Customized Employment:

Individualizing the employment relationship between employees and employers in ways that meet the needs of both. It is based on an individualized determination of the strengths, needs, and interests of the person with a disability, and is also designed to meet the specific needs of the employer.

It may include employment developed through job carving, self-employment, or entrepreneurial initiatives, or other job development or restructuring strategies that result in job responsibilities being customized and individually negotiated to fit the needs of individuals with a disability. Customized employment assumes the provision of reasonable accommodations and supports necessary for the individual to perform the functions of a job that is individually negotiated and developed. - Federal Register, June 26, 2002, Vol. 67, No. 123 pp 43154-43149

Growing a Business Through Collaborative Funding:

Chris’ Story

Christopher Williams owns Zydeco Janitorial Services Services.  Christopher started this business with funding from Project Exceed, a U.S. Department of Labor Customized Employment Project, the Department of Vocational Rehabilitation (VR) services, and the Cobb Micro Enterprise Center in Cobb County, Georgia.  Chris found Project Exceed through a referral from his VR counselor who recognized in Chris the entrepreneurial spirit that motivated him to run such a successful business today. 

Chris’s first step was to enroll in the 12 week business plan development course at Cobb micro enterprise center.  While this step should not be a prerequisite for folks starting businesses, it made sense in Chris’ case.  Chris continues to access the expertise of Cobb Micro Enterprise Center’s consultants. For example, he has, with the support of their marketing consultant, developed marketing materials for his business, including a brochure and business cards.  The lawyer on staff at this organization supported Chris in developing a contract to use with his customers.   Because Chris’ developmental disability impacts his learning, specifically reading and writing, Chris approached the class through a supported education model in which his customized employment broker attended the class with him and provided additional support that Chris needed.  Now, a year after Chris’ graduation he continues to attend monthly alumni meetings to network with entrepreneurs from all over the metro Atlanta area who have graduated from this training over the past 5 years of its existence.

Before Chris found the grant he worked at wage jobs for the most part in janitorial positions. He attended a high school special education program and through the school system’s transition to work services, Christopher worked in summer programs through the adult rehabilitation program at Tommy Nobis Center.  Chris worked after graduation at the Air Force Reserve Base and in a retail setting in janitorial services. 

Today, in running his own business, Chris negotiates contracts with customers, performs the work, orders maintenance supplies and equipment, and transports himself to each job site. Chris hired an accountant to keep his books and occasionally hires family members to assist with large contracts.  Recently Chris has considered purchasing a franchise. Owning a franchise might allow him access to customer referrals and lessen the negotiation responsibilities in daily business operations.  Chris has access under the Customized Employment Project to an Individual Training Account or ITA that would fund this franchise and relieve him of the negotiation and bidding work he cares little for.

Being a business owner allows Chris to connect socially and professionally with various people in his community. Chris visits the local One Stop Center regularly, where he gets rehabilitation assistance, and where he has created for himself a mentor relationship with a staff person also owns a small cleaning business in her spare time. This mentor has been a resource for Chris as he’s made decisions about what equipment to purchase and where to go to negotiate potential contracts.

Through his ITA funded by PROJECT EXCEED (a collaboration of the Cobb Community Services Board, CobbWorks! One-Stop, Cobb Micro Enterprise Center, and the Tommy Nobis Center, Inc. made possible by the United States Department of Labor’s Office of Disability-Employment Policy Grant # E-9-4-1-0080) Chris purchased a carpet cleaner, a floor buffer, an industrial vacuum and many cleaning supplies, as well as marketing materials and other professional services.  At this time Chris is working closely with his vocational rehabilitation counselor as they review his business plan for funding.  He is hopeful that they will invest in his current success and help him expand his business.

The processes and techniques used to assist Chris were developed in-whole or in-part with the Rural Institute at the University of Montana.

LAURA McClure

The icing on her life thus far.....

Laura McClure works at the crack of dawn. She wakes early and travels to the bakery shop 2 to 3 times a week. Laura owns a small shop within the store where she sells chocolates, treats, small games and trinkets.  Before Laura opened her own shop, she was hired by owner and operator, Lisa, to bake pastries.  Laura brought with her to her new job a love of baking, a pride about the responsibilities to be precise and learn each pastry recipe process and has now gained particular mastery of cookies.  This desert shop, as is the case with many small businesses, is undercapitalized but would benefit from serving customers espresso. Laura has resources through the Customized Employment Project, needed a job, and loves coffee.  Fusing the two circumstances resulted in a resource ownership approach that improved customer service and profitability for the company and customized a desired position of importance for Laura. So, Laura offered, as resource ownership, to bring with her to her wage job a state-of- the- art espresso maker to be installed in the shop.  Laura and Lisa share an interest in coffee and Laura had the skills to learn to run this machine.

