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TAKING ACTION: AN HR GUIDE HIRING AND RETAINING EMPLOYEES WITH DISABILITIES TAKING ACTION: AN HR GUIDE HIRING AND RETAINING EMPLOYEES WITH DISABILITIES INTRODUCTION Preface Acknowledgements How to use this Guide THE BUSINESS CASE FOR EMPLOYING PEOPLE WITH DISABILITIES The competitive edge The workforce of the future Employees with disabilities – Making your business better: More innovative More adaptable Better productivity and performance Greater cost/benefit New opportunities Enhanced reputation Debunking the myths Leading the way DISABILITY DEFINED A new understanding of disability Disability includes a range of abilities Meaningful contributors to the workplace Tip: Disability statistics in Canada Tools for Taking Action: Disability Defined Understanding disabilities Ontario Human Rights Code definition Specific types of disabilities Communication Hearing Intellectual/Developmental Learning Mental health Physical/Mobility Vision BARRIERS TO SUCCESS Negative effects of barriers Legislating equal access Identifying barriers Removing barriers Tools for Taking Action: Barriers to Success Making buildings and spaces accessible Planning an accessible meeting Checklist for planning an accessible meeting Making your information more accessible Clear print accessibility guidelines CHANGING THE CORPORATE CULTURE Business benefits of an inclusive culture Characteristics of an inclusive business Managing the change initiative Make change a strategic goal A business plan for change Overcoming resistance to change Tools for Taking Action: Changing the Corporate Culture Union’s Role in Raising Disability Awareness DISABILITY ETIQUETTE Changing the language of disability The power of positive language: affirmative terms Etiquette tips for specific disabilities Communication disabilities Hearing disabilities Intellectual/Developmental disabilities Learning disabilities Mental health disabilities Physical/Mobility disabilities Vision Disabilities Tools for Taking Action: Disability Etiquette Guidelines for Conducting Interviews PUTTING BEST HR PRACTICES TO WORK Business benefits of inclusive HR practices Balancing employer and employee interests Getting started Documenting and evaluating HR policies Reviewing existing policies and procedures Accessible Employment Policy Statement Tip: Policy statement outline Job analysis What is a job analysis? Tip: Job analysis outline What are essential requirements? Why are essential requirements important? Tip: Guidelines for essential requirements Conducting a job analysis Using inclusive language Business benefits of a job analysis Physical demands analysis Job description Tip: Job description outline Creating an inclusive job description Tip: Keys to an effective job description Recruitment Strategies Job advertisements Tip: Guidelines for an inclusive job ad ‘Help wanted’ – Where to advertise Recruiting people with disabilities Application forms Tip: Prohibited items on application forms Selection Process Establishing selection criteria Tip: Keys to establishing selection criteria Reviewing resumes ‘Red flags’ reconsidered Assessment tools Tip: Developing a fair, inclusive assessment tool Accommodations for tests and assessments Meeting testing standards Tip: Medical, psychological and drug/alcohol testing Conducting job interviews Tip: Preparing for the interview Behavioural-based interviewing Developing behavioural-based interview questions Interview question dos and don’ts The interview process Taking notes Scoring and marking systems Tip: Interview agenda Interviewing a candidate with a disability Tip: Etiquette for interviewing people with disabilities Reference checks Job offers Probationary period Ability to perform essential functions Medical, psychological and drug/alcohol testing Tip: Guidelines for pre-employment testing When a candidate cannot perform essential requirements Disclosure Tip: Employer’s responsibilities regarding disclosure Support service providers Tip: Support service locators Recruitment services Workplace assessments Training Job coaching Job development Employment agencies Developing Talent Tip: The effect of employment barriers Apprenticeships Contract work Internships/Co-ops Job shadowing Skills training Employment Equity Positive Measures Program Retaining and Managing employees Orienting a new employee Tip: Outline of an effective orientation program Supporting new employees with disabilities Encouraging success Tip: Strategies for retaining and motivating great employees Mentoring programs Tip: Equal access to mentoring programs Training and development Tip: Benefits of training and development Cross-training Making training available to all employees Tip: Overcoming training barriers Promotions and advancement Tip: What can you do to help employees advance? Employment standards Performance management Benefits of performance management Performance reviews Conducting a performance review Progressive discipline Stages of discipline Terminating an employee Exit interviews Tools for Taking Action: Putting best HR practices to work Guidelines for reviewing HR policies and procedures Sample accommodation policy: Ryerson University Job analysis questionnaire template Physical demands analysis guidelines Job description guidelines Job description template Job description sample: Second Cook Job description sample: Business Manager Job ads: samples Interview Question Guidelines – Dos and Don’ts Behavioural-based interviewing sample questions and scoring checklist Behavioural-based interview scoring guidelines Employee Accommodation Questionnaires: Functional Limitations Employee Accommodation Questionnaires: Hearing Limitations Employee Accommodation Questionnaires: Learning Disability Limitations Employee Accommodation Questionnaires: Vision Limitations Mentoring guidelines Questions to ask yourself before a performance review How to Conduct a Performance Review PLANNING A SUCCESSFUL RETURN TO WORK Legal requirements Tip: Employer’s duty to accommodate Return to work policies Communicate policies clearly Tip: WSIB Health and Safety and Return to Work Assessment Tool Guidelines for the return to work process Prevent workplace injuries Make early contact Document the case Review employee’s health restrictions Develop a return to work plan Involve all stakeholders Provide accommodations Accommodations may be refused Monitor effectiveness of accommodations Accommodating the return to work Modified work Alternative work Supervisor’s role in return to work Insurance provider’s role in return to work Extended absence and undue hardship Tools for Taking Action: Planning a successful return to work Return to Work Accommodation Policy PROTECTING MENTAL HEALTH AT WORK Tip: The costs of mental health issues and job stress Mental health issues can be managed Recognizing the warning signs Employer’s responsibility for managing mental health issues Legal responsibilities Business responsibilities Taking action Start early Talk to your employee Provide accommodations Planning the return to work Managing co-worker reactions Mental health issues and the hiring process Creating a healthy workplace Understanding mental health hazards Tip: The effects of job stress The costs of a psychologically unhealthy workplace How can you make a difference? The importance of positive practices Tools for Taking Action: Protecting Mental Health at Work How can I tell if someone has mental health issues? UNDERSTANDING ACCOMMODATION Smaller employers and accommodation What is accommodation? Duty to accommodate Employees Employer Tip: Balancing employer and employee rights Union’s Role in Accommodation Tip: Dealing with union objections WSIB Commitments Undue hardship Tip: Proving undue hardship Bona fide requirements How to check for bona fide requirements Bona fide requirements that discriminate Keeping it confidential Maintaining accurate records Accommodating disabilities that are not disclosed Managing co-worker reactions Accommodating conflicting rights Accommodation strategies Involving the employee Recognizing an accommodation request Types of accommodations The buddy system: Co-worker mentoring Adaptive equipment Accommodating travel for work Planning for Emergencies Tools for Taking Action: Understanding accommodation Sources of accommodation support Guiding principles of accommodation Duty to Accommodate: Roles and responsibilities Accommodation solutions: Getting started Sample accommodations for people with hearing disabilities Sample accommodations for people with intellectual/developmental disabilities Sample accommodations for people with learning disabilities Sample accommodations for people with mental health disabilities Sample accommodations for people with physical/mobility disabilities Sample accommodations for people with vision disabilities Hiring a sign language interpreter Signs of hearing loss Planning for an emergency IT’S THE LAW! Federal legislation Provincial legislation FUNDING AND SUBSIDIES Part 1: Funds for Hiring Student and Intern Hiring Project and debt financing Tax credits General workplace participation incentives Specialized hiring funds: Individuals with disabilities Skilled trades Job creation Part II: Funds for Training Skills enhancement Productivity enhancement Hybrid incentives Miscellaneous incentives SUCCESS STORIES Clay and Paper Theatre Endurapak Little Rascals Day Care RESOURCE LIST How To Use This Guide Increasing Business Value Taking Action showcases the many ways that people with disabilities can add value to your business. It presents a strong business case for hiring and retaining employees with disabilities and clearly demonstrates that an inclusive workplace can reduce costs, increase productivity and improve business results. Your Legal Responsibilities Taking Action also outlines some of your legal responsibilities as an employer under federal and provincial human rights legislation and the Accessibility for Ontarians with Disabilities Act (AODA). While not intended as a substitute for legal advice, it does provide general guidelines to help you meet AODA standards and address employment barriers in your workplace. The information in this guide will help you take the right steps to make your business more inclusive and supportive for all employees, including those with disabilities. Who Should Use This Guide? Taking Action is a resource for businesses of all sizes. The information in this guide is based on current research and the experiences of Ontario businesses that have already benefitted from a strong commitment to inclusive employment practices. Whether you are the owner of a small business or a supervisor in a large corporation, Taking Action will contribute to your business success by providing HR principles, tools, examples and best practices that promote a corporate culture of respect, fairness and accessibility. Adapting Resources to Your Needs Taking Action provides a wide range of practical information and not all of it will be relevant to your business. Go through the guide and focus on the areas that meet your specific needs. Select the sections that interest you and adapt the information to your business culture, your working environment and your HR procedures. If a policy, job description or other HR template provides more detail than you need, simply choose the sections that are relevant and use them as a foundation to customize your own template. The information provided here is intended to help you refine 1 and improve your employment practices in a way that has value and meaning for you and your employees. A Process of Continuous Improvement Successful businesses understand the importance of continuous improvement. As your disability awareness grows and your business needs change, Taking Action is a resource you can come back to again and again. The wealth of useful information, inspiring success stories and extensive resources will help you implement an on-going process of change that will make your business better – better at attracting the best talent, better at keeping employees motivated and better at maintaining a healthy bottom line. There are four good reasons why your business should employ people with disabilities: It works for your company It works for your customers It works for your bottom line It works for the community Find out how employing people with disabilities can improve your business! [link to business case] Source: Diversity@work. Business Benefits of Employing People with Disabilities 2 The Business Case for Employing People with Disabilities “We live in a fast-moving world. While employers continue to demand high academic standards, they also now want more. They want people who can adapt, see connections, innovate, communicate and work with others. The new knowledgebased economies, in particular, will increasingly depend on these abilities.”1 All our Futures: Creativity, Culture and Education. British National Advisory Committee on Creative and Cultural Education. The Competitive Edge Boundaries are disappearing. Marketplaces are shifting. Your customers are aging – and so are your employees. The world is shrinking, the pace is accelerating and, if you want to compete, you need an edge. In today’s hyper-competitive business environment, the difference between success and failure lies in the talent of your workforce. To stay relevant, you need the right people in the right jobs. You need to hire and retain the best talent and develop a workforce that is passionate, committed and fully engaged with your business objectives. Take a look at globally successful companies, like Proctor & Gamble, Novartis Pharmaceuticals, Royal Bank of Canada and Ernst and Young LLP. They regularly appear on Best Employer lists because they know that their employees play a vital role in their success. More importantly, they have all put a premium on developing diversity and inclusiveness in their workforce – they top the list of Best Diversity Employers, too. Smaller companies are also employing people with more diverse backgrounds. Why? Because they recognize that it makes their businesses better. It makes them more competitive, more collaborative, more creative and more responsive to the needs of a rapidly changing marketplace. The Workforce of the Future People with disabilities have the skills and attitudes you need to compete in business today. They contribute to the diversity of thought and understanding that will position your business for success. Resourceful, creative, 1 productive and highly motivated, they are the workforce of the future. People with disabilities bring something special to the table – fresh ideas, unique thought processes, different points of views and a rich variety of talents. They understand the need to innovate, to find new ways to get the job done. Life experience has taught them to problem-solve and adapt to changing circumstances – they have a proven ability to overcome obstacles and find solutions that work. People with disabilities add tangible value to your business. Capitalizing on that value creates a vital competitive edge that will set your business apart from the crowd. Business Takes Action – Endurapak Inc. Plant Manager Todd Blais had a very positive experience when he hired Craig, a young man with multiple disabilities, to work at Endurapak‟s industrial packaging manufacturing plant in Sudbury. “Craig was a very dependable employee for us. I could count on him to come to work every day and be meticulous about getting his job done right. He was innovative, too. He streamlined our process for tagging repeat orders and came up with new ideas to make his own job more efficient. He excelled at his work and I was impressed with his enthusiasm and initiative. Read Endurapak’s Success Story. [link] 2 Employees with Disabilities: Making Your Business Better “People are your most important business asset. Shortcuts and 'same-old‟ methods are going to bring in mediocre results. Dare to be different! Look beyond traditional credentials and see the possibilities in hiring people who will bring new perspectives, creative energy and long-term loyalty. Reach out to people with disabilities and others from diverse backgrounds and add new dimensions and growth to your business!" Genevieve Farrell, Professor of Organizational Behaviour and Human Resources, Ryerson University There are distinct competitive advantages to employing people with disabilities and creating a more inclusive workplace culture. When you make your business more accessible and open to employees with disabilities, you‟ll find that the benefits of business growth, innovation and opportunity more than compensate for any accommodations you may have to make along the way. Here are some of the ways that other businesses have benefited from hiring people with disabilities: More Innovative “All competitors have equal opportunities in a global marketplace, where geographical divisions are becoming increasingly irrelevant. In this new reality, the need for creativity, innovation and imagination will be critical differentiators.” Guy McLean, Principal, Appleby College. Employees with disabilities: Enhance the creativity of your workforce. Research has shown that diverse work teams are more innovative and creative and less inclined to unilaterial views and „groupthink.‟ Increasingly, businesses view the collaboration of diverse teams as an organizational asset. Give you a broader base of experience to draw on for solving organizational problems, implementing business strategies and developing new products. 3 Bring a fresh perspective to the decision-making process. The viewpoints expressed by employees with disabilities often reflect their unique life experience. They challenge assumptions and stimulate a higher level of critical analysis of business decisions, strategies and processes. Help you use technologies in new ways to enhance productivity and efficiency. Drive the development of new products and services. Employees with disabilities offer valuable insight into the needs of customers with disabilities and can help you develop products, product modifications and services that will appeal to this rapidly expanding market. Many products developed for the disability market also have considerable value in mainstream markets. More Adaptable “When the business history of this era is written, many decades hence, there is a good chance that adaptability will be the characteristic that, ultimately, most distinguishes successful from unsuccessful enterprises… The edge lies with those who see change more as an opportunity and challenge than a threat. If you do not adapt, you will cease to exist. The only question is when. It is that simple! 2 John S. McCallum, Professor of Finance, University of Manitoba Employees with disabilities: Have personal traits that are valuable in the marketplace. Initiative, perseverance, adaptability, goal-oriented, problem-solvers – these are the characteristics people with disabilities develop to overcome barriers to their success. More importantly, these are the characteristics you need in your workforce to help you grow your business, get around obstacles and achieve your goals. Think outside the box. Every day, people with disabilities use creative thinking to tackle challenges and get things done. At work, this translates into original ideas, inventive solutions and the flexibility to consider a variety of options at once. Help you restructure your organization to be more competitive. Businesses that emphasize process over performance can‟t compete in rapidly changing times. Accommodating employees with disabilities will help your company become more efficient, resourceful and responsive and will shift the focus away from process and over to innovation and results. 4 Better Productivity and Performance A study of front-line supervisors with direct responsibility for managing employees with disabilities found that3: Work performance for employees with disabilities meets or exceeds the performance of their co-workers on almost all workplace measures. In the areas of punctuality, attendance, work quality, task consistency and overall proficiency, supervisors consistently rated the performance of people with disabilities the same as, or even better than, their co-workers. In the area of work speed, supervisors indicated that workers with disabilities performed at the same level as their co-workers. Employees with disabilities: Are qualified to do the job. People with disabilities have high school diplomas, trade certifications, college and university degrees and PhDs. They are as capable and educated as any other job applicants – sometimes even more so. They are eager to show what they can do to help your company succeed. Improve workplace productivity. The flexibility and accommodations you provide for employees with disabilities are often beneficial for other employees as well, helping them achieve higher levels of productivity and performance. Improve overall job satisfaction. Employee morale, job satisfaction and productivity reach their highest levels in organizations that support an inclusive corporate culture, strong workplace ethics and fair employment practices. When employees are happier at work, customer satisfaction also improves, solidifying profits and customer loyalty. Improve work processes. Accommodating employees with disabilities can help you identify and improve sub-standard or inefficient procedures. Companies have reported increases in efficiency, performance and innovation after they implement accommodation strategies. Shift the emphasis to individual strengths and talents. Employees with disabilities are more successful when there is a good match between their abilities 5 and their jobs. Progressive companies apply this approach to all their employees, actively coaching them to use their strengths at work. Have a strong support network. If you hire through a specialized employment agency or support service provider, your employees will be pre-screened and trained for the job. You will have access to a strong network of skilled professionals who can help you implement accommodations and integrate employees with disabilities into the workplace. They may also offer other useful services such as training, job coaching, assistive devices, wage subsidies and workplace supports. Many people with disabilities do not need this type of support but the services are readily available for those that do. Greater Cost/Benefit “One of the greatest benefits of hiring employees with disabilities is lower cost. There are significant costs associated with employee turnover. The longer an employee stays with us, the more our company benefits. The tenure of our employees with disabilities is five times greater than our other employees. People with disabilities have to work very hard to get a job and when they do get one, it is precious to them. They are very unlikely to resign or move to another company.” Mark Wafer, owner of several Tim Horton‟s franchises. Employs 50 people with disabilities. Employees with disabilities: Broaden your talent pool, so that you can attract and hire the best people for the job. Employees with disabilities represent a largely untapped source of potential employees with the skills, abilities, qualifications and motivation to do the job. Nearly 75% of adults with disabilities have a high school or higher level of education. 4 Help you address skills shortages. As baby boomers exit the workforce in evergrowing numbers, “they will take with them knowledge, business acumen and essential skills… needed to ensure continued growth and success.”5 Hiring skilled and talented employees with disabilities is a proactive strategy for managing the looming labour crisis. Help you retain valuable skills and organizational intelligence. Retaining employees who become disabled through injury or illness is your legal responsibility 6 as an employer. But it‟s also a good business strategy. Helping employees return to productive work ensures that you don‟t lose talented people who understand your business and have strong, established relationships with your clients. Protect your investment in your TAKE ACTION TIP From Disability to Desirability Some of the most innovative devices in our society have developed from research intended to help people with disabilities. Here are a few examples6: workforce. When you lose good employees to disability, you also lose the return on your HR investment in training and management. This can negatively affect your business on multiple levels. Reduce the high costs of employee turnover. Employers report that employees with disabilities have fewer absences and stay in their jobs longer. When you factor in the recruiting, hiring and training costs (estimated at up to 150% of annual salary) plus the lower productivity of new staff, it‟s clear that reducing staff turnover improves the bottom line of any business. Voice command technology, first developed for people with disabilities, is now used in GPS navigational devices, cars, computers and hands-free phones. Apple’s I-Phone Shuffle, built with a hands-free, voice control interface, is a prime example of a device originally designed for people with vision impairments that now has huge global appeal. Predictive text software was intended to help people with disabilities communicate. Today, it is used extensively in search engines and email programs to improve communication for all. New Opportunities “Companies could look at designing for accessibility as a sales opportunity. Most features that are accessible for the disabled have great value to everybody.”6 A popular captioning tool that is used around the globe to add captions in 50 languages to uploaded videos was originally intended to help people with hearing impairments watch YouTube videos. Mind control technology is now the basis for innovative games and toys controlled by brainwaves. This unique technology was developed to help people with severe physical disabilities control electronic devices with brain impulses. Donald A. Norman, former VP of Apple Inc. Employees with disabilities: Help you create a workforce that reflects your customer base. One in 7 seven people in Ontario is living with a disability and that number is expected to rise to one in five people over the next 20 years.7 People prefer to deal with companies that mirror their interests and understand their needs. Employees with disabilities help you connect with your client base and build strong customer relations. Increase your market share. People with disabilities represent a lucrative and loyal market, with an estimated $25 billion in spending power in Canada alone.8 Their economic reach is more than doubled by their influence on the buying decisions of friends and family. Employees with disabilities know how this consumer group thinks and what influences their purchasing decisions. Help you enter new markets. Products that work better for people with disabilities work better for everyone. Some of the most indemand products available today have evolved from disability-based research (see sidebar pg xxx refers to sidebar on pg 7 of this chapter „from disability to desirability). TAKE ACTION TIP Two Decades of Job Performance Studies In business since 1802, Du Pont is a Fortune 500 company that operates in 70 countries around the world. Du Pont started surveying the productivity of their employees with disabilities in 1973. They ran the survey again in 1981 and 1990. The number of employees surveyed ranged from a high of 2,745 to a low of 811 and disabilities included everything from amputations and hearing loss to vision impairments and neurological disorders. After nearly two decades of research, their surveys showed consistent results: Measure: Average or better 1991 1980 1973 Safety 97% 96% No injuries Attendance 86% 85% 79% Job 90% Performance 92% 91% When asked in 2001 why they weren‟t proceeding with further surveys, the response from a Du Pont company spokesperson was clear and to the point: “Well, there‟s just no reason for it. We found out what we wanted to know and that is: Do people with disabilities make productive workers? The answer is Yes.” 9 8 Business Takes Action – Clay and Paper Theatre David Anderson, Founding and Artistic Director of the Clay and Paper Theatre, knows how readily employees with disabilities can open up new markets. “We tried to attract people with disabilities to our performances but we didn‟t know how to reach our audience,” he explains. “Then, as part of a larger accessibility project, we hired two students with disabilities and they quickly helped us connect with the Deaf, hard-of-hearing and visually impaired communities. The students gave us valuable advice to make our promotional material and performances more accessible. They also helped us share information about our shows through Facebook groups, text messages and listserves specific to the disability communities. Once the word got out, we started attracting more and more people with disabilities to our performances. As a result, we‟ve been able to increase our community outreach and support. In fact, we‟ve become leaders in accessibility and created a useful toolkit to help other theatre groups make their performances more inclusive. Now that we‟ve built positive relationships with local disability communities, we‟re confident we can build on our success.” Read the Clay and Paper Theatre Success Story. [link] Enhanced Reputation A 2008 COMPAS Research poll found that 78% of Canadians say that they are more likely to buy a product or service from a business that has a policy of hiring people with disabilities than a company that doesn‟t. The results also showed that 34% of those polled said supporting people with disabilities should be the number one priority of corporate Canada, as compared to 33% who said the environment should be the priority. It‟s clear that companies who put a priority on accessibility could have a surprising edge on the competition. One that, in times of increasing economic uncertainty, they can‟t afford to ignore.10 9 Employees with disabilities: Position your company as socially aware and responsible. Research consistently demonstrates that consumers prefer to give their business to companies that hire people with disabilities. Investors are also more willing to invest in socially responsible companies with good management practices. Help you become an employer of choice. Developing a reputation as a fair and inclusive employer will help you attract and retain the best and the brightest talent for your business. Employees are also more loyal and engaged when they identify with the corporate culture and feel that their contributions are respected and valued. Build brand trust and loyalty. Hiring people with disabilities can be a strategic branding tool that enhances your business reputation and differentiates you from your competitors. Consumers are becoming increasingly selective and sophisticated in their purchasing decisions and are attracted to brands associated with responsible and ethical behaviour. Can help you attract and maintain strong business partnerships. Businesses do business with companies they trust. Your employees are an important building block in establishing your image as a reputable and ethical company. Business Takes Action – Airvent Metal Products® “Giving back to your community is not about handing over a cheque with a hopeful smile, never knowing exactly who or what your donation is assisting,” states Mohan Chohan, Executive Director (Technical) of Airvent Metal Products. “So, I decided to change our strategy for corporate giving. I began hiring qualified people with disabilities to work in our company. Now, we get tangible results in real time. We can see that every minute we spend with these individuals – developing their training program or teaching a specific task – is making a difference. In addition to meeting our corporate social responsibility goals, we can provide people with disabilities an opportunity for independence and a chance to achieve and succeed, like every person should have.” 10 Debunking the Myths Hiring and retaining people with disabilities is good for business. It makes companies better – better competitors, better corporate citizens and better at capitalizing on new opportunities. Yet, despite all the good news, people with disabilities are still an under-employed and under-valued segment of our population. Why is that? Well, it may have to do with the myths and misconceptions associated with hiring people with disabilities. Many employers – and you may be one of them – are not familiar with people with disabilities. If you’ve never met, hired or worked with someone with a disability, you may be uncertain about their effectiveness as employees. As a result, you may tend to overlook the diverse range of skills and expertise available in this accomplished group of potential employees. To help you make more informed decisions about recruiting and retaining employees with disabilities, it‟s important to identify and respond to some of the most common workplace myths. Debunking the Myths Here are the concerns most often raised by employers about hiring people with disabilities: Myth: Available jobs are not suitable for people with disabilities. Reality: With the right accommodations, people with disabilities can handle most job duties. They are employed in businesses across the country – from large to small – in every industry sector. People with disabilities are machinists, welders, technicians, teachers, doctors, administrators and business leaders. When you take disability out of the equation, you can base your hiring decisions on factors that really make a difference in your workforce: attitude, aptitude and ability. Myth: People with disabilities are not as productive as other workers. Reality: The job performance of people with disabilities has been analyzed since 1948 in various national, regional and company-specific studies. Results have consistently shown people with disabilities to be hard-working, committed employees who are as productive and proficient as any 11 other worker. They have equal or better job performance rates, higher retention rates and lower absenteeism. Myth: People with disabilities are not safe in the workplace. Reality: Employees with disabilities have excellent safety records. In fact, a 2002 survey of 643 Australian employers reported that the number of health and safety incidents was six times lower for employees with disabilities than for other employees.11 Twenty years of surveys by Du Pont (see sidebar pg xx refers to textbox on pg 8 of this chapter) clearly show that employees with disabilities meet or exceed the safety and attendance records of their co-workers. The Workplace Safety and Insurance Board (WSIB) also recently issued a policy statement outlining their commitment to supporting the needs of people with disabilities and facilitating workplace accommodations.12 Hiring and retaining employees with disabilities does not affect your WSIB premiums. Myth: Accommodations are expensive, complicated and require an investment in specialized equipment and training. Reality: The accommodations most frequently required by employees cost nothing or very little. Flexible working hours, modifications to job duties or inexpensive adaptations to working stations are all that‟s needed to help most employees with disabilities perform their job duties. A national study conducted in 2004 by the Canadian Abilities Foundation found that 52% of employees could be accommodated for under $500 and that almost all workers could be accommodated for under $1500. US research supports these figures, reporting two-thirds of accommodation costs at less than $500. 13,14 Myth: People with disabilities can’t be terminated once they are hired. Reality: Human rights legislation respects an employer’s right to operate a productive business. Employees with disabilities should be held to the same performance standards as other employees – they just may need some 12 accommodations to reach those standards. If a performance problem develops and cannot be resolved, termination may be an appropriate option. The termination process must be handled carefully for all employees, not just those with disabilities, and should be the final step in a well-documented process of progressive discipline. Leading the Way Employers across the province, across the country and around the globe are realizing that employees with disabilities are a valuable strategic resource. It makes good business sense to hire the best employees for your business – people with the skills, enthusiasm and dedication to grow with you and help you succeed. This guide will help you learn more about employing people with disabilities and will lead the way to new business opportunities for you. References 1. British National Advisory Committee on Creative and Cultural Education. All our Futures: Creativity, Culture and Education.1999. 2. McCallum JS. Adapt or Die. Ivey Business Journal. November / December 2001. (Reprint# 9B01TF10.) 3. Unger DD. How Do Front-line Supervisors in Business Perceive the Performance of People with Disabilities? In: Unger DD, Kregel J., Wehman P., Brooke V. Employers’ Views of Workplace Supports: VCU’s Charter Business Roundtable’s National Study of Employers’ Experience with Workers with Disabilities Monograph. 2002. 4. Human Resources and Skills Development Canada. 2009 Federal Disability Report: Advancing the Inclusion of People with Disabilities. 2009. 5. Manpower Inc. Corporate Social Responsibility Update. 2009. 6. Jana R. How High Tech for the Disabled is Going Mainstream. Business Week. September 24, 2009. 7. Ontario Ministry of Community and Social Services. About Access On. Updated February 2010. 13 8. Conference Board of Canada. Tapping the Talents of People with Disabilities: A Guide for Employers. 2001. 9. Studies related to the employment of individuals with disabilities, (1948-2000.) 10. Job Opportunity Information Network (JOIN) Compass Research Poll. October 16, 2008. 11. Australian Compensation and Safety Council. Are People with Disability at Risk at Work? A Review of the Evidence. 2007 12. Workplace Safety and Insurance Board. Accessibility for Ontarians with Disabilities (AODA) Policy Statement. January 2010. 13. Prost A and Redmond D. Neglected or Hidden: Connecting Employers and People with Disabilities in Canada. Canadian Abilities Foundation. 2004. 14. Job Accommodation Network (JAN). Workplace Accommodations: Low Cost, High Impact. Fact Sheet Series. Updated 2009. 14 Tools for Taking Action: Disability Defined Understanding Disabilities Disabilities are frequently misunderstood, leading to negative stereotypes, discrimination and unintentional barriers in our communities and workplaces. The definitions provided here will help to familiarize you with some of the most common types of disabilities. If you’re interested in learning more about communicating and interacting with people with disabilities, [link] you’ll find practical tips and tools in the section on Disability Etiquette. Disability as Defined in the Ontario Human Rights Code Ontario Human Rights Code provides a legal definition of disability that is very detailed and comprehensive1: ‘Disability’ means, (a) any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and, without limiting the generality of the foregoing, includes diabetes mellitus, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical co-ordination, blindness or visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or other animal or on a wheelchair or other remedial appliance or device, (b) a condition of mental impairment or a developmental disability, (c) a learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language, (d) a mental disorder, or (e) an injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997; (‘handicap’) SPECIFIC DISABILITIES Communication disability: People may experience difficulty speaking, understanding language and/or being understood. Limitations range from simple sound substitutions to a partial or total loss of the ability to speak. If a person has never heard others speak, his or her speech may be challenging to understand. Speech and 1 language impairment may affect pronunciation, pitch and volume and may include hoarseness, stuttering or slurring of words. Hearing disability: People with hearing disabilities have hearing loss that varies from mild to profound. The distinctions between the terms ‘deaf’, ‘deafened,’ ‘hard of hearing’ and ‘Deaf’ are based principally on the individual’s preferred language (spoken or sign), rather than on the actual degree of hearing loss. The term ‘deaf’ describes someone who has severe to profound hearing loss. ‘Deafened’ refers to a person who loses their hearing after learning language. A person who is ‘hard of hearing’ has some degree of hearing but cannot hear all frequencies. They may need a hearing aid to amplify sound. Deaf spelled with a capital ‘D’ indicates people who are culturally Deaf and consider hearing loss and deafness as the basis of a distinct cultural group, rather than a disability. In the workplace, it is best to focus on and individual’s communication preference or need. People who are deaf communicate using a variety of strategies. Some use sign language, such as American Sign Language (ASL) or Langue des signes québécoise (LSQ). For these people, engaging a professional sign language interpreter provides a helpful bridge between sign language and English/French. Deafened adults usually understand speech with visual clues, such as captioning or computerised note-taking, speech reading or sign language. People who are hard of hearing use speech and their residual hearing to communicate, supplemented by speech reading, hearing aids, sign language and/or technical devices .2 Intellectual/Developmental disability: People with this disability experience limitations in their ability to think, reason, concentrate, perceive or understand certain concepts. Memory, information processing, problem solving and emotional maturity may also be affected. Intellectual/ Developmental disabilities may be evident from birth, may become evident during childhood and/or may be caused by conditions such as Down syndrome, autism or cerebral palsy. Employers should keep in mind that people with intellectual/developmental disabilities function at various levels and the majority have only a mild degree of disability. Learning disability: Learning disabilities are a series of disorders that impact the way a person acquires, understands, retains, processes and organises information. A person may have difficulty learning because of a variety of conditions, such as attention problems, hyperactivity or dyslexia. 