The Basics of Vocational Assessment

The Basics of Vocational Assessment



A Tool for Finding the Right Match

Between People with Disabilities and Occupations



What is the purpose of this paper?



This brief paper is designed to offer guidance for the development of a vocational
assessment programme for people with disabilities. This is not a comprehensive
study of the field, techniques and issues involved but offers some guidance and
addresses common questions about vocational assessment and designing a
vocational assessment system.



The model described is a classical vocational evaluation model based on the
concept of train/place. That is, first a person is assessed, trained and the placed
in a job. Assessment is an important part of this approach to vocational
rehabilitation and employment. According to the place/train model, assessment is
less crucial. According to this approach an individual is placed in a supported
employment situation with a job coach or other supports. He or she is assessed
and trained on the job. The place/train model is more commonly used with
people who have intellectual or psychiatric impairments, neurological problems,
autism or other types of substantial disabilities.



What is vocational assessment?



Vocational assessment is the process of determining an individual’s interests,
abilities and aptitudes and skills to identify vocational strengths, needs and
career potential. Vocational assessment may use a variety of standardized
techniques (e.g., tests) or nonstandardized approaches (e.g., interviews,
observing people). Vocational assessment is part of the vocational guidance
process and usually results in recommendations for training or employment.



Why conduct vocational assessment?



Vocational assessment is used for different purposes and may differ according to
a country’s culture and social system. It may be used to determine a person’s
potential, the content of a vocational training programme, his or her employability
or ability to adapt to different work environments.



Depending on the perspective, vocational assessment has many benefits.
Vocational assessment assists an individual to make realistic job training and
career choices based on their interests, aptitudes and abilities and the realities of
the job market. It helps counselors, rehabilitation professionals and employment
specialists work more effectively with their clients. It helps trainers and instructors
adapt to the needs of the person with a disabilities. It helps administrators use
resources more wisely. It helps employers make better hiring selections.




What are the differences between vocational assessment of disabled and
nondisabled persons?



Vocational assessment for people with disabilities should make use of the
assessment procedures that are widely used in other assessment settings, such
as schools, employment service and psychological settings. Sometimes these
procedures need to be adapted for disabled persons. Additionally, specialized
techniques and strategies have been developed for people with disabilities who
seek employment or rehabilitation services.



Vocational assessment should focus on identifying abilities and strengths that
can be used in training and work situations. It should compare these to viable job
requirements and make recommendations. For people with disabilities, the
recommendations may also include the need for support services, assistive
devices, job accommodations or address other disability-specific issues that will
further the person’s training or job success.



What does the ILO standards say about vocational assessment?



ILO Convention 159 concerning vocational rehabilitation and employment
(disabled persons), 1983 and the related Recommendation 168 require that
competent authorities should provide vocational guidance.



Recommendation 99 concerning vocational rehabilitation of the disabled spells
out the following ten steps as part of the vocational guidance process:



1. An interview with a vocational guidance officer
2. Examination of record of work experience
3. Examination of scholastic or other records relating to education or training
received
4. Medical examination for vocational guidance purposes
5. Appropriate tests of capacity and aptitude and, where desirable, other
psychological tests
6. Ascertainment of personal and family circumstances
7. Ascertainment of aptitudes and development of abilities by appropriate
work experiences and trail and other similar means
8. Technical trade tests, either verbal or otherwise, in all cases where such
seem necessary
9. Analysis of physical capacity in relation to occupational requirements and
the possibility of improving that capacity


10. Provision of information concerning employment and training opportunities
related to the qualifications, physical capacities, aptitudes, preferences
and experience of the person concerned and to the needs of the
employment market.





These steps are described in the process of vocational assessment described
below.





Who conducts vocational assessments?



In many settings vocational assessment is carried out by a multidisciplinary team
that may include, depending on the setting and person’s disability, specialists
from fields such as occupational therapy, rehabilitation medicine or psychiatry,
psychology, social work, vocational guidance, education and rehabilitation.
Employers or specialists from a technical field may also be involved.