Resource Ownership, as developed by Griffin and Hammis, is an approach to employment that allows the applicant or employee to offer something of use to the business much in the same way that a college degree might be offered as a symbolic representation of valuable skills.  Much like a degree, Laura maintains ownership of the espresso maker and if she wanted to change her employment situation she could take her resource with her.  The espresso maker was a hefty undertaking for the business as it required major electrical and plumbing expansion for the shop’s space but resulted in a significant expansion of services for the small pastry shop which is now also a coffee shop!  For Laura, this unique situation has resulted in income from weekly wages for operating the espresso maker and baking with Lisa, as well as self-employment income from running her own business inside the host business. 

Laura receives on-going supports on-site from the owner and co-workers which sustain her situation.  A majority of these natural supports developed through her wonderful connection with her employer.  Laura has received systematic instruction in compiling ingredients for recipes. She will, over time, gain mastery of the Italian espresso maker.  Her boss, Lisa, helps her price the items in her shop, keeps track of inventory on Laura’s behalf, and assists in the calculation costs and profit.

Before connecting with the local bakery, Laura attended high school; high schools actually. She does not speak of this time as very enjoyable.  Her anxiety and learning disabilities were responded to by this system with placement in segregated special education classrooms where she spent portions of each day. Laura’s dissatisfaction with high school was the catalyst for her decision to drop out as soon as it was possible. At this time in her life, Laura’s anxiety made her frightened to be alone in her home and frightened to leave her home. She tells of staying at home for three months at a time. 

Laura first received clinical support through the Douglas Community Services Board (DCSB) from a Community Support Individual (CSI), or case manager. The Community Services Boards in Georgia are the publicly funded entity that serves individuals with developmental disabilities, mental health issues, and addictions. At two particularly rough times of her life, Laura did spend some time in a facility that offered mental health supports. Now, Laura receives outpatient supports from the DCSB, gets discounted medication, weekly case management, and attends a weekly group for people who have learning disabilities and a depressive disorders label. Laura has never been approved for any Social Security benefits available to people who are not working due to their disability. Laura applied but was denied Supplemental Security Income (SSI) and the accompanying Medicaid, a very substantial publicly funded health insurance fund.

 Most recently, Laura acquired the services of the DCSB’s supported employment department.  This department’s focus is providing supports to customers who are seeking employment.  A job coach offers job development, on-site training and intensive follow-along services and works one-to-one with a customer in response to their self-determined employment goals.  Funding for these services is provided through state dollars in grants and aid, Medicaid, and the State Department of Labor’s Vocational Rehabilitation (VR) Services Department.  VR is a federally funded, state run organization that serves job seekers with disabilities. Through work with a job coach, a vocational rehabilitation counselor and funding from the Customized Employment Grant in Georgia, Laura has achieved the outcome described above. Her path was not typical.  Laura had other jobs that were not the perfect fit that you see in these photographs. She worked briefly at the railroad, a dollar store and at a factory. Laura’s tenure was about a week at each before  she resigned. 

 None of these employment situations were well tailored to Laura’s interests, and the effect of disability presented itself as a barrier to her continuing to work. Today, in contrast, Laura is excited about waking at 6am. She enjoys working at the shop.  She speaks with great pride about the pastries creates.  Laura also reports the positive effects of working on other aspects of her life.  Most salient is Laura’s interest in studying to complete her Graduate Equivalency Degree (GED) in order to achieve the High School diploma she never received.  She also is excited about pursuing culinary arts training specifically in confectionary baking. In order to pursue these dreams Laura will apply for supported education so she can either have one-on-one instruction or the one-on-one support of someone during and following class-time.  

 It was through the innovative and flexible Individual Training Account (ITA) provided by the U.S. Dept. of Labor funded Project Exceed that she was able to purchase the espresso machine, the start-up supplies for her candy shop, and floor space for the shop. The Department of Vocational Rehabilitation Services supported the purchase of chef’s clothing and shoes for use on the job.  Most recently, Laura has paid tuition with her ITA through Project Exceed for a cake decorating course. PROJECT EXCEED is a collaboration of the Cobb Community Services Board, CobbWorks! Workforce Investment System, Cobb MicroEnterprise Center, and the Tommy Nobis Center, Inc. made possible by the United States Department of Labor’s Office of Disability-Employment Policy (Grant # E-9-4-1-0080). Laura would also like to thank her boss, case manager, vocational rehabilitation counselor, job coach and family for their invaluable support.

