Resource ownership: A tool for employment success

Jimmy Manno used Resource Ownership, a technique pioneered by Griffin-Hammis Associates, to create his job. A previous blog entry, Jimmy and the forklift, discussed the details of the Resource Ownership relationship with Bob and Robin Sharp, owners of Grafton Farm & Home Supply.

Job Squad has been receiving training and technical assistance for the last 2 years from Griffin-Hammis, Associates (GHA), through a grant provided by the West Virginia Developmental Disabilities Council (WVDDC). We used the knowledge and skills gained through our relationship with GHA and the WVDDC to facilitate Jimmy's job creation.

In order to financially qualify for the Medicaid Waiver, Jimmy needed to spend funds related to a life insurance policy in his name. He used these funds to negotiate paid employment by purchasing a fork lift, which saved the owners thousands of dollars in operating costs.

Jimmy has been hired as an employee for over a year now; he states that he loves working with the owners and his co-workers at the store. Bob commented that it is a good fit for Jimmy, his personality and job skills have been an asset. He takes pride in his accomplishments and he enjoys working with public.

Jimmy's daily routine consist of getting up early going to exercise at the local gym, and then off to work. He enjoys cleaning the floors, rolling the oats and assisting the customers with their purchases. Jimmy gets very excited when talking about his job, and he loves being able to see his friends and neighbors. When asked if he would like to do anything different he responded "no, this is my job."

Jimmy's father is very pleased with Jimmy's overall success! He commented not only on the advantage of resource ownership considering a small business's needs, but also on the huge avantage it has been for his son."Jimmy has had fewer seizures, and appears to be much happier. This experience can be compared to that of a perfect marriage, everyone wins."

Richard Pimentel

A Day With Richard Pimentel:
.

On Thursday, November 18^th, Shannon Dalton and I had the privilege of spending the day with Dr. Richard Pimentel, a nationally renowned expert on Disability Management, Job Recruitment, Job Retention, Americans with Disabilities Act, and Attitude Change. He was a driving force behind the passing of the ADA, as well as a pioneer in the disability job development field. Dr. Pimentel was brought in to share his life story with the community, as well as to educate us on his job development philosophy.

Richard Pimentel always had the gift of public speaking, but he never had anything worth talking about. That all changed after coming home from Vietnam with hearing loss and tinnitus, a constant ringing in the ears. Instead of helping a Vietnam Veteran achieve his goals at home, the government dismissed his dreams of college and public speaking, claiming that his hearing loss and tinnitus would make him go insane. Richard was not about to accept that fate, and instead chose to use his speaking abilities to advance disability rights.

Richard spent the morning with us as we went out into the community with one of our clients. I am happy to report that with Richard’s help, we secured two interviews with well known businesses. According to Dr. Pimentel, the experience gained during an interview is invaluable, even if it doesn’t result in a job. The hardest part is getting your foot in the door, and an interview does just that.

After our visit to the mall, Richard discussed public perception of persons with disabilities, and the lessons that can be learned. Dr. Pimentel shared a story that took place a year after he started doing job development with persons with disabilities. A job seeker entered his office and handed him a tablet on which was written “I cannot speak. I will have to conduct this interview using this notepad.” Richard wrote back that it would be fine, and then called his receptionist to inform that this interview would take longer than usual and to clear the calendar for the next two hours. During that time, they had an intense interview, writing questions and answers back and forth. Richard knew the kind of work he wanted and was coming up with a list of employers to contact. At the end of the interview, Dr. Pimentel wrote that he knew all he needed to know to start contacting employers on his behalf. The job seeker then wrote back “I am sorry but I cannot work with you.” Richard wrote back asking why, and he replied “If you know so much about me, why have you been writing questions to me for the last two hours? I do not have a problem hearing.” He then went on to write that he could not entrust his job search to a counselor who was dumb enough to assume he was deaf and who was not smart enough to try to test or clarify the assumption (Pimentel 101).

“Never judge a book by its cover.” This is something we all have learned from an early age, but it’s much easier said than done, especially when it applies to our perception of persons with disabilities. As Richard’s story above so clearly illustrates, even those of us working in the disability services field can be guilty of judging someone’s ability before we gather all the facts needed to make an accurate evaluation. A professional evaluation depends on the quality of communication. By lowering the quality of communication, we make it impossible to properly evaluate an individual’s abilities.

For more information on Dr. Pimentel and his life, check out the movie “Music Within” starring Ron Livingston and Michael Sheen. For more information on job development, check out the book Working With People With Disabilities by Dr. Richard Pimentel. 

“There are no good jobs for persons with disabilities. But there are persons with disabilities who are good for jobs.” – Richard Pimentel

Pimentel, Richard. Working With People With Disabilities. Milt Wright & Associates, Inc., 2001

This is part 1 of 6 of Dr. Pimentel's talk. Please check out the other parts here.

Steven just got his PASS for a new career.

But it isn't exactly a free PASS.

His PASS is a Plan to Achieve Self-Support that will require a lot of hard work. Steven's new career requires that he have a West Virginia Commercial Driver's License (CDL), which means he has to take an extensive written exam along with a driving test in an 18 wheeler. You don't just walk in and take these tests and expect to pass.

To help Steven obtain a WV Class A Commercial Driver's License, he will be enrolling in the Pittsburgh Institute of Aeronautics Technical Career Training School. The Clarksburg, West Virginia PIA campus offers a CDL course. PIA is one of the leading schools in the country supplying drivers to the road transportation industry. PIA has trained and graduated over 8,800 students through their multiple-campus training system. PIA prides itself in providing state-of-the-art training with state-of-the-art equipment.

