Corso: Module 6: Onboarding, adaptation and implementation processes for ASD employees. Organization of the workplace

Onboarding, adaptation and implementation processes for ASD employees. Organization of the workplace

Overview

General Objectives

Knowledge- The general objectives of this module 6 and what it tries to achieve with companies and employees in order to learn about ASD people and employment is described below.

Providing Know- How in the stages of adaptation of the introduction of employees with ASD in the work environment and the role of HR at each stage.
Skills- development of skills to support and develop employees with ASD in the process of adapting their introduction to the work environment.

Social competences- Development of effective communication skills and building positive relationships between the team and the employee with ASD.

Educational Outcomes

After completing the module, the participant has the following knowledge:

Participants are aware of the need to develop skills to support and develop the motivation of employees with ASA in the work environment.
Participants are aware of the importance of a friendly and professional introduction of a new employee with autism spectrum disorder to the company/team.
Participants know the stages of induction of a new employee with ASD into the work environment of the company and understand the role of HR in each of these stages.
Participants know and can use tools and methods used in the process of adaptation of new employees, with particular emphasis on employees with ASD.
Participants know the importance of the areas of use of the knowledge acquired in the process of adaptation by new employees (regulations, rules concerning decision-making or document flow, etc.) for the effective management of team or project work processes or for carrying out professional duties.
Participants are able to develop their own competences of effective communication and to build positive relations within a team.
Participants are aware of the most frequent mistakes in the implementation of employees with ASD, and know the consequences of these mistakes in the team/professional work process.

Duration

4hours

Course Content

Categoria: English

Indice degli argomenti

Introduzione

Minimizza tutto Espandi tutto
Unit 1: The role of HR in the adaptation process
Unit 2: Tools used and supporting the adaptation of employees with ASD
Unit 3: Areas of adaptation of an employee with ASD at work - Workshop
Unit 4: Effective use of tools for introducing new employees with ASD to work and the consequences of an ineffective adaptation process
References
- References Pagina
Forum
- Module 6: Forum

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Salta [Cocoon] FAQs

Frequently Asked Questions

What do we understand by Recruitment?

Equipo Vértice (2007) defines recruitment as an action to attract intellectual capital to companies. The company not only demands a series of characteristics of the candidate, but also offers its competitive advantages, in order to assess the benefits that may affect the candidate's affiliation to the company. The objective of recruiting is to supply the "selection" of its basic raw material, that is, candidates. But it must supply the selection process not only in quantity, but also in quality. The effectiveness of the procedure will depend on these two elements.

In the job vacancies published by the company, the company's commitment to equal opportunities for male and female candidates, with or without disabilities, could be included.
• Try to receive as many applications as possible from qualified people with disabilities. For this, the job offer could be disseminated through organizations of people with disabilities, universities, etc. These offers must be disseminated in a format that is accessible to all.
• Description of the characteristics of the jobs offered, the functions to be performed, as well as the educational level, knowledge, experience, skills and aptitudes required.
• Upon finding a candidate with a disability who meets the requirements for the position, the company should be able to make reasonable adjustments to the workplace, in order to maximize the capabilities of the person. (Antezana and Linkimer, 2015).

What we understand by Personnel Selection in general: Chiavenato (1999) defines personnel selection as the choice of the most appropriate candidates to carry out jobs in the company, trying to preserve or improve the efficiency and productivity of the rest of their personnel. The selection of personnel aims to achieve two objectives:
• Adjusting the person to the job.
• And that person is effective in the position.

How to Adapt the Personnel Selection Tests with Autism Spectrum Disorder?

Frequently standard tests are used that are not difficult to adapt and to make accessible. There is a wide variety of tests on the market, so as the one that suits best can be used in each case. The selection tests to filter candidates with disabilities must be flexible, since they are groups with organic or psychological dysfunctions, which may have some limitation to be able to perform effectively in some standardized tests. You must choose which is the most appropriate test for each person, based on the disability they have.

¿How do we define the selection criteria?

The selection criteria will be determined by the information we have about the position to be filled. The selection process must also provide for people's ability to learn and to perform a task. A selection process is basically the development of a comparison and decision-making because, on the one hand, there is the analysis and specifications of the position and, on the other, the applicants for it, who are totally different from each other.

What Aspects should we take into account with the transmission of information and awareness in the Work Units?

Integration is born from information, so the lack of information in the work environment leads to the development of fears, prejudice and a distorted vision of the work potential of people with disabilities, which can spoil the effort carried out throughout the selection process to achieve the best position-person fit.

