Training Proposal. Supported Employment Leadership and Management Training

Transcription

1 Training Proposal Supported Employment Leadership and Management Training

2 1 A TRAINING PLAN FOR SUPPORTED EMPLOYMENT 1.1 WHAT IS THE PURPOSE OF O THE TRAINING? Supported employment as a process is a series of services and supports designed to help people with disabilities or employment barriers successfully attach to paid employment. As a practice supported employment has been around for a couple of decades. We have learnings, now we need to apply them in order to provide the best possible outcomes for the people we serve through our programs. We have learned: 1. There are rich resources available about best practices in regards to supported employment. We know what works and what doesn t work, and yet we are not applying these learnings. There is a broad based assumption that the learnings do not exist. There is a significant gap. As a result, we have programs providing supports who have never received any kind of training on existing best practices and supported employment programs, and in some cases are providing supports that create ongoing dependency on service providers. This creates a need to: a. Provide service providers with information on the common best practices b. Provide specific methodologies on how supports can be provided at a best practices level. Our training gives service providers a comprehensive look at best practices and teaches them a practical, measurable way to provide services at a best practices level in all areas of the supported employment cycle including: Intake Assessment Individual Service Planning Job Creation/Development On the Job Training and Supports Fading of Supports Evaluation 2. In spite of evidence to the contrary, programs continue to use unpaid work experience, volunteerism, and make work programs as a substitute for employment. This creates a need to: a. Provide service providers with information about job development and job creation that results in paid work for the people they represent Our training gives service providers a practical, measurable process intended to support those individuals who have difficulty plugging into a general job market, and stresses the differences between volunteer placements, work experience and employment.

3 3. Job placements fail once supports are withdrawn. This creates a need to: a. Provide service providers with a methodology to support transition from supported employment, to a more appropriate employee/workplace relationship. b. Provide service providers with a practical, measurable method to identify and foster natural supports within the work place c. Provide service providers with a practical method to transfer training and support responsibilities to the workplace d. Provide service providers with a practical, measurable method for job development that is based on the individual need e. Provide service providers with a practical, measurable method for fading supports and promoting independence on the job. Our training provides service providers with the practical and documentation processes to address these needs. 4. Job coaches are often contract workers, and as such have a large turnover for a service provider, and so are not likely to receive training due to cost constraints. This creates a gap between the competencies required for effective on the job supports, and the availability of competent workers. This creates a need for: a. An understanding of the competencies necessary for adequate supports b. A method of demonstrating these competencies through documented training plans. c. A need for service providers as organizations to be aware of the competencies necessary for optimized service delivery. d. A need for service providers to recognize the need for training in these areas. Our training shows organizations how to develop in-house training for job coaches based upon expected competencies. 5. Job placements often fail when service providers run out of funding, or when supports are withdrawn. This demonstrates a need for: a. The development of adequate employer/workplace relationships through competent job creation and development b. Methodology for linking employees to appropriate work sites c. Methodology for onsite job supports and fading d. Methodology for evaluation and fading of supports Training demonstrates practical supports that encourage transition from the program to more natural work-place based supports.

4 6. Employers are often courted by supported employment programs based on a social services model. If employers do not see a business value, these jobs are often not sustainable. This demonstrates a need for: a. An understanding of how personal bias impacts service delivery b. A business case model as the premise of job development c. A methodology based on skill and skill development d. A methodology based on value based training that includes and ultimately transfers responsibility to the employer Our training provides practical examples of business case models, and practice experiences aimed at addressing these needs. 7. Many employers have come to expect a subsidy for working with individuals associated with programs, and refuse to hire people unless a wage subsidy is offered. This demonstrates a need to: a. Identify the differences between positions that are in keeping with the business case model and those that are based on a social services give them a chance model b. Learn how to job carve, and job develop based upon the needs and skills of an individual, and which includes payment for services that is based on the minimum wage standard Our training provides learners with the processes, practices, and documentation to develop these competencies. 1.2 WHAT IS THE REASON FOR THE TRAINING RAINING? Supported employment training has been identified as a need among service practitioners for years. It was held up due in part to: lack of a common language or agreement on what services could and should look like the inability of funders and service providers to come to a common understanding of fundable services associated with the provision of employment supports lack of availability of supports that are relevant lack of budget for job coach training linkages of job coaches to case by case funding the assumption that non-trained staff should be able to provide supports without training or direction to marginalized target groups service providers being overwhelmed with referrals that are increasingly difficult to place with no direction inadequate models that are based on the caregiver model the assumption that there is no training or learnings available

