Creating Community Careers Part 5: Systematic Instruction and Job Training

 

This course is the fifth 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 jobs or start their own business through Customized Employment. These courses are designed for professionals involved in employment development for individuals with disabilities, those recovering from mental illnesses or substance abuse issues, and others who face additional challenges beyond unemployment. This course provides techniques for teaching people the skills and routines they need for their new job. The course will cover the effective use of natural on-the-job training. It will provide additional instructional methods when natural training is not enough. These techniques will help to simplify complex jobs so that people with disabilities and other challenges will have a wider array of jobs available to them.

$50.00

Hours: 3.50
REL-IDD-GHA-CCC5-V2

Certificates

Certificates provided by accrediting body (2 Match)

National Alliance for Direct Support Professionals

3.5 HOURS


This activity is approved for 3.50 contact hours.

Commission on Rehabilitation Counselor Certification

3.5 HOURS


This activity is approved for 3.50 contact hours.

Course Details

Course Code: REL-IDD-GHA-CCC5-V2
Hours: 3.5
Type: Online Course
Content Expiration Date: 6/30/2021
Learning Objectives:
Describe how natural training resources can and should be used for instruction on a new job
Explain why employment specialists need to be proficient in teaching skills and routines through systematic instruction
List and describe at least three additional instructional techniques to use if natural job support is not enough

Outline:
Section 1: Introduction A. Course Contributors B. About This Course C. Objectives Section 2: Introduction to Systematic Instruction A. Preparing Greg for His New Job B. What Went Wrong C. Customized Employment D. Systematic Instruction E. Assumptions Can Limit Opportunities F. A Positive Approach to Negotiation G. Assumptions about the Right Kind of Job H. Beliefs that Influence Job Development I. Summary Section 3: Strategies to Dig Deep and Proactive Strategies A. Digging Deep: Exploring Beneath the Stereotype B. A second Look at an “Easy” Job C. Worksite Teaching Strategies that Simplify Complexity D. Systematic Instruction E. Worksite Teaching Strategies that Simplify Complexity F. Identifying what to Teach G. Proactive Strategies at the Beginning H. Pause to Reflect I. The Many Aspects of Competence J. Summary Section 4: The Job Analysis Report (JAR) A. The Job Analysis Report (JAR) B. The JAR and Job Negotiation C. The JAR and Specific Tasks D. Assessing What Needs to be Taught E. Sample Job Analysis Report F. Using the Job Analysis Report to Describe Routines G. Using the Job Analysis Report to Describe Task Steps H. Using the Job Analysis Report to Describe Criterion for Correct Performance I. How to Measure Correct Performance: Functionally or Topographically J. Sarah’s Success K. Summary Section 5: How to Teach A. Employment Specialists’ Role in Teaching B. Goal of Systematic Instruction C. The Seven Phase Sequence D. The First Four Phases: Natural Ways E. Phase 1: Communicate Natural Ways F. Phase 2: Promote Natural Means G. Phase 3: Utilize Natural People H. Phase 4: Facilitate Successful Performance I. Let’s Review J. Summary Section 6: How To Teach Part Two A. Phases 5-7: The Back-Up Ways to Train and Support B. Phase 5: Support, Assist, Substitute for Natural People C. Phase 6: Reconsider Natural Means D. Phase 7: Adapt, Modify, or Change Natural Ways E. Job Modification Strategies: Susie and the Zoo F. Modifications for Susie’s Job G. Using the Seven Phase Sequence H. Advice to Mary I. Summary Section 7: Systematic Instruction Strategies when the Natural Ways Aren’t Enough A. Teachable Steps B. Individualize the Teachable Steps C. Try It! D. Errorless Learning E. Errorless Learning Techniques F. Time Delay G. Time Delay Strategies H. Allowing More Time I. When Should I Wait It Out? J. Prompting K. Prompting Hierarchy L. Least-to-Most Prompting Hierarchy M. Using the Prompting Hierarchy N. Important Considerations Regarding Prompting O. Fading Prompts P. Instructional Assists Q. Let’s Review R. Summary Section 8: Systematic Instruction: Steps to Teaching A. Systematic Instruction: Steps to Teaching B. Reinforcement C. Misconceptions about Reinforcement D. Food for Thought E. Motivation vs. Skills Acquisition F. Natural Reinforcers G. Good Job Match More Natural Reinforcers in the Job H. Increasing the Reinforcement Schedule I. No News is Good News J. Fading Reinforcers K. Lola L. Summary Section 9: Put Into Practice A. Summary B. Skills C. Put Into Practice D. Creating Your Portfolio E. References F. Contact the Authors G. 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.
Expert Reviewer: 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.
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.
Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
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 by calling (800) 381-2321 or emailing [email protected]