31
Aug/100

Training Resources for Diversity and Equality

This month, Program Development Associates features the Diversity:  Face to Face D.V.D., a unique an innovative tool that explores the four main aspects of diversity in the workforce:  stereotypes, similarities, unity, and benefits.  Organizations watch, together, and learn the stories men and women who truly live in diverse environments.  Through their stories and thoughts, viewers see not only what it is like to live with diversity, but also learn their roles in supporting a courteous and inclusive work environment.

Diversity in the Workforce and Stereotypes

Stereotypes affect both the person acting as well as the individual receiving.  The Diversity:  Face to Face D.V.D. helps employers and employees recognize signs of stereotyping with the goal of identifying and diffusing it before severe problems arise.

Finding Similarities

Next, the role of similarities in a group is explored.  The motivation to pin point differences among people is dispelled.  Instead, viewers are challenged to consider what common ground they share with one another.

Managing Workforce Diversity Through Unity

Next, the diversity D.V.D. uses similarities as a basis to cultivate a newfound sense of organizational unity.  Each member of the organization will be challenged to bond in a way that seeks a common goal and purpose.

Benefits of Diversity Training

This featured diversity product ends with an exploration of the benefits of diversity in the marketplace of today.  A talented pool of individuals with varying abilities has much to offer in our global and digital business world, and the Diversity D.V.D. surveys this idea through the eyes of workers in inclusive, diverse workplaces.

An instrumental part of training diversity is building courteous and respectful behavior among all members of an organization.  A richly varied group of individuals cannot function cooperatively without mutually respecting one another.  Program Development Associates’ diversity resources provide the perfect medium for employers and employees alike to learn more about the importance and benefits of working within a large and heterogeneous group.  This month P.D.A. offers the Diversity: Face to Face D.V.D. to help organizations recognize, embrace, and monetize their diversity.

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16
Aug/100

Modern Diversity Training: Universal Design for Learning

Last week, we began our diversity training article series with a look at the use of modern assistive technology.  In our second installment of Modern Diversity Training, we will explore the necessity for making the workplace accessible to complement the emergence of assistive technology.

First, an explanation of Universal Design for Learning, or UDL, will be presented.  Then, we will move to investigate how UDL techniques can help disability employers and other professionals design training materials for individuals with disabilities.

Universal Design for Learning was developed by the Center for Applied Special Technology to help teachers identify with the vastly differing special needs of students with disabilities.  UDL provides a blueprint for creating goals, methods, materials, and assessments that accommodate learner differences (i).  Utilizing recent neurological studies, CAST asserts that there are three dominant brain networks responsible for acquiring knowledge:  recognition networks, strategic networks, and affective networks (ii).  Each network has a different function, yet together they move an individual to gather, process, and learn concepts.  Moreover, CAST asserts that each of these networks function differently for each individual.  Thus, only by accounting for learner differences can teachers, and by the same token business professionals, assist persons with disabilities in acquiring knowledge.

Disability employers must embrace the concepts set forth by the UDL methodology in order to create a diverse workplace.  Specifically, disability training programs must employ the three core components of UDL:  multiple means of representation, multiple means of expression, and multiple means of engagement (iii).  In creating multiple means of representation, employers present information pertaining to individual work tasks in various formats.  For example, a disability employer may present a single piece of information through visual presentations, written manuals, aural recordings, flow charts, and other mediums to account for learner differences and increase the rate at which knowledge is ascertained.

Most importantly, the multiple means component of UDL provides an opportunity for the communication to be tailored for the individual receiving it.  To illustrate, consider that a trainee with a visual impairment can be issued an audio recording containing instructions specific to a single task.  Another trainee with a learning disability like dyslexia can receive instructions for the same task by way of a visual illustration with minimal written instructions.  In this way, each learning style is accommodated for, each disability is overcome, and the diversity of the workplace is maintained.

Simply investing in assistive technology falls short of effectively diversifying a work environment.  Disability employers must delve deeper and consider the degree of accessibility their business provides for persons with disabilities.  Evaluating accessibility requires identifying the ability of employees, areas of exceptional talent, individual learner differences, and unique support needs.  Disability and diversity training initiatives that harness the power of UDL have a significant advantage in making the workplace accessible.

(i) http://www.cast.org/research/udl/index.html”>http://www.cast.org/research/udl/index.html

(ii) see above

(iii) see above

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13
Aug/100

Modern Diversity Training: Assistive Technology

The desire to employ persons with disabilities is growing.  In honor of the recent twentieth anniversary of the Americans with Disabilities Act, the Program Development Associates Disability Training Blog is proud to present a look towards the diversified businesses of the present.  This coverage will be completed in two installments.

