community integrated employment vocational skills training authors: yvonne raffini, ed.d, ncc, lpc-s...
Post on 24-Dec-2015
218 Views
Preview:
TRANSCRIPT
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 5Work 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
top related