Job Coach Research Articles

Helping or Hindering: Inclusive Design of Automated Task Prompting for Workers with Cognitive Disabilities

Of the ∼8.8 million working-age adults with cognitive disabilities in the United States, only 28.6% are employed, contributing to a poverty rate (26.1%) for people with cognitive disabilities (PwCDs) that is more than twice that for people without disabilities. PwCDs who are employed are often still marginalized via reduced hours and pay, largely due to their more limited capability to perform work efficiently and independently. As evidence, warehouse and shelf stocking jobs that serve as employment for a significant percentage of PwCDs, often require frequent intervention from a job coach in the workplace, impacting the pay and self-esteem of these workers. This study's objective was to remove barriers to employment for PwCD through inclusive design of technology supports in warehouse and similar settings. Specifically, a nonlinear context-aware prompting system (NCAPS) was developed, iteratively refined, and tested. In a pilot crossover study, subjects with cognitive disabilities participated in simulated work sessions, picking orders in a small warehouse environment using the NCAPS and industry standard paper tickets. Their performance was assessed in terms of errors and productivity, and their insights and perspectives were gathered. The resulting NCAPS prevented or corrected all errors for all but one participant. It also increased productivity for participants with the poorest baseline (paper ticket) performance, but decreased productivity for those with high baseline performance. No significant difference was observed in system usability scale (SUS) scores between methods. Topics emerging from user input highlighted the need for technological supports for PwCD to be simple and flexible in operation, and reliable to maintain user trust. By prioritizing robustness and intuitiveness, flexible technology supports can be developed to empower workers with a broad range of abilities, including those with temporary and situational impairments. Such tools would reduce barriers to employment, including stigma, discrimination, and other barriers to equity.

Exploring the Role of Job Coaches in Career Transition Programme for Students with Special Needs

Exploring the Role of Job Coaches in Career Transition Programme for Students with Special Needs

Impact on persons with disabilities and their families when they are contributors to society through volunteerism and employment.

Despite various government initiatives, people with disabilities all over the world face some degree of hindrance when they try to contribute to society. This project sought to give voice to and understand the perceptions and experiences of persons with disabilities in Singapore when contributing to society through volunteerism and employment and to explore solutions to help access and retain employment and volunteering. This small qualitative study recruited three convenience samples of people with disabilities aged 18-49 years old who met criteria for daily activity over the previous 12 months. Participant recruitment was limited due to the Covid pandemic lockdown. Ten individuals had maintained open employment, six had worked as a volunteer and four were neither working nor volunteering. All 20 participants were briefed online on the use of the photovoice technique. Interviews were then conducted online, beginning with a 5-min demographic survey. Approximately hour long semi-structured interviews followed. Eleven participants used photovoice but nine who were working or volunteering did not as they were unable to take photos in their workplace. Several individuals were supported during the interview by a caregiver or staff member for example a job coach. Themes were identified within the four central areas of enquiry: (i) self-perceptions of being a beneficiary or contributor to society; (ii) the benefits to working and volunteering; (iii) enablers and barriers to working and volunteering and (iv) solutions to access and retain employment and volunteering. Several barriers to use of photovoice were encountered. The importance of inclusive and conducive environments was recognised along with the roles of all stakeholders across the ecosystem. Employment and volunteering can significantly impact quality of life for persons with disabilities and their families and benefit the society. Collaboration among all stakeholders is required to better address solutions and improve desired employment and volunteer outcomes.