Steven, along with many other residents of West Virginia, are eligible for a Social Security Work Incentive known as a PASS, a Plan to Acheive Self-Support. A PASS is an SSI work incentive that lets you use your own income or assets to help you reach your work goals. For example, you could set aside money to go to school to get specialized training for a job, which is what Steven is doing. Or, it could help you to start a business. A plan is meant to help you get items, services, or skills you need to reach your goals.

For more information, please see http://www.passplan.org/

The tuition for PIA's CDL school is around $5,000. If it weren't for Social Security's PASS work incentive, there's no way Steven could save enough money to get his CDL license. So the work incentive in a way, IS a FREE pass to a new career, as far as accumulating the necessary funds to go to school is concerned. Beyond that, it's up to Steven to 'put the peddle to the metal' and dig into his studies and training.

Congratulations, on receiving approval from Social Security for your PASS to enroll in PIA's top rated school for obtaining a Commercial Driver's Licnese!

TRUCKERS MOVE FREIGHT, DRIVERS MOVE TRUCKS, TRUCKING MOVES AMERICA

Dr. Richard Pimentel Comes to West Virginia!

Pimentel flyer (CLICK HERE TO REGISTER FOR THE EVENT!)

View more documents from Russell Sickles.

  "Music Within" Trailer:

APSE's Executive Board Approves Statement on Employment First!

In an effort to ensure that the "Employment First" concept is utilized and applied in a consistent fashion, APSE's Executive Board approved APSE's Statement on Employment First on October 11, 2010. A link to the statement will be included to this post once it is available.

Here is the Statement in its entirety:

APSE STATEMENT ON EMPLOYMENT FIRST

Employment in the general workforce is the first and preferred outcome in the provision of publicly funded services for all working age citizens with disabilities, regardless of level of disability.

UNDERLYING PRINCIPLES
· The current low participation rate of citizens with disabilities in the workforce is unacceptable.

· Access to “real jobs with real wages” is essential if citizens with disabilities are to avoid lives of poverty, dependence, and isolation.

· It is presumed that all working age adults and youths with disabilities can work in jobs fully integrated within the general workforce, working side-by-side with co-workers without disabilities, earning minimum wage or higher.

· As with all other individuals, employees with disabilities require assistance and support to ensure job success and should have access to those supports necessary to succeed in the workplace.

· All citizens, regardless of disability, have the right to pursue the full range of available employment opportunities, and to earn a living wage in a job of their choosing, based on their talents, skills, and interests.

· Implementation of Employment First principles must be based on clear public policies and practices that ensure employment of citizens with disabilities within the general workforce is the priority for public funding and service delivery.

· Inclusion or exclusion of the specific term “Employment First” does not determine whether a public system or agency has adopted Employment First principles. Such a determination can only be made in examining whether the underlying policies, procedures and infrastructure are designed for and ultimately result in increased integrated employment in the general workforce for citizens with disabilities.

CHARACTERISTICS OF SUCCESSFUL IMPLEMENTATION OF EMPLOYMENT FIRST
· There are measurable increases in employment of citizens with disabilities within the general workforce, earning minimum wage or higher with benefits.

· Greater opportunities exist for citizens with disabilities to pursue self-employment and the development of microenterprises.

· Employment is the first and preferred option when exploring goals and a life path for citizens with disabilities.

· Citizens with disabilities are employed within the general workforce, regardless of the severity of disability and assistance required.

· Young people with disabilities have work experiences that are typical of other teenagers and young adults.

· Employers universally value individuals with disabilities as an integral part of their workforce, and include people with disabilities within general recruitment and hiring efforts as standard practice.

· Individuals with disabilities have increased incomes, financial assets, and economic wealth.

· Citizens with disabilities have greater opportunities to advance in their careers, by taking full advantage of their individual strengths and talents.

· Funding is sufficient so that quality services and supports are available as needed for long-term employment success.

· A decision not to consider employment in the community for an individual is re-evaluated on a regular basis; the reasons and rationale for this decision are fully documented and addressed in service provision.

Loren's Story

Loren is a 20 year old, 2010 High School Graduate from Lincoln High in Shinnston. While in High School, Loren volunteered at McDonald's, Shop N Save, Pet Supply Plus, and the Shinnston Public Library. Up to this point she has never experienced paid employment. Loren is currently participating in the Discovery process to obtain paid employment in the community.

Loren's interests are working with fashion and interacting with the public. She has expressed an interest in the local theatre, Cinemark. She completed a tour of the facility and was able to start a movie during her tour of the projection room.

Through the Discovery process and making new contacts in the community, Loren has been offered her first opportunity of paid employment at Kohl's. She will begin her work schedule on Black Friday. Loren will continue to pursue other employment opportunities in her interest groups to secure employment that will enhance her strengths.

Job Squad and Ohio's Assets and Neighbors Initiative

Job Squad is partnering with many accomplished organizations and individuals on The Ohio Assets and Neighbors Initiative. The Initiative was created by the Ohio Rehabilitation Services Commission as part of its effort to refocus on Ohioans with the most significant disabilities using Customized Employment and Economic Development Approaches. Self-Employment (microenterprise) is a major emphasis.

Some of the partners: Griffin-Hammis Associates, Corey Smith of Via of the Lehigh Valley, Steve Savage, Patty Cassidy, Roger Shelley, Grant Revell of VCU, Jack Peeler, Don Lavin...

Check out the Powerpoint below for an overview of the project

Assets and Neighbors Initiative

View more presentations from Russell Sickles.

