The Street-Level Organisation in-between Employer Needs and Client Needs: Creaming Users by Motivation in the Norwegian Employment and Welfare Service (NAV)

Employer engagement is increasingly emphasised in the context of efforts to bring more disadvantaged people into work. A new approach in the Norwegian Employment and Welfare Service (NAV) combines demand-side and supply-side measures in a ‘combined workplace-oriented approach’. Through qualitative interviews with frontline staff – including job coaches following the Supported Employment (SE) method – the paper examines the intermediary role of the street-level organisation (SLO) through the targeted use of SE methods directed at young users and employers. The findings suggest that young users are ‘creamed by motivation’ into the SE programme, which can be explained by the importance the SLO places: on maintaining inter-organisational relationships with employers, on job coaches’ performance goals and the need to uphold an organisational structure in the SLO that seemingly works efficient to shift caseloads of young unemployed into work. Hence, creaming is not specific to outsourcing but can also occur when insourcing employer engagement services into a public SLO. Although relational work directed at both employers and young clients is seen as the benefit of a combined workplace-oriented approach, it appears a rather flimsy foundation for successful ALMPs unless supported by more structural demand-side measures.

Work performance and support needs analysis of students with intellectual disabilities

BACKGROUND: School-to-work transition planning for students with intellectual disabilities should include community-based early work experiences to prepare for possible future integrated employment. Employers have noted job performance levels and appropriate use of supports as important for maintaining employment. OBJECTIVE: The purpose of this study was to assess work performance and support needs of students with intellectual disabilities attending a short summer early work experience. METHOD: A small group of secondary-level school students with intellectual disabilities attended a summer-long vocational rehabilitation program where they worked with a job coach at a work setting. Student participants and their job coaches rated their perceptions of the students’ work performance quality and support needs on the Job Observation and Behavior Scale pre-post program. RESULTS: The groups deviated significantly in their pre-assessment and post-assessment ratings. Job coaches and students both reported significant increases in perception of quality of student performance. In addition, job coaches reported students needing significantly less employment supports by program end. Student participants also reported needing less employment supports by program end; however, results were not significant. CONCLUSIONS: When both student and job coach realistically view student work performance and supports needed, the school-to-work transition can be improved.

Preparing Job Coaches to Implement Systematic Instructional Strategies to Teach Vocational Tasks

Job coaches are not typically trained to implement systematic instructional strategies to teach vocational skills to students with intellectual and developmental disabilities (IDD). This study replicated and expanded the evaluation of a job coach behavioral skills training program designed by Brock et al. (2016) to teach participants to implement task analysis, simultaneous prompting, and system of least prompts to teach vocational tasks to students with IDD. We used a multiple probe design with probe conditions across strategies, replicated across three participants, to assess acquisition and generalization. Participants demonstrated mastery of the three instructional strategies in simulated assessments with actors and generalized use of the strategies to teach novel vocational tasks to student interns with IDD. Implications for future research and practice are discussed.

When ordinary becomes extraordinary: A postschool follow up study of the integrated vocational functioning of 50 workers with significant intellectual disabilities, 1984-2020

OBJECTIVE: The primary purpose is to share information about 50 individuals with significant intellectual disabilities, the lowest intellectually functioning 1% of those who exited schools, from 1981 to 2003. RESULTS: The 47 who attended the Madison Metropolitan School District (MMSD) received instruction in integrated nonschool work and related environments as part of their school experiences. After exiting school, the 50 functioned in integrated work settings for over 36 years. Information pertaining to the work environments in which they functioned, the work tasks performed, the reasons for changes in environments and tasks, the hours worked per week, the wages earned, the travel modes used, the lunch supports provided, the extra supports provided by Job Coaches, involvement in Community and Recreation activities and where each resided is presented. Social relationships with coworkers and others without disabilities, the mortality of the 50 workers and their parents and guardianship are also addressed. CONCLUSION: The authors are not aware of any other postschool follow up study of so many workers with significant intellectual disabilities who functioned in integrated work settings for such long periods of time.

Good fences make good neighbors: Collaborating with families to create employment opportunity

BACKGROUND: Collaboration between supported employment providers and parents/guardians of job seekers with intellectual and/or developmental disabilities is key to employment success. However, parents are often concerned about the efficacy of employment supports or the capacity of the professionals providing the service. Likewise, job coaches may consider certain kinds of parent involvement as detrimental to a successful job match. OBJECTIVE: This article provides context for why parents/guardians may be distrustful of the employment process, as well as why employment specialists may struggle to build strong partnerships with parents/guardians. METHODS: This article will discuss how to implement practices that not only welcome the critical input of families, but also maintain healthy and well-defined boundaries that affirm the autonomy, professionalism, and competence of the worker.