2 People with learning disabilities usually have average or above-average intelligence but may experience speed and/or comprehension limitations in the areas of reading, writing, speaking, listening, thinking, spelling and mathematical calculations. Learning disabilities may also affect a person’s social and workplace interactions. Someone with a learning disability will likely have developed his or her own strategies to compensate for any learning limitations. Mental health disability: Mental health disability refers to a significant pattern of alterations in thinking, behaviour or emotions that may affect a person’s ability to work or function socially. It’s important to note that a mental health disability does not always affect a person’s job performance. Common disabilities include depression, seasonal affective disorder, and panic attacks. Many conditions are treatable with medication. A person with a mental health disability may experience reduced stamina, ability to handle stress and/or a lack of concentration, but may find it difficult to express this or even identify the disability. While Health Canada estimates that one in five (20%) of all Canadians will experience a mental illness in his or her lifetime, less than five per cent of the population is seriously limited because of a disability.3 Physical /Mobility disability: People with physical or mobility disabilities experience difficulties moving one or more parts of their bodies. The quality and speed of their movements may also be affected. Limitations range from difficulty with co-ordination to paralysis. Constant or recurring pain may also reduce their activity levels. Physical disabilities may impact: large motor skills, such as walking, fine motor movements, such as typing or gripping, or a combination of both. These challenges may be evident from birth or may be acquired through injury or a medical condition, such as arthritis or heart conditions. Mobility and agility limitations are two of the most common types of disabilities in Canada. The number of people with these disabilities is steadily increasing, probably due to the aging of our population. 4 Vision disability: The range of vision limitations starts with limited or partial vision and continues all the way to total blindness. A person’s field of vision (peripheral vision) may also be affected by a visual impairment. People with a vision disability might experience difficulty seeing ordinary newsprint, reading from a computer screen or clearly seeing someone’s face from a short distance. 3 Access to information is a common and significant barrier. Vision loss may be caused by injury or by disease, such as glaucoma or macular degeneration. Most people have some vision, even if they are considered legally blind. Some people with a vision disability may use a service animal to help with mobility and the activities of daily living. References 1. Ontario Human Rights Code. R.S.O. 1990, c H.19, Amended 2009. 2. The Canadian Hearing Society. Breaking the Sound Barriers. 3. Health Canada. A Report on Mental Illnesses in Canada. Ottawa, Canada 2002. 4. Human Resources and Skills Development Canada. 2009 Federal Disability Report: Advancing the Inclusion of People with Disabilities. 2009. 4 Disability Defined “What is usually considered a ‘disability’ is actually the interface between an environmental function and human ability. When one clearly understands the function that the task serves, the barriers that prevent someone from performing that task can be easily identified and removed.” Miguel Aguayo, Manager, Employer Outreach Secretariat, Ontario Disability Support Program Branch, Ministry of Community and Social Service A New Understanding of Disability “Defining disability is a difficult task. A multitude of perceptions surrounds the question of what constitutes a disability – a disability to one person can be a typical part of life to the next.”1 Over the past several decades, the disability landscape has transformed rapidly. Today, there are new ways of thinking about people with disabilities and their limitations. Disability is no longer simply a medical condition – it is also a social issue. “People with disabilities encounter barriers to their daily activities that are not necessarily caused by their impairments – but by an environment that does not take their impairment into account.”1 For example, a workplace that is not accessible or does not support accommodations can create barriers that compound and complicate a person’s disability. To put it simply, there are a variety of circumstances that determine whether or not someone with a disability will face an obstacle: the person’s functional limitation(s), the social factors that are part of the person’s life experience, including the assumptions of others, and the particular function the person is performing at the time. “...the conversation about disability has changed profoundly. It’s no longer a conversation about overcoming deficiency, it’s a conversation about augmentation. It’s a conversation about potential...If we want to discover the full potential of our humanity, we need to celebrate those heartbreaking strengths and glorious disabilities we all have. Excerpt from speech by Aimee Mullins, Paralympic Games record-breaker, model, actor and activist, delivered at the 2009 TED conference. Disability Includes a Range of Abilities As an employer, it is important for you to understand that disabilities cover a wide range of conditions; some disabilities are temporary, others are permanent. Some are visible and others cannot be seen. Some are mild, some are profound, some are physical, some are mental and some can affect people in multiple ways. It is helpful to think of people with disabilities as located on a continuum. One end of the scale represents people with severe limitations, the other end, people with very mild levels of disability. A person’s location on this continuum can shift as his or her situation changes. For example, someone who has no disabilities may become temporarily or permanently disabled through illness or injury. A person with a disability may have symptoms that occur only periodically or come in cycles. Someone else may have a progressive condition that becomes worse over time. As each person’s circumstances change, their needs, abilities and limitations may also be affected. Meaningful Contributors to the Workplace Disability rarely affects a person’s ability to make meaningful contributions to the workplace. In fact, you may not even be aware that you have people with disabilities in your workforce because they don’t need, or haven’t requested, accommodation. These employees bring invaluable knowledge, experience and reliability to your business. It is worthwhile learning more about their needs and finding creative ways to help them contribute their skills and abilities to the success of your business. You’ll find more detailed information about the main types of disabilities [link] in the Tools for Taking Action section of this chapter. Take Action Tip: Disability Statistics in Canada Many disabilities are associated with aging. As our population grows older, the number of people living and working with a disability will steadily increase. Here are some interesting statistics about disability in Canada: Approximately one in seven Canadians – 4.4 million adults and children – are living with a disability.2 Between 2001 and 2006, the number of people reporting a disability increased from 12.4% to 14.3%. This increase was reported in all age groups and was largely due to the ageing population, as well as to an increase in reported learning disabilities. 2 The Canada-wide disability rate for adult women is 17.7% and the rate for adult men is 15.4%.2 In 2006, 74.6% of working-age adults with disabilities obtained a high school diploma or higher educational certification.2 Since 2001, the employment rate for working-age Canadians with disabilities increased by 4%, reaching 53.5% in 2006.2 As the population grows older, we may encounter more age-related disabilities in the workforce. In 2006, one in seven Canadians was over the age of 65.3 Between 2001 and 2006, our working population began rapidly aging. The number of people aged 55-64 increased over 28%, growing 5 times faster than any other age group.4 By 2016, this age group will represent over 20% of the population.5 References 1. Statistics Canada. Living with disability series: Defining disability in the Participation and Activity Limitation Survey. MacKenzie A, Hurst M, Crompton S. 2009. (Canadian Social Trends Number 88) (11-008-x). 2. Human Resources and Skills Development Canada. 2009 Federal Disability Report: Advancing the Inclusion of People with Disabilities. 2009. 3. Statistics Canada. 2006 Census: Portrait of the 2006 Canadian Population by Age and Sex. National Portrait – A record one in seven Canadians is 65 years or older. 2009 (2006 Census: Analysis Series). (97-551-XWE-2006001). 974. Statistics Canada. 2006 Census: Age and Sex: The Daily. Tuesday, July 17, 2007. 5. Statistics Canada. 2006 Census: Portrait of the 2006 Canadian Population by Age and Sex: National Portrait – Rapid aging of the working- age population. 2009. (2006 Census: Analysis Series). (97-551-XWE-2006001). Barriers to Success People with disabilities want to work. They have the skills and abilities to make meaningful contributions to the workplace. And employers who have hired people with disabilities count them among their most dedicated and loyal employees. Yet people with disabilities face barriers that restrict their ability to get a job and succeed at their work. Negative Effect of Barriers When asked about disability barriers, most people think about physical hurdles, such as stairs that prevent access to buildings. But, just as there are many different types of disabilities, there are many different types of barriers. Organizational barriers, information barriers, technology barriers – these are only a few of the obstacles that stand between people with disabilities and productive work. Most barriers are not caused by a disability but by a disconnection between the ability of the person doing the task and the circumstances or environment surrounding that task. For example, someone who is deaf may face a barrier when information is communicated via the telephone but that barrier disappears when information is shared via email. Once barriers are identified, it’s much easier to find the solutions that will remove them or prevent them. By far the most difficult barriers to overcome are the stereotypes and misconceptions that influence the attitudes of many employers and their employees. Instead of ability, they see disability; instead of potential, they see limitations. They assume that people with disabilities aren’t capable of the activities we all take for granted, such as working, going to school or learning new skills. These negative attitudes put people at a greater disadvantage than a disability ever could. Often these attitudinal barriers are deeply entrenched in an organizational culture, embedded in policies, procedures and workplace relationships. Before your business can benefit from the advantages of hiring talented employees with disabilities, you may have to make some organizational changes at both the leadership and grassroots level. Businesses that have taken on the challenge of making their workplaces more inclusive and accessible have found that it improves business results and has positive effects on the attitudes and motivation of their employees. You’ll find more information about corporate change in the chapter on Changing the Corporate Culture. [link] 1 Business Takes Action – The Handy Man is In “I was recently volunteering at my church, helping to refinish 90 picnic tables,” explains Alec Miletich, owner of a small, home renovation company based in Burlington Ontario. “One of the church members was blind and no one ever asked him to help out on projects like this because they thought he wasn’t capable. I hate to see someone held back because they don’t get a chance to show what they can do. I’m naturally encouraging by nature so I decided to get him involved. I set up rows of picnic tables in a grid pattern on the church property. Then I gave him a bucket of sandpaper and explained that we wanted the picnic tables sanded smooth, so that no one would get a splinter. He worked his way along the grid and used his sense of touch to make sure that all the tables were perfectly smooth. He was very diligent and brought a lot of enthusiasm to the task. It was clear that he enjoyed being part of the group and sharing in the camaraderie that developed among the volunteers. He did a great job for us and really helped to move the project forward. In fact, he was so encouraged by his own success that he later asked me to teach him how to drywall and eventually drywalled his own basement. He worked hard to justify my confidence in him and appreciated the opportunity to learn and develop new skills.” Legislating Equal Access Although it is still an uphill struggle, human rights legislation is helping people with disabilities gain access to meaningful employment by requiring employers to identify and remove barriers in their workplaces. The Ontario government has also committed to making the province fully accessible by 2025. New legislation requires all businesses to meet accessibility standards in five key areas: built environment (buildings, structure etc.), customer service, employment, communications and transportation. As each new standard is developed and approved, employers will be expected to comply. In addition to being part of your legal responsibility as an employer, creating a barrier-free workplace is a smart business move. It benefits all of your employees, not just people with disabilities. And it creates customer value by making it easier for your clients to do business with you. Removing and preventing disability 2 barriers is an important step in making your business more equitable and accessible to all. Identifying Barriers Before you can remove barriers in your workplace, you must know where they are. Some barriers can be identified and removed easily, once you are aware of them. But others are more are difficult to recognize and even more difficult to eliminate. Typical barriers to employment1: Architectural and physical barriers are TAKE ACTION TIP Accessibility Checklists the features of buildings or spaces that cause problems for people with disabilities. Examples include: Hallways and doorways that are too narrow for a person using a wheelchair, electric scooter or walker. Poor lighting for people with low vision. Doorknobs that are difficult for people with arthritis to grasp. Telephones that are not equipped with telecommunications devices for people who are deaf, deafened or hard of hearing. Interested in making your workplace more accessible? You’ll find practical advice for conducting accessibility audits in the Tools for Taking Action section of this chapter: Making buildings and spaces accessible [link] Planning an accessible meeting [link] Checklist for an accessible meeting [link] Making your information more accessible [link] Clear print guidelines Information or communication barriers develop when a person can't easily access information. Examples include: Print that is too small to read. Information that is not provided in multiple formats. Websites that can’t be accessed by people who are not able to use a keyboard or mouse. Signs that are not clear or easily understood. The Resource List [link] for this guide also has links to websites and documents that will help you remove barriers in your workplace. 3 Technology barriers occur when a technology can't be modified to support various assistive devices. Examples include: A website that doesn't support screen-reading software. A video that doesn’t include captioning for the deaf. Organizational barriers are organizational policies, practices or procedures that discriminate against people with disabilities. Examples include: A hiring process that is not open to people with disabilities. Performance reviews that do not take workplace accommodations into account. Attitudinal barriers are attitudes and beliefs that discriminate against people with disabilities. These are often the most challenging barriers people with disabilities face in 1 the workplace. Examples include : Thinking that people with disabilities are not intelligent, skilled or educated. Assuming that people with disabilities are less able to handle everyday tasks. Feeling sorry for people with disabilities. Pity can be patronizing. Being afraid of saying or doing the wrong thing. Being surprised that people with disabilities can do ordinary things and take care of themselves. Assuming one type of disability negatively affects other senses (e.g. shouting at someone because he/she is blind). Believing that people with disabilities have unfair advantages at work, when they simply are receiving the accommodations they need to provide equal access to meaningful employment. Lowering expectations for people with disabilities. This can limit their opportunities for challenging assignments that prepare them for promotions or career advancement. Removing Barriers Committing to making your business more open and accessible to people with disabilities is a worthwhile process but it can also be a complex one. Some employers choose to remove barriers one at a time, dealing with employment issues as they arise. Others make significant changes in their corporate culture, refocusing their leadership as well as their policies and procedures. It’s up to you to decide on the best approach for your business and your employees – as long as you’re moving towards a barrier-free workplace, you’re on the right track! 4 You may find it helpful to start the process by conducting a formal barrier review or accessibility audit. This involves a systematic evaluation of all aspects of your business, – from the physical structure of your building to your policies and procedures – looking for obstacles that may prevent people with disabilities from participating fully in the workplace. Once you have identified the barriers, the next step is to prepare a barrier removal plan. A barrier removal or accessibility audit plan should: Set specific, measurable goals for the removal of barriers. Create clear timelines for achieving these goals. Allocate adequate resources towards removing and preventing barriers. Ensure accountability and responsibility for meeting identified goals. Include a mechanism for regularly reviewing and evaluating progress. Throughout this guide, you’ll find practical tools and useful advice to help you identify and remove barriers in your workplace. You can also find more information about changing your corporate culture [link] to become more equitable and inclusive. When you create a working environment that allows all employees to reach their full potential, you are establishing a solid foundation for the future success of your business. References 1. Ministry of Community and Social Services. Access On: Understanding Barriers to Accessibility. 5 Tools for Taking Action: Barriers to Success Making Buildings and Spaces Accessible You may be able to make buildings, spaces, and products accessible using simple or low-cost solutions. The best solutions will follow the rules of universal design. This means designing products and environments that everyone, as much as possible, can use without having to modify. As a first step, evaluate your premises for physical accessibility. Ask yourself these questions: Do you own or lease your premises? This may affect how, when and at what cost accessibility changes can be made. Can your building accommodate physical changes? Can any necessary renovation work be done as part of normal maintenance activities or regular update work? Do you need to hire an architect or engineer, or can a contractor do the job? What are your priorities, based on your accessibility assessment? What are the simpler, immediate, lower-cost things you can do to improve accessibility? Remember to make your premises accessible to people with a wide range of disabilities, including physical, sensory, learning, developmental and mental health. This means paying attention to more than just ramps and accessible washrooms. It also means looking at: Lighting Audible alarm systems Signage with high contrast lettering Easy-to-find directories Accessible parking 1 Accessibility Checklists When you have finished your evaluation, use the following checklists to help you develop a plan to make your premises accessible. Checklist Entrances Yes No Entrances are accessible to people using wheelchairs or scooters. Canopies or other sheltering devices have adequate headroom. Revolving door openings move slowly and safely to accommodate people using mobility aids. If there is no accessible revolving door, an adjacent accessible door: Opens automatically. Has power assisted door operators. Can be easily opened with one hand. Mats are level with the floor and door thresholds are bevelled so they do not create a tripping hazard. People can easily find information, a reception counter, an accessible call bell or information phone for persons requiring assistance. 2 Checklist Elevators Yes No Yes No Elevator doorways are wide enough and stay open long enough to allow persons using wheelchairs to pass through easily. In accessible elevators, Braille signage and controls can be easily reached and a two-way emergency call system or telephone provided. Audible signals announce floors and up/down direction of elevator cars. Checklist Exteriors Accessible pedestrian route(s) or path(s) are wide enough to accommodate wheelchairs, scooters or other mobility devices. Curb cuts or ramps are wide enough for wheelchairs and scooters, have a non-slip finish and are kept clear of snow and ice in winter weather. Routes are not obstructed by poles, bicycle racks etc Accessible entrances are clearly marked with the International Symbol of Accessibility. Building and route signage is provided in large, high contrast lettering. Accessible passenger loading zone accommodates taxis, buses, or accessible vehicles. Awnings or canopies extending over exterior walkways have clear headroom. On exterior steps, forward edges are highly colour contrasted for easy visibility. On both sides of ramps or exterior stairs, continuous handrails are a bright contrasting colour and have horizontal or vertical rails to prevent people from slipping through. 3 Checklist Fire and Life Safety Yes No Yes No Fire policy and fire safety plans are in place for the evacuation of people with disabilities. Main exit routes and exit doors are easily accessed and used by people using mobility aids. Exit instructions are printed in large text, and mounted in an accessible, highly visible location. Fire alarms have both visual and audible signals. Checklist General Layout and Services Queuing areas and serving aisles are wide enough for people using mobility aids, including electric wheelchairs and scooters. Cashier desks, service counters or counters/tables in eating areas are accessible to and useable by patrons using wheelchairs or scooters. Public telephones, coat racks or display shelves are accessible to and useable by patrons with various disabilities e.g. wheelchair users, persons with low vision or hearing loss. Appropriate lighting is installed to ensure that people with vision disabilities may clearly identify colours, patterns and signage. 4 Checklist Interiors Yes No Yes No Floor finishes have non-slip surfaces under wet and dry conditions. Open-concept, accessible routes are marked by bright colour or textural changes at floor level, to provide directional cues for people with vision disabilities. There are no protruding objects or tripping hazards in accessible routes, and if so, they are clearly marked with a bright colour, a cane-detectable floor finish, or a guard. Where floors are carpeted, the carpet is of firm, dense construction and easy for a wheelchair user to roll over without difficulty. Thresholds are bevelled to accommodate different floor materials. Checklist Parking Areas Accessible parking spaces are clearly marked with the International Symbol of Accessibility. In accessible underground parking areas, a call bell or two-way communication system is located near parking spaces reserved for persons who may require assistance. There is a safe, clearly marked, accessible pedestrian route from the designated parking area to an accessible building entrance or elevator lobby. Accessible pedestrian route is made of firm, level material. 5 Checklist Public Washrooms Yes No Yes No An accessible stall is provided for each gender when integrated into regular washrooms or an accessible stand-alone unisex washroom is located nearby. The following washroom features are accessible to people with a wide range of disabilities: Grab bars Coat hooks Flush controls Wash basins Toilet paper dispenser Call button for emergencies Mounted automatic hand-dryers or paper towel holders Lever-handled faucets or automatic faucet Checklist Signage and Information Systems Show the International Symbol of Accessibility. Display universal hearing disability symbols where equipment is available, e.g. TTY. Include Braille information. Include appropriate pictograms, wherever possible (e.g. on washroom doors.) Include large high contrast text, clear, light-coloured lettering or symbols on a dark background, or dark characters on a light background. Are mounted at a convenient height for both wheelchair users and people with vision disabilities. 6 Checklist Wall Finishes Yes No Walls in busy areas, corridors, ramps or staircases are finished in smooth, non-glossy, non-abrasive finishes. Colour of doors or door frames in hallways contrast with surrounding wall colours. Fire exit doors are consistently coloured throughout the building, so that they are easily distinguishable from other doors. Fire hose cabinets and fire extinguishers are in a highly contrasting colour. Wall mirrors are limited in size, to prevent visual confusion. Mirrors that cover a wall (e.g. in a restaurant) are clearly marked for people with low vision Source: Accessibility Directorate of Ontario, Ministry of Community and Social Services Making buildings and spaces accessible. © Queen's Printer for Ontario, 2008 7 Tools for Taking Action: Barriers to Success Planning an Accessible Meeting When you are planning a meeting or event, you want to make sure that everyone can participate, including people with disabilities. By planning ahead, you can build accessibility into every aspect of the meeting. The two main areas you need to consider when planning an accessible meeting or event are: Physical access to the meeting space. Access to the meeting contents and proceedings. Here are some general things to keep in mind: Make sure that a member of your staff is responsible for making the event accessible. Be prepared to respond to accommodation requests in the same manner that you respond to other requests and questions about the event. Make sure that the invitation or notice of meeting includes information about the accessibility of the event. Planning for a longer event, such as a conference that will take place over several days, takes more organizing. You'll want to find out ahead of time what resources are available locally, such as: o Sign language interpreters o Accessible transportation o Emergency veterinarians (for service animals) o Wheelchair repair services Before you confirm the date of the event, find out if other disability-related events are taking place in the area at the same time. This may have an impact on your event and the availability of service providers. As soon as you have confirmed the date of the event, book and schedule sign language interpreters and/or real time captioners. 1 If the event's participants are responsible for their own meal arrangements, find out what local restaurants are accessible. Look into the availability of installed or portable FM Listening Systems in meeting facilities for people who have a hearing loss. (An FM system consists of a transmitter used by the speaker and a receiver used by the listener.) Find out if telephones with auditory adjustments for people who have a hearing loss are available. Check to determine whether there are visual fire alarms. If not, ask about the facility's evacuation plan or create your own. Find out if TTY is available and make sure your staff knows how to use it. (A TTY is a device that is used by persons who are Deaf or hard of hearing to communicate by telephone.) Make sure there is at least one telephone that can be used by a person who is seated (for example, someone who uses a wheelchair.) If you are promoting the conference by means of a website, make sure the site is accessible for people who use assistive technologies (such as screen reading software). Check to see if the customer service areas (i.e., counters, display tables, etc.) are low enough so that people who use wheelchairs or scooters can see over. Make sure that any additional signs specific to the event are designed using large print. Find a suitable area where service animals can relieve themselves. Provide water bowls for service animals. For more detailed guidelines on planning an accessible meeting, use the Checklist for Planning an Accessible Meeting [link] in the Tools for Taking Action section of this chapter. Source: Accessibility Directorate of Ontario, Ministry of Community and Social Services. Planning an accessible meeting. © Queen's Printer for Ontario, 2008 2 Tools for Taking Action: Barriers to Success Checklist for an Accessible Meeting CHOOSING THE LOCATION Did you do a site visit before booking a location? (You'll want to check the location's accessible features for yourself.) Is any renovation or construction work scheduled during the time of your event? (This may affect accessibility.) Are staff members at the facility trained in providing accessible customer service? EXTERIOR ACCESS Signage Are the signs for the street address or building name: o Clearly visible from the street? o Well lit at night (for evening events)? Parking Are there a reasonable number of accessible parking spots available for the estimated number of attendees with disabilities? If not, can you arrange for more designated parking spaces close to the building during the event? Is there accessible metered parking or public parking lots with accessible spaces close by? Are designated parking spots for people with disabilities on a firm, slip-resistant surface and located close to the entrance of the building? Is there a curb cut or level access from the parking area to the main entrance? Are parking areas clear of snow and ice? 1 Sidewalks/Path of Travel Is there a barrier-free path of travel from the parking lot or drop off area to the meeting entrance? Stairs, sudden changes in level, slippery or unstable ground can impede accessibility. Are walkways clear of snow and ice? Are ramps gradual in slope and have handrails on both sides? For safety reasons, are sidewalks separate from roads and driveways? Accessible Transit Can attendees get to the event using accessible transit? Is there are drop-off area in front to the building? Is the drop-off area protected (i.e. under an awning)? INTERIOR ACCESS Entrances and lobbies Are entrances (especially the main entrance) wide enough for people using a wheelchair or scooter? If the main entrance is not accessible, is there a sign clearly visible at the front of the building indicating the location of an accessible entrance? Are entrances well lit? Are they away from isolated areas? Is entry only through locked doors with buzzers or bells that must be pushed? Are door handles easy to open? Ideally doors should have lever handles and be equipped with an automatic door opened. Having to turn a door knob can be difficult for people with physical disabilities, such as arthritis. Are there signs in the lobby that clearly indicate where in the building the meeting is being held? Are signs large enough and clear enough so that people with low vision can read them? 2 Are signs mounted at a comfortable height so that people who use wheelchairs can read them? Can you arrange for staff or volunteers to be at entrances and throughout the facility to help people with disabilities to the meeting room? Elevators Are elevators located close to the meeting room? Are the elevators large enough to accommodate people who use wheelchairs and scooters? Are there enough elevators to safely and conveniently transport the number of attendees who use mobility devices? Do elevators have Braille buttons and raised numerals for people who are blind or have low vision? Are the elevator controls mounted at a comfortable height for a person using a wheelchair or scooter? Does the elevator have an auditory signal to alert people who are blind or have low vision? Does the elevator have a visual cue system in each elevator lobby to alert people who are deaf or hard of hearing? Accessible washrooms Do washroom doors have a raised (tactile) male or female sign or Braille lettering? Are washroom doors equipped with an automatic or push button door opener? Are washrooms large enough to accommodate people who use scooters and power wheelchairs? Do washrooms have at least one accessible stall? Is there at least one accessible unisex washroom on the same floor as the event? Remember: A minimum of a five-foot turning radius is needed for wheelchair users to maneuver without restriction. Can someone using a wheelchair or a scooter reach the faucets and turn the water on using one hand? Are washroom accessories and dispensers also within easy reach of a person using a wheelchair or scooter? 3 Are the accessible washrooms located near the meeting rooms? Hallways and corridors Are major hallways and all essential doorways throughout the facility wide enough to accommodate people using wheelchairs and scooters? Are the interior doors easy to open with one hand without having to twist the wrist? Do floor coverings (such as low pile carpeting, hardwood flooring or tile) allow people using mobility aids (such as wheelchairs and scooters) to easily move through the facility? Meeting and conference rooms Is the meeting room located on the building entry floor? Is the meeting room large enough to provide circulation and seating for an adequate or anticipated number of participants who use wheelchairs, scooters, guide dogs or other mobility aids? Is accessible seating available throughout the meeting space? Are the reception/refreshment areas located in an area large enough to easily accommodate people who use wheelchairs, scooters, guide dogs or other mobility aids? Are the stages and speaking areas, including lectern or podium, accessible to people using wheelchairs and scooters? Is there a well-lit space for the sign language interpreters? Are there any background noises (ventilation systems, noise from adjacent rooms etc.) which may be distracting? If the meeting room has windows, are there drapes or blinds that can be used to reduce light or glare? Are cables, wires and microphones are well secured and away from aisles and other traffic areas? Have you reminded guest speakers and exhibitors to provide printed handout materials in alternative formats, should they be requested ahead of time? 4 Refreshment and dietary arrangements Are you giving participants an opportunity to indicate any dietary needs ahead of time (i.e. when registering for the event)? Where beverages are being served, are bendable straws and lightweight cups available within easy reach of people using wheelchairs or scooters? Are sugar-free beverages, juices and water available for people with dietary concerns such as diabetes? If food is provided buffet style, will someone be on hand to help serve people who have visual and physical disabilities? If pastries and cookies are on the menu, will you also have fresh fruits and vegetables available for people with dietary concerns? Invitations and promotional materials Do your invitations and promotional material about your accessible event include the International Symbol of Accessibility and other accessibility symbols? Are you providing invitations and event information in alternate formats for people or organizations that require or request them (i.e. Braille, on audiotape, via e-mail, in large print, on computer disk)? Do the invitation and promotional materials include a note that lets participants request any additional requirements they may have? Accessible communications Making sure information is accessible involves more than just providing alternate formats to print. You'll have to consider how you will make oral presentations available to people who are Deaf or hard of hearing. Have you arranged for a sign language interpreter and/or real-time captioner to be present? On your print materials, have you included information that your materials are available in alternative formats and in French, as well as information on how to obtain them? Have you calculated the quantities of multiple format documents you will need according to the anticipated audience? For example, if your audience is geared towards seniors, you may want to produce a greater number of printed materials in large print. 5 Here is a guide to help you figure out quantities for a general public event, such as a trade show or exhibit: One English and one French Braille copy for display Two English Braille copies and one French Braille copy for distribution One English and one French large print copy for display Five large print copies of English and three large print copies of French for distribution One English and one French audio cassette for display with large print/Braille labels. Consider CD ROM format in addition to tape. Five English and two French audio cassettes for distribution with large print/Braille labels. Consider CD ROM format in addition to tape. One English and one French computer disk for display with large print/Braille labels. Consider CD ROM format in addition to disk. Five English and two French computer disks for distribution with large print/Braille labels. Consider CD ROM format in addition to disk. For small sized promotional materials such as a bookmark, copies are available in English and French with Braille overlay indicating the name of the document and contact information. For an anticipated audience size of 500 attendees, 200 English and 50 French copies. You’ll find more information about planning an accessible meeting [link] in the Tools for Taking Action section of this chapter. Source: Accessibility Directorate of Ontario, Ministry of Community and Social Services Planning an accessible meeting: a checklist. © Queen's Printer for Ontario, 2008 6 Tools for Taking Action: Barriers To Success Making Information Accessible Good customer service depends on effective communications. The audience you are trying to reach is becoming more diverse every day, with different needs and different expectations. When your information is available in multiple formats, people from all backgrounds will be able to access it quickly and easily. More importantly, your message will be clearly communicated to a much wider target market – people who appreciate and respect accessibility. Producing information in multiple formats gives you a valuable competitive advantage – and that makes good business sense! What are multiple formats? Multiple formats are other ways of publishing information besides regular print. Some of these formats can be used by everyone, while others are designed to address the specific needs of a user. Why should we provide information in other formats? Some people cannot read because of a disability. This can include people who: are blind or have low vision have an intellectual or other cognitive disability cannot hold publications or turn pages because of a physical disability have difficulties accessing information on the Internet, or have difficulties watching or hearing video presentations. Using multiple formats ensures that everyone can access your information. Examples of multiple formats: Large Print This format helps people who have low vision. Large print materials should be prepared with a font (print) size that is 16 to 20 points or larger. 