{"id":284,"date":"2021-12-08T12:44:20","date_gmt":"2021-12-08T17:44:20","guid":{"rendered":"https:\/\/pressbooks.library.upei.ca\/transitiontoemployment\/?post_type=chapter&#038;p=284"},"modified":"2021-12-08T12:46:37","modified_gmt":"2021-12-08T17:46:37","slug":"job-search-identify-the-kind-of-work-you-can-do","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.upei.ca\/transitiontoemployment\/chapter\/job-search-identify-the-kind-of-work-you-can-do\/","title":{"raw":"Job Search","rendered":"Job Search"},"content":{"raw":"The impact of a student's <strong>[pb_glossary id=\"148\"]disability[\/pb_glossary]<\/strong> is likely to be minimized when they put effective career planning and job search techniques into place.\r\n\r\nAlberta Learning Information Service (2016c) recommends the following steps when searching for work:\r\n<ol>\r\n \t<li>Identify the kind of work you can do.<\/li>\r\n \t<li>Look for employers who are likely to focus on your abilities and potential.<\/li>\r\n \t<li>Consider your needs when applying for a position. Figure out what you need to succeed at a job, and apply for positions that are the best fit.<\/li>\r\n<\/ol>\r\n<h6><em>Identify the kind of work you can do <\/em><\/h6>\r\nStudents should consider what type of work they can do, without accommodation or with reasonable accommodation. If you haven\u2019t done so already, please review the information discussed previously in the \u201cWhere to Begin?\u201d section with students. Once they have taken time to evaluate their experience, their program of study, and research what duties a given job entails, they should have a sense of what positions they are qualified for and know they can perform well in. They should apply for these positions.\r\n<h6><em>Look for suitable employers<\/em><\/h6>\r\nThis is where knowing yourself, having properly assessed a job\u2019s duties, and researching a prospective employer is key. When applying for a job the student will want to be sure that they have the skills required and that the work meets their needs and expectations. They will also want to search for employers who are likely to focus on their abilities and potential.\r\n\r\nWhen researching employers, the student should start with a list of organizations that they would like to work for. They can then examine the organizations\u2019 hiring practices and consider the following questions:\r\n<ul>\r\n \t<li>Do the employers reflect their values?<\/li>\r\n \t<li>Do they have a reputation for being inclusive, hiring a diverse workforce that includes people with disabilities?<\/li>\r\n \t<li>Do they state on their website or on the application form that they hire for diversity or are an <strong>[pb_glossary id=\"157\"]equal opportunity employer[\/pb_glossary]<\/strong>?<\/li>\r\n<\/ul>\r\nStudents can also contact employment agencies that work with people with disabilities. Refer the student to Appendix A: Employment Support Providers and Programs for Persons with Disabilities. They should keep in mind that all employers have the <strong>[pb_glossary id=\"155\"]duty to accommodate[\/pb_glossary]<\/strong>, however, some employers may be more familiar with providing accommodations than others.\r\n\r\nEmployers that are federally regulated must comply with <strong>employment equity<\/strong> legislation. This includes the federal government, federal organizations, Crown corporations, and federally regulated private sector companies, representing over 500 organizations in Canada that employ over 760,000 individuals. Every year these organizations must file a report to the federal Labour Program to ensure they comply with the requirements of the <em>Employment Equity Act<\/em>. These reports are available to the public and you can request a list of the organizations participating in the Legislated Employment Equity Program (LEEP).[footnote]You can also request the most up-to-date list of organizations in the LEEP program, or request to view individual reports, by visiting the <a href=\"http:\/\/www.esdc.gc.ca\/en\/jobs\/workplace\/human_rights\/employment_equity\/tools\/index.page\">Employment and Social Development Canada website<\/a> or sending an email to ee-eme@hrsdc-rhdcc.gc.ca and requesting access to Workplace Equity Information Management System (WEIMS).[\/footnote]<a href=\"#_ftn1\"><\/a> This can be an excellent resource for students to find an employer with a proven track record for hiring persons with disabilities.