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Welcome to Employment Training Specialist
Orientation I Lesson 3 Individualizing
Workplace Supports
The content of this lesson was created by the
Developmental Disabilities Services Division of
the Department of Human Services in Oklahoma and
formatted to resemble College of Direct Support
lessons. You are required to read all information
contained in the lesson, including linked
information.
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• The Learning Objectives for this lesson are
• Identifying and using natural supports
• Evaluating the worksite and work tasks using
  a Worksite Summary and Task Breakdown (Analysis)
• Helping the individual build social
  relationships
• Understanding the expectations of the
  Employment Training Specialist at the workplace
• Providing advocacy for the supported worker
• Implementing practical teaching techniques
• Understanding the importance of data
  collection
• Understanding the importance of fading

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An organization's ability to learn, and
translate that learning into action rapidly, is
the ultimate competitive advantage. Quote by
Jack Welch American businessman, author and
former Chairman and CEO of the General Electric
Company
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Natural Supports As society has evolved,
relatively few people are totally self
sufficient, living independent of others. Most
people, with or without disabilities, have become
reliant on a variety of natural supports that
exist in every community. Think about your own
life Does your Mom ever babysit your children?
Do you have a friend who changes the oil in your
car for you? Did your Dad teach you how to fix a
broken fence? Do your kids have chores to
complete around the house? Does your spouse
balance the checkbook and pay the bills? When
it comes to our own lives, dont we usually try
to think of a way to get support naturally,
before we consider paying someone? On the next
screen is an exercise for you to complete and
print out for your agencys files.
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Name ________________________________
Date ______________________

• Exercise List 5 things that you
  rely on other people to do or complete for you.
• 1. ____________________________________________
  _________________
• __________________________________________________
  ___________
• __________________________________________________
  _____
• __________________________________________________
  ____
• __________________________________________________
  _____
• Print this page, write out your answers, and
  retain in the agencys files.

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• Did your list include things like the following?
• Ask a family member to pick up an item from the
  store on the way home
• Get a ride with a co-worker to lunch
• Have a friend take care of my pet when I go out
  of town
• Ask a co-worker for change for the pop machine
• Bounce an idea off my supervisor before
  starting a new project
• A natural support approach refers to linking
  individuals to existing social supports in the
  work environment that are available either
  informally (such as coworkers and peers on the
  job) or formally (supervisors and company
  sponsored employment programs).

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The term natural supports is frequently used
when designing supports and services for people
with developmental disabilities. Remember this
definition from Lesson 1? In relation to work,
natural supports means any assistance,
relationship, and interaction provided by a
coworker or supervisor that allows a person to
secure, maintain and advance in a community job
of his or her choosing, corresponds to the
typical work routines and social actions of other
employees at the same work location and enhances
the individuals work related and non-work
related social interactions with coworkers and
other members of the community.

• Types of Natural Supports
• Four general types of natural support can be
  identified for the supported worker. These
  options are
• worksite supports,
• transportation supports,
• community supports, and
• personal and residential supports

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Examples of Worksite Supports

• Flexible scheduling
• Supervisor reminders or monitoring
• Checklist provided by employer
• Supervisor and coworker advocacy
• Employer evaluations/reviews
• Assistive technology raised table, labels,
  counting
• aids, etc.

• Mentoring by a coworker
• Company videotape training
• Training or monitoring by a coworker
• Company sponsored computer
  accommodation program
• Employee assistance programs
• Restructuring duties

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Examples of Transportation Supports

• Driving own vehicle
• Taxi
• Riding with a coworker
• Walking
• Riding a bicycle
• Driven by family
• Bus/Public transportation

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• Examples of Community Supports
• Workforce center
• Faith-Based resources
• College students as peer mentors/tutors
• State assistive technology systems
• Dial 211 (Helpline resources)
• United Way-volunteer opportunities
• Social Security Work Incentive
  Specialist/Consultant
• City or county sponsored resources

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• Examples of Personal and Residential Supports
• Purchased support items - digital watch,
  alarm clock, timer, etc.
• Assistance with housing needs
• Housemates - shared work ethic, similar job
  interests, encouragement, more outside work
  options
• Purchased items for security - cell phone,
  medical alert bracelet, keys, home security
  system, etc.
• Residential support staff - help with
  transportation, work attire, lunches, etc.

