Sara Murphy TransCen, Inc./WorkLink December 3, 2013.

Tools & Tips for Job Coaching:

Sara MurphyTransCen, Inc./WorkLink

December 3, 2013

Learn to use positive instructional techniques,

error-free learning and systematic instruction to teach

Learn effective methods for teaching complex tasks and employability skills.

Session Objectives

Tryn American Conservatory TheatreAdministrative Assistant

Phillips, Spallas & AngstadtFile/Office Clerk

Simon

Alan Kaiser Permanente,Patient Transporter

ExploratoriumShipping & Receiving ClerkRobert

Quality Training Leads to Quality

Jobs

Must be strategic about what we teach.Must be systematic about how we

teach.

“Dump and Run”“Place and Pray”

NOT the way.

Requires a solid understanding of the employer’s needs

and the specific job tasks Focuses on essential, marketable skills Includes both hard and soft skills Facilitates independence and friendships Encourages co-worker involvement and natural supports Is flexible and responsive Advocates and supports both the student and the

employer Monitors progress and uses data to make decisions

regarding level of instruction, accomodations and supports9

Good Job Coaching:

Believe in your interns and set the “bar” high Don’t pre-judge intern’s abilities Identify employer’s needs & expectations Do the tasks- develop an understanding of the

job tasks and learn the lingo Structure tasks, standardize processes Determine a teaching strategy Be “accountable” and demonstrate

effectiveness of training and intern’s progress (collect/share data)

Job Coaching 101

Be Strategic

Profile students (Where will they be most successful?) Set employment goals and develop a plan to get there Use work-based experiences to:

Explore different ideas Build marketable skills Build stamina/speed

Focus on essential, entry-level skills Individualize placements based on person-centered plans Be accountable, use hard data to demonstrate outcomes

Employment

Learning Continuum for More Complex Jobs

People with I/DD

AverageJoe

Time

Ski

lls M

ast

ere

d

6-9 Months

On-boarding and orienting new employee can cost $7,000 to $10,000

We must offer students opportunities to develop

marketable, complex skills.

Are your worksites teaching critical, essential skills?

Technical skills

Computers & other business equipment Clerical skills Reading, writing and arithmetic Industry specific skills & knowledge

Not a “deal breaker”, most employers are willing to train, and expect to when hiring a new employee

Skills to TeachHard Skills:

“85% of employers surveyed said “soft skills”, not technical skills, are the critical factor in job success”

Stanford Research Institute

Soft Skills (Sand Box) Skills

Manners/sharing/caring about others Independence/initiative Endurance/stamina Organization & time management Work ethic and motivation (attitude) Problem-solving skills Use T-charts help define behaviors

16

17

Teaching Complex Skills

Focus on careers, not just jobs.

Teaching complex skills to individuals with significant disabilities requires

a standardized, systematic approach.

Systematic Teaching

Preparing to Teach Environmental

Analysis Identify skills we need

to teach (curriculum) Job Analysis Task Design/ Standard

Work Task Analysis (specific

to the learner)

Teaching Delivering and fading

assistance Identifying and

teaching to cues Utilizing

reinforcement Assessing progress Addressing difficult

steps

Talk to employers Look at support roles and entry-level jobs for

today’s labor market “Standing in the Circle”

Thoughtful, intense observation Identify “value adding tasks/activities” that occur What’s working? What’s not?

Look for transferable, marketable skills

Identifying What to Teach

Generalizing skills Managing time & prioritizing

responsibilities Making judgments Taking initiative Solving problems Communicating & interacting Limited focus/concentration or physical

stamina Performance issues (Speed or Quality)

Potential Performance Issues

Set the “bar” high Don’t pre-judge employee’s abilities Identify employer’s expectations &

performance goals Do the job-determine best way to approach the

task Standardize the process Determine a teaching strategy for your specific

learner

Where to Start

Be consistent (e.g. language, process) Positive instructional strategies (cue + reinforce) “Error Free Learning” builds self-confidence Look at the job from the employee’s perspective Be careful not to create cue-dependence

“Rowing the Boat”- a continuous motion Fade support

Emphasize/highlight natural cues Facilitate natural supports Teach problem-solving

Teaching New Skills

Work with co-workers to determine the best way to

get the outcomes needed Develop a step by step “system”, a process to start

with– it may change Make sure tools and supplies are available and well

organized Accommodate employee’s needs, but do not

prejudge abilities (teach first, adapt second)

