PEPNet

1. PEPNet Advancing educational opportunities for people who are deaf or hard of hearing

2. PEPNet: A national collaborative network of four regional centers PEPNet is supported by cooperative agreements with the U.S. Department of Education, Office of Special Education Programs.

3. PEPNet’s Mission To improve transition services and educational access for students who are deaf or hard of hearing including those with co-occurring disabilities, thus enhancing educational opportunities.

4. Presentation co-sponsored by the Center on Deafness at the University of Tennessee, Knoxville • The UT Center on Deafness is committed to preparing professionals who value and are committed to modeling, supporting, and securing equity for deaf and hard of hearing persons including those from underrepresented populations.

5. Employment: Putting on Your Sunday’s Best L’Tanya (Terrye) Fish, MS, CRC

6. Employment: Putting on Your Sunday’s Best L’Tanya (Terrye) Fish, Adjunct Professor Winston Salem State University Theresa Johnson, Editor

7. ? • What do employers look for in new employees? • How will your soft skills and Sunday’s best get you the job?

8. Objectives By the end of the Soft Skills training, the participants should have: • Knowledge about the differences between hard and soft skills. • Knowledge of different teaching methods used in the soft skills training. • Knowledge of specific techniques used to acquire 5 soft skills

9. Objectives These training modules are arranged for parents, teachers, rehabilitation professionals, social workers, etc. working with individuals who are low-functioning and deaf.

10. Introduction • Where do I start in teaching these soft skills? • In the home • In the office • In the classroom • In the community

11. Introduction • How do I prepare to teach these soft skills? • Research soft skills on the Internet • Learn what employers want • Talk with other professionals • Talk with deaf adults in the community • Start with one soft skills and build on it • Practice! Practice! Practice!

12. Introduction • How do I teach these skills to this population? • Community integration to observe the appropriate behavior • Virtual /real interaction with age appropriate adults • Re-create the environment or situation as much as possible (model the behavior) • Review the situation or behavior immediately while it is still fresh in the consumer’s mind • Explain what is acceptable and unacceptable behaviors in school, work, or the community • Demonstrate the appropriate skills – learn best by doing

13. Introduction • How do I teach these skills to this population? • Clear communication with clear expectations • Role-playing with deaf adults • Learn through projects or social activities • Peer to Peer support group (role model) • Pictures / graphics • Practice! Practice! Practice! Important: Teach the appropriate skill or behavior by using visual cues, sign language, gestures, graphics, captioned movies, etc.

14. Introduction • Characteristics of an Individual who is low-functioning and deaf: • Inadequate communication skills due to inadequate education and limited family support. • Vocational deficiencies due to inadequate educational training experiences during the developmental years and changes in personal and work situations during adulthood. • Deficiencies in behavioral, emotional, and social adjustment.

15. Introduction • Characteristics continued: • Independent living skills deficiencies. • Educational and transitional deficiencies. • Health, mental, and physical limitations. RSA research and demonstration projects over the past several decades (1963 – 1998) have agreed on six characteristics that seem to describe persons who are LFD (Hurwits, 1989; Watson, 1997; Watson, 1998a; and Watson, 1998b).

16. Introduction • Definition of Employment • 2006 report Are they Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce • Definition of Soft Skills • Definition of Sunday’s Best

17. Definition of Employment • According to Wikipedia, Employment is a contract, between two parties, one being the employer and the other being the employee. • An employee contributes labor and expertise to an endeavor of the employer and is usually hired to perform specific duties which are packaged into a job.

18. Current 2006 report Are they Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. WorkforceLabor Market • An in-depth survey of 461 business leaders conducted by the Conference Board, Corporate Voices for Working Families, Partnership for 21st Century Skills, and Society for Human Resource Management reveals that “employers view ‘soft skills’ as even more important than work readiness”.

19. Current 2006 report Are they Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. WorkforceLabor Market The report also found that “young workers frequently lack these skills, which include: • Professionalism or work ethic • Oral and written communication skills • Teamwork and collaboration skills • Critical thinking and problem-solving skills”

20. Definition of Sunday’s Best • Sunday’s Best is described as: • One's best and often most formal clothing. • Wearing one's best clothing to attend church on Sundays. • The best attire you have which is worn to church on Sunday.

21. Hard Skills or Soft Skills What is the difference between hard skills and soft skills?

22. Skills • Soft Skills • Hard Skills

23. Hard Skills • Definition of Hard skills • Hard skills are specific, teachable abilities that may be required in a given context, such as a job or university application.

24. Hard Skills • Examples of hard skills include: • Facility with spreadsheets • Typing skills • Proficiency with software applications • Ability to operate machinery • Develop software • Speak a foreign language • Knowledge of math/calculus/accounting • Good writing skills with professional letters

25. Soft Skills • Definition of Soft skills • According to Wikipedia, Soft skills are behavioral competencies. • Also known as interpersonal skills or people skills, they include proficiencies such as communication skills, conflict resolution and negotiation, personal effectiveness, creative problem solving, strategic thinking, team building, influencing skills, and selling skills, to name a few.

