DOCUMENT RESUME

ED 316 009 EC 230 015

AUTHOR Rood, LoisTITLE Introductory Guide: How To Use This Kit. Job Match:

Together for Good Business.INSTITUTION Nebraska Univ., Omaha. Center for Applied Urban

Research.SPONS AGENCY Administration on Developmental Disabilities (DIMS),

Wash!ngton, D.C.REPORT NO ISBN-I-55719-172-7PUB DATE Feb 87GRANT DHHS-90DJ0100NOTE 29p.; For related documents, see EC 230 016-020.PUB TYPE Guides - Non-Classroom Use (055)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Adults; Audiotape Recordings; Business;

*Disabilities; Employers; *Employment Potential;Industry; *Job Placement; *Older Adults; *On the JobTraining; Videotape Recordings

ABSTRACTIntended for use with busin^ss and industry

personnel, the guide is part of a kit designed to demonstrate howindividuals with disabilities and older persons can be assimilatedsuccessfully into the labor force. Individual sections of the guideprovide information on: (1) purpose of the training kit; (2) peoplewith special needs defined (labels are seen to serve no usefulpurpose so a functional approach is employed); (3) functions of thetraining kit (e.g., explain models and strategies a company can use);(4) development of the training it (cooperation between individualsin the public and private sectors under the guidance of the NationalAdvisory Committee); (5) components of the training kit (a videotape,two audiocassette tapes, four instructional modules concerningtraining workers, and a resource directory); and (6) use of trainingmaterials (e.g. management commitment and a team approach arerequired). (DB)

*********************************x****************************** ***lc**Reproductions supplied by EDRS are the best that can be made

from the original document. *

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INTRODUCTORY GUIDE

Job

SCOPE OF INTEREST NOTICE

The ERIC Facility has assignedthis document for processingto

In our judgment, this documentis also of interest to the Clearinghouses noted to the right.Indexing should reflect theirspecial points of view.

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced aseceived from the person or organizationoriginating it

O Minor changes have been made to improvereproduction quality

Points of view or °Downs stated in this docu-ment do not necessarily represent ofOERI position or policy.

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Univ. of NebraskaCenter for PublicAffairs Research

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

TOGETHER

atchFOR GOOD BUSINESS

INTRODUCTORY GUIDE:

HOW TO USE THIS KIT

By

Lois Rood

February 1987

OURCenter for Applied Urban Research

College of Public Affairs and Community ServiceUniversity of Nebraska at Omaha

The University of NebraskaAn Equal Opportunity /Affirmative ActionEducational Institution

Published by

Center for Applied Urban ResearchCollege of Public Affairs and Community Service

University of Nebraska at OmahaOmaha, NE 68182

Telephone (402) 554-8311February 1987

ISBN 1-55719-171-7

Successful Job Matching andJob Placement Systems for the

Developmentally Disabled and the Older Worker

This material was produced pursuant to a grant fromthe U.S. Department of Health and Human Services,Office of Human Development. Services, Administrationon Developmental Disabilities, to the Center forApplied Urban Research, University of Nebraska atOmaha. Grantees undertaking such projects undergovernment sponsorship are encouraged to expressfreely thei.. professional judgment in the conduct ofthe project. Points of view or opinions stated here,therefcre, do not necessarily represent policy orposition of either the U.S. Department of Health andHuman Services or the University of Nebraska.

Grant No. 90DJ0100Project Officer: William Pittman

11

National Advisory Committee

Michael Callahan, President, Marc Gold and Associates,Syracuse, NY

Richard L. Drach, Consultant, Affirmative Action, E. I.DuPont deNemours and Company, Wilmington, DE

Carol Dunlap, National Project Director, ElectronicIndustries Foundation, Washington, DC

Steve Gallison, National Job Specialist, HorticultureHiring the Disabled, Gaithersburg, MD

Stephen Greenspan, Acting Director, Connecticut'sUniversity Affiliated Program on DevelopmentalDisabilities and Associate Professor of EducationalPsychology, University of Connecticut, Storrs, CT

Irwin Kaplan, Manager Rehabilitation Training Programs,Federal Systems Division, International BusinessMachines (IBM), Gaithersburg, MD

Lynn Meyers, Assistant Director, Handicapped Place-ment Programs, AFL/CIO, Human Resource Develop-ment Institute, Washington, DC

Bernard E. Nash, Program Specialist, Worker Equity,American Association of Retired rsons (AARP),Washington, DC