\r\n\r\n&nbsp;\r\n\r\n<em>Consider your needs when applying for positions\r\n<\/em>\r\nIt is important for students to know what type of job is a good fit for them and what type of work environment they are likely to thrive in. If conditions are not ideal, they might want to give thought to whether accommodations would help them to succeed at work. For example, a person with ADHD might find it difficult to succeed in an open office environment with cubicles and high noise levels. However, that individual might be able to overcome that <strong>[pb_glossary id=\"150\"]barrier[\/pb_glossary]<\/strong> by using noise-cancelling headphones in order to concentrate better. A study of 46 successful adults with learning disabilities found that they had searched for work environments that optimized their skills and abilities, while minimizing their weaknesses, allowing them to experience the most success (Gerber, Ginsberg, &amp; Reiff, 1992). This is referred to as <em>goodness of fit<\/em>. Students should make this their goal when searching for employment.","rendered":"<p>The impact of a student&#8217;s <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_284_148\">disability<\/a><\/strong> is likely to be minimized when they put effective career planning and job search techniques into place.<\/p>\n<p>Alberta Learning Information Service (2016c) recommends the following steps when searching for work:<\/p>\n<ol>\n<li>Identify the kind of work you can do.<\/li>\n<li>Look for employers who are likely to focus on your abilities and potential.<\/li>\n<li>Consider your needs when applying for a position. Figure out what you need to succeed at a job, and apply for positions that are the best fit.<\/li>\n<\/ol>\n<h6><em>Identify the kind of work you can do <\/em><\/h6>\n<p>Students should consider what type of work they can do, without accommodation or with reasonable accommodation. If you haven\u2019t done so already, please review the information discussed previously in the \u201cWhere to Begin?\u201d section with students. Once they have taken time to evaluate their experience, their program of study, and research what duties a given job entails, they should have a sense of what positions they are qualified for and know they can perform well in. They should apply for these positions.<\/p>\n<h6><em>Look for suitable employers<\/em><\/h6>\n<p>This is where knowing yourself, having properly assessed a job\u2019s duties, and researching a prospective employer is key. When applying for a job the student will want to be sure that they have the skills required and that the work meets their needs and expectations. They will also want to search for employers who are likely to focus on their abilities and potential.<\/p>\n<p>When researching employers, the student should start with a list of organizations that they would like to work for. They can then examine the organizations\u2019 hiring practices and consider the following questions:<\/p>\n<ul>\n<li>Do the employers reflect their values?<\/li>\n<li>Do they have a reputation for being inclusive, hiring a diverse workforce that includes people with disabilities?<\/li>\n<li>Do they state on their website or on the application form that they hire for diversity or are an <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_284_157\">equal opportunity employer<\/a><\/strong>?<\/li>\n<\/ul>\n<p>Students can also contact employment agencies that work with people with disabilities. Refer the student to Appendix A: Employment Support Providers and Programs for Persons with Disabilities. They should keep in mind that all employers have the <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_284_155\">duty to accommodate<\/a><\/strong>, however, some employers may be more familiar with providing accommodations than others.<\/p>\n<p>Employers that are federally regulated must comply with <strong>employment equity<\/strong> legislation. This includes the federal government, federal organizations, Crown corporations, and federally regulated private sector companies, representing over 500 organizations in Canada that employ over 760,000 individuals. Every year these organizations must file a report to the federal Labour Program to ensure they comply with the requirements of the <em>Employment Equity Act<\/em>. These reports are available to the public and you can request a list of the organizations participating in the Legislated Employment Equity Program (LEEP).<a class=\"footnote\" title=\"You can also request the most up-to-date list of organizations in the LEEP program, or request to view individual reports, by visiting the Employment and Social Development Canada website or sending an email to ee-eme@hrsdc-rhdcc.gc.ca and requesting access to Workplace Equity Information Management System (WEIMS).\" id=\"return-footnote-284-1\" href=\"#footnote-284-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><a href=\"#_ftn1\"><\/a> This can be an excellent resource for students to find an employer with a proven track record for hiring persons with disabilities.