Final JOIN Conference Panel presentation-Nov 22-12

Sharon M. Myatt
Panel Moderator
Ontario JOIN
(Job Opportunity Information Network)
Welcoming Remarks

Taru Virkamaki
Consultant and Project Manager
Ontario JOIN
(Job Opportunity Information Network)

JOIN Platinum Standards Project Overview
Project Phases
Research
Final Research Report Received
Orientation and Planning
Project Manager Hired
Project Management Tools Developed--Critical Path, Official Workplan
Project Leadership
JOIN Board of Directors
Steering Committee Recruited
Community Consultation
In-Depth Survey Developed
Focus Groups
First Draft of JOIN Platinum Standards

Research: Key Findings from Global Research
Best practices literature emphasized changes required to achieve disability
competence:
Corporate Culture
Visioning and Leadership
Ensure Core Values and Mission Statement states that diversity among customers
and employees is valued. Display Core Values in prominent locations. Identify
corporate vision and goals regarding disability competence and inclusivity.
Internal Investment
Ensure that senior management leads accessibility efforts
Tie management performance goals to achievement of disability goals
Ensure
Departments have disability action plans
Time and money is allocated to meeting departmental goals
Employees participate in creating the accessibility strategy
Champion
Disability-related initiatives by establishing a Disability Council or Committee

Training
Ensure employees clearly understand the legal obligation and its rationale, and the
business, economic, and ethical case for ensuring accessibility
Share examples of service excellence and fair employment best practices during
regular briefings with employees
Include
Include disability awareness in all diversity training
Include accommodations for persons with disabilities in all skills training courses
Monitoring, Tracking and Assessment
Measure results and track what works
Assess employees’ understanding and sharing of organization’s vision to
normalizing accessibility
Track adjustments requested and made, to develop and retain institutional
knowledge.
Use feedback from disability champions to improve policies, procedures and
actions
Corporate Culture (continued)

Benchmarking
Become leaders by encouraging disability competence in other organizations
Establish
Links with other organizations to measure disability competence
That disability accessibility and inclusivity is integral to business, and ensure
that all employees understand the goal of disability competence.
Corporate Culture (continued)

Customer Service Must
Feature a concerted effort to remove physical and cultural barriers
Cultivate a customer base of persons with disabilities by offering responsive goods
and services targeted to their needs and preferences
Employment Must
Cultivate disability competence in recruitment, employee integration, performance
evaluation, and return to work processes.
Actively seek candidates with disabilities to strengthen the employee base
Three Standards
Information and Communications Must
Extend accessibility beyond the availability of alternate media and technology
Consider how people with disabilities are represented in all corporate
communications, as this reflects the knowledge and attitudes of the organization

Community Consultation
Survey Process and Results
Developed in-depth on-line survey
Initially tested among Project Steering Committee members and a selection
of JOIN’s Business Leadership Network and Membership Organizations
Invited to:
Review and assess questions, survey flow
Evaluate survey experience
Determine time to complete
Provide critique
Received feedback and modified survey
Final survey distributed to 268 Ontario employers

Community Consultation--Profile of Survey Respondents

When the Customer Service Standard of the AODA became law on January 1,
2008, what were the first steps you took to address your compliance
requirements?

How would you rate the level of knowledge about the AODA Standards
amongst all staff within your organization?

How confident do you feel that you have met all obligations to all of your
customers?

Survey Process and Results - Information and Communications
Emergency Procedures and Plans
The deadline for compliance for this requirement was January 1, 2012.
Did your business or organization meet the Compliance deadline?

Survey Process and Results - Employment Standard
Has your business or organization begun planning how to make its recruitment and
employment processes accessible to meet all the requirements of the Employment
Standard?

Focus Groups
Three Focus Groups were held in:
The Greater Toronto area
Ottawa (in partnership with EARN)
London (in partnership with the Ability First
Coalition and PIE London & Middlesex)

Focus Group Results
Focus Groups consisted of:

Focus Group Results
What is your overall knowledge of the AODA standards?