Jesse's BeveragesBar Rags & Washouse

Celebrates it's first 3 months of business

.
Hard to believe, but it's already been 3 months for Jesse's business, and things are off to a pretty good start. So far, gross sales total $1,755. (Click here to see Jesse's grand opening blog post.) In June and July his Gourmet Frozen Beverage service was his sole
revenue stream. In August two more revenue streams came on
line, Jesse's Bar Rag rental and the coin operated Washouse.

Jesse's beverages bar rags and washouse1

View more presentations from bconnaughton.

Commercial quality 100% Cotton Terry Cloth Bar Towels (Rags)
are packed in a sanitized bucket for delivery. When a customer
needs more all they have to do is call Jesse and order another bucket. The dirty ones are returned in the same durable plastic bucket and are replaced with a bucket of freshly laundered bar rags.

Jesse also started up his coin operated Washouse, which is his own laundromat within a laundromat. His first macine is a commercial grade 50 lb. gas dryer. After it's first week in use Jesse emptied out all the quarters and counted $62 worth. The host business owner isn't worried about Jesse competing with his laundromat, because the xtra-large dryer adds capacity and helps draw in more customers so both business benefit.

Eventually Jesse will have a bank of washers and dryers which will significanely increase the overall capacity of the combined laundromats. It will also free up investment capital for the host business owner to explore expanding the operation into new and different services as well as the size of the business location.

Jesse and the host business owner will reap the benefits of a commercial/financial synergy between the two business. Jesse
already has four local business that are renting his bar rags, as well
as a restaurant that switched from a large commercial laundry service to have Jesse come and pick up all their kitchen laundry so they can have it done locally.

Jason's Job Search

Jason Jones is a 21 year old from Bridgeport, WV who has been actively seeking work in the area. Until starting his employment with Marshall’s on August 17th, Jason never had a full-time job. Jason experiences traumatic brain injury he received from a car accident, causing permanent nerve damage on the right side of his body. According to Jason, "I now walk with a limp and have an uncontrollable shaking in my right arm." Lacking a vehicle and reliable transportation, one of Jason’s biggest barriers to employment has been finding a job close to his residence that matches his skill set. Approaching job searching in the traditional way of filling out applications has resulted in many closed doors and apparent dead ends. In Jason’s own words “Employers just didn’t seem to want to take a chance on hiring me. I wanted to prove to employers how valuable of an asset I can be to their company, but it’s so hard to do that by just filling out an application.” Instead of focusing on his limitations, Jason is now finding ways to break through the barriers using his strengths. Jason excels in interacting with people. Through his eyes, a roomful of strangers isn’t intimidating at all. Rather, it is a golden opportunity for Jason to meet and share his story with new people.

Since teaming up with Job Squad, Jason has been exploring new ways to “slip through the crack in the door” and demonstrate his many talents to prospective employers. Where the job application process only seemed to highlight his weaknesses, Jason is now approaching his job search in new and creative ways. Jason makes a habit of speaking to as many managers and workers as he can when he visits any store, hoping to create a positive, memorable, and lasting impression. That way, the application becomes more of a formality than an official part of the hiring process. The job opening at Marshall’s came about through a temporary job service program that gives Jason a chance to gain valuable work experience and showcase his strengths in ways that a job application and resume could not do. At the end of the work period, Jason will have an opportunity to stay on at Marshall’s or continue his job search elsewhere. Either way, he has gained valuable experience in the workplace and customer service realm, greatly increasing his chances of finding future employment in the community.

2010 PASS Update: $178,780,000 (About $179 Million!) Still Available Yearly for WV Economic Development

In December 2009, there were 25,540 individuals in West Virginia receiving both SSI and SSDI benefits. Click here for the 2009 version of this post, which briefly describes the "perfect Plan to Achieve Self-Support (PASS) potential" of SSI/SSDI beneficiaries. The average PASS totals about $7,000/year, which means that there is potentially $178,780,000 available for these beneficiaries to use towards a work goal.

Some West Virginia PASSes from the last year or so:

• Resource Ownership
• College
• Self-Employment (still in negotiations with PASS Cadre)
• Determining a Vocational Goal

Over the life of these four PASSes (assuming the self-employment PASS will be approved), approximately $82,000 of additional resources will be set aside by these individuals for use towards a work goal.

Sweet Labels 4 you- A mother & daughter business

Shirley and Jenny are a mother and daughter team who created Sweet Wrappers 4 You. Sweet Wrappers is a business making labels for various items, candy bars, gallon and quart cans, clocks, first aid kits, mint wrappers, gum wrappers, sucker wrappers, water bottle labels, play dough and bubble labels. The products are a personalized option of celebration and memory creations. The business began in June 2010 and is located in Beverly, West Virginia.

Sweet Wrappers matches their personal talents, interests, and a shared desire to operate a successful and fun business. The mission of Sweet Wrappers is to provide exceptional high-quality personalized and memorable products that are convenient, affordable and guaranteed to put a smile on each and every customers face! Job Squad assisted in their business start-up by providing funding for initial costs through a microloan. For further information about this business please visit SweetWrapper's Blog.

Jesse's First Week of Sales:
$$ Money In The Bank $$

Jesse Malley is a young man from Gilmer County West Virginia who has tried for seven years to find a job. Since finishing High School he's been unsuccessful, until now. His business just started a week ago, and the photo above shows him holding his first check for gross sales of $191. After business expenses and taxes, he made a net profit of $131. If his sales continue like this for the next three weeks he'll end up earning $563 in his first month of business and projected earnings of over half of SGA (Substantial Gainful Activity) in his first year.

How did he do this in a rural county where unemployment is over 20 percent? It is a fascinating story that we would like to tell in the weeks ahead as this blog chronicles Jesse's Beverages, Bar Rags and Washouse exciting development.