In some countries or settings (such as a vocational rehabilitation facility), a
specially trained vocational evaluator, knowledgeable a variety of disciplines
related to assessment, conducts a vocational evaluation. Such evaluations are
usually supplemented by assessments done by a psychologist, medical
personnel or others depending on the person’s disability.



Vocational assessment personnel should be knowledgeable about the labour
market, job and training opportunities so that the recommendations they make
are realistic.



The person with a disability should be kept fully informed about the processes
and their purposes. Family members, employers, trainers or others may also be
involved in the process.



What is assessed?



In the narrowest sense, vocational assessments are usually concerned with the
correlation between a person’s abilities and skills and job requirements.
However, since many issues other than skills and aptitudes influence job
success, most vocational assessments take a more holistic approach.



The following is assessed as part of a comprehensive vocational assessment
(assuming a medical or psychiatric assessment has already taken place):



• History, education, employment, background, etc.
• Psychosocial strengths and development
• Independent living skills
• Literacy
• Knowledge of the world of work
• Abilities/aptitudes
• Technical/ job skills
• Generic work behaviours (social, communication, etc.)
• Job seeking skills
• Job readiness



• Special needs










What are the techniques or methods used in vocational assessment?



Vocational assessment includes a variety of methods and assessment
techniques. Some are standardized and some are nonstandardized, that is are
less formal and more subject to individual bias or educated judgment. As noted,
standardized methods include various tests or work samples that have norms or
averages form the general population against with the person’s score or outcome
is based. Nonstandardized methods may include observation of a person
working. Nonstandardized methods are important and a mix of approaches will
produce the best assessment.



Vocational assessment includes the following techniques and tools:



• Background information and reports of other professionals and the
individual
• Interviews with the person with a disability and perhaps his or her family,
former teachers, employers or others
• Checklists (for use by professionals or the individual being assessed)
• Vocational exploration and counseling to clarify goals and help direct the
process
• Paper and pencil tests, including a variety of standardized psychometric
and psychological tests (some which must be administered by a trained
psychologist)
• Work Samples (work tasks that require individuals to perform work and
compares his or her performance to that of others)
• Situational Assessment (observing people in work or training settings)
• Job-tryouts




What are work samples?



Work samples are real or simulated work tasks that are used for both
assessment and job exploration processes. By engaging in such tasks, the
individual tests his or her ability to complete the tasks against a norm (collected
data about the average performance of a certain population or normative group).



Through direct experience, the individual confronts his or own abilities and skills
in relation to the task. The evaluator, through observation and a comparison to
norms is able to make some assessment and judgment about the person’s
capabilities.




Work samples are commercially available and developed. For example, a
company named VALPAR produces work samples in tasks such as sorting color
tiles. Work samples can also be developed in response to assessment needs to
local jobs. For example, an evaluator may develop a work sample related to
filing, sorting, assembling a computer, using a sewing machine or sweeping a
floor and so forth.



What is meant by situational assessment?



Situational assessment involves placing the person in an actual work situation to
assess their performance. Situation assessments are commonly used in
rehabilitation facilities that have work shops and typically used to assess work
behaviours, work tolerance, ability to follow instructions, work with others, etc.
However such assessments can also be used to assess specific work skills and
abilities. If a situational assessment is coordinated with specific job analysis (a
checklist of sorts that outlines all the requirements of a particular job) it can be
most effective in determining a person’s ability to use a job.



Training centres and individual’s classroom or experiential activities can provide
a venue for situation assessment as well as vocational exploration.



A job try-out is like a situational assessment but it is usually at the end of the
assessment process when the individuals is fairly certain about what he or she
wants to do and seems to have all the requisite aptitudes, abilities and skills. The
evaluator arranges for a short job try-out to determine if the person can do the
job and if it is a good fit.



How are the methods used in assessment?



A skilled and experienced evaluator will use the variety of methods noted, such
as reviewing background information, interviewing, providing vocational
exploration experiences, using tests and checklists as well as work samples,
situational assessment, job try-outs and even individually tailored assignments to
help a person determine the career potential and direction. The following are
general approaches for each of the major areas of assessment.



How do you assess relevant psychosocial issues?