In this article, titled Modern Business Training:  Assistive Technology Products, we will take a closer look at the assistive technology that is enabling persons with various mental and physical disabilities to gain employment.  Next week, we will follow up with Modern Business Training Part II, a look at the Universal Design for Learning and its application in complementing assistive technology and broadening the scope of employment opportunity for those with disabilities.

Assistive technology can be considered any of a variety of instruments used by individuals with disabilities to perform functions that might otherwise be difficult or altogether impossible (i).  This is a broad and somewhat conceptual definition that has many applications.  For example, mobility devices including manual wheelchairs, power wheelchairs, power scooters, and walking aids are all consider assistive technology.  In this example, the technology is somewhat primitive compared to digital gadgetry but nonetheless enables the mobility of an individual who would otherwise have some degree of difficulty moving about.

Assistive technology goes beyond mobility devices to also include hardware, software, and other information technologies.  For example, consider that individuals with physically impaired hands or fingers can utilize custom designed keyboards and computer mice to operate computers.  Individuals with moderate to severe visual impairments can likewise overcome their unique sensory deprivation with software that reads digitally displayed messages aloud, like emails and other lines of text on a computer.  In both of these examples, individuals are able to overcome their unique disabilities and perform work specific tasks.

Without these kinds of enabling technologies, these individuals would be hard pressed to find work environments in which they could actively pursue objectives, contribute as team members, and develop into working professionals.  The expanding application of assistive technology, however, provides the groundwork for individuals with disabilities to do just the opposite.  Indeed, the proliferation of assistive technology establishes the opportunity for businesses to diversify their workforce and cultivate the talents of a range of individuals.  Moreover, employers are better able to retain valuable human capital; individuals who spend years learning, training, and contributing within a specific company can more easily retain their position should unexpected, devastating accidents occur.  This adds a tremendous value for businesses rich in human capital; unexpectedly losing capital for any period of time can be costly, derail growth strategies, and undermine core business objectives.

Disability employers must know, however, that assistive technology is just that:  technology.  The effective application of assistive technology hinges on the ability of a disability or diversity employer to consider access.  Technology is of no use if it is not accessible to the users for which it is intended.  This is particularly important when considering the application of assistive technology, as it is specifically designed for persons with unique mental and physical impairments.  Nuances that make one piece of assistive technology accessible to one individual may not make that instrument equally accessible to another individual with a similar impairment.

Since effective application of diversity training depends largely on accessibility, it is of great importance for employers to consider the needs of each of their employees.  In the second installment of Modern Business Training, we will investigate how employers can best identify the unique needs of each employee to make assistive technology, and the workplace in general, more accessible.

(i) http://www.washington.edu/accessit/articles?109

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9
Aug/100

Growth in Disability Studies Programs

A movement towards disability studies has begun to build momentum.  Over the past decade, graduate study programs at universities across the nation have started to develop specific courses of study to better understand mental and physical impairments.  From Georgetown University to the California Baptist University, these courses are being defined as a holistic study of the phenomenon of disability through a multidisciplinary approach (i).

Topics addressed include the social, cultural, and political role disability has played in society.  Students learn the role people with disabilities have played in the development and implementation of several disciplines, from literature to social policy.  Such programs aim to arm students with a knowledge base that will increase disability awareness and, ultimately, promote social change.  The emergence of disability studies programs is important for at least two reasons.

First, disability awareness will only grow as these professionals enter society after completing their courses of study.  Georgetown University explains that a critical component of their Master of Professional Studies in Disability Studies program is to provide students with the tools to educate and increase awareness across various audiences (ii).  Graduates will attain the skill of communicating disability awareness and tolerance to a variety of audiences upon graduation, an invaluable skill necessary in spreading the message for any subject.  In this way, graduates will have the ability to communicate awareness and tolerance to demographically or otherwise starkly differing groups of people.  This promotes the proliferation of disability education by increasing the effectiveness with which it is taught.  More effective disability education, in short, paves the way for awareness and understanding.

More importantly, however, it is a sign that large scale social change is on the way.  The near future will see a growing population of working professionals with a deep understanding of different disabilities, across a range of different societal and historical contexts.  These professionals will be instrumental in helping to assimilate those with disabilities into the workforce, in counseling persons with disabilities and their families, and in furthering the field of disability education and research.  Moreover, the growing number of disability studies courses and the bodies that fill their lecture halls illustrate a growing interest and empathy for persons with disabilities, a critical component to spreading awareness.

The trend in disability studies programs is indicative of a growing number of working professionals with substantial disability training and education.   This translates to narrowing the gap between those with a disability, and those without.   Graduates will have the resources and experience to collaborate with individuals with disabilities, helping them to become active community members.  Business owners must take note of the growing number of disability studies programs and their resulting societal implications.  These graduate schools, for example, represent prime recruiting outlets for Human Resource departments, managers, and other professional positions.  Disability study program graduates serve exemplary consultants, as well, for businesses looking to implement inclusion training to solidify their company culture.