Using an employment strategy referred to by the US Department of Labor as Customized Employment, one of Job Squad's Career Counselors approached local business owners and gleaned, by means of informational interviews, some ideas for employment that Jesse was quite interested in.

After Jesse and the owner of Self Suds Laundromat met together and discussed various employment options, an idea for a business-within-a-business started taking shape. Jesse could maximize his income and build personal wealth by taking the path of self-employment, rather than being a wage earner/employee. (most wage earners in Gilmer County, WV receive minimum wage level pay).

And self-employment would provide the flexibility in Jesse's daily work schedule, as well as job security to accommodate personal health issues that have been preventing him from finding employment in the conventional job market. He would have a customized, tailor made job that would meet his specific needs.
The host business would supply the location/space (brick and mortar), mentoring and staff support, and piggy back Jesse's services onto the Self-Suds Laundromat's services and existing customer base. The synergy and mutually beneficial combination of a full service laundromat, with a bar rag rental service, a frozen beverage service (chosen by popular demand and a survey of the many college students who frequent laundromat), and added capacity of more and larger washers and dryers owned and operated by Jesse within the existing business, has given birth to this one of a kind business. (At least we think it's one of a kind at this time.)

But the big problem almost all businesses face when starting is "Where are we going to get the money?" Jesse is using a Social Security Work Incentive called a PASS (Plan for Achieving Self-Support) along with a $3,000 zero interest micro-loan, provided by Job Squad, Inc. His micro-loan was used to jump start his business, covering the initial purchase of equipment and supplies, while his PASS application is going through the approval process, which can take a number of months when used for starting a small business.

Who would have thought that Jesse Malley would someday be a small business owner? His mom can hardly believe it, as she examines his Business Plan and PASS application.

"As we invest in critical job training, we are giving workers the bargaining power they need to custom-design their jobs around their lives—instead of the other way around."

—Secretary of Labor Elaine L. Chao

The Office of Disability Employment Policy (ODEP), an agency of the U.S. Department of Labor, is committed to improving employment outcomes for individuals with disabilities. To achieve this goal, ODEP established a Customized Employment initiative to build the capacity of workforce systems to serve all customers, including individuals with disabilities. The strategies developed through this initiative can assist all workforce customers who have complex needs and may require more individual assistance to achieve their employment goals. The Customized Employment initiative also focuses on incorporating universal strategies into all aspects of workforce services.

A World In Which People With Disabilities Have Unlimited Employment Opportunities

Congratulation's on your successful first week of business, as the proud owner of Jesse's BBR&W!

Self-Employment: Discovering What Was Always There (Part 2)

In a previous post, I discussed how we began to discover Neil's many skills, talents, and interests and also mentioned how he had been running a hobby business most of his adult life. We ended the post with the statement, "(W)hy not try to support Neil to take his hobby business and, by using existing supports and relationships, step by step, turn it into a "proper" business?"

As mentioned in the post, we started by engaging in Discovery, a structured process that seeks to answer questions such as "Who is this person?", "What are there personal geniuses?", and "What are the ideal conditions of employment." These questions cannot be answered without engaging the local community; we must explore neighborhoods, relationships, activities, interests, and skills. Questions such as "Who is this person?" may seem overly abstract and nebulous and it also may be obvious that employment and community must go together. However, job seekers are very rarely really "known" by those around them. Also, professionals providing support with employment have historically done a very poor job of integrating themselves into the "real life" of their local communities.

We learned that, although Neil had never been an employee of a business, he does provide various services to those in his community for pay, such as lawn mowing (using neighbors equipment and gas), snow shoveling, and other jobs. I spoke with those who spent the most time with Neil, his customers, and others who knew him well and, after a series of conversations, Neil decided to pursue the most obvious theme: "Lawn Care Services."

Neil arranged a series of lawns to mow (for pay), using borrowed equipment, while staff and I would observe. I was able to watch Neil mow a sizable lawn--it took him about 2 hours and took note of the quality of his work (very good) and support needed (not much).

A series of challenges were also noted:

1. Neil did not currently have any equipment and did not have the means to purchase equipment to add some flexibility and options to his self-employment explorations.

2. Neil does not have access to his own transportation. WV's topography is very difficult to hike or bike for any distance with heavy equipment in tow. Without his own transportation, Neil would need to rely on his staff to take him to and from jobs.

The next post will discuss how these challenges are being addressed.

Program helps high school students with disabilities learn employment skills

Program helps high school students with disabilities learn employment skills

Posted using ShareThis

Linking Educational Experiences with Careers

A survey commissioned by the National Organization on Disability found that only 29% of working aged people with disabilties are employed full or part time. In comparison, 79% of those who do not have disabilities are working. Of the people with disabilities who are not currently working, 72% report they would like to be working. Many of our youth are leaving high school without the skills and supports they need to work in the community. It is imperative that students with have access to work-based learning before they graduate to prepare them for employment in the community. There are two acts that address this need: the School-to-Work Opportunities Act (STWOA-PL 103-239) passed by Congress in 1994 and the The Individuals with Disabilties Education Act of 1990 (PL 94-142), revised in 1997 (PL 105-17). Both of these acts assist students to transition to further education and work. However, the STWOA was designed for all students, regardless of abilty.

The STWOA was designed to increase work-based and school-based learning opportunities for all students. The act creates a national framework to assist states and communities create comprehensive systems to helap all students apply classroom learning to high-wage, high-skill jobs or further education, and advocates work-based learning and college preparation. States and communities and developing programs to meet the transition needs of all students. Colleges are also offering a wide variety of work-based learning options for students.

What is a Work-based learning experience?