Focus Group Key Findings - Customer Service Standard
Persons with disabilities should be hired to conduct random test or audit services,
perhaps as mystery shoppers, at businesses or organizations regarding accessibility
and adherence to customer service standard requirements.
Businesses or organizations should ensure the procurement process for contracting
with Third Parties which includes a clause that states their organization retains the
right to test Third Party employees on customer service standard training to ensure
they are compliant.
Compliance with all requirements of the Standard must be audited and tested with
special emphasis on training.
Training should include specific information about various disabilities to help debunk
stereotypes and myths that persist about disabilities and persons with disabilities.
Training should be expanded to include an organization’s vision and values for
accessibility and inclusion, and the proper etiquette for interacting with persons with a
disability with respect and sensitivity.
Meeting of all compliance requirements should be monitored at the highest levels of
an organization, and accountability should begin at the top.

Focus Group Key Findings - Employment Standard
The Standards should include internships as they are helpful for persons with
disabilities to experience corporate culture.
Need to include educating the employer about having discussions with employees
with disabilities and what the discussions can or should be. E.g. “Can I talk to you
about this or can I not?” It’s not a discriminatory act to discuss disability needs with
an employee with a disability.
Need to add an education piece for the management and the rest of staff on
appropriate ways to discuss employees with disabilities.
We should include information about self-disclosing. The best practice from a
service provider perspective is to encourage self-disclosure.
A Platinum Standard for employers to develop an inclusion lens. The tool looks at
all areas under the AODA and to let an employer know all that they have to consider.

Focus Group Key Findings - Information and Communications Standard
Should consider other methods for offering information about a
business’/organizations’ job opportunities, and goods and services in
acknowledgement of the fact that many persons with disabilities may be living in
poverty and do not have access to computers or the Internet.
Key consideration is to incorporate persons with disabilities on accessibility teams
from end to end. They should be part of any product development, including Websites.

Focus Group Key Findings - Other
Participants commented that JOIN needs to audit the government on the
Platinum Standards throughout all levels, or if not all, then at least one level of the
government should be audited.
Include persons with disabilities in product development and design, it is
necessary to look at different industries, and the people who are designing society.
Companies are designing products in isolation.
It is the complication of the legislation that it focuses on individual companies
instead of legislating industries to develop accessible products.

Ontario JOIN Platinum Standards
Inclusion and Accessibility
 Currently finalizing development incorporating results from surveys,
community consultation, research on global best practices
 Next steps: Test Audits
 Large private company
 Small not-for-profit entity

Cam Crawford
Director of Research at the Institute for
Research and Development on
Inclusion and Society – IRIS
Member, OJOIN Steering Committee

The following is drawn from a synthesis of
research (literature and statistics)
 Statistical sources:
o HALS (Health and Activity Limitation Survey)
o PALS (Participation and Activity Limitation Survey)
o SLID (Survey of Labour and Income Dynamics)
 These are all major Statistics Canada surveys

The employment rate of people with disabilities is
consistently lower than that of people without disabilities,
but has been improving (HALS & PALS)
© ccrawford@irisinstitute.ca

The gap in employment for people with disabilities has
historically persisted
across gender lines, but is narrowing (PALS)

Employment levels vary by age…(but worsen in relative
terms for people with disabilities as they get older) (PALS
2006)

Employment levels vary by age…(and are highest in
middle adulthood) (SLID 2009)

Employment rates increase with increases in
education level (PALS 2006)

Highest level of educational certification has increased,
showing disability status* (SLID, 1999, 2004, 2008)

Work-related training makes a difference
Training is associated with positive employment
outcomes
oLack of work-related training is reported as one of the
main barriers to employment by people with disabilities
who are outside of the labour force
oVarious reports have pointed to the problem of lack of
training for people with disabilities

Geography matters
The employment gap between people with and without
disabilities has been longstanding in all jurisdictions
oBut the gap has tended to be largest from Quebec
eastwards

Employment levels vary by whether job supports are needed
(PALS 2006*)
* People active in the labour force at some point from 2001-2006

Employment levels vary by whether needed job supports
are available (PALS 2006*)
* People active in the labour force at some point from 2001-2006

Marked differences in employment rates by type of
disability (PALS)

Employment levels decrease with severity of disability
(PALS 2006)

Employment levels also vary in relation to…
 Public perceptions and attitudes towards disability
 Cause of disability
 Age at disability onset
 A range of other factors

But…
 For youth, defined by in one recent study as 23 to 26
years, with severe disability (Carter, Austin & Trainor,
2012), the single strongest predictor of having a paying
job at or above the minimum wage two years after leaving
high school is…
oHaving a job for pay while attending high school