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Name ________________________________
Date ______________________

• Exercise Identify three things
  you can do to improve the natural supports of a
• person you support.
• 1. ____________________________________________
  __________
• __________________________________________________
  ____
• __________________________________________________
  ____
• __________________________________________________
  ____
• __________________________________________________
  ____
• __________________________________________________
  ____
• Print this page, write out your answers, and
  retain in the agencys files.

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Evaluating Worksites Recognizing the Difference
between a Worksite Summary and Task Breakdown
(Task Analysis) A worksite summary is completed
by the Employment Training Specialist and takes
into consideration the physical environment, the
social culture, and the overall job description
within the business. A task breakdown (analysis)
is completed by the employment training
specialist with the individual being served. It
is a step by step description of each of the
essential tasks of the job. The tasks are broken
down into segments based upon the individuals
abilities. They can be general or
specific. Both are needed for maintaining a
successful job. Examples of both a Worksite
Summary and a Task Breakdown are provided on the
next few screens.
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Evaluating Worksites Example Job Summary
Job Title                 Supply Clerk
IClassification           Part Time
Employee Department/Division 
DHS/DDSDLocation                 Laura
Dester Center, Tulsa Pay
8.57 per hour              Job
Requirements (Summary of Position) Under
immediate supervision of Administrative Assistant
II receives, stocks, distributes incoming
materials and disposes of outgoing security
destruction. Operates a variety of lifting
equipment and delivery equipment as appropriate
to the items being moved. Job Summary, page 1
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• Example Job Summary (cont)
• Essential Job Tasks
• Loads or unloads materials to or from trucks,
  vans and other delivery vehicles.
• Delivers materials independently to specific
  rooms and people within the office complex
  (between 4
• buildings) using written routing and/or
  coding directions.
• Stacks materials on pallets and places stock
  into storage cabinet or shelving.
• Performs physical duties of moving office
  equipment including but not limited to furniture,
  filing cabinets
• and bookcases as instructed.
• Cleans, dusts, and arranges stock on shelves.
• Performs related work as required, including
  providing back-up assistance to other temporary
  clerk
• positions.
• Job Summary, page 2

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• Example Job Summary (cont)
• Complexity of Skills and Abilities
• Physical
• Ability to independently lift 50 lbs manually
  such as a box of 8 reams of copy paper or full
  box of security
• destruction documents.
• Ability to stack, secure, and transport
  49-200 lbs of supplies with the use of a dolly,
  stair climber or other
• adaptive equipment.
• Ability to climb multiple sets of stairs (49
  steps) in two of three buildings several times
  during 4-5 hr shift.
• Social
• Ability to communicate problems or issues to
  supervisor, as well as initiative to request more
  work as tasks are
• completed ahead of time.
• Knowledge of simple arithmetic, spelling and/
  or color coding.
• Ability to tell time or use a timing devise
  to remain on schedule.
• Ability to perform basic e-mail functions to
  receive and respond to various requests including
  but not limited to
• supply/moving requests.
• Ability to briefly socially interact with
  coworkers during performance of duties without
  jeopardizing completion

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• Example Job Summary (cont)
• Tools/Equipment needed and supplied by employer
• Metal Dolly or Cart
• Scissors for opening copy paper boxes
• Box Knife for opening supplies
• Desktop Computer to retrieve supply request
  by e-mail
• Calculator for determining number of copy
  boxes to stock
• Security code for front door
• Workplace modifications
• 4 day work week 830-200
• 30 minute lunch 1130-1200
• 1 fifteen minute break (time optional)
• Dress code exception may wear athletic
  shoes
• Checklist

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• Example Job Summary (cont.)
• Reporting/Training Structure
• Reports to Supervisor of Central Supply
• Has nobody directly reporting to this
  position
• Required to participate in 12 hours of annual
  training
• Employee Requirements - Education and Training
• High school diploma or General Equivalency
  Diploma (GED)
• Two years of employment history
• Job Summary, page 5

