Creating Community Careers Part 2: Understanding the Discovering Personal Genius Process

Creating Community Careers Part 2: Understanding the Discovering Personal Genius Process 

This course is the second of a series of five courses based on the work of Griffin- Hammis Associates (GHA.) GHA is working to create better methods and tools to help people find employment. These courses are designed for those involved in employment development for people with disabilities, people recovering from mental illness or substance abuse, and others who have challenges beyond just being unemployed. This course helps the learner to understand the Discovering Personal Genius (DPG) process. DPG is a personalized way of identifying an individual’s interests, skills and key themes that will help to shape a vocational profile and customized job development plan. DPG is based on spending time with the person in their home and community, engaging in everyday activities and experiences.

$56.25

Hours: 2.25
REL-IDD-GHA-CCC2-V2

Certificates

Certificates provided by accrediting body (2 Match)

National Alliance for Direct Support Professionals

2.25 HOURS


This activity is approved for 2.25 contact hours.

Commission on Rehabilitation Counselor Certification

2.25 HOURS


This activity is approved for 2.25 contact hours.

Course Details

Course Code: REL-IDD-GHA-CCC2-V2
Hours: 2.25
Type: Online Course
Content Expiration Date: 6/30/2021
Learning Objectives:
Explain the purposes of the Discovering Personal Genius (DPG) process.
Identify key skills and methods used in the DPG process.
Describe at least five steps in the DPG process.

Outline:
Section 1: Introduction A. Course Contributors B. About This Course C. Learning Objectives Section 2: An Introduction to Discovering Personal Genius A. What to do About Laura B. Creating Community Careers C. Discovering Personal Genius – What is it? D. True or False E. Focus on Getting Work F. Discovering Personal Genius – Benefits G. How is DPG different from Traditional Methods if Job Development? H. Summary Section 3: Discovering Personal Genius Staging Record (DSR) A. Focused Effort B. The Result of Discovering Personal Genius C. Stages of Discovering Personal Genius D. Discovering Personal Genius (DPG) Staging Record: Introduction E. Stage One: Home and Neighborhood Observation F. Stage Two: Others to Be Interviewed G. Stage Three: Skills & Ecological Fit H. Stage Four: Review I. Stage Five: Vocational Themes J. Stage Six: Descriptive Narrative K. Stage Seven: Job/Business Development Plan L. Discovering Miguel’s Personal Genius M. Summary Section 4: Setting the Stage for the Discovering Personal Genius Process A. Discovering Personal Genius: A Different Process B. It’s a Conversation C. Smooth Listening D. Smooth Listening and Questioning E. Questions We Want to Answer in the DPG Process F. Techniques if the Conversation Gets Stuck G. DPG Methods and Tasks H. Recording What You Learn About Themes I. DPG: Interests, Talents, and Skills Inventory J. DPG is Not a Test K. Traditional Vocational Testing L. Georgette and Alex M. Summary Section 5: Implementing The Discovering Personal Genius Process A. Steps for DPG: Gathering A Team B. Steps for DPG: Explaining the Process C. Steps for DPG: Scheduling the First Meeting D. Steps for DPG: Touring the Neighborhood E. Steps for DPG: Meeting with the Individual F. Steps for DPG: Interviewing Other People G. Steps for DPG: Engaging in Activities with the Person at Home H. Steps for DPG: Engaging in Familiar Activities with the Person Outside the Home I. Steps for DPG: Engaging in Unfamiliar Activities with the Person J. Steps for DPG: Visiting Places of Employment and Conducting Informational Interviews K. Steps for DPG: Visiting Places of Employment and Touring the Business L. Summary Section 6: Themes and Vocational Profiles A. Getting to Know Charlie: Themes and Related Places B. Charlie: Themes and Related Places C. Getting to Know Charlie: Themes and Related Activities to Try D. Getting to Know Charlie: Themes and Related Businesses to Visit E. Steps for DPG: Returning to the Individual’s Home F. Steps for DPG: Reviewing Written Information G. Steps for DPG: Developing a List of Places H. Steps for DPG: Reviewing Notes and Drafting Vocational Profile I. Steps for DPG: Reviewing the Vocational Profile and Meeting with People J. Steps for DPG: Creating a Representational Portfolio K. What’s Next? L. Next Steps for Charlie M. Summary Section 7: Put Into Practice A. Using What You Learned B. Creating Your Own Work Portfolio Section 8: Summary A. Summary B. References C. Contact the Authors D. Congratulations

Instructor: Cary Griffin, MA
Cary Griffin is a Senior Partner at Griffin-Hammis Associates, a full service consultancy which specializes in building communities of economic cooperation, creating high performance organizations, and focuses on disability and employment. Cary maintains a strong relationship with the Rural Institute at The University of Montana, where he served as Director of Adult Community Services & Supports. He is the former Executive Director of the Center for Technical Assistance & Training (CTAT) in Denver. Cary provides training to administrative and direct service level professionals in the rehabilitation field; consultation to businesses and rehabilitation agencies regarding the employment of individuals with significant disabilities; conducts field-initiated research & demonstration; provides family & consumer case consultation; develops resources; and organizational development. Recently, Cary has been instrumental in designing self-employment protocols and training for individuals, agencies, and states. Disclosure: Cary Griffin, MA has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Instructor: David Hammis
David Hammis is Senior Partner at Griffin-Hammis Associates, a full service consultancy which specializes in building communities of economic cooperation, creating high performance organizations, and focuses on disability and employment. David maintains an ongoing relationship with the Rural Institute at The University of Montana, where he served as Project Director for four employment and Social Security outreach training and technical assistance projects, and now serves as an Organizational Consultant for the Rural Institutes Rural Entrepreneurship and Self-Employment Expansion Design Project. Dave works with organizations nationally and internationally on benefits analysis, supported employment, supported entrepreneurial employment, and employment engineering. Disclosure: David Hammis has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Instructor: Beth Keeton, MS
Ms. Keeton has worked closely with the state of Florida’s Division of Vocational Rehabilitation (VR) to coordinate the development and implementation of a Self-Employment Certification curriculum. Florida VR has been the first in the nation to make such an extensive commitment to supporting self-employment as a possible outcome for all customers. Beth has served as the point-person for this effort and has been actively involved in all aspects of implementation including: developing the training curriculum; training VR vendors; and providing ongoing technical assistance to VR staff (both state and local), vendors, and customers. Additionally, Beth works with GHA on several other national projects, all of which are geared towards increasing the quantity and quality of employment outcomes through Customized Employment. For the last decade, Beth has provided extensive training and technical assistance throughout the country on positive behavior support, self-employment, customized employment, and benefits analysis. During her time on the various self-employment projects, she has developed expertise in all aspects of business plan development and has discovered a particular affinity for financial planning and Social Security benefits analysis. Disclosure: Beth Keeton, MS has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Target Audience:
The target audience for this course is: intermediate and advanced level General Staff; in the following settings: Intellectual Developmental Disabilities.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
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If you require special accommodations to complete this module, please contact Relias Support by completing the web form (https://www.relias.com/help) or by using the chat functionality.
All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
Accommodations
If you require special accommodations to complete this module, please contact Relias Customer Support here.