(i) http://www.sps.cuny.edu/programs/spscourses/programdescription.aspx?pid=6&sid=DSCP

(ii) http://scs.georgetown.edu/departments/32/disability-studies

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5
Aug/100

Inclusion Training and the BWAP

Creating an inclusive workplace fosters a variety of talents that increase productivity and keep companies on the forefront of innovation.  The success of the inclusive workplace, however, hinges on the ability of business owners and managers to correctly identify the strengths, weaknesses, and unique talents of each employee.  This managerial ability becomes even more important when the employee has a disability.  The Becker Work Adjustment Profile, or BWAP, provides an observer rating assessment of the vocational ability of an employee with a disability, and it is an essential tool for managers of any business with a diverse culture of workers.

The Becker Work Adjustment Profile gauges the work readiness of an individual by measuring their habits, attitudes, and skills, collectively recognized as vocational competency.  Moreover, this tool identifies where additional supports are needed with respect to different work areas, and to what degree.  It is a reliable test, appropriate for teenaged children over 15 as well as adults.  Its application is suitable for workers who are learning disabled, physically disabled, emotionally disturbed, economically disadvantaged, or mentally retarded.

The primary advantage of the BWAP is in its nature as an observer rating instrument.  A professional who has had experience observing the subject in their work environment administers the test, greatly reducing the potential for subject-driven error.  In addition, the BWAP is exceptionally comprehensive.  Vocational competency is ascertained by measuring 63 different items allocated to four separate sub scales, or domains:  Work Habits/ Attitudes, Interpersonal Relations, Cognitive Skills, and Work Related Skills (i).  After the employee is evaluated, areas of dissonance between ability and work behavior are identified.  Additional, task-specific training is then administered, working to eliminate the dissonance between ability and behavior.

Administering the BWAP is easy and intuitive.  Evaluators utilize three main materials including a Questionnaire Test Booklet, an Individual Profile Form, and a User’s Manual.  The observer uses the Profile Form to rate the subject with respect to the behavioral items listed in the Questionnaire Booklet.  The Score Summary and corresponding Vocational Competency of the subject is recorded on the Profile Form as both a raw and derived score for each domain.  These values are then cross referenced with the BWAP Manual to determine the level of work readiness and necessity of work supports for the subject.

Keeping a business productive, efficient, and ready to innovate requires strong attention and appreciation for human capital.  Paramount to effectively integrating human capital is the capacity for personnel managers to assess each employee as an individual with unique abilities.  The need to measure the work readiness of each employee and construct appropriate supports is particularly critical for workplaces rich with persons of varying abilities.  The Becker Work Adjustment Profile, or BWAP, is an industry standard for such assessments.  The instrument, when coupled with ongoing disability training and education programs, provides a foundation for placing and retaining employees with disabilities.

(i) http://www.accessmylibrary.com/article-1G1-71316809/measuring-rehabilitation-outcomes.html

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3
Aug/100

An Executive Order for Disability Awareness

Disability awareness propagates in the wake of President Barack Obama’s most recent Executive Order to increase the Federal employment of individuals with disabilities.  The order, released Tuesday July 26th, was issued just one day after the Americans with Disabilities Act reached its twentieth year since enactment.  In those twenty years, despite previous presidential orders and Federal initiatives, the unemployment of Americans with disabilities has only risen (i).  President Obama, however, hopes to reverse that trend.  Different from prior initiatives, Mr. Obama’s Executive Order focuses primarily on retaining individuals with disabilities and learning impairments.  An emphasis on disability training and education for Federal agencies and personnel is to be the point of difference that primes this Executive Order for success.

Recognizing the Federal Government as the largest employer in the nation, Mr. Obama begins by addressing the need for government to lead by example.  In opening the Order, Mr. Obama states that the government has an important interest in reducing discrimination against those who live with a disability, eliminating the stigma associated with disabilities, and in encouraging individuals with disabilities to seek Federal employment (ii).  The importance of these interests cannot be understated.  Reducing discrimination and the stigma associated with individuals who have a disability is an important first step in reducing the unemployment rate.  The ideal workplace for individuals with disabilities to prosper has core elements of regular disability education, inclusion training workshops, assistive technology integration, and mutual respect among coworkers.  In achieving these core elements of an inclusive workplace, Federal agencies will establish strong paradigms that will work to welcome those with disabilities as potential employees.