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Example Job Summary (cont.) (Any additional
issues/concerns not specified above) Comments___
__________________________________________________
__________________________________________________
__________________________________________________
________________ HR Representative_____________
_______________ Department Manager_______________
________ Employment Training Specialist__________
Date Completed________________________________
Job Summary, page 6
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Evaluating Work sites Example Task Breakdown
(Task Analysis)
Task Delivering and stacking copy paper to equal 80 letter size reams in Building 4 storage cabinet Task Delivering and stacking copy paper to equal 80 letter size reams in Building 4 storage cabinet
Step 1 Count reams in Building 4 storage cabinet
Step 2 Record number of reams on checklist, Column A
Step 3 Take number from step 2 and subtract from 80. Record in Column C
Step 4 Divide by 8, put result in Column D
Step 5 Go to warehouse and get dolly
Step 6 Stack the number of boxes in Column D onto dolly
Step 7 Deliver boxes to Building 4
Step 8 Use scissors to cut the binding on each box
Step 9 Lift reams out of box and place into cabinet, not exceeding 20 per stack. Limit of 4 stacks.
Step 10 Throw binding in trash can by copy machine
Step 11 Take empty boxes back to warehouse on dolly
Step 12 Place empty boxes in NW corner in stacks no higher than 5 per stack
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Task Breakdown (cont.) Additional
Suggestions Depending on the learning style of
the individual, you may have to break the steps
down even further. For example If the
individual does not know the direction NW, you
would be more detailed and state Place empty
boxes in the corner next to the loading dock,
across from the drinking fountain. Also, if
the individual cannot count, he or she could
stack items up to a certain taped line on the
wall.
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Things to Consider Depending on the Individuals
Unique Needs

• Physical Environment
• Size of building Is the individual confused by
  a building or buildings that are too large or
  spaced far apart? Help the individual to
  identify landmarks and signs to follow.
• Size of workforce Does the individual work
  better around a few people or a lot of people?
• Location Is the building close to needed
  community resources such as eating places? Is
  the work area located close to bathrooms, the
  break room, other work areas?
• Lighting Is the lighting bright enough for
  working? Too bright?
• Floor covering Is the floor a hard surface?
  Are there rugs and obstacles that might trip the
  individual? Does the floor covering help with
  sound levels?
• Doors and windows Does the individual have to
  be supervised more closely around exits? Do
  windows create a distraction?
• Noise levels What is the noise level? Does the
  individual work better in a quiet environment?
  Does the noise serve as a distraction?

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Things to Consider Depending on the Individuals
Unique Needs

• Accessibility
• For people who have visual impairments Are
  there items/obstacles which could cause the
  person to trip? Are there dangerous items, such
  as machinery? Does the work pose any danger to
  an individual with visual problems?
• For people who have hearing impairments Is
  there a high noise level? Are there too many
  different sounds at one time? Can the individual
  hear the supervisor, approaching people,
  approaching equipment?
• For people who utilize mobility assistance Are
  doorways, bathrooms, etc. accessible for the
  person? Is the floor clear of items/obstacles
  which could cause the person to trip or would not
  allow for wheelchair access?
• Other Accommodations as identified Evaluate the
  work setting for individuals who are sensitive to
  varying temperatures, require frequent breaks,
  are sensitive to motion, etc.

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Other Things to Consider Depending on the
Individuals Unique Needs

• Job interactions/Social Boundaries Is it
  appropriate to talk on the job? When? Where?
  What about personal space, appropriate jokes,
  appropriate small talk?
• Communication methods Does the person have a
  method of expressing himself/herself and of being
  understood by others? Do coworkers know how to
  communicate with the individual?
• Personal items at work site Can you bring
  personal items to work? What kind of personal
  items? Can they be on display?
• Turnover rates If the company experiences a lot
  of turnover in staff, what does this mean for the
  individual? Is consistency important?
• Chain of Command, both formal and informal Who
  does the individual go to with questions and
  problems?
• Attendance Expectations What are the businesss
  personnel rules? What kind of advance notice of
  an absence required? Does the person have to
  clock in? What happens if you are late?
• Participation in office activities - Fundraising
  activities, office parties, donating through the
  office blood drive, etc.