Youth with ‘severe disability’ (Carter, Austin
& Trainor, 2012) included…
 450 youth with intellectual disability, autism or multiple
disability and who, at the beginning of a six-year research
cycle, were either
oNot in school or
oIn school but exempted from mandated standardized
testing or
o(Two of) not well able to read and understand common
signs, tell time on a hand clock, count change, look up
telephone numbers or use a telephone

Future directions
Facilitate access to post-secondary education and
training and the supports needed to succeed, there
Facilitate transitions from school to work, and ensure
necessary supports are available to youth and employers
Learn about what works well and continue to build on
successes with upcoming cohorts of young people
Implement individualized, client-focused, well-
coordinated approaches
In the absence of PALS (it’s been cancelled), ensure we
have a good alternative disability data system so we can
track progress and keep a focus on factors that help
account for what works!

Kim Coulter
Chief Operating Officer
JVS Toronto
Chair, OJOIN Steering Committee

Platinum Employment Standard
RecruitmentRecruitment
Recruit through career fairs that focus on students and job seekers with
disabilities
Job postings:
 available in alternative formats
 highlight any physical demands
 focus on bona fide requirements & core skill sets for the role
 ensure web portals are fully accessible e.g. screen readers
 ensure applications are available in different formats
Job offers:
 provide accommodation policies at time of hire
 include flexible work arrangements whenever possible

AccommodationAccommodation
Establish:
Processes for an employee to participate in the development of his/her
accommodation plan
Schedules for reviewing and updating an employee’s accommodation plan
Procedures for providing a rationale if an employee’s accommodation plan has
been denied
Ensure:
Individual accommodation plans are provided in an accessible format according to
the employee’s accessibility needs
Staff & management have training on the scope of disability
Centralized budget that provides resources for accommodation measures

AccommodationAccommodation continued…..
Inform
Employees of the availability of accommodation measures and the process
for requesting an accommodation
Measure
Satisfaction of employees through an annual satisfaction survey

ScreeningScreening
Ensure alternative room set-ups taking into consideration access for
interview rooms e.g. Well lit rooms , larger space for wheel chairs, working
dogs, support workers, family ; minimal distractions, quiet
Provide supports e.g. note pads, hard copy of interview questions, support
workers or family to provide assistance
Explore job shadowing and short-term job trials for those who require
additional supports to demonstrate ability to perform the job

OnboardingOnboarding
Ensure employees are provided with accessible information &
communication supports necessary to perform his/her job
Establish a mentorship or buddy program
Ensure trainers/coaches have extensive training on supporting employees
with disabilities & developing materials in alternative formats. E.g Braille,
plain language, accessible pdf files, accessible on-line training, large print.
Extend the probationary period for employees with disabilities who have
excellent motivation, attendance & attitude, but require additional
coaching/timing to hit optimal targets for performance
Provide external Job Coaches

RetentionRetention
Use objective & measurable performance appraisal criteria to ensure
employees are not penalized for accommodation
Revisit accommodation requirements if employees change roles
Ensure new managers are educated in requirements
Ensure new work locations provide accommodations required

Career Planning & AdvancementCareer Planning & Advancement
Identify employees who face barriers to their career advancement related to
their disability, differences and accommodation requirements and take
specific actions are taken to overcome them.
Track and monitor results of Career Advancement for employees with
disabilities in a meaningful way.
Review employment systems to ensure that the needs of employees with
disabilities are identified and fulfilled from the hiring process through career
advancement

Performance ManagementPerformance Management
Ensure managers are held accountable for their efforts in creating an
inclusive work environment for all
Performance manage managers to ensure opinions or attitudes are not
influencing assessment of performance of employees with disabilities or that
assumptions about a person's ability to perform a task are not being made
Provide education sessions on performance management of employees
with disabilities to ensure biases and misconceptions do not occur
Ensure professional development opportunities are facilitated by trained
professionals who understand accommodation, different learning styles,
different methodologies and individual coaching best practices.
Ensure all training materials are available in different formats

MeetingsMeetings
Site check for: accessibility of meeting rooms & entrances; movement of
wheelchairs, walkers, etc.; audio systems; lighting, etc.
Prepare in advance: requests for accommodations, scheduling of
interpreters and notetakers, print materials
Ensure: scent free environment; chairs are briefed on best practices; one
voice at a time; review evacuation plans.