"A work-based learning experience is any activity that gives a person an opportunity to witness or participate in typical tasks that take place in an employment setting" (http://www.thefreelibrary.com)

Examples of work-based learning:

Job Shadowing-this involves visiting a place of employment and observing employee during their typical duties of a job the student is interested in. This allows them to learn the specific duties required and the working enviroment of a specific job and specific workplace. This experience usually lasts from an hour or two to a full day of more, depending on student interest and the employer

Internship-this is an intense work experience for a specific time period. This enables students to actually perform duties involved in a position. The participant (student) develops skills and performs job functions under close supervision. Some programs offer academic credit for participation in internships.

Cooperative Education-these programs extend the classroom experienc to an employment environment. These are usually offered as part of a specific degree program. These are sometimes paid positions and students typically earn academic credits. An example of this would be a student working as a trainee in a software development company as part of a cooperative education experience in computer science.

Service Learning-in this experience, students gain job skills in community service in non-paid, volunteer service learning experiences. The job skills they gain often help students in obtaining full-time paid employment. An example of service learning would be a student seeking employment developing and maintaining Web pafes could gain experience by volunteering to develop a web page for a place of worship.

Benefits of Work-Based Learning

Work-Based Learning Experiences assist students to:

*Clarify academic and career interests

*Gain academic credit

*Select future courses of study

*Pay for a college education

*Develop skills in relating to supervisors and co-workers

*Test Skills in a job setting

*Build a resume

*Develop a network of potential employers

*Develop relationships with people who can be used as references when applying for jobs

*Students with disabilities gain valuable practice in disclosing their disability and requesting appropriate accommodations


Benefits for employers include

*gaining practice in working with an individual to create a work environment that maximizes productivity and minimizes the impact of the disability

*Confronting and overcoming fears regarding hiring employees with a disability


Full employment of people with disabilities can save billions of public dollars that are now used to support unemployed people with disabilities (Profit from Our Experience, 1995).

Evidence supports the idea that our nations schools are doing a much better job of preparing students for post-secondary education and training than in preparing students for careers. Work-Based learning enables students to link what they learn in school with the work world and gives them the skills and connections they need to gain employment.

A Blogger's Perspective: Part II

West Virginia Developmental Disabilities Council
Employment Projects Meeting
January 14, 2010
[Disclaimer] Never having attended a WVDD Council meeting, nor having a background in social services, the impressions recorded are admittedly written on a blank chalkboard.
If you missed Part I of this blogger's perspective, you may read it here.

In Part II, we'll see the direction the discussion took regarding the viability of self-employment and customized employment in West Virginia. The principle of self-determination and person centered services and supports were also addressed. What do jobseekers want, and what works?

So how viable is self employment? One participant said to Mr. Hammis: "Don't small businesses have a very high failure rate?"

He observed that studies actually showed that, while small businesses may not generate a lot of profits, a significant number were still in business after ten or more years.

The latest statistics from the Small Business Administration (SBA) show that "two-thirds of new
employer establishments survive at lease two years, and 44 percent survive at least four years." This is a far cry from the previous long-held belief that 50 percent of businesses fail in the first year and 95 percent fail within five years.

Brian Head, Economist with the SBA Office of Advocacy, noted that the latest statistics are a much more accurate assessment of new business success rates, and that "as a general rule of thumb, new employer businesses have a 50/50 chance of surviving for five years or more."

Rhonda Abrams, writing in the Money section of USA TODAY did a little investivigative reporting on small business failures and here is what she found out:
.
The other morning I was listening to the radio when I heard a distinguished professor from a distinguished university quoted, saying that 90% of new businesses fail.

Now, when I hear something like that, it's like hearing fingernails scraping on a blackboard; it gives me the creeps. I know those statistics scare people away from starting their own businesses, but I've looked at statistics of business births and deaths closely, and I know of no credible study showing anything close to a 90% failure rate.

So I picked up the phone and called the good professor. He couldn't remember where that number came from, and he quickly backed away from it.

"How do you define failure?" said Professor David Blanchflower, Professor of Economics at Dartmouth University, explaining that failure didn't really mean failure. "Failure usually includes companies that change their name or ownership or a person who is self-employed who moves to employment."

That's the rub...statistics you'll hear about business "failures" are likely to mean business "closures." In some cases, not even closures, just business changes.

Overwhelmingly, businesses don't die or fail; the owners close them for reasons unrelated to whether the business is making money.

So what is your chance of success? I think Birch's statistics are probably as accurate as any. His
survival rates:

• First year: 85%
• Second: 70%
• Third: 62%
• Fourth: 55%
• Fifth: 50%
• Sixth: 47%
• Seventh: 44%
• Eighth: 41%
• Ninth: 38%
• Tenth: 35%

"Once you've hit five years, your odds of survival go way up," Birch said. "Only two to three percent of businesses older than five shut down each year."

So … what about that 90% failure rate cited on the radio? I went to the station's Web site and replayed the story. Listening closely, I realized they didn't mention any time period. So, perhaps the professor is right after all. I think it's safe to assume that within some period of time — oh, let's say 50 years — 90% of all businesses will close. I can live with those odds.

Dave Hammis mentioned that nationally, statistics show earnings for wage earners is on a par with persons who are self-employed.



There were also comments on the importance of adapting to realities of the 21st century, such as embracing technology.

