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Transcript for May 2016

second and get your name. 
OTHER SPEAKERS:  [Inaudible].

DR. COMPTON:  Thank you.  So today we are going to talk a little bit about the rehabilitation.  The field of vocational rehabilitation as it relates to the new legislation and what that legislation means the background behind how it evolved and within the every day work.  So (audio is terrible) of course the direct mandate, with the rehabilitation program.

Regardless of whether you're going to work in the college or CRP or anywhere else the same information will fall directly on your shoulders [inaudible].  Although it does have a public program it just it's cross [inaudible].  So first off I would like to ask [inaudible] Powerpoint and click forgive me.
Maybe I need to adjust

SPEAKER:  Yes.

SPEAKER:  I think she said she would try this.

OTHER SPEAKER:  Okay.

DR. COMPTON:  If it remains a problem please type and let us know and I will do my best to speak up.  Okay?  Okay.  Sorry.  So back to the question.  This is what's the purpose of the vocational rehabilitation program.

OTHER SPEAKER:  To help people with disabilities opportunities to get back to -- to become more independent through supports and partnerships with [inaudible] employers and rehabilitation programs and members.  Basically anyone involved with that consumer.

DR. COMPTON:  My goodness.  You're right. 

[Laughter]

DR. COMPTON:  So to enhance to work with persons with disabilities and enhance their opportunities for email employment and independence by working with all of the relevant stakeholders.  Anything to add to that.

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Does anybody have anything you want to add to that definition?  Perfect.  So if I am an individual with a disability and I come to VR for help [inaudible] the purpose is to enhance my employment opportunities and my opportunities to achieve independence.  Correct?  Anything else?  Okay.  Fair enough.  I can live with that.

Okay.  So there is always the... employment and independence.  That's kind of a given, right?  California, the California program also includes equality.  In the definition.  Every definition of VR includes something about helping people be employed, that's vocational, and independence of course [inaudible].  At what level in other words, you want you're working with an individual to achieve employment and independence but at what level are you hoping to achieve?  And the VR help an individual achieve employment at entry level.  Any level they want?  What?

OTHER SPEAKER:  Could you repeat the question, please.

DR. COMPTON:  Pardon me?

OTHER SPEAKER:  Could you please repeat the question.

DR. COMPTON:  Okay.  If the VR program is to help an individual achieve employment, at what level is the program established to help them to achieve employment.  The entry level. 

For instance, I'm a person with a disability and I want help with that.  Will they help me at the entry level?  With they help me at the advanced level with employment?

OTHER SPEAKER:  At entry level [inaudible] starting point [inaudible].

DR. COMPTON:  Okay.  Do you agree with that.

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  So in other words, if I came you to and I want to be a teacher, right?  Would you help me be a teacher at the like bachelor level, secondary school or would you help me get my masters so I could work.  Would you help me get my Ph.D.?  Where does your responsibility with the VR program begin and end in your opinion?  Or have you ever even thought of the question.  Did you ever consider that? 

OTHER SPEAKER:  Wait [inaudible].

DR. COMPTON:  Yeah.

OTHER SPEAKER:  [Inaudible] to help you -- my associates get a better job.

OTHER SPEAKER:  [Inaudible] so if you are a middle manager and you [inaudible].

DR. COMPTON:  Okay.  How do you feel about that?

OTHER SPEAKER:  (Inaudible).

DR. COMPTON:  Okay.  All right.  What about independencewise?  Is there a level of independence that you are willing as opposed to complete and utter independence?

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Your services must be consistent with the ability [inaudible] (audio gone) enhancement of employment.  Correct.  Absolutely.  So it's not that -- it used to be [inaudible] that the public VR program was geared towards helping people with disabilities achieve employment solely at the entry level, that is we will pay for you to obtain whatever you need to do, whether education or vocational training or whatever it is to get a job at the entry level of a particular career or field, but after that you are on your own.  Right?

And that changed in the late 1900 - late 1900

[Laughter]

DR. COMPTON:  Late well I guess -- late 1990's and right around 2000, and it happened around 92 but became directed around then [inaudible] the field will be geared towards an individual that chooses their maximum potential consistent with their abilities and their capabilities and interest and informed choice and resources and priorities [inaudible] that was reinforced in the [inaudible] act in 1998 and then reinforced in the Workplace Innovation and Opportunity Act. 

In this relationship in VR where a counselor is working for individuals to achieve employment and independence what are they actually doing?  What kind of activities do they engage in?

OTHER SPEAKER:  There's a lot of guidance coming on.

DR. COMPTON:  Sure.

OTHER SPEAKER:  Guidance.

DR. COMPTON:  Counseling and guidance.  What else?

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Yeah you bet. 

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Resources.

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Referrals?  Services.  Human services, right?  Can you think of what else the counselors do?  Identifying a plan that identifies the services.  That's consistent across the nation.  All of those things are consistent.  Collaborating with the consumer.  My goodness.  Somebody has been a counselor.  Who determine aptitudes interests and resources so the client can make informed choices.  All of that [inaudible] and we are talking about called supply primarily the counselor is working primarily with the client, the client being the supply, right? 

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(New head set to see if improved audio - still awful) 

DR. COMPTON:  So that's been the way it always has been up to this date, and counselors, counselors in school counselors in the program like this one are primarily taught, and trained to engage in a counseling relationship are the individual with the disability which of course makes good sense.

Then we have the demand side of VR.  Something relatively new.  Now don't tell this to somebody who's been in counseling for years but the terminology is not identical.  When you say demand what do you mean

OTHER SPEAKER:  Maybe the consumer has a choice . Consumer has a choice.

SPEAKER:  Consumer demands.  [Inaudible].

OTHER SPEAKER:  Employer demands.

DR. COMPTON:  What do you mean by employer demands.

OTHER SPEAKER:  What are they looking for.  Labor market in order to fill the roles that their work.

DR. COMPTON:  When we say the demand side.  And VR we are talking the demand that employers have for workers.  So from a strictly business perspective the client is the supply side, and the employer is the demand side, when you hear demand side VR you are talking what are employers needing, or wanting in terms of employees?

The view here, the concept in the dual customer approach is that VR existing partially to meet the needs of employers, right?  It is not just -- the organization doesn't exist or the field doesn't exist solely to serve the needs of clients, but now Surrey to serve the needs of employers as well.  Because you can't meet the needs of clients unless you're meeting the needs of employers.

They are both our customers.  And this dual customer approach is not a bad -- it's not something we are headed towards.  It's here, right.  It's right now, and it's been going on gosh I think in California's dual customer approach has been emphasized for 15years, and it's been mandated 10&years probably, and now and [inaudible] there are parts of the nation that have been very good about it, and others that have been terrible. 

They do nothing. But the law says [inaudible] so the to meet the needs of the employers and the clients that's mutually beneficial way.  Could you think of being exposed to an example [inaudible]

OTHER SPEAKER:  I'm sure this has come up with a class before but [inaudible] small group, the employer has shipments coming in [inaudible] so they may be and then they might be [inaudible] it's just very so that's the employer's need, and the client has to that they are able to fill the [inaudible] feel like that is a mutually beneficial relationship, specific needs of the employer, [inaudible].

