilitation).

Vocational Assessment (VA) and Vocational Evaluation (VE) also required in the Workforce Investment Act (One Stops).

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Vocational Evaluation (VE) can be used to include, not exclude consumers into the VR program by providing realistic vocational options.

VE increases the successful outcomes of VR consumers because assessment data provides realistic recommendations for vocational goals and plans.

VE promotes informed choice, as required by the Rehabilitation Act.

VE empowers consumers to take an active role in their VR program.

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Longitudinal Study: Vocational Evaluation and Ongoing Assessment Improve Successful Transition Outcomes

Project PERT (Post Secondary Education, Rehabilitation & Transition) of Virginia found that with initial vocational evaluation followed by ongoing assessment, transition planning, and exposure to work, youth became successfully employment with higher wages (Ashley, et al, 2007).

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Longitudinal Study: Vocational Evaluation Positively Impacts Career Tech Ed (CTE) Placement and Outcome Youth have higher CTE placement rates when

vocational evaluation recommendations are followed Youth have higher success rates (grades) when

vocational evaluation recommendations are followed Youth have higher employment rates following CTE

programs when vocational evaluation recommendations are followed. (Reid, Scott, et al, 2001, 2005).

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Longitudinal Study: Vocational Evaluation when followed by Employment Services contributes to successful outcomes for VR consumers, especially those who may not be successful otherwise. (Homa, 2006)

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The Foundation of our Practice

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To be eligible for vocational rehabilitation services, an individual must:

Have a physical or mental impairment, which results in a substantial impediment to employment; and

Be able to benefit in terms of an employment outcome (A person with an impairment and impediment is presumed to be able to benefit; in the rare event that there are serious doubts about ability to benefit, the individual will be offered trial work experiences or a period of extended evaluation to further determine ability to benefit); and

Require VR services to prepare for, secure, retain or regain employment.

(Rehabilitation Act of 1973, as amended, Title I, Part A, Section 102) 8

Individuals who (1) receive certain benefits and (2) apply for VR services in order to achieve employment are presumed eligible for VR services. The following are presumed eligible:

SSI/DI recipients, and/or Individuals eligible for long-term supports of DDA/MHA and pursuing competitive or supported employment.

(Rehabilitation Act of 1973, as amended, Title I, Part A, Section 102)

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Ineligibility for VR Services: An individual may be determined ineligible for VR services for the following reasons: The individual does not have a physical or mental

impairment; or The individual’s impairment does not result in a

substantial impediment to employment; or The individual does not require services to achieve

employment; or The individual cannot benefit in terms of an

employment outcome due to severity of the disability, determined subsequent to trial work experiences or extended evaluation.

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Assessment: 3 Phases Use of Existing Assessment Data If not available, appropriate assessment

activities to obtain necessary additional data to make such determination and assignment

To make a determination of the employment outcomes, and the objectives, nature, and scope of vocational rehabilitation services, to be included in the Individualized Plan for Employment of an eligible individual

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Phase 1: Use of Existing information… information available from other programs and providers, particularly information used by education officials and the Social Security Administration, information provided by the individual and the family of the individual, and information obtained under the assessment for determining eligibility and vocational rehabilitation needs.

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Phases 2 & 3: Comprehensive assessment to determine the unique strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice, including the need for supported employment

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Comprehensive assessment may include an assessment of the personality, interests, interpersonal skills, intelligence and related functional capacities, educational achievements, work experience, vocational aptitudes, personal and social adjustments, and employment opportunities of the individual, and the medical, psychiatric, psychological

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Comprehensive assessment (cont’d) an appraisal of the patterns of work behavior of the

individual and services needed referral, for the provision of rehabilitation

technology services an exploration of the individual's abilities,

capabilities, and capacity to perform in work situations, which shall be assessed periodically during trial work experiences, including experiences in which the individual is provided appropriate supports and training.

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Vocational evaluation should use a variety of methods, tools and approaches to provide accurate vocational evaluation and assessments.

Vocational evaluation and assessment information should be verified using different methods, tools and approaches. Using alternative methods or approaches to validate findings.