Barriers, facilitators and needs for self-direction in return-to-work: a multi-perspective study

Abstract Background Long-term sickness absence is not only an organizational, but also a societal public health problem. Many sick-listed workers experience challenges in self-directing their return-to-work (RTW), where RTW is considered as a gradual process in which work hours and tasks are gradually increased. This view of RTW as a process is common in several European countries, such as The Netherlands, Sweden, Denmark, Norway, Austria, Germany and Switzerland. Self-direction in RTW can reduce long-term sickness absence. The aim of this study is to provide a multi-perspective view on the experiences and needs regarding workers’ self-direction in RTW. Methods We conducted semi-structured interviews with (previously) sick-listed workers (n = 7) and focus groups with occupational physicians and labour experts (n = 10), case managers and job coaches (n = 6) and organizational representatives (n = 8). The interviews and focus groups were recorded, transcribed and coded thematically by two independent researchers. Preliminary results All stakeholders considered (self-directing) RTW as a learning process. Barriers to self-direct RTW were lack of sufficient support from employers and involved RTW professionals, lack of knowledge about the RTW process and responsibilities among both workers and their supervisors, and employers complying with legal requirements rather than applying a person-centered approach. Workers and the involved professionals emphasized the need to gain insight into long-term employability perspectives and scenarios to maintain work. Conclusions This qualitative study shows that there is a need for knowledge among workers and person centered support in RTW. The findings can be used in policy and practice to improve self-direction of sick-listed workers during RTW. Key messages • (Self-directing) RTW is a learning process for sick-listed workers. • Sick-listed workers need knowledge and person-centered support from employers and professionals to self-direct RTW.

Autistic Employees' Technology-Based Workplace Accommodation Preferences Survey-Preliminary Findings.

There has been an increase in the number of research studies focused on the design of accommodations aimed at improving the well-being and work performance of autistic employees. These accommodations took various forms; some of them were based on modification of management practices, for example, support in the area of effective communication, or involved modifications to the physical working environment aimed at limiting sensory vulnerabilities. Many of these solutions were based on digital technology. This quantitative research aimed to learn about the opinions of the autistic respondents as potential end users and their assessment of the proposed solutions within four main challenge areas: (1) effective communication; (2) time management, task prioritizing, and organization of work; (3) stress management and emotion control; and (4) sensory sensitivities. Respondents gave the highest ratings to solutions aimed at limiting overstimulation and a flexible approach toward working time, support of a job coach, remote work, and support by allowing electronic-mediated communication based on non-direct contact. The results can be the starting point for further research on the highest rated solutions dedicated to improving working conditions and the well-being of autistic employees and can be an inspiration for employers who plan to introduce such solutions.

Systematic Review of Job Transition Programs Addressed to Youths With Intellectual Disability

This systematic review aimed to determine what existing job transition programs are evidence-based and methodologically founded. The PRISMA method was used for the review, and the inclusion criteria were to include studies where there were a description of transition programs and functional curriculum for acquiring employment competences; internship experiences in employment context; single-case or group-design studies with youths as participants; and diagnosis of intellectual disability. Forty-six studies were initially selected, and three final articles met all the criteria set for assessing the methodology quality. Although the review results show that more research is needed to provide empirical programs for enhancing the acquisition of employment capabilities, some evidence emerged from the analysis of studies. These concern mainly four aspects: curriculum contents facilitating the development of self-determination and the acquirement of job-related skills, chance to have individualized internships, support of job coaches, and technological solutions and programs anchored in community-based settings.

A demographic and qualitative analysis of the determinants of success in a National Supported Employment project.

People with an intellectual disability and/or autism experience low employment rates compared to the general population. This study shows what the determinants of success are in getting this group of young people into paid employment. The research is based on data collected on 1008 young people, aged 16-25, participating in the Engage to Change project across Wales, to support young people to achieve employment. A real-time data collection system was used from their engagement and throughout their journey to employment. This research indicates an overall employment rate of 23% for the project to date, based on total referral. Young people who engaged in 'significant work experience', such as paid placement or supported internship, had a greater employment rate of 37%. Previous and current real work experiences increased the chances of young people of becoming employed, above the effect of supported employment and job coach support.