Unemployment Experts: Governing the Job Search in the New Economy

In recent years, sociologists have examined unemployment and job searching as important arenas in which workers are socialized to accept the terms of an increasingly precarious economy. While noting the importance of expert knowledge in manufacturing the consent of workers, research has largely overlooked the experts themselves that produce such knowledge. Who are these experts and what kinds of advice do they give? Drawing on interviews and ethnographic fieldwork conducted at three job search clubs, the author develops a three-fold typology of “unemployment experts”: Job Coaches present a technical diagnosis that centers mastery of job-hunting techniques; Self-help Gurus present a moral diagnosis focused on the job seeker’s attitude; and Skill-certifiers present a human capital diagnosis revolving around the job seeker’s productive capacities. By offering alternative diagnoses and remedies for unemployment, these experts give job seekers a sense of choice in interpreting their situation and acting in the labor market. However, the multiple discourses ultimately help to secure consent to precarious labor markets by drawing attention to a range of individual deficiencies within workers while obfuscating structural and relational explanations of unemployment. The author also finds that many unemployment experts themselves faced dislocations from professional careers and are making creative claims to expertise. By focusing on experts and their varied messages, this paper reveals how the victims of precarious work inadvertently help to legitimate the new employment regime.

The employment policy and vocational activity support system for people with intellectual disabilities in Poland: emancipation policy or apparent actions?

This article presents problematics related to social policy and the system supporting the vocational activity of persons with intellectual disabilities in Poland. Analyses aimed at finding an answer to the question posed in the title are based on the results of a research project entitled Employment and disability. An analysis of the vocational experience of people with intellectual disabilities in Poland, which aimed at an exploration of the policy of the employment of persons with disabilities, practices in the area of employment services, and a reconstruction of the experience of subjects involved in the work situation: job coaches, persons with intellectual disabilities, and coordinators of employment projects. The methodological framework of the project was provided by the grounded theory set in social constructivism as presented in Charmaz’s works. The research material was collected in 25 workplaces employing persons with disabilities in various parts of Poland, mainly by means of in-depth interviews, observation, and field notes. The paper presents only a small fragment of the research results. The analyses focus on the presentation of the assumptions, goals, and trends of the employment policy, ways of functioning of the system of support of the vocational activity of persons with intellectual disabilities, and the confrontation of these systemic assumptions with the experience of persons involved in the implementation of this employment policy in the Polish reality. The article is therefore a critical analysis of the current policy of the employment of persons with intellectual disabilities, unmasking the existing paradoxes and apparent actions in the system of vocational support and the labour market

Beschäftigung von Menschen mit Beeinträchtigungen im Tourismus: Chancen und Herausforderungen

ZusammenfassungMenschen mit Beeinträchtigungen sollen die Chance haben, am allgemeinen Arbeitsmarkt teilzunehmen. Deshalb wurde in einem interdisziplinären Projekt die Tourismusbranche analysiert und das Potenzial für integrative Arbeitsplätze aufgezeigt. In 70 qualitativen Interviews wurden Mitarbeitende mit Beeinträchtigungen, Arbeitskolleginnen und -kollegen, Entscheidungsträgerinnen und -träger (direkte Vorgesetzte, Personalverantwortliche) und Job Coaches befragt. Die gewonnenen Erkenntnisse bildeten die Basis für die Entwicklung der Website «www.tourismus-mitenand.ch». Diese illustriert Chancen und Herausforderungen für Betriebe, die Menschen mit Beeinträchtigungen einstellen und zeigt potenziellen Mitarbeitenden Arbeitsmöglichkeiten in der Tourismusbranche auf.

Exploring Participants’ Views on a Supported Work Internship Program for Autistic and Learning Disabled Young People

Individuals with additional needs, such as learning disabilities, face a crisis of unemployment in the United Kingdom (UK). Many of these individuals encounter few adult services that are in place to address their support needs. Supported work internship programs are one attempt to address this crisis. One such program for young people with learning disabilities is the Project SEARCH model. Though a number of research studies have explored the efficacy of the Project SEARCH model, the reported markers of success (e.g., subsequent employment rates) have not taken into account first-hand participant experiences. The current study aimed to establish whether participant views were consistent with the previously reported, positive, quantitative measures. We explored the views of seven interns, aged 17 to 24 years, with various learning difficulties, and three job coaches who were involved in the program from September 2017 to June 2018. Semistructured interviews were conducted and analysed using thematic analysis. Participants revealed meaningful experiences for those involved, positive self-development, and renewed aspirations for the future. The value of a strong and consistent support network involving family members, job coaches, coworkers, and supervisors was highlighted. The study also found ongoing challenges associated with the scheme. These centred on concerns that interns’ abilities were being underestimated, the impact of a reduction/withdrawal of support at the conclusion of the program, and the barriers to finding subsequent competitive employment for interns. The research highlights the value of eliciting participant voice within research, and discusses how the findings can be used to further develop supported work internship programs.