1 Screen Readers This software converts text that is displayed on a computer monitor to Braille or to voice (using a speech-synthesizer). Braille This is an alternative format for people who are blind or deaf/blind. Braille is a tactile system of raised dots representing letters or a combination of letters of the alphabet. Braille is produced using Braille transcription software. Audio Format This is an alternative format for people who are unable to read print, due to a vision, intellectual or developmental, or learning disability. Captioning Captioning translates the audio portion of a video presentation using subtitles or captions. The captions usually appear on the bottom of the screen. Captioning may be closed or open. Closed captions can only be seen on a television screen that has a device called a closed caption decoder. Open captions are "burned on" a video and appear whenever the video is shown. Captioning makes television programs, films and other visual media with sound accessible to people who are deaf or hard of hearing. Windowing Windowing lets people who are deaf follow a video presentation or broadcast by using an interpreter who explains, using sign language, what other people are hearing during the presentation or broadcast. The interpreter appears in a corner or "window" in the screen, translating spoken word to sign language. Windowing may include open or closed captioning. 2 Descriptive Video Service (DVS) DVS provides descriptive narration of key visual elements — such as: the action, characters, locations, costumes and sets — without interfering with dialogue or sound effects. This makes television programs, films, home videos and other visual media accessible for people with vision disabilities. Accessible Websites Providing easy access to information through accessible websites benefits everyone, including: people with disabilities seniors consumers living in areas that do not have access to high-speed Internet people who have difficulty reading and writing, and people whose first language is not English. An accessible website is designed, developed and edited so that all users have equal access to the information and functionality of the site. For example, accessible websites would provide: alternative text for graphics, PDF files in HTML format, text sizes and styles that can be easily changed by the user etc. Assistive Technologies People with disabilities may use one or more of the following assistive technologies in communicating with others or in accessing information: speech input and synthesized speech output screen readers, screen magnifiers, screen projectors audio recorded information text telephones adjustable signal level and tone on audio devices volume control hands-free data entry and response selection intelligent word prediction software alternative pointing devices, such as mouth sticks keyboard controllers book holders and page turners touchscreens, and standardized icons. 3 Telecommunications/Teletypewriter (TTY) Although many people who are Deaf or hard of hearing use wireless or handheld communications devices to send and receive text messages, TTY (teletypewriter) is still widely used. Bell Canada Relay Service lets TTY users and hearing people talk to one another by phone with the help of specially-trained operators. Here is how it works: The TTY user dictates the conversation to the operator. The operator relays the conversation to the TTY phone. The TTY conversation is then relayed to the regular phone user. This service is confidential and the only cost is any long-distance charges that would regularly apply. Local calls are free. Source: Accessibility Directorate of Ontario, Ministry of Community and Social Services. Making Information Accessible. © Queen's Printer for Ontario, 2008 4 Tools for Taking Action: Barriers to Success Clear Print Accessibility Guidelines Readability shouldn’t be an afterthought when producing materials. It should be the first step in making your merchandise, service, location or information accessible to everyone. Keep these clear print guidelines in mind as you design your products and you’ll reach a wider audience: 1. Contrast: Use high contrast colours for text and background. Good examples of high contrast colours are: black or dark blue text on a white or yellow background White or yellow text on a black or dark blue background. 2. Type Colour: Printed material is most readable in black and white. If using coloured text, restrict it to titles, headlines or highlighted material. 3. Point Size: Bigger is better. Keep your text large, preferably between 12 and 18 points, depending on the font (point size varies between fonts). Consider your audience when choosing point size. Leading 4. Leading: Leading is the space between lines of text and should be at least 25 to 30 per cent of the point size. This lets readers move more easily from one line of text to the next. Heavier typefaces will require slightly more leading. 5. Font Family & Font Style: Avoid complicated or decorative fonts. Choose standard fonts with easily-recognizable upper and lower-case characters. Arial and Verdana are good choices. 6. Font Heaviness: Opt for fonts with medium heaviness and avoid light type with thin strokes. When emphasizing a word or passage, use a bold or heavy font. Italics or upper-case letters are not recommended. 7. Letter S p a c i n g : Don’t crowd your text: keep a wide space between letters. 1 Choose a monospaced font rather than one that is proportionally spaced. 8. Margins and Columns: Separate text into columns to make it easier to read, as this requires less eye movement and less peripheral vision. Use wide binding margins or spiral bindings if possible. Flat pages work best for vision aids such as magnifiers. 9. Paper Finish: Use a matte or non-glassy finish to cut down on glare. Reduce distractions by not using watermarks or complicated background designs. 10. Clean Design and Simplicity: Use distinctive colours, sizes and shapes on the covers of materials to make them easier to tell apart. Source: CNIB. Clear Print Accessibility Guidelines. 2006. 2 Changing the Corporate Culture Accessibility isn't only a disability issue, and accessibility doesn't just happen. The culture of an accessible organization promotes an open environment that encourages, invites, and recognizes creativity and innovation. Accessible organizations are ones in which opportunity is available for all those who want to participate and add value to the organization.1 To achieve the full potential of your business, you have to plan for success. Creating a corporate culture that attracts and retains top-quality employees and maximizes their talent is a critical success factor in today‟s competitive marketplace. A strong business case [link to business case chapter] can be made for the benefits of including people with disabilities in your workforce. However, to take advantage of their unique and innovative abilities, you need a flexible and inclusive corporate culture that respects the contributions of all employees. Corporate culture has a tremendous influence on the workplace experiences of people with disabilities. In a welcoming and supportive culture, people with disabilities make meaningful contributions to the success of the company and are recognized as valued employees. But the persistently low employment rate for people with disabilities in Canada indicates that businesses still have work to do in developing inclusive and equitable working environments. Many companies continue to maintain corporate cultures that create attitudinal, organizational and physical barriers for both employees and job applicants with disabilities. While these barriers may be unintentional, they are quite real and make it difficult for people with disabilities to find work and build their careers. Business Benefits of an Inclusive Culture Creating a corporate culture that accommodates people with disabilities is a positive step for your company. The values that allow people with disabilities to integrate successfully into the workplace – respect, fairness, co-operation and inclusion, to name 1 a few – have long been associated with high-performance companies. In fact, 75% of Fortune 500 companies encourage diversity and inclusiveness in their workplaces. 2 A growing body of research indicates that an inclusive corporate culture reduces costs, increases productivity and efficiency, improves health and safety and boosts employee morale. Smart businesses know that these advantages translate into higher profits, improved customer relations and a healthier bottom line. Characteristics of an Inclusive Business Businesses with fair, inclusive and supportive work cultures share specific characteristics, including: Flexibility and openness to new approaches. Positive corporate values, beliefs and attitudes that are understood and shared by their employees. Commitment to processes of continuous learning and improvement. Respect for the individual strengths, needs and contributions of their employees. Commitment to employee participation in the development of organizational goals. Higher willingness to take risks. These characteristics are the foundation of a respectful and just working environment, where all employees can thrive, achieve and add value to your business. Inflexible and bureaucratic corporate cultures put people with disabilities at a disadvantage. When companies prioritize standardized procedures over the needs of individual employees, managers and co-workers may resist accommodating people with disabilities. They may see accommodations as unjustified, unfair or special treatment – attitudes that limit the potential of employees with disabilities. People with disabilities integrate more effectively into businesses that emphasize co-operation, flexibility and shared responsibility for success. When employers show a genuine interest in their employees and help them work effectively by accommodating their needs, providing accommodations for employees with disabilities does not disrupt workplace norms. Instead, it is seen as a best practice that benefits everyone. 2 Like all employees, people with disabilities succeed in a corporate culture where their contributions are valued, their strengths are developed through training and mentoring and there are positive expectations about what they can achieve, including equal access to career opportunities. Managing the Change Initiative A serious—and sustainable—inclusion and diversity strategy is rooted in the company’s vision, brand and business goals. “Everything we do supports Cisco‟s strategy,” says Marilyn Nagel, Chief Diversity Officer at Cisco… “If inclusion and diversity is just an initiative or a program, then you always have to get people on board to support it and you always have to look at change management tactics… We want it to be part of the fabric of the company, not something separate.”3 Change can’t happen in a vacuum. For corporate change to be successful, it must become part of your business DNA. If you want a more inclusive corporate culture, the principles of inclusion should be embedded in your business policies, management systems, employment practices and workplace relationships. They should be reflected in the daily activities and routines of your business. Most importantly, they should be embraced and supported by your leadership team. Whether you are a small business owner or a leader in a large company, your commitment to removing employment barriers and creating opportunities for people with disabilities must be clearly visible to your employees and to people applying for jobs in your company. Make Change a Strategic Goal One of the first and most important steps in the change process is to tie the initiative to your strategic business goals. There are several key advantages to this approach: 3 It demonstrates leadership support for a more inclusive and accommodating corporate culture, making the issue more credible to employees. It prioritizes inclusive practices at every level of business, including strategic planning, decision-making and budget allocations. It increases accountability by making managers and supervisors responsible for showing progress towards the goal. A Business Plan for Change Start by clearly defining your business goal. Think about the outcome you‟d like to achieve. What must be changed to make your business more inclusive and supportive for people with disabilities? What are your priorities? What obstacles do you have to overcome? Develop strategies to help you reach your goal. Be flexible and creative – look for new ways to get things done. Allocate the appropriate staff, time and budget to implement the changes. Set performance objectives that include hiring and/or promoting someone with a disability in your company. Set challenging but realistic targets – What changes can you make immediately? What can you accomplish in six months, a year, three years, five years? Engage your leadership team. Decide who will be responsible for implementing the changes and involve them in the business planning process – this will help encourage buy-in and support from senior staff members. Find a „champion‟ to help lead the change process. Communicate the changes to your employees. Ensure that everyone understands your goal and the outcomes you expect. Explain why you are moving the business in this new direction and how it will benefit them personally and in their work. Knowing „what‟s in it for me‟ is a key motivator for change. Build grassroots support. Encourage your employees to take ownership of the changes. Consult them and ask for their input and feedback. If they can‟t be part of the larger planning process, invite them to participate in decisions that affect their department, team or work unit. Find employees who are already modeling the behaviour you want (co-operation, tolerance, team support etc) and make them „champions‟ of the initiative, too. 4 Develop financial strategies to support a more inclusive corporate culture. Most accommodations for people with disabilities have little or no cost. But you may want to create a centralized fund that can be used for disability awareness training, conducting a barrier or accessibility audit, making physical changes to your workplace or communicating your new initiatives to your employees. Measure your progress. How will you know that you‟ve reached your targets? Make everyone accountable for the success or failure of the change initiative. Celebrate successes with staff and management. Plan for small wins to build enthusiasm and support for the changes. Let everyone know when you‟ve achieved your targets. When you hit an obstacle, study the problem areas and make adjustments to improve the change process. Overcoming Resistance to Change People are naturally resistant to change. Change disrupts routines, creates uncertainty and is stressful for employees. Some workplaces cycle through change initiatives regularly and employees have learned to passively resist – “if we wait long enough, this, too, will go away.” To help your employees accept and embrace a more inclusive working environment, there are steps you can take to pave the way for change. Show Strong Leadership Change initiatives rarely succeed without strong leaders. In your leadership TAKE ACTION TIP Leading the Way Pam Elliott and Cheryl O’Hara attribute the rapid growth of their day care business to a strong focus on inclusion and acceptance in a family-centred atmosphere. They have several caregivers with disabilities working at Little Rascals, their bustling day care centre in Belleville, Ontario. Pam and Cheryl feel that their strong leadership has helped their caregivers with disabilities integrate successfully into the day care centre. “We were very positive about bringing people with disabilities on board and that helped our other staff feel positive about it too. Everyone co-operated to make it work,” reveals Pam. “When we noticed parents avoiding our deaf caregivers and choosing to speak to hearing caregivers instead, we took action right away. We were quite firm about telling parents that our deaf caregivers are looking after your children and they can understand you. You have to speak with them or put your questions in writing for them. Now we don‟t have any of those issues at all.” Read more about the Little Rascals Success Story. [link] role, you set the direction for your company. Your employees see you as a powerful role model and 5 your actions reinforce acceptable and unacceptable behaviours. It is important for your employees to know that you are committed to making your workplace more welcoming and supportive for people with disabilities. It may also be helpful to set up a structure to support the change process. In larger organizations, this can take the form of diversity committees, a disability caucus or leadership groups. You could also establish lunch and learn sessions, where employees with disabilities could meet to develop a support network and/or share their experiences with other employees. In smaller companies, it may involve meetings with staff to discuss changes and expectations or setting targets for supervisors. Keep in mind that these initiatives must be undertaken with confidentiality and privacy issues in mind. Communicate Your Vision Employees are more willing to accept corporate changes if they know what is going to happen and why. Present change in a positive framework – focus on the employee benefits, business opportunities and competitive advantages of a more inclusive culture. Create a vision of a company that your employees can be proud of and they will be more motivated to support the changes you are proposing. Involve Supervisors The attitudes of supervisors and co-workers can have a profound effect on the self esteem, work performance and job satisfaction of employees with disabilities. Even in businesses with a strong commitment to inclusive policies, negative attitudes in the workplace are often the greatest barriers to integration and career advancement for people with disabilities. Supervisors and front-line managers are in an excellent position to help gain the support of their staff for a more inclusive culture. Employees value information that comes from their supervisors because it has a more immediate impact on their jobs and work environment. Providing disability awareness training, creating opportunities for supervisors and employees to discuss their concerns and holding supervisors accountable for fostering a supportive atmosphere among their team members are important steps in overcoming resistance to hiring people with disabilities. 6 Develop Inclusive Policies and Procedures The culture of a corporation depends on a common set of shared beliefs and values. For the values of fairness, inclusion and accommodation to become part of your corporate culture, they must be incorporated into your policies and procedures. Many of the barriers that confront people with disabilities originate in policies and procedures that make jobs and workplaces inaccessible to them. Start by reviewing your existing policies and procedures to identify and remove employment barriers. You‟ll find more information about developing inclusive policies and procedures in the section on Putting HR Best Practices to Work. [link] Encourage Exposure to People with Disabilities Research suggests that greater contact with people with disabilities helps to reduce negative stereotypes and fears.4 By working with people with disabilities, employees develop a greater understanding of their capabilities and learn to view them as productive members of the team. Creating opportunities for people with disabilities to work in your business through job shadowing, internships, apprenticeships and other short-term contracts can be an important first step in countering negative myths and stereotypes. Hire People Who Share Your Values Hire and promote people who share the values you are trying to incorporate into your business. Building an inclusive business is not just about hiring people with disabilities – it’s about instilling and sustaining supportive attitudes and behaviours in all of your employees. Look for leaders and employees who are open-minded and flexible, value individual differences and are responsive to their teams and co-workers. Mark Wafer employs many people with disabilities in his Tim Horton‟s franchises and only hires employees who share his commitment to an inclusive culture. “We explain to new hires that they will be working side-by-side with employees with intellectual disabilities. If they react negatively to this, the hiring process ends. We treat all 7 employees equally, regardless of their ability, and we don‟t hire anyone who doesn‟t „buy into‟ our program.” Create an Environment of Trust People are often reluctant to disclose a disability for fear that it might negatively affect their careers and work relationships. Creating a working environment where people are confident that their privacy will be protected and that their accommodation needs will be respected is one of the keys to an inclusive culture. Start by adopting a positive attitude towards accommodation. Treat accommodation as a normal process that improves workplace productivity and helps to retain valued employees. Encourage supervisors to routinely ask all employees, not just those with disabilities, if they have the resources and support they need to perform at their best. Create opportunities for people to ask for accommodation during the hiring process and performance reviews. Monitor workplace interactions to ensure that employees who have disclosed a disability are not isolated by their co-workers or overlooked for promotions. Make People Accountable It is important to establish accountability for developing more inclusive practices in your workplace. There should be a clear line of responsibility that extends from your business leaders to your employees. Accountability reinforces commitment and ensures progress towards goals. Changes in attitudes can be difficult to measure. Look for subtle changes that indicate growing acceptance and flexibility, such as a reduction in conflicts or grievances, more co-operation among team members and employees willingly supporting accommodations for co-workers. Performance management systems can also help you reward and reinforce appropriate behaviour through constructive feedback and progressive discipline. You‟ll find more information about performance management in the chapter on Putting HR Best Practices to Work. [link] Training and Education Training and education is a valuable tool that promotes job satisfaction and employee loyalty. It is also very effective in helping to overcome stereotypes and misconceptions 8 about people with disabilities in the workplace. There are many support service providers and disability-related organizations that will provide disability awareness training for your employees. Disability awareness training should emphasize the business benefits of a more inclusive working environment, as well as the legal requirements to promote accessibility in Ontario. People with disabilities frequently report that they do not have access to training opportunities that will help them develop their careers. You can overcome this barrier by: Providing a comprehensive orientation program to help employees integrate into their new jobs and workplace. Offering job coaching, mentoring or a buddy system to help employees gain skills, develop their strengths and establish a supportive workplace network. Ensuring that employees are notified of all relevant training opportunities and have the accommodations they need to participate effectively. Encourage Disability Rehabilitation Create an environment that supports and encourages employees to return to work after a disability-related absence. Focus on the abilities of your employees, not their limitations. Be receptive to new approaches and accommodation strategies that will help them return to productive work. You‟ll find more information in the section on Planning a Successful Return to Work. [link] Small Steps Make a Difference Change initiatives that are overly ambitious are usually doomed to failure. Making small, consistent changes is often more manageable for both employees and business leaders. Accept that you have to start somewhere and recognize even the smallest level of improvement as a step in the right direction. Focus on the journey, as well as the destination and make a point of celebrating the wins as they come along. Before you know it, you will have transformed your business and be reaping the benefits of a more responsive, supportive and innovative corporate culture. 9 References 1. Baker MQ and Rivera I Jr. Redefining accessibility (organizations should become inclusive entities that value diversity). Association Management. 1999; 51(8): 57-60. 2. Ryan J, Hawdon J, Branick A. The Political Economy of Diversity: Diversity Programs in Fortune 500 Companies. Sociological Research Online. 2002; 7(1). 3. Sylvyia Ann Hewlett Associates. Creating a Sustainable Inclusion and Diversity Strategy: Build on Your Company’s Goals and Strengths. 2009 4. Shur L, Kruse D, Blasi J, Blanck P. Is Disability Disabling in All Workplaces? Workplace Disparities and Corporate Culture. Industrial Relations. 2009; 48(3): 381410. 10 Tools for Taking Action: Changing the Corporate Culture Union’s Role in Raising Disability Awareness Unions are in a strong position to help create and support a corporate culture of inclusiveness, where accommodations are an accepted part of the workplace environment. Unions can take a leadership role in disability awareness by: Working actively with the employer to identify and remove employment barriers and to develop policies and procedures that prevent discrimination. Creating a collective agreement that supports accommodation. Identifying bargaining issues that may benefit people with disabilities. Raising issues for employees who have not been supported in the selection or promotion process. Helping to create a welcoming, respectful orientation program and working environment for new employees with disabilities. Supporting training to educate union representatives and employees about disability awareness and accommodation issues. Communicating information about union meetings, negotiations, grievances, labourmanagement issues and other relevant activities in ways that are accessible to employees with disabilities. This includes holding meetings in accessible locations and providing information in multiple formats. Co-operating when the employer tries to recruit and hire people with disabilities. Supporting volunteer or subsidized placements for people with disabilities, to help them build skills and gain work experience. Disability Etiquette Language is a powerful tool. It shapes attitudes, influences behaviour and changes perceptions. Over the years, the words that we use to talk about disability have changed. In the past, the language of disability was negative and the labels we applied were demeaning and discriminatory. Unfortunately, some of these negative terms still linger in our society today. However, there is a growing trend towards more inclusive language – language that is positive, respectful and accepting. Language that reflects the equality and dignity of people with disabilities. One of the most significant cultural changes is the emphasis on putting people first in our terminology and in our actions. It used to be common to refer to people by their disability: the deaf carpenter or the disabled teacher. It was equally common to group all people with disabilities together: the blind, the deaf, the mentally ill. But inclusive language recognizes that people with disabilities are individuals. They are people first. Their disability does not define who they are or what they can achieve. Today, we talk about the carpenter who is deaf or the teacher with a disability. And we avoid terms that divide people into groups of „we‟ and „they.‟ Your choice of language and the way that you interact with others is an important part of an inclusive workplace. Using disability etiquette and understanding how to communicate effectively will help you create a positive working environment, where people with disabilities feel welcome and accepted. Changing the Language of Disability Whether you meet them socially or at work, people with disabilities want the same thing as you do – to be treated with equality, respect and courtesy. But, if you haven‟t spent time with people who use wheelchairs, are deaf, blind, or difficult to understand, you may feel uncomfortable interacting with them. You may be concerned that you will do something wrong – ask an insensitive question, say something patronizing or unintentionally offend. The natural reaction is to avoid situations that make you uncomfortable. But saying or doing nothing only compounds the problem, making people with disabilities feel excluded and unwelcome. 1 There are three simple rules to remember when interacting with people with disabilities: 1. Be yourself – relax and communicate just as you would normally. 2. If you‟re not sure how to act – just ask. The person with the disability will tell you how he or she prefers to communicate and what he or she needs from you. 3. Be courteous and respect the person‟s dignity. When you meet someone with a disability: Ask before you help; do not assume that someone with a disability needs your assistance. Speak directly to someone with a disability and respect his/her opinion. Do not make assumptions about how someone with a disability would respond or behave. Be sensitive about physical contact. People with disabilities often rely on their arms for balance or to communicate. Touching or grabbing them could knock them off balance or interfere with their interactions. Be respectful of adaptive equipment, such as wheelchairs or scooters. These devices are part of the person‟s personal space and should not be touched without permission. Be discreet about what you say or share about someone with a disability. Respect his/her privacy. Be patient; a person with a disability may take longer to respond or make a decision. Don‟t be afraid to use common expressions, like „see you later‟ or „I hear what you‟re saying.‟ People with disabilities understand that these are figures of speech and are not intended to be offensive. Avoid trendy language, like „physically challenged‟ or „differently-abled.‟ People with disabilities prefer terms that address the realities of their lives with clarity and precision. 2 The Power of Positive Language Using terms that respect the dignity and individuality of people with disabilities helps to promote a positive and accessible workplace culture. Affirmative Language Negative Language Person with a disability Disabled person, handicapped person or person who is physically challenged Person with a mental health disability Mentally retarded person, mentally defective Wheelchair user Wheelchair confined or bound Person who is blind/Person who is visually impaired The blind Hard of hearing or deaf The hearing impaired, suffers a hearing loss Person with a learning disability Person who is slow Unable to speak Mute/dumb Person with a developmental disability Mentally defective person Accessible parking/washrooms or other facilities Handicapped parking/washrooms or other facilities Etiquette Tips for Specific Disabilties These guidelines are quite general but will help you to understand how to interact more naturally with employees and job candidates with disabilities. Keep in mind that people with disabilities are unique individuals, with personal preferences about the types of communication that work best for them. You‟ll find information about etiquette for interviewing people with disabilities [link] in the Tools for Taking Action section of this chapter. 3 Communication Disabilities: If you have trouble understanding what the person is saying, ask if another form of communication would be easier, such as writing or typing. Try to ask questions that require shorter answers. Do not pretend you understand someone if you don‟t. Ask him/her to repeat the statement, if necessary. Verify that you have understood correctly by repeating what you think the person has said. Concentrate on the content of what the person is saying. Give the person time to complete his/her thought/sentence – do not finish it for him/her. Hearing Disabilities: Get the person‟s attention before speaking. Tap the floor or desk or give the person a gentle tap on the shoulder. If you‟re farther away, wave your hand. Ask what form of communication the person prefers – sign language, reading lips, writing or gesturing. Maintain eye contact. Speak clearly, at a normal pace. If you do not understand the person, let him/her know. Keep your face free of obstructions when someone is reading lips. Address the person who is deaf, rather than the interpreter, if he/she has one. Rephrase sentences or words if you are not understood. Don‟t shout or over-enunciate – it distorts the face and lips, making speech reading more difficult. Your facial expressions should match your words. This helps to compensate when the person can‟t hear the tone of your voice. 4 Intellectual/Developmental Disabilities: Match the pace and complexity of your communication to him/hers. Break complicated ideas or instructions into manageable sections. Be specific when giving instructions. Be prepared to repeat what you‟ve said or to provide instructions in writing. Establish and maintain routines in the workplace. Allow time for the person to adjust to changes. Provide a quiet location to minimize distractions. Be patient and supportive. Take time to make sure the person understands you. Treat him/her age appropriately. Don‟t patronize or treat him/her like a child. Learning Disabilities: People with learning disabilities have specific limitations that make it difficult to receive, process and/or express information. Do not assume that the person has an intellectual disability. Most people with learning disabilities have average or above-average intelligence. Ask which method of instruction works best for the person – written, verbal or hands-on. Communicate clearly and directly. Be prepared to rephrase or repeat instructions, questions or answers. Offer concrete examples, whenever possible. Provide a quiet location to minimize distractions. Mental Health Disabilities: Mental health disabilities are often hidden, which means that you might not realize someone has a limitation. Nevertheless, people with mental health disabilities may have difficulties coping with everyday tasks. Maintain a calm and peaceful working environment. Minimize distractions. Do not create a stressful or high pressured situation. If a crisis develops, stay calm and do not over-react. Be reassuring and supportive. 5 Physical/Mobility Disabilities: Speak to a person in a wheelchair at eye level. Sit on a chair or crouch down to talk to him/her. Offer assistance when it is needed, such as opening doors, lifting objects, etc. Offer a clipboard as an aid to fill in papers or provide signatures. Do not touch or push a person‟s wheelchair or adaptive equipment without asking. Do not lean on the equipment. Do not pat the person on the head or shoulder – this is condescending. Allow extra time for the person to answer phones or doorbells. Vision Disabilities: Introduce yourself and others before you shake hands. Your voice alone may not identify you. Do not walk away when talking to a person who is blind. Tell the individual if you are leaving the room or area you are in. Offer assistance – avoid taking the person‟s arm if he/she is not expecting it. Allow the person to take your arm and control his/her own movements. Walk on the opposite side of the guide dog if he/she has one. Do not play with or distract a dog guide. Describe surroundings, such as obstacles, potential hazards or the presence of other people. Be specific when warning a person with a visual disability about a hazard. For example don‟t just say “watch out,” say “watch out, there‟s a car.” 6 Tools for Taking Action: Disability Etiquette Guidelines for Conducting Interviews The way we speak and act can have both positive and negative influences on the people around us. When you conduct interviews with people, it is important to maintain a courteous and respectful approach at all times. The following guidelines were developed to help ensure interviews with people with disabilities run smoothly and effectively for everyone involved. Always follow these three simple rules: 1. Be yourself – relax and communicate just as you would normally. 2. If you‟re not sure how to act – just ask. The person with the disability will tell you how he/she prefers to communicate and what he/she needs from you. 3. Be courteous and respect the person‟s dignity. More information about recruiting, interviewing and hiring people with disabilities [link] is available in the chapter: Putting Best HR Practices to Work. Setting up the Interview: Respond professionally to accommodation requests when setting up the interview. Conduct interviews at accessible locations. Be aware of accessible parking, washrooms, entrances, elevators and drinking fountains. Choose a location that can be reached via public transit. If the interview site is not accessible, offer to make alternative arrangements. Provide the applicant with detailed information about the travel path to the interview, including distance and obstacles, such as stairs or steep hills. Tell the applicant how long the interview will take; someone with a disability may need to schedule drop off and pick up transportation. Make sure all accommodation requests are addressed before the interview e.g. sign language interpreter, quiet room for testing, large print materials etc. 1 If the interview requires any form of testing, be sure to tell the applicant beforehand, as he/she may require tests to be taken in a different form. Etiquette for Reception: Greet and speak to the applicant, not to his/her interpreter or companion (if he/she has one). Know where accessible facilities are located – washrooms, drinking fountains, elevators. Offer alternatives if these are not available, e.g. private or employee washrooms. Be clear in your directions to interview rooms or offices. Provide any maps or guides in multiple formats. Ask if the person needs assistance. If the person has a vision disability, allow him/her to take your arm, so you can guide rather than lead him/her. Conducting the Interview Speak to the applicant as you would to anyone else. If the applicant would like you to speak louder or communicate in a different form, he/she will tell you. Do not treat the applicant like a child or as if he/she is less intelligent than other applicants. Offer to shake hands, even if the person has limited hand use or an artificial limb. Shaking with the left hand is also acceptable. If shaking hands isn‟t possible, touch the person gently on the arm or shoulder to acknowledge and welcome him/her. Make eye contact. If the applicant‟s disability is visible, focus on the applicant and not the disability. Everyone, including you, should feel comfortable during the interview, so behave as you would around any other applicant. Ask before you help. Do not assume an applicant with a disability needs assistance. People with disabilities know their own needs best and are usually quite comfortable asking for help when they need it. If you do not understand what the person is saying, as for clarification. Do not pretend to understand when you don‟t. Note: You may not ask the applicant to undergo a medical examination before you have made a conditional offer of employment. 