Mr. Obama’s Executive order moves on to state specific requirements Federal agencies must meet in providing opportunities for persons with physical and mental impairments to gain employment.  Most noteworthy, the President calls for the mandatory drafting of strategies to hire and recruit those with disabilities within 60 days of the Order’s enactment (iii).  An essential part of these strategies includes outlining disability training programs for Federal Human Resource departments and other hiring professionals.  This portion of the Executive Order aims to better prepare agencies to promote job availability as well as to provide hiring professionals with the disability education needed to recruit and train workers with disabilities.

Most importantly, the Executive Order sets the groundwork for long term success by setting standards for retaining workers with disabilities.  Mr. Obama charges the Office of Personnel Management, in consultation with the Secretary of Labor, with the responsibility of identifying and assisting agencies in implementing strategies to retain Federal workers with disabilities.  Paramount to the success of this initiative is the ability of the agency to conduct thorough disability awareness training internally, developing an inclusive workplace that will help those with disabilities develop into industry professionals.  The President’s Order will help in this regard, specifically detailing the duties of the Office of Personnel Management to include helping with internal training, using centralized funds to provide reasonable workplace accommodations, increasing access to the appropriate assistive technologies, and ensuring the accessibility of the physical and virtual workplace (iv).

In the twenty years that have passed since the enacting of the Americans with Disabilities Act, unemployment among individuals with disabilities has actually grown.  Despite Executive Orders, initiatives, and disability awareness programs, the American public is ill equipped to recruit, train, and develop into professionals those with disabilities.  Disability training resources are a necessity in reversing this trend.  As Mr. Obama’s Order makes clear, responsibility lies in the hands of company owners, internal managers, and other business professionals to utilize inclusion training and other techniques to hire and keep workers with disabilities.  Disability awareness training is a vital first step towards creating business environments in which this goal is attainable, and the Federal government’s push to lead by example is inspiring.

(i) http://www.dol.gov/odep/pubs/fact/stats.htm

(ii) http://www.whitehouse.gov/the-press-office/executive-order-increasing-federal-employment-individuals-with-disabilities

(iii) http://www.whitehouse.gov/the-press-office/executive-order-increasing-federal-employment-individuals-with-disabilities

(iv) http://www.whitehouse.gov/the-press-office/executive-order-increasing-federal-employment-individuals-with-disabilities

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13
Jul/100

Inclusion Training through Diversity Awareness

Rapidly evolving technologies and an ever-changing political landscape make today’s business environment a dynamic challenge.  In the face of such volatility, organizations thrive on the depth and diversity of their employees.  A workforce rich in racial, cultural, and ethnic tradition keeps ideas fresh, varied, and constructive.  There’s more than one way to skin a cat, and never before has generating multiple solutions to a wide variety of problems been so valuable.

Finding unique individuals to help carry a group to an end goal is a difficult challenge.  Fortunately, the Civil Rights movements of the early and mid 1900s revolutionized the cultures of businesses large and small.  Women, minorities, and persons with disabilities increasingly gained recognition for their inherent value, deepening the talent pool from which organizations could draw.  The archaic ideals of the 1800s and early 1900s have become footnotes in the history books.  No longer are men the breadwinners, women the homemakers, and the minorities the disadvantaged.  Further, advances in technology have made the workplace more accessible, particularly for individuals with mental and physical impairments.

Even more daunting than finding a talented workforce is the task of managing workplace diversity to maximally achieve that end goal.  This difficulty is faced by a host of different leaders in various organizations, from collegiate coaches to Fortune 500 Executives.  However, recruiting talent is only the beginning.  Distributing, uniting, and retaining talented individuals is a long term process that will graduate mere managers to the level of wildly successful, esteemed leaders.

While a richly varied talent pool in an organization’s culture is of paramount importance, a leaders ability to unite and retain that talent is the critical it factor. Diversity awareness and respect is the foundation on which any endeavor to unify a diverse mass must be built.  Herds of unique individuals with equally unique ideas and solutions are of little value if the herd cannot move together.  In this way today’s business leader is under more pressure than ever to educate employees of their coworkers’ differing backgrounds, ideologies, and lifestyles.

Diversity awareness training fosters an understanding of the multitude of differences that make each person a one-of-a-kind individual.  With awareness comes education, and with education sprouts the opportunity for appreciation.  To further encourage appreciation among employees, leaders within an organization can engage in regular workforce and employee diversity training.  Diversity training seminars and workshops offer an invaluable occasion for individuals to learn about one another and cultivate a respect for ethnicities, ideals, and traditions that differ from their own.

The ultimate end goal for any diversity training program is to perpetuate a feelings of reciprocal awareness and respect among employees.  Without both awareness and respect, leaders cannot hope to have employees work effectively.  In a business environment laden with dynamic challenges, organizations simply cannot afford to have anything other than a unified and diversified talent pool.  Disability and inclusion training D.V.D.s, C.D.s, and other resources offer a vital first step towards developing diversity awareness programs to bring employees together, maximizing output, and enrich their work experience.