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DR. COMPTON:  Okay.  So that the an example of some people with the most significant disabilities that may not be able to sustain full time work or whatever are having an opportunity to work periodically in part time. 

Yeah.

OTHER SPEAKER:  Maybe there's someone that just needs like a little extra guidance [inaudible] a lot of rehabilitation agencies [inaudible].

DR. COMPTON:  Okay.  So supported employment is kind of a way - it's sort of built around that model.  To make sure that the clients needs get met, and also there is some assistance for an employer to make sure it's successful.

OTHER SPEAKER:  [Inaudible] I've been there [inaudible] they really go out of their way, [inaudible] orientation, talk with the employer, [inaudible].

DR. COMPTON:  Okay.  So just think of that as we move along.  Some of the things you have been exposed to with show that the VR program is an integrally involved with employers part of it as they are with the client because both of them - unless both of their needs are met then the outcome is not the [inaudible].

DR. COMPTON:  So okay.  Why what happens?  How did we get to this point where the nature of the vocational rehabilitation program has changed so dramatically that we are telling VR counselors don't just get to serve clients.  You have to serve persons with disabilities.  You have to serve employers and the business community.  Why?  Why?

OTHER SPEAKER:  [Inaudible] you have to keep them happy, and you know we're kind of like the brokers I would say between [inaudible] given that opportunity.

DR. COMPTON:  That's a very interesting comment, and I'm going to kind of reiterate it piece by piece for the people who are not here because it's very counselor comment, which is great.  Which was we have to make our employers happy too, and that by being able to help provide training, and other things to help prepare our clients better then we can meet whatever their needs are.  Is that what I heard you say.

OTHER SPEAKER:  Yeah, in a way, yes.

DR. COMPTON:  Okay.  Is that okay, and I'm not drawing conclusions.

OTHER SPEAKER:  No I think the other part is that [inaudible] opportunity to form partnerships.

DR. COMPTON:  Also another very nice counselory thing to say.  Another very good counselory thing to say.  As we form relationship that gives us the opportunity in the future

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Because we understand disability more than other people do, and that's why we should be involved.  Another very nice counselory thing to, right.

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  And so if we're sending people who aren't qualified for the position and there's big turn over then what is the conclusion.

OTHER SPEAKER:  That the employer is not [inaudible].

DR. COMPTON:  The employer is not getting their needs met.  Now we're talking business.  How do you -- so that's a shift.  A little more of a shift.  It's slightly colder.  It's not nearly as compassionate and empathetic and forward looking into terms of future placement, and INTERCESSORY in terms of being the liaison it's all about the role you play.  The knowledge you have, as a counselor in terms of trying to somehow prepare the employer for this disability that they have to deal with, and your perspective is they're not ready.  The employers are irritated, and that's not working out very well.  Okay.

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Do you see the difference?  You need to see the difference in perspective right.  One, it is something attributed to accountability.  [Inaudible] public dollars showing that the services work.  By including employer satisfaction in the [inaudible] okay and we are going to get there.  It's very important point.
So think for a second about the American economy in the last 30 years.  I don't mean like the recession.  I mean like the work force.  What's happened in terms of our economy and who we hire

OTHER SPEAKER:  [Inaudible] technology jobs in the last 30 years for sure.

DR. COMPTON:  Are we still in an industrial age?

OTHER SPEAKER:  No.

DR. COMPTON:  No, not. no.  I mean we still have industry.  Don't get me wrong but what age are we in?

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  [Inaudible] everything meaning.

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Second word was?

OTHER SPEAKER:  Information.

DR. COMPTON:  Information and technology, that's why they call it the information age which is all about technology.  Digital ability to transmit information a bajillion miles an hour, and also you know you will hear the term service.  Information and service as well.  But it's an information age.  And the work that is being done across the board [inaudible] at least in the United States and anywhere that is developed is all industry at all levels requires at least some ability to transmit information, and most require tremendous amounts.  To process and transmit and utilize, so if that's true, that should tell you a little bit about -- you know -- you will hear people say it goes back as far as 16 -- but really for our purposes the personal computer hit around the early 90's.  Late 80's, early 90's that's when it started to become prevalent, and nowadays it's -- we don't.  Nobody can work without one.  So in addition to that significant shift in the way people live and interact what went on -- what was the perspective here in public the public perception on government spending and government waste?  Well of course say in the last 20 --

OTHER SPEAKER:  No.

DR. COMPTON:  Do we feel we spend money efficiently.

OTHER SPEAKER:  Yes.

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DR. COMPTON:  You do?  Does anybody here feel the government spends money efficiently?  When you see stories about a $500 hammer for instance, typically most people in [inaudible] would not consider the federal government to be good stewards of the tax dollars.  They want accountability and they want to reduce waste and they want to reduce redundancy, and that -- with the significant shift in our work force and our economy caused many many things to happen all at once. 

Well, all at once -- over the course of a very short time span from the perspective of history.

And what was found was that our work force did not keep up in terms of training and skills with the significant shift that was happening.  We didn't know -- when you think about how quickly information and technology shifts and changes and advances and the kind of skills necessary to stay up with those changes, and the work force and their current state of preparedness.  There's -- it's not great.  Right?  I mean maybe our kids [inaudible] if you have kids that are of working age you will know what I mean.  They can change like this, right?  Many of us on the other hand, would have a very difficult time responding to the speed of change.  At the same time there is this huge kind of skills gap going on between what we need and what we have and there's focus on reducing government waste and redundancy which produced a consolidation of government programs.  Consequently, you had in 1998 a development of the workforce development act and the one-stop career center system where the hope was that you went from having workforce partners in one area and at one-stop environment would reduce waste.  Redundancy and promote partnership and collaboration and we could start working together more effectively and efficiently.

The program was considered -- was called a mandatory partner in the workforce investment partner.  It wasn't an option.  The term is actually [inaudible].  And then in the workforce innovation and opportunity act where the VR, where the Rehabilitation Investment Act resides now it also resides in the -- we have reauthorized the Workplace Innovation and Opportunity Act and VR is now a core part of this.  I will tell what you that means in a moment.

But the point is I just want you to kind of grab the background.  Right.  That at the same time as the world is shifting in terms and has been shifting for a while now and is there and it's -- it's not shifting -- and we are there.  Information and our workforce is changing.  The demands and the preparedness of our workforce needs to change, and our employer needs are -- we have needs need and we are not able to meet the needs but at the same time programs are consolidated trying to reduce waste.  Trying to produce redundancy. 

It was -- that's kind of conglomeration of forces that sort of frame the back ground for why VR it in the change mode that it's in.

So Workplace Innovation and Opportunity Act reauthorized the rehab act and makes significant changes to the VR program including heavy emphasis on [inaudible] which we're not going to get into the specific changes.  That would take too long.  But one of the things it does is require the alignment and integration of the core partners and by alignment and integration what they are talking about is common planning, common reporting, and common accountability.  So when I say core partners I am making all kind of assumptions but this is the law that's governing now and will be for your careers.