A. Philip Nelan, F.S.C., Ph.D., Director, HandicappedEmployment Proc!rams, National Restaurant Associa-tion, Washington, DC

William Pittman, Program Officer, Employment InitiativeAdministration on Developmental Disabilities, U.S.Department of Health and Human Services,Washington, DC

Rudyard Propst, Education Director, Fountain House,Inc., New York, NY

Raymond Sanchez, Director, Employment InitiativeAdministration on Developmental Disabilities, U.S.Department of Health and Human Services,Washington, DC

Edward Sloan, Senior Equal Employment OpportunitiesRepresentative, Marriott Corporation, InternationalHeadquarters, Washington, DC

Claude W. Whitehead, National Consultant, EmploymentRelated Services, Washington, DC

Project Ztoff

Princ'pal Inveztigatoranti Project Manager:

Instructional De.iigner:Content Consultants: LoisCommunity Service Associate:Editors:

Sharon deLaubenfe

Floyd T. WatermanLois Rood

Rood and Karen FaisonCarole M. Davis

Mary Kenny Baum,Is, and Gloria Ruggiero

Denise Sambasilend Bruce McCorkindale

Loni SaundersJoyce Carson

Cover:Graphics: Joyce Carson aWoro Processing:Composition and Layout:

iv

6

Acknowledgments

Deep appreciation is expressed to the individualswho were kind enough to review the written materialsin this kit. They did so at an inconvenient time, but,nevertheless, they gave of their professional expertisecheerfully and without compensation. We wish tothank the following for their excellent suggestions andcomments: Billie Dawson, Eastern Nebraska CommunityOffice on Retardation; Richard Drach, DuPont; CarolDunlap, Electonic Industries Foundation; Eric Evans,Nebraska Governor's Council on DevelopmentalDisabilities; Deb Johnsen, Mid-Nebraska MentalRetardation Services; Irwin Kaplan, IBM; Cheri Kahrhoff,Northwestern Bell Telephone Company; Don Moray,Eastern Nebraska Community Office on Retardation;Bernard E. Nash, American Association of RetiredPersons; A. Philip Nelan, National RestaurantAssociation; David Powell, Nebraska Association ofRetarded Citizens; Rudyard Propst, Fountain House,Inc.; Lyn Rucker, Nebraska Region V Mensal RetardationServices; John A. Savage, Booz, Allen and Hamilton,Inc.; Edward Sloan, Marriott Corporation; Tony Suazo,AFL/CIO Human Resources Development Institute; andClaude W. Whitehead, Employment Related Services.

Thanks are also expressed to Connie Sutherlandwho reviewed and edited the scripts for the audio-cassette tapes. We also thank Russell Smith, Directorof the Center fir Applied Urban Research for hisencouragement and support of this project.

Lois RoodFloyd Waterman

V

Contents

Page

Foreword vii

Purpose of the Training Kit 1

Pe,ple with Special Needs Defined 2

Functions of the Training Kit 6

Development of the Training Kit 7

Components of the Training Kit 8

Use of the Training Materials 10

Contributors 15

vi

S

DEPARTMENT OF HEALTH ft HUMAN SERVICES

\No

Office ofHuman Covet:011111*m Services

Assistant SecretaryWashington 0 C 20201

While serving as Commissioner of the Administration onDevelopmental Disabilities, I had the opportunity to developan Employment Initiative Campaign for employment of workerswith disabilities. I am pleased to say that our campaigngoals have not only been achieved, but exceeded. This

A success is due to the dedicated efforts of Governors'Planning Councils. various government committees andcommissions, and, most importantly, employers who share ourvision of economic self-sufficiency for all Americans withspecial needs. We have come a long way: more persons withdisabilities are working but we still have fat to go.

In the next century, the public and private sectors Lustwork together toward a better transition for people withdevelopmental disabilities from special education programsinto the world of adult challenges and opportunities. Workprovides not only financial benefits, but therapyf itcontributes to self-identification and self-worth and is aneconomic necessity for most of us. The Employment Initiativeoffers great challenges and opportunities for developing andimplementing creative approaches to this transition.

Researchers at the Center for Applied Urban Research,University of Nebraska at Omaha, found that many myths andstereotypes exist. They found that labels such as "disabled"and "older worker" sometimes create barriers to employmentfor these workers who have job skills but who also havespecial needs. Their investigation into the employmentprograms serving both individuals with disabilities, andolder persons, revealed the need for closer cooperationbetween the public and private sectors. While some employersfear that accommodations will be elaborate or expensive, theyare often very simple and inexpensive. Frequently, theemployee can identify the best solution to the problem.

vii

A vast and valuable pool of individuals with specialneeds are available and qualified for work. Althoughtraining materials exist to explain how employers can meetlegal requirements, few provide specific information aboutdeveloping partnerships between employers and human serviceagencies to tap the resources of workers with special needs.These materials will be useful to employers and will foster ajob match that creates good business.

viii

k.