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8
Jul/100

Disability Job and Career Management

A planted seed cannot grow without the nurturing power of sunlight and water.  In the same way, employees cannot grow without the support of their organization.  In our previous article, we explored a study conducted by the Federal Managers Association that had an alarming message:  managers are perceived as ill equipped to foster a work environment where employees with disabilities can develop into valuable professionals.

Unemployment for individuals with disabilities has risen, despite the strong legislative push to abolish discriminatory hiring practices.[i] A clear reason for this contradictory outcome is a general lack of the proper disability education and advocacy among managers, an argument advanced by the Federal Manager Association’s Unnecessary Boundaries study.

Fortunately, the hardest hurdles have been cleared.  The Federal government has led by example through the 1990s, starting with the passing of the Americans with Disabilities Act.  President Clinton furthered efforts with his Executive Order 13163, a commitment to award 100,000 Federal jobs to persons with disabilities by 2005.  Organizations are now responsible to follow suit, not only by equitable hiring practices, but also by establishing inclusive work environments where persons with disabilities receive the supports necessary to advance and grow.

The first and most essential step in providing support for an employee with a mental or physical impairment is to evaluate their level of competency.  The mysterious and complex nature of mental illness coupled with a personalized manifestation per individual places extreme importance in management’s ability to assess employees and their varying abilities before attempting to create environmental supports to encourage their growth.  A multitude of tools are available for gauging competency and can be classified by how employees’ abilities are measured.  Self-report instruments, for example, rely on the employee’s ability to display aptitude through written questionnaires or workplace simulations.  Observer rating instruments, on the other hand, rely on an observer to rate an employee’s aptitude based on how well he or she displays an ability to perform specific tasks, either through written questionnaires or simulated work situations.

Self-report instruments are most useful when a mental health professional is helping a person develop social skills across a variety of social contexts.[ii] While a work environment is considered a social context, self-report instruments are not ideal as they require the involvement of a trained mental health professional.  Observer rating instruments, by contrast, work well in the business context.  The observer need not be a professional counselor or psychologist.  They must, however, have a substantial opportunity to observe and learn about the employee and his or her condition prior to administering an assessment.[iii] Managers and other Human Resources personnel are ideal candidates for the role of an observer as they have ample opportunity to get to know new hires before administering an observer-rating assessment.

Once the competency of an employee with a disability is ascertained, management can begin to tailor the company culture in a way that maximizes the employee’s ability to participate, communicate, learn, and develop.  Disability job and career development tools are available to help organizations assess the competency of their workers, and they represent vital tools in creating an inclusive work environment.  Other disability training and education resources can be utilized to spread awareness in a diverse organization, a necessary complement to helping persons with disabilities develop as professionals among their peers.

[i] http://www.dol.gov/odep/pubs/fact/stats.htm

[ii] http://www.accessmylibrary.com/article-1G1-71316809/measuring-rehabilitation-outcomes.html

[iii] http://www.accessmylibrary.com/article-1G1-71316809/measuring-rehabilitation-outcomes.html

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30
Jun/100

Advocacy Training in 2010

Advocacy education and disability awareness have become major drivers towards the creation of inclusive workplaces for individuals with richly varied mental and physical abilities.  Both the political and social landscapes in America have progressed towards providing equal employment opportunities for persons with disabilities since the enactment of the Americans with Disabilities Act of 1990. Still, however, obstacles prevent a fully equitable environment for employment; nearly 45 percent of Americans with disabilities were unemployed as of 2000, according to the United States Department of Labor.[i] Studies conducted in late 2004 showed an alarming rise in unemployment among those with disabilities, projecting a rate of 65 to 70 percent.

At first blush the blame is easily placed on management.  Studies seem to imply managers, Human Resources Departments, or other administrative bodies charged with hiring personnel for organizations are not welcoming persons with mental or physical impairments.  However, a closer look reveals a more startling truth.

The Federal Managers Association in conjunction with Telework Exchange, an organization committed to demonstrating the emerging value of remote telecommunication operations, surveyed over five hundred Federal employees in January and February of 2010 to gauge institutional advocacy and awareness for hiring, developing, and promoting workers with disabilities.  The resulting study, titled Unnecessary Barriers, provides insight as to why unemployment for persons with disabilities has risen so dramatically.

Contrary to intuition, it is not managerial gatekeepers thwarting the assimilation of those with disabilities into the workforce.  Of the employees surveyed, an overwhelming 71 percent said their institutions had made a full and steadfast commitment to hiring employees with disabilities.[ii] However, only a mere half of respondents felt that officials had the tools and knowledge to retain and ultimately promote these employees.[iii] With the remaining half of managers and decision makers ill-equipped to provide the supports necessary to advance a worker with a disability, retention and advancement become impractical if not altogether impossible.