So it takes 14 more years to amalgamate -- tell me who the core partners are in WIOA. 

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Who? 

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Okay.  Go beyond California.  It's federal law.

OTHER SPEAKER:  Actually all I know is California law.  [Inaudible].

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DR. COMPTON:  What's the difference between a one-stop and [inaudible].

OTHER SPEAKER:  [Inaudible] are housed in one stops sometimes, correct.

DR. COMPTON:  Sometimes but again that's a very California issue.  I mean, it's not a California issue only.  But it's your perspective of it is in California. 

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Programs evolved in adult education and [inaudible] well we know that VR is a full partner, right.  So that's under title 4.  There are 4 titles in WIOA.  Pretty easy.  Just so you know there's title 1, 2, 3, 4.  Anybody have any other guesses?

OTHER SPEAKER:  What about the Department of Education.

DR. COMPTON:  Well, rehab is within the Department of Education.  Right.

OTHER SPEAKER:  Yeah.

DR. COMPTON:  So is there the entire department --

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  VR is one of them.  Are there other educational programs there.

OTHER SPEAKER:  [Inaudible] I'm guessing.

DR. COMPTON:  Transition and redevelopment.

OTHER SPEAKER:  Adult programs.

DR. COMPTON:  What kind of adult programs.

OTHER SPEAKER:  That I don't know.  I just have [inaudible].

DR. COMPTON:  So youth programs.

OTHER SPEAKER:  [Inaudible] health problems.

DR. COMPTON:  [Inaudible].  Okay.  Yes.  You would think transition program, right.  So just you know.  There are really really important for us in terms of what our relationships in the future, because the law does many things but one of the more important things is to ensure that all of those programs do not have the same way of [inaudible] there's title 1 which is your department of labor funded programs that run what they now call the Americas job centers, which I will call the one-stop or the career center or whatever.  Within title 1 programs the one stops there's 3 different funding streams. 

Adult education, adult dislocated workers and youth.  And that is like if you walked into a workforce partnership career center and you wanted to search they [inaudible] a young person that's all department of labor money.  Title 2 is an education program scald adult education for literacy, and many of you like if you wanted to get your GDP or you wanted to get an adult education training.  Sometimes a basic for a job, title 3 is Wagner- Peyser which we call... in California.  The unemployment office -- so that's a labor funded program and then title 4 is the.  Title 1 -- those core programs all have lots and lots of common requirements under the new law.

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And one of the requirements is to [inaudible] and so in the midst of the concept being all of those programs are "employment programs".  Let's go back and look at some.  All of those folks the adults dislocated workers.  Youth.  Adult with literacy.  Employment services and VR all of them have a goal of helping people prepare for and obtain employment.  Consequently, they should all be in the same... this goes back to the '98 workers.  Since you all get people to work we are going to put you all in this same block, okay?

How many of you have experience with the one stop system anyway?  Couple of you?  Did you ever go to one? 

OTHER SPEAKER:  Yes.

DR. COMPTON:  How did it go?

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  How did your relationship with them.

OTHER SPEAKER:  It was cool.

DR. COMPTON:  Yeah.

OTHER SPEAKER:  I just let them know I worked with VR and [inaudible] workshop complete the full application [inaudible].

DR. COMPTON:  So how do you guys suppose life is experienced for a person with a disability at the one-stop centers?  Do you think it is welcome.  I go every month [inaudible] go there as a professional or as somebody whose looking for work?  I will ask again.  Have any of you as a client ever gone?

OTHER SPEAKER:  I have had mixed feelings sometimes it's helpful, and sometimes it isn't.  Just depends on you know where that comes in the process of a job search.  It really you know [inaudible].

DR. COMPTON:  Have you ever heard after situation where a client you sent over there got a job.

OTHER SPEAKER:  No.

DR. COMPTON:  One example?  Just one?

OTHER SPEAKER:  You know I think [inaudible].

DR. COMPTON:  That's okay.  And my point really is that if they're not like... or anything like that they're clueless.  They don't --

OTHER SPEAKER:  I've friend who went [inaudible] they got him a job, and it was [inaudible] always stay at one level.  

DR. COMPTON:  And so imagine that your person was somebody who had some health condition that was unable to hide that condition, if you will, or used a wheelchair, or needed to sign, how effective do you think those services historically have been for those people?  And I'm not indicting the one-stop system.  It's just the reality across the country, been that way that typically the relationship between these partners and vocational rehabilitation has been one of referral, and friendly co-existence, but no significant activity being shared or funding being shared for a similar case or anything like that.

Right?  So, and that's a very good -- thank you.  This is the perfect example many of what -- I mean I know exactly what happens when you... it's a very nice relationship.  Counselors go to one-stop offices.  They will go there for 4 hours a week or maybe one or 2 days.  Or sometimes they are housed there.  They can literally work in the one-stop.  Person with a disability comes in and they get referred over to the department of rehab for services and rehab works with them, and that's it.  At least that's the role of the one-stop program, to identify the person has a disability and refer them to rehab and remove their hands from the case. 

Is that does that align services, and that's -- so that's -- that has been -- even in the situations where the VR entire VR office is housed within the one-stop program, and they are all [inaudible] one-stop center, department of rehab.  Adult ed all in the same building, right.  The client could literally walk from one office to the next and use all services.  The problem is there's no coordination, no real shared funding.  No real shared planning going on between these folks.  Title 1 programs.  The one stops pay for training.  Why one stops -- individuals are getting training from the one-stop to be... a repair person or an IT person and say the training is $10,000.  If that person has a disability why does the VR program pay the entire cost of that minus any public assistance portion or whatever as opposed to splitting the cost with the one-stop so they can both serve more people?

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Yeah.  Last resort being as long as I refuse to pay for it, then you can pay for it.  Right?
OTHER SPEAKER:  Uh-huh.

DR. COMPTON:  So we have policies and systems in place built to prevent true funding partners.  Exactly that's part of --.  The other part is people don't feel like they're training and working on people's disabilities they don't feel comfortable in that process so they give it to the next person.  That's the way it's been.  I make no judgment about that except to say that's the backdrop for what happened in 2014.

OTHER SPEAKER:  One of the things that [inaudible].

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DR. COMPTON:  Yup.  And there is even cases where you can cite one or two instances where they don't share but it's unfortunately, one or two.  So how do you know then -- let's go back so that's my backdrop.

How do you know then that if you're a taxpayer you really don't know anything about... and you were just trying to figure out, like how do I know the vocational rehabilitation program is doing a good job?  How would you know that?  Do you know that?

OTHER SPEAKER:  Well, we haven't [inaudible] we report on.

DR. COMPTON:  Which is --

OTHER SPEAKER:  The rehabilitation services data.  I mean that's what we use on track our performance as we as counselors, how the clients are being served [inaudible].

DR. COMPTON:  Right.  So you judge your -- you judge your performance on how many people get a job?

OTHER SPEAKER:  Well, no, I would say on making a difference in the life of someone is how I judge my personal components.