2 Interview Etiquette for Specific Disabilties: These guidelines will help you become familiar with basic interview etiquette for each of the main types of disabilities. Keep in mind that every person with a disability is a unique individual, with a personal preference about the type of communication that works best for him/her. If you are uncertain about the best way to communicate, ask the applicant. Communication Disabilities If you have trouble understanding what the applicant is trying to say, ask if another form of communication, such as writing or typing, would be better. Don‟t rush the applicant. Give the person time to complete his/her thought or sentence. (Do not interrupt or try to speak for him/her.) Try to ask questions that require shorter answers. Do not pretend you understand someone if you don‟t. Ask him/her to repeat the statement, if necessary. Verify that you have understood correctly by repeating what you think the person has said. Concentrate on the content of what the person is saying. Hearing Disabilities Conduct the interview in a well-lit room, to help the applicant read lips or see an interpreter better. Reduce or eliminate background noise (fans, heating/ventilation systems) that may interfere with the applicant‟s ability to hear or concentrate. Ask what form of communication the applicant would prefer, such as sign language, reading lips, writing or gesturing. Don‟t shout. Work together with the applicant to find the best way to communicate Many people who are deaf or hard of hearing read lips. When speaking, maintain eye contact, keep your face clear of obstructions and enunciate your words clearly. Consider hiring a qualified sign language interpreter. This is the best way to ensure the entire conversation is understood by both you and the applicant. In Ontario, some interpreter services may be subsidized by Ontario 3 Interpreter Services (OIS), a service offered by the Canadian Hearing Society. More information about hiring an interpreter [link] is available in the Understanding Accommodation: Tools for Taking Action chapter in this guide. If a sign language interpreter is present during the interview, ask your questions and give responses to the applicant, not the interpreter If you are having trouble understanding what the applicant is saying, tell him/her. Don‟t be embarrassed to ask for clarification. If the applicant does not understand you, be prepared to repeat or rephrase questions. If there is more than one person on the interview panel, only one person should speak or ask questions at a time. Have speakers identify themselves by raising their hands. Intellectual/Developmental Disabilities Use simple language. Speak slowly when giving instructions or asking questions. Avoid „why,‟ „how,‟ and „if‟ questions. Make abstract concepts more concrete by providing examples. Adjust the pace and complexity of your communication to match the applicant‟s. When explaining complicated responsibilities of the job, try to break each task down into manageable sections. Be patient. Allow the applicant time to process the information you provide and the questions you ask. Phrase questions in a neutral way. People with developmental disabilities often say what they think you want to hear and may change their responses if they think you aren‟t pleased with their answers. To get the most accurate responses, try not to ask leading questions or questions that signal the answer you are looking for. Verify the applicant‟s responses by rephrasing the question or asking it in a different way. Keep the interview short and offer a break if the person seems to be losing concentration or focus. 4 Learning Disabilities People with learning disabilities have specific limitations that make it difficult to receive, process and/or express information. Treat the applicant the same way as you would others. Do not assume the applicant has below-average intelligence, as this is usually not the case. Using a combination of methods to communicate may be the most effective, including written, verbal or hands-on. The applicant may need to read an interview question, rather than have you ask it verbally. Be sure to communicate clearly and directly. Subtlety and inferences may be confusing for applicants with learning disabilities. Be prepared to rephrase or repeat instructions, questions or answers. Offer concrete examples, whenever possible. Provide a quiet interview and/or testing location to minimize distractions. Keep the interview short or offer a break if the person seems to be losing concentration or focus. Mental Health Disabilities Mental health disabilities are often hidden, which means that you might not realize someone has a mental health disability. Nevertheless, people with these disabilities benefit from support during an interview. People with mental health disabilities have varying personalities and ways of coping with their disability. If you are aware of the person‟s disability, do not base your expectations on stereotypes or assumptions. Be prepared to adjust your responses and reaction to questions or answers asked by the applicant during the interview. Create a calm, relaxed atmosphere to ensure a low-stress situation for the applicant. 5 Physical/Mobility Disabilities Speak to the applicant at eye level by sitting in a chair. Offer assistance when it is needed, such as opening doors, lifting objects, etc. Offer the applicant a clipboard so he/she can answer questionnaires or fill out an application. Do not touch the applicant‟s wheelchair without asking. It is considered to be a part of his/her personal space. Do not lean on the equipment. Be aware of objects or furniture that may cause accessibility issues before, during or after the interview. Vision disabilities Introduce yourself before you extend your hand or make physical contact. Give specific descriptions of any barriers in the room. For example, “There is a table 5 feet to your left.” Speak in the same way that you would to any other person; you do not have to worry you will offend a person who has a visual impairment if you use common phrases, such as „See you later.‟ If more there is more than one person conducting the interview, have each person say his/her name every time he/she speaks. Offer your arm if guidance is needed. People who are blind need their arms for balance, so do not grab their arms or try to guide them without asking if assistance is needed first. If the applicant has a dog guide, walk on the side opposite the dog. Do not try to play with the dog or distract it. Ensure any doors are fully opened or closed. Doors half open can be a serious safety hazard. Give the person a tour of the office or workspace so he/she can get oriented. Be descriptive, especially when explaining the different parts of the job and the physical space where the person will be working. Do not rely on hand gestures or assume that he/she knows what something would look like. 6 Putting Best HR Practices To Work Your employees are your most valuable resource. A talented, motivated, creative workforce drives business success and delivers a true competitive advantage. That‟s why hiring and retaining the right people is so important. Successful companies know that it makes good business sense to draw on the talents found in all segments of the population. If you want to hire the best people for your business, you can‟t afford to overlook the value and potential of qualified candidates with disabilities. Yet, traditional employment practices often create barriers that make it difficult for employers to recruit, hire and promote people with diverse backgrounds. Your HR policies and procedures may unintentionally exclude people with disabilities or prevent them from demonstrating their full capabilities. Take the time to review your employment practices. Are they open, fair and barrier-free? If not, you may be limiting the potential of your workforce – and your business. Just a few simple changes may be all it takes to help your company profit from the knowledge and skills of a more diverse workforce. TAKE ACTION TIP Employment Equity Act If you are an employer with over 100 employees, you may be governed by the Employment Equity Act. The Act encourages employers to remove barriers to employment for designated groups, including people with disabilities. You‟ll find practical tips and tools to help you meet your employment equity obligations on the Employment Equity Act website. For a complete list of online resources for this guide, visit the BTA website: www.businesstakesaction.ca Business Benefits of Inclusive HR Practices Modifying your employment practices to attract and support people with disabilities is good for business. Research shows that effective HR management improves employee satisfaction, increasing both productivity and 1 performance.1 When you implement policies that respect the value and dignity of your employees, your workforce will respond with loyalty, enthusiasm and dedication. “The best thing I ever did for my business was to start hiring people with disabilities. They are my best employees. They‟re dedicated and punctual and I can always count on them to come to work. My business has improved dramatically in the four years that I‟ve been employing people with disabilities. Productivity increased 30%, employee turnover has decreased and my store is now rated one of the top three in Ontario!” Ritchie Khan, owner, Canadian Tire Pit Stop, Hamilton Ontario. As you move towards more inclusive HR practices, don‟t limit your thinking. Be open to new ideas and new approaches. Removing barriers to employment requires innovation and creativity – and that‟s good for business, too! The solutions you develop to recruit and retain people with disabilities will improve your business in many ways. Fair, flexible employment practices bring out the best in all your employees. Here are a few business benefits that inclusive HR practices can deliver: Equitable policies create a positive work environment that motivates employees, reduces staff turnover and improves business performance. The accommodations you make for employees with disabilities may also improve the performance of other employees with personal or health issues. Hiring practices and performance reviews that focus on abilities, aptitude and potential will help you select the best candidates and retain experienced workers who develop disabilities during their careers. Supportive workplaces improve work-life balance for employees, reducing the risk of stress-related illnesses and injuries. 2 Giving people the independence to modify the way they perform their jobs makes better use of their unique talent and skills. Accommodating people with disabilities may streamline your workplace processes, making your business more efficient, effective and ergonomic. High standards of accessibility and accommodation improve customer service, increasing your market share and boosting your bottom line. Implementing HR best practices reduces the risk of human rights complaints. Removing employment barriers creates more opportunities for employees to achieve their full potential and make valuable contributions to your business. Balancing Employer and Employee Interests The key to creating a more inclusive workforce is keeping an open mind. Recognize that people with disabilities have the skills to do the job. They are capable, qualified, educated and committed. All they need is a chance to demonstrate their value. For you, as an employer, that means focusing on ability, not disability. Evaluate people on what they can do, not what you think they can‟t do. Put more value on characteristics and less on credentials. Acknowledge that there is more than one way to get a job done and that results matter more than processes. The best reason to hire or promote an employee is because he or she is the right person for the job. Taking a more inclusive approach to employment practices doesn‟t mean that you have to compromise quality or performance. The employees you hire must be qualified to meet the essential requirements of their jobs, with or without reasonable accommodation. Inclusive policies are meant to give people equal opportunities, not unfair advantages. Just keep in mind that the best employees may be those with the talent and motivation to do the job, not those with the most impressive resumes. Some people with disabilities may need accommodations to work productively but these adjustments are usually minor. In fact, a disability often has little or no effect an employee‟s ability to manage the essential functions of his or her job. Once you‟ve 3 made the necessary accommodations, employees with disabilities should be held to the same performance standards as everyone else on your workforce. But holding people to the same standards doesn‟t mean treating them the same. Open-minded employers understand that people achieve their goals and objectives in different ways – and welcome those differences as an opportunity for business innovation and improvement. Fair, flexible employment practices recognize the rights of both employers and employees. As you modify your HR policies and procedures, aim for a balanced approach that respects your needs, the needs of your business and the needs of your employees. Removing employment barriers is an on-going process that takes time, commitment and effort. But you‟ll find that the investment pays valuable dividends in long-term business success. Business Takes Action – Airvent Metal Products® Airvent Metal Products specializes in the mass fabrication of customized sheet metal product and has employed people with disabilities since 2006. What started as a commitment to corporate social responsibility has turned into a natural competitive manufacturing advantage. Airvent uses a Service Provider approved through the Ontario Disability Support Program to find job candidates with disabilities. The Service Provider pre-screens candidates with disabilities, matching skilled, qualified people with specific job requirements. They also provide a job coaching service that helps develop training to ensure that both Airvent and the employee have a successful work experience. At Airvent Metal Products, people with disabilities work in production and maintenance roles. They are involved in assembling components by spot welding and in fabrication processes, where they work with various metal working tools and machinery. According to Mohan Chohan, the company‟s Executive Director (Technical), the only accommodations his employees have required so far have been customized training and modifications to part handling logistics – all provided at no cost to the company. Mohan is very enthusiastic about the business advantages of hiring people with disabilities. “The time we spend training our employees has returned consistent 4 profitability to our company,” he explains. “A person who is motivated to work to their fullest potential every day, regardless of their ability or disability, is exactly what makes a manufacturer more productive and profitable. Over time, we‟ve also noticed higher levels of motivation and staff spirit among all our employees, primarily as a result of the positive example set by our employees with disabilities.” Getting Started Documenting and Evaluating HR Policies Depending on the size of your business, your HR policies and procedures may be detailed and well documented – or they may be informal and unwritten. Smaller employers are often too busy working in their business to spend time on administrative details, such as writing and maintaining an HR manual. But, even if you only have one employee, you should put your policies in writing. Policies establish important guidelines for your employees and document the expectations and processes of your business. Providing these guidelines in writing helps you to clearly and consistently communicate key messages to your employees. Clear, detailed written policies and procedures help you to: TAKE ACTION TIP Bona Fide Requirements Under certain circumstances, an HR policy or procedure that directly or indirectly discriminates against a certain person or group of people may be permitted. This is known as a bona fide occupational requirement. You‟ll find more information about identifying bona fide requirements [link] in the Understanding Accommodation section of this guide. Improve accountability Increase efficiency Prevent mistakes Settle disagreements Ensure consistency and quality in your daily operations Meet government requirements 5 As the provincial government moves towards making Ontario more accessible for people with disabilities, businesses of all sizes will be required to develop and implement accessibility policies and procedures. These documents don‟t have to be long or complicated – in fact, the best policies and procedures are short, simple and easy to understand. Take a common sense approach and start with the policies that have the greatest impact on your business. Reviewing Existing Policies and Procedures If you already have HR policies and procedures in place, this is a good time to review them to see if they include systemic employment barriers. Systemic barriers are often quite subtle and difficult to detect. Even though your policies and procedures were never intended to exclude a particular group of people, they may inadvertently limit opportunities for some existing or potential employees. A review of your HR policies and procedures benefits all employees. It ensures that your employment practices are fair and allows every employee to participate fully in your workplace. General guidelines for reviewing HR policies [link] are available in the Tools for Taking Action section of this chapter. You‟ll also find more information about employment barriers in the chapter on Barriers to Success [link]. TAKE ACTION TIP Suggested HR policies To address human rights issues in the workplace, it is recommended that businesses establish the following: An anti-discrimination or anti-harassment policy An accessible employment/ workplace accommodation policy A complaint resolution procedure On-going education programs These strategies should be established in consultation with the union or other workplace or organizational partners.2 Sample accommodation policies are provided in the Tools for Taking Action [link] section of this chapter and in the chapter on Planning a Successful Return to Work [link]. 6 Accessible Employment Policy Statement Developing an accessible employment policy is an important first step in establishing a more inclusive workplace. It integrates accessible employment into the core values of your company and strengthens your commitment to fair, equitable business practices. An accessible employment policy statement signals your willingness to go beyond good intentions and commits other people in your organization to supporting your objectives. By accepting responsibility for removing employment barriers, you are sending a strong, positive message to your potential and existing employees. You are also helping to create a working environment where people with disabilities can feel comfortable discussing their accommodation needs and confident that their accommodation requests will be dealt with effectively. Sample accommodation policies are provided in the Tools for Taking Action [link] section of this chapter and in the chapter on Planning a Successful Return to Work [link]. Not every section of these policies will be relevant to your business – modify the wording to suit your needs or use them as a starting point for discussion with your management team. The Canadian Human Rights Commission also provides guidelines and sample wording for developing a workplace accommodation policy. Visit the Business Takes Action website at www.businesstakesaction.ca to access a list of online resources for this guide. Take Action Tip: Accessible Employment Policy Statement Outline An accessible employment policy statement should include the following commitments: To identify, remove and prevent barriers that keep people with disabilities from participating fully in the programs, services and activities of your company. To develop inclusive employment practices, policies and procedures. To provide accommodations to people with disabilities throughout the recruitment, assessment, selection and hiring process. To provide individualized accommodations for employees with disabilities. 7 To respect the privacy of information related to the accommodation of potential and existing employees. To provide information in multiple formats and to provide other communications supports and services upon request. To provide disability awareness training to employees. Once you have established an accessible employment policy statement, share it with your employees. Use the statement as an opportunity to explain why inclusive policies are important. Talk about the many ways that equitable HR practices benefit all employees and increase business value. This is a good time to ask your employees for their ideas and suggestions. They know your workplace well and will be able to help you put your policy statement into action. Some people may be worried about possible changes in workplace routines, so take time to address their concerns. The more you involve your employees in the process of change, the more effective those changes will be. An accessible employment policy statement also provides a framework for developing more inclusive employment practices. Look closely at your existing policies and procedures. Even the most informal practices may include barriers that screen out people with disabilities or prevent them from achieving their full potential. Some employment barriers are obvious, while others are hidden and harder to identify. The most common employment barriers can be found in the hiring process. You may inadvertently screen out excellent candidates just by the way that you write your job descriptions or advertise your job openings. This next section of the guide provides HR best practices in recruitment and selection that will help you hire the best people for your business. Job Analysis Before you begin the recruiting process, you should know what you‟re looking for in a candidate. Think about the position you are trying to fill. What knowledge, skills and abilities would an employee need to succeed in this job? What personal characteristics would help an employee excel and fit well into your corporate culture? 8 To make your hiring processes more inclusive, you may have to change the way that you establish job requirements. People with disabilities may not approach a task in the same way as other people or may bring a different set of qualifications to the job. By looking beyond standard requirements and focusing on results instead of processes, you will open the door to people with disabilities and other qualified job candidates who might otherwise be overlooked. A good place to start re-evaluating your job requirements is by conducting a job analysis. What Is a Job Analysis? A job analysis breaks a job down into its various parts or functions. Identifying job functions gives you a better understanding of the skills, abilities and other requirements needed for the position. You can then use that information to write an inclusive job description and job posting or advertisement. A job analysis is an important step in your hiring process because it provides an opportunity to re-evaluate the way that a job is performed. Start by documenting what has to be done. Then consider how the tasks are done and who is responsible for them. Usually, there is more than one way to complete a task and more than one way to distribute the workload. This kind of analysis helps you introduce more flexibility into your work processes and identify job duties that could be adjusted to accommodate a person with a disability. Take Action Tip: Job Analysis Outline A job analysis should document the following information: Purpose – Why is the job necessary? Job requirements – What duties and tasks are involved in performing the job? Essential requirements – Which duties and tasks are most important in performing the job? Frequency – How often is each duty and task performed? Physical effort – What physical activities are involved in performing this job? (e.g. bending, lifting, stretching) 9 Work environment – What conditions does the employee have to work under? Resources – What tools and equipment are used to perform the job? Competencies – What skills, abilities and personality traits are required for the employee to be successful in this role? Experience and training – How much time does it take to acquire the skills needed for the job? What credentials are necessary? (license, university degree, diploma etc) Relationships – What supervision does the employee give or receive? Who does the employee interact with internally and externally? What type of interactions take place and how often? Travel – How often is travel involved in this position? Is travel local, regional, national or international? Does the employee need a driver‟s license and/or vehicle for this job? Can some/all of the travel requirements be handled without a vehicle (transit, train, telecommuting)? What are Essential Requirements? Not every duty or task performed by an employee is required to meet the objectives of his or her job. Usually, there are a few core duties that are absolutely necessary – these are the essential requirements of the job (must have/must do). All other requirements are less important (nice to have/good to do). As you go through the job analysis process, the information you gather will help you identify essential and non-essential job requirements. Why are Essential Requirements Important? Under the Ontario Human Rights Code, employers have a legal responsibility to accommodate qualified applicants or employees with disabilities to help them perform the essential duties of a job. To comply with this requirement, you have to know which duties are essential and which ones are not. If requested, you should be able to explain why you consider each duty to be essential or non-essential.3 10 Many people with disabilities can perform the essential requirements of a job without accommodation. However, if a qualified applicant or employee is not able to perform one or more essential job duty, you must consider whether modifications can be made to help him or her meet those requirements. You must also consider whether non-essential duties can be adjusted, assigned to another employee or even eliminated as part of a reasonable accommodation plan for that individual. Once you have identified the essential duties of a job, you should also include them in your job descriptions, job ads and performance evaluations. This will help to communicate your job expectations and priorities to all job applicants and employees. Knowing and understanding the essential requirements of each job in your company is a good business practice and will help you meet your legal obligations as an employer. It also provides a solid foundation for all of your hiring, evaluation, promotion and termination decisions. TAKE ACTION TIP Essential Requirements You can‟t always tell if a duty is essential by the amount of time it takes to perform. If a licensed electrician has to safety test equipment for 15 minutes once a week and there is no other employee with the skills to conduct that test, then the testing is an essential requirement – even if the electrician only spends 15 minutes a week on it. When you determine the essential requirements of a job, take all of the relevant factors into consideration and get input from the employee doing the job before deciding how to categorize each duty. To identify essential requirements, ask yourself these questions: How often is the duty performed? How much time is spent on each duty? How is the duty connected to other duties performed in the job? How would the job change if the duty was removed? 11 Take Action Tip: Guidelines for Essential Requirements A job requirement is usually considered essential if: The job exists to perform that requirement. Example: The purpose of an airline pilot‟s job is to fly an airplane. The skills required to pilot a plane, such as the ability to use instrumentation to fly in poor weather, are essential requirements for this job. There are only a few other people who can fulfill the requirement. Example: In a small real estate office, the office manager must fill in for the front desk receptionist during lunch hours. In this case, the skills needed to use the computerized appointment booking system are essential requirements of the office manager„s job, even if she uses that system for just a small portion of her workday. The requirement is very specialized. Example: A dental hygienist must be registered by the College of Dental Hygienists of Ontario to provide dental hygiene care in Ontario. That registration is an essential requirement of the job. Important: You must be able to show that job requirements are bona fide, as well as essential. This means that job requirements must be reasonable and genuine and must not intentionally or unintentionally discriminate against people with disabilities or others with diverse backgrounds. You‟ll find more information about bona fide requirements [link] in the Understanding Accommodation section of this guide. Conducting a Job Analysis The simplest way to conduct a job analysis is to observe or talk to the employee currently doing the job. This can be done formally or informally. You can also gather information from the employee‟s supervisor, from employees who have previously done the job and by reviewing production records and other organizational data. Ask the employee to complete a questionnaire identifying job responsibilities, equipment used, work relationships and work environment. Review the final document with the employee and his or her supervisor for accuracy. You can also hire an independent firm or consultant to conduct the job analysis for you. You‟ll find a template for a job analysis questionnaire [link] in the Tools for Taking Action section of this chapter. 12 When identifying job requirements, focus on the purpose and results of each duty, not the way that the duty is performed. Even when a duty is essential to the job, it may not be necessary to perform it in a specific way. A person with a disability may be able to fulfill the essential requirements of the job if he or she is given the opportunity to use different skills, abilities and/or methods to achieve the required results. Ask yourself whether the existing requirements for a particular position accurately reflect the realities of the job. For example: Does an applicant or employee really need a university degree? Would other types of training and/or experience be acceptable? Is a driver‟s license necessary or could the employee attend off-site meetings via teleconference? Is it reasonable to test reading skills when the job only requires manual labour? Does someone really need five years of experience to do the job or is it more important that they have the right skills? TAKE ACTION TIP Job Analysis When conducting a job analysis, make sure that you describe the job, not the employee doing the job. The way that one person handles a job or task may not be the only way to get the work done. The ability to perform the job in a specific way is not an essential requirement unless there is no other way to perform that job without causing „undue hardship.‟ * *You‟ll find more information about undue hardship [link] in the chapter on Understanding Accommodation. Reviewing the demands of the job and considering reasonable options and alternatives will help to break down the barriers between a candidate or employee‟s abilities and the essential requirements of the job. Using Inclusive Language It‟s important to choose the right terms when documenting job requirements. Sometimes, the words you use make it difficult for qualified job applicants or employees to meet the expectations for that position. The wording used in the job analysis will become part of the job description, job ad and other HR processes, 13 so think carefully about how you describe each requirement. Small changes can make a world of difference to someone with a disability! Instead of this: Use this: Manually lifts and loads heavy packages from loading dock to warehouse. Lifts and loads heavy packages from loading dock to warehouse loading dock to warehouse. This wording permits someone with a back injury or mobility disability to use assistive devices. Reads technical manuals. Learns technical material. This wording permits someone with a learning or visual disability to use computer software or other technology to perform the task. Writes all outgoing electronic correspondence on behalf of the Executive Vice President. Communicates all outgoing electronic correspondence on behalf of the Executive Vice President. More flexible wording gives someone with a disability the option of finding a new way to handle this responsibility Business Benefits of a Job Analysis A job analysis is a practical tool that has many business applications. It may take some time to create a job analysis for each position in your company. But the effort is worthwhile because you can use the information to improve the effectiveness of your HR and business practices. Here are a few useful applications for job analysis data: 14 Procedure A job analysis helps to: Selection process Determine job duties Set salary levels Establish minimum qualifications Develop interview questions Choose selection tests Prepare orientation materials Compensation Establish skill levels Determine job responsibilities Identify job factors requiring extra compensation Identify job risks, hazards etc Training Identify training methods Establish training content Develop training assessment tests Identify equipment needed for training Performance review Set goals and objectives Set performance standards Identify duties to be evaluated Develop consistent evaluation criteria Health and safety Document job hazards, risks Plan appropriate safety measures Meet requirements for WSIB claims 15 Physical Demands Analysis Every job has a physical component. A job that involves sitting and working on a computer has a low activity level, while a job that involves lifting heavy packages has a higher activity level. A physical demands analysis (PDA) identifies the physical and environmental demands and risk factors of a job and helps you determine the safest way to handle them. A PDA will help you be proactive about the health and safety of your workplace by identifying tasks that require special training, protective equipment or other modifications to protect employees from physical hazards. It can also help you determine essential and nonessential job requirements that can be modified to accommodate a qualified candidate or employee with disabilities. A PDA is particularly useful in helping employees return to work quickly after an injury or illness. You can use a PDA to document the duties and tasks that the employee can still perform safely and those that may have to be modified or reassigned. It can also help you provide alternative work for an employee who cannot return to his or her original job. TAKE ACTION TIP WSIB Claims If you are submitting a WSIB claim for an injured employee, you may be required to complete a Physical Demands Information Form (PDIF). This form is used to gather information about the physical demands of a job and the way that they affect the employee‟s injured area. What is the difference between a PDA and PDIF? A PDA deals with the effects of physical demands on all parts of the body, while a PDIF deals with the effects of physical demands only on the employee‟s injured body part. Template and examples You‟ll find samples of completed PDIFs and a template you can download on the WSIB website. For a complete list of online resources for this guide, visit the BTA website: www.businesstakesaction.ca 16 Some of the physical activities evaluated in a PDA include: Mobility – walking, standing, sitting, balancing, kneeling, climbing Strength – lifting, pushing, pulling and carrying Flexibility – reaching vertically and horizontally, stretching, twisting, stooping Hand movements – pinching, picking, wrist rotations Sensory feedback – feeling, seeing, taste/smell, talking, hearing, touching Working environment – vibration, congested space, working alone, vehicle operation The PDA also documents the intensity, frequency and duration of each physical activity. A PDA is simply another type of job analysis and is conducted in much the same way, with input from both the employee and the job supervisor. In fact, a detailed job analysis may include sections that document the physical and environmental demands of the job. Whether you choose to do a job analysis, physical demands analysis or both will depend on the type and size of your business. Free PDA template and handbook The Occupational Health Clinics of Ontario Inc. offers a free PDA template that provides standards for measuring physical demands by time, weight and distance. It is included in a comprehensive handbook of instructions and illustrations designed help employers prepare an accurate physical demands analysis. You‟ll find a link to the PDA template [link] in the Tools for Taking Action section of this chapter. For access to this and other valuable employment resources, visit the Business Takes Action website at: www.businesstakesaction.ca. 17 Job Description Once you have completed a job analysis, you can use the information you gathered to create a fair and inclusive job description. If you are a smaller employer, you may not feel that you need job descriptions in your business. You may know exactly what combination of skills, characteristics and experience you need in your employees. But, just like documenting policies and procedures, writing a job description improves the consistency of your business operations and builds more accountability into your HR practices. A well-written job description helps you clearly communicate job requirements, responsibilities and expectations to your employees. You can also use the job description to establish performance standards, identify training needs and objectively indicate to employees where they have met – or failed to meet – the requirements of the job. For larger employers, job descriptions also help to standardize job duties in multiple locations throughout the organization. During the recruiting process, a job description is a valuable asset. It provides a framework for writing an inclusive job ad and makes it easier to evaluate potential employees by comparing their applications or resumes to the job description. A job description is an essential tool because it protects your business interests, supports your employees and ensures that your job advertising is not misleading or vague. Once you have job descriptions in place, make a habit of reviewing them regularly to ensure that they are always kept upto-date. Take Action Tip: Job Description Outline A job description typically includes the following sections: Basic information – job title, department, location Essential requirements – most important duties and tasks Non-essential requirements – less important duties and tasks Knowledge and skills – learning, experience and abilities needed to perform the job 18 Measurable outcomes – products, results Hours of work – include time for travel Physical demands – strength, mobility, ability to stand for long periods etc. Environmental factors – work environment, job hazards Equipment and tools needed to perform the job Credentials required – licenses, pre-requisites, academic qualifications Explanatory information – information needed to clarify job requirements Creating an Inclusive Job Description A job description identifies the minimum requirements needed to perform the job successfully. You should only list the basic job requirements, even if the employee currently performing the job has higher qualifications or more work experience. Take Action Tip : Keys to an effective job description: Be clear and concise. Use consistent, non-technical language – Keep the wording simple and easy to understand. Use words that have a single meaning – Simple language prevents misunderstandings. Explain words that may have different interpretations. Begin each sentence with an active verb and use the present tense– e.g. Moves heavy equipment. Distinguish between essential and non-essential job requirements. Provide concrete examples of duties and tasks whenever possible. Identify the desirable characteristics or qualities that an employee should bring to the job – e.g. Leadership, problem-solving abilities, reliable. Important: Use caution in this area, as certain terms may be discriminatory – e.g. 19 „Mobile’ may be a desirable quality for an employee in a job that involves travel but may also discriminate against wheelchair users. Where appropriate, describe the manner you expect an employee to use in performing specific tasks – e.g. Handles customer complaints in a prompt and friendly manner. Focus on desired outcomes and results – Keep the wording open and flexible enough that employees can use their unique talents and abilities to achieve the specified outcomes. Sometimes, job descriptions include credentials or specific requirements that are not really needed to perform the job. Many employers make university degrees or other academic credentials a standard job requirement, without taking into account that skills or knowledge may be learned on the job or gained in other ways. These inflated requirements can present a significant employment barrier for people with disabilities and others who have the potential to learn but may not have had opportunities for specialized training or skill development. However, in some cases, professional designations, licenses or other credentials are bona fide requirements and must be included in the job description. You‟ll find more information about bona fide requirements [link] in the Understanding Accommodation section of the guide. Increasingly, people with disabilities are taking apprenticeship training, attending universities and colleges and earning professional designations – it‟s a growing talent pool that forward-looking businesses are eagerly tapping into. But, despite this encouraging progress, people with disabilities often cite a lack of opportunity for training and education as a barrier to employment.4 By making your job descriptions more open and flexible, you will encourage applications from people who have the talent and aptitude for the job but may not have the necessary experience or education. This simple but important step will open the doors to a whole new group of creative employees who can make a positive difference in your business. 