In the wake of the Unnecessary Boundaries study, it is clear to see the rising unemployment level among those with disabilities is not linked with an unwillingness to hire.  Rather, it is a lack of tools, knowledge, and interoffice environmental supports that makes difficult the retention and advancement of workers with disabilities.  Specifically, it may be a general lack of advocacy education that contributes most to persons with disabilities attaining short-lived employment.

Legislation like the A.D.A. is not enough.  Industry professionals from Capitol Hill to Middle America must support disability education and awareness in the office.  The lofty ideals that have been penned on paper must now manifest themselves as committed actions.  Proactive interoffice advocacy education programs are the foundation for promoting knowledge and empathy among employees, two qualities necessary to unite coworkers in an inclusive work environment.  In a unified company culture with ongoing disability training, each employee receives the support they need to develop as a professional, enhance their skill sets, and maximize value for both themselves and their company.

[i] http://www.dol.gov/odep/pubs/fact/stats.htm

[ii] http://www.teleworkexchange.com/unnecessarybarriers/landing.asp

[iii] http://www.teleworkexchange.com/unnecessarybarriers/landing.asp

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26
Jun/100

Inclusion Training: Office Communication

Successful communication creates the groundwork for an inclusive company culture.  The inclusive workplace is one that thrives on diversity and accommodates individuals of various mental and physical abilities.  Disability training that emphasizes communication and networking skills is necessary for creating a unified, valuable, and positive company culture.

Without courteous communication, the inclusion model breaks down.  As a result employees may feel disrespected, undervalued, incapable of performing job related tasks, and unfulfilled.  Thus, disability training programs must first and foremost equip employees with the knowledge and skill to communicate with one another, regardless of mental or physical differences.

Tremendous responsibility rests on the shoulders of able-minded individuals to get to know coworkers with disabilities in order to facilitate courteous communication.  Disability education programs are essential in providing employees with information about specific conditions as well as corresponding etiquette guidelines.  As Program Development Associate’s new training DVD (dis)Ability Awareness makes clear, effective communication hinges on individuals and their ability to relate to one another.  Managers and disability training consultants must keep this fine distinction in mind for two important reasons:

Humans Categorize by Nature

Human beings categorize individual elements of reality simply in virtue of having a conscious mind that strives to make sense of things.   As humans categorize, prejudices are formed to efficiently assimilate the overwhelming amount of sensory inputs encountered daily.  While these shallow snap judgments allow for the processing of an immense amount of sensory inputs, they fall short in that people tend to favor their own category while undervaluing things that are perceived as different.

Humans Exhibit Affective Display

According to the American Psychological Association, Affective Display is a person’s ability to display thoughts, both conscious and unconscious, through verbal and nonverbal communication.  Tone of voice, body language, and facial expressions may all indicate an individual’s conscious or unconscious feelings, regardless of the message they intend to transmit.

Since the categorical nature of the human mind creates prejudices and the Affective Display phenomena communicates these preconceptions regardless of the communicator’s intent, disability education in the workplace must work to rid employees of predetermined thoughts about persons with physical or mental impairments.  Once the slate is clean, education and training programs have to help employees understand one another on a personal level.  General background information on certain conditions and corresponding social etiquette provides a substantial starting point.  However, able minded individuals must endeavor to understand coworkers with disabilities on a personal level.  Once this deep level of understanding is ascertained, employees are well suited to respectfully interact with one another.

Once coworkers with disabilities are understood on an individual and personal basis, networking can occur to further the inclusion of the office environment.  Asking a coworker what one may do to make them feel included or offering to escort them to a department meeting are two examples of simple acts that can help solidify and develop friendships that perpetuate value for the company as a whole.

Inclusion training DVDs are an unparalleled medium for helping employees understand how their preconceived notions may affect and ultimately hinder their ability to communicate with their coworkers.  Program Development Associates also carry a diverse set of disabilities training resources to assist businesses in creating a company culture where diversity is valued, respected, and embraced.

Reference: American Psychological Association (2006). VandenBos, Gary R. ed., APA Dictionary of Psychology. Washington, DC.

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20
Jun/100

Disability Education in an Inclusive Workplace

Creating an inclusive work environment is the best way to ensure both accessibility and productivity are fully realized in our dynamic business world.  No two persons have the same problem solving processes, ideals, or passions, regardless of physical or mental ability.  An inclusive environment accommodates workers of various ability levels, in turn providing a diverse assortment of individual talents and strengths that can be utilized to develop new ideas.  The celebration and respect for diversity among coworkers are essential components in developing new ideas, and new ideas are the foundation for future growth across all industries.