DR. COMPTON:  But I'm a taxpayer.  I want to know -- I'm asking you.  Your you work for VR I'm don't know whether it's the VA or whatever.  Right now we are talking about employment.  How do I know that you are doing well.

OTHER SPEAKER:  [Inaudible] jobs and they are employed -- [inaudible].

DR. COMPTON:  So what is a quantifiable measure in VR.

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Employment placement or attempts to train.

OTHER SPEAKER:  [Inaudible] knowing that we are and I mean to the extent knowing that we are [inaudible] all I know is that word of mouth.  Somebody tells me this place [inaudible] I mean this place here [inaudible].

DR. COMPTON:  So it's anecdotal in your case but I'm -- but you're working for a couple of organizations.  You have to be accountable to the public for your performance.  How do you know whether you're doing well?

OTHER SPEAKER:  Numbers.

DR. COMPTON:  What kind of numbers.

OTHER SPEAKER:  Successful numbers.

DR. COMPTON:  Defined how?

OTHER SPEAKER:  Jobs, people have become employed.

DR. COMPTON:  Okay.  The number of people who become employed?

OTHER SPEAKER:  People who get off SSI.

DR. COMPTON:   The number to get off of SSI.

OTHER SPEAKER:  The number who are considered a success, not just talking [inaudible].

DR. COMPTON:  Okay. 

OTHER SPEAKER:  I was just going to add onto what she was saying, so just adult employment over[inaudible].

DR. COMPTON:  Okay.  Employment over a certain period of time.  You doesn't know what period.

OTHER SPEAKER:  I guess it would depend on the agency.

DR. COMPTON:  Depend on the agency.  If I said we put this many people to work for this period of time, that would be at some point that would be okay.  Or that would be an indicator.

OTHER SPEAKER:  [Inaudible].
DR. COMPTON:  Evidence of services.

OTHER SPEAKER:  How many people are earning.

DR. COMPTON:  How much people are earning.

OTHER SPEAKER:  Right.

DR. COMPTON:  Okay. 

OTHER SPEAKER:  More anecdotal.  The quality of employment.  How.

DR. COMPTON:  Well, just as a group.  Just so you know, not that I oppose -- people don't -- the public politicians, they don't [inaudible] a support that colors, are good, right.  By themselves they're not compelling to make the case for the public.  They're very important in terms of supporting what you're saying, but you've got to have a hard -- like if you're a counselor, you want to know how -- whether or not you're doing a good job.  How do I measure my success? 

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Yeah, so the question is do you know which numbers, to keep track of.

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Right.  So you should be -- so the important thing to remember here is you've got to know like how you're evaluated as an agency and how you're going to be evaluated as a counselor and what the public -- what the law says our he supposed to be accomplishing because everyone, like to or not every one of those folks now has the same performance measures.  They have different targets -- but the measures are the same.  Okay?  And the reason those measures are important is because they get directly to -- well it's important for any one to know, but they also get directly to your understanding of where your energies are going.  When.

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DR. COMPTON:  Okay.  So that means if you put 100 people to work the per cent of those individuals that are still working on somewhere between the 91st and 180-day or the 120th day, after the 91st day and after, right.  That still have their job, okay?  The second entry is the per cent of individuals in unsubsidized employment.  So during the 4th quarter after exit from the program.  That's the 270th day.  The median earnings of those in unsubsidized employment during the second quarter after exit from the program.  Here is the -- what is the most -- you have a group of numbers what is the most?  The most, roughly, the most what?

OTHER SPEAKER:  A lot more frequently than all the other numbers.

DR. COMPTON:  A lot more people, just the most, right.  The most. 

[Laughter]

DR. COMPTON:  The number that occurs the most frequently.  Mean is the average.  The median is the number at which exactly half is above and half are below.  Right?  So that's why I was testing you.  The number here is median; not the mean.  So you are concerned about the median, the median earning of those individuals you placed in employment during the second quarter after the program.  That's the third measure.  The 4th is the per cent of participants who obtained a recognized post-secondary credential or equivalent during participation in or within 1 year of exit from the program. 

The next is per cent of participants who during a program year are in an education or training program that leads to a measure of skill gains towards employment and finally.  The last one indicators at effectiveness in serving employers.  These two are different for VR in the seems that they focus on long-term retention which is not something VR carried about beyond 90 days in the past.  Wages have been something they carried about in relation to the average [inaudible].  This is completely different giving credit for someone making progress in an education program is unheard of.  That is exactly the opposite of how the VR programs have ever been evaluated in the past because they want credit for the work.  And the sooner you can get it to work the better.  I could spend all day on this.  We will move along.  There is absolutely unheard of. 

Okay.  To evaluate a VR program on how well they serve employers is like you know.  I mean it's like it's like trying to evaluate a male for how many times they've given birth.  It's never happened in the past, right?  It's not something that there's any experience with.  Periodically programs have "business specialists" or business relation specialists that might engage but go ask someone at the VA when the last time was they spoke to an employer.

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  That might be the best.

OTHER SPEAKER:  That's not [inaudible].

DR. COMPTON:  That's different.

OTHER SPEAKER:  Yeah.

DR. COMPTON:  Do you actually go out and serve employers.

OTHER SPEAKER:  Meet.

DR. COMPTON:  You meet their needs.

OTHER SPEAKER:  Yes.

DR. COMPTON:  You do.

OTHER SPEAKER:  Yes on a day-to-day basis.

DR. COMPTON:  Okay.  Good. 

OTHER SPEAKER:  (Inaudible).

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DR. COMPTON:  For your supported funds.  Good to know.  All right.  I will leave it at that.  Good.  So there -- [inaudible] all right.  At the same time that the work force innovation and opportunity act was passed.  The same time, two very important reports were created and published by the department of labor and the Whitehouse.  One was called what works in job training.  A synthesis of the evidence. 
This is all by the way [inaudible] in some way.  So the Whitehouse report is called ready to work.  Job-driven training and American opportunity.  If you want to know where the field of rehabilitation in terms of employment goes, I would suggest but this term job driven training comes up a lot.  Do you know what that means?

OTHER SPEAKER:  You're training for jobs that exist, you're training.

DR. COMPTON:  Training for jobs that exist.  Sorry?

OTHER SPEAKER:  So like jobs like science and technology engineering.  You know if there's going to be a boom in that, so.

DR. COMPTON:  So, well I mean if it's job that exists there's plenty of jobs that exist. 
OTHER SPEAKER:  True.

DR. COMPTON:  So is it -- yes.

OTHER SPEAKER:  So maybe it's more about training for that specific job [inaudible].

DR. COMPTON:  So you focussed in on a specific job as opposed to the general.

OTHER SPEAKER:  So and that means you will have a relationship [inaudible] with the employer meaning that you have those jobs in mind so -- teachers skills necessary [inaudible].
DR. COMPTON:  All right.  So training people to acquire the skills for a particular employer, okay.  Any other guesses?

OTHER SPEAKER:  Training so that people can obtain the job, such as resume writing.
DR. COMPTON:  Helping people obtain a job.  How to get ready to obtain a job.
OTHER SPEAKER:  Yes.  If the job calls for a Microsoft technology focus on that.  Not the entire Microsoft office.