26. U. S. Department of Labor’s Office of Disability Employment Policy (ODEP) • “In 2007, ODEP discussed the importance of such skills with the Circle of Champions, a distinguish group of businesses. As part of this dialogue, the companies identified the following six competencies as key to the success of young workers in the 21st Century workplace”.

27. U. S. Department of Labor’s Office of Disability Employment Policy (ODEP) • Networking – involves talking with friends, family members, and acquaintances about your employment goals, interests, and desires. • Enthusiasm – show excitement about the job. • Professionalism – includes dressing properly, arriving to work on time, and staying productive until you leave each day.

28. U. S. Department of Labor’s Office of Disability Employment Policy (ODEP) • Communication skills – is learning how and when to share your ideas and concerns. Listening is also an important communication skills. • Teamwork – knowing how and when to lead and follow takes practice, as does knowing how to avoid unnecessary conflict. • Problem Solving and Critical thinking – refers to the ability to use knowledge, facts, and data to effectively solve workplace problems.

29. Soft Skills Top 5 soft skills to be taught to individuals who are “low functioning and deaf”: • Professionalism • Communication skills • Team work and collaboration skills • Decision-making skills • Dependability

30. Module One Professionalism

31. Module Two Communication Skills

32. Module Three Team work

33. Module Four Decision – Making Skills

34. Module Five Dependability

35. Summary • “According to results of the Workforce Profile, (source: www.workforce.com) the most valuable employee is one who can grow and learn as the business changes”.

36. References • Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U. S. Workforce (2006). The Conference Board, Corporate Voices for Working Families, the Partnership for 21st Century Skills, and the Society for Human Resource Management. • Coates, Dennis E. (2006). People Skills Training: Are you Getting a Return on Your Investment? Performance Support Systems, Inc. Newport News, VA.

37. References • Highlight Your Soft Skills in the Job Interview (source www.managementparadise.com) • Hopkins, L. (2005, January 31). People Skills: Eight Essential People Skills. (source www.ezinearticles.com) • Importance of Soft Skills: Why Employers Love Them So Much (source www.job-search-coach.com)

38. References • Job Hunting Success – Build Your Soft Skills (source www.localchoicefarmmarket.com) • Johnson, T. (2010, March 31). Job Search – Marketing your Soft Skills, Careers. • Leigh, Wilhelmina A., Deltra H. Lee, and Malinda A. Lindquist. Soft Skills Training: An Annotated Guide to Selected Programs. Washington, D. C.: Joint Center for Political and Economic Studies, 1999.

39. References • Serving Individuals who are Low – Functioning Deaf 25th Institute on Rehabilitation Issues (1999). The Rehabilitation Services Administration, U. S. Department of Education in cooperation with The Council of State Administrators of Vocational Rehabilitation and GWU/ Regional Rehabilitation Counseling Education Program. • Soft Skills: The Competitive Edge, available free from The U. S. Department of Labor: www.dol.gov/odep/pubs/fact/softskills.htm • Strategies to Teach Soft Skills and Business Acumen by Kellye Whitney, November 2007 (source www.certmag.com)

40. Module One Professionalism

41. Professionalism • According to Wikipedia, definition of Professionalism: • A high standard of professional ethics, behavior and work activities while carrying out one's profession (as an employee, self-employed person, career, enterprise, business, company, or partnership/associate/colleague, etc.) • Having interest and desire to do a job well • Professional Attire – Including but not limited to, dress slacks, long-sleeve button down shirt, tie, dress shoes, etc.

42. Professionalism • Start with the resume to include soft skill competencies.

43. Professionalism • Use action verbs on the resume www.quintcareers.com/action_verbs.html • For example, “I worked 40 hrs a week on different shifts” • Change to “Worked 40 hrs a week on a flexible work schedule”

44. Professionalism • Tips for working with an individual who is LFD • Teach the consumer the signs for the job duties listed on the resume. Consumer can use these same signs during the interview. • Work with the job coach for consistency in signs used. • Practice the signs with the consumer whenever possible.

45. Professionalism • Practice Activity - Teach consumer how to introduce himself/herself to the receptionist in your office by: • Writing out what the consumer should say • Teach the consumer the signs for the statement listed below. • For example, “My name is Terrence Bernard. I have a 1:00 meeting with Mrs. Johnson” • Demonstrate how to make an introduction with the receptionist in your office • Allow the consumer to practice making an introduction with the receptionist in your office • Give the consumer positive feedback when appropriate.

46. Professionalism • Tips for working with an individual who is LFD • Explain the expectation • When talking to someone, please look them in the eye. • When you come to the office, you are expected to sign, write, or give a note to introduce yourself to the receptionist. • When you enter a building, you need to remove your hat or cap. • In my office, you will learn to demonstrate certain soft skills such as being on time, keeping your scheduled appointments, calling when you are going to be late, say please and thank you, etc.

47. Professionalism • Demonstrate how to open the door for a lady. • Demonstrate the appropriate way to sit in a chair.

48. Professionalism • Remind young men to take off their hats or caps in the building. • Set an example by saying please and thank you.

49. Professionalism • Dress appropriately for the interview – “dress to impress”

50. Professionalism • Discuss the difference between Sunday’s Best vs Nightclub Attire (use magazine pictures)