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Other Things to Consider Depending on the
Individuals Unique Needs (cont.)

• Proper work attire Is a uniform required? Is
  there a dress code?
• Safety equipment Is safety equipment required
  by the business? What kind? When is it
  required? Does the individual need safety
  equipment, even if not required by the business?
• Social Events during and after work time What
  are the expectations for employees? Are there
  accessibility issues? Do the employees plan
  events, bring food, etc.?
• Social responsibilities Rotation of kitchen
  cleaning duties, bringing snacks,
  potluck lunch set up, participation on
  special committees, etc.
• Where is it okay to eat/snack/take a break?

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Exercise Complete a Job Summary on your
current position as an Employment Training
Specialist within your own agency using the Job
Summary format attached below and the previous
Job Summary example (screens 14-19) as a guide.
Include the physical and social
environment where you work. (If you work in
multiple locations, choose one) Print
the Job Summary, write or type your answers and
give a copy to your agency for the files. Then
resume training. Click here for Job
Summary format Job Summary Exercise
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• Building Social Relationships
• When you are being paid to teach skills there is
  a tendency to use the giving of directions (Do
  this, Do that) and correction (That is not
  right) as your major forms of communication. It
  has been proven that the lack of social
  appropriateness is what loses people jobs, not
  their work performance.
• So what really helps individuals be accepted in
  the workplace? Teaching and modeling. Some
  important areas where you can teach and model
  appropriate social skills and behavior are
• Casual conversations with coworkers and
  supervisors
• Common interests, recreation, school
• Family, children, pets
• Holiday traditions, vacations
• Complimenting others, accepting compliments

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Examples of Conversation Starters with Specific
coworkers To Supervisor Sandy (loves gardening,
exercising, walking. Is married and has
grandchildren) Did you get a chance to work in
your garden this weekend? Do you know a nice
park to go walking that is nearby? That is
such a cute picture of your grandson. How old is
he? To Coworker Bill (single, loves action
movies, loves to eat Mexican food, mother is in
hospital) Have you seen the new James Bond
movie? I saw it Friday night. How is your
Mom doing? I found an extra coupon for El Chico
in Sundays paper, would you like to have it?
Examples of Casual Comments with Customers or
General Public To Fed-X Delivery Person Do
you have a busy route today? Drive safe. Are
you looking for someone in particular? To
Customer Thanks for stopping in. Enjoy the
rest of your day. Come back and see us! What
can I do for you today?
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Important Points about Workplace Interactions
Employer Expectations - What the Employment
Training Specialist (ETS) is expected do and not
do Encourage coworkers and supervisors to
interact directly with the individual and not
through you. Be there for clarification only.
You are not there in the role of
supervisor. Social role vs. training role Dont
get so involved in the social atmosphere that you
forget you are not a co-worker, but a consultant.
Some Employment Training Specialists (ETS) have
wanted to be included so much that they took over
social interactions the individual should have
been engaged in.
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Important Points about Workplace Interactions
(cont.) Role modeling vs. taking over and
creating dependence Make sure you encourage the
individual to do each aspect of the job to the
best of his or her ability. Dont take over and
create the appearance of giving the employer two
employees. How do you fade and let the
individual take over without being obvious? Take
data on the progress of the individual. Conduct
another job summary which involves different
tasks or that might fit another individual your
agency serves. Be observant for additional
responsibilities. Write notes about appropriate
topics you overhear between coworkers so you can
give the individual additional casual
conversation ideas. Dont talk on your personal
cell phone or read a book while working. This
does not model appropriate work behavior. Dont
engage in any activity with the individuals
coworkers that could keep them away from their
duties.
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Expectations of Your Agency/ Program Manager

• Be professional/accountable
• Respect the individual and his or her
  relationship to the workplace
• Collect data based on the outcomes and action
  steps/methods in the Individual Plan
• Know and implement Protective Intervention Plan
  (PIP) strategies if applicable
• Know the overall employment vision of the agency
• Report incidents/issues

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Additional Expectations of your
Agency/Program Manager

• Demonstrate appropriate dress for the
  worksite so you blend in with the workforce.
• Look for networking opportunities - Who are
  the vendors that support the business? Examples
  
• include the companies that clean the
  carpet, deliver office supplies or supply the
  raw materials for
• production.
• Share new job leads with your agencys
  Marketing Specialist or Program Manager. Those
  leads
• could mean jobs for other individuals at
  the agency.
• Maintain a relationship with the
  business/employer even if the Individual loses or
  changes jobs.
• Another good job may become available for
  another individual your agency supports.