20 These same principles of openness and flexibility can be applied to many of the requirements in a job description. Do not include specialized requirements, such as physical fitness, reading and writing skills, language proficiency and ability to travel, unless they are truly relevant and necessary for the job. To avoid screening out qualified people from your recruitment and promotion processes, keep your job descriptions focused on essential duties and minimum requirements. The Tools for Taking Action section of this chapter includes several tools that will help you create a more inclusive job description. Use these tools as a starting point and modify them to suit your business needs: Job description guidelines [link] Job description template [link] Job description sample: Business Manager [link] Job description sample: Second Cook [link] Recruitment Strategies TAKE ACTION TIP Resources for Employers Employment Ontario is an excellent resource for employers interested in hiring skilled employees. Through their website, you can access: A Job Bank for advertising your job openings. A Job Match service to help you find potential employees with the right skills and experience for your business. Information about wage subsidies and hiring incentives for summer students, apprentices and other job seekers. A comprehensive list of support service providers and other employment or skill development services, organized by geographic region. Practical employment advice and much more… Once you‟ve identified the skills and talents you need in a candidate, the next step is to develop a good recruitment strategy. The recruitment methods you use will dictate the type of candidates you attract. If you are not receiving applications from people with disabilities, it may be because you are using recruitment strategies that don‟t reach the right markets or that discourage applicants with diverse backgrounds. To ensure that you attract the best candidates for your business, you have to be pro-active. Circulate your job posting widely and use alternative strategies to reach a broader audience. Announce your job opening using Visit the Business Takes Action website at www.businesstakesaction.ca for a complete list of online resources for this guide. 21 targeted initiatives aimed specifically at diverse groups, such as people with disabilities. In this section, you will find effective techniques that will help make your recruitment efforts more attractive to qualified applicants with disabilities. Job Advertisements A job ad or posting is often the first contact that a potential employee has with your company. It makes a powerful statement about your business and should send a positive, welcoming message. A well-designed job ad can substantially increase your talent pool by attracting capable, experienced candidates with a genuine interest in the position. When you write your ad in a respectful tone, use sensitive language and openly invite applications from people with diverse backgrounds, you immediately communicate to a potential employee that you are a fair and inclusive employer. Given the choice, people prefer to work for companies with ethical corporate values and equitable workplaces. To ensure that your ad doesn‟t discourage qualified candidates, keep the focus firmly on the essential job requirements identified in the job description. A well-designed job posting should: Attract immediate interest Clearly communicate the relevant features of the job, including the essential requirements Identify you as an equal opportunity employer Provide a simple, easy response process for applicants of all backgrounds Take Action Tip: Guidelines for an Inclusive Job Ad These guidelines will help you design a more inclusive and inviting job ad: Use clear, easy-to-understand language – Avoid technical jargon or complex terms. Use large, simple lettering that is easy to read. Keep sentences short – Short sentences are easier to understand. 22 Keep the ad headline simple – Include the job title. Leave white space around the text – It attracts attention. List the essential requirements of the job – Avoid asking for credentials or other requirements that are not necessary to perform the job. Include an accessibility or equal opportunity statement – Indicate your interest in receiving applications from people with disabilities – e.g. “Our company is committed to diversity in hiring.” OR “We welcome applications from people with disabilities.” Provide location details – This may influence a candidate‟s decision to apply. Use illustrations and photographs that include people with disabilities and representatives from other diverse groups. Make the ad available in multiple formats – e.g: Provide the ad and company information in large print on your website. Post job requirements online in a podcast or audio file. Create versions of the ad in high contrast text, HTML and plain language. Put your ads on the radio as well as in the newspaper. Indicate that accommodations will be made during the interview process for people with disabilities e.g. “Accommodations are available on request for qualified candidates selected for interviews. Contact [name/tel/email] to make a request.” Provide more than one way to respond to the ad – e.g. “Applications accepted by email or fax; TTY enquiries accepted.” You‟ll find examples of inclusive job ads [link] in the Tools for Taking Action section of this chapter. „Help Wanted‟ – Where to Advertise You can design the most inclusive and welcoming job ad possible, but if it doesn‟t get the right exposure, you won‟t attract the best candidates. The most successful recruiting programs are multi-faceted, reaching out to a broad pool of potential employees through both traditional and alternative strategies. 23 Commonly used job recruitment strategies aimed at the general population include: Internal recruitment Business, trade or professional networks (including online networks, such as LinkedIn) Personal connections Walk-in applicants Employment agencies or recruiters Ads in mainstream media, such as local and national newspapers Internet-based job boards Job fairs Many people with disabilities are skilled, experienced and welleducated. They find employment using the same job search techniques and resources as anyone in the general population. And they are quite accomplished at getting around obstacles they may encounter on the path to employment. TAKE ACTION TIP Recruiting by Referral If you hire employees through personal networks, employee referrals or business connections, you will probably end up with a workforce of people with similar backgrounds, experience and opinions. This can sometimes limit your company‟s ability to adapt to change or to respond to new challenges. When you make the effort to build diversity into your workforce, you will get a fresh perspective on your business that can often deliver a true competitive advantage. Employees with differing backgrounds bring new ideas, expertise and techniques into the workplace. As innovation and creativity increases, so does your ability to compete in a global market. It‟s a winwin for everyone! But sometimes, traditional recruitment strategies create employment barriers that people with disabilities have difficulty overcoming. They may be excluded from professional or personal referral networks because they lack the appropriate business or social contacts. Poorly written job ads may discourage them from applying for certain positions. And employment agencies have been known to automatically screen out applicants with disabilities. As a result, some people with disabilities prefer to conduct their job search using more specialized resources, such as disability organizations or support service providers. To ensure that you‟re reaching as many qualified candidates as possible, it‟s a good HR practice to direct some of your recruitment efforts specifically at people with disabilities. It‟s easy, convenient and delivers rapid results. 24 Most of the traditional recruitment resources have equivalent versions for people with disabilities. If you usually advertise in newspapers, look for one that connects with the disabled community. If you prefer Internet-based job boards, you‟ll find online employment sites specific to people with disabilities. Just by broadening your recruitment horizons a little, you‟ll be rewarded with access to a talented group of potential employees. Recruiting People with Disabilities Here are some suggestions for recruiting strategies aimed specifically at people with disabilities: Internet-based recruiting – The Internet is a rapidly growing resource for employers and job-seekers. You can post your job announcement or search for resumes on a number of Internet-based employment sites designed specifically for people with disabilities. If you post your job ad on mainstream Internet-based recruitment sites, make sure they are accessible and available to people with disabilities. Employment agencies – There are a number of employment agencies and recruiters that specialize in helping employers find job-ready candidates with disabilities. Depending on your need, they will pre-select candidates with qualifications that match your job requirements. Most provide access to a full range of potential employees, from unskilled labour to highly skilled professionals. They may also provide other services, such as HR support and on the job training, if required. TAKE ACTION TIP Support Services Agencies Joyce Jagt, Employment Support Worker at Community Living Burlington, finds that employers appreciate the onsite services her organization provides. “We customize our services for every employer,” she explains. “Before an employee is hired, we‟ll train them so that they have the specific job-skills the employer needs. In some cases, we‟ll go to work with the employee for a while to help them establish a good working routine. We also do regular on-site visits and keep in contact with both the employer and the employee for as long as the employee is working there. Our employers regularly tell us that they save money by hiring someone with a disability because of lower staff turnover, reduced training costs and higher productivity.” 25 Some of these agencies are government funded and provide customized services at no cost to you. TAKE ACTION TIP If you use regular recruiters or employment agencies, make sure they know that you are an inclusive employer and welcome applications from candidates with disabilities. Todd Blais, Plant Manager for Endurapak Inc., found the support services provided by the Canadian Hearing Society very helpful when he hired an employee who was deaf and couldn‟t speak. Support service providers/disability organizations – Building relationships with support service providers will help establish your reputation as an employer of choice for people with disabilities. Some support service providers offer a full range of employment services, including accessibility assessments for your workplace and follow-up services for new job placements. In some situations, they may provide funding for workplace assessments, short-term wage subsidies and/or access to assistive devices for potential employees, both before and after they are hired (e.g. for interviews) Contact your local support service provider to learn more about their services. “If we needed to communicate something important to our employee, we‟d let the Canadian Hearing Society know and they‟d send a sign language interpreter right away. They also sent an interpreter to make sure our employee understood the safety regulations and WHIMS training at our plant. Academic institutions – The special needs or disability offices of local high schools, colleges and universities are excellent sources of qualified candidates with disabilities. These bright, eager young graduates will bring new energy and enthusiasm to your workplace. Circulate your job postings to all local academic institutions in your community or contact them directly for referrals. Corporate web sites - When you post your ad and company information on your own web site or online job sites, make sure that it is available in accessible formats, including plain language, HTML, high contrast print, large print, audio file, etc. You‟ll find more information on making your information accessible [link] in the Barriers to Success: Tools for Taking Action section of this guide. We didn‟t need their services often but, when we did, it was good to know that we had a strong support network to draw on.” 26 Media sources – Post your job announcement on the radio and in newsletters, magazines, Voice Print (a 24-hour audio broadcast television service) and other media directed at people with disabilities. More information about community service and disability-related organizations [link] is provided in the Support Service Agencies section of this chapter. Application Forms Application forms can be a source of frustration for people with disabilities. From the format and wording to the type of questions asked, application forms can put significant employment barriers in the path of qualified candidates. To make your application process more inclusive, provide all application forms in a variety of accessible formats, such as large print, electronic text and audio file. Include a statement on the application form indicating that you welcome applications from people with disabilities and provide contact information for the person handling accommodation requests. The more clearly you indicate your commitment to an equitable workplace, the more you will encourage people from diverse backgrounds to apply. Some of the information typically requested on application forms may identify an applicant as someone with a disability and that is not permitted under federal or provincial human rights legislation. Take time to review your application forms and remove any questions or information requests that may be discriminatory. Take Action Tip: Prohibited Items on Application Forms An application form must not include:3 A request for a photo – A photo could identify an applicant as someone with a disability A request for a driver‟s license or any questions about the applicant‟s ability to drive – a driver‟s license contains personal information that could identify candidates with disabilities 27 Questions that directly or indirectly relate to disability. This includes questions that relate to: o Health, medical history or illness o Physical or mental disorders or illnesses o Pre-disposition to medical illnesses o Developmental, learning or intellectual disabilities or illnesses o Injuries o Number of sick days taken o WSIB claims o Insurability or eligibility for benefit plans o Medication o Pre-employment medical examinations or tests o Membership in patient or medical groups (e.g. Alcoholics Anonymous) o The need for accommodation on the job – the candidate may disclose this information during the hiring process but you may not ask for it. Selection Process “If you‟re always looking at the disability, you‟re not looking at who the person is. You have to overlook the disability and focus on what the person has to offer. Every person brings something different to the table. When you‟re hiring, you have to think: “What does this person offer us and what can we offer back to them?” so that we both benefit from the situation.” Cheryl O’Hara and Pam Elliott, owners, Little Rascals Day Care. Employ 4 caregivers with disabilities. Read about the Little Rascal‟s Success Story. [link] 28 The purpose of the selection process is to find the best candidate for the job. That‟s easy to say but not always easy to do. Even if you have a large pool of applicants to choose from, you may find it challenging to select the person with the right combination of skills, abilities and personal characteristics to be successful in your company. Hiring is a very subjective process and, far too often, decisions are based on a personal response or “gut” reaction to a polished resume or a likeable candidate. But this approach can lead to poor hiring decisions. Sometimes, the people with the most impressive resumes or best interviewing skills are simply talented job seekers who are constantly moving from job to job because of poor work performance. You will have a much better chance of finding the right candidate for your business if you base your hiring decisions on unbiased criteria that are fairly and consistently applied. TAKE ACTION TIP Selection Process A poor hiring decision can be very expensive for your business. Consider some of the direct and indirect costs: Cost of salary and benefits Inefficiencies, loss of productivity Negative impact on customer relations Negative impact on coworker‟s morale Costs of managing a poorperforming employee Lost revenue and business opportunities Increase in work accidents and safety issues Unemployment compensation, severance pay, legal costs Time spent recruiting and hiring a replacement Training costs Establishing Selection Criteria Developing a job analysis and job description helped you to identify the essential and non-essential requirements for this position. Now you can use this information to establish objective measures that will become the basis of your selection process. The success of your business depends on hiring the right people – it‟s worth spending the time to develop careful, well-structured hiring processes. 29 Take Action Tip: Keys to Establishing Selection Criteria Review the job description, paying careful attention to the essential requirements. Make a list of all the qualifications you think would be beneficial in a candidate. Think of it as a profile of your ideal employee. Identify the qualifications that an employee would need to be successful in the position. Include required skills, education, credentials and personal characteristics. Look at the top performers in jobs similar to the one you‟re hiring for. What skills, abilities, behaviours, attitudes and decision-making styles do they share? Consider your current workforce. Think about the skills, traits and attitudes that would improve the effectiveness of the department or team. Do you need an enthusiastic employee to energize the team? Would someone with strong analytical skills be a practical addition to the department? Add those criteria to the list. Respect your corporate culture and values. Are you looking for candidates with integrity, loyalty and a strong customer focus? A candidate with these qualities will be a good fit for your company, so put them on the list, too. Then review the list and narrow it down to the competencies you feel are most important in a candidate for this job. You should probably end up with a list of approximately 10-15 core competencies. This list of core competencies is the benchmark you will use to evaluate all candidates for this position. Keep these qualifications in mind as you review resumes, analyse test results and conduct interviews. Remember that you are not required to hire anyone who is not qualified for the job. This applies to all candidates, including those with disabilities. The person you hire should be able to meet the requirements for skill, education, experience, training and certification, as well as any other job-related specifications. He 30 or she should also be able to perform the essential functions of the job, with or without accommodation. Reviewing Resumes Depending on your recruitment strategy, you may receive only a few job applications or you may be overwhelmed with responses. Reviewing applications and/or resumes is a critical step in the selection process. It‟s at this stage that qualified applicants with disabilities are often rejected because their resumes do not match traditional screening criteria. To be fair to all applicants, look beyond the obvious when you go through the screening process and don‟t be too quick to reject applicants because their resumes aren‟t quite what you expect. Plan to review all of the resumes at the same time – it‟s much more efficient when you can quickly compare a candidate‟s qualifications with the resumes of other applicants. Keep your list of selection criteria handy, so that you can match a candidate‟s qualifications with the job requirements. Evaluate all resumes or application forms with these three basic questions in mind: How well do the candidate‟s qualifications match the selection criteria/job description? Did the candidate send everything you requested in your ad/application form? Is the information well-organized and well-presented? If there is a cover letter, evaluate it for presentation and content as well. Look for resumes and cover letters that have been customized to suit your job requirements and are not just generic summaries of qualifications. As you review each resume, sort it into one of three categories: 1) Yes 2) Maybe 3) Definitely not The next step is to invite all of the candidates in the „Yes‟ category and some of the candidates in the „Maybe‟ category to come for an interview. Or you could add another 31 round of review and selection by conducting telephone interviews with candidates that interest you. A telephone interview is a practical way to narrow down the number of „Yes‟ candidates or to gather more information about „Maybe‟ candidates. Keep the call short and focused on the skills required to perform the essential duties of the job. A phone call should help you determine how well and how quickly the person can be trained and whether or not he or she will fit into your corporate culture. It should also answer some of the questions that arose from the resume review. A candidate who doesn‟t meet all of your selection criteria but is a good learner and has an aptitude for your business could be the right employee for your company. „Red flags‟ Reconsidered Traditionally, employers have reviewed resumes looking for red flags, such as gaps in employment history, a series of short term jobs and frequent changes in career paths. But the modern work environment has changed and some of these red flags are no longer indicators of a poor candidate. TAKE ACTION TIP Telephone interviews If you have difficulty conducting a telephone interview because of a candidate‟s disability, don‟t just end the call – consider alternative approaches. For example, you could send the questions to the candidate via email or fax. If the candidate has many of the skills you‟re looking for and you think he or she has potential, consider omitting the telephone/second interview altogether and sending the candidate directly through to the interview stage. Being creative and flexible in your hiring practices is the key to finding the best employees for your business. It is much more common today for people to have gaps in their employment history – they may have taken time off for self-development, travel, maternity leave, elder care or other valid reasons. A challenging economy has forced a growing number of people to take short-term jobs or change career paths, just to stay employed. Even spelling errors – a very common red flag – may no longer be a sign of carelessness in a generation raised on text messaging and Twitter. As you sort through the resumes, keep an open mind. Look for alternatives to full-time work experience. Field placements, volunteer work, internships, 32 co-op placements and short-term learning contracts are all valid methods of acquiring job-related skills and should be taken into account when you conduct your review. Someone with a work history that doesn‟t quite match your requirements may be worth putting into your „Yes‟ or „Maybe‟ category, if you think they have other abilities worth investigating. If you use electronic resume-screening services, consider broadening your screening parameters to avoid eliminating excellent candidates on the basis of out-dated or irrelevant criteria. The way that people present themselves in a resume or application form is only one of several important factors to consider when making a hiring decision. A resume that isn‟t „typical‟ is not a good reason for eliminating someone from the selection process. Assessment Tools If you‟re like most employers, your selection process includes some type of test or assessment. It could be a writing test, a cognitive or aptitude test, a functional fitness test or a work sample. Properly applied, pre-employment assessments improve the effectiveness of your hiring process by helping you make more accurate and objective decisions about a candidate‟s skills and abilities. No matter what type of testing you do, your assessment tools and methods must be fair, inclusive and objective. Your testing process should be the same for each person and must not disadvantage any applicant. Most importantly, you should only test for skills and abilities that are relevant and necessary to perform the essential functions of the job. Often employers will simplify their selection process by requiring standardized testing for all applicants. Reading and writing tests are common examples of standardized assessments. But if the candidate will be doing work that doesn‟t require reading or writing skills, you could unintentionally screen out people with an aptitude for the job but lacking the skills required to complete the test. 33 For an assessment to be fair and equitable: There must be an objective reason for the testing – e.g. a test for cognitive ability would be a valid assessment tool when hiring for a complex, executive level position but probably wouldn‟t be reasonable for an entry level position The test must not be used to screen out or discriminate against any applicant group – e.g. a fitness test could be used specifically to screen out people with disabilities. Take Action Tip: Developing a Fair and Inclusive Assessment Tool Be prepared – Think about the ways that you could adapt your assessment tools to suit the needs of applicants with different types of disabilities. Be consistent – Use the same test or tool to evaluate all applicants and use the same criteria to evaluate the results of the testing. You may not give a test to one person unless you give the same test to all candidates for the position. Use trained personnel to administer tests, whenever possible. Give clear instructions for tests – Offer to provide instructions in accessible formats, if needed. Only conduct tests that are relevant to the essential requirements of the job – e.g. If the job doesn‟t require computer skills, don‟t test for them. Use more than one type of assessment tool so that candidates can demonstrate their skills in different ways. Only use tests that can be provided in accessible formats and let candidates know that you will provide the tests in the format they prefer, upon request. Consider providing access to dictionaries, grammar tools and other resources during the testing process, if access to those tools would be a normal part of the job. Make sure the assessment tool or test is flexible enough to evaluate skills and abilities gained in a variety of ways and not just through job-related experience or specialized training. 34 Accommodations for Tests and Assessments When you invite people to take part in an assessment or test, you must be prepared to offer accommodations to any candidates who ask for it. Let candidates know before they arrive that they will be tested and what type of test to expect (e.g. multiple choice, essay, computer skills etc.). It is up to the candidate to ask for accommodations and to provide enough detail for you to make the appropriate arrangements. Every candidate‟s needs are unique and you should consider each request individually. Accommodation for testing may include strategies such as: Extending the time to complete the test Providing the test in large print or in electronic format Providing a reader to read test questions Providing a scribe to write down the candidate‟s responses Providing a sign-language interpreter Conducting the test in an accessible and/or quiet location Meeting Testing Standards You do not have to change your testing standards or requirements to accommodate people with disabilities. If the testing is required as part of your hiring process, you are not expected to offer an exemption to an applicant with a disability. If you require all applicants to achieve a passing score on your test, applicants with disabilities must meet the same standard – they just may need some accommodation during the testing process to meet that standard. Keep in mind that you cannot ask applicants with disabilities to perform tests or assessments that are not required of all other applicants for the job. 35 TAKE ACTION TIP: Medical, Psychological and Drug/Alcohol Testing If you require medical, psychological and drug/alcohol testing to determine whether someone has the ability to perform the essential duties of a job, this testing should only take place after a conditional job offer has been made, preferably in writing. This requirement allows all applicants, including those with disabilities, to be considered exclusively on their merits during the selection process. In some cases, preemployment medical and drug/alcohol testing may be permitted if there is an objective reason for testing but should always be applied with caution.3 You‟ll find more information about testing and assessments in the section on Job Offers [link] in this chapter of the guide. Conducting Job Interviews The job interview is crucial to the success of the selection process. An effective interview is well-planned and carefully conducted. During the interview process, you should be looking for the answer to two main questions: 1) Does the candidate have the qualifications and ability to perform the essential functions of the job? 2) How does the candidate compare with other applicants for the job? A formal interview gives you an opportunity for you to form a personal opinion about the candidate and to assess his or her job-related knowledge, skills and abilities. It is also a time probe more deeply into an uneven employment history, gaps in the resume or other issues that may have raised questions during the resume review. In addition, the interview gives you an opportunity to market your company, so that the candidate you select will be eager to accept your job offer. Candidates are also potential customers and referral sources, so remember that they are assessing you in the same way that you are assessing them. If you plan and manage the interview well, it will present your company in a favourable light and communicate that you are a fair, supportive and inclusive employer. 36 As you go through the selection process, evaluate candidates based on the job requirements and selection criteria – not on the way that the job duties will be performed. This has been mentioned elsewhere in the guide but it‟s worth repeating. People with disabilities can be just as effective in their jobs as any other employee. They may simply approach their work in a different way or need some accommodation to get the job done. Don‟t make the mistake of trying to guess how someone with a disability might perform the job or how you would handle it, if you had their disability. We all have limitations of one type or another and most us have learned to cope with them. People with disabilities are capable of managing their responsibilities and are very experienced in adapting to the world around them. In fact, this adaptability can be an important asset in almost any job. Give all applicants the chance to show what they can do, without making assumptions about their ability to perform the required tasks. Take Action Tip: Preparing for the Interview Ask all candidates, in advance, whether they will need accommodations during the interview. Make arrangements to meet their needs and provide appropriate accommodations, when requested. Select an interview location that is accessible for people with disabilities. Choose a room that‟s easy to find. Consider availability of disabled parking spaces, ramps, public transit, wheelchair access for elevators and washrooms, signage etc. Choose a location that is quiet and private for the interview. If your office isn‟t private, arrange to use someone else‟s office or a board or conference room. Minimize any distractions during the interview. Close the door, turn off cell phones, have phone calls held or transferred, shut down computers and clean off desk and table surfaces Allocate enough time to conduct each interview without rushing. Interview times may vary from 30 to 90 minutes or more, depending on the requirements of the position. Plan enough time between interviews to take breaks, refresh your mind and make notes about each interview. Effective interviews can be mentally demanding, 37 so don‟t schedule more interviews in one day than you can manage. Be aware of your obligations under provincial and federal human rights laws. There are very specific guidelines about the questions you can and can‟t ask during an interview. You‟ll find more information in the Interview Question Guidelines [link] in the Tools for Taking Action section of this chapter. Behavioural-based Interviewing A job interview can be either structured or unstructured. In an unstructured interview, the interviewer doesn‟t have a planned agenda or a consistent set of questions for the candidates. In a structured interview, the interviewer plans the agenda in advance and asks each candidate the same questions, often in the same way and in the same order. Structured interviews have clear advantages. They bring more consistency and reliability to the selection process. It‟s much easier to compare candidates when you ask them all the same questions. A structured interview also makes the selection process more objective, which helps protect you against charges of discrimination in selection and hiring. Behavioural-based interviewing is a structured interview technique that emphasizes merit, rather than work history or credentials. Interviews that focus on past accomplishments tend to put some applicants, such as people with disabilities, at a disadvantage. This is especially true if the applicant has life and work experiences that are different from other candidates. Instead of reviewing an applicant‟s track record, behavioural-based interviewing focuses on behaviours and skills. This technique is based on the theory that the most accurate predictor of future performance is past performance in a similar situation. Traditional interview questions gather information on what was done in the job but behavioural-based questions focus on how the job was performed. This gives candidates the chance to demonstrate that they have an aptitude for the job, even if they don‟t have all of the required credentials or qualifications. Behavioural-based interviewing helps to level the playing field for all applicants, including people with disabilities, and keeps the focus on ability, rather than disability. It is a useful interview technique that will help you be more accurate in choosing the best candidate for your company. 38 Developing Behavioural-based Interview Questions TAKE ACTION TIP 1) Identify the skills needed for the job Effective interviews are built around a set of job-related questions. Review the selection criteria that you identified for this position and use them as a guide to develop your questions. Every job is different, so prepare a separate list of questions for each position – and then standardize your interview process by asking the same questions of each candidate. In a behavioural-based interview, the questions you ask each candidate will be determined by the skills or core competencies that you are looking for in an employee. These skills provide a framework for your interview process and should focus on different aspects of a candidate‟s behaviour, personality and working style. Typically, they fall into three main categories: Selection Process If you‟re a small or mediumsized business owner, you may feel that you are too busy to go through the process of setting selection criteria, screening resumes and holding interviews. But HR experts agree that spending time now to select the right candidate is a much better investment than spending time later to manage a poor hire! Content-based skills: Work-related knowledge, such as accounting, electrical, or computer programming skills. Functional skills: Knowledge used with people, things or information – typically involves actions such as organizing, managing, communicating etc. Self-management skills: Personal characteristics or qualities, such as flexibility, patience, strong work ethic, team-orientation, leadership, dependability etc. 2) Define each skill Once you‟ve identified the skills you‟re looking for, create a definition for each one. The words used to describe behavioural skills, such as leadership, integrity, motivation and so on, are very subjective and mean different things to different people. It‟s important that everyone involved in the hiring decision defines these words the same way and shares the same understanding of the required skills. 39 The definitions you develop should also reflect the values and culture of your company – the skills and behaviours you value may be different from the skills and behaviours valued in another business. Establishing a common definition for each skill will help you evaluate every candidate on the same basis and be more consistent in your hiring decisions. 3) Identify the behaviours associated with each skill Every skill is associated with a set of related behaviours. Genevieve Farrell, Professor of Organizational Behaviour and Human Resources at Ryerson University, explains the relationship between skills and behaviours this way: “Imagine a brick wall, with the skill or competency you‟re looking for at the top. Each brick in the wall represents a behaviour that contributes to the skill. The more bricks/behaviours, the stronger the wall/skill. For example, an effective leader will demonstrate a number of key behaviours, such as: coaching, setting rewards, guiding, encouraging collaboration and fostering team effectiveness. These behaviours are the „bricks‟ that help to build strong leadership qualities.” After you have selected and defined the skills you want in an ideal candidate, break each skill down into a series of key behaviours. List 10 to 15 behaviours for every skill. Here‟s an example of a skill, definition and related behaviours: TAKE ACTION TIP Developing behaviouralbased interview questions Defining skills and identifying behaviours can be challenging, especially if you aren‟t experienced in behaviouralbased interviewing. But, there are many competency dictionaries freely available online that will provide definitions of specific skills and related behaviours. Just type in “Competency dictionary Canada” or “Behavioural competency dictionary Canada” into your browser and you should find many options to choose from. The federal government has also developed a list of key leadership competencies and behaviours for employees at every level. You can access a complete list of resources for this guide on the Business Takes Action website: www.businesstakesaction.ca 40 Skill: Innovative thinking Definition: Takes an innovative approach to problem solving. Includes the ability to „think outside the box.