1u

an K. Elder, Ph.D.eld44/

ssistant Secretaryfor Human Development Services

SuccessfulAssimilation

AffirmativeAction

CommunicationNeededBetween thePublic andPrivateSectors

Purpose of the Training Kit

This training kit was developedto demonstrate to business andindustry personnel how individualswith special needs (individuals withdisabilities and older persons) canbe assimilated successfully into thelabor force.

Affirmative action laws havebeen enacted to eliminate discrimi-nation based on disability or age.Although employers must meetspecific federal requirements,current laws do not address theneeds of employees with disabilitiesand older workers.

Research reveals that businessand industry personnel have littleinformation about individuals withspecial needs. Generally, businessexecutives are unaware of theresources, services, and incentivesavailable to individuals with specialneeds. Rehabilitation agencies areoften unaware of the needs ofbusinesses and of employmentopportunities for individuals with

special needs. Because business andgovernment personnel often usedifferent jargon, misunderstandingsmay result.

This training kit was developedto integrate information aboutworkers with special needs forbusiness and human service per-sonnel. It also outlines the steps thatcan lead to successful employmentfor persons with special needs.

It is possible to meet the needsWin-Win of both the individual and theApproach company. The employee may benefit

from increased wages and oppor-tunities, the company's profits mayincrease, and tax dollars may besaved. Simplicity and cost-effective-ness are built into this system. Thistraining kit will show how thecomr any, the individual, and thetaxpayer benefit. This is a win-winapproach.

People with Special Needs Defined

Many job applicants are quali-fied, experienced, and job-ready.

2

Individuals They do not require special accom-May Need modationa or supports. However,.Support individuals with special needs have

the potential to become long-term,reliable, competent employees ifthey receive appropriate ongoingsupport. They may require adapta-tion or support because they havesevere physical o: mental limitationsthat result from a disability oraging.

Supportive measures include theCreativity, following: redesigning tasks withinFlexibility, a job, altering work schedules,and Problem- adapting the environment and equip-solving Are ment, and modifying tra.ning cyclesNecessary or methodologies. Many of +hese

measures require littic or ric, costfor employers. Creativity, flexi-bility, and problem-solving skillsare necessary to make the requiredadjustments or work site accommo-dations. The employee, employer,and society can achieve long-termbenefits as a result.

This training kit is written foremployers and employing agencieswho want to meet the special needs

3

Written for of employees and maximize pro-Employers ductivity and profits. It informsand employers of ways to developEmploying successful programs within theirAgencies companies.

Frequently, people with specialLabels needs are labeled as mentallyServe No retarded, physically handicapped,Useful psychiatrically disabled, and elderly.Purpose These labels have led to some false

assumptions and have, at times,assigned inaccurate characteristicsor expectations to individuals.

A FunctionalApproach

Labels do not help us to solveproblems. They place distancebetween people and cause stereo-typing. Labels do not tell employersabout individuals' skills, abilities,interests, desires, knowledge, orsocial skills. Employers must beaware of individuals' assets tomake successful job matches.

This training kit employs afunctional approach. For example,what are the person's job capabili-ties? What is a person unable to doin relation to a particular job?

What is required functionally toachieve the desired outcome on aspecific job? Does a physical or amental limitation impede reachingthis result? If so, is there amodification, accommodation, orsupport that can compensate for thelimitation so the result can beachieved?

People with special needs varygreatly and may require one ormore of the following:

Shorter work schedules be-cause physical stamina is lessthan other workers.

Adapted buildings or equip-ment to make them accessibleto people who are physicallylimited.

Longer or adapted trainingcycles if the person hasdifficulty understanding instruc-tions because Gf impaired sight,hearing, speech, or cognitiveabilities.

5

.-t

6

Redesigned tasks within a job.

Special needs can be compen-sated for in the workplace in manyways. Methods used to maximizeworker productivity and companyfunds include the following: flexingschedules, adapting facilities andequipment, modifying training cyclesand methodologies, and redesigningtasks.

Functions of the Training Kit

This training kit will:

Help employers find qualifiedapplicants who have specialneeds.