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• Advocacy - At the Worksite
• Advocate for the same evaluation system used with
  coworkers. Also the same raises, privileges,
  responsibilities and recognition/awards.
• Advocate for orientation and other trainings to
  occur with coworkers, not segregated and
  separate.
• Advocate for the individual to participate in
  social functions within and outside of work
  hours.

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• Advocacy - Outside the Worksite
• Address team/guardian fears.
• Example The team insists on
  permanent, one-on-one staffing at the workplace
  when it is unnecessary and
• too restrictive. Find out what the
  fear is and reassure that needed support can be
  obtained through the use
• of natural supports in the workplace.
  Be specific how this will occur.
• Example A guardian is concerned
  about seizures at work. Maybe the individual can
  work in a hospital or
• clinic where medical care is
  available.
• Example Parents fear their son or
  daughter will be teased or taken advantage of at
  work. Talk to the
• workplace supervisor. In-service
  coworkers on diversity issues.
• Example The individual is fearful
  about the ETS fading from the job site. Suggest
  a trial period with
• gradual increments of fading. Can
  the person clock-in by himself and start the
  first task without ETS
• support? Can a co-worker be the
  support during the last hour of the shift?

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• Advocacy - Outside the Worksite (cont.)
• Address Inappropriate clothing/ personal care
  - model correct clothing/personal care, point out
  coworkers who
• are good examples, address issues directly
  with the individual, enlist the support of
  family/residential staff.
• Advocate for medical and other
  appointments/meetings to occur outside of work
  hours whenever possible.
• Employers like workers they can count on to
  be there, not workers who constantly take off
  work unnecessarily.
• Make sure that residential staff and the
  individuals case manager have the work schedule
  and know the
• employer expectations.
• Include the individual in the planning
  process. There is a well known phrase used by
  self-advocates-
• Not about me without me
• When the individual is ready for a career
  change, encourage him or her to express that
  desire to the team
• and family. At the same time, explain to
  the individual about the benefits of staying in
  the current job until a
• new job is found. Get as much information
  as possible about what the individual would like
  to do and why. The

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• Advocacy Handling Sensitive Issues
• You may have to assist the individual to deal
  with coworker comments which come across as
  teasing, critical or judgmental. Such comments
  can cause the individual to be uncomfortable at
  work and to respond negatively to coworkers or
  want to quit the job.
• Know the individual and his or her history.
  This will help you determine the best solution.
• If the individual is upset, try some specific
  calming techniques - encourage to take a break,
  use a calm voice,
• be open to support from coworkers.
• You may also have to deal with the opposite
  situation the individual makes comments to
  coworkers which are interpreted by those
  coworkers as teasing, critical or judging. This
  can quickly alienate coworkers.
• Model acceptable topics and comments for the
  individual. Practice simple conversation
  techniques with the
• individual.
• Enlist family members, residential staff and
  friends to reinforce appropriate conversation
  topics for the
• workplace. Sex, physical appearance,
  religion, politics and race are typically
  inappropriate topics.
• Important If an individual has a Protective
  intervention Plan (PIP) that addresses workplace
  issues, follow the PIP guidelines.