5 an unwillingness to take a hard look at how services are being provided In spite of many good intentions, we still seem stuck on the idea that when it comes to marginalized groups, training for support staff is not in the budget, and is seen as unnecessary. The training and supports we provide is not based on a specific service model, instead it is based on transparent accountability, the need to treat individuals as individuals with respect, and to provide support services based on an individual need and an ability to make a strong business case. Blanket programming is simply not as effective as one to one supports, using the personal assets, values, and supports unique to each individual. This is a training whose time has finally come, when funders are becoming ever increasingly aware that while programs being offered have significant value, they often lack the accountability and training that is necessary for supported employment programs to have the desired effect that is to result in paid employment. Supported employment services have been around long enough now that we have a collection of best practices and learnings. We know better now what works. We know better now what doesn t work. The reason for this training is to share this information with service providers, job coaches, funders, and employers in hopes that they will rise to the challenge and make the changes necessary to provide supports that are meaningful, respectful and result in more positive employment outcomes. This training is based on generally accepted best practices, thoroughly researched and sourced. The process taught here, is evenly applied regardless of the reason a person has had difficulty with employment. The process remains the same, although the supports vary widely from person to person, job to job and circumstance to circumstance. 1.3 WHO IS THE TRAINING FOR F OR? This training is aimed at: Agencies and staff providing employment supports to individuals who have, for whatever reason, been unable to access employment. Job Coaches, family members and advocates 1.4 WHO IS PROVIDING THE TRAINING? Training is being provided by Lorri Matthewson of Solomon Matthewson Consulting. Please see attached resume. 1.5 WHEN WILL THE TRAINING TAKE PLACE? Training takes place over 4 consecutive days. We are currently booking into end of August, September, October and November, 2016.

6 WHERE IS THE TRAINING LOCATION? Training is delivered on location as negotiated. 1.7 WHAT IS THE PREMISE OF O THIS COURSE? To provide supports to service providers who help people access and maintain employment. 1.8 WHAT ARE THE BENEFITS OF THIS TRAINING RAINING? People who take this training are expected to demonstrate an understanding of: Supported employment as a process Best practices in supported employment Standard development based on best practices in the field Methodology to determine their specific roles as service providers The impacts of personal biases Supported decision making as a process The importance and process of accurate data collection The methodology for individualized service planning The importance and process for individualized job development Methodology of on-site job supports designed to increase independence Methodology of documentation and reporting processes Methodology evaluation and transference of support 2 TIME LINE 2.1 DAY ONE NE: Introductions Supported Employment as a Process Best Practices in Supported Employment Roles and Responsibilities of Supported Employment Standard Development Outline DAY TWO Documentation as a Process Individualized Service Planning Individualized Job Development Supported Decision Making

7 DAY THREE DAY FOUR Employer/Employee Relationships Developing a Documented Training Plan Training for Independence Evaluation Processes Standard Development Practice Implementing Standards Review Evaluation 3 EXPECTATIONS OF TRAINER AND HOST The trainer provides: a binder of materials, handouts, writing paper and pens for up to 20 people per class all workshop items, presentations, projector, speakers and all needed for the class on-site training for the class, and is available after hours as needed for up to 10 hours per day ongoing support for up to 3 months following the training registration forms and promotional material Host is expected to provide: registration support o Host receives one free training spot for every 9 persons registered, up to 2 per class adequate space with white board for projection lunch for participants seating, and appropriate white board or wall space for the projector, Internet access 4 TRAINING METHODOLOGY The training is provided in an enthusiastic and interesting way. It is Consistent Flexible

8 Practical Structured Organized Method follows this general pattern: 1. Gives a clear explanation 2. Aligns with best practices 3. Supported with hand outs 4. Learners are asked to for an associated action 5. Evaluation 5 COSTS Training is $4, for up to 20 people if booked at a flat rate by a host committee. 50% is required in advance to reserve your space, with the remainder due on the final day of training. Alternatively training is provided at the rate of $ per person paid in advance. Accommodations and mileage may be applied depending on where the training takes place and how it fits in with the existing bookings. I am currently booking into August, First Steps: Contact Lorri to reserve your dates. 6 CONTACT INFORMATION Lorri Matthewson, Solomon Matthewson Consulting PO Box 1347 Carlyle, SK S0C 0R0 gems@sasktel.net PH: Cell/Text: TRAINER BIOGRAPHY Lorri (Solomon) Matthewson has been involved in supported employment since its inception in Saskatchewan. Beginning more than 20 years ago, Lorri developed the supported employment program and training based upon a small rural project in Saskatchewan.

9 Since then, she has worked on best practices projects, employer based support projects, and provided the curriculum for the then SIAST program. She along with five agencies in the south east of Saskatchewan formed the South East Supported Employment Committee, researched and developed a standards model, a best practices and implementation model and supported front line staff to support employment. She provided workshop based training to service providers throughout the province of Saskatchewan, and in Whitehorse and gave presentations at several supported employment conferences particularly between 1998 and Most recently, Lorri began study on her MBA at Cape Breton University in the field of Community Economic Development. My community is a diverse community, says Lorri, if we are going to make any significant social change, we have to actually make changes. Over the years, Lorri began to work solely as an independent. Doing so, allowed Lorri to research and develop training based on the best practices and learnings of the day, independent of mandates, and with no view for protecting her own position. This training is the end result of years of research, practical application, and a compilation of learnings. It is based on a deep respect for individuality, choice and a process that puts the individual being supported as the priority.