DR. COMPTON:  So really narrowing on the requirements for that specific job.
OTHER SPEAKER:  Yes.

DR. COMPTON:  Okay.  And you're all very close.  Jobs are -- I'm not going to [inaudible].  According to all of the studies that have been done around -- well and let's take a step back to 2000.  We talked about the whole shift and the economy and the perspective of government and then 2007 came.  The economy was completely collapsed.  We had a terrible recession.  And all of a sudden people lost their retirements, people who were on the verge of retirement couldn't retire. 

They lost everything.  They were still working and entire generation of young people who have prepared for employment in college and were about ready to graduate to full replacement of all these people who were retiring, boomers who were retiring they didn't have any way to retire.  They didn't have think where to go because the boomers didn't retire, and something became painfully clear, which is, in the loss of those jobs in our economy, the ones that sustained were the ones that were part of this new economy, not the only one.  Nobody is going to bring back position that they've terminated.  That they were waiting to terminate anyway if you will and those folks who were laid off or continue today work.  There wasn't -- they didn't have the knowledge base to fill those positions, and even the young people who wanted to fill behind were being prepared for position that is they -- the college and the training programs didn't particularly give them -- how many of you know people maybe you were in the same boat.  Who had your college degrees during the recession and couldn't find a job.  Right.  This was -- I mean this is across the nation, and they were wondering like what did I just spent 4 to 6 years or $60,000 in years in school to come out and do what?  Not be able to get a job because I can't -- I don't have the particular skills necessary to go into the jobs that are left or are available.  It was a very difficult time and it was also a very clarifying time. 

We are not preparing -- there's a tremendous gap in what employers need or want, and what our employees, our potential candidates can fill.  There is a skills gap.  And we better work on fixing that gap, bridging it quickly.  Or else what's now happening, which is employers are reaching across the globe to fill stem positions and bring -- do you know how many people from across the... to work in jobs in technology and engineering and math and science because we don't have anybody to fill the positions.  They spent millions and millions of dollars every year, large global corporations bringing people to the United States to work in job that is we don't have qualified individuals to fill because we don't train them to fill them.

So this became because -- imagine that you just spent 6 years in college, and you got out and you wanted to live and work for Google or apple.  And what you learned was not what they wanted, or wasn't to the level that they wanted so they went somewhere else and brought somebody else in from India or Russia or wherever.  Right?  You probably wouldn't be very happy about that.  And that's kind of the state of affairs.  Job seekers have to help people focus.  That employers need, right?  Kind of basic question.  How well do we prepare clients in the VR scenario.

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Suppose this happens -- [inaudible] I will pick a real scenario.  Washington Mutual Bank, calls up, and says hey, Mr., we have an opening for an account manager, in our San Diego office, they need to have a bachelor's degree in accounting and at least a year in the banking field, and [inaudible] we really want to focus on hiring a person with a disability.  Please help us.  So [inaudible] works hard.

[Inaudible] do you know how many clients San Diego county serves.  VR clients in the public VR program every year?  Take a guess.  10,000.  10,000 people.  That's more than half of the...?  The United States.  10,000 clients a year.  Do you know how many clients we had that could apply for that program?  For that job?

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  None.  There wasn't a single client out of 10,000 that we had trained to enter the field of banking that we had prepared with a bachelors degree, had any kind of math skills or accounting.  Zero.  And we sit back and wonder why can't we fill jobs.  Why aren't they earning enough.  What's going on.  Really?  Nobody.  Not one candidate.  Not even one like in the hopper.  The first one was no, I have nobody.  The second one was do you have anybody close.  At the end of the semester.  No.  Anybody with that kind of experience that doesn't have a degree?  No.  Who are we serving here?  Is it all like supporting clients [inaudible].  Not supported -- are there persons with disabilities that don't include supported?  I don't know.  I was flabbergasted.  Really.

This scenario by the way is nothing unique.  I had this conversation with every district administrator in California and every -- many directors at technical assistance seen centers and VR programs across the nation and it was the same story over and over.  I wish I could sit down with you guys for a couple of weeks to talk about this issue, and talk about [inaudible] to the VR program but when you're measured by, up until WIOA. 

The VR program was only judged by the number of people it put to work.  And if that's the only measurable outcome you have then you put people to work as soon as possible in any job you can put them in that they will accept, right.  And you get credit for.  And that is because that's what you get credit for.  And now that the outcome includes education, and skills, I'm really hoping that the program will change dramatically.  And I feel that you are part of that.  You being in this class is part of that. 

All right.  And, we have many VR clients that have come through this program, and they are part of that.  But need to be systemic.  Not just handful here and there.

So the reality is that our population is trained [inaudible] in jobs that require science, technology, engineering, and math and that is probably all the way back to elementary school [inaudible] so that includes career pathways which is -- in other words, our kids are learning the paths they need to be onto achieve goals.  The classes we are supposed to take like in high school to prepare them for the classes they need in college to prepare them for jobs they want to get in the future that will be in high demand, and pay well.

And they don't have knowledge of the industry that they are going into -- [inaudible] and so when they become adults they haven't developed these skills and yet our economy requires these skills in order to be in the high earning, high-demand jobs.  We have a generation of people who are trying to play catch up or simply are unable to fill those positions.  And this gap is at the heart of where WIOA is going.     

OTHER SPEAKER:  (Inaudible).

OTHER SPEAKER:  (Inaudible).

DR. COMPTON:  Maybe we have to load the thing again.  Can you hang on just a second. 

DR. COMPTON:  Oh, you know what?  Oh, you know what.  I think I turned the button on.

OTHER SPEAKER:  Oh.

(AUDIO VASTLY IMPROVED WITH MOVE OF MICROPHONE)

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DR. COMPTON:  Sorry about that.  Oops.   My apologies, Trish.  I think I somehow like rested my hand on that or something.  Okay.  So, and sorry guys, this is going farther along than I had hoped.  This is what we know works.  In job training.  We know that when you're if you're as a counselor if you want to know what am I going to do what do I do to get my clients how.  How do I know it's going to work?  This is.
We know post-secondary education high-paying and this goes back to the question I was asking about.  When we say employment in regards to like job-driven training, we are talking about not just employment but about high demand, high paying, and what?  Okay.  So we know that individuals that have college education or industry recognized credentials, get good jobs.  We are flexible and innovative skill building and strategies around training and around preparing people for work, creative approaches and partnerships with business, all work to help people get work. 

Work based training that is actually teaching somebody on the job.  Employer and industry engagement.  Labor market information and guidance.  I will take you on a walk-through here shortly and a cross-system coordination with integrated coordination and training and all a bunch of big words just saying that if we think creatively and you have a partnership an employer or any other partner at education or training, and you're that partnership is geared towards meeting the needs of that employer, that works.  And it works really well.  Okay.