At the heart of the inclusive workplace lie the management team and their ability to implement environmental supports to encourage an accepting and communicative company culture.  Behavior, individual workers’ attitudes, and internal processes must be harnessed to support environmental inclusiveness, as determined by the unique landscape of each institution or company.  Managers serve a vital role in aligning themselves with the resulting vision while leading employees through the implementation of inclusive practices.

Managers must consider the uniqueness of each individual when designing a program to help employees of all physical and intellectual ability levels engage with one another.  The following guidelines, as shared by the Canada Secretariat,  provide an outline for managers and disability program advisers to lead employees in respectful communication with coworkers with visual, aural, physical, and developmental disabilities, respectfully:

Communicating with Coworkers with Visual Impairments

  • Identify yourself as well as anyone accompanying you
  • Mention any previous interactions to help the employee remember prior engagements he or she may have had with you
  • Name the individual with whom you are speaking when speaking to a group of coworkers
  • If the conversation has ended, indicate you are moving to another location
  • Courteously clear the area of obstacles
  • If necessary, describe the environment to the coworker
  • If offering to lead the coworker to another location, invite the coworker to take your arm
  • If the coworker would rather walk independently, walk about a half step ahead and listen intently for instructions and questions
  • Offer to read written information when appropriate
  • Do not pet or play with guide dogs, if present, as it is distracting and inappropriate

Communicating with Coworkers with Aural Impairment

  • Identify the language required if employing interpreter services
  • Speak clearly and at a moderate pace that allows the interpreter to use sign language to relay the message to the coworker
  • Allow the coworker time to communicate in return, through the interpreter
  • Use written or clear nonverbal body language when communicating one on one
  • To facilitate lip reading, face the coworker and keep hands and objects away from your face
  • Face the coworker and speak in a clear and slow voice
  • When possible, converse in a quiet environment and move to eliminate disruptive background noises

Communicating with Coworkers with Physical Impairments

  • Facilitate movement via wheelchair, scooter, or other mobility aid by rearranging furniture in the room
  • When standing in close proximity, do not lean or excessively touch another’s mobility device as it is considered personal space
  • Always conscientiously consider what may or may not constitute accessible for those in wheelchairs and other mobility aids
  • Do not push or move a coworker in his or her wheelchair unless asked to do so

Communicating with Coworkers with Developmental Disabilities

  • Inclusion starts with a fundamental knowledge of the person, their background, and their general personality:  Get to know the person so that you may include them
  • Offer assistance when necessary
  • Slowly and articulately repeat information when necessary
  • Speak directly at the coworker
  • Listen actively and intently

Managers, disability program advisers, and disability training consultants are charged with developing and clearly communicating policies that provide an unwavering framework for respectful employee diversification and interaction.  Policies must first seek to maximize the range of talent and unique strengths among workers by hiring individuals of all abilities.

Essential to management’s creation of an inclusive workplace is their ability to provide diversity education for employees.  Tantamount importance lies in management’s ability to foster an environment that encourages courteous and independent communication among persons of all physical and mental abilities.  Several disability training resources and disability training DVDs highlight the importance of fostering an environment where all individuals, ranging from those with high intellectual capacities to persons with mental and physical disabilities, feel accepted, unified, and valued.  Ongoing disability education is crucial in ensuring all members of the company or institution are up to speed on the nature of different disabilities, the availability of training resources, and evolving strategies for inclusion in the workplace.

Reference:  Treasury Board of Canada Secretariat, http://www.tbs-sct.gc.ca/pubs_pol/hrpubs/tb_852/cwwed1-eng.asp

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8
Mar/100

New Resource – Communication Skills

Communication Skills DVD 

http://www.disabilitytraining.com/product-info.php?Communication_Skills_DVD-pid953.html

Resource #: HCCDC913W

VOLUME 6 OF THE COMMUNICATION SERIES

Communication Skills DVD

Communication Skills DVD

Communication is a process of creating shared understanding that includes speaking, listening, and non-verbal cues.

This program describes the importance of positive communication skills and teaches effective methods for creating clear, respectful exchanges.

When you train your home care staff in positive communication skills, it increases their ability to relate effectively and improves the quality of life for patient/client.

Topics covered include:
• Verbal and non-verbal communication
• Active listening
• Asking open-ended questions
• Clarification
• Pacing
• Obstacles to communication
• Communicating with someone who has hearing loss
• Uncomfortable conversations
• Honoring your client’s feelings
• Ageism: What is it? and How to avoid it
• Importance of professional appearance

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17
Nov/090

New Resource – Visual Strategies Workshop

Visual Strategies Workshop DVD

http://www.disabilitytraining.com/product-info.php?Visual_Strategies_Workshop_DVD-pid933.html

Resource #: VSWD924W

A LIVE PRESENTATION OF LINDA HODGDON’S POPULAR AND INNOVATIVE WORKSHOP.

