Employment Resources
School to Work
Opening Doors: A Career Exploration Adventure
Employment Resources’ School to Work Program encourages students to explore job opportunities and to discover personal likes, dislikes, strengths, and weaknesses. When students are given the opportunity to experience a variety of jobs, they are more likely to be happy and successful in their future employment endeavors.
The School to Work Program supports students between the ages of fourteen and twenty-two. The program runs on a 9-week cycle, which is scheduled by arrangement between each school system and the School to Work Coordinator. During the first two weeks of each session, the students spend two mornings in the classroom for 1-1/2 hours a day preparing to work at their job sites. Classroom lessons include appropriate dress, appropriate behavior, interest inventories, work ethics, and strategies for the work they will encounter. For the next six weeks, the students spend two days a week for up to 3-1/2 hours a day volunteering at one or two sites in the community. The School to Work Coordinator is present at all times to provide support and guidance. Transportation to and from the worksites is arranged by the school system.
The last week of the program consists of two mornings in the classroom for 1-1/2 hours a day working on portfolio development and discussing what was learned from the volunteer experience. Among the subjects covered during the last week are help wanted ads, résumés, and job applications. The School to Work Coordinator then submits an evaluation report for each student following completion of the session. The evaluation provides a review of individual work skills and habits, as well as recommendations for career development and employment.
Each School to Work Session includes up to three students. Worksites are scheduled based on input from the students.
Summer Enrichment
The Summer Enrichment Program is for students with special needs between the ages of fourteen and twenty-one. The program focuses on both job and life skills in an effort to provide the students with opportunities to explore and strengthen individual abilities.
The Summer Enrichment Program runs for six weeks starting the first week of July and ending the second week of August.
The weekly schedule for the Summer Enrichment Program includes job tours on Mondays, with time spent at pre-arranged worksites Tuesday through Friday mornings. The variety of worksites and tasks will enable each student to be better prepared for life after graduation by raising their awareness of career and community choices as well as identifying personal preferences. Past worksites have included retail, food services, hospitality, indoor/outdoor maintenance, assembly, clerical, and shipping/receiving.
Most afternoons during the Summer Enrichment Program are spent at Employment Resources focusing on work and life skills including job searches, applications, résumés, and interviews. Particular emphasis is placed on employer expectations such as appearance and appropriate jobsite etiquette. Students are encouraged to keep a daily journal to record their experiences and progress. Surveys are given to obtain feedback about the tours and worksites. As an incentive during the program, the students are able to earn “money” through positive behavior and performance, which can be used at the Summer Enrichment store at the end of the week.
Upon completion of the program, the funding school system will be provided with a comprehensive assessment for each student as well as copies of interest inventories and recommendations for future employment options.
Job Placement Services
Vocational Evaluations
During a vocational evaluation at Employment Resources, an individual receives 1:1 supervision to assess and develop work and social skills with regard to competitive community employment. Generally, the evaluation lasts for twenty days, with time spent performing unpaid trials at one to four job sites. The daily shifts are typically one to four hours long with appropriate breaks. Whenever possible, the sites are arranged to coincide with the interests of the individual. Evaluation sites have included retail, housekeeping, food service, hospitality, clerical, assembly, indoor/outdoor maintenance, and shipping/receiving.
Throughout the evaluation, a job coach is present to offer direction and support. This includes helping the individual learn and follow a routine as well as exploring ways to comfortably adapt to new environments and expectations. The job coach is also responsible for identifying habits and behaviors that could potentially impede an individual’s success.
At the end of the evaluation, a report is compiled and submitted to document the individual’s progress. Strengths are noted, as are areas in need of improvement. The report concludes with recommendations for future employment and services.
Intended participants:
- Individuals with little or no work experience
- Individuals who have not worked for an extended period of time
- High school students unsure of interests in the employment field
Job Coaching
At Employment Resources, the job coaches play a pivotal role in an individual’s vocational development. The individual is ultimately the one responsible for being successful, and the job coaches serve as a means to achieve that success. From exploring interests, to 1:1 training, to mediating an employer’s concerns, the job coaches remain involved to provide each individual with an equal chance at competitive employment.
As all situations are unique, the job coaches are trained to adapt and think creatively to assist an individual in the work place. In some instances, support may only be needed for a week or two. At other times, it may take a few months of support to reach a satisfactory level of independence.
In addition to focusing on a person’s strengths, the job coaches are responsible for recognizing any habits or behaviors that may jeopardize an individual’s success. If a potentially negative behavior is identified, the job coach assists the individual by addressing the behavior and developing ways to diminish it from occurring.
Once a sustained measure of self-reliance has been reached, a fading plan is implemented where the job coach gradually reduces the amount of 1:1 support on-site. The fading plan is implemented only after the employer, the individual, and the job coach are all in agreement. If it becomes necessary, the job coach will resume on-site support to ensure that the employer’s expectations are being met.
Services provided by a job coach:
- Job development and evaluations
- Applications, résumé, and interview support
- 1:1 guidance and training
Coping strategies for:
- New environments and changes in routine
- Dealing with supervisors and co-workers
- Dealing with customers and the public
- On-going support after fading plan
Job Development
Employment Resources is able to provide Job Placement Services for individuals who are seeking community based employment. Employment Resources works with family members, funding agencies, and other involved parties on completing individual interest inventories and individual skills inventories. Additionally, résumé development, interviewing skill development, and any additional supports (job coaching) on the job are available.
Job Placement
Job seekers are provided both training and assistance with résumé design and interviewing skills. The job developers take an active role in the interviewing process when communication challenges exist but only to the extent necessary. Once a job is found and accepted by an individual the employment specialist’s role begins.
The employment specialist plays a key role in assisting both the individual and employer with the individual’s transition and orientation to the new job and environment. The employment specialist often has to learn the job and provide the individual training and support to become fully independent in all key components of a job. They also focus on facilitating the development of relationships with coworkers, training in critical work behaviors, assisting with transportation arrangements, assisting companies in developing job related and/or physical plant accommodations that might be necessary, and explore all avenues for the development of natural supports.
Once the initial transition and orientation period has been completed the employment specialist will continue to provide 1:1 supports as necessary
The director of job development directly supervises employment specialists and monitors their job site services and fading plans. Some individuals may require services beyond those described above; these too are monitored by the director of job placement.
Tracey Hecker
978-345-0712 x150
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