In most companies, from the General Management and HR, the reconciliation and motivation are usually adequate. However, this changes in the middle managers, the heads of departments or the rest of the organization's staff, where the integration philosophy very often encounters insurmountable barriers. This line of action can be established in two parallel tracks: one aimed at those who will be the coworkers of the new incorporation (in the case of people with ASD) awareness campaigns can be carried out in companies with employees through organizations specialized in ASD and another to the supervisors or coordinators, for the same purposes.

These initiatives will eliminate unfounded fears and facilitate the adoption of an appropriate attitude so that employees know how to work with people with Autism, how they should address them and what actions they should take together: not overprotecting the person because they have a disability, but also not ignoring it, providing a normalized and equal treatment, demanding the same professionalism, the same level of performance and the same objectives

What Tools can we use as Support for the Adaptation of employees with ASD?

The adaptation of the job for people with disabilities can represent an important competitive advantage in the process of companies to promote labor inclusion. The adaptation of jobs involves various areas, such as flexible hours, the removal of architectural barriers or the adaptation of furniture. In all cases, jobs must be adapted to workers with disabilities, and not the other way around, with the aim of making jobs accessible and allowing the development of skills and abilities of workers with disabilities.

The adaptation of jobs must be approached taking into account three aspects:
1st the worker
2nd the tasks to be performed
3rd The job
Adaptation is a term that supposes a set of prior adjustments that are closely related to: the principle of cognitive accessibility, individualized methodological adjustments, anticipating, creating and using visual aids and the use of augmentative systems for generalized communication in all contexts. A good adaptation during a process of adaptation to a job of people with ASD cannot be really inclusive, effective and functional if we do not start from these work bases.

What are the phases that companies must follow to follow a Model of Adaptation to the Workplace for people with ASD?

The tools that companies should use to support the employee with ASD in their job:

1. Workplace instructions: In the first place, they must prepare a thorough analysis of the workplace, to anticipate the new employees all the circumstances that they will face in their workplace. In this analysis, the activity of the company, the existing jobs, the number of employees, etc., must be exposed. Anticipation is one of the main characteristics for treating people with autism and making their adaptation at work effective.

2. On-the-job training: Human resources workers or those responsible employees in the company, must carry out a little training to the person with ASD before proceeding to the coaching. In this training, they must explain everything necessary about the job position and the functions to be performed, so that the new employee can perform his job in a proper way. The basic points to be dealt with in the training should be: functions to be performed, tools to be handled, execution times, ways of carrying out the work, etc. The use of visual presentations is recommended where real situations that can occur in the workplace are presented. It is necessary for companies to use tools that help translate verbal information into visual information, such as pictograms, photographs, real images, drawings, diagrams, concept maps, schedules, visual agendas, colour codes, tangible references, the use of written word, etc. Regarding adaptations with visual aids, it is important not to fall into redundancy since making an environment accessible does not mean filling it with pictograms arbitrarily, but rather using visual aids when really necessary, in an orderly and functional manner.

3. Coaching: In this phase, the company must appoint a mediator/coach to carry out the training process in the specific job, making the necessary adaptations so that the person with autism can perform the activity in the best possible way. The role of mediator-coach is essential throughout the process. He is conceived as a mediator between the person with autism and the context where the work activity will take place, preparing that context to make it predictable, simple and understandable, in addition to taking charge of the training of the person with autism who is going to be employed.

4. Process monitoring: during this process, the work activity performed by the person with ASD and the suitability of the adaptations established for this purpose will be monitored. This involves, among other things, an evaluation of performance, work environment and established supports. It is essential to assess the results of the worker in matters of particular interest to the company, such as productivity and quality of work. Likewise, the planned withdrawal of support is evaluated. In the event that this may result insatisfactory, formal supports are implanted again. This is done by mutual agreement between the person with ASD and/or her representative, the labour mediator, the coordinating technician and the company itself. An important aspect is the evaluation of the program itself, of the quality of the service provided. For this, we recommend the“Information Brochure and Quality Model of the European Union for Supported Employment” (European Union for Supported Employment, 2005) which, in addition to the description of the Supported Employment Process, includes a Code of Ethics for Employment Professionals and a Framework of Quality Standards for Supported Employment Services.

What are the areas to take into account in the Adaptation of the job, and what suggestions can we propose to you to serve as a guide?

