Best Practice Guide

November 30, 2002

Ricky Greenfeld, Ricky is a treasured employee because he gets things done. He uses a daily visual activity schedule that helps him be independent at his job at the Center for Development and Disability.

Angela Kelleher, Angela is an office assistant at Doc's Drugs where she receives co-worker supports and is included in social networks. On her birthday, her co-workers brought a cake to celebrate with her. They are always willing to go above and beyond to assist Angela with her speed and learning new tasks associated with her job.

Common Employer Barriers

7. Employers

7.1 Workforce Diversity

Workforce Diversity -The latest Census shows that the population is becoming even more diverse. At the same time the labor pool is aging and traditional sources of employees are shrinking. More and more employers are seeking diverse work forces from non-traditional sources. That includes people with significant disabilities. There are a lot of reasons why this makes economic sense to employers. For one thing, a business is more likely to attract diverse customers if those customers see that the employer hires people like them. Employers can build capacity in diverse workers, which means when traditional workers leave, there will be people to replace them. Employers can also avoid expensive lawsuits under laws like Equal Opportunity or Affirmative Action by hiring fairly in the first place. Some employers also just want to do the right thing (McInnes, 2002).

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7.2 Organizations with Partnership Vision

Organizations with Partnership Vision - Some organization visions include partnering with people with disabilities. The Long Term Services Division, the New Mexico Developmental Disabilities Planning Council, and the Center for Development and Disability are examples of New Mexico organizations with this philosophy. Hiring diverse employees makes sense as the labor pool ages and shrinks. In fact, a recent study of community provider recruitment and retention recommended hiring from non-traditional labor pools such as people with disabilities and their family members (Stevens, 2002).

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7.3 Recruiting Employees with Disabilities

Recruiting Employees with Disabilities - Employers interested in employing people with disabilities can use a variety of recruitment strategies. First, analyze roles that people with disabilities can play in an organization. The answer may be obvious: people with disabilities will fill the same roles that other employees do. If the work of the organization is about disability, employees with disabilities can also be content experts. Next, the employer can analyze and minimize any barriers to employing people with disabilities. For example, if the employer requires credentials, how might life experience be substituted for credentials? The employer can also tailor getting the word out about job openings. For example, potential employees might include non-readers. In that case, instead of relying only on newspaper ads, the employer might advertise on the radio, go to a People First meeting, or put flyers up in places where people with disabilities go (i.e. Rehabilitation Centers, Supported Employment agencies, or Independent Living Centers). The employer can even assist potential applicants by providing resume templates or coaching about the screening process (Stevens, 2001).

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7.4 Workplace Culture

Workplace Culture - It is important to learn how to be part of workplace culture. This affects job success and satisfaction. Workplace culture is the way people typically do things at a specific organization. It is what people expect of each other, what actions or symbols mean, and what they think is important. You can see this in how people at the workplace celebrate, talk to each other, dress, and act (Hagner, 2000). Hagner (2000) created a survey to help people figure out a workplace culture. The survey looks at factors ranging from how long other workers have been on jobs, to job sharing, schedules, gathering places, training, equipment, language, staff meetings and other factors. For existing employees, the survey compares what is happening with the employee with disabilities to what is happening with other employees to see the level of inclusion. Callahan (1997) offers tips for finding out about workplace culture. The Employment Specialist should set aside time to observe what is happening in a workplace. They may want to do the following: Ask other workers to share any tips that might be useful to new employees. Find out "who's in the know" at the organization - both formally and informally. See where a new employee should go to get a question answered. Observe what employees wear to work. Ask a lot of questions. For people with specific disabilities, for example: Autism, learning the social culture may be very challenging. Also, some people "...will not want to participate in the workplace social stuff. They want to do their work and be left alone." (Self-advocate Steering Committee Member with Autism).

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7.5 Co-Worker Supports and Other Natural Supports

Co-Worker Supports and Other Natural Supports - Natural supports are unpaid supports that occur typically and naturally. People with significant disabilities can learn and access these natural supports to be more successful at work. One example of a natural support would be a bell that rings to signal to all employees that it is break time at work. Another natural support might be email notices that could be accessed with adaptive equipment like a screen reader. Orientation and on-the-job training given to all employees is another example that can be accessed and adapted for employees with significant disabilities. Co-worker supports are one of the most important natural supports. DiLeo (1996) describes how co-workers and supervisors support each other at work. They may pitch in for each other, help each other finish work tasks, cheer each other up, solve problems, help cover for mistakes, develop networks, or remind each other to do tasks and meet deadlines. They even help each other on a personal basis. They might help each other find a new car, figure out a bus route, get a date, go to a party, or get help with a health problem. Co-workers do not see this support as anything special. They are not stingy with this help. Usually, this help is open, specific to the person, and changes as the needs change. They do expect to be helped in return, if it is needed. Employees with significant disabilities can access co-worker supports just like anyone else. One study found that supportive co-workers usually came into contact with the employee with a disability more than one time during the day. They saw the supports they gave as normal and natural - just like what they would do for any other co-worker. This support can replace at least part of the supports that Employment Specialists offered in the past.

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7.6 Employer Experience

Employer Experience - Employers who hire employees with significant disabilities have very useful information about what supports those employees need. Unger (2002) asked employers to describe what supports their employees with significant disabilities needed. The employers described four varieties of support. The majority (63.1%) needed training to complete their job tasks independently. The second biggest category (22%) needed help "fitting in" to the culture of the workplace and to learn the work routines. The next category (14.3%) was "employment benefit needs" so the person would know how to appropriately use benefits "such as sick leave, pay raises, and employee assistance." The last category (6%) of support needed by employees with significant disabilities was how to advance in their careers - for example, "learning additional duties" so that they could be promoted . Unger (2002) also found that by far the most frequent training need for employees with significant disabilities (32.8%) was "learning how to do the job." The next four most frequent training needs were: 1) "remembering how to do the job" (16.1%); 2) "completing all regular job duties" (14.6%); 3) "signing in and out of work" (13.1%); and 4) "orienting around the workplace" (8.6%). Most employers (90.6%) used experienced co-workers to do the training needed by individuals with significant disabilities. With a little over half (54.7%) of the employees, employers also asked supervisors to give instruction. Additionally, employers used "orientation meetings (43.0%), and company videos (30.2%)."

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7.7 Nuts and Bolts

Nuts and Bolts - Employment "nuts and bolts" (logistics) may make the difference between success or failure. One big factor is transportation to work. A self-advocate Steering Committee member identified reliable transportation as being one of the biggest ingredients, and, sometimes, a barrier, to his employment success. Hagner (2000) has many ideas about transportation. He recommends first checking out how other employees get to work from their homes. This could be done by asking other employees. Also, take a look around. Is there public transportation available? Is there wheelchair accessible transportation if the person needs it? Does the person know how to use available transportation? If so, is there a bus stop near work? Does the person have to cross a busy street from that bus stop? Does the person have street crossing skills? Also, does the employer offer any transportation supports to employees like vouchers or other subsidies? Another idea to investigate is if other employees have carpools. Look for carpooling "notices - on a bulletin board or in the company newsletter" (Hagner, 2000). The work may need to be close to the person's home or accessible transportation may need to be available for the person to take the job. Career path planning and matching should consider logistics like how the person will get to and from work, where and when to eat lunch, or what is appropriate to wear to work.

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