Visual Strategies Workshop DVD

Visual Strategies Workshop DVD

The Visual Strategies Workshop is a 5-video set filmed at a live presentation of Linda Hodgdon’s popular and innovative workshop. It provides lots of information about how to use visual strategies and it is packed with samples and examples of visual strategies that have proven successful with students who experience Autism Spectrum Disorders and other moderate to severe communication or behavior challenges. The information in the Visual Strategies Workshop is pertinent for every educator or parent who provides support for these students.

Will teach you to:
• Identify significant factors in student learning and functioning style that affect communication
• Informally assess the student’s communication strengths and challenges
• Recognize specific situations where communication breakdowns can affect student understanding, behavior, and participation
• Create and use specific visual supports that have significantly improved student communication, behavior and participation.  

DVD 1: 35 minutes – Understanding Autism Spectrum Disorders and Communication
DVD 2: 30 minutes – Informally Assessing Communication: Students, Partners, and Environments
DVD 3: 35 minutes – Samples & Examples of Visual Strategies
DVD 4: 34 minutes – More Samples & Examples of Visual Strategies, Visual Strategies at Home: Parent Interview
DVD 5: 25 minutes – How to Create Visual Tools, Potpourri of Commonly Asked Questions

Package includes a FREE CD with a collection of supplementary materials including:
• Reproducible handouts for each video program
• Discussion questions
• Test questions
• Plus lots of other support materials to help you receive maximum benefit from this training package
• Stored on a CD for easy duplication

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2
Sep/090

New Resource – Aged Care: Communicating with Aged Care Collegues

Aged Care: Communicating with Aged Care Collegues DVD

http://www.disabilitytraining.com/product-info.php?Aged_Care_Communicating_with_Aged_Care_Collegues_DVD-pid460.html

Resource #: AGCD912W

Aged Care: Communicating with Aged Care Collegues DVD

Aged Care: Communicating with Aged Care Collegues DVD

Effective employee communication is vitally important in every area of health service delivery and care.

This program, filmed with a focus on the aged-care environment, covers verbal and nonverbal communication, formal and informal communication, conflict resolution and negotiation, and staff-to-staff and staff-to-management communication.

A valuable training and professional development resource.

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2
Sep/090

New Resource – Aged Care: Communicating with Aged Care Residents

Aged Care: Communicating with Aged Care Residents DVD

http://www.disabilitytraining.com/product-info.php?Aged_Care_Communicating_with_Aged_Care_Residents_DVD-pid464.html

Resource #: AGRD912W

Aged Care: Communicating with Aged Care Residents DVD

Aged Care: Communicating with Aged Care Residents DVD

Effective communication with elderly people living in residential care is key to the delivery of high-quality treatment that not only meets the physical needs of patients, but also their mental, emotional, social, and spiritual needs.

This program examines the basic elements of communication and how they can be adapted to older people who are living with hearing, vision, speech, and cognitive losses. The video also looks at effective communication methods for those from culturally diverse backgrounds.

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2
Sep/090

New Resource – I Can Communicate Series

I Can Communicate Series DVD

http://www.disabilitytraining.com/product-info.php?I_Can_Communicate_Series_DVD-pid485.html

Resource #: ICCD926W

I Can Communicate Series DVD

I Can Communicate Series DVD

This three-part series relies upon familiar situations to teach young viewers many essential communication skills. Engaging vignettes demonstrate the importance of listening attentively, making eye contact, asking questions for clarification, and being respectful of others. The series also helps young viewers understand the importance of the non-verbal messages that we send through our body language and tone of voice. A wide range of age-appropriate tips are offered for how to become a better speaker and listener.

Part 1, Now That’s Good Listening, reminds viewers that being a good listener requires more than just the ability to hear. Good listeners use their ears, eyes and brains. Listening means stopping what you are doing, looking at the speaker, paying attention to verbal cues or “signal phrases” that alert you to important information, repeating what you have heard in your own words, and asking question to clarify.

Part 2, Now That’s Good Speaking, introduces topics such as using an appropriate tone of voice, sticking to a simple, uncluttered message, avoiding slang, maintaining emotional control and more. Special attention is given to how awkward body language—such as squirming or avoiding eye contact—can alter or contradict our spoken words. Tips include taking a deep breath, planning your words ahead of time and using “I” messages.

Part 3, Communication Spoilers, sheds light on many common problems in communication—such as interrupting, criticizing, creating distractions, monopolizing the conversation or ignoring what others are saying. Viewers are reminded that good communication is only possible when we all respect one another. Other examples of communication spoilers are provided: argumentative speakers who blame or criticize others, and those who resort to name-calling instead of productive dialogue.

Produced by Human Relations Media, Inc.

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