There is also what works for you.  Oh, sorry.  So if you know, if you know that an individual who has a post-secondary education or industry recognized credentials is more likely to end up in a high-paying high-demand job what does that mean for you as a counselor?  You want to consider that as an option.  Let's go let's be a little stronger.

Let's make sure that a client we work with knows that post-secondary education and obtaining of an industry recognized credential is something we will support wholeheartedly and we will work and make known for them all of the possible options on how to get there.  And with our support.  Right?  So that it they have been saying Chaz they need to go to work.  I get it.  So put them to work and help them go to college.  Can't do that.  Yes you can.  There's no reason.  Theres' nothing that stops the VR council from working with somebody to get them a job while going to school.  While they are helping them go to school so they can get a long-term job.  Not a thing.  Right.  So we've and you are the generation that's going to change this thing.  Change this way of approaching the VR.

Understanding that if you want to help somebody become self -- you really want it help them.  Do you know home people get off of SSI.  We have this discussion in my class.  How many people get off of SSI.  If you get on SSI, what's the likelihood what per cent of individuals come off SSI completely,ing due to work?  Ever in their life?

OTHER SPEAKER:  Small number.

DR. COMPTON:  Okay.  So --

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  If, yeah, so if one of you guys said that the purpose of the VR program is to help you get off of SSI right.  Okay.  So if that's the case.  What percentage of individuals on SSI ever come off of SSI because of work?  Completely?  Off of SSI?  Less than 1 half of one per cent.  So if it's the VR program were only role is to get you off of SSI.  -- it's to help you obtain employment and become self-sufficient.  So we are failing miserably.  All our providers are failing miserably.  We are all failing miserably.  Everyone is failing.  If you're on SSI the chances are you're never coming off until you die.  That's what the statistics say.  And it's not just half.  Or 50-50 or 75, 25 it's horrific.  Why, because we don't invest time and energy to getting folks engaged in the kind of employment that will pay them enough to make it worth their while.

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You know so I don't blame them.  Who wants to work their rear end of to make as much money as they can make doing nothing but sitting home.  It's a no brainer.  So each one of those has rehabilitation council as a vocation.  If we know that workplace training, that is on-the-job training, internships.  Work experiences, all those things work to help people obtain greater employment and jobs our role becomes to ensure that we partner with employers to create the opportunities.  Right?  For youth we know that career preparation and education, work experience and Summer programs.  Work and comprehensive and integrated models all contribute to the likelihood that a young person will obtain a good high paying in demand job.  So any work experience is a plus for a kid.  But the more you can expose them to the world of work.  And the more you can prepare them for particular specific industries that are in high demand.  The more you can integrate services for them especially for persons were challenges to employment.  Not just people with disabilities where all kind of people who have challenges to work through.  All those things are implications for us.  Okay.

Now we are going to have fun.  One of the things that we know is that rehabilitation counselors don't effectively use labor market information in the vocational rehabilitation planning process.  They -- like, if I'm to ask you guys right now what are the most in demand high growth occupational sectors in San Diego?  And I don't want you to guess, okay that means you can probably guess a few of them.  I'd like to know how many of you know because you've done the research.

Thank you for being honest. 

[Laughter]

DR. COMPTON:  If I asked like if we had the entire every rehabilitation counselor in the public program and the VA and every where else and I asked and they were absolutely honest there wouldn't be that many hands up.  Some hands would, but for some reason it's kind of a lost knowledge in our system.  But we know that when you plan with a client, and you have this information available for them, it opens up the world of possibilities to them.  And you think well, where do I get that?  Title one program.  But I have a gift for you.  When for those of you that are on the computer -- are off site I've been go to the careerindex.com and you can create an account.  All you do is put your e-mail in and you create an account.  So imagine I'm a counselor and working with a client.  And let's say I was a young person.  A kid in transition and seem to be a bright enough kid, motivated and he wants to be a microbiologist.  Okay.  And you're thinking, oh crud.  He asked me about a job I have no clue about.  What am I going to tell him.  Yeah that sound great.  Probably smarter than we and I have no idea what you're talking about.  All right the than just so I can act like I know what I'm talking about.  See you later or you can use a tool like this which by the way is free of charge to the public.  And anybody can access it.  I'll type in microbiology, and microbiologist.  Might help if I could spell it.

So we have -- it will list a few jobs to make sure it's telling me what I want.  I will pick micro biology.  And it tells me it has several things available.  To me and my client.  It tells me that you know, a microbiologist investigates the growth and the structure and the development after.  .. and the characteristics and so and.  It talks about the work environment.  That's available.  Experience.  The national job outlook.  There will be a state job outlook on I think

OTHER SPEAKER:  How far out is the job outlook.

DR. COMPTON:  Well let's take a look much shall we.  Let's first look -- oh like let's see if there's video.  What's that all about?  Microbiologist.  (Video on), we try and a study organisms and shells that we can see only through a microscope.  The universe of microorganisms is so that microbiologists have many areas of specialization.  Some become disease detectives.  Such as virologists often studying newly identified strains in search of a cure.  Immunologists study how the body fights disease.  Bacteriologists strive to stand microscopic bacteria.  [Inaudible].

We don't have to go through the whole thing.  You get a kind of a sense.  That's kind of a cool.  You get a watch to video about the job itself.  That's nice.  Let's see.  There is job listings at of 5-26.  It tells but the qualities that are important in the job.  Communication skills.  Licenses that are available.  So let's look at some of these.  Tells you about related jobs.  That are the jobs related to this.

Education that's required.  Current jobs available.  In your area and it goes by sip code.  Here is one.  There's microbiologist job available at Aerotech that was posted today.  5/26 or pardon me, may 15th pardon me. 

You can click the apply and be taken to Aerotech's website which tells you where you can apply and how much the pay rate is.  Summary of the job.  About Aerotech. 

[Laughter]

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DR. COMPTON:  The salary for the job.  It tells you what the descriptors are for low, medium and high salary.  San Diego.  The national trend for microbiologists, the some of the average salary of jobs with related titles. 

OTHER SPEAKER:  What is the information on education required.

DR. COMPTON:  It is training.  Oh this tells you I'm sorry -- [inaudible] yeah it's over here.  (Video on).

DR. COMPTON:  Work environment, bachelor's degree, how to become one.  Licences.  Certifications available and then you want to know okay that was kind of interesting but I'm not sure I could do it.  Right I don't know whether it's something I could potentially do.  So click on suitability.  And you will get all of the potential -- all of the cognitive abilities necessary for the job, you can click on like what does that mean?  Inductive reasoning.  Finger dexterity.  Motor abilities.  Tells you where you fall along the scale.  How important it is, and so on.  The training is like okay.  Well maybe I'm interested in this.  Let's see what's available.  In terms of the schools near by.  Seer is one at San Diego state.  Click on that.  So -- the specific program information.  There's not a ton of them in the San Diego area.  Experience in education.  Okay here we go.  That is more I think of what you're looking for.  Preparation level.  Qualifications.  Common related work experience.  Typical required educational level.  This was a video.  It talked about the education you might need and so on.  So you can see where like if you were dealing with a client this is valuable information right, about what to expect, what the outlook is.  How much it pays.  What the requirements are.  And if you're going to go to school like what you should prepare for what.  Kind of schools are local.  What's available.  It's a ton of stuff.  And for some reason, this -- okay, we were do counselors go through something like this with you.  Not that you didn't make the right choice. 