Pengaruh Motivasi, Pelatihan Terhadap Kinerja Karyawan ((Studi Kasus Bagian Produksi Parts Pada PT Noble Medan)

Human Resources is an important property by a company. Having a high performance, attitude and motivation of human resources would support the main goal of the company. Reaching the main goal of the company would make the company is able to survive in the middle of the higher of minimum wage in Indonesia, especially in Medan . The main goal of the research is to know that motivation and performance coaching make a significant influence toward employee performance in production parts in PT. Noble Medan even in partial or simultaneous. Population of the research is all of the employee of parts production of PT. Noble Medan, which is count 147 people, from this population the researcher will choose sample that used as respondent in this research. Then, the researcher used simple random sample in this research. By using Slovin formula, then the researcher get 108 people as sample. Method of data accumulation is by using answer sheet. The data analysis is using double linier regression by using SPSS software. Result of the research shows that by giving motivation and job coaching was influential toward employee performance even partial or simultaneously, while the percentage of determination coefficient (R2) was 25.30%. it means that performance was influenced by motivation and coaching in the amount of 25.30%, while the others influence by others revealed variables

Why and How Electronic Job Coaches Improve Employment for People with Disabilities

Even though the 2014 Workforce Innovation and Opportunities Act strengthens federal and state commitments to employing people with disabilities, there remain millions of Americans with mild to moderate intellectual disabilities (ID) who are still unemployed. To succeed in competitive employment, workers with ID require help with memory, task sequence and planning, and time management; skills that are often referred to as executive functioning. Typically, employers do not have the training to manage people with ID with these challenges. This task falls to job coaches, job developers or employment specialists (e.g., providers) and the agencies that provide such services. Without effective and efficient tools to support the executive functioning of individuals with ID, policies that aim to affect their competitive integrated employment can result in an unmanageable burden on the provider. Today’s jobs are more complex. Providers need tools that can help them effectively and efficiently build, record and adjust prompts and instructions as changes occur in real-time. However, they may not have the time and/or the skills required to make clear, accurate instructional prompts for multiple workers with ID in different settings. To identify the needs of employers, providers, and workers with ID, a NIDILRR-funded project collected data from supervisors, employers and providers of employment services to workers with ID. These interviews were used to determine the requirements of an ideal system that would help them better instruct, coach, track progress and manage teams of employees with ID. This brief describes their findings and development of a cloud-based interactive electronic job coaching app that allows emplyment services providers to efficiently convert work assignments into the essential details required by the mobile worker with ID, and then wirelessly transfer the appropriate instructions to the worker’s electronic coach.

Supported employment for youth with intellectual disability: Promoting occupational justice

ABSTRACT Introduction: Youth with intellectual disabilities are severely marginalized in accessing employment. South African policies recognize this group as a priority in youth development efforts, but employment research focuses mainly on adults with disabilities. A lack of understanding about the employment endeavours of youth with intellectual disabilities leads to a shortfall in focused employment strategies and could perpetuate occupational injustices for this group. Aim: To explore how a South African work transition program for youth with intellectual disabilities promotes occupational justice through work. Methodology: Critical ethnography and a critical occupational perspective were used to highlight the socio-political context of the program and structural influences on opportunity in work for youth with intellectual disabilities. Eight in-depth interviews were conducted with program directors, a job coach, and an employer, plus five focus group interviews with employed and unemployed youth respectively. Available program documents were reviewed, and reflective journaling was done on observations during interviews. Content analysis of reviewed documents and thematic analysis of interview transcripts were completed. Manifestations of occupational justice were considered in all program aspects. Findings: The individualized support tenet of ‘supported employment’ promoted youth with intellectual disabilities’ uptake of occupational opportunities and sustained participation in work as meaningful occupation. Support was offered by different role players and premised on the program’s human rights foundation in recognition of a concern for contextual barriers, such as policy shortfalls that constrain employment participation and perpetuate occupational injustices for youth with intellectual disabilities.

What makes supported internships an effective approach to VET?