 The processes used to help Laura customize her employment derived from creative work first done at the Rural Institute. The Institute’s commitment to innovation continues to impact practices nationally. Produced in collaboration with Cobb and Douglas Counties Community Services Boards, Georgia  and Griffin-Hammis Associates, LLC (www.griffinhammis.com)

LEE ABERCROMBIE

THE BEST PRIZE - "Far and away the best prize that life offers is the chance to work hard at work worth doing."     ~ Theodore Roosevelt

The following is excerpted from a psychological evaluation of Lee Abercrombie dated October 1987: “…was found to be ineligible for rehabilitation services. He was terminated due to low productivity. {Lee was} evaluated and it was reported that he was not eligible for Vocational Rehabilitation services because there was not a reasonable expectation that Lee could become gainfully employed.”

Does this sound like a future business owner?

As part of a film project involving participants of a Department of Labor/Office of Disability Employment Policy Grant, I followed Lee Abercrombie in his pursuit of becoming a self-employed businessman. I filmed Lee throughout the experience – from his first casting about to decide what he wanted to do, to refining and researching his dreams, to the fruition of those dreams. Reviewing the film later, I compared the images of Lee from early in the process to those of Lee, the self-employed businessman I currently know.  I was struck by a dichotomy. My original film of Lee showed a stooped-shoulder man who tended to sink into chairs rather than sit in them. A man who gave little attention to his physical appearance. On the other hand, Lee the man who emerged from the journey to meaningful, non-stereotypical, employment was another person entirely. This Lee stands tall. This Lee stands straight, smiles often, is quick to hand out business cards. He is, in a word, proud.

 It’s worth noting that of all the words thus used to describe Lee’s employment, the most important and truly telling is “non-stereotypical.” Fast food restaurants and retail stores are worthy career paths. But not if they are the only career paths open to you. Lee had a dream that broke past those narrow confines. Lee loves games and computers. And he dreamed of owning his own business. That dream came true. How?

Lee was selected to participate in the Jobs For All Grant based on the qualifying characteristics of having been both institutionalized, and after institutionalization, having been kept apart from his community in a segregated sheltered workshop. The final qualification was Lee’s desire to work.

Once identified as a grant participant, the process began with Lee identifying a Job Coach with whom he wanted to work. Lee chose Vicki Philips, a Job Coach with the Cobb and Douglas Counties Community Services Boards. Lee has known Vicki for years and felt that she was a good match.

Vicki’s first step in the employment process was to complete a vocational profile with Lee. Despite having known Lee for years, Vicki still felt that the profile was necessary. The reason is that Vicki’s experience with Lee was limited to her interaction with him inside the walls of a segregated workshop. The vocational profile gave Vicki the opportunity to truly get to know Lee, to experience who he is when he is in his community.

Through this process, a picture developed that showed Lee’s dreams and interests. Lee, with the support of the people in his life, decided to pursue an arcade business that he would own.

As a grant participant, Lee had access to funds that allowed him to purchase two arcade games.

 Through the Cobb/Douglas CSB, Lee also had access to the consulting firm of Griffin-Hammis Associates. Lee met with these advisors (co-authors of Making Self-Employment Work) seeking guidance and advice in such matters as developing a business plan (critical to both real world success and VR funding,) as well as marketing, market analysis, industry trends, designing the business, and benefits analysis.

 Vicki and Lee found a new business in the community that was just starting out. The Royal Care Center is a multi-function facility that includes a car wash, retail space, a barber and beauty shop, and an empty game room. Rod and Cynthia, the owners, had reserved space for this game room, but had not yet found a vendor. Lee, Vicki, Rod, and Cynthia met. They trusted Lee to fulfill their business’s unmet need. Cynthia and Lee hit it off on a personal level, and she looks forward to the time Lee spends on site cleaning and servicing the machines, and making change for customers.

Lee spent $4,000.00 on a 2004 Golden Tee Fore! Golf machine – because he loves golf and his research showed it to be in the top five most popular games. $2,800.00 was spent to purchase a Ms. Pac-Man/Galaga game to capitalize on 80’s nostalgia – a trend also discovered through industry research. Additionally, Lee spent approximately $500.00 on various business licenses, permits, a pager, business cards, etc. Thus far, the Ms. Pac-Man/Galaga game has consistently increased earnings every week. The Golden Tee has yet to find its audience (even after advertising) and takes in little money.

Expert consultation continues to play a role as Lee’s business struggles with these ups and downs common to any new enterprise. Lee consulted with Griffin-Hammis when he realized the Golden Tee machine was under performing. Lee was torn between placing the game in another location – such as a Golfsmith store – or replacing the game with one identified by his customers through satisfaction surveys. He chose to replace the machine.

Currently, Lee is exploring the financial advantage of wage employment as an additional source of income and as a means to making even more contacts within his community.