‟ Goes beyond the conventional. Willing to try different solutions. Champions innovation and encourages new ideas from others. Behaviours: Open to new ideas Thinks laterally Problem-solver Flexible Questions conventional methods Anticipates and responds to change Encourages innovation in others Establishes a creative atmosphere Strategically oriented Sets high personal goals 4) Create interview questions based on these behaviours and skills Your interview questions should encourage the candidate to describe situations where he or she demonstrated the skills and behaviours you require for the job. You‟ve already planned the answers to your questions by identifying the qualities or competencies you want in an employee. Now you must design questions that will give the candidate an opportunity to provide those answers and show you that he or she is the right person for this position. There should always be consistency between the questions you ask and the skills you are looking for. Behavioural-based questions should be more probing and specific than in traditional interviews. Instead of asking “What did you do?” ask “How did you do it?” Use openended questions that require more than a „yes‟ or „no‟ answer. 41 Sample skills and related behavioural questions: Independence: Describe a situation when you had to handle a difficult problem on your own. How did you go about it? Customer-service oriented: Tell me about a time when you had to respond to a very upset customer. How did you resolve the issues? Decisive: Give me an example of time when you had to make a decision without enough information. How did you manage it? You‟ll find an example of behavioural questions [link], with a corresponding scoring guide [link] in the Tools for Taking Action section of this chapter. TAKE ACTION TIP Interview Questions The Canadian and Ontario Human Rights Commissions provide information about questions you should and shouldn‟t ask during the hiring process and offer suggestions for preferred wording. For contact information and a complete list of online resources for this guide, visit the Business Takes Action website: www.businesstakesaction.ca. Interview Question Dos and Don‟ts As you develop the interview questions, keep in mind that certain types of questions are not allowed under federal and provincial legislation. Questions should be job-related and should only address the requirements or duties specified for the position. If a candidate has an obvious disability or chooses to talk about his or her disability during the interview, you may ask about the candidate‟s accommodation needs or ability to perform the essential duties of the job, with or without accommodation. Use caution when asking this type of question, as most enquiries about disabilities and accommodations should only come after you make a conditional job offer. Questions you can ask: Whether the applicant has the required education, training and skills to perform the essential functions of the job. 42 How the applicant will perform the essential functions of the job, with or without accommodations. Whether the applicant can meet the attendance requirements of the job. Questions you can‟t ask: About the applicant‟s disability – e.g. Why do you use a wheelchair? Have you been blind all your life? Do you have mental or physical impairments that would prevent you from performing the job? About the applicant‟s use of medications. About the applicant‟s prior WSIB/worker‟s compensation history. You‟ll find an expanded list of interview question guidelines [link] in the Tools for Taking Action section of this chapter. The Interview Process An HR best practice is to have more than one person interview the candidates. A selection panel of two or more interviewers: Helps to keep your selection process objective. Improves reliability of the interview process. Reduces the risk that your hiring decisions are influenced by personal bias. Helps to protect you against possible discrimination charges. TAKE ACTION TIP Behavioural-based Interviewing “One of the greatest advantages of behaviouralbased interviewing is that it makes the selection process more equitable. It doesn‟t matter if candidates gained their skills working at a job, on a student project or in a volunteer role. As long as they demonstrate the skills and behaviours you‟re looking for, they are qualified to be considered for the position. Behavioural-based interviewing is an inclusive approach that creates more opportunities for people with disabilities and candidates from diverse backgrounds to compete successfully for employment.” Genevieve Farrell, Professor of Organizational Behaviour and Human Resources, Ryerson University. 43 Taking Notes Taking accurate notes is an important part of the interview process. Your notes will help you recall the candidate‟s responses more accurately and provide a record of the interview, in case your hiring decision is challenged. Before the interview starts, let the candidate know that you will be taking notes. You may prefer to record the interview using a tape or digital recorder. However, keep in mind that some candidates may be less frank and open when they know their responses are being recorded. You must always ask the candidate for permission before recording an interview. Scoring and Marking Systems Most marking or scoring systems use a ranking scale. The scale can be as simple as „meets/does not meet requirements‟ or it can involve a more complex system that makes detailed distinctions between candidates. Behavioural-based interviews are scored according to the number of required or preferred skills and behaviours that the candidate demonstrates. You‟ll find a Behavioural-based interview scoring guide and example [link] in the Tools for Taking Action section of this guide. The scoring system you select should be used by all interviewers and should be applied fairly and consistently. Rankings for each skill should be accompanied by a brief note explaining why that ranking was given. If the interview includes more than one interviewer, have a meeting to compare scoring sheets and arrive at a consensus on the ranking for each candidate. Keep your notes and scoring sheets as a detailed record of your interview and selection process. Before the Interview Create a checklist of the skills and behaviours you are looking for. Establish a point, ranking or scoring system to assess the candidates. Make a list of the questions you are planning to ask. 44 Make sure all interviewers use the same question list. Keep the candidates‟ resumes on hand for easy reference during the interview. Gather the materials you will need for the interview. – e.g. pens, paper, water, tape/digital recorder etc. During the Interview Remember, there are no right or wrong answers – your goal is to find out if the candidate has the skills to do the job and to be successful in your company. Pay attention throughout the entire interview. Make notes to review later. Make sure to tell the candidate you will be taking notes before starting the interview. Ask each candidate the same questions, preferably in the same way. Prompt the candidate to describe how he or she handled work-related situations. Use follow-on questions if you need more information. – e.g. “What happened next?” or “How did you resolve that situation?” Observe the candidate carefully. Listen for answers that demonstrate the skills and behaviours you‟ve identified as important. Don‟t make a decision about the candidate until after the interview. Don‟t let yourself be influenced by the candidate‟s appearance, clothing or mannerisms. First impressions – both positive and negative – can interfere with your ability to evaluate a candidate objectively. After the Interview Review your notes Complete your scoring sheet. Meet with the other interviewers to discuss and compare candidate scores. Find a consensus and assign the candidate an overall ranking. Important: You will make much better hiring decisions when you select the right candidate using objective, job-related criteria, rather than choosing the person who shares your passion for golf or just seems „nicer‟ than the rest. 45 Take Action Tip: Interview Agenda Welcome the candidate. Engage in small talk to establish a rapport and make him or her feel at ease. Use the candidate‟s name and thank him or her for coming. Explain the interview process. Ask the planned questions. Ask only job-related questions. Tell the candidate about your business and explain the job. This is your chance to market your company to the candidate. Allow the candidate to ask questions about working conditions, salary and other job-related issues etc. Explain the next step in the selection process. Let the candidate know when a hiring decision will be made or when he or she might be notified about a second interview. Take notes during the interview. Document all the relevant discussion points and observations during and immediately after the interview. Documented records of the interview should include who was interviewed, by whom and when. Interview notes and scoring sheets should be kept for at least 6 months – or longer if there is human rights claim.3 Interviewing a Candidate with a Disability If you don‟t have experience interacting with people with disabilities, you may be uncertain about the best way to handle a job interview. “Interviewing a candidate with a disability is not any different than interviewing a candidate without one,” remarks Mark Wafer, a Business Takes Action Innovation Award winner and owner of seven Toronto-area Tim Horton‟s stores. Mark employs over 50 people with disabilities and emphasizes that the most important aspect of employment is having the right „fit‟ and focusing on the candidate‟s capabilities. Here are some suggestions to help you feel more comfortable welcoming and interviewing a candidate with a disability: 46 Take Action Tip: Etiquette for Interviewing People with Disabilities Treat the person with the same courtesy and respect as you would any other candidate. Keep your questions focused on the person‟s skills and abilities, not his or her disability. Speak naturally with the candidate. Do not talk to him or her like a child or assume that he or she is less intelligent than other candidates. Always look and speak directly to the person being interviewed. Speak in a normal voice unless the candidate asks you to speak louder. If someone is speaking slowly, wait for him or her to finish. Be patient and don‟t interrupt or attempt to finish sentences. If you do not understand something, ask the person to repeat it. Don‟t be embarrassed to ask for clarification. Do not pretend to understand when you don‟t. If the candidate does not understand a question, be prepared to repeat it or ask it in another way. Maintain normal eye contact with the candidate. Don‟t stare or look away. It is quite acceptable to use familiar words, such as look, see, walk and listen when talking to someone with disabilities. You‟ll find useful tips about interviewing people with specific types of disabilities [ link] in the Tools for Taking Action section of the chapter on Disability Etiquette. Reference Checks After you have interviewed and scored all of the candidates, you may be ready to make your hiring decision. Or, you may want to make a short-list of the best qualified candidates and invite them back for a second, more in-depth interview. A second interview is usually recommended because you will learn more about the candidate and his or her potential value to your company. But, whether you interview candidates once, twice or more, you should always check references before making a job offer. 47 Reference checking is a fast and easy way to get another opinion about a candidate and his or her work habits. Before you contact the candidate‟s previous employers, do some planning. Think about what information you want to know. The more confident and organized you sound when speaking with other employers, the more likely they will be to trust you and release the information you need. Despite your best efforts, you may find that some employers won‟t provide much information about a previous employee, for a variety of reasons. But, you may be able to encourage them to volunteer more information by asking them to verify statements made by the candidate during the interview. For example, you probably asked the candidate to describe a situation involving conflict or accomplishment. You could use that as a conversation-starter with the previous employer – e.g. “Jane told me that she had difficult experience with a customer and was able to resolve it by xxxx. Can you tell me more about the way she handled that situation?” Or, “Jane told me that she had a leadership role in xxx project. Can you tell me how she handled that responsibility?” The previous employer‟s responses to your questions may provide a new perspective on the candidate. Let candidates know, either on the application form or during the interview, that you will be checking references. If the candidate TAKE ACTION TIP Checking References While references are useful, be careful about putting too much emphasis on them. References are only one of several sources of information you should consider before making a decision about a candidate. Some employers will give positive references simply to help someone they like. Others will give negative references because they dislike the employee or have a personal bias. Or they may refuse to provide any information other than employment dates because they want to avoid the risk of legal action from a negative review. Listen carefully when you contact former employers and balance the information they provide against the information you gathered during your selection screening processes. is currently employed, do not contact the employer without the candidate‟s written permission. Unauthorized reference checks with the current employer can have serious consequences for the candidate. 48 Important: The same legal restrictions that limit the questions you can ask applicants also apply to the questions you can ask the applicants‟ previous employers. For more information, see the Guidelines for Conducting Interviews [link] in the Tools for Taking Action section of the Disability Etiquette chapter. You‟ll also find Interview Question Guidelines [link] in the Tools for Taking Action section of the HR Best Practices chapter. Job Offers Review the assessments and interview results with your interview team and select the best candidate for the job. Contact your first-choice candidate and make an offer of employment. If the candidate accepts, arrange a meeting to sign a job offer. You can make your job offer conditional on the candidate meeting certain requirements, such as completing a licensing requirement, passing a medical test or proving eligibility to work in Canada. If a candidate does not meet the conditional requirements of the job, you can defer the start date until the conditions are met or, in some circumstances, withdraw the job offer. Note: When you tell unsuccessful short-listed candidates about your hiring decision, ask them if you can keep their resumes on file for a year. It‟s a great way to build a bank of possible candidates for future job openings. Probationary period It is also quite common to expect a new employee to complete a probationary period, which can last from a few weeks to several months. This allows you to observe the employee‟s performance and confirm that you have selected the right person for the job. During this time, the employee will also be trying to determine whether the job and work environment meet his or her expectations. Always ensure that a successful candidate knows that there will be a probationary period before he or she accepts the position. 49 Once the candidate has signed the job offer, contact the other applicants on your shortlist to thank them and let them know that you have made your selection. Keep a copy of the signed job offer for your records. A job offer should include the following information: The position offered Location and working hours Salary and benefits Start date Any papers or information needed for the first day Any conditions that must be met before starting employment The probationary period, if required The date by which the candidate must respond to the offer Ability to Perform Essential Functions Once you have made a conditional job offer, you can ask the candidate to review the essential duties of the job and tell you whether he or she needs any accommodations to perform those duties. The candidate does not have to disclose any disability-related or medical information to request accommodation. The candidate may also choose not to request any accommodations. You‟ll find more information about disclosure [link] in the Understanding Accommodation chapter of this guide. Remember that some disabilities are not visible, so it is a good HR practice to ask all new employees about accommodation needs. You should never single out one person for special questioning or testing. 50 Take Action Tip: Discussing Accommodation Needs In the Tools for Taking Action section of this chapter, you‟ll find a series of questionnaires that will help make the discussion about accommodation needs easier [link]. The questionnaires address the following areas: Functional limitations – e.g. mobility, agility, mental health, chronic illness, environmental sensitivities Visual limitations Hearing limitations Learning disabilities Choose the questionnaire best suited to your employee‟s limitations and ask him or her to complete it. Then arrange a meeting with the employee to discuss the best ways to accommodate his or her needs. Medical, Psychological and Drug/alcohol testing3 Any required job testing should be a reasonable and bona fide method of assessing a candidate‟s ability to perform the job. Tests should be tailored to the actual job duties and should take into account the diverse ways that people can perform jobs. Ensure that the candidate is notified of the testing before starting the job and that appropriate accommodation is provided for candidates who need it. Clearly explain to the candidate why the testing is required and how the information will be used. Medical assessments should only take place after you have made a conditional offer of employment, preferably in writing. You should only request medical information that relates to the candidate‟s ability to perform the essential duties of the job or that identifies restrictions that may limit the candidate‟s ability to perform those duties. Psychological and psychometric testing should never be administered before a conditional offer of employment is made and should always be approached with caution. Many of these tests have been created based on stereotypes and biases 51 that do not comply with current human rights legislation. Testing that assesses personal interests, attitudes and values should be avoided. Drug and alcohol testing, both pre- and post-employment, is controversial. There must be a clear relationship between the drug/alcohol testing and job performance and the policy must not discriminate against any one person or group of employees. Take Action Tip: Guidelines for Pre-employment Testing3 Have candidates been notified of testing before they start the job? When you make the job offer, you should also inform the candidate of any testing that may be required. Is there an objective reason for testing? Ask yourself: o Is there a rational connection between the testing and job performance? o Is there an objective basis to believe that the degree, type, scope and probability of risk will adversely affect the safety of co-workers or members of the public? Are testing locations accessible and are all instructions provided in multiple formats? Have arrangements been made for competent handling of test samples? Testing should be administered and analyzed by qualified professionals. Have the results of the test been reviewed with the candidate? Test results should be reviewed with the candidate by a qualified professional. For medical tests, the physician should review the results with the candidate. Are the test results kept confidential? Testing information should be safeguarded according to privacy legislation and practices. All health assessment information should remain with the examining physician, in a file separate from the candidate‟s personnel file. Pre-employment testing is a complex issue and this information provides only a brief overview of the legal requirements. For detailed information, contact the Canadian and/or Ontario Human Rights Commission or consult a legal or HR advisor. A complete list of online resources for this guide is available on the Business Takes Action website at: www.businesstakesaction.ca. 52 When a Candidate Cannot Perform Essential Requirements If a candidate cannot perform the essential requirements of the job, even with accommodation, you must: Carefully consider all alternative approaches to help him or her meet those requirements Provide accommodation to the point of undue hardship Ensure that the job requirements are bona fide You‟ll find more information about undue hardship [link] and bona fide requirements [link] in the Understanding Accommodation section of this guide. Disclosure Disclosure is a very delicate subject because it involves sharing private or highly sensitive information. People have the right to keep their disabilities confidential and their privacy must be respected. It is up to the person with the disability to decide whether or not to disclose. It‟s important to recognize that some people may choose not to disclose their disabilities or request accommodations. For example, people may choose not to disclose because: They believe that their disability does not affect their work performance. They want to succeed on their own merits, without accommodations. They are concerned that disclosure will result in a negative bias. They are concerned that confidential information may become public knowledge. To encourage people with disabilities to disclose their need for accommodations, you should cultivate a positive, respectful and supportive work environment. Through your employment policies and practices, it should be clear to your employees that you are open to providing accommodations, that information will be handled confidentially and that the candidate or employee‟s 53 chances of employment or promotion will not be negatively affected by a request for accommodation. Take Action Tip: Employer responsibilities regarding disclosure If a candidate or employee requests accommodation, you cannot ask about his or her disability or medical condition. You do not need to know what the disability is to provide accommodation. You should only ask for the information you need to respond to the accommodation request. If a disability is obvious, you may ask about the person‟s accommodation needs and ability to perform the essential functions of the job. If a disability is not obvious and the candidate or employee does not disclose it, you are generally not expected to provide accommodation. “Employers are not expected to diagnose illness or „second guess‟ the health status of an employee.”3 You cannot deny anyone an interview or a job because he or she disclosed a disability. You may ask for a doctor to evaluate the request for accommodation. The doctor can provide more information about what the employee can do and any necessary workplace changes but may not disclose the diagnosis. Occupational health and rehabilitation professionals and support service providers can also provide on-site assessments and valuable advice on accommodation strategies. Maintain confidentiality. If someone discloses a disability, do not share that information with anyone else unless you have the person‟s consent. Support Service Providers Support service providers can be an invaluable resource to employers interested in hiring and retaining people with disabilities. There are many national and locally-based organizations that offer comprehensive services to help connect employers and people with disabilities. Some of these services are provided at no cost to you and others are fee-based. 54 Busy employers often turn to support service providers because they offer a quick and convenient way to access potential employees with disabilities. Support service providers are skilled at finding suitable candidates, providing on-site job training and developing customized accommodation strategies. They take much of the responsibility for recruiting and retaining qualified employees with disabilities off your shoulders. If you think you might benefit from some additional support to make your workplace more inclusive, this could be good solution for you. Take Action Tip – Support Service Locators Both Employment Ontario and the Ministry of Community and Social Services‟s Don‟t Waste Talent websites provide convenient on-line locator services to help employers find support service providers in their area. You can also access both of these services through the online list of resources available on the Business Takes Action website: www.businesstakesaction.ca. Here are some of the services that support service providers can offer. For a complete list, contact your local service providers directly: Recruitment services: Many support service providers offer employment services to people with disabilities and will recruit qualified candidates for your job openings. These job-matching services can be an effective complement to your regular recruitment and screening practices by providing you with direct access to a pool of talented job applicants. You can choose to post your job announcements with a support service provider or you can work more closely with them to develop a candidate profile that specifically meets your needs. They will then pre-select candidates with disabilities who have the qualifications to do the job. In some cases, they may also provide assistive devices to help with the interview process and job duties. Most will also provide follow-up services, such as job coaching and workplace assessments to ensure the success of the placement. As with any recruiting service, you will get better results if you clearly 55 communicate your needs and provided a detailed outline of the qualifications you are looking for in an employee. Building on-going relationships with support service providers will help them understand your needs and provide candidates with the right „fit‟ for your company. Workplace assessments: Some organizations will provide consultation and workplace assessment services to help you identify accessibility barriers and establish appropriate accommodation supports for your employees and new hires. They may also provide funding for workplace assessments, either before or after an employee is hired. Training: The training services offered by support service providers can be very beneficial for your business. On a larger scale, they can help raise awareness and educate your employees about identifying and removing barriers to accessible employment. On a smaller scale, they can work with you to address specific disability-related issues and provide support and education to your staff while an employee with disabilities develops proficiency in his or her job. Job-coaching: Some people with disabilities benefit from personalized coaching while they gain the skills to perform their jobs. This is a service offered by a number of support service providers. A job coach acts as a liaison between the employee and the employer. TAKE ACTION TIP Support service providers Not all people with disabilities rely on support service providers. Many find employment using the same job searching tools and techniques as other people in the general population. But, for those who need help finding a job, support service providers are an excellent resource. Because of their ability to preselect and train potential job candidates, support service providers are an important addition to your recruitment process. However, to reach the widest pool of qualified candidates, it makes sense to use a variety of recruitment strategies. You‟ll find more information about recruiting people with disabilities [link] in the Recruitment Strategies section of this chapter. When needed, the job coach will spend time at your workplace to learn the required skills and assist the employee until he or she is proficient at the job duties. They will also help you develop and monitor workplace supports to address the employee‟s accommodation needs. Employers find that job coaches can be a support to them, too – coaches are skilled at helping to resolve issues before 56 problems develop and at offering advice and guidance to smooth the transition for everyone involved. Job development: Support service providers may also develop customized employment opportunities for people with disabilities. A representative from a local support service provider may approach you to hire someone with a disability on a full-time, part-time, contract or trial basis. They usually have a specific person in mind and may have pre-selected that person as a good fit for your company. In some cases, wage subsidies may be offered for a short period of time. The support service provider will usually follow up with job coaching and other supports to ensure that the placement is successful. Certain types of work may also be outsourced to support service providers that manage sheltered workshops for people with developmental disabilities. If you have the opportunity to outsource light industrial and other services, this may be a practical resource for your business. TAKE ACTION TIP Specialized Employment Agencies “We offer a specialized HR service to employers,” says Brad Spencer, Executive Director of PATH, a government-funded employment service for people with disabilities. “We select candidates very carefully to meet the employer‟s needs. We also coach employers through any job-related issues and help them develop appropriate training methods for employees with disabilities. We‟ll come back and provide more training if the job or technology changes – all at no cost to the employer. Employment agencies: In some communities, you may have access to employment agencies specializing in services for people with disabilities. These specialized agencies are another type of support service provider and offer a valuable way of extending and targeting your normal recruiting strategies. They are excellent sources of information and can put you in contact with other organizations that also offer specialized employment services. Most specialized employment agencies offer a full range of services, from job readiness training, preselection and job-matching services to follow-up support, on-site training and workplace audits. Some agencies are government funded and provide services at no cost to you, while others are fee-based. Many of our clients have become champions of our efforts to provide meaningful employment to people with disabilities. Employers are always interested in the bottom line and they‟ve seen the business benefits of giving people with different abilities the chance to show what they can do.” 57 Developing Talent “ In many cases, persons with disabilities possess the education and skills required in the labour market – the challenge is more a question of accessing and sustaining employment.” 4 Success in a highly competitive job market doesn‟t always depend on qualifications and credentials. Often it‟s more subtle things, like a confident attitude, a well-written resume, good interviewing skills and industry knowledge that tip the balance in a hiring decision. Yet, people with disabilities may have difficulty developing these „soft skills‟ and connecting with employers who can help them reach their full potential. In a comprehensive analysis of the employment situation in Ontario, WCG International Consultants noted that people with disabilities need more opportunities to acquire “preemployment soft skills and job-readiness...training and support,”5 so they can compete effectively in today‟s job market. According to a nation-wide survey by the Canadian Abilities Foundation, three-quarters of respondents with disabilities believed they had the skills that employers required. Yet 45% of that group also thought they didn‟t have enough work experience to be successfully employed.5 Take Action Tip – The Effect of Employment Barriers Roisin Harnett, a student at Queen‟s University, has an impressive list of credentials to her credit, including several national academic scholarships and an array of leadership roles as a student volunteer. Yet, despite her jam-packed resume, the fact that she is blind has limited her ability to find a summer job. “It is very difficult for me to get hired for the type of temporary jobs that other students get, such as working as a cashier or camp counsellors. Companies are usually reluctant to make accommodations for me because I can only work for a few months in the summer. Even jobs that do not rely on sight, such as working at a call centre, are unavailable to me because many places use inaccessible software to input call information. Unfortunately, this is a vicious cycle, because when I apply for a job after graduation, I will have very little work experience, despite my abundant experience as a volunteer. When Clay and Paper Theatre hired me as a summer student for their Puppets without 58 Barriers project, I was so happy to have some actual work experience on my resume. I also made connections that I think will be mutually beneficial in the future.” Read more about the Clay and Paper Theatre Success Story. [link] As an employer, there are many ways you can help people with disabilities get the experience and skills they need to build a career. In return, you‟ll be introduced to a capable group of potential employees and – even better – you‟ll have the opportunity to hire the best and brightest for your business. What can you do? Here are some suggestions: Hire apprentices with disabilities. Across the country, there is a looming threat of a skilled labour shortage, due to an aging workforce and fewer replacement workers.6 Cultivating new sources of trained employees is an investment in the long-term success for your business. A recent survey by the Canadian Apprenticeship Forum (CAF) indicated that astute employers are already tapping into a new talent pool by hiring apprentices with disabilities in positions such as: machinists, electricians, welders, millwrights, carpenters and HVAC technicians. CAF reported that most apprentices in the survey were able to work effectively with simple, inexpensive accommodations, such as changes to workstations, schedules or duties.7 TAKE ACTION TIP Apprenticeship Did you know? A survey of 433 employers from 15 trades across the country found that every $1.00 invested in employing and training apprentices generated an overall return on investment of $1.47!8 If you hire skilled labour in your business, consider recruiting apprentices with disabilities. In addition to benefiting from their skills and motivation, you can take advantage of federal and provincial tax credits offered as incentives to employers hiring apprentices. You‟ll find more information on government funding [link] in the Funding and Subsidies section of this guide. Hire students and adults for temporary, contract or seasonal work. This is a good recruitment strategy that can be applied to any potential employee, 59 not just people with disabilities. Hiring people on a temporary or short-term basis gives them the opportunity to acquire job-related skills, explore career options and gain confidence in their abilities. It allows you, as the employer, to evaluate their personality, work habits and aptitude to see if they are a good fit for your business. It is an effective way to build a prescreened network of qualified candidates for regular, full-time job openings. Hire a co-op student or intern. Internship and co-op placement programs contribute considerable value, not only to the student but also to the employer. Students help companies improve productivity and get projects off the back burner. They also bring new insight, energy and expertise to staff teams. Interns and co-op students benefit from these programs by connecting with industry mentors, building job-related skills, gaining much-needed work experience and enhancing their resumes. The time you spend supervising a student is more than balanced by the opportunity to connect with well-qualified future employees and increase your business potential. Contact your local high schools, colleges and universities to get started. Create job shadowing opportunities in your company. Job shadowing allows TAKE ACTION TIP Hiring on contract: Campbell‟s Canada “We had a lot of files from a plant that we closed and they all had to be catalogued, boxed and put into storage. We hired a person with a vision disability on contract to handle the job. She had her own adaptive keyboard and computer screen enlarger and brought those to work. She‟s done a wonderful job for us – she‟s been absolutely stellar. When we bring someone with a disability in to the organization on a short-term contract or even on a volunteer basis, other employees get to see them at work and realize that they can do the job. That really helps to change attitudes. Margaret Cornell Disability Manager Campbell Company of Canada students or potential employees to spend time – from a few hours to a few days – observing your employees as they go about their normal routines. Job shadowing gives people „real world‟ experience that helps them understand the job duties involved and the skill sets required to pursue a career in your industry. It is 60 an excellent opportunity for students and other job-seekers to expand their knowledge of different industries and career options. Develop a skills training program, in partnership with local support service providers. Identify the areas where you anticipate skill shortages or would like to encourage more specialized talent development in your business. Working with local support service providers, establish a customized program that will help people with disabilities acquire industry expertise and jobspecific skills. You could start small, with just one or two trainees. Or you could build a broader training base by involving other, related businesses in the project. Ideally, you should plan to hire qualified graduates from the program. TAKE ACTION TIP Developing Talent If you are interested in finding new ways to recruit and support skilled, enthusiastic future employees, these organizations can help: Canadian Apprenticeship Forum – provides information for employers interested in hiring apprentices, including a national list of incentives, supports and resources for accommodating people with disabilities in skilled trades. Career Edge – a national not-forprofit organization that provides strategic staffing solutions, including on-line access to candidates, payroll administration and HR expertise, to help employers recruit, hire and retain quality talent. Ability Edge – a national internship program to help graduates with selfdeclared disabilities gain careerbuilding work experience. Services include on-line recruiting and administration, plus personalized HR support from professionals experienced in workplace/disability issues. Establish an Employment Equity Positive Measures Programs (EEPMP). EEPMPs are comprehensive and targeted programs best suited to larger employers. They come in many forms and are intended to remove employment barriers and address under-representation of specific groups, like people with disabilities, in the workforce. One way to close equity gaps is to establish a career development program to help potential employees become more job-ready. You can design the program to offer a range of services, including networking and mentoring opportunities, scholarships, summer or co-op employment, on-the-job training and access to other career-development resources. This To access a complete list of resources, visit the Business Takes Action website at www.businesstakesaction.ca 61 type of EEPMP attracts and cultivates the diverse talent you need in your business, while helping motivated job-seekers gain career-building skills. Business Takes Action: Mabel‟s Labels “Ellia recently completed a co-op placement with our Production Department. She was diligent and made countless contributions during her time at Mabel‟s Labels. Ellia also has autism. Everyone in the organization appreciated and valued her energy and enthusiasm. She took great pride in her work and was an active part of our team. Although she required greater supervision for some tasks, it was a fair trade for all of the contributions she made. When Ellia‟s co-op placement finished, she was missed not only by the department she was working in, but throughout the entire company!” Julie Cole, LL.B, M.A Co-founding Vice-President, Mabel‟s Labels Inc. Retaining and Managing Employees Orienting a New Employee You‟ve invested considerable time, money and effort to hire the right person for your business. Now, you must give your new employee the tools he or she needs to succeed. A well-developed orientation program will help you get new employees off to a great start. Employees feel a sense of connection and belonging after they have been through a formal orientation. They are also more confident and productive in their new role when they understand what is expected of them. Most importantly, they feel welcome and valued and start to establish solid inter-personal relationships with their co-workers and supervisors. Spread out the orientation process over several days or weeks. People often feel overwhelmed if they get too much information at once. The orientation 62 process will be easier and less stressful for everyone if you go slowly and give the employee time to absorb all the new information. Take Action Tip: Outline for an Effective Orientation Program Items to review with a new employee: Mission and values Organizational structure Company positioning in the industry and key competitors Policies and procedures Employee handbook Benefits, vacation time, compensation Security, health and safety responsibilities and procedures Job description, job duties and performance expectations Supervision and reporting mechanisms Performance evaluation procedures Emergency and evacuation procedures Introduction to co-workers, key contacts and, where appropriate, senior management Supporting New Employees with Disabilities Ensure that your orientation and training programs are accessible to all new employees. If you provide learning material online, make it available in multiple formats, so that everyone can participate. You‟ll find more information about making your information accessible [link] in the Barriers to Success: Tools for Taking Action section of this guide. 