The Dancing Wheels Company

The Dancing Wheels Company did a wonderful and amazing presentation at the Thriving, Not Just Surviving conference on April 22, 1010. The West Virginia Advocates was very successful with this conference at the Stonewall Resort. The presentation reflected a message of taking the "dis" out of disability! With persistence and dedication there are no limits just accomplishments as shown by the performers of with the Dancing Wheels Company. The presentation was very emotional and priceless!http://www.gggreg.com/dancingwheels.htm

COACH and CUSTOMIZED EMPLOYMENT: A PROMISING COLLABORATION

On April 29, 2010 I attended a very interesting training entitled IEP's From Start to Finish. One of the presenters spoke about using the COACH program for children with disabilities. The program has shown great promise and is appropriate for students from 3 to 21 years of age with moderate, severe, and profound disabilities (or "differing abilities"). It was interesting to note the similarities between this program and the Customized Employment approach Job Squad uses to assist our job-seekers in finding employment opportunities. Some of the main aspects of the program include a focus on family, collaboration among schools, support persons, and other agencies and professionals involved in a student's life. With COACH, the focus in on family, support persons, interests, social activities, educational, support needs, and career goals (especially for high school age students). In other words, the focus is on the whole person and not a "system". It is important to note that "family" is defined as adults who live with and care for the student. The family (and student, if appropriate) determine the goals to focus on for each year. The following is a summary of important questions and answers that explain more about the program:

How does COACH fit into IEP development?
A: COACH is meant to be used as one part of an overall approach to planning an appropriate education for a student with disabilities. Therefore, it is appropriately considered an IEP planning tool and has proven to be a useful component of transition planning (e.g., preschool to kindergarten; grade to grade; school to postschool). The information generated using COACH is designed to develop an appropriate, individualized education program. COACH is
Not designed to determine eligibility for special education
Not designed to provide a comprehensive assessment profile
Not designed to assign grade or developmental levels
Not designed to be used to the exclusion of other planning tools
Not designed to justify segregation of students with disabilities
COACH is meant to assist in educational planning by
Identifying family-centered priorities
Identifying additional learning outcomes (e.g., general education)
Identifying general supports to be provided to or for the student
Identifying priorities into IEP goals and objectives
Summarizing the educational program as a Program-at-a Glance
Organizing the planning ream to implement the program
Scheduling participation in general education classes/activities
Planning and adapting lesson plans to facilitate learning
Evaluating the impact of educational experiences
Typically, COACH is used to assist in the identification of IEP goals and objectives and to provide some information to document a student's present level of functioning in reference to selected goals and objectives. The planning activities conducted using COACH are then documented in the IEP.

In the article, Severe Disabilities (Education and Individuals With Severe Disabilities: Promising Practices), June E. Downing and Stephanie MacFarland elaborate on the absolute necessity of active family involvment in developing and implementing an educational program for students).

"Given the importance of meeting individual needs that reflect cultural differences, religion, experiences, and language, active family involvement to assist with assessments and determining instructional programs for a particular student is a recommended practice (Downing 2008; Turnbull et al. 2006). When students are unable to speak for themselves, which is often the case for students with severe disabilities, information from family members regarding expectations at home, skills and interests of the student, concerns, and future goals serves to guide educational programs. The home-school relationship is vital, and specific approaches have been developed to facilitate this bridge, such as these seminal approaches: Person Direct Support (O'Brien et al. 2005), and Choosing Outcomes and Accommodations for Children (Giangreco et al. 1998). These approaches to obtaining information from families are designed to keep the individual student as the focal point, with those closest to the student using their in-depth knowledge and caring for the person to guide their comments and hopes for the future"

Downing JE, MacFarland S. 2010. Severe Disabilities (Education and Individuals with Severe Disabilities: Promising Practices). In: JH Stone, M Blouin, editors. International Encyclopedia of Rehabilitation. Available online: http://cirrie.buffalo.edu/encyclopedia/article.php?id=114&language=en

All parties involved in a student's life are interconnected. Every component, whether it is educational, career goals, social life is of equal importance and one should work together to strengthen the other. For instance, teachers can greatly assist career counselors in providing valuable work experiences for students by open sharing of information (the COACH profile is a useful tool for this since it shows all the individual's goals, support needs, social needs, etc.. on 1 page). This profile is similar to the Vocational Profile we use at Job Squad to learn more about an individual. It is especially important to get differing perspective about an individual from the people they are closest to and obtain detailed information. This open sharing of information is beneficial all parties in assisting students in setting and achieving goals and in linking careers with the actual coursework they are doing.

Next posting: Discover how to assist students in linking educational experiences with career experiences!

Employment Possibilities: Thriving, Not Just Surviving

This was the theme of the 2010 WV Advocates Conference held in Roanoke, WV on April 23rd. Speaking from personal experience, Kathleen Martinez, Assistant Secretary of the U.S. Dept. of Labor and head of its Office of Disability Employment Policy (ODEP) knows what it is like for many persons with disabilities to be 'just surviving.'
Born blind, it wasn't until she was eight months old that her parents realized this and then what a challenge it would be to raise their daughter. Though her family lived in a community of migrant workers in southern California, it turned out to be a blessing in disguise when it came to attending school. Mrs. Martinez emphasized what a huge advantage it was for her not to be segregated in a school for the blind, as is still recommended today. Inclusion in community education from kindergarten through high school helped her figure out how to live and learn with the larger seeing community.

"My childhood became the time when I realized that although I felt different, I had much in common with other kids. I loved to run and play, just like everybody else, yet I soon discovered that everybody else also had certain vulnerabilities that made them somewhat different, just like me. One classmate was picked on because she had freckles; another student was ridiculed because he had psoriasis. The commonalities helped shape my self confidence to reach out and communicate freely with people from all walks of life." She credited this inclusion from childhood as being a key to her successful career later in life.

Mrs. Martinez grew up in poverty and eventually 'just survived' on her monthly SSI payments. "We lived very close to strawberry fields and orange groves in southern California and I became increasingly aware of the farm workers who worked in those fields. A student teacher in 8th grade read the book Sweatshops in the Sun by Ronald B. Taylor for me on tape. The book was about child labor on farms, and it profoundly influenced my awareness of working conditions in those fields just a couple blocks from my house."