Behavioral observation is essential in any vocational assessment process. Behavioral observation occurs throughout the assessment process.

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Vocational evaluation and assessment may be an on-going and developmental process in career development.

Vocational evaluation and assessment should be an integral part of larger service delivery systems. Vocational evaluation and assessment requires the collection of input from a variety of individuals and requires an understanding of how to use the results of the assessment process. Vocational evaluation and assessment should be current, valid and relevant. Position Paper of the Interdisciplinary Council on Vocational Evaluation and Assessment by Smith F., Lombard R., Neubert D., Leconte P., Rothernbacher C., & Sitlington, P.

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Career Assessment relates to life-long career development, which affects life roles, and is ongoing throughout one’s life.

Vocational Assessment and Evaluation relate to the role of the potential worker (and employment).

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The on-going process of collecting information for career development and career planning.

Lifelong process Addresses all aspects of life within career contexts People come to understand themselves Cyclical Process and Content:

Career Awareness Career Exploration Career Preparation Career Assimilation and ChangeReview the Career Development Checklists posted in the Wiki.

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A comprehensive, informal process conducted over a period of time, usually involving a multidisciplinary team with the purpose of identifying individual characteristics, rehabilitation, education, training, and placement needs, serving as the basis for planning an individual’s rehabilitation, employment, career development, education, and/or transition program(s), and that provides the individual with insight into vocational and career potential.

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A comprehensive process (with content) that systematically uses work, either real or simulated, as the focal point for assessment and vocational exploration, the purpose of which is to assist individuals with vocational development. Vocational evaluation incorporates medical, psychological, social, vocational, educational, cultural, and economic data into the process to attain the goals of evaluation.

30th Institute on Rehabilitation Issues

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Levels of ServiceLevel III: comprehensive

career assessment/vocational evaluation.

Level II: diagnostic and prognostic, exploration, go onto next level if more information is needed to make decisions.

Level I: make quick decisions; minimal assessment required, go on to next level if more information is required.

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• Levels I and II assessment can be coordinated and collected by anyone, hopefully with the consultation or coordination from someone Certified in Vocational Evaluation (CVE) by the Commission on Certification of Work Adjustment and Vocational Evaluation Specialists (CCWAVES)

• Level III assessment should be conducted and coordinated by a CVE. (They can provide all 3 levels of service, but are the only ones qualified to provide Level III: Comprehensive Vocational Evaluation.)

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Individual + Ecology = Congruence

Examples of an Individual’s Attributes

InterestsLevel of Career DevelopmentLevel of Self DeterminationTemperamentsSkillsPreferencesNeedsStrengths

Examples of Ecological Attributes

EnvironmentsCircumstancesRelationshipsSituationsResources

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Environment 

ObservationsInterviewsLabor Market Info.Task AnalysisTraining AnalysisCommunity Resource SurveyJob Analysis

Congruence 

Behavioral ObservationAssistive TechnologySituational AssessmentOn the Job EvaluationOn the Job Try-OutVocational ProfilingFollow-up Generalized Skill Assessment

Individual 

ObservationsBackground InformationInterviewsPsychometric TestingWork SamplesWork TasksTransferable Skill AssessmentScreening

 

 

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Continuum of Continuum of AssessmentAssessmentInformal Assessment

Any assessment that involves collection of data by anything other than a norm-referenced (standardized) test.

Salvia/Ysseldyke- Assessment, 1995

Formal Assessment

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Vocational Appraisal: Integrative Assessment of the Total Individual See Vocational Appraisal Handout posted in the

Wiki Secretaries’ Commission on Achieving

Necessary Skills (SCANS) See SCANS web links posted in Wiki

Interests, Aptitudes, Preferences

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ValuesBehaviors

ValuesBehaviors

Vocational Appraisal

Self Concept &

Self Esteem

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The Secretary's Commission on Achieving Necessary Skills (SCANS) identifies the level of skills required to enter employment, including

define the skills needed for employment; propose acceptable levels of proficiency; suggest effective ways to assess proficiency.

http://wdr.doleta.gov/SCANS/

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These workplace essential skills and the associated rating scales can be utilized to measure youth progress, thereby holding the standard expectation for individuals with and without disabilities.