Help agencies find appropriatejobs for persons with specialneeds.

E ;'plain a planning process thatcan lead to successful employ-ment of individuals with specialneeds.

16

Explain the models and strate-gies that can be used within acompany.

Demonstrate how to select astrategy based on the needs ofthe industry, the individual, andthe agency.

Provide examples of row com-panies have used these modelsand strategies successfully.

Identify resources and servicesthat may be helpful to employ-ers.

Development of the Training Kit

This training kit was developedPublic and by combining the talents and know-Private ledge of individuals in the public andSectors private sectors. The Center forDeveloped Applied Urban Research at theKit University of Nebraska at Omaha

coordinated the project. Theresources of businesses, industries,labor organizations, rehabilitationand aging agencies, and privateconsulting firms were used.

7

1 :°;I I;

A

This project was conductedNational under the guidance a NationalAdvisory Advisory Committee consisting ofCommittee representatives from the public and

private sectors. We believe that thecontent of this training kit isunique. Current information aboutemployment opportunities for indi-7iduals with special needs and view-points of corporate executives andsocial service representatives arepresented.

Components of the Training Kit

Components The training kit includes thefollowing components:

Videotape1. An introductory videotape (color,

VHS video cassette), "JobMatch: Together for GoodBusiness."

Audio-cassette 2. Two audio-cassette tapes toTapes accompany the instructional

modules:

8

Tape 1, Side A--"Workers withSpecial Needs: An Overview"

FourInstructionalModules

Tape 1, Side B--"BuildingEffective Partnerships: A Win-Win Approach"

Tape 2, Side A--"Accommo-dating Individual Abilities in theWorkplace"

Tape 2, Side B--"Inside andOutside the Corporation:Human Relations Factors"

3. Four instructional modulesconcerning training workerswith special needs:

Module I-- Workers with SpecialNeeds: An Overview

Module IIBuilding EffectivePartnerships: A Win-WinApproach

Module IIIAccommodating Indi-vidual Abilities in tho Workplace

Module IVInside and Outsidethe Corporation: Human Rela-tions Factors

ResourceDirectory

ManagementCommitmentIs Required

MaterialsShould BeReviewed

10

4. A resource directory, BusinessPractices and Resources.

U-e of the Training Materials

Successful employment of per-sons with special needs requires thecommitment of top companymanagers. These materials aredesigned for use by companymanagers, particularly personnelmanagers, but may be useful torepresentatives of business, labor,and human service agencies whowork in partnership or cooperationwith companies.

Initially, these materials shouldbe reviewed by the company's topmanagers, the personnel director,the affirmative action repre-sentative, and the training director.The personnel or training directorshould then determine the best useof the materials within the company.

A team that includes all relevantpersonnel should be selected fortraining. The company's president;affirmative action representative;

A Team the personnel, training, and puilicApproach Is relations directors; productionRequired supervisors; and personnel from the

company's safety department arepossible members. Rehabilitation andindustrial engineers may also beincluded. (Job developers, jobplacement specialists, and contractprocurement personnel from com-munity employment and vocationaltraining agencies may also beincluded on the team.)

VideotapeThe first part of the training

kit is the videotape, "Job Match:Together for Good Business." Themain purpose of this videotape is toheighten awareness about the specialneeds of persons with disabilitiesand older workers. The videotape,designed for a general audience, canbe used by the management team andall company employees as part of anawareness campaign.

Two audio-cassette tapes areAudio-cassette included in the training kit. EachTapes lecture is designed for specific

departments within the organizationand provides an overview of each

11

TapesRelate toInstructionalModules

12

topic. The purpose of the tapes isto encourage listeners to read themodules and to obtain more detailedinformation.

Tape 1, Side A, "Workers withSpecial Needs: An Overview,"presents general information aboutpersons with special needs.Definitions, laws, needs, and issuesare presented. Each team membershould listen to this tape.

Tape 1, Side B, "BuildingEffective Partnerships: A Win-WinApproach," demonstrates howbusiness, labor, and human serviceagencies can work together andsuccessfully employ people withspecial needs. Each team membershould listen to this tape too.

Tape 2, Side A, "Accom-modating Individual Abilities in theWorkplace," is directed toward thepersonnel and training directors,production supervisors, job coaches,and industrial engineers. It providesinformation on accommodatingspecial needs in the workplace.

Tape 2, Side B, "Inside andOutside the Corporation: HumanRelations Factors," is designedspecifically for public relationspersonnel and top managers. Itprovides information on improvingcompany image and employee moraleby successfully hiring and retainingworkers with special needs.