There came a point in her life when she decided to use the SSA PASS work incentive, which eventually helped her to get off of SSI and 'thrive,' by working and supporting herself. She did offer an interesting cautionary side note. Her benefits adviser at Social Security gave her incorrect information that resulted in her receiving a large over payment that took quite some time to repay. In this way she emphasized the importance of receiving good "Work Incentives Planning and Assistance" (WIPA) when making use of SSA work incentives.

Mrs. Martinez encouraged the audience to seek to turn their adversity into opportunity. She said: "Good jobs for people with disabilities serves as the gateway out of the poverty trap allowing us to contribute to the economy and strengthen our nation."

She was very excited about some of the new programs and initiatives that the Dept. of Labor is currently developing. As head of the U.S. Department of Labor’s Office of Disability Employment Policy (ODEP), Ms. Martinez advises the Secretary of Labor and works with all DOL agencies to lead a comprehensive and coordinated national policy regarding the employment of people with disabilities. She said that what she liked the most about "my work is knowing that I am part of Secretary Solis’ vision of Good Jobs for Everyone. My approach in supporting this vision is inclusion -- a multi-faceted approach to weave disability into the fabric of employment in America."

How does the Dept. of Labor hope to accomplish this lofty goal? Mrs. Martinez mentioned self-employment and a project with Start-Up USA. While many jobs are being lost in big businesses, new jobs are being created in small businesses, and with self-employment. In fact, she mentioned that ODEP is strongly promoting Customized Employment (CE) as a means to create jobs that previously didn't exist in community businesses which are 'carved out,' or customized, to fit the talents, abilities, and interests of job-seekers. To that end, the Dept. of Labor is working to facilitate the training of employment specialists and job developers in this new approach to job creation.

Fittingly, one of the breakout sessions scheduled at the conference discussed the use of "Resource Ownership" as one interesting facet of Customized Employment (CE). Russell Sickles, Community Economic Development Program manager at Job Squad, explained how a Fairmont, WV business was able to benefit both economically and customer relations wise by hiring a job-seeker who used his SSA PASS 'work incentive' to purchase a hi-tech piece of equipment (asset) that the business needed to improve efficiency and cut costs.

This resulted in a former sub-minimum wage sheltered workshop employee of twenty years, who 'was not thriving, but just surviving,' ending up with a job he loves, making well above minimum wage, and whom his employer boasts is his best employee. And the improved profitability and great publicity the business has enjoyed are further testament to the classification of Customized Employment as best practices.

Resource Ownership - Christian at VALLEY WORLDS OF FUN

Mrs. Martinez also mentioned an initiative geared toward "opening doors to many individuals previously untapped as workers in the green economy. For Americans with disabilities to have an equal chance to share in the full promise of this green economy, a conscious effort must be made to make these industries universally accessible so that all can participate in and reap the benefits of employment and career advancement." Green employment demands the required education to meet these industry needs, and the use of SSA PASS funds to pay for tuition and other expenses can be a valuable tool in realizing this 21st century opportunity.

Are these dreams too unrealistic to even consider for persons with disabilities, who are used to a 70% plus unemployment rate, sub-minimum wage sheltered workshop employment, or custodial low skill careers? Not according to Gary Guller, keynote speaker for the afternoon session of the conference.

Gary realized his impossible dream of climbing Mt. Everest in 2003 with one arm. He achieved this right after leading a team of climbers with disabilities to the 17,000 foot base camp of Mt. Everest, after all the doctors said they could never make the climb.
May 4, 2003
THE ROAD TO EVEREST
Something about the altitude changes your perspective on the journey – every journey
By LEE HANCOCK / The Dallas Morning News
KATMANDU, Nepal – They were perhaps the unlikeliest team ever to set out for the highest place on earth:
Five American men in wheelchairs. A Texas woman with a leg brace and another with lifelong hip problems. A Sri Lankan immigrant from San Antonio with a prosthetic leg. Two Sherpas from a remote Nepali village – one without an arm and another without a leg – who spoke no English.

All led by a 36-year-old Austin climber who lost an arm in a mountaineering accident and hoped the team's efforts would spur him to reach the Everest summit. On April 6, Mr. Guller and his teammates, including seven with disabilities, reached the vast glacial field at 17,600 feet that is Everest's base camp.
They had traveled 17 days through some of the world's harshest terrain, enduring bone-chilling cold and snow and living conditions so primitive that it was difficult to avoid getting sick.

"We set our minds to do something incredible, dang near impossible," Mr. Standridge said. "And we did it."
June 7, 2003
Everest climber home to tell his tale

Austin man fulfilled dream, became 1st with 1 arm to reach summit

By LEE HANCOCK / The Dallas Morning News
AUSTIN – Gary Guller came home from the top of the world Friday, cheered by family, friends and trekking teammates as he told of "living his dream" to become the first person with one arm to climb Mount Everest.
"For a mountaineer, you spend your whole life looking up at the hills, looking up at the mountains. ...You're always looking for something a bit higher and a bit harder," he said. "To finally reach the place on this earth where there is no place higher, what else is there?"
Mr. Guller stood atop Mount Everest on May 23, 47 days after leading a group of people with disabilities on a trek to its base camp.
Their goal was to shake stereotypes about the limits of people with disabilities.

Gary's presentation to the audience at the WV Advocates Conference sure did that.

What about you? Are you 'thriving, or just surviving?' Do you believe that people with disabilities can be productive workers? Are you a person with a disability who wants to further your education and enter the world of work?