I'm glad you made the choice you made.  But this process just doesn't really happen very often.  And the reason for that is? 

[Laughter]

DR. COMPTON:  Yeah, lack of knowledge.  Lack of awareness.  Lack of training.

OTHER SPEAKER:  Lack of time.

DR. COMPTON:  Time.  Yeah.  I mean if you're -- assuming that you're an individual who is a client without any significant cognitive impairment, I mean you could navigate much of this on your own, right?  Just kind of exploring it, so that's what I would -- just for informational purposes too.  Doesn't eerie choir a counselor sit next to you.  And so there's all kind of -- but the fun part.  I mean the most, one of the more useful parts of course is the job.  What jobs are available in your area.  How much are they paying.  And how do you apply. 

So that's -- this is all geared towards helping clients understand and gain an awareness of what the market is like. 

And then to try and understand where the openings are for employers.  And trying to make sure that you use them.  Very VR thing to do, but somehow that side of it has gotten over the years seems to have gotten --

Are you folks on the -- not here.  Are you seeing what you're seeing?  Did I hit the right button?  I feel like I might have -- I'm not sure I did that.  But, okay.  Never mind.  Oh nuts

OTHER SPEAKER:  The very there -- access to the slides is yes. Yes the answer is yes.  Well for those of you who are.

OTHER SPEAKER:  You should be able to.

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DR. COMPTON:  Yeah, it's not showing that as part of the shared files though.  That's why I was wondering.  For those of that you aren't here I hope you've taken down that address. 

OTHER SPEAKER:  Yeah [inaudible].

DR. COMPTON:  Yeah, it's not but it's not the -- for whatever reason it's not going over.  So.

OTHER SPEAKER:  Well, you can go back in to watch it and you should be able to import it, right.

DR. COMPTON:  Yes, it is regarded that's not the issue.  But I wanted to show them -- sorry guys.  I hit the share thing.  It's supposed to be able to bring up the this browser as part of the shared portion of it.  Yeah.  Oh, well.

Okay.  So we talked about -- I don't want to leave that until we have enough time talk about that briefly.  But probably the best marriage between what we are talking about, as a counselor responsibility and a role, and in terms of serving employers but meeting the needs of the clients is the concept of....  we got all over that one when we were talking about before about what job-driven training.  So job driven training refers specifically to training developed around in demand, high demand, high-paying jobs that are available in the economy right now.

And not just available in the economy, but in high demand in the economy and that pay well, right?  Customized training refers to developing a training program specifically to meet the needs of a given employer, I mean like the Hyatt has a training program and they want you to train people to work in the catering department so they are going to put together a 10-week course and they're going to pay for individuals to attend this 10-week course and when they're done.  They'll learn how to -- not only will they know how to be caterers specifically in the HYATT and then they will work for the Hyatt.  Have any of you been a part of anything like this specifically? .

I really want to get this going Okay.  So I'm going to ask you guys that are on the off site to do something that -- or to go some place that will allow you to see what I'm talking about, so for whatever reason I can't get the system to do what I want.  So it I'd like you to go to Google and type in -- pardon me.  Kitchen, kitchens for good.  Kitchens for good.  We just authorize this had this morning as a workforce investment force so this is the kind of -- I mean this is the kind of cool stuff that being in rehab can do.  And this is the kind of cool stuff that not just being in rehab, but developing a partnership with the core partners in the workforce development system, so listen to the -- I'm just going to briefly -- this is the greatest place ever.  It's so cool.  Listen to what they did.  Our program, right -- kitchens for good raised the silence with innovative programs in work force training and healthy. 

We believe they can be a driver in communities with meals that not only feed but improve the health.  [Inaudible] jobs that employee men and women previously unemployable and a purchasing pour to support formers and communities.  And it goes on and on but listen to the -- program.  This is what they did.  This is so cool.  We believe that food is simply too good to waste however in the United States we waste over 40 per cent of all the food we produce.  Half of that waste consists of fresh produce that has cosmetic imperfections or lacks commercial demand or fruits that don't sell because of superficial blemishes or don't fit supermarket standards.  Kitchens for goods works with farmers who are these fruits and vegetables.  They are non-profit organization they take this food and then they cater events and train people on how to be chefs with this food, and then serve it.  Right.  So they came to a workforce partnership and said we have a culinary job training program.  And we want to train these individuals for you know historically have challenges to employment to be chefs.  And we want to do it in our kitchen.  And we want you to help develop we want to develop a training program, but we want you to help pay for the cost of that.  Because we are nonprofit.

Costs a lot of money to train people and we are promising them a job and that is what you guys do, right.  And they are like HECK yeah, so the workforce development system created this -- got involved with these guys and have a cohort of like 12 to 15 people each time in the training programming and they've gone to every, the first cohort was 10 people, 11 people, ten of them graduated.  The second cohort was 14 people, 14 graduated.  Everyone from those cohorts has graduated.  They only lost one person out of 2 cohorts.  All 24 people went to work in good high paying jobs.  Well you know good jobs like between $13.50 to $17 an hour to start.  Not bad.  There's a training program that doesn't just teach them to be chefs but also teachers them to be caterers.  They have a catering company that serves 50.  They were able to fund the money back into the program.  No the only did the train the guys but they have support systems things like counseling.  Child care.  Housing assistance.  They have connect with all these different support systems for those folks to help them make sure they are successfully completing the program so what happens is the work force partnership funds half of the training costs.  Kitchens for good trains the other half.  By the time the people are done.  You have folks who are ready to go to work.  It's -- that's customized training.  Yeah.  Very cool, right and there are many of these examples. 

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In San Diego we have as a workforce development system we've created probably oh man, I don't know.  Maybe ten of these programs over the last 5, 6 bspyears, 7 years, 8 years, somewhere in there, and continually striving for more and more.  As sometime goes on.  You guys all know the ship building yard along the heart of the bay right.  Down [inaudible] the area there.  To work on ships.  So become a ship builder and ship repairers and just really good stuff, and that doesn't happen.  That kind of activity doesn't happen if you don't have the ability to interact with an employer and talk to them about needs.  When we started talking and approaching from the perspective of let me ameliorate, if you will.  This disability so I can make it as least impacting to you as possible.  And they intervene in a counselor ways as to make it so that the impact of this disability is felt as minimally as possible so the person can have a chance to succeed. 

The perspective now is, let me understand what your needs are as an employer, and we will ensure that our folks come to you prepared to go to work.  Right.  You can still be support, all those things are fine but the relationship between you and the employer is different than what we are talking about at the beginning.  So you have to shift your emphasis.  Your perspective on that

OTHER SPEAKER:  [Inaudible] and so -- collaborating with the employers and talking with them [inaudible] I mean work force development, I was there with the VLR, but didn't seem like [inaudible] but that's kind of like an example. 