Internationally, there have been varied attempts to secure the inclusion of young people with Special Educational Needs and Disabilities (SEND) in Vocational Education and Training (VET). This paper investigates supported internships (SIs), which are programmes that include college courses in numeracy and literacy, workplace learning, and broader life skill development. Drawing on an empirical study of one SI in England, this paper focuses on the pedagogic structure of SIs to explore how systematic instruction combines with elements of the workplace environment to bring about successful vocational learning for young people with SEND. It considers whether the expansive-restrictive conceptualisation of apprenticeship learning explains successful outcomes within an SI. A case study approach using a qualitative methodology of semi-structured interviews was adopted to explore the experiences of people involved in the SI. These included two job coaches, four colleagues, six interns and three graduates from the SI. Thematic analysis revealed this SI facilitates workplace learning for young people with SEND because it models an expansive (not reductive) approach to internships. Systematic instruction did not result in restrictive learning because of role design and broader organisational features. A key facilitating aspect was that the design of the internship fostered opportunities to develop identity through crossing boundaries. Implications for the design of SIs (to facilitate social inclusion and ensure employment outcomes for young people with SEND) are discussed.

The Development and Evaluation of a Cross-Context Employment Program for Autistic Adolescents.

Vocational programs typically focus on building the skills of autistic youth. However, there is growing recognition that the supportive environment (or ecosystem) around an individual plays an important role in finding and maintaining work. Programs at the ecosystem-level can be established by coordinating support before high school ends. Cocreation of a vocational program by support providers can facilitate an integrated effort to prepare autistic youth for employment. In this study, we describe and evaluate the Job-Train Program (JTP), a vocational program for autistic high school students codesigned with educators and a community-based social services agency. A school board, community-based social services agency, and academics partnered to cocreate JTP. JTP combined skill teaching and paid supported employment on a university campus. This pilot study evaluated JTP using qualitative and quantitative data. Twelve autistic youth were recruited, aged 15-18 years (10 males, 2 females) with an average intelligence quotient of 101.9 (standard deviation = 14.4), from the Wechsler Abbreviated Scale of Intelligence-2. Youth and parents completed self-report measures (pre-post), including the primary outcome, Canadian Occupational Performance Measure (COPM). Post-JTP, interviews, focus groups, and surveys collected additional information from youth (n = 11), parents (n = 10), job coaches (n = 5), and employers (n = 8). Youth COPM scores indicated significant improvements in self-perceived ratings of skill performance (z = -2.5, p = 0.01) and satisfaction (z = -2.6, p = 0.01). Qualitative data corroborated COPM results noting youth skill improvements in self-esteem, independence, communication, and understanding work. Findings demonstrated a promising vocational training model for autistic high school students informing the development of integrated service pathways to support preparation for employment.

Understanding Perspectives of Job Coaches of Supported Employment Programs Working with Adults with Autism

ABSTRACT Semi-structured interviews were conducted to examine the perspectives of 11 job coaches who worked with employees with autism in supported employment programs. Responses were qualitatively analysed using thematic analysis, and three top-level themes emerged: a) facilitating factors and b) barriers from their experiences working with employees with autism and c) additional resources that job coaches wished to have. Some characteristics of autism and cooperative working relationships among job coaches were facilitating factors of job coaches’ work, while employers’ and co-workers’ lack of knowledge and understanding about autism, inevitable changes in routine, and social communication difficulties of employees with autism were identified as barriers. Job coaches also mentioned that increasing autism awareness in the workplace and more practical training for job coaches would help them provide better support to employees with autism. These findings call for more structural support for all stakeholders to collaborate on making positive changes rather than put the full burden on job coaches. The need for the provision of evidence-based training programs for job coaches is highlighted.