As U.S. Assistant Secretary of Labor Kathleen Martinez believes, and as ODEP likes to say, you live in "A World In Which People With Disabilities Have Unlimited Employment Opportunities."

Looking for a new job?
Been thinking about going back to school?
If so, you're not alone. Many people are pondering these questions for a variety of reasons. Some, because they have been laid off. Others want to learn some new skills and find a better paying job, or want a more fulfilling career. And quite a few are considering these questions because they're getting older, and can't keep on doing the kind of work they've been doing.

Ron has been considering both of these questions, and for most of the above reasons. These are tough questions for a middle aged man with a wife and six kids to support, a deteriorating health condition that limits his ability to stay on his feet for very long, and virtually no savings for college. And so he believes he's finally got the answer. Ron has a plan, literally a PLAN to ACHIEVE SELF-SUPPORT, along with a Federal PELL Grant.

He plans to use his SSA PASS work incentive, and grant funds, to pay for an online four year course of study at a nationally accredited college in Colorado. This four year program will give him a Bachelor of Arts in Ministry degree and a chance to start a more fulfilling career, no longer being dependent on SSA disability benefits to survive.

Just last week Ron started taking his first college courses. And yesterday, he submitted his PASS to the Social Security Administration for approval. They told him that he should receive a decision within 30 to 45 days.

Ron loves helping people. This is a picture of him volunteering, at his wife's place of employment, to teach a young man the art of pie making. Pizza pie, that is.

We all find fulfillment in different things. More often than not, it is tied to our employment and careers. And it usually has to do with taking pleasure in helping others.

Are you looking for a new job, or wanting to go back to school? A Plan to Achieve Self-Support (PASS) may open the door to your future dream.

Smooth Listening In The Rocky Mountains

This is a view from the interstate of those Rocky Mountains. So different from our Appalachian Mountains, but still beautiful.

Last week we attended a training in Missoula, Montana on Linking Discovery and Job Development. It was held by Griffin-Hammis Associates in collaboration with the Rural Institute at the University of Montana. There are some links to Griffin-Hammis web site on the side and the Rural Institute. The different seminars focused on aspects of customized employment, discovery and job development. These ideas and practices that we have discussed and will continue to talk about in this blog. We wanted to venture out West to learn from colleagues, see how everyone else is doing things. What works in Seattle may work in WV and vice versa.

As with all seminars, each day had a theme, different educational pieces and activities/exercises to go along with them. The one I found the most interesting was during Day Two for the Information Interviews. We were given a list of businesses in a packet that had been contacted by Cary Griffin, who just knew some folks were going to come and chat with them. They didn't know how many or who, and were only given a loose idea of about what. We gave them our top 3 picks, we were sorted and away we went.

Cary Griffin explaining the concept of Information Interviews to us.

At an informational interview, it's not about getting a job at this point. (Of course, if the opportunity arises, don't ignore it.) It's about learning about that businessman and the business: how she got into this field, what he likes about it, is it a family-owned business, is your business a fixture in the community, what exactly do you do here (which is the question I had for Ross Johnson from Powder Coating of Montana--I had no idea what powder coating was!), etc...etc...

However, it's not like you have the owner on the hot seat, throwing question after question at them. Let the conversation grow organically and most of the questions you have, will be answered. This is called "smooth listening" Cary told us. Throw in an occasion question or idea when the conversation feels like it's going to stall, but don't be afraid of silence. Most of the time, silence makes people nervous & they'll start talking again. Also, take notes and don't interrupt and the most important thing I learned from the activity: don't dominate the conversation with items about yourself.

It's a pretty simple trap to fall into. You and the owner find that you have many things in common. You're very comfortable with each other and talking a lot. However, if you're sharing as much or more than the business owner, then what are you really learning? Sure, sharing a few anecdotal things about yourself during a conversation is normal, but the important thing for the Career Counselor/Job Developer to remember is that the information is supposed to be about the employer and the business.

There was quite a range of businesses a bicycle tour company, a television station and a market just to name a few. My group (pictured below) went to Powder Coating of Montana and spoke with one of the owners, Ross Johnson.

Above: The Power Coating Team: Joanne Savoie, director of adult day and vocational rehab services of J. Arthur Trudeau Memorial Center; Janet Steveley of Griffin-Hammis Associates; Ross Johnson, an owner of Powder Coating of Montana; Doug Bever, Outreach Coordinator of The Full Ahead Foundation of HOPE.

Not shown: Janis Longton, Self-Employment Coordinator & Employee Consultant for Career Concepts, Brian Connaughton and Tamara Woods Career Counselors at JSI.

When we visited Ross at his shop, a wealth of information was learned about how he got into this whole powder coating business. In the 70s his father worked for Champion at a paper mill and an employee died from a freak accident on site. As with any accident of that magnitude a job site OSHA was involved. Champion was told they needed to design a man-basket. Ross's father was given the task and he was able to patent it. Through the Lifting Technologies Inc. was created and from there Powder Coating of Montana in the 80s. He discussed how LTI has the cornerstone on the market and both companies are fixtures in Montanta. A large chunk of Powder Coating of Montana's business comes from LTI. His employees are trained on the job and turnover is very low. He showed us examples of his work, gave anecdotal stories and was a really engaging person to talk to.

After the exercise, we went to back to our conference room and shared our stories with each other. The thing I found the most interesting is not one story was really alike. All of these businesses were unique, the owners with varying personality traits and each group had a different way of talking to the proprietors. Therefore there's no one real approach to take to talking to them. I think there is sometimes a disconnect with people in the social service industry having to talk to business people: a sense of being out of your comfort zone. It's good to keep in mind that everyone has a story, whether it's the man, who vocational rehab has referred to you or the lady, who runs the general store down the street. Part of the job is just listening.