New Start Services

What type of information is expected to be learned from a vocational evaluation or assessment?

Specific information which might be learned: current vocationally relevant levels of social, educational, psychological, and physiological functioning; detailed analysis of client vocational functioning; estimate of potential for behavior change and/or skill acquisition; most effective learning style; identification of potential jobs without additional vocational services; identification of educational or special training programs that might increase vocational potential; identification of potentially feasible jobs with further vocational services; identification of community support services which might augment job retention following successful client placement.

What are appropriate situations where a vocational evaluation or assessment should be done?

• When measurement of aptitudes, interests, strengths, needs, social adjustment, physical capacities, etc., is needed to identify levels of functioning
  

• When potential for a specific environment and placement is needed
  
• When prescriptive information is needed for placement, modifications or special services and input for individualized vocational or employment planning
  
• When intervention is required to achieve successful experiences, exploration of vocational or work options, behavior changes or motivational factors
  
• When advocacy is needed to assist evaluees, their families and other advocates to focus on concrete facts and information

Why should the vocational evaluation or assessment be an individualized process?

The vocational assessment process is most useful for employment and training purposes when it takes into account factors beyond the individual. Factors to be considered would be: medical data, aptitudes, interests, significant others, physical environment and cultural components.

What are the components of a vocational evaluation or assessment?

• Vocational aptitude (general, specific, performance)
  

• Vocational interests (tested, expressed, demonstrated)
  
• Worker style preferences (environment, individuals)
  
• Learning style (instructional, operational, response)
  
• Vocational skills (transferable, specific, avocational)
  
• Worker characteristics (worker traits, attitudes/values, temperaments, employability skills)

What types of activities are used with a vocational evaluation or assessment?

• Direct interview
  

• Critical observation and recording of behavior
  
• Psychometric testing (academic achievement, dexterity and coordination, specific or general vocational aptitudes, interests, learning styles, temperaments, etc.)
  
• Work samples/work tasks
  
• Situational assessments
  
• Job try-outs/on-the-job evaluations
  
• Feedback conference

What should be expected as outcomes from a vocational evaluation or assessment?

• Individual has a more realistic understanding of themselves as a worker
  

• Individual has a greater understanding of the employment market
  
• Information is available to assist in selecting a vocational goal
  
• Counselor can make a more informed judgment about feasibility
  
• Better understanding of client as worker (abilities and limitations) and what type of services, support and/or job placement would be appropriate
  
• Development of a more appropriate work plan
  
• Cost and time savings due to better planning
  
• Improved likelihood of sustained employment