Bridgework: A Model of Brokering Relationships Across Social Boundaries in Organizations

Relationships are central to organizing, work, and organizations. Yet, in many instances, relationships do not build themselves, and third-party actors are often needed to intervene in situations, persuade individuals, and facilitate connections across disconnected actors in organizations. Little is known about the strategies through which third-party actors can broker relationships across what are considered to be intractable social boundaries—membership in stigmatized or nonstigmatized social identity-based groups. We build a process theory of what we call “bridgework,” the strategy used by third-party agents, intermediaries, and allies to bridge by shifting value-related perceptions about actors on the other side of social identity-based divides. More specifically, we focus on a stigmatizing social identity that can create boundaries that are often reinforced through informal network ties. Based on interviews, participatory observation, and archival data with job coaches for adults with autism spectrum disorders and related developmental disabilities, we showcase a model of bridgework—a combination of internal and external strategies across three stages (adding, stabilizing, and maintaining perceptions of value) to facilitate relationships between stigmatized and nonstigmatized members of organizations. We discuss how our grounded model contributes to the rich traditions of research on stigma, brokerage, disability studies, positive relationships, and compassion in organizations. Funding: This project was supported by a Smeal Small Research Grant in Spring 2015.

Evaluation of a supported education and employment program for adolescents and young adults with mental health problems: A study protocol of the StAB project.

The majority of mental illnesses begins in childhood, adolescence and young adulthood before the age of 25. The transition from adolescence to adulthood is a particularly vulnerable time for adolescents with mental illness, affecting psychosocial functioning and participation in work life. Therefore, they need-in contrast to classic standard vocational interventions-a long-term, holistic and individually oriented vocational rehabilitation program. With the innovative model project "Start in education and employment (StAB)", adolescents and young adults with mental illnesses are to be supported with regard to their vocational perspectives and participation by a new type of individualized, holistic, long-term job coaching. It follows the Individual Placement and Support (IPS) concept, as a manualized form of the Supported Employment Approach and is based on the "first place-then train" principle. In order to evaluate the effectiveness and feasibility of the StAB program, a double-centre prospective single arm evaluation study in a mixed-methods design will be conducted. The focus is on quantitative research analysing pre-post-effects of the StAB intervention in a two-year observational study. Young people between 15 and 25 years with a psychiatric diagnosis who are currently in receipt of means-tested benefits or are entitled to them will be recruited. The study will take place in two major cities in the north-western part of Germany, Bielefeld and Dortmund. We expect to contribute to gain more empirical data about the implementation of Supported Employment and Education to severely mentally ill adolescents and young adults in German settings. Moreover, these results may also provide the scientific foundation for future measures focusing the improvement of vocational rehabilitation for young people with mental illness. The study was registered in the German Clinical Trials Register (DRKS00027576) on March 10, 2022.

Individual Workplace Well-Being Captured into a Literature- and Stakeholders-Based Causal Loop Diagram.

This study demonstrates an innovative approach to capture the complexity of individual workplace well-being, improving our understanding of multicausal relationships and feedback loops involved. The literature shows that a high number of interacting factors are related to individual workplace well-being. However, many studies focus on subsets of factors, and causal loops are seldomly studied. The aim of the current study was, therefore, to capture individual workplace well-being in a comprehensive conceptual causal loop diagram (CLD). We followed an iterative, qualitative, and transdisciplinary systems-thinking approach including literature search, group model building sessions, retrospective in-depth interviews with employees, and group sessions with human resource professionals, managers, job coaches, and management consultants. The results were discussed with HR and well-being officers of twelve organizations for their critical reflection on the recognizability and potential of the developed CLD. The final result, a conceptual individual workplace well-being CLD, provides a comprehensive overview of multiple, measurable key factors relating to individual workplace well-being and of the way these factors may causally interact over time, either improving or deteriorating workplace well-being. In future studies, the CLD can be translated to a quantitative system dynamics model for simulating workplace well-being scenarios. Ultimately, these simulations could be used to design effective workplace well-being interventions.

