Systematic Instruction Critical to Success in the Workplace Norine Jaloway Gill Texas Transition Conference, February 22, 2018

Objectives Concept of systematic instruction - what it looks like How & when is it used Define the goal: obtain the desired job skill Use student-centered approaches to your teaching style What does ‘systematic instruction’ refer to? It is all the learning tools you take into the workplace so that the student is successful. Parents who are often resistant to supported employment state that one of the reasons is that their son/daughter is not capable of the kind of work that is expected at the XYZ workplace. Can you see their logic? I can… it’s because our old belief system is that you learn a skill by going to school or college, then you go to work where you apply that skill or knowledge. Supported employment is different. It is built on the “place and train” model which is proven out as an Evidence Based Practice to have the sustainable employment outcomes for people with severe disabilities. We spend a lot of time in the DISCOVERY part of supported employment to ensure that we can make a good JOB MATCH. Part of the JOB ANALYSIS should lead us to understand the elements of the job, including before, during and after job skill performance, that will need additional support, training, modification or accommodation. That’s when our approach to systematic instruction is displayed. Creating a TASK ANALYSIS for specific job skills helps us to keep track of the employees progress toward the desired job skill acquisition. Once parents (and the student) understand systematic instruction, they begin to understand that it is with this support that their son or daughter can achieve success at a work place that matches their interests and job skills. Employers, in general, marvel at quality systematic instruction. As a structured and purposeful teaching strategy – employers will often ask if you could help train their other staff! How you respond to that is up to you, but in general, a planned, thoughtful process to training job skills is an employer’s dream. As you create the JOB TASK ANALYSIS you’ll need to ensure you are meeting the employer’s standard – and your training tools will get you there. Always apply systematic instruction to your desired job skill acquisition… achieve the GOAL. Too often, the process gets in the way of the outcome. If a trainer is working with the supported employment employee only because they are scheduled to be with that person for ‘x’ number of hours per day… but the person has already achieved the job skills, then they need to get out of the way. This leaves other issues to deal with… but those can all be solved. What’s important is that the process doesn’t become more important than the goal. Finally, the approach that you use must be student-centered, individualized, respectful and sustainable. The job skills trainer sets the model behavior for everyone else in the job site. Believe me, when a coworker asks you “why are you so quiet when you are working with Johnny?” and you respond “that’s how Johnny works best to complete the package – I use simple gestures when needed.” When you are gone, that coworker will mimic your training style to help Johnny if needed – rather than exploding with a barrage of words that could mean little or nothing to Johnny.

Who provides ‘systematic instruction’? What does Job Coach or Job Skill Trainer do? Does everyone need a job coach/job skill trainer? The question comes up often: is systematic instruction what a Job Coach does? Absolutely! And I will tell you why teachers make GREAT job coaches/job skill trainers: Teachers generally have a systematic, planned approach to teaching any skill… you build on a previous success to achieve the desired job skill You prepare to move on… you are not planning to be side-by-side with the student throughout the life of the job. So, you find ways that the young adult will continue to be supported at the workplace without your presence. Teachers can access creative tools, techniques, technology and resources to develop the training and supports needed for the student’s success. Who needs a job coach/job skill trainer? Everyone – from time to time… needs help, teaching or training. The difference is that it depends on the student, their job skill sets already in place, the demands of the employer and the employer’s capacity to train. Some employers will want to be the only trainer at the workplace. The student may need additional behavioral or social supports that are not generally a part of the workplace training model. To answer this question well, you will need a good job analysis of the workplace environment – and task analysis of specific job skills that the employee must perform.