Lee and Vicki applied for additional funding from Vocational Rehabilitation. There, Lee met his VR. counselor who supported Lee's employment dreams and his potential. He was approved for funding. “I like playing arcade games,” Lee said. “I researched arcade games on the internet before making a decision.”

Not bad for a man who carries the label of Down Syndrome. Not bad for a man once deemed as having no employable future.

Not bad for anybody at all.

ANA TALAVERA

 ILLUMINATING THE FOG

 "Derive happiness in oneself from a good day's work, from illuminating the fog that surrounds us."

Henri Matisse

Non-stereotypical. 

I can’t escape the wonder of this idea. If you are interested in non-stereotypical employment for an individual with a developmental disability, then I would like to introduce you to Ana Talavera. Labeled as moderately mentally retarded and diagnosed with Cerebral Palsy, the typical job market open to Ana might begin with wiping down tables at a fast food restaurant and end with bagging groceries at a local market. Not Ana. Ana is on the cusp of becoming a professional Translator. How’s that for non-stereotypical?

A participant in the Workforce Action Grant under the Department of Labor/Office of Disability Employment Policy, Ana has used this opportunity to pursue her employment dreams. She is a customer of the Cobb and Douglas Counties Community Services Boards. The Workforce Action Grant paired Ana with Lizzie Prioleau, a seasoned job coach who is no stranger to creative thinking.

Through vocational profiling, and simply getting to know Ana outside the walls of a day program, Liz found out about her dreams of working with children, that she possesses good computer skills, and is bilingual. When asked what her dream job is, Ana responds, “I love to work with children.”

Born in Puerto Rico, Ana currently lives with her mother in the Atlanta area. By getting to know Ana outside of a segregated setting, Ana’s job coach discovered that Ana’s mother speaks limited English, and that Ana uses Spanish exclusively while at home.

 A woman with good computer skills, who wants to work with children, and who is bilingual. Between Ana and Liz, an idea was born.

 Liz quickly put out feelers for an unmet need in the community, an unmet need that Ana could fulfill. Her cold calls, emails, and foot pedaling led Liz to Refugee/Immigrant Parent Outreach Services – located in Ana’s community. Liz and Ana met with Verdi N. Avila, a Coordinator there. Mr. Avila bonded with Ana and recognized her value.  It also became apparent that the early stage of natural support was sparked as a result of this connection.

Mr. Avila explained that with the Atlanta area’s booming Hispanic community, preschool and primary grade teachers were encountering students who could speak only Spanish. The language barrier was frustrating teachers and denying students an education. In other words, they desperately needed what Ana had to offer. Verdi explained what requirements were needed, and Liz and Ana tackled each one (such as obtaining a background check.) Avila also had contacts at many local schools and soon arranged an interview with the principal of one of these. He even went so far as to meet with Ana and Liz to coach them for the interview.

The interview went well. The principal of the school envisions Ana not only as a translator, but also as an education facilitator, and a parent/teacher liaison.

An obstacle that has cropped up is how to pay Ana’s salary. The school budget will not be adequate. (Remember Ana’s position did not exist until she and Liz identified this unmet need). In July, Ana and Liz will meet with the school’s Partners in Education – corporate sponsors who fund Special Projects.

Part of what Ana will bring with her to the job is a state-of-the-art computer system. Just as an executive might bring a college degree to the bargaining table, or a mechanic might brings along tools and expertise to a potential employer; Ana brings this computer set-up. Referred to as “resource ownership”, these resources that Ana has to offer a potential employer belong to her and were made possible through the funding of the Workforce Action Grant (Griffin & Hammis, 2003). These resources belong to Ana. Just as the mechanic keeps his tools, or the executive retains her degree, Ana’s computer will remain hers if she and her employer part ways. She plans on using her computer to teach technology and language skills to children.

Looking to the future, Ana has applied to Vocational Rehabilitation for additional funding. Transportation is also an issue that will have to be addressed, but Ana has a supportive family, and makes friends quickly. Job coaching will be available for as long as Ana requires it, with the goal of this paid support fading away as natural supports (family, friends, co-workers) take its place.

Looking back at the Henri Matisse quote, about how a good day’s work will illuminate the fog that surrounds us, I can’t help but be struck by the fact that Ana’s career path takes this idea a step further. Through her unique skills, she will help children communicate and connect with their community - and illuminate the fog that might otherwise surround them.

References: Griffin, C. & Hammis, D. (2003). Making Self Employment Work for People with Disabilities. Baltimore: Brookes Publishing.

Produced in collaboration with Cobb and Douglas Counties Community Services Boards, Georgia and Griffin-Hammis Associates, LLC (www.griffinhammis.com)

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