Psychosocial factors refer the behaviours, attitudes and lifestyle conditions that
can contribute to the individual’s success in training or on-the-job. Some of these
factors include:



• Motivation
• Self-esteem
• Social and communication skills
• Family situation



• Social life
• Personal stability and strengths
• Personality characteristics
• Problem solving skills
• Life goals
• Economic and financial situation
• Etc.




Many of these factors and their significance to the workplace will be culturally
determined. However, they can be crucially important to success in the
workplace.







These can be assessed by use of:



• Interviewing techniques
• Checklists (commercially available or designed to suit needs)
• Personality tests and inventories
• Psychological and aptitude tests
• Review of background information.




Note that many personality or psychological tests are culture bound and require
administration by a trained psychologist.



How do you assess independent living skills?



It is important to have some assessment of a person’s independent living skills,
such as:



• Self-care
• Grooming
• Ability to tell time and time management
• Ability to handle finances
• Ability to use transportation
• Ability to maintain a home
• Etc.




These can be assessed through various methods:



• Interviewing
• Checklists
• Paper and pencil tests
• Specially designed experiences
• Observation





How can literacy be assessed?



Literacy levels, including math, reading/language and if needed, computer and
foreign language literacy.



Tests are usually used to determine literacy level. Use whatever tests are
commonly used in the country for the general population. Consult employers,
schools and computer companies for tests related to computer or foreign
language literacy.



How are interests measured?



Interests refer to what a person wants to do.





Several methods exist for measuring interests:



• Interviewing
• Interest inventories
• A variety of vocational exploration activities
• Work samples
• Situation assessment
• Job try-outs




Interview techniques can be used to determine vocational interests. Many people
who have not had experience or are not familiar with job opportunities will have
limited exposure to the world of work to know what they would like to do.
Interview techniques will have to include questions about past work and school
work, hobbies, work experience both formal and informal to try to get at what
interests the individual.



Many countries have interest inventories which are used to determine interest
levels. Some are picture inventories for those who are illiterate; others are paper
and pencil tests that ask individuals to respond to items.



As part of assessing interests and helping a person with a disability make career
decisions, they need to understand the options available to them. Many may
have not have had the experiences of learning about jobs or the world of work, or
may assume that they cannot do certain types of jobs. As a result, it may be
necessary to conduct some vocational exploration and counseling as part of the
assessment process.



Why is vocational exploration part of the process?




People need occupation information in order to make career choices or to know
what they want to do. Their interests may point in the direct of career
possibilities, however many disabled people have lacked the experiences that
might expose them to the world of work and the possibilities that are available to
them. For this reason, the evaluation process in some countries includes a
process called vocational information.



There are many ways to assess a person’s knowledge about jobs (interviews,
checklists, etc.) and to help them explore jobs opportunities. The best thing to do
is to determine what career guidance tools are used in schools and employment
settings for a general population. Another is to use situational assessment, job
try-outs, guided activities like having the person with a disability interview
someone with a job they think they might like, arrange visits to training centres
and work sites, for examples. Outside speakers and mentors can assist with the
vocational exploration process. Job shadowing (the individual spends time just
observing someone do a job that might interest them) is another technique. Many
require employer support.



Without some knowledge of the possibilities the person with a disability will have
difficulty in knowing about possibilities and what they want to do.



What types of abilities and aptitudes need to be measured?



Abilities and aptitudes refer to natural talents or capacities, whereas skills refer to
what a person has learned to do. Success in learning a skill is dependent on
aptitudes and abilities. Some examples of aptitudes include intelligence and
cognitive abilities, verbal, numerical, spatial, form and clerical perception, motor-
coordination, finger dexterity, manual dexterity, eye-hand-foot coordination,
colour discrimination, etc. Physical abilities, tolerance and stamina refers to
another set of capacities.



• Intelligence is typically measured through Intelligence Quotient or IQ
tests. Psychologists usually administer these tests. Other cognitive
abilities such as learning ability, memory, concentration, and reasoning
may require a psychologist or neuropsychologist for proper assessment if
there appears to be significant loss in these areas of functioning.
• Aptitude is typically measured by a battery of paper and pencil tests,
although some aptitudes can be measured through work samples and
other means.
• Dexterity, coordination and manual abilities refer to a variety of
aptitudes that require the use of body and are necessary for tasks such as
use of the equipment, handicrafts, etc. They can be measured through
tests such as the Purdue Peg Board which times the individual’s
completion of a manual task and compares it to a group norm. Many
dexterity tests and work samples are commercially available. Others can
be constructed locally.



