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GET READY FOR THAT PAYCHECK!Strategies for parents to help young adults improve employability skills and prepare for the world of work.

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PRESENTED BY:

Susan LovingTransition SpecialistSusan.loving@schools.utah.gov801-538-7645

Linda Milliken DeilyHealth Program Specialistldeily@utah.gov801-887-9538

Work Ability Utah, Medicaid Infrastructure Grant # 1QACMS030319

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WHY DO WE WORK? Working gives a sense of belonging to a community.

Working provides meaningful contact with other people.

Working can provide increased physical activity.

Working can provide the employee dignity and respect.

Working can provide money and material security.

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SCHOOL AND WORK ARE DIFFERENT

Preparing for adult life Individualized

attention Encouragement to do

your best Same group of friends Organized social

activities Parental involvement

and support encouraged

Adult life Group activity Benefits for employer

are critical New friends Independent social

activities Emphasis is on

employee, not the employee’s family

School is: Work is:

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HOW IS THE WORKPLACE CHANGING? The number of skilled jobs is growing faster than less

skilled jobs. And more workers are available to do the less skilled

jobs. Doing only one job or task well may not be enough for

continued employment. Companies are restructuring, leading to changes in job

requirements and employee turnover. Economy is global, not local. The business owner may

live in Asia. Companies and businesses are becoming more

concerned with the “bottom line” than with the workforce.

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WHAT ARE EMPLOYABILITY SKILLS? Employability skills are those basic skills necessary

for getting, keeping, and doing well on a job.

A recent employer survey found that employers listed these skills among those most desired for their employees: Thinking skills People skills Work skills

Employers also value Basic academic skills (reading, writing, math)

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THINKING SKILLS

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THINKING SKILLS Being able to adapt to change

Adapt to changes in work assignments Adapt to changes in the work environment, e.g. new

employees, new supervisor, new job coach

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HOW PARENTS CAN HELP Role play ways to accept changes

“What do you do when….” “What could you do if….”

Involve the student in planning replacement activities, e.g. when the picnic is cancelled because of rain

Patronize a variety of businesses Grocery stores Fast food restaurants Gas stations

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THINKING SKILLS Critical thinking and problem solving

Is logical Identifies and solves problems Revises if necessary Demonstrates good judgment Is able to prioritize Is able to use and share information appropriately

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HOW PARENTS CAN HELP Teach the student to follow recipes

Help the student develop checklists for chores

Help the student develop a school organizer and/or schedule

Help the student build a model, following printed directions

Discuss choices, jointly determining best choice

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PEOPLE SKILLS

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PEOPLE SKILLS Working as part of a team

Is supportive of other team members Is organized Cooperates with a variety of people Works with others to achieve goals

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HOW PARENTS CAN HELP Emphasize that learning takes place in groups

such a sports teams, orchestra, scouting, etc. Help the student and siblings to learn to solve

problems, work together Involve children in family discussions and

decisions Where to eat Where to go on vacation Menu planning

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PEOPLE SKILLS Personal and social responsibility

Willingness to learn Demonstrating appropriate social skills, including

practicing good manners Getting along well with others Demonstrating a positive attitude Demonstrating good self esteem Practicing negotiation skills Working well with people from different backgrounds

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HOW PARENTS CAN HELP Involve the student in family, community, church,

school activities Teach social skills and manners

Greetings, requests, refusals Table manners Grooming (what’s done publicly, privately)

Practice, model and teach negotiation skills Practice and model appropriate adult interpersonal

social skills

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PEOPLE SKILLS Communication

Writing Speaking Listening Reading Following directions Following rules and procedures Responding in a way that shows understanding

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HOW PARENTS CAN HELP Encourage the student to participate in school

activities, e.g. school newspaper, yearbook Teach skills, such as following a recipe Teach rules to games, such as board or card

games Read to the student – have the student read to you

or younger children Have the student tell about activities, TV shows,

stories read

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WORK SKILLS Accepting responsibility for tasks

Be honesty – have integrity

Be personally accountable

Do quality work

Be conscientious

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WORK SKILLS

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HOW PARENTS CAN HELP Model the desired behavior

Do what you say you’re going to do Acknowledge personal mistakes and accept the

consequences of your actions Set up clear rules – and follow them! Set a high standard for your work

“Good enough for government work” or “Close enough” may not be good enough

Be careful about jumping in to “rescue” your student when the job becomes difficult

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WORK SKILLS Meeting deadlines

Home jobs School assignments

Setting goals, planning and getting results Transition planning Setting goals, asking for help, reevaluating goals

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HOW PARENTS CAN HELP Be a good model of desired behavior Expect all schoolwork to be finished completely,

neatly and on time Keep high standards for household chores Be punctual to school and other appointments Attend and participate in IEP and other school

meetings Talk about the student’s future plans at home and

help the student share goals at school meetings

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WORK SKILLS Basic work skills