63 Choose accessible locations to hold meetings or training sessions and arrange to provide other supports, such as interpreters, note-takers or adaptive equipment, when necessary. Allow the employee extra time to complete any learning requirements, if needed. If your new employee was working with a support service provider during the hiring process, he or she may have a job coach or support person available to help with training and orientation. In most cases, the support service provider will also help you and the employee develop accommodation strategies. If job duties or technologies change over time, the service provider will usually provide further on-site support, as needed. However, you should not assume that an employee with disabilities has a relationship with a support service provider or would be interested in working with one. Talk to the employee first, before you involve an outside agency in training or accommodation. TAKE ACTION TIP Retaining employees Retaining your best employees is critical to the long-term success of your business. By treating your employees well, you will reap the rewards of: Improved customer service and satisfaction Greater productivity Increased sales Improved employee morale and job satisfaction Effective succession planning Retaining crucial organizational knowledge and learning If the employee has requested accommodation, discuss the arrangements with him or her in advance and plan to have them in place for the employee‟s first day. Be prepared to make further adjustments as the employee settles into daily routines. Take time to review your workplace to make sure that the physical features meet Ontario‟s accessibility standards and occupational health and safety requirements. If you find barriers, make adjustments to improve workplace accessibility for your new employee – e.g. keeping office pathways open and not cluttered with boxes and files, positioning items at appropriate heights, etc. You‟ll find links to accessibility checklists [link] in the Barriers to Success: Tools for Taking Action section of this guide. You‟ll also find other valuable resources on the Business Takes Action website: www.businesstakesaction.ca When an employee has disclosed a disability, ask him or her how much information you should share with co-workers and supervisors, especially if the disability is not visible. You are responsible for respecting the employee‟s privacy and ensuring that others 64 follow your lead. When you introduce the employee to other staff members, always keep the focus on ability, not disability. In some cases, co-workers may feel uncomfortable or anxious about welcoming a new team member with a disability. Supervisors may also worry about managing performance and maintaining productivity. If other staff members don‟t know what to expect or how to behave, their concerns and resentment could be disruptive and may have a negative effect on the new employee. Consider providing disability awareness training for your staff before the employee starts work. This is often the best way to dispel concerns and help develop a positive, welcoming work environment for your new employee. Making antidiscrimination education a regular part of your workplace training programs will also go a long way towards creating a corporate culture that accepts and supports people with disabilities. It helps to shift the focus away from the needs of individual employees and on to the importance of following good employment practices. Schedule a meeting after a few weeks to see how the employee is managing and to offer reassurance and support. This is a good time to ask for feedback, review accommodations and discuss any additional modifications that the employee may need to meet the essential requirements of the job. Ongoing orientation and training helps employees integrate more effectively into your workplace and adjust quickly to new responsibilities. It also gives you a chance to assess how well the employee is performing and to arrange for support or guidance where needed. Encouraging Success Hiring great employees is only the first step in an ongoing process. Your responsibility for motivating and engaging your workforce begins as soon as an employee is hired and continues until he or she leaves your company. As an employer, it‟s up to you to provide the coaching, training and feedback to help your employees be successful in their careers. In return, they will help your business succeed through their initiative, commitment and enthusiasm for their work. 65 Active and directed leadership is one of the best ways to motivate employees and improve performance. Your leadership sets the tone, the culture and the direction of your business. Research indicates that employees want structure and a certain amount of management control in their work environment. They want to know that they will be treated fairly and respectfully and will be given the guidance they need to develop and improve. They also respond best when they feel valued, appreciated and cared about. It is up to you to provide the leadership your employees need to deliver peak performance. Take Action Tip: Strategies for Motivating and Retaining Great Employees Respect: Create a work environment where employees feel valued, respected, included and appreciated. Engage: Involve employees in decisions that affect their jobs and the future of the company. Give employees the opportunity to contribute their unique talents and abilities. Balance: Provide the flexibility in work operations and daily management that employees need to achieve a healthy work-life balance. Listen: Encourage employees to share their ideas, suggestions, feedback and concerns. Show that you are prepared to listen and take action. Communicate: Explain corporate goals and objectives. Let employees know what their responsibilities are, how they can contribute and what is expected of them. Train: Give employees the learning and development opportunities to reach their full potential. Promote career development. Challenge: Encourage employees to push their limits, take on new responsibilities and grow their knowledge and skill. Appreciate: There is tremendous motivational power in the simple act of appreciation. Sincerely recognize and value the efforts of your employees and they will respond with loyalty, dedication and hard work. Reward: Meaningful rewards improve job satisfaction and boost morale. Rewards can be monetary or non-monetary, ranging from pay increases and professional 66 development opportunities to a celebratory lunch or a public thank you. Celebrate: Take time to acknowledge, praise and celebrate personal, professional and corporate success. Mentoring Programs Establishing an internal mentoring program is an excellent way to help all employees settle into their jobs and develop good working relationships. A mentoring program supports new employees as they integrate into the workforce and helps existing employees transition into new positions or adjust to rapidly changing work environments. A mentor is usually an experienced senior staff member who acts as an advisor and guide to a new or more junior employee. Mentoring is a low cost program that offers significant business advantages to both you and your staff. Benefits of mentoring: New employees work more efficiently and adjust quickly to internal operations. Mentors share best practices and procedures, improving productivity and performance. New employees learn the subtleties of office protocol under the guidance of a seasoned staff member. Internal knowledge and expertise is preserved and transferred from mentors to junior staff. Communication, interpersonal relationships and team-building improve. Junior staff members have the support they need to take on more responsibility and build their careers. Mentoring improves retention and job satisfaction for the new/junior employee and the mentor, because they both feel valued and appreciated. In smaller companies, a mentor could be the employee‟s direct supervisor or manager. In larger companies, human resource managers may coordinate mentoring activities. 67 The most important factor in the success of a mentoring program is the quality of the mentors. Mentors act as role models, so choose people who are strong leaders, with good communication and technical skills. An enthusiastic attitude and good work ethic are also qualities you should look for when selecting mentors. Mentoring is a powerful business tool that will help your employees maximize their personal and professional growth and add tangible value to your business. Mentors are particularly helpful for people with disabilities. Employees with disabilities may not have strong business networks to draw on, so a mentor can provide valuable business contacts and connections. A mentor can also help employees with disabilities establish positive working relationships with co-workers and supervisors, enhancing their integration into the social framework of the company. When employees with disabilities have the support, guidance and advice of a strong mentor, their job satisfaction improves and their opportunities for career development increase. Some mentoring guidelines [link] to help you start your own mentoring program are available in the Tools for Taking Action section of this guide. Take Action Tip: Equal access to mentoring programs In many businesses, mentoring happens informally. A senior executive will decide to take a promising employee „under his or her wing‟ and act as a confidante and advisor. However, when mentoring is informal and left up to the individual, people with disabilities or from diverse backgrounds may be left out. Mentoring can open doors to promotions and advancement, so it is important that every employee has access to mentoring opportunities. Mentoring programs are more effective when they are formalized and readily available to all employees. Training and Development Increasingly, workplace education is viewed as a valuable benefit that helps to recruit and retain staff. When employees have opportunities for training and professional growth, they develop a greater sense of self-worth and dignity. An on-going program of training and development clearly demonstrates to your employees that you value their 68 potential and are invested in their future success. In return, you gain the benefits of a motivated, loyal and conscientious workforce. Training is also a proven recruitment strategy, attracting top talent with the promise of future career development. Training enhances the skills and performance of your workforce, helping you to become more competitive in a rapidly changing global marketplace. It also delivers financial gains to your company by reducing staff turnover, improving productivity and increasing efficiency and effectiveness. Take Action Tip: Benefits of Training and Development Increases job satisfaction. Boosts employee morale and motivation. Reduces employee turnover. Attracts high-quality talent to your business. Improves operational systems – increases efficiencies, productivity and profitability. Enhances corporate reputation, attracting more qualified employees. Faster integration of new technologies, processes and methods. Better risk management – e.g. diversity training, sexual harassment training. More innovation in strategic planning, products and processes. Fewer mistakes, better health and safety record. Less supervision required. Even the best employees benefit from training. A well-designed training program will help employees address gaps in their knowledge and acquire new skills for promotions and career development. Training also supports long-term business goals by helping you build a workforce with the skills to address your future needs. If you keep your strategic plan and objectives in mind as you develop your training program, business productivity and performance will improve. 69 There are two main types of training: Informal training: Employees are trained while working at their jobs. Examples of informal training include: orientation programs, cross-training or job rotation, coaching, apprenticeships and internships. Formal training: Employees learn outside of their normal work routines. Examples of formal training include: conferences, lectures, seminars, workshops, courses, case studies, online/interactive learning programs. Training programs should be evaluated regularly to ensure that they are meeting the individual goals of your employees and the strategic goals of your business. If there are gaps or discrepancies, adjust the training to meet your objectives. Regular reviews will keep your training program on track. Cross-training TAKE ACTION TIP Investing in training A research study conducted by the Canadian Federation of Independent Business (CFIB) generated some interesting statistics about training in small- (less than 50 employees) and medium-sized (50- 500 employees) businesses9: SMEs spend an annual average of $2,703 per employee on training. $1,958 of that amount is spent on informal training and $756 is spent on formal training. The SME sector spends over $18 billion per year on training. Many businesses are discovering the advantages of Of that amount, $12.7 billion is cross-training their employees. Cross-training will spent on informal training help you maintain productivity when employees are off sick or go on leaver or vacation. This reduces the cost and resources required to fill gaps in your workforce. You will always have a group of trained and readily available employees to act as replacements when you need them. Cross-training also encourages a co-operative, team-oriented environment. When employees have a chance to learn what other employees do, their understanding of business processes improve and they are more willing to collaborate and be supportive of each other. It gives employees a chance to learn new skills, gain valuable work experience and take on new challenges. Cross-training also improves continuity and knowledge management in your business, ensuring that you are not vulnerable if an employee leaves unexpectedly or moves to a new position. Cross-training is a pro-active business strategy that keeps your business running smoothly and your employees interested and engaged. 70 Business Takes Action: Dental Health Group Dental Health Group is a thriving dental practice in Burlington Ontario, offering a full range of family and cosmetic dental services. With two busy locations, the Dental Health Group is committed to offering the highest levels of service to their patients. Kim Mizner, Business Manager for both offices, explains how the sudden loss of an employee to disability leave helped them improve productivity and customer service by making cross-training an integral part of their HR procedures. “We had an employee take an unexpected leave of absence and we were not prepared for the fallout this had on our organization. This employee had a specialized area of expertise and certain tasks were always assigned to her. We didn‟t have a contingency plan to replace the employee and we were unable to share the workload amongst the rest of the team because the employee‟s position was too specialized. As a result, the company was placed in a position of risk, due to lost revenue from cancelled projects. We have learned from this experience and have implemented a crosstraining program to prevent this from occurring again in the future. New and current employees are now entirely trained in the areas that lend themselves to cross-training. The cross-training method that seems to be the most effective is regular scheduled training sessions. Employees are given the responsibility to teach other members of the team the functions of specific jobs that have been identified as „MUST KNOW.‟ Employees also participate in on-line training sessions and attend courses and seminars. By introducing the cross-training program to the company, stress levels for staff have greatly reduced, due to a more equal division of work. We have also noticed that the increased level of communication, training and direct interaction between employees has resulted in a better team atmosphere and, most importantly, productivity amongst employees is measurably higher than before.” Kim Mizner, Business Manager Dental Health Group 71 Making Training Available to All Employees Training clearly has many personal and professional advantages for employees. Because training is often a stepping-stone to promotions and job opportunities, it is essential that training opportunities are available to all employees. For people with disabilities, lack of training and education is a major employment barrier. A survey of people with disabilities conducted by the Canadian Abilities Foundation found that half of all respondents had at least a college diploma or a trade certificate, yet 59% felt they needed more practical training, such as specialized courses and on-the-job training to improve their employment situation.5 Employees with disabilities may miss out on training opportunities for a variety of reasons: They are not aware or informed when training is available because they are not well integrated into social or business networks in the workplace. Employers assume they don‟t have the ability to learn new skills. Employers are unwilling to invest in training because they believe the employee has limited career potential. Training facilities are not accessible, adaptive equipment is not available or information is not provided in multiple formats. Despite persistent misconceptions, the reality is that employees with disabilities are eager to participate in training programs. They are keenly interested in increasing their knowledge and expertise so that they can contribute to the success of their employers and expand their own career horizons. As an employer, it is up to you to ensure that all employees in your business have the chance to train, develop and achieve. Take Action Tip: Overcoming Training Barriers Here are some suggestions that will help make training more accessible for all employees: Encourage employees to set long-term career goals and establish a career development plan. 72 Match employees with mentors to provide career advice and guidance. Help employees identify areas where training would be beneficial for their careers. Provide management and leadership training, as well as skills training, so that employees can prepare for roles with greater responsibility. Post announcements and information about training opportunities in accessible locations and multiple formats. Formalize training announcements and distribute information through multiple channels (e.g. emails, intra-net, bulletin boards etc). Don‟t rely on informal or word-of-mouth communication. Make sure that employees also know how and where to apply for training. Use fair, objective and clearly stated guidelines to select employees for training – e.g. “All employees may attend one training activity per year, within a specified budget amount, as long as the training supports their performance goals.” Ensure that training is provided in accessible locations with convenient access to public transportation. Check that parking is close by and washrooms, meeting rooms, elevators and hallways are wheelchair accessible. Before the training begins, ask the employee what accommodations are necessary to help him or her succeed. Provide all training materials in multiple formats. Give employees extra time to complete training activities and assignments, if needed. Plan regular breaks during training and make sure that water and refreshments are easily available. If Internet-based communication is part of the training program, select software that is accessible for screen readers and provide alternative options for people who cannot participate in online chat rooms. When transportation is an issue for employees, arrange for distance learning programs or video conferencing. 73 Promotions and Advancement Training and career advancement often go handin-hand. Training lays the groundwork for skill development and prepares employees to move up in their organizations. However, employees with disabilities may be overlooked for promotions for many of the same reasons that they are overlooked for training. Employers may make negative assumptions about their skills, abilities and interest in advancement. In some cases, employers are unwilling to promote or move an employee with disabilities because they feel it will be difficult to transfer accommodation arrangements to another position or location. These attitudes can create employment barriers that frustrate and discourage qualified employees with disabilities. TAKE ACTION TIP Promotions and advancement The Ontario Human Rights Code requires that all employees be treated equally in terms of promotions and advancement. “This means that decisions about acting assignments, secondments and promotions should be made based on objective evidence related to job performance and abilities and not on subjective assessments that are based on stereotypes or unfounded assumptions.”3 As with training, employers have a responsibility to ensure that all employees have equal opportunities for promotions and advancement. Not only will your employees benefit but there are proven advantages to business owners when employees are given opportunities to build their careers: Recruiting – You will attract better candidates for job openings if you have a reputation as an employer who promotes career advancement. Retention – Employees are more likely to stay with a company when they know that their value and contributions will be recognized through promotions and career development. Cost savings – Employees who already know and understand business operations can adapt and become effective in their new positions faster than a new employee. Versatility – Employees promoted into new roles can help to train their replacements and be available to mentor and advise, as needed. 74 Promotion and advancement decisions should be made using a formal process that includes: Circulating a notice about the advancement opportunity to all eligible employees. Applying a clearly defined selection process. Using objective selection criteria, such as a formal interview, written performance appraisals and appropriate testing. Ensuring that information about the selection criteria is available and accessible to everyone, to help them prepare for the selection process. Providing help with the preparation and application process on an equal basis to all candidates. Taking into account the accommodation needs of all qualified candidates. Take Action Tip: What can you do to help employees advance? Encourage employees to develop career plans and goals. Provide training and mentoring opportunities to help employees develop. Create opportunities for cross-training, job shadowing, team assignments and job trials to help employees gain valuable skills and experience. Build bridges between entry level positions and more senior positions to overcome barriers to upward mobility. Offer coaching to employees who need to improve their interviewing and resume-writing skills. Help employees integrate into formal and informal workplace networks to build stronger interpersonal relationships with co-workers and supervisors. Ensure that employees with disabilities are not treated differently when it comes to earning seniority. Post announcements about job openings, lateral transfers and career development in accessible locations and multiple formats. Involve employees in discussions about accommodation arrangements and their effect on promotions and transfers. Work together to find strategic, cost-effective solutions. 75 Employment Standards To ensure that all employees are treated fairly, the federal and provincial governments have created employment standards for: Minimum wage Annual vacations and other types of leaves Public (statutory) holidays Hours of work, including standard hours, overtime and emergency requirements The federal government has compiled a comprehensive list of online resources to help employers understand and comply with these employment standards. The tools provided range from employer guides and checklists to calculators and online application forms. You can access this excellent service through www.canadabusiness.ca or by visiting the Business Takes Action website at www.businesstakesaction.ca for a complete list of online resources for this guide. Performance Management Employees don‟t usually leave companies, they leave poor managers and unfulfilling jobs. Performance management is a process that improves employee retention by addressing both of those issues. Performance management effectively combines best practices in people management with a commitment to continuous learning and development, resulting in a corporate culture that is supportive, nurturing and inclusive. Benefits of Performance Management In addition to improving business productivity, performance management systems help to eliminate employment barriers and discrimination by establishing clear, consistent standards for setting performance targets and conducting performance reviews. 76 Performance management promotes high achievement in employees, encouraging them to meet and exceed their goals. Managers and employees work together to identify barriers to success and develop strategies to overcome those barriers. All barriers are addressed, whether they relate to the employee (behaviour, attitude, functional limitations) or the company (communication, work flow, job duties). Employees receive constructive feedback, guidance and coaching on a regular basis to help them develop and improve. Performance management establishes a system of supports that helps your workforce meet their responsibilities, commitments and goals. While these supports TAKE ACTION TIP Performance management and discrimination “Performance management systems that involve explicit performance expectations, clear performance standards, accurate measures and reliable performance feedback, as well as the consistent application of these standards [to all employees], help to reduce the chances of discriminatory ratings.”10 must be applied consistently and fairly to be effective, there should also be enough flexibility in the system to allow employees to achieve their best, using their individual skills and abilities. Communication is the key. The performance management approach encourages managers and employees to have regular, informal meetings to discuss issues and concerns. The quality of working relationships improves as employees and management learn to look forward and problem-solve, rather than look back and blame. Effective managers ensure that employees: Know what is expected of them. Have the skills and ability to meet those expectations. Are supported and encouraged to develop their knowledge and skill. Receive constructive feedback on their performance. Have the opportunity to contribute their unique skills, abilities and knowledge to achieve personal, team, departmental and corporate goals. 77 Performance management is a continuous process of planning, evaluation and improvement that promotes the long-term health and success of your business. Performance Reviews While on-going communication and feedback is essential, best-practice companies also conduct a performance review every year. A performance review formalizes the evaluation process and gives employers the opportunity to discuss on-going performance issues, performance targets and future business plans with employees in a structured and interactive way. A performance review answers these four basic questions: 1. What has to be done? A review of the job responsibilities, as outlined in the job description. 2. What are your expectations when the job is done well? A review of the performance standards that you expect the employee to achieve. 3. How will you know when these performance standards are achieved? A review of the performance measurements you have put in place (e.g. a review of sales reports; production commitments completed as scheduled, etc.) 4. How can performance be improved? A review of the employee‟s performance, including strengths and areas of improvement. A performance review should be a dialogue between the manager and the employee and should clarify expectations for both parties. It is a collaborative process for evaluating past performance, developing strategies for improvement and planning for future growth and development. The process and frequency of performance reviews should be clearly communicated to both employees and management, so that everyone knows what to expect. 78 The standards you develop for reviewing performance must be job-related and relevant. Refer to the job analysis [link to job analysis section pg 12 of this chapter] and essential requirements [link to e.r. section pg 10] for each position as a guide for developing performance review standards. Some performance standards may apply to all employees in your business (e.g. company-wide attendance policy) and others may apply only to employees in specific jobs or departments. Employees with disabilities are expected to meet the same performance standards for the essential requirements of a job as any other employee. However, they may need accommodations to reach those standards. Performance reviews should evaluate each employee individually, based on what they are capable of doing, and should take into account existing accommodation arrangements. It is important to evaluate all employees using standards that match their abilities. For example, if an employee regularly leaves work early as part of an accommodation strategy, that employee should not be penalized for failing to meet the company‟s attendance policy standards. The performance review is a good time to talk to the employee about the current accommodation arrangements and determine whether additional supports or adjustments are necessary. TAKE ACTION TIP Performance management for people with disabilities “We don‟t change our performance standards for employees with disabilities,” states Margaret Cornell, Disability Manager at Campbell‟s Canada – one of the country‟s oldest and largest food manufacturers. “If someone has been accommodated with modified work duties but still comes in late every morning, then we will performance manage that employee because their behaviour doesn‟t meet expectations. If the employee is unable to attend work on time for a reason related to the disability, they would not be performance managed. However, if someone has accepted an accommodation but refuses to handle some of the agreed tasks, then it would be a performance issue, unless they can show that their condition has deteriorated or they have another rational explanation for their behaviour. We performance manage all employees on the basis of their behaviour, not their disability.” 79 Conducting a Performance Review Start by acknowledging the strengths that the employee brings to the team and the company. A positive approach helps to maintain the employee‟s selfesteem and creates a more supportive atmosphere for constructive feedback. If the employee is not meeting performance targets, clearly identify and discuss the areas that need attention. Then work with the employee to set goals, strategies and timelines for improvement, taking into account the employee‟s accommodation needs. When an employee appears to be having difficulty and has not disclosed a disability, don‟t assume that the behaviour is intentional. Look for other causes. Sometimes a frank discussion about poor performance may help the employee realize that it‟s time to disclose a personal or health issue. Before taking disciplinary steps, ask whether the employee needs accommodations. A few simple job modifications may be all it takes to help the employee meet performance targets. Monitor the situation regularly and encourage the employee‟s efforts if performance improves. If performance doesn‟t improve, hold the employee accountable and work together to determine next steps. In the Tools for Taking Action section of this chapter you‟ll find a list of questions to ask yourself before discussing job performance with an employee [link] and a guide for conducting an effective performance review [link]. Take Action Tip: Take Detailed Notes Always keep detailed notes of your interactions with an employee when you manage performance or conduct an evaluation. Your notes will help you track the employee‟s progress and will be a valuable record if there is a human rights claim. Progressive Discipline In addition to recognizing and rewarding good performance, it is important to correct poor or unsatisfactory performance. One of the best ways to manage staff behaviour is to use a system of progressive discipline. Progressive discipline is a multi-step process that guides and corrects staff in stages. It is a predictable, pro-active approach to improving employee performance. 80 Progressive discipline is beneficial to employees because it is based on objective criteria, sets clear standards and gives fair warning about the consequences of inappropriate behaviour. It promotes equitable, consistent treatment for all employees and provides documented proof of unsatisfactory behaviour. The HR records that you develop using a progressive discipline system will also be useful if you ever face legal claims of unfair treatment or discrimination. Offer constructive feedback when you discuss performance problems with an employee. Progressive discipline is meant to be corrective, not punitive, and is intended to help employees make positive contributions to the company. Keep the discussion factual and objective and be very careful to avoid personal comments. Broad, general comments, such as “You have a bad attitude,” are not helpful. Be more precise about your needs and expectations. Identify the specific behaviour that is causing the problem and clearly explain the improvements you expect. Important: Employees should always be informed that poor performance and misconduct will be disciplined. You should have a policy in place that covers discipline and make sure that all employees read, understand and agree to the requirements of that policy when they are hired. Stages of Discipline Verbal warning – The first stage of the process involves talking to the employee about the unsatisfactory behaviour. You must clearly explain what the employee is doing wrong and the consequences of continuing the unwanted behaviour. You should explain your expectations for improvement, agree on the appropriate corrective action and set a time line for change. When the meeting is over, document the discussion and keep a record on file. Often, a verbal warning is all that it takes to improve the employee‟s performance and resolve the issue. Written warning – This is a formal disciplinary notice given to the employee. It can be as simple as a short letter but it should clearly identify the unsatisfactory behaviour, list any previous disciplinary actions and firmly state that the behaviour must be stopped or corrected by a specific date. Keep a copy of the notice on file. 81 Final written warning or suspension – If the employee does not correct the unsatisfactory behaviour, you can issue a final written warning that addresses the current problem, reviews previous disciplinary actions and gives notice of impending termination if performance does not improve. Keep a copy of the warning notice or document the suspension and keep it on file. This is the last stage before termination. Only proceed from one discipline step to the next if the employee fails to respond to the previous step. Most employees will resolve their performance problems before they get to the suspension or final warning stage. Documentation is critical to the success of a progressive discipline system. By documenting each step in the process, you can monitor the employee‟s performance and give positive feedback on any improvements. Documentation should include the date and purpose of the discussion or meeting, the unsatisfactory behaviour that was discussed, what you and the employee said and agreed to, and any deadlines that you set for corrective action. It is essential that you maintain these records to show the attempts you made to guide and advise the employee, in case there are any future problems or claims. Terminating an Employee Give the employee an opportunity to improve. Before terminating an employee, use performance management and progressive discipline strategies to give the employee an opportunity to correct unsatisfactory performance. Most employees want to do a good job and will respond positively to counselling and guidance. Consider the possibility that a disability (disclosed or undisclosed) may be affecting the employee‟s behaviour. Go through the process of determining and implementing accommodations before deciding that the employee cannot perform the essential requirements of the job. It is an HR best practice to consult a lawyer or HR advisor before terminating an employee. Although employers have the right to terminate employees, they must do so fairly and in a way that respects the employee‟s dignity. Employers must also comply with human rights and employment standards legislation during the termination process. A lawyer can review the situation and advise you on the best way to proceed with the termination. 82 Be calm, objective and professional during your meetings with the employee. Firing an employee is one of the most difficult tasks you will face as an employer. It is a task filled with emotion, both for the employee and for you. It is important that you stay composed and rational throughout the termination process. Keeping emotions under control will go a long way toward preventing a claim for wrongful dismissal. Make sure that all the reasons for the termination have been properly documented and brought to the employee‟s attention. If the employee has been adequately warned and failed to correct the problems within a reasonable period of time, then you can proceed with the termination process. You should be brief and tothe-point when you fire the employee. Explain the facts leading to your decision and clearly state that the decision is final. Explain any termination arrangements and conclude the interview. Exit Interviews It is good business practice to conduct an exit interview when an employee leaves your employ. This is true whether the employee leaves voluntarily or is terminated. During the exit interview you will often get useful feedback that you can use to improve your business procedures or employee relationships. If you ask the right questions, you can find out what you are doing well and what you should improve. Employees are more willing to speak openly when they don‟t have to worry about losing their job. Think of the exit interview as a rich source of information about your business practices, employee relationships and organizational culture and ask well-thought-out, directed questions. References 1. Burke RJ and Cooper CL, eds. The Human Resource Revolution: Why Putting People First Matters. Oxford, UK: Elsevier; 2006. 