• Physical capacity or functioning refers to an individual’s ability to
perform a range of physical functions such as sitting, standing, bending,
lifting, range of motion for arms, etc.). Such assessments are needed for
people with certain types of disabilities and are conducted by physical
therapists, physicians, or in some cases by trained evaluators using
commercially available work samples.
• Work Tolerance refers to how long and at what level of physical intensity
a person can work. For example, can they work a full 8-hour day? This
type of assessment is usually done by a skilled physiotherapist or in a
situational assessment, such as a sheltered workshop, where people work
and their capacity to perform and sustain work is measured.





What skills are measured and how is it done?



Skills refer to what a person has learned to do. Successful skill development is
often based on the existence of particular abilities and on successful training or
life experiences. Specific technical or occupational as well as generic work and
life skills are needed to success on the job. The types of occupational skills that
are measured will usually be determined by the person’s abilities, the outcome of
the assessment to date and the type of job or career that interests them.



Skills as well as the knowledge of the process of how to apply skills (e.g.,
describe how you would fix a broken engine) can be measured in a variety of
ways. These include:





• Interviewing
• Checklists
• Paper and pencil tests
• Trade tests
• Work sample
• Performance based tasks
• Situational assessment
• Job tryouts




Many companies have skill tests to determine if a person is skilled in the job
duties. A typing test is an example of a simple skills test. Trade tests may also be
available from associations, apprenticeship programmes, employers or other to
evaluate capacity in a particular trade.



Work samples can also be designed to compare a person’s performance to that
of the average worker in the job. An easy example is piece rate in a textile
situation. The performance of a person with a disability can be compared to that
of the average worker to determine the level of his or her skill development. You
might consider developing some work samples or tests that relate to specific and


common jobs in the country, such as sewing machine operation, computer
operator, etc.



In evaluating the capacity of a person to do a specific job it is worthwhile to
conduct a job analysis. On–the-job assessments with employers can be very
useful for skills that are more difficult to assess in a testing situation such as
cooking, meeting high-demand public situation, etc. and in many ways this is the
best way to determine if a person can do a job. In such cases, you should
provide the employer with a checklist or assessment, based on a job analysis.
On the job assessment are also useful for assessing a person’s generic or job
readiness skills.



How are job-seeking skills measured?



Job-seeking skills refers to all those skills needed to find a job, such as
identifying job leads, making contact with employers, completing job application
and interviewing to name a few.



Knowledge of these skills can be determined through:



• Interviewing
• Paper and pencil tests
• Observation
• Results of actual job searching




Proficiency and competency in these skills can only be determined through
situation assessment and observation through role-play and real life experience
and interviewing for job seeking skills.



What is job readiness?



Job readiness refers to a series of criteria that may be culturally determined or
dependent upon the availability on the job support services, which determine if
an individual is ready for employment. These criteria could include things like:



• Has are a realist job goal
• Has transportation
• Is able to manage money
• Had good work habits and generic work skills
• Understands the work of work
• Has appropriate generic work habits and skills
• Etc.




Many organizations create checklists to assess job readiness. Aspects of job
readiness are then determined through interviews, situational assessment,


observation and the entire assessment process that can culminate in a job try-
out.



How do you assess for special needs?



Before and throughout the assessment process, those involved in working with
the disabled person should work with that person to determine what types of
assistive devices or technology they need for independent living, training and
employment. Once a specific job is identified or type of work, specific job
modifications, support services or assistive devices can be identified with the
evaluator or job placement specialist working with the disabled person and the
employer to make the necessary determinations and adjustments.



Are there specific methods for assessing different types of disabled
persons?



For people who have limited intellectual capacities or verbal skills, paper and
pencil tests, or interviewing may not yield the necessary information. Work
samples, situation assessments and task and job try-outs may be most useful.



What kind of adaptations do people with disabilities require?



People with disabilities may require a variety of adjustments in the assessment
situation just as they might in the training and work situation.