<\/p>\n<p>&nbsp;<\/p>\n<p><em>Consider your needs when applying for positions<br \/>\n<\/em><br \/>\nIt is important for students to know what type of job is a good fit for them and what type of work environment they are likely to thrive in. If conditions are not ideal, they might want to give thought to whether accommodations would help them to succeed at work. For example, a person with ADHD might find it difficult to succeed in an open office environment with cubicles and high noise levels. However, that individual might be able to overcome that <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_284_150\">barrier<\/a><\/strong> by using noise-cancelling headphones in order to concentrate better. A study of 46 successful adults with learning disabilities found that they had searched for work environments that optimized their skills and abilities, while minimizing their weaknesses, allowing them to experience the most success (Gerber, Ginsberg, &amp; Reiff, 1992). This is referred to as <em>goodness of fit<\/em>. Students should make this their goal when searching for employment.<\/p>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-284-1\">You can also request the most up-to-date list of organizations in the LEEP program, or request to view individual reports, by visiting the <a href=\"http:\/\/www.esdc.gc.ca\/en\/jobs\/workplace\/human_rights\/employment_equity\/tools\/index.page\">Employment and Social Development Canada website<\/a> or sending an email to ee-eme@hrsdc-rhdcc.gc.ca and requesting access to Workplace Equity Information Management System (WEIMS). <a href=\"#return-footnote-284-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><\/ol><\/div><div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_284_148\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_284_148\"><div tabindex=\"-1\"><p>The term disability is defined as a functional limitation caused by a long-term or recurring physical, sensory, mental, physical or learning impairment that restricts the ability of a person to perform the daily activities necessary to participate in learning or daily living. Disabilities can be visible or invisible.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_284_157\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_284_157\"><div tabindex=\"-1\"><p>Employment equity is the use of hiring policies that encourage fair representation of members of the four designated groups in Canada:<br \/>\n- women<br \/>\n- Aboriginal peoples<br \/>\n- persons with disabilities<br \/>\n- members of visible minorities<\/p>\n<p>Employment equity encourages the establishment of working conditions and hiring practices that are free of barriers. According to the Government of Canada (2018), employment equity \u201cpromotes the principle that employment equity requires special measures and the accommodation of differences for the four designated groups\u201d. Any employer that is regulated by the Federal Government of Canada has a legal obligation to comply with the Employment Equity Act and provide equal employment opportunities to the four designated groups listed above.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_284_155\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_284_155\"><div tabindex=\"-1\"><\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_284_150\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_284_150\"><div tabindex=\"-1\"><p>A barrier is an element of the environment, including physical elements and emotional attitudes, that prevents a person with a disability from full participation in an activity.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":75,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-284","chapter","type-chapter","status-publish","hentry"],"part":44,"_links":{"self":[{"href":"https:\/\/pressbooks.library.upei.ca\/transitiontoemployment\/wp-json\/pressbooks\/v2\/chapters\/284","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.upei.ca\/transitiontoemployment\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.upei.ca\/transitiontoemployment\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.upei.ca\/transitiontoemployment\/wp-json\/wp\/v2\/users\/75"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.library.upei.ca\/transitiontoemployment\/wp-json\/pressbooks\/v2\/chapters\/284\/revisions"}],"predecessor-version":[{"id":290,"href":"https:\/\/pressbooks.library.upei.ca\/transitiontoemployment\/wp-json\/pressbooks\/v2\/chapters\/284\/revisions\/290"}],"part":[{"href":"https:\/\/pressbooks.library.upei.ca\/transitiontoemployment\/wp-json\/pressbooks\/v2\/parts\/44"}],"metadata":[{"href":"https:\/\/pressbooks.library.upei.ca\/transitiontoemployment\/wp-json\/pressbooks\/v2\/chapters\/284\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.upei.ca\/transitiontoemployment\/wp-json\/wp\/v2\/media?parent=284"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.upei.ca\/transitiontoemployment\/wp-json\/pressbooks\/v2\/chapter-type?post=284"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.upei.ca\/transitiontoemployment\/wp-json\/wp\/v2\/contributor?post=284"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.upei.ca\/transitiontoemployment\/wp-json\/wp\/v2\/license?post=284"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}