2. Ontario Human Rights Commission. Policy and guidelines on disability and the duty to accommodate. 2000. 3. Ontario Human Rights Commission. Human Rights at Work. 3rd ed. Toronto: Carswell; 2008. 83 4. WCG International Consultants. Employment of Persons with Disabilities in the Province of Ontario: Research Report. June 2006. 5. Canadian Abilities Foundation. Neglected or Hidden: Connecting Employers and People with Disabilities in Canada. Summary Report. 2004. 6. Miner R. People Without Jobs, Jobs Without People. Miner and Miner Management Consultants. 2010. 7. Canadian Apprenticeship Forum. Talent, Training, Profit. 8. Canadian Apprenticeship Forum. It pays to hire an apprenticeship: Calculating the return on training investment for skilled trades employers in Canada. Executive Summary. 2009. 9. Kelly D, Azoulay A, Debus A, et al. Canada’s Training Ground. Canadian Federation of Independent Business, 2009. 10. Gelfand MJ, Nishii LH, Raver JL and Schneider B. Discrimination in Organizations: An Organizational-Level Systems Perspective. Centre for Advanced Human Resource Studies Working Paper Series, Cornell University; 2007. 84 Tools for Taking Action Putting Best HR Practices to Work Guidelines for Reviewing HR Policies and Procedures Purpose: To ensure that all HR policies and procedures are inclusive and barrier-free. As you examine each policy and procedure, ask yourself these questions: General Does this policy or procedure unfairly exclude or limit existing or potential employees of diverse backgrounds? Does this practice or procedure benefit all employees? Specific Is it legal? o Does the policy or procedure conform to all applicable human rights and employment laws? Example: Does the policy or procedure comply with current labour and health and safety laws? Is it related to the job? o Is the policy or procedure reasonable and is it relevant to the requirements of the job? Example: Is it reasonable to ask all employees to complete reading and writing tests, when some jobs don’t require those skills? Does it have an adverse impact? o Does the policy or procedure have a disproportionately negative impact on any group of people? Example: Inflexible work schedules may affect the ability of people with disabilities to attend necessary medical appointments. Can an accommodation be made? o If a policy or procedure is job related but excludes or limits people from certain groups, can an accommodation be made to reduce or eliminate the adverse effect? Example: Introducing flexible work hours may make it easier for people with disabilities to attend necessary medical appointments and still meet the performance requirements of the job. Is the policy or procedure applied consistently? Example: Are all applicants asked about their ability to work overtime or only people with disabilities? Adapted from: Human Resources and Skills Development Canada. Guidelines for Employment Equity Act and Regulations. Guideline 6: Employment Systems Review. For a complete list of online resources for this guide, visit the Business Takes Action website at: www.businesstakesaction.ca Tools for Taking Action Putting HR Best Practices to Work Sample Accommodation Policy Ryerson University has developed a comprehensive policy for accommodating people with disabilities. That policy has been provided here as a guide for other employers. It includes many of the organizational commitments required under the proposed Employment Accessibility Standard of the Accessibility for Ontarians with Disabilities Act (AODA). Ryerson’s policy addresses key issues, such as: Supporting people with disabilities through the recruitment, selection and hiring process. Providing individualized accommodations for employees with disabilities. Respecting the confidentiality of an employee’s personal information. Identifying the roles and responsibilities of various participants in the accommodation process. Outlining the procedures involved in a Central Employment Accommodation Fund. Providing detailed accommodation procedures for both job applicants and employees returning to work after a disability-related absence. Because this policy was developed for by a large, academic organization, you may find that some of the information is not relevant to your business, particularly if you are a smaller employer. Use the policy as a starting point to develop your own accommodation policy. Select the sections that interest you and customize them to your business needs. Sample Policy Access Ryerson University’s Accommodation Policy for Persons with Disabilities. You will also find another sample accommodation policy [link] in the Tools for Taking Action section of the chapter on Planning a Successful Return to Work. More information about the proposed AODA Employment Accessibility Standard and other accessibility standards is available through the Ministry of Community and Social Services AccessOn website. Source: Accommodation Policy for Persons with Disabilities provided courtesy of Ryerson University, Toronto Ontario. Website: http://www.ryerson.ca. Job Analysis Questionnaire JOB ANALYSIS QUESTIONNAIRE Employee Last Name: First Name: Job Title: Location of Work: Length of Time in Current Position: Hours of Work: Employment Status: Permanent Contract Date Completed: Supervisor Name: Part-time Temporary Supervisor Title Business Phone Number: Supervisor Phone Number: Signature Supervisor Signature: Introduction: The purpose of this questionnaire is to help you describe the conditions and requirements of your job. Please answer the questions honestly and provide as much detail as possible. This will help us to analyse your position and/or draft a complete and accurate job description. You may find that some questions do not relate to your job. If this is the case, please write N/A (Not Applicable) in the space provided. This questionnaire is not measuring your individual job performance and your job performance will have no impact on how the position is evaluated. Your supervisor will read your submission, as this forms an important part of the job analysis process. Supervisors are asked not to change employee responses, but to make comments in the space provided. Please feel free to keep a copy of the questionnaire once it has been completed and signed. 1 Job Analysis Questionnaire PART A – PURPOSE OF POSITION Please describe your position, stating its purpose, goals and objectives as you understand them. Include how your position contributes to the function of your company and explain why it is necessary. SUPERVISOR COMMENTS: Please provide any additional comments about the purpose and/or function of this position. 2 Job Analysis Questionnaire PART B – EDUCATION AND EXPERIENCE Indicate the minimum combination of education and experience required to effectively perform the duties of this position. Please consider only the necessary qualifications, not preferred qualifications or those that you personally possess. Required Education Required Work Experience Less than a high school diploma None High school diploma or equivalent Less than 6 months Vocational School Between 6 months and 1 year Associate’s / Technical Degree Between 1 year and 3 years Bachelor’s Degree Between 3 years and 5 years Master’s Degree Between 5 years and 10 years Doctoral Degree More than 10 years 1) If a degree is required, what fields of study are appropriate? 2) What licenses, certifications or registrations are required to carry out your position? 3) Please note any additional specialised training required. PART C – JOB REQUIREMENTS 3 Job Analysis Questionnaire PART C – JOB REQUIREMENTS Please describe the duties required in your position. Fill in the sections on the amount of time each duty takes per week (total must equal 100%). Please also identify the frequency of each duty, the importance of each duty, and the skills needed to carry out the duty. Start with the most important duty and list all those which take up at least 10% of your time. Duty Time Frequency Importance Skills Example: Example: Example: Example: Example: Complete daily production logs 15% Daily Weekly Monthly Low Medium High Daily Weekly Monthly Low Medium High Daily Weekly Monthly Low Medium High Daily Weekly Monthly Low Medium High Daily Weekly Monthly Low Medium High Daily Weekly Monthly Low Medium High Daily Weekly Monthly Low Medium High Daily Weekly Monthly Low Medium High Daily Weekly Monthly Low Medium High Daily Weekly Monthly Low Medium High Basic reading, writing and arithmetic 4 Job Analysis Questionnaire PART D – PHYSICAL EFFORT Please describe the type of physical effort required to perform your duties, being as specific as possible. Also identify the frequency of each activity and the importance of each activity to your overall position. Types of Physical Effort Frequency Importance Working in a seated position? Please describe. (e.g. sitting in an office; driving a car; etc.) Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Working while standing or walking? Please describe. (e.g. on an assembly line; in a laboratory; etc.) Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Light physical exertion? Please describe. (e.g. lifting less than 5 kilograms) Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Moderate physical exertion? Please describe. (e.g. lifting between 5 and 10 kilograms) Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Heavy physical exertion? Please describe. (e.g. lifting between 10 and 30 kilograms) Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Extreme physical exertion? Please describe. (e.g. lifting more than 30 kilograms) Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Other measures of physical exertion? Please describe. (e.g. walking stairs, bending or crouching, etc) Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High 5 Job Analysis Questionnaire PART E – MENTAL EFFORT Please describe the type of mental effort required to perform your duties, being as specific as possible. Also identify the frequency of each activity and the importance of each activity to your overall position. Types of Mental Effort Frequency Importance Analytical thinking? Please describe. Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Making decisions? Please describe. Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Concentrating on details? Please describe. Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Communicating effectively (verbally or written)? Please describe. Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Managing stress and emotional situations? Please describe. Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Above average use of one or more of the five senses (sight, taste, smell, touch and hearing). Please describe. Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Other types of mental effort? Please describe. Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High 6 Job Analysis Questionnaire 1) How frequently must your attention be shifted from one duty to another? 2) How often are you distracted or interrupted while performing your duties? 3) Please note any additional influences resulting in mental or sensory fatigue. PART C – JOB REQUIREMENTS 7 Job Analysis Questionnaire PART F – WORK ENVIRONMENT Please identify the types of environments you must work in to complete your duties. Please also identify the percentage of time per week you spend in each environment (total must equal 100%) and rate the importance of this environment to your overall position. Location Time (%) Location Importance Indoor Low Medium High Outdoor Low Medium High Vehicle Low Medium High Chemical Hazards Low Medium Biological hazards Low Radiation hazards Mechanical hazards Electrical hazards Explosive hazards Time (%) Importance Temperature extremes Low Medium High Wet Low Medium High High In high places Low Medium High Medium High Fumes / gas / odours Low Medium High Low Medium High Dusty / dirty Low Medium High Medium High Medium High Low ventilation Low Low Low lighting Low Medium High High noise Low Medium High Other Low Medium High Low Low Medium Medium High High 1) What safety equipment or clothing is needed to prevent injury in your position? Please specify the type required and the duty requiring it. Safety Equipment or Clothing Example: Steel-toed boots Duty Requiring Example: Inspecting building sites 8 Job Analysis Questionnaire 2) What specific safety measures are required to prevent injury at work? 9 Job Analysis Questionnaire PART G – TOOLS AND RESOURCES Please list the primary tools and resources required to perform your duties and briefly describe how each is used to complete specific duties. Please also identify how often you use each item and how important it is to your overall position. Required Tools and Resources Frequency of Use Importance Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High Continuously 4+ hours per day 2-4 hours per day 1-2 hours per day 1 hour per day Low Medium High 10 Job Analysis Questionnaire PART H – CORE COMPETENCIES Please describe the skills, abilities and personality traits essential to perform your duties. Please consider only the necessary qualifications, not preferred qualifications or those that you personally possess. Examples: - Listening abilities Writing skills Keyboarding / IT Skills Ability to do mathematics / calculations Manual dexterity Ability to lift more than 30 kilograms - Organisational skills Customer Service skills Leadership Decision-making ability Initiative Teamwork 11 Job Analysis Questionnaire PART I – SUPERVISION 1) How many employees do you supervise? Please circle. (If none, go to Part J) None 1-3 3-10 10-50 50+ If you supervise others, please describe the nature of your supervision, being as specific as possible. Please also identify the type of supervision you provide, as well as the importance of each activity to your overall position. Types of Supervision Generate work schedules? Please describe. Assign work or personnel? Please describe. Maintain quality or quantity of work performed? Please describe. Provide instruction, training or guidance? Please describe. - Develop protocols and procedures? Independently administer discipline? Conduct performance evaluations Approve leave requests Develop work protocols and/or procedures? Please describe. Independently initiate and administer disciplinary procedures? Please describe. Frequency Importance Continuously Daily Weekly Monthly Annually Low Medium High Continuously Daily Weekly Monthly Annually Low Medium High Continuously Daily Weekly Monthly Annually Low Medium High Continuously Daily Weekly Monthly Annually Low Medium High Continuously Daily Weekly Monthly Annually Low Medium High Continuously Daily Weekly Monthly Annually Low Medium High 12 Job Analysis Questionnaire Conduct performance evaluations? Please describe. Continuously Daily Weekly Monthly Annually Low Medium High Approve leave requests? Please describe. Continuously Daily Weekly Monthly Annually Low Medium High Other supervisory duties? Please describe. Continuously Daily Weekly Monthly Annually Low Medium High 13 Job Analysis Questionnaire PART J – WORK INTERACTIONS Please describe the written and verbal workplace interactions required to perform your duties. Please also describe the purpose the communication serves in carrying out your responsibilities. Identify the percentage of time per week you spend engaged in each interaction (total must equal 100%) and rate the importance of this interaction to your overall position. Contact Purpose Time (%) Importance No contact (Working alone) Low Medium High With your immediate colleagues (team) Low Medium High With non-team colleagues Low Medium High With supervisor Low Medium High With employees you supervise Low Medium High With external companies / agencies Low Medium High With customers Low Medium High With the general public Low Medium High 14 Job Analysis Questionnaire JOB ANALYSIS QUESTIONNAIRE – COMPLETION I certify that responses to all of the questions stated above are complete and accurately describe the duties and responsibilities of this position. _______________________________________ Signature ______________________________ Date ______________________________________ Print Name TO BE COMPLETED BY SUPERVISOR Supervisors must review the completed questionnaire and sign off on the answers. When reviewing, please remember that a supervisory understanding of the position may differ from that of the employee. The information provided by the employee must not be used to evaluate employee performance and any comments you provide below must not relate to performance. Please add any additional comments on job content only, in the space provided below. Please use additional sheets of paper, if required, and attach them to the questionnaire. ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ _______________________________________ ______________________________ Signature Date ______________________________________ Print Name 15 Tools for Taking Action Putting Best HR Practices to Work Physical Demands Analysis Template The Ontario Health Clinics for Ontario Workers Inc. has developed a comprehensive handbook to help employers understand how to implement and perform a physical demands analysis. The handbook includes a detailed template, with standards for measuring physical demands by time, weight and distance. It also includes step-by-step instructions, illustrations and examples. This handbook is an invaluable resource for any employer. Access the Guidelines for Implementing and Performing a Physical Demands Analysis Handbook . For more information, visit the Ontario Health Clinics for Ontario Workers Inc. website at www.ohcow.on.ca. You’ll find a complete list of online resources for this guide on the Business Takes Action website at: www.businesstakesaction.ca Source: Access to Guidelines for Implementing and Performing a Physical Demands Analysis provided courtesy of the Ontario Health Clinics for Ontario Workers Inc. Tools for Taking Action Putting HR Best Practices to Work Guidelines for Writing a Job Description Below you will find all of the information fields listed on the job description template provided in this guide. You will also find an explanation of the information that should be reported in each field, as well as some examples to follow. This tool is intended to be used in conjunction with the Job Description Template [link] in the Tools for Taking Action section of this guide. EFFECTIVE DATE Date of the most recent review/revision. JOB TITLE A descriptive name that reflects the ‘true’ nature of the work performed. REPORTS TO Title of the job that this job directly reports to (source of supervision). DIRECT REPORTS Titles of jobs that report directly to this job. OVERALL RESPONSIBILITY A statement of purpose usually restricted to a MAXIMUM of 1 paragraph. Ask yourself - Why does this job exist? Some examples are: 1. Assess, monitor and propose improvement to processes and operating practices within an assigned area, in order to improve capability to attain business results. 2. Review and appraise the soundness, adequacy, compliance and cost effectiveness of operational, financial and information management control within the organization. 3. Provide financial and accounting expertise within an assigned area(s) in order to attain business results. 4. Research, analyze and recommend emerging Human Resources strategic trends, in alignment with corporate direction. ACCOUNTABILITIES The outcomes or deliverables that satisfy the Overall Responsibility. The first 5 accountabilities are standard. Additional statements may be added, as required. Accountabilities MUST be measurable; therefore, terms like manage, co-ordinate and support are NOT RECOMMENDED. Terms like (deliver, recommend, review, validate, identify, resolve) or a combination of these, are more appropriate. Ask yourself - What result am I achieving? How do I structure an Accountability statement? 1. Use an action verb to start the sentence. The verb must be in the second person, singular, active voice. Do not use the plural form of the verb. 2. Follow the action verb by the object you are writing about. The object is the thing acted upon by the person performing the task. 3. Use a qualifier to clarify the statement. Qualifiers are words or phrases that are used to modify and clarify the task statement. Some examples are: 1. Identify and recommend process, equipment & system opportunities to support the achievement of department goals. 2. Solicit and accept orders to meet a sales plan or forecast as directed by management. 3. Facilitate and provide local expertise to cross-functional teams whose work impacts customers. 4. Gather, evaluate and recommend appropriate actions on changing market competitive conditions. EDUCATION AND ACCREDITATION Official documentation or formal schooling usually acquired externally. Need to clearly define what is essential (must have), and what is non-essential (nice to have). Ask yourself -- What is the MINIMUM formal education and job-related experience essential for someone to be hired into this job? Some examples are: 1. Minimum Grade 12 Diploma is essential. 2. Minimum 3-yr. Technologist Diploma in Mechanical Engineering with 1 year of job-related experience is essential. 3. Minimum Bachelors of Commerce degree is essential. 4. Minimum Engineering Degree - Mechanical, Metallurgical or Materials is essential. 5. Minimum Engineering Degree or Technologist Diploma in Mechanical or Metallurgical Engineering is essential. 6. Canadian Society of Customs Brokers Diploma is non-essential. KNOWLEDGE Acquired information or concepts relating to a specific discipline. Need to clearly define what is essential (must have), and what is non-essential (nice to have). Some examples are: 1. Basic knowledge of the company's manufacturing processes is nonessential. 2. General knowledge of the company's business in the Commercial, Financial and Manufacturing areas is non-essential. 3. Working knowledge of metal forming and stamping plant practices is essential. 4. Advanced knowledge of company materials and their mechanical properties is essential. 5. Expert knowledge in the operational principles of analytical / testing equipment is essential. SKILLS Acquired measurable proficiencies. Need to clearly define what is essential (must have), and what is non-essential (nice to have). 1. Basic / intermediate / advanced / expert personal computer, standard corporate software applications and applicable systems skills are essential. 2. Intermediate personal computer, standard corporate software applications skills are essential. 3. Advanced applicable systems skills are non-essential. 4. Good communications skills are essential. 5. Excellent interpersonal & communication skills are essential. 6. Good Problem-solving skills are non-essential. 7. Excellent organizational and time-management skills are essential. Please AVOID mixing competencies in the skills area TOP 3 REQUIRED COMPETENCIES What is a competency? A competency is defined as a skill, knowledge, ability or behavioural characteristic that is associated with superior performance. There are two basic levels of competencies: technical and behavioural. The first type, technical competencies, is predominately about acquired knowledge and technical abilities and skills. These competencies are often easier to see, train for and develop. The second type is behavioural competencies, such as communication skills or team member skills. These competencies can be harder to see and develop but are key indicators of how an individual approaches his/her work. All competencies should be: Observable Measurable Linked to job requirements Linked to corporate strategy and business needs Future-oriented Based on strong performance TOOLS AND EQUIPMENT - (hourly jobs only) Tools and equipment that the employee is actually working with, or that come under his / her control. MATERIALS - (hourly jobs only) Materials that the employee is actually handling and/or supplying - schedules, drawings, reports; product; equipment worked on by maintenance workers; processing materials, such as fuels, acids, etc. WORKING CONDITIONS Reflects the physical environment in which work is performed (e.g. noisy, dusty enclosed space, heights, personal protective equipment, travel, indoor / outdoor, office / plant). Where possible, quantify the features of the physical environment (e.g. frequency, duration, intensity). Some examples are: 1. Plant / office environment requiring x% of time per week in plant. Required to wear personal safety equipment. 2. Office environment requiring x% of time per week travelling Grid of % of Time per Week 10% = 4 hrs. 60% = 24 hrs. 20% = 8 hrs. 70% = 28 hrs. 30% = 12 hrs. 80 % = 32 hrs. 40% = 16 hrs. 90% = 36 hrs. 50% = 20 hrs. 100% = 40 hrs. HOURS OF WORK Normal hours of work as well as expectations such as working weekends, shifts, overtime, carrying a pager, cell phone, on-call, etc. Some examples are: 1. Days, Monday to Friday with extended hours as required due to periods of peak workloads. 2. Days, Monday to Friday with extended hours as required due to periods of peak workloads. Required to carry a pager. 3. Days, Monday to Friday. Required to be on-call 7 days a week, 24 hours day and must carry a pager. Required to attend off-hour meetings at offsite locations. Tools for Taking Action Putting HR Best Practices to Work Job Description Template This tool is intended to be used in conjunction with the Guidelines for Writing a Job Description [link] in the Tools for Taking Action section of this guide. Effective Date: Job Title: Job Code: Reports to: Direct Reports: Overall Responsibility: Accountabilities: (include as many as required) 1. Fulfill Health and Safety responsibilities as outlined in the Company’s Health and Safety policy. 2. Fulfill the environmental responsibilities as outlined in the Company’s Environment and Energy policy. 3. Fulfill performance management responsibilities. 4. Fulfill attendance responsibilities as outlined in the Company’s Attendance policy. 5. Fulfill training responsibilities to co-workers and help ensure the transfer of knowledge to others. Education & Accreditation: Essential Knowledge: (include as many as required) 1. 2. 3. Non-essential Knowledge: 1. 2. Essential Skills: (include as many as required) 1. 2. 3. Non-essential Skills: 1. 2. Top 3 Required Competencies: 1. 2. 3. Tools & Equipment: Materials: Working Conditions: Hours of Work: Tools for Taking Action Putting Best HR Practices to Work Job Profile: Second Cook Effective Date: Job Title: Second Cook Reports to: Sous Chef Direct Reports: N/A Job Code: Overall Responsibility: Prepare food for Acme Industries employee restaurant. Accountabilities: 1. Fulfill Health and Safety responsibilities as outlined in the Company’s Health and Safety policy. 2. Fulfill the environmental responsibilities as outlined in the Company’s Environment and Energy policy. 3. Fulfill performance management responsibilities. 4. Fulfill attendance responsibilities. 5. Fulfill training responsibilities to co-workers and help ensure the transfer of knowledge to others. 6. Fulfill responsibilities as outlined in the company’s Safe Handling Policy. Education & Accreditation: 1-2 years culinary experience or graduate from a culinary program is essential. Minimum Grade 12 or equivalent is essential. Knowledge Essential: General ability to interpret and follow recipes to specific standards. Advanced understanding of sanitary procedures. Non-essential: General knowledge of the Company’s business and position in the Service Sector Skills Essential: Set up, organize and prepare assigned stations. Operate all kitchen equipment including slicers, choppers, mixers, ovens and specialty equipment in the various kitchens. Prepare various hot and cold a la cart menu items, including washing, peeling, cutting, slicing and dicing. Cook foods using various cooking methods including frying, steaming, poaching, grilling, roasting, sautéing, broiling and baking. Take and record inventories of food products. Ability to communicate effectively. Non-Essential: Assist Sous Chefs in training of employees. Cleaning and sweeping floors. Top 3 Competencies: Flexibility Tools & Equipment: Initiative Teamwork Standard kitchen equipment, including: meat slicer; knives and other utensils; kettle; deep fryer; ovens and warmers; and burners. Materials: Food products Working Conditions: Ability to stand for the duration of the shift. Occasional heavy lifting required Hours of Work: Acme Industries operates 24 hrs/day, 365 days/wk. Must be available to work all shifts. Tools for Taking Action Putting HR Best Practices to Work Job Description: Business Manager Effective Date: Job Title: Reports To: Business Manager Job Code: Senior Partners Direct Reports: Manages subordinate supervisors in all those areas of business directly under the control of the Business Manager, including Human Resources and Administration, Finance, IT and Sales. Overall Responsibility: Manage, plan and direct overall office operations and ensure conformance to the highest levels of performance consistent with company, regulatory and industry standards. Accountabilities: 1. Fulfill health and safety responsibilities as outlined in the Company’s Health and Safety policy. 2. Fulfill the environmental responsibilities as outlined in the Company’s Environment and Energy policy. 3. Fulfill attendance responsibilities as outlined in the Company’s Attendance policy. 4. Fulfill performance management responsibilities. 5. Fulfill training responsibilities to co-workers and help ensure the transfer of knowledge to others. Education & Accreditation: A Bachelor’s Degree or College Diploma is essential, preferably in a business related discipline. Three to five years of related experience is essential. Knowledge Essential: Expert knowledge of Human Resource principles and practices. Advanced knowledge of Accounting principles and Financial Management. Advanced knowledge of Performance Management principles and application. Advanced Language Skills - Ability to read, analyze, and interpret a wide range of business documents, technical procedures and government regulations. Ability to write reports, business correspondence and procedure manuals and to effectively present information and respond to questions from groups of managers, clients, customers, and the general public. General understanding of legal contracts and agreements Non-essential: General knowledge of the Company’s business in Manufacturing and Financial areas Skills Essential: Provide effective financial management of the company, including being involved in regular monthly reporting, as well as in the annual budgeting/forecasting and development of the strategic plan, including a multi-year plan. Coordinate and facilitate annual performance management process. Administer all contract and agreements, including property, equipment, service and maintenance agreements. Maintain awareness of new developments in the specific industry. Anticipate trends through maintaining awareness of new developments in the industry, and recommend appropriate changes to enhance the operating performance of the company. Direct the formulation and administration of policies and practices that attain the lowest operating costs and highest productivity consistent with quality and timely delivery of services. Evaluate and report results of overall operations regularly and systematically. Provide day-to-day employee relations, support and coach managers, team leads and employees on all HR issues, including performance management, disciplinary issues, terminations, compensation, standards & policies, etc. Prepare departmental budgets, financial reports and supervise accounting procedures to ensure timely and useful budgetary and financial reporting on a monthly, quarterly and annual basis. Strengthen existing business relations and develop new business opportunities. Initiate all cost reductions programs. Be able to work in a fast-paced environment and be well-mannered, time managed and organized. Delegate to and prioritize tasks for employees. Provide leadership through strong communication and interpersonal skills. Non-essential: Organize business meeting locations and refreshments for the Senior Partners. Plan and organize social events for the Company. Top 3 Competencies: Management excellence Engagement Strategic thinking Working Conditions: Office environment requiring 20% of time per week travelling between 2 offices in the same city. Hours of Work: Days, Monday to Friday with extended hours as required due to periods of peak workloads. Offices are open 6 days a week and evenings. Occasionally will be required to work on Saturdays and evenings for meetings, events or in emergency situations. Tools for Taking Action Putting HR Best Practices To Work Sample Job Ads FANTASY ACRES RESORT SECOND COOK Fantasy Acres is a vibrant resort featuring four-diamond accommodations, world-class restaurants, live entertainment and exceptional gaming facilities. If you are focused on quality and teamwork, we need your skills. We are looking for an individual committed to outstanding quality, safety, and service, who will prepare and serve in various kitchens and stations, including buffets. Highly organized and effective within a dynamic team environment, you will also interpret and follow recipes, complete daily shift production log sheets, and ensure adherence to food handling, safety, and sanitary procedures. As a second cook, you have at one to two years of culinary experience in a full-service restaurant OR are a graduate of a recognized culinary program. Posting #: 22-44-66 This is your chance to join our world-famous organization and put your passion to work. If you are devoted to delivering truly great service, we encourage you to apply online or contact: Ellen Smith, Human Resources, Fantasy Acres tel: (519) 123-4567 ext. 89 fax: (519) 123-2468 e-mail: [email protected] www.fantasyacres.com Our company is committed to diversity in hiring. Accommodations are available on request for qualified candidates selected for interviews. Contact Ellen Smith to make an accommodation request. ACME INDUSTRIES BUSINESS MANAGER Acme Industries is a leading toy manufacturer, with multiple locations and a thriving global business. We focus on producing high quality products, while providing rewarding, growth-oriented jobs to our employees. We are currently seeking a talented and motivated individual who works well under pressure and with strict deadlines. Acme Industries prides itself on an open and friendly work environment, which will be your responsibility to maintain through day-to-day employee relations support. As business manager, you will provide effective financial management through monthly reporting, annual budgeting and multi-year planning. Strategic thinking and problem solving will guide your focus on both revenue generation and operations to ensure the efficient running of the company. Through knowledge and anticipation of industry trends, you will recommend changes to current operating procedures to enhance the overall performance of our manufacturing plants. You will also be responsible for administering all contracts and agreements, including property, equipment, service and maintenance agreements. In order to successfully manage our two office locations, you have a Bachelor’s Degree or College Diploma, preferably in a business related discipline, as well as three to five years of related experience. Posting #: 11-33-55 This is your chance to join our successful, growing organization and put your passion to work. If you possess strong communication skills and leadership qualities, we encourage you to apply online or contact: Martha Jones, Human Resources, Acme Industries tel: (519) 987-6543 ext. 21 fax: (519) 987-7531 e-mail: [email protected] www.acmeindustries.com Our company is committed to diversity in hiring. Accommodations are available on request for qualified candidates selected for interviews. Contact Martha Jones to make an accommodation request. Tools for Taking Action Putting Best HR Practices to Work Interview Question Guidelines: Dos and Don’ts Subject Disability Avoid Asking For a list of all disabilities, limitations or health problems Whether the applicant drinks or uses drugs Whether the applicant has ever received psychiatric care or been hospitalized for emotional problems Comment The employer should: Disclose any information on medically related job requirements early in the application process Then ask whether the applicant has any condition that could affect his or her ability to do the job, preferably during a preemployment medical examination Whether the applicant has received worker’s compensation A disability is only relevant to job ability if it: Name Age About a name change: whether it was changed by court order, marriage or other reason For a maiden name For birth certificates, baptismal records or any questions about age in general Threatens the safety or property of others Prevents the applicant from safe and adequate job performance, even when reasonable efforts are made to accommodate the disability Ask after applicant has been selected, to check on previously held jobs or educational credentials A preferred question: Ask applicants if they are eligible to work under Canadian laws regarding age restrictions Comment If a precise age is required for benefit plans or other legitimate purposes, it can be determined after the candidate has been selected. 1 Gender Males or females to fill in different applications About pregnancy, child bearing plans or child care arrangements A preferred question: Ask the applicant if he or she can meet the attendance requirements of the position Comment Marital Status Whether the applicant is single, married, divorced, engaged, separated, widowed or living common-law Whether the applicant’s spouse may be transferred About the spouse’s employment During the interview or after selection, the applicant may be asked, as a courtesy, which version of Dr., Mr., Mrs., Miss or Ms he or she prefers Preferred questions: If a transfer or travel is part of the job, the applicant can be asked whether he or she can meet these requirements Ask whether there are any circumstances that might prevent the applicant from completing a minimum service commitment Comment Family Status About the number of children or dependents the applicant has Information about dependents can be determined after the applicant is selected, if necessary A preferred question: About child care arrangements Ask if the applicant would be able to work the required hours and, where applicable, overtime Comment National or Ethnic Origin About birthplace, nationality of ancestors, spouse or other relatives Whether the applicant is born in Canada For proof of citizenship Contacts for emergencies and/or details on dependents can be determined after the applicant is selected A preferred question: Since those who are entitled to work in Canada must be citizens, permanent residents or holders of valid work permits, applicants can be asked whether they are legally entitled to work in Canada 2 Comment Military Service About military service in other countries A preferred question: Language Documentation of eligibility to work (papers, visas etc.) can be requested after the applicant is selected Inquire about Canadian military service where employment preference is given to veterans by law About the applicant’s mother tongue A preferred question: Where the applicant’s language skills were acquired Ask if the applicant understands, reads, writes or speaks languages required for the job Comment Race or Colour Any question related to race or colour, including colour of eyes, skin or hair Photographs For a photo to be attached to applications or sent to the interviewer before the interview Religion Whether the applicant will work a specific religious holiday About the applicant’s religious affiliation, church membership, frequency of church attendance For references from a clergy or religious leader Height and Weight Testing or scoring of applicants for language proficiency is not permitted unless it is job-related Photos for security passes or company files can be taken after the applicant is selