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Portfolio Study NATCON 2008
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Transcript

  • 1. Centre for Education and Work Winnipeg, Manitoba Welcome to Portfolio Workshops for Persons with Acquired Disabilities
  • 2.
    • “ I think one of the key things I noticed was that everybody was challenging themselves, but in a positive way, to have a portfolio . . . To say, you know, this is me, but it is not always me and this portfolio shows that my disability is not the only thing that people should notice about me.”
    • Cohort 3 Participant
  • 3. Project Overview
    • Research Study funded by the Canadian Council on Learning
    • “ The Use of Workplace Skills-Based Prior Learning Assessment and Recognition: Strategies for Persons with Acquired Disabilities”
    • Based on the findings of a 3 year national Workers in Transition study
    • Study identified many benefits to workers in employment transition from developing a skills-based portfolio
  • 4. Research Study
    • The purpose of this research study is to explore the ways in which the Portfolio process can assist persons with an acquired disability to redefine their workplace strengths in order to attain new and satisfying work.
  • 5. What is a Portfolio?
    • A portfolio is a collection of evidence used to demonstrate competence in relation to a set of standards.
    • A collection of evidence which proves learning.
    • The process of identifying and reflecting about skills, interests, goals and values.
  • 6. National Study Findings
    • Developing a workplace skills-based Portfolio
      • Helps in the job search process
      • Identifies whether skills match employer expectations
      • Helps overcome a lack of formal credentials
      • Helps persons with acquired disabilities redefine their employment skills in terms of what they can do, and not what they can no longer do
  • 7. Portfolio for Persons with Acquired Disabilities
    • We wondered whether a specially designed Portfolio process would help individuals who had acquired a physical disability and who now had to rethink their occupational direction in order to re-enter the workforce
  • 8. Recruitment of Participants
        • Recruitment was very challenging
        • We recruited 17 candidates who:
          • Had an acquired physical disability
          • Were unemployed
          • Were r eady to return to work (including volunteerism)
          • Were generally optimistic about their future
  • 9. Study Methodology
    • Attend 10 x 3 hour Portfolio workshops
    • Complete an Orientation Survey
    • Participate in 2 interviews (Pre and Post)
    • Answer 2 brief follow-up telephone surveys
    • Field Observation
  • 10. Development of the Curriculum
    • Interviews and a focus group with rehabilitation consultants, doctors, psychiatrists, clients, support workers
    • Representatives from: CPP, SMD, Reaching Equality, CNIB, WCB and others
  • 11. Core Curriculum
      • Recognition of prior learning
      • Identification of transferable/essential skills
      • Competency statements and documentation to validate learning
  • 12. Core Curriculum
    • Values and Goal Setting
    • Mission Statements
    • Personal Learning Styles using the Multiple Intelligence Inventory
    • How adults learn
    • Cover Letters, resume writing, letters of validation
  • 13. Core Curriculum
    • Informational Interviews
    • Behavioral Interviews using an Essential Skills framework
    • Employer mock interviews
    • Communication Styles , networking
    • Organizing and marketing the portfolio
  • 14. Issues Addressed
    • Focus on disability
    • Inability to identify current skills
    • Inability to identify work readiness
    • Fear of losing benefits
    • Frustration with systems
    • Boundary issues with family and friends
  • 15. Curriculum to Address Issues
    • Build a supportive learning environment
    • Examine Stages of Grief and how to move past for self and others
    • Finding life balance
    • Narratives, group sharing and clearing space
  • 16. Change and Transition
    • When a disability becomes your job how do you move past it?
    • What is within your locus of control?
    • What learning comes from change?
    • How do we project attitude to others?
  • 17. Think of a recent change……
    • What were your thoughts and feelings?
    • How did they influence your reaction?
    • What did you do to get through it?
    • How have you managed to cope with the change?
    • What did you learn about yourself?
  • 18. Curriculum to address issues
    • Fear of Success- fear that you are undeserving of good things, you will be unable to sustain success, you will be unhappy if successful or your accomplishments will self destruct
    • What the are behaviors and how do you overcome them?
  • 19. Curriculum to address issues
    • Workplace culture, accommodation advocacy
    • Planned and unplanned risk- level of risk
    • Adapting to life transitions- family, financial, changing roles, thought process
    • Finding passion in your work- the ideal workplace
  • 20. Preliminary Findings
    • Mmany of the same positive results as the Workers in Transition study
    • The portfolio process was as important or more important than the portfolio product
    • The portfolio process and especially the identification of transferable skills was empowering
    • Most really wanted to move forward beyond their exiting support systems into jobs but need assistance in doing so
  • 21. Issues
    • Concern that trying and failing could result in removal of necessary supports
    • Frustration that some supportive agencies do not respond fully to the unique and individual needs of the client – agencies need to connect the dots for placement and supports
    • Lack of transitional and ongoing supports within the workplace to really invite and accommodate workers with disabilities – governments could really help
  • 22. Final Report
    • Information about this project will be available on the CEW website @ cewca.org