Standardize the Job Task

Teaching is an active/reactive process Providing additional cues as needed to

enable a correct response/Reinforce Cues selected based on learner preference:

Verbal Written Modeling Physical prompts/gestures

Delivering Assistance

“Cheerleading” is one of the most valuable

tool for building new skills• Be discreet and appropriate for the setting• Don’t over do it/change it up• Individualize for learner• Fade to whatever level will be available naturally• If supervision is limited, create a method for

learner to get feedback and praise• Checklist/book

Positive Reinforcement

Take your cue from the learner; learner

performance (learning style) will guide you.

When providing assistance: Make the learner think Give minimal cue needed to get correct answer-

fade as learner gains skills Anticipate and avoid errors Don’t forget to reinforce good performance “Tie” your assistance to the naturally occurring

cues

How much? When?

Approach will differ between learners who

are “early” in learning and “later” in learning

When error occurs “early” –interrupt as soon as possible (neutral and non-punishing); provide cue for step and assistance as needed to complete correctly

When error occurs “late” – see if learner self-corrects (reinforce this); If not, give small cue (i.e. “what comes next?”, “oops.”)

When An Error Occurs

Track Progress, Collect Data

# of Packets Completed:

Monday IIII

Tuesday IIII III

Wednesday IIII

Thursday IIII IIIIFriday IIII

Weekly total: 30

12/3

0/18

99

9/2/

1907

5/2/

1915

1/2/

1923

9/2/

1930

5/2/

1938

1/2/

1946

9/2/

1953

5/2/

1961

1/2/

1969

9/2/

1976

5/2/

1984

1/2/

1992

9/2/

1999

5/2/

2007

0%20%40%60%80%

100%

Intern: AllisonObjective: Wipes down 15 Exam

rooms in Family Medicine

Room

s c

leaned

Keep it simple and relevant

Difficult Steps: When steps in task are repeatedly

incorrect; learner is making little or no progress Consider changes in task design to facilitate

learning and performance (more than one way to skin a cat)

Assess cause of difficulty (using data collected) Create opportunities for practicing difficult parts Increase reinforcement if it is a behavioral issue Use Chaining or Scaffolding (Task Analysis)

Strategies for Difficulties

It’s Still Not Working

For complex or difficult skills, Divide and Conquer

Task Analysis

Starts with a task analysis Assess current skills (baseline performance) Determine instructional strategy (chaining vs.

whole task, language and prompts) Prompt fade hierarchy (cues) Reinforcement Build in or fade to natural/available supports &

reinforcements

Systematic Instruction

Task Analysis

Creates a consistent, systematic approach for learner

Documents progress/level of instruction Determines where additional training or assistance

is needed Determines where accommodations may be helpful

Filing A/P for the SF/MOMASF MOMA Date 2/6 2/8 2/1

12/13 2/20

Accurately types labels for files DV + + + +Creates file if three or more invoices DV IDV R + +Creates file for blue forms (employees) DV IDV R + +

Places checks in date order (newest on top) DV DV DV IDV RIn miscellaneous files, places checks in ABC order DV M DV IDV R

Able to file folders into proper spot in drawer + + + + +Files checks correctly (person-last name, Business-1st letter) DV IDV R + +

Able to file according to fiscal year (July 1st-June 30th) DV DV DV IDV IDV

Files checks carefully-1 at a time + + R + +Quality checks name before putting in check file + R + + +

Removes misplaced checks and refiles DV DV DV IDV IDV

Able to pull checks requested by accountants M DV + + +

Level of Independence 25% 33%

66%

66% 83%

Prompt/Cue: P= PhysicalDV=Direct verbalIDV=lndirect verbalM= ModelG=GesturalR=Reinforced after performed+= completed independently

Task Analysis

Tying Shoes

Develops a common language for teaching What is the best way? What is considered a “step”? Should be observable- Can everyone agree that the

action has occurred? Person-specific, hard to do w/o learner in mind

large chunks vs. small aspects physical steps (i.e. “crosses strings”) vs. cognitive steps

(i.e. “ties knot”) left handed vs. right handed

36

Task Analysis /Tying Shoes

Doesn’t work- try a new way

“Bunny ears” vs. around the thumb Accommodate where needed

Velcro straps or elastic laces Track progress

Specific, useful information Create an easy to use format

Teaching Shoe Tying

High tech

Software adaptations, voice activated input, screen readers, scanners, Braille notetakers, hearing enhancement devices

Low tech Picture checklists, “placemats”, counting jigs, self-

monitoring graphs, colored dots, step stools, simplified labels, pipe-insulation, non-slip pads, in-boxes and trays

No tech Re-organizing schedule/task/workspace, job sharing,

longer more frequent breaks, different approaches

Accommodations can be:

Reflect the business environment Be unobtrusive Ultimately assist the employee to work

efficiently and effectively Maximize independence, minimize need for

supervision Improve work outcomes and quality

Have employee’s approval Have them help in developing plans/jigs

Supports and Accommodations Must:

Simple Solutions

Let’s give this a go.

A.T. preps at Specialty’s CafeIssues: She is very social person.Frequently leaves post to

go and talk with co-workers.

Over or under-filling “set-up” bins

What would you do?

Created appropriate opportunities to talk to managers, and moved her into middle of kitchen (where the action

was).

Nick, stock clerk for Niketown

Issue:Work speed, folding

pants too slowly. Stops frequently.

What would you do?

Work Pace is too slow: Self-monitoring Production Graph

Bob, filing for Clear Channel

Issue:Any company with more than three invoices, needs an individual file created. Robert continues to put invoices for these companies in the A to Z “miscellaneous” files.

What would you do?

Alphabetize the Miscellaneous files, and paper

clip invoices for companies together. Proved to be too time consuming

Correction- tag all invoices filed, correct mistakes Each day Robert pulls one “Miscellaneous” file to

audit. Starts with “A” works through to “Z”. All files are

“cleaned” once a month Colored paperclip is attached to the file to mark his

place

Managing the Miscellaneous:

47

Jeff, Materials Management at Kaiser Permanente

Issues: Can’t count accurately

beyond 10 and losses track when interrupted or distracted

“Fill it when it’s low” = overfilling gowns in exam rooms

Assembling medical kits- not accurate, missing items

What would you do?

Can’t count/collate accurately or quickly: Take the counting/judgment out.

Jig for packaging 30 syringes for a hospital pharmacy

Piece of duct tape on the wall

“Fill it no higher than this”

“Placemat”

Idris at Fitness Center

Issues:Forgetting, skipping or

rushing through jobsUsing the wrong

cleaner for mirrors and sanitizing

What would you do?

Checklists for forgetting tasks or inefficient process:

Also uses it to communicate with managers

Anna at the GAP

Issue:Needed to sort/bundle bras

by size and cup. She could not accurately use “imaginary grid” method other workers used

What would you do?

Broke task into two steps and created sorting bins/cards for 1) size & 2) cup

38

Step 2:32

34

36

40

A

B

C

D

DD

Step 1:

Fading Support

Working yourself out of the picture

Start when task is being performed well (data-based,

depends on accuracy level needed ) Do not hover (step away from the learner) Don’t just leave, hide and observe Self-Monitoring system? Teach problem-solving Encourage natural supports/emphasis natural cues Reinforce “Independence” and quality work Build strong lines of communication, create an easy

method for managers/co-workers to monitor performance

Fading Instruction & Support

Include employer/supervisors in training on

Day 1 Encourage conversations between employee

and co-workers Teach Employee to “offer assistance” Have Employee take breaks, attend birthday

parties, eat lunch with co-workers Do not “hover”

Building Natural Supports

Learn to Listen, ask for complaints “Under-promise” and “Over-deliver” Include co-workers in training process, but be

considerate of employer’s time Establish solid lines of communication Clarify job responsibilities and performance goals Provide resources and information on disability if

needed or appropriate Share ideas & your plans to support the employee Establish high expectations and assist the employer to

address any/all situations

Supporting the Employer

Learn to listen Silk ties- admit mistakes, “over” fix Any significant issue- respond immediately.

How you handle this will make or break your connection with that employer.

Ask for complaints If it’s not working, be the first to say it

Customer Service is Critical

For More Information, Contact:

Sara MurphyTransCen, Inc./WorkLink Program

785 Market Street, Suite 670San Francisco, CA 94103

(415) 979-9520smurphy@transcen.org

www.transcen.org/worklink