A Pilot Investigation of a Job Development App with Transition Teachers and Job Coaches

This 2-year pilot study aimed to investigate the effects of a job coaching application (i.e., Job Coaching on Demand) on the knowledge and competencies of teachers and job coaches that work with young adults with developmental disabilities. Due to the global pandemic, this research was conducted virtually over a 2-year period. During the first year, a one-group formative pretest/posttest design with key informants was used to pilot the app with three teachers and five job coaches. The anecdotal findings from this pilot year were then used to further develop the application. The intent of the application was to provide professional development support to teachers and job coaches across the categories of (a) exploring careers, (b) ready for work, (c) part of the team, and (d) advocacy. In Year 2, a total of 31 teachers and job coaches were recruited, and a pretest/posttest was conducted to compare the differences in gained competencies between the two groups. The results show that those in the treatment group showed a larger increase in gains compared to the control group. The overall results of the 2 years of data, the current application development, and practical implications of the technology are further discussed.

Analysis of Factors Affecting Performance Improvement of Health Officers at Abuya Hospital, Sumenep Regency

Performance is the result of work achieved by a person or group in an organization within a certain period of time, in accordance with their respective authorities and responsibilities.The purpose of this study is to analyze the effect of rewards, work facilities and work coaching on improving the performance of health workers at the Abuya Hospital, Sumenep Regency. The design of this research is an observational quantitative research with a cross sectional approach with the focus of the research being directed at analyzingthe effect of rewards, work facilities and work coaching on improving the performance of health workers at the Abuya Hospital, Sumenep Regency. The total population is 287 respondents and a sample of 167 respondents is taken using the Simple Random Sampling technique. In the study, it was found that almost half of the respondents had a good reward category as many as 76 respondents (46%). Almost half of the respondents have good working facilities as many as 77 respondents (46%). Almost half of the respondents have job coaching in the sufficient category as many as 72 respondents (43%). Almost half of the respondents have a good performance as many as 82 respondents (49%). Based on the results of Multiple Linear Regression analysis shows that with a p-value of 0.000 <0.05 then H1 is accepted so it can be concluded that there is a simultaneous effect of reward, work facilities and work development on improving the performance of health workers at the Abuya Hospital, Sumenep Regency with an effect of 74.9%. It is hoped that health workers will be able to provide health services to the community more optimally, namely by improving better performance, so that the goal of improving public health status can be realized properly.

Sustainable employment depends on quality relationships between supervisors and their employees on the autism spectrum

Purpose Employment outcomes for individuals on the autism spectrum may be contingent upon employers’ knowledge of autism and provision of appropriate workplace supports. We aimed to understand the organizational factors that influenced the organizational socialization of autistic employees. Materials and methods We wrote nine case histories based on interviews from managers, autistic employees, and job coaches. Intra-case analysis, then cross-case analysis, provided an understanding of organizational factors that lead to sustained employment of autistic employees. Results The quality of the relationship between managers and autistic employees was consistently seen as the key facilitator of organizational socialization and positive employment outcomes of autistic employees. These relationships, however, relied on the skilled facilitation of the job coach during each stage of the employment cycle (hiring, on-boarding, training, performance management), as they had an important role in building a mutual understanding between supervisors and employees. As such, our study draws upon and contributes to leader-member exchange theory. Conclusions Consistent with prior research, our study shows the importance of high-quality relationships between supervisors and supervisees for positive employment outcomes of autistic employees in organization but adds skilled communication facilitation as a novel antecedent to leader-member exchange, as a potentially key factor for autistic employees. Implications for rehabilitation The relationship between the a manager and their employee is an important factor in effective organizational socialization and workplace outcomes for autistic employees. Job coaches can play a crucial role in building mutual understanding and high-quality relationships between managers and employees. Job coaches can support the inclusion of autistic employees by illustrating the multi-faceted socioemotional performance benefits over the longer term.

Scoping review exploring vocational rehabilitation interventions for mental health service users with chronic mental illness in low-income to upper-middle-income countries

ObjectiveTo synthesise research published on vocational rehabilitation (VR) interventions offered in institutions, by occupational therapists, to mental health service users (MHSUs) with chronic mental illness, in low-income to upper-middle-income countries...