The training kit includes fourInstructional instructional modules with the sameModules titles as the audio-cassette tapes.

Although the instructional modulesare designed for the same audienceas the tapes, they contain moredetailed information and listresources that can help business andindustry personnel to employ personswith special needs.

Some chapters in the modulesare designed specifically foremployers, while others aredesigned for representatives ofhuman service agencies. Chaptersintended for a specific audience areindexed along the right-hand margin.We suggest that the people on the

13

management team who will beresponsible for implementingspecific parts of the program studythe appropriate sections of themodules.

A national resource directory,Resource Business Practices and Resources, isDirectory also included. The successful

employment experiences of busi-nesses and human service agencieswith workers with special needsare presented. Mark7 organizationshave demonstrated innovation andflexibility by designing specificsupports for workers with specialneeds. These supports meet thepersonal needs of individuals aswell as the requirements of busi-nesses and industries.

Additional resources, such asgovernment agencies, publications,and advocacy organizations are alsolisted. This directory may be usedby all members of the team, but topmanagers, personnel directors, andaffirmative action representativeswill find it especially useful.

14

Contributors

Videotape

Executive Producer:Floyd T. Waterman, Ed.D.

Written/Produced/Directed by:Merica Fooks

Content Consultant:Lois Rood

Community Service Associate:Carole M. Davis

Special Guests:(in alphabetical order)Robert AllingtonJean FdmonsonJoe EdmonsonAlberta GillmanJohn GunningKent KlimaMarian MeierDave MenousekRoger MerrittEdna ShimerdaGuenter SobeckGale TeutKent Warneke

Camera Operators:Joel P. JensenMerica Fooks

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7111...

Mack and White Still Photographer.Torn LangdonVisual Support GroupOmaha/Milwaukee

Post-production Editor:Merica Fooks

Post-editing Technicians:Shawn HalpennyDan CupakMike Wallace

Production Assistant:Sharlyn Leigh

Aerial Footage Courtesy ofWOWT, Omaha, Nebraska

Music SounCrack"If You Would Believe in Me"Produced by Nancy HillUsed by Permission of Hillsound Music

Written and Arranged byNancy Hill

In Cooperation with the Following Musicians:

Steve HansonGuitar

Nancy HillLead Vocal, Piano

Diane ReedBackground Vocal

Carol SchmittFlute

Roger StortenbeckerBass

Tom WaerSound Engineer

Tom Waer/Nancy HillMix Down

Lois RoodMusician Coordinator

Sign Singing:Ruth J. Strozdas

Narration:Dan Prescher

Audio-cassette Tapes

Scripts by Lois Rood and Karen FaisonNarrated by Nancy Hill and Donald-Brian JohnsonProduced by Nancy Hill, Hillsound MusicEngineered by Mike MullaneyRecorded by Crystaline Studios, Omaha, NE

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2 'ill

Instructional Modules

Authors:

Kathryn Banzhaf, Executive Director, Society toAdvance Retarded (STAR) Citizens Center, Norwalk,CT

Janet Buskey, Coordinator, Low-cost TechnologyProject, University of Nebraska, Lincoln, NE

Theodore Bergeron, Executive Director, ShorelineAssociation for Retarded and HandicappedCitizens, Inc. (SARAH), Guilford, CT

Michael Callahan, President, Marc Gold and Associates,Syracuse, NY

Karen Faison, Co-owner, value-based Training andTechnical Services, Omaha, NE

Stephen Greenspan, Acting Director, Connecticut'sUniversity Affiliated Program on DevelopmentalDisabilities and Associate Professor of EducationalPsychology, University of Connecticut, Storrs, CT

Barbara Judy, Operations Manager, Job AccommodationsNetwork, Morgantown, WV

Robert S. Muller, Administrator, Steelcase, Inc., HumanResources Department, Grand Rapids, MI

Lois Rood, Co-owner, Value-based Training andTechnical Services, Omaha, NE

Lois Schwab, Professor of Human Development,University of Nebraska-Lincoln, Lincoln, NE

James Thorson, Director, Gerontology Program,University of Nebraska at Omaha, Omaha, NE

Joy Eason Upchurch, Associate, Marc Gold andAssociates, Atlanta, GA

Claude W. Whitehead, National Consultant, EmploymentRelated Services, Washington, DC

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Resource Directory

Compilers:Carole M. DavisLois RoodFloyd T. Waterman

Author:Claude W. Whitehead

2 )

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