In this unit the following points will be highlighted:

1. Introducing the employee of the company's organization, its mission and goals.

2. Introducing the employee to colleagues/team with whom he will work, marking the structure and dependencies in the company.

3. Presentation of the principle of work: regulations and procedures.

4. Presentation to the employee of the workplace: place and responsibility for this place, tasks, duties, safety rules.

5. The trainer prepares role play with the participants, and diagrams of various types of conversations introducing the employee to the above-mentioned topics, with particular emphasis on the communication needs of people with ASD.

6. During the workshop, the trainer points out to the participants the importance of the adaptation process and adaptation procedures - together with the group design the process, develop procedures and tools such as:

▪ Adaptation of new employees - goals, rules and stages.

▪ Practical steps of employee adaptation.

▪ Implementation scope.

▪ Elements facilitating adaptation.

▪ The scope of information packages that an employee with ASD should receive and their form.

▪ A form of summary and evaluation of the implementation (it is worth reflecting on the effectiveness of such implementation, finding strengths (experience and good practices for the future) and weaknesses (by highlighting mistakes made at the stage of implementation, we can avoid making them in the future and ensure clarification and correct communication in case the person with ASD does not understand the UNITS or does not do his/her job properly as a result of incorrect training/introduction).

How do we describe the talent and weaknesses that people with Autism have?

Personnel policy in this section, awareness of the will to retain talented employees with ASD and awareness of a high level of turnover due to specific communication difficulties and, sometimes, limited opportunities derived from employee dysfunction will be addressed.

Policy to be followed in your company for people with Autism:

Defend the rights of people with ASD and their employment opportunities. For this reason, it is essential that your company participates proactively in regulatory developments, generating strategic alliances with other organizations of the Third Sector of social action, with the Public Administration, political parties and private entities.

What social expectations will we encounter with these instructions?

We've put together a list of things recruiters and companies should consider and know about people with autism and their value in the job market:

• Talent and potential: People with severe autism and other disabilities are thought to have less potential and talent, seen as someone to employ to fill the disabled quota. However, one must understand the complexity of ASD.

• Creativity when carrying out aid programs to find talent: It may occur that, by taking the traditional surveys to find your talent, the potential of the person is lost or overlooked. The person will likely have specific qualities in a particular niche, but these are overlooked if you simply limit yourself to giving talks about career opportunities and career checklists.

• Ability to think “outside the box”: Traditional job search assistance programs sometimes focus more on the offer of courses and studies available rather than on the qualities and needs of the person, and on identifying what the person has an interest in doing. Due to the rigidity of routines and restricted focus of some people with autism, it is sometimes assumed that there are no employability options. Some employment agencies may quickly conclude that the person is not employable, some employment agencies may quickly conclude that the person is not employable, rather than looking for a job that matches the person's talents and abilities. It should not be assumed that the person with autism will have difficulties in all areas, it may be a challenge for him to understand social norms, but he can be very good in some other area.

• Take into account sensory problems: These sensory dysregulations often limit the productivity of the person with autism if they are not addressed or ignored. The perception and ability to tolerate sounds / lights / other typical conditions of the work environment can be very different from other co-workers. However, solving them will make a difference and ensure the well-being of the person, allowing him to function correctly.

• Work from skills: Perhaps in people with autism it may be less obvious what their qualities are. The ideal is to identify them and work on them, instead of focusing on improving the deficit ones, which are usually, after all, the ones that least interest the person

What are the main characteristics of people with autism that employers should take into account?

The people with autism have the following Capabilities:

• Meticulousness

• Curiosity for very specific topics

• Specialized knowledge on topics of your interest

• Sincerity

• Honesty

• Respect and compliance with the established rules

• Attention to detail

• Good adaptation and follow-up of routine

• Good skills in mechanical and repetitive tasks

• Tendency to be very logical

• Ability to listen without prejudice

The Facilitators: There are a series of specific skills that frequently appear innately in people with ASD, providing them with an important talent to face tasks and objectives in the workplace. These capacities are the result of the characteristics that define the TEA and among them, we can highlight: In the person with ASD:

• Meticulousness

• Curiosity about very specific topics

• Specialized knowledge on the topics that are of interest to them and to you as an employer

• Respect and compliance with the established rules

• Attention to detail and the ability to process the parts of a whole in exceptional detail.

• Good adaptation and follow-up of routines

• Competencies in mechanical and repetitive tasks

• The tendency to be very logical

• The ability to listen without prejudice

• Sincerity and honest.

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