1. Fundamentals of a Vocational Assessment
Clae Willis MSc FAAPM CRTWC CLCP CVRP(F)

2. Vocational Assessment
A general term for the process of identifying and appraising an individual’s level of functioning in relation to vocational preparation on and employment decision making.

3. Purpose of an Assessment
To gather employability related information with an individual that will assist/empower that individual in making vocational decisions.

4. Steps in Creating a Vocational Assessment
Recommendation 99 concerning vocational rehabilitation of the disabled spells out the following ten steps as part of the vocational guidance process: 1. An interview with a vocational guidance officer. 2. Examination of record of work experience. 3. Examination of scholastic or other records relating to education or training received. 4. Medical examination for vocational guidance purposes 5. Appropriate tests of capacity and aptitude and, where desirable, other psychological tests. 6. Ascertainment of personal and family circumstances. 7. Ascertainment of aptitudes and development of abilities by appropriate work experiences and trail and other similar means. 8. Technical trade tests, either verbal or otherwise, in all cases where such seem necessary. 9. Analysis of physical capacity in relation to occupational requirements and the possibility of improving that capacity. 10. Provision of information concerning employment and training opportunities related to the qualifications, physical capacities, aptitudes, preferences and experience of the person concerned and to the needs of the employment market.

5. Roles of the Evaluator Vocational / Career Expert
Disability Specialist
Educator

6. What is Assessed?
In the narrowest sense, vocational assessments are usually concerned with the correlation between a person’s abilities and skills and job requirements. However, since many issues other than skills and aptitudes influence job success, most vocational assessments take a more holistic approach.
The following is assessed as part of a comprehensive vocational assessment (assuming a medical or psychiatric assessment has already taken place):
History, education, employment, background, etc.
Psychosocial strengths and development
Independent living skills
Literacy
Knowledge of the world of work
Abilities/aptitudes
Technical/ job skills
Generic work behaviours (social, communication, etc.)
Job seeking skills
Job readiness
Special needs

7. Principles of an Assessment
Behavioural observation and personal interaction are critical
Information (findings) must be verified
It is essential to use a variety of approaches and methods to provide a fair and accurate vocational assessment
Assessment is ongoing and developmental
Assessment is required to make decisions and develop plans
Assessment represents an integral part of a larger processes or system
To have value, it must be used and useful

8. Principles of an Assessment
Assessment requires collaboration and several sources of input
Information must be current, valid and relevant
Assessment is systematic and organized, but flexible

9. Rehabilitation Hierarchy
The client can return to work at the same job with the same employer without modifications;
The client can return to work at the same job with the same employer with modifications;
The client can return to work with the same employer at a different job without modifications and at equal or better pay;
The client can return to work with the same employer at a different job with modifications at equal or better pay;
The client can return to work with a different employer at the same job without modifications at equal or better pay;

10. Vocational Evaluation
The client can return to work with a different employer at the same job with modifications at equal or better pay;
The client can return to work with a different employer at a job in which he or she has never been employed, but for which the client has transferable skills and formal training is not required;
The client may return to work only if formal training is available and the client has the ability to successfully compete such training;
The client does not have potential for competitive employment.

11. Assessment There are 3 levels: Level I – Screening
Level II – Clinical/Exploratory
Level III – Vocational Evaluation

12. Level 1 - Screening
The initial process designated to arrive at the decision for vocational planning. This approach may consist of interviews, functional assessment, limited standardized testing, collection and analyzing background information. It is used to asses one or two specific skills related to a specific vocational option.

13. Level II – Clinical/Exploratory
A process to further investigate vocationally relevant information. It may include additional interviewing, additional vocational counselling, additional standardized testing, transferable skills analysis and/or job matching. Adaptive transferable skills are usually not an issues. Vocational options are not yet known.

14. Level III – Vocational Evaluation
A comprehensive process when more in-depth information is needed beyond Levels I and Level II that systematically uses work to assist individual's vocational development and career decision making. The process can use work sample, standardized tests, situation assessments, behavioural observation, community based assessment, transferable skills analysis, job matching and background analysis. Adaptive and functional transferable skills are questionable or not known.

15. Assessment Tools Behaviour observation Psychometric testing
Work samples
Situational Assessment
Community based work assessment
Additional Services:
-Rehabilitation Engineering
-Physical Therapy assessment
-Occupational Therapy Assessment

16. Psychometric Testing
Interest Inventories Personality profiles Aptitude test Dexterity performance test Learning style assessments Values identification surveys

17. Work Sample
A well-defined work activity involving tasks, materials, and tools that are identical or similar to those in an actual job or cluster of jobs.

18. Situational Assessment
Systematic observation process for evaluating work related behaviours and skills within a controlled or semi-controlled work setting. Although any type of task or situation may be used, real work is most often recommend for relevance and authenticity.

19. Community-based Work Assessment
Prior to the community-based work assessment, the evaluator should have information from a Job Analysis. This Job Analysis describes what he worker does in terms of activities or function; how the work is done; result of the work; work characteristics; and context of the work in terms of environmental and organizational factors.

20. Community-based Work Assessment
Performances are evaluated by evaluation personnel in coordination with the employer and supervisor. Not intended to result in employment. This is an assessment tool, not a placement tool.

21. Sample of Reports
Vocational Assessment ~ Consultive Model (with recommendation charts)
Vocational Assessment ~ Consultive Model (without recommendation charts)
Vocational Assessment ~ Non Consultive Model