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• Advocacy Assistive Technology and Accommodations
• If the individual needs some type of assistive
  technology or adaptation in the workplace, here
  are some things to consider, not only to ensure
  that the right technology or adaptation is put in
  place, but that the individual will still fit in
  with the environment and culture of the
  workplace.
• Function. Before requesting a change in the
  work environment or investing in some type of
  technology,
• ensure that the requested item will function
  in the work environment, that it will do the job
  it is required to do.
• For example, the individuals workstation
  does not accommodate a wheelchair. Can the
  existing workstation
• be modified? If it is raised or moved, will
  that fix the problem? What kind of space do you
  have to work in?
• What changes will the employer allow? Do not
  guess at the changes needed. This can waste not
  only the
• employers time and money but that of the
  supported worker as well.
• Cost consideration. Is it worth it? No one
  wants to pay for an expensive workplace
  modification or piece of
• equipment only to find that it is not giving
  any bang for the buck. Think carefully and
  involve others before
• preparing a proposal to take to the employer.
  Always look for the most cost effective and
  simplest solution
• first.

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• Advocacy Assistive Technology and Accommodations
  (cont.)
• Employer/co-worker support of accommodation
  in the workplace Will the requested
  accommodation or
• technology be intrusive or stigmatizing?
• Reconsider requesting equipment or a change
  in the workplace that could separate or segregate
  the
• individual from his or her coworkers, call
  negative attention to the individuals
  disability or intrude into
• common workspace or the workspace of
  coworkers. Look for other, more appropriate
  solutions.
• Visual job aides or checklists. Consider if
  a visual guide or checklist could help the
  individual function
• better in the workplace.
• Taking photos of the various steps in a job
  or having a written checklist the person can
  refer to is
• typically not intrusive or even noticed by
  coworkers or customers, but can help the
  individual perform his
• or job more independently and effectively.
  If the individual cannot read, a picture
  checklist or even an
• audio (recorded) checklist of job duties
  can be very effective.
• Always ask this important question Will a
  particular accommodation or assistive technology
  decrease
• dependence on the Employment Training
  Specialist or coworkers?

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Confidentiality at the Worksite
Be sure to protect the personal information of
the individual or individuals you support, as
well as the confidentiality of
the employers business, whether it be personnel
issues or operating
procedures. Dont discuss
your own personal issues with the individual or
his or her coworkers.
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Learning Styles The individual you support
learns in many different ways just like you and
me. Modify your teaching techniques to best suit
the persons learning style.
Verbal

• Gesture/Demonstration

Physical Guidance
Visual
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• Teaching Techniques and Tips
• What can the individual already do? Build
  off the skills and strengths the person already
  has.
• Involve the person in selecting the methods.
  There are a lot of ways to learn a task.
• Observe how other workers do the task and
  teach the individual to complete the task in the
  same way.
• Be consistent. Determine the most
  appropriate order/method for completing the task
  and teach the same way
• each time.
• Use the least intrusive level of assistance.
  Let the individual try a task or portion of a
  task independently
• before providing assistance and then only
  provide the minimum amount of assistance
  necessary. For
• example, if the person is learning to put
  TV components together, demonstrate the task one
  or more times,
• then let the individual attempt it. If he
  or she has trouble, you can try pointing to the
  next step or giving a
• verbal reminder. If the person is still
  having trouble, you might physically prompt the
  person or hand him or
• her a component. The final alternative
  would be hand over hand assistance to complete
  the task.

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• Teaching Techniques and Tips (cont.)
• Provide encouragement as needed. Everyone
  likes feedback to let them know they are doing
• things the right way.
• Encourage the individual to ask questions.
  Even better than asking you questions, encourage
• the person to ask questions of his or her
  coworkers. Then the individual not only gets
  help with
• the task, but social interaction is taking
  place.
• Ask questions of the learner that lead to
  improved performance. As the person is learning
  the
• task, ask questions that will help the
  person perform the task better, think about the
  task in
• different ways Where could you put the
  bolts so they are ready when you need them?
  Ask
• questions that lead the person to the next
  step in the task - What do you do after
  attaching the
• wire?
• When a problem occurs, do not automatically
  solve the problem. Let the individual solve the
• problem. Ask questions. Give options if
  necessary. What do you do if you run out of
• solvent? Where do you take the box when
  it is full? What do you think would work
  better,

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• Teaching Techniques and Tips (cont.)
• Use the employers methods for teaching the
  necessary job skills whenever possible. In fact,
  if the
• business has company trainers who are
  responsible for teaching new employees, use them.
• Advocate for the individual to work near
  other coworkers. Inclusion is one of the most
  important
• factors in the success of individuals in
  the community. Remember that being present is
  not the
• same as being included.
• Step back as natural supports occur. If the
  individual asks a coworker a
• question, or a coworker stops to help the
  individual with a task, dont intervene
• unless necessary.
• Try not to interrupt the flow of work Be
  considerate of coworkers productivity.