Specific job skills Skills for a specific job, such as welder, nurse, or teacher,

Technical skills Motivation/initiative Staying on task Having a positive attitude about work Eager to learn new tasks Able to work independently

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HOW PARENTS CAN HELP: Encourage the school team to consider Career and

Technology Education (CTE) courses Assign home chores With the student, explore summer job possibilities in

areas of career interest Arrange job shadowing or mentoring with relatives

or family friends Talk about your own job positively Encourage the student to perform personal tasks

independently, e.g. dressing, making the bed Connect learning to real life, e.g. counting change

at the grocery store

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WORK SKILLS Detail Oriented

Self-checks work to catch errors

Is thorough

Takes pride in work

Is accurate

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HOW PARENTS CAN HELP Model making and correcting mistakes

Play matching games

Verbally double-check your own work, e.g. counting number of place settings on the table

Help student check homework for accuracy

Talk about your own work accomplishments

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WORK SKILLS Commitment/Dedication

Is willing to learn

Continues to develop new skills

Understands that companies hire for the long haul

Finishes tasks

Knows how own job contributes to the company goal

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HOW PARENTS CAN HELP Work with teachers to set rigorous, yet realistic

goals for new or improved skills

Talk about how each family member’s participation affected the outcome of the activity

Make sure that family schedule allows for completion of chores and homework

Participate in new activities, e.g. learn a new card game, decide as a family to learn a new skill

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BASIC ACADEMIC SKILLS Has the ability to acquire additional skills

Basic math skills Addition, subtraction, multiplication, division Fractions and percentages How to use tables, graphs, diagrams and charts Recognizing patterns Estimating

Computer skills Basic understanding – many jobs involve some basic computer

use Computer literacy and keyboarding skills Software packages

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BASIC ACADEMIC SKILLS

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HOW PARENTS CAN HELP Math Skills:

Follow recipes; double the recipe for fraction practice

Have the student count change at the store

Have the student use a calculator to “double check” checkbook math

Have the student figure the tip at a restaurant

Have the student use the TV schedule to find a show for the family to watch

Use the odometer to figure the distance to favorite locations

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HOW PARENTS CAN HELP Computer Skills:

Demonstrate the use of the home computer for real life situations

Play educational computer games

Work with the school team to have the student participate in school technology programs

Consider any needed accommodations for computer access

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ADDITIONAL TIPS AND POINTS TO REMEMBER

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CONNECT SCHOOL AND EMPLOYMENT BY REINFORCING THE FOLLOWING: Attending school when school is in session

The quickest way to get fired is to just not show up Getting to class on time

No employer likes a tardy employee Turning assignments in on time

An employer’s bottom line depends on workers meeting deadlines

Completing homework assignments Workers who do a poor job don’t get raises/promotions

or they lose their employment Paying attention in class

Everyone’s job has boring moments

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Getting along with classmates AND teachers People who aren’t “team players” often get shown the door

Manners Courtesy is important

Respect for authority Yeah, it’s the boss who decides if you still have a job

Personal accountability Let children learn to deal with the consequences of their

actions; don’t always rescue them

From: “Help Your Child Succeed in the World of Work” http://www.jobs.utah.gov/opencms/wi/pubs/teenguide

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TIPS FOR PARENTS FROM THE U.S. DEPARTMENT OF LABOR Start early

Grade school students can participate in volunteer activities with parent support

Promote education Be involved in your child’s total educational experience

Encourage work-based learning experiences Internships, job-shadowing, mentoring

Create leadership opportunities Provide opportunities for your student to mentor others

Set goals Begin with small, achievable goals, progress to larger goals

Develop social skills Promote student friendships in the school and community

Be open to new ideas Listen to the “experts” – and remember that you are the one who knows

your child best.

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POINTS TO REMEMBER ABOUT SKILLS AND ATTITUDES

Developing skills allows us to take control of our lives

Encourage children to reach their full potential

Learning takes place everywhere

Support your child’s development of self-advocacy skills

Encourage your child to get as much education as possible

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Be a partner in the transition/IEP process

Empower your child by working with the school to support the student to be actively involved in their IEP meeting

Increase the student’s self-understanding including: Disability name and effects Strengths Abilities Interests Needs, including accommodations Learning styles

POINTS TO REMEMBER ABOUT SKILLS AND ATTITUDES

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Celebrate diversity, including cultural and “ability” diversity

Help the student develop more knowledge and understanding of employment benefits

Help the student recognize her own skills and identify any needed skills

Understand that the student will be leaving school soon; help him or her learn the skills needed to move successfully to the world of work.

POINTS TO REMEMBER ABOUT SKILLS AND ATTITUDES

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THANK YOU

QUESTIONS? COMMENTS? CONCERNS?