Obviously those who are blind and visually impaired may require large print
documents, print enhancers or Braille materials to complete certain activities and
check-lists. Evaluators who can sign would need to work with hearing impaired
persons. People with certain types of disabilities are at a disadvantage in
completing certain types of tests such as psychological and others that are timed.
However, amending time on standardized tests invalidates the results. Some
experienced evaluators have found ways to adapt standardized tests so that they
can still provide some needed information but many professionals would find this
controversial.

Vocational assessment of certain disabilities groups is a specialized field and
today, many people express concern that testing can be a way of screening
people out of training, jobs and programmes, when with proper supports they
could be accommodated and productive.



What about assessing for self-employment?



Determining if someone is suitable for self-employment may also be culturally
determined. In some rural areas of developing countries, self-employment and
agricultural activities are the only option. In other settings, a self-employed
person must show extreme motivation, independence, optimism and risk-taking
capacity to succeed in business. The nature and size of the proposed business


will determine what personality traits are required, the technical skills and the
business development skills needed for success.



In evaluating someone for self-employment their technical skills need to be
assessed, as does the market to assure that a market exists for the proposed
business. In addition, the individual’s knowledge of the basic principles of profit,
loss, credit, marketing and simple business practices should be determined.



Recommendations resulting from assessment could include referral not only for
vocational training but to business development service centres, credit
institutions, etc.



How can we learn more?



In order to learn more, here are some suggestions:



• Online training. Several universities in the United States offer online
training in vocational evaluation, however the training is offered in the
English language. I suggest you identify a staff person who will become
the government expert in this area, someone who knows English, and that
the government sponsors them for training.
• Study tours. Several countries in the region have vocational training
programmes.
• Consultant. The services a consultant could be secured to assist with
training or setting up a programme.
• There are many Web sites to provide information. They are listed at the
end of the document.




Overall Suggestions for Developing an Assessment Programme



• Conduct Internet research. Many materials are available from Western
countries and Japan, although the US, Canada, England and Australia are
more likely to have materials available in English.
• Consult with local universities, educators, psychologists, and physical
therapists, as well as private and public vocational schools and large
employers to see what methods of assessment they are using, suggest, or
might be interested in developing.
• Discuss with employers, especially those representing major job areas,
such as garment work, and ask them what methods of assessment they
suggest for specific skills as well as general work skills.
• Adapt assessment or testing procedures used with the general population
if such exist.
• Use short term assignments in training classes, in real work settings, or
even your office and ask work supervisors, trainers or your staff to
evaluate a persons’ performance according to preset criteria.



• Develop some simple work samples and tests (especially literacy) that can
be administered in your office setting as part of the initial interview and
assessment process.
• Develop checklists, goal setting and related tools that can be used by
interviewers, trained observers, or the person with a disability for certain
“soft skills” that are important to job success---these include
communication, social skills, independent living, etc.




How do you assess trainers and employers?



Since the government is looking to integrate students into mainstream vocational
training, employment services and workplaces, I think it is critical to assess the
institutions and organizations that will receive them as trainees, clients or
workers. The success of integrating people with disabilities into mainstream
vocational schools and service centres will depend on the awareness, receptivity
and skills of the staff in these organizations. It is critical that they be trained, have
the tools and are given adequate support to work with students with disabilities.



Web sites



For continuing education:

http://www.vecap.org/gwucourse.htm



To learn about more than 4,000 commercially available tests:

http://www.unl.edu/buros



For information about commercially available work samples:

http://www.valparint.com/index.htm for VALPAR

http://www.vri.org for VITAS and Apticom



For information about assistive technology:

http://cat.buffalo.edu/index.htm University of Buffalo

http://www.resna.org Rehabilitation and Engineering and Assistive Technology
Society of North America

http://www.fernuni-hagen.de/FTB/AAATE.html Association for the Advancement
of Assistive Technology in Europe



For information about supported employment:

http://www.worksupport.com/ Virginia Commonwealth University



Provider Web sites:

http://www.crsrehab.com/index.html



Debra Perry

Senior Specialist in Vocational Rehabilitation

ILO, Bangkok