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• Functional Outcomes and Action Steps
• Now lets talk a little more about the individual
  plan and how to build employment into the plan.
  Remember the Sample IP you reviewed in lesson 1?
  You saw examples of outcome statements. Outcome
  statements are functional statements of what the
  individual or family/guardian/advocate wants to
  have happen or to achieve. An outcome is a
  statement of how the persons life will be
  different when the services, action steps and/or
  methods are successful. Desired employment
  outcomes might address
• Work skills to be developed
• New kinds of work opportunities or choices to
  be explored
• Safety or health related issues as they
  apply to work such as stamina building or
  positive behavior support

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• Characteristics of an Outcome Statement
• An outcome statement is
• Specific and measurable to the extent that
  you can answer the question "Did it occur, yes
• or no?
• Example Tom will work in a job where he
  can be outside much of the time. From month to
  month, we can
• determine if this outcome occurs or not.
  The action steps needed to achieve the outcome
  can be made
• even more specific and measurable, if
  needed.
• Driven by the individual's needs and wants.
  Failure to take into account an individuals
  desires and
• strengths when developing employment
  outcomes can result in outcomes that will not
  succeed or that work
• on skills and tasks that waste the
  individuals (and ETS) time . In the example
  outcome above, if
• Tom loves to be outside, how long will he
  last at a desk job? Think about yourself. If
  the thought of being a
• salesperson makes you cringe, how long will
  stay at a job selling cars before you are looking
  for other work?
• A logical progression from vocational
  assessments as well as information from the
  individual and the people
• who know him or her best. For example, if
  Milo says he wants to find a different job, there
  should be an

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• Characteristics of an Outcome Statement (cont.)
• Employment outcomes developed simply to
  justify services are not appropriate. Avoid
  generic statements
• that could apply to anyone such as will
  participate. An outcome statement should not
  be a statement of a
• service or process.
• Poor outcome Warren will receive 20
  units of job coaching support each week.
  (statement of a service)
• Poor outcome Maria will work at least
  30 hours per week in the job of her choice.
  (generic statement to
• justify
  services)
• Employment outcomes focus on the development
  of skills.
• Poor outcome Lucia will reduce her
  screaming behavior to 0 incidents per month at
  the workshop.
• (Focuses on the
  negative. Focuses on reducing something, not
  developing something)
• Better outcome Lucia will communicate
  when she needs to take a break at work. (This
  outcome focuses on
• the same
  behavior as the poor outcome example, but
  presents a more positive, skill-
• based image of
  Lucia)

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Data Collection You are required to collect
data, to keep documentation on the individuals
progress in meeting the employment
outcomes identified in the individual plan.
Documentation is required by OKDHS policy.
Clink this link to view the policy http//www.okdh
s.org/library/policy/oac317/040/07/0015000.htm An
Employment Progress Report is required to be
submitted to the individuals case manager by
the tenth of each month for the previous month's
services. Click this link to access the
Employment Progress Report form
http//www.okdhs.org/NR/rdonlyres/5979FC7E-F8F0-4
736-AFA0-E6E2C8489D94/0/06WP066E.pdf
The type of documentation or data collection
needed will be determined by the outcome
statements and/or action steps in the individual
plan. For example, if an individual has an
action step to package at least 100 battery packs
per week, you would probably maintain a weekly
sheet with a running count of packages. If the
individual has an action step related to
improving the time he stays on task, you might be
recording the hours or minutes worked in a day or
keep a schedule divided up by hours and record
the amount of time the person worked each hour.
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The Fading Plan For persons receiving individual
job coaching/employment training specialist
supports, the team is required to develop a plan
to fade the service as the persons independence
increases. Remember, there is always someone
else needing the support of a good ETS!
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Congratulations! You have completed the third
lesson in the Employment Training Specialist
Orientation I course You may now take the test.
Good luck!
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