The Job Task & Systematic Instruction A Task Analysis breaks the job task down into steps and becomes the basis for systematic training. Consistent sequence of steps Allows multiple trainers Identifies natural cues Accurate assessment

Components of a Task Analysis Identify the setting, materials & needed supplies Observe task being performed Perform the task List action steps (must result in observable behavior & visible change) Fine tune & match to learning style Validate with supervisor (if not already involved) Identify natural cues for each step Consider efficiency & eliminate need for judgment

How to fold a box Use a regular sheet of paper Watch YouTube video: How to fold a box with a sheet of paper Write a task analysis to “fold a box”

Common Training Strategies 1. Natural Cues 2. Prompts a. Direct Verbal Prompts b. Indirect Verbal Prompts c. Non-Verbal Prompts 3. Modeling 4. Physical Assistance 5. Reinforcement 6. Self-instruction techniques

Natural Cues Movement in the workplace: Buzzers/alarms/switches Other workers’ movement; routines  Change in machinery operation  Supervisor & coworker communication tools  Verbal  Email  Posted information or verbal announcements  Personal calendar with reminders  Electronic or smart phone 

Verbal Prompts Spoken or signed instruction Useful before, during and after task is demonstrated  Helpful for teaching order or discrimination tasks  Not manipulation skills (requires practice)  Avoid information overload - watch pace  Caution: employee may attend to trainer instead of task 

Indirect Verbal Prompt Cue  Meaning  "Next"  What's next in the sequence, or move on to the next one.  "Time"  Check your time -are you on schedule?  "Again" or "Repeat"  Repeat the same action 

Nonverbal Prompts & Gestures Gestures such as pointing and mimicking amotion used in a job task -not appropriate if consumer is visually impaired  Minimizes employee distraction from task  Helpful if there are language barriers  Organize the workspace materials or equipment in a manner that the workflow presents itself without any other prompt. 

Nonverbal Prompts & Gestures Cue  Meaning  Point to time clock  Punch in or out  Tap wrist watch  Stay on time, break time or finish up  Touch safety glasses or point to eyes  Put on safety glasses  Point to object & shake head "no"  Not this one, leave this alone 

Modeling A natural teaching approach that simulates the activity Evokes a mimic response  Combines demonstration by trainer with simultaneous performance by the employee  Trainer shows pace and complex manipulations  Maintains productivity  The person demonstrating the task must provide accurate information 

Side-by-Side Modeling More difficult for trainer to catch errors  Not as effective for employees who need close attention  Caution trainer is not considered an ongoing support for production  Consider a coworker as the ‘model’ for the employee so that you can coach from a training perspective 

Physical Assistance  Touching or physically guiding the employeethrough some or all steps in the task cycle  Most effective on manipulation steps and tasks  Partial Assist  Hand-over-hand  Most intrusive of the strategies 

Reinforcement Personal Social reward Recognition that the employee recognizes as positive  Workplace positive & negative reinforcements  Paycheck 

Self Management Why Teach Self-management? Assist the person to respond appropriately and independently to changing circumstances in their job.  Provide tools and insight to assist the person to manage their skill instruction and behavior. Many individuals with disabilities experience difficulties because they fail to respond appropriately and independently to changing circumstances in their job.  Individuals with disabilities often rely on their instructors to manage their behavior – they are unable to know what is correctly accomplished.

Self Management  Individualized approach where the worker begins to manage their own behavior. This involves using cues and techniques the worker enjoys and can manage.  Unobtrusive & Personal  Flow chart, picture booklet, memory notebook, verbal labels, audio 

Complete Job Tasks Angel is capable of performing a variety of tasks on a daily basis in her position as a lobby attendant at a popular franchise restaurant. After she learned how to perform her job with the assistance of a co-worker mentor, she often had difficulty remembering to complete all necessary job duties. This was especially evident during the restaurant's busiest times, when Angel would forget to do several crucial tasks or leave tasks incomplete. Her supervisor provided her with a company checklist of job duties for her position. Co-workers would sometimes prompt her. However, Angel could not read the checklist, and when co-workers were busy they were not available to prompt her to do the forgotten task, or assist to complete a task.

Effective Follow-up and Sustainability Length of time a strategy is needed Teaching the person to create their own Enlisting employer and coworker Consulting and supporting the family or residential staff to maintain equipment Find self-advocacy or community groups that focus on retaining employment and mutual supports.

Resources Institute for Community Inclusion http://www.communityinclusion.org WorkSupport http://www.worksupport.com Job Accommodation Network https://askjan.org