DR. COMPTON:  Anybody ever have a marine that went through the NCRD?  The recruiting depot.  Well it -- man, I was not a marine.  I have nothing but respect for those guys.  The marine corps has as many up to as many as 6000 recruits at any given time.  That's been the highest level and they often -- all of their food service is done by individuals that are working for the ARC of San Diego which is a program that most people have heard of the arc.  It's for people with developmental disabilities and other disabilities as well.  That's a customized training program.  That program began and still is a customized training program and they have people in the program to get training in food service and it is a.  The pace there is it's unbelievable.  It's just you can imagine.  6000 people coming in to eat at one time.  There's 3 different places where, they are cafeterias, right.  What do you call them D. And we went in there during like lunch, the workforce partnership folks.  I went as the DOR represent and they came through one of the recruits came through and they pulled him out of line and just screamed at him at the top of their lungs and everybody else was going by and it's frantic but also very controlled and it was just really unusual and I thought wow man.

If you're worried about those poor disabled people you know, trying to work in a high stress environment, and would they be able to take it.  I was stressed out and I didn't even have anything to do.  It was really intense and these guys were just cooking.  They were really doing their job well.  They'd been trained well.  The arc had it down to a science.  It was and have you ever seen a macaroni bin made out of stainless steel, taller than me, and as wide as this, and then just a row as far as you can see.  Pasta, you know, fries and chicken it was truly did impressive and these guys are cooking, and the original group is still all original focuses folks began as a partnership between the title 1. 

The one-stop program.  The arc and the marine corps.  The department of defense to -- and the department of rehab -- to funnel funds to the arc to create this training program that would result in a fund.  And so this was lull that's -- there was funding coming from many different, a variety of different avenues for the success.  True impressive.

OTHER SPEAKER:  [Inaudible].

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DR. COMPTON:  Yes you bet they do.  They do well.  It's not you know.  Yeah it's truly impressive.  Have you seen it.  Yeah.

OTHER SPEAKER:  We have clients [inaudible] and one of their.

DR. COMPTON:  It's super intense.  It really is.  But it's also very impressive.  The way they had it running.  They get like only so many minutes to eat, and it's all very set.  Right?

OTHER SPEAKER:  When they start [inaudible].

DR. COMPTON:  Right.

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  You guys are brutal. 

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  So now we have all 10 minutes left.  Let me ask you specific question, okay.  We talked about measurement and the effectiveness and serving employer needs what.  What does that mean?  How do you serve an employer anyway?  Specifically what are you doing?

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Okay.  That would be an essential skill, right.  Would that be a service to an employer?  Sure.  Right that's a basic one.  Right.

OTHER SPEAKER:  (Inaudible).

DR. COMPTON:  Yeah.
OTHER SPEAKER:  (Inaudible).

DR. COMPTON:  So getting them qualified people is definitely one way. 

OTHER SPEAKER:  (Inaudible).

DR. COMPTON:  Okay.  So --

OTHER SPEAKER:  (Inaudible).

DR. COMPTON:  Okay.  So let's can we call that strategies for saving time?  In the hiring process?  Okay.  Remember you're going to be -- your job, part of your job performance depends on this.

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Who?  Okay which is a service to a client.  I mean ultimately becomes a service to the employer right, but specifically in serving the employer?  So if you say for instance if you say well getting them a qualified individual for a job, that's a service.  Getting them ready to be a qualified individual is still part of that service, right but that's more of a client counselor to client -- what about counselor to employer?

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Sure.  As you educate them.  You educate them about disability and make them more aware.  Okay. 

OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  Money, do you think that might have something to do with it.  So, when, if you can provide a service to an employer that they would otherwise have to purchase, then that is something that's going to definitely resonate, right?  Money, and time, two especially believe it or not time -- I mean even more important than money.  They will equate the two but if you can save them time and energy and frustration and all that that's good. 

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OTHER SPEAKER:  [Inaudible].

DR. COMPTON:  So if they have a job opening they can come you to with the resources as opposed to going to the monster or somewhere --

OTHER SPEAKER:  Job posting circles that are [inaudible].

OTHER SPEAKER:  Also identifying [inaudible].

DR. COMPTON:  Yeah, so you have lots of different potential ways that you can get to being a service -- I'm sorry, and then you have skills necessary to do that effectively.  And I -- you know I believe that a good counselor can be very good business relationship people but the two are not always particularly necessarily consistent, right?  So we are pretty we will out of time here so I'm going to move along.

When you're working with employers, these are helpful, I mean they're helpful skills to have.  The ability to cultivate and develop a relationship.  Believe it or not.  When you serving employers about what their -- what they want from rehabilitation specifically, from the VR program, or from you personally they want more than just a contact.  They want somebody that they can have a long-term helpful beneficial relationship with.  So in order to do that, you have to be responsive, and considerate in your planning and your communication.  By considerate I mean respectful of their time and by responsive I men if they call you you don't wait 3 days to call them back.  Jobs come and go in an instant.  It's not acceptable for them or for a client.  It takes a heightened kind of value when you talk about your time.

Collaborating with other entities or organizations, the ability to do that effectively.  Any kind of strategy that can save time on and money.  Whether that's what you were talking about or some other thing.  Recognizing them or rewarding them.  Giving them value for the work they were doing.  It's always helpful and, of course, effective job action.  When they have a job, you have a client and by effective I mean effective.  Not giving them people that aren't ready.  But connecting and matching.  And there's balance there.  Between what they -- what's what the client wants and what is out there.  You have to help clients make informed choices, right? .

And so in a very important skill is being an expansive thinker, and by that I mean going beyond traditional counseling roles and sort of beyond the concept of of I'm overwhelmed all the time.  Overwhelmed, perspectivism in other words, it doesn't.  Like right now we're teaching you as students.  As you're probably thinking why doesn't it happen all the time?  Did why is this not going on.  And the overwhelming reason for that is because counselors will tell you how overwhelmed they have.  They have huge case loads.  They don't have time to do that and so before you enter into this arena I'm overwhelmed, I can only be a counselor to clients that I am make time to engage with an employer, and I'm asking you to remember this conversation and to step back and gain some perspective on what it means to be a rehabilitation counselors, right. 
It means more than just this relationship with a client.  It means opening up the world of opportunities to are that person and helping them.  Nobody wants a plan where they've spent 4 years of their time and they come out and there's no job.  It's tragic.  It's not just an issue of tax dollars spent.  It's oh, my God, this poor person doesn't have a job and they just spent 4 years.  What was I thinking?  That's critical information for them to know.  And if you can develop a relationship with the business community to help identify those needs and prepare people then you're way ahead of the game.  Okay.  Right there at the end.  Sprint.  Thank you guys.  Any questions?  We have no time left so any no time questions?  Thank you.  Thank you guys.  Appreciate your time. 

[Applause]. 

OTHER SPEAKER:  [Inaudible] have everything organized.

SPEAKER:  Recording stopped.

OTHER SPEAKER:  Thanks everyone.  On the phone.  And for all the assistance.  I apologize for any of our technical difficulties.  There will be archives so you can go back.

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