Workplace Essential Skills are identified as workplace competencies and foundations skills, also referred to as “Workplace Know-How.”

Teaching the Scans Competencies: http://wdr.doleta.gov/SCANS/teaching/

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Career exploration Intended to broaden career perspectives Dynamic not static

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Aptitudes involve specific skills that are not always demonstrated by the consumer to his or her potential. Aptitudes in areas such as mechanical, spatial, musical or artistic ability, or physical coordination may not be fully developed. This could be due to lack of interest or to lack of opportunity.

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The Department of Labor has defined aptitudes in twelve areas. It may be helpful if educators were familiar with these aptitudes as they offer a different way of looking at skills. Even when using formal testing, your observations and interviews are helpful to validate the results. Most formal assessment tests evaluate according to these twelve areas:

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G – IntelligenceGeneral ability to learn, reason, and make

judgments

V – VerbalAbility to understand and use words

effectively

N – NumericalAbility to understand and perform

mathematical functions37

S – SpatialAbility to visualize three dimensional

objects from two

P – Form PerceptionAbility to perceive and distinguish graphic

detail

Q – Clerical PerceptionAbility to see and distinguish pertinent

detail

K – Motor CoordinationAbility to coordinate eyes, hands, fingers

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F – Finger DexterityAbility to finger and manipulate small

objects

M – Manual DexterityAbility to handle placing and turning

motions

E – Eye/Hand/Foot CoordinationMotor responsiveness to visual stimuli

C – Color DiscriminationAbility to match/discriminate colors

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Temperaments are personality traits that relate to the requirements of occupations. If these traits are a “match,” then there is a higher likelihood of job satisfaction. There is formal assessment for temperaments. The DOL defines temperament requirements as:

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D – Direct, control or plan an activity

F – Interpret feelings and ideas from a personal point of view

I – Influence people’s opinions, attitudes, or judgments

J – Generalize/decide based on sensory or judgmental criteria

M – Generalize/decide based on measurable or verifiable criteria

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P – Deal with people beyond giving or

receiving instructions

R – Perform repetitive work according to

set pace or procedure

S – Deal with stress in critical/

emergency/dangerous situations

T – Precisely attain set limits, tolerances,

and standards

V – Do varied job duties without loss of

composure or efficiency 42

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Formal assessments utilized standardized testing with norms. For example, formal assessments can be provided by Psychologists, Neuropsychologists, Physical Therapists, Occupational Therapists, and Speech Therapists.

Often times, we can decrease the amount of testing required by focusing on informal assessments and use of existing data.

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Interviews with the Consumer Family Interviews Interview with other Members of

Teams (e.g. teachers, community rehabilitation providers, employers)

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Observing an individual is an excellent way of gathering information about their strengths, aptitudes and interests, and experiences.

The biggest mistake you can make is that you do not consider the setting in which you are observing!

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A holistic assessment of an individual’s interests, needs, and abilities in a job/worksite setting located in the community.

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The systematic observation process for identifying work-related behaviors and performances in a controlled work environment. Real work is most often used to add relevance. The element distinguishing situational assessment from other types of assessment is the capability of systematically varying demands in order to evaluate for work-related behaviors and performances (e.g. social skills, quantity of work, use of materials, work pace). (VEWAA/VECAP Glossary)

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An evaluation technique in which the individual performs actual job duties in a real work situation. Performance is supervised and evaluated by the employer in coordination with evaluation staff. There is a pre-determined beginning and ending date: it is not necessarily intended to result in employment. (VEWAA/VECAP Glossary)

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A temporary job placement or internship designed to provide the individual with real work experience and community contacts where the employer or coworkers assess the individual. Job tryouts: (a) expose the participant to new occupational experiences; (b) assess the individual’s work; (c) expose employers to the potential worker; (d) gather additional data useful for making job placement decisions; and (e) provide the individuals with references and work experience to be documented in a resume. (Neubert & Tilson)

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The systematic process designed to assess individual skills, interests, values, behaviors and performance related to functioning in the community or home (e.g. money management skills, transportation skills, scheduling and organization), defining the level of support needed by the individual. Assessments and resulting recommendations regarding these skills should be based upon a clear analysis and understanding of the skills needed to function at varying levels of independence in the community and home.