Return to WorkReturn to Work
Conduct job task analysis early in the return to work process to determine
accommodations, supports or other job changes to enable a person with a
disability to maintain their position
Provide information package and educational sessions to ensure broad
awareness of the return to work process
Complete modifications to employee accommodation plans in consultation
with all parties.

Return to WorkReturn to Work
Regularly monitor and measure the number and nature of leaves and
implement measures for improvement
Report to senior management all research, improvement and quality
measures
Educate and raise awareness among employees about the business
benefits of inclusion and accessibility through educational workshops and
learning sessions
Provide regular training and awareness sessions on invisible and episodic
disabilities such as mental health and wellness, not just physical disabilities.

Evacuation and SafetyEvacuation and Safety
Regularly re-visit evacuation plans and performs test evacuations to ensure
there are no potential barriers for employees with disabilities
Ask employees if they require assistance for evacuation or during an
emergency.

Pina D’Intino
Information Technology and Solutions
Sr. Manager, Enabling Solutions and
Support Management
Scotiabank
Member, OJOIN Steering Committee

56
Platinum Information and Communications
Standard
Feedback
Train management, employees and volunteers on feedback/complaint
policies and procedures appropriate to their position
Includes actions & solutions front line employees and volunteers can initiate
for fast resolution of complaints
Track feedback from customers and employees with disabilities by
 type of complaint
 action required
 timeliness of response to complainant
 follow-up action
56

57
Feedback continued....
Establish:
Accountability process for customer feedback
 Report is submitted quarterly to senior management/Board of Directors
containing type of complaint or feedback, action taken, and response to
customer.
Ensure:
Customers and employees with disabilities as well as any
feedback/complaints received are included in planning processes for
continuous service improvement
Employees and volunteers are recognized for innovative and timely
resolutions to customer feedback/complaints.
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Standard

58
Emergency Response
Install audible alarm and visual alarms when signally building evacuation to
assist persons who are deaf or hard of hearing to evacuate
Review emergency and evacuation plans annually. Include customer and
employee feedback in review. Third Party security staff have disability
awareness training, and are well-versed in emergency response and
evacuation protocols
Encourage
Self-disclosure from employees and volunteers with disabilities in order to
have individualized emergency response plans in place.
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Standard

59
Websites
Fund
Allocate a budget for the IT and website department for disability plans
Plan
IT department planning team includes customers and employees with
expertise in disabilities to inform disability competence and accessibility
strategy
Disability action plans with annual goals established in IT and website
department to achieve accessibility
Track
Monitor Accessibility plans are monitored, and progress to achieving disability
goals is tracked.
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Standard

60
Integrative Management Planning
Annual budget planning process for all departments includes an accessible
technology budget line
Annual monitoring and review process in all departments regarding
information and communications to determine progress toward achieving
accessibility plans and targets.
Public relations
IT & website
Internal communications
HR
Marketing
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Standard

61
Products and Services
Persons with disabilities--customers and employees (and volunteers)--are
integral part of new product or services design from end to end to ensure
accessibility is a fundamental consideration
61
Standard

62
Platinum Customer Service Standard
Marketing Research
Includes strategy to include persons with disabilities in focus groups/surveys
to learn their preferences and requirements
Determine the extent to which persons with disabilities from all groups are
accessing services, using or buying products
Marketing
Establish
Marketing team that includes customers and employees with expertise in
disabilities to inform disability competence and accessibility strategy
Annual action plan targets customers with disabilities in new product and
services development
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63
Marketing continued....
Track
Track and review information from persons with disabilities who disclose
their disability while accessing products and services
Promote
Actively market accessibility in services for customers with disabilities and
availability of accessible products for customer use
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64
Public/Media Relations
Include
Persons with disabilities in annual Public & Media plans as part of strategy
team
Provide
Education about various disabilities to ensure that persons with a disability
on the team are not required to ‘speak for all persons with disabilities’
Promote
Accessibility in services for customers with disabilities and availability of
accessible products for customers use
64

65
Public/Media Relations continued....
Ensure
Organizations supported through sponsorships or partnered with in cross-
promotions are disability competent and able to demonstrate that
All literature and campaigns include positive images of persons with
disabilities as customers and employees, and displayed engaged in activities
with other customers and/or employees
Public/media releases are available in alternate, accessible formats
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Final JOIN Conference Panel presentation-Nov 22-12

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