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Involves interaction between behavior and performance, considering environmental conditions and demands

Determines the impact of disability and functional limitations

Identifies the degree of the young person’s acknowledgement and acceptance of disability

Emphasizes supports and accommodations

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Environmental specificity characterizes CBVA and differentiate it from other types of assessment: Measure of what a person can do and the level

of supports neededIn particular situations Under certain conditions In light of unique demands

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Assessment serves as a compass not a detailed map.

Individuals chart their own courses. Individuals have choices in how assessment

is delivered. The assessment process itself is a learning

process. Assessment summary is jointly written and

analyzed by the individual.58

Assessment process takes an ecological approach providing an understanding of relationships among diverse influences on the individual.

Assessment of specific work culture and receptivity of an employment site is as equally important as assessing the individual.

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Characteristics of Authentic Assessment:

People perform, create, produce or “do” Individual performance is the focus Tasks to perform are part of a larger context (e.g.,

curriculum, job, transition activity) People doing the rating use human judgment Higher order thinking and problem-solving skills are

tapped There is no right answer Activities are closely integrated to self-assessment.

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Authentic Assessment occurs when the following is present

prior knowledge, recent learning, or relevant skills to solve realistic, authentic problems

with the opportunity to demonstrate ability to Perform Use processes of learning Apply knowledge in natural environments and

situations

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Making the Match

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Making an effective match between an individual and a job requires: Understanding the consumer through ongoing

collection of assessment data, including information about preferences, experiences, skills, current adjustment, strengths, personal contacts, etc., is updated with each new job experience.

Understanding potential jobs and work settings through job analyses.

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Researching a job through a job analysis provides information to the consumer so that he/she is better prepared to make informed decisions about disability disclosure.

Most importantly, it lays the foundation for identifying and requesting job accommodations and supports to facilitate successful job placements.

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What is a job analysis? A job analysis is a detailed study of the work

performed, the facilities required, the working conditions, and the skills required to complete a specific job.

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A job analysis provides an objective basis for hiring, evaluating, training, accommodating and supervising employees, to determine:purpose-the reason for the job, essential functions-the job duties which are critical or fundamental to the performance of the job, job setting-the work station and conditions where the essential functions are performed, and job qualifications-the minimal skills an individual must possess to perform the essential functions. http://www.ucp.org/ucp_channeldoc.cfm/1/17/11928/11928-11928/4605?PrintFriendly=Yes

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Duties and Tasks The basic unit of a job is the performance

of specific tasks and duties. Information to be collected about these items may include: frequency, duration, effort, skill, complexity, equipment, standards, etc.

Source for this section: http://www.job-analysis.net/G000.htm

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Environment This may have a significant impact on the physical

requirements to be able to perform a job. The work environment may include unpleasant conditions such as offensive odors and temperature extremes. There may also be definite risks to the incumbent such as noxious fumes, radioactive substances, hostile and aggressive people, and dangerous explosives.

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Tools and Equipment Some duties and tasks are performed using

specific equipment and tools. Equipment may include protective clothing.

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Relationships Supervision given and received. Relationships with internal or

external people.

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Requirements The knowledge, skills, and abilities (KSA's)

required to perform the job. While an incumbent may have higher KSA's than those required for the job, a Job Analysis typically only states the minimum requirements to perform the job.

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Determining employer’s willingness to provide accommodations.

Evaluating formal and informal supports available to employees.

Observing work culture or supervisors and employers.

Identifying potential need for employer education.

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It can be very beneficial to have the consumer complete job analysis forms, with supports that they may desire.

This can be used as part of the career development process (exploration).

It can help the consumers be better prepared to make informed choices about job placement options.

It should not be used to “screen out” opportunities, only to “screen in” opportunities.

It should not delay job placement.

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Joan Kester, Human Resource Development Specialist

The George Washington University

202-489-7112

Jkester@gwu.edu

This information is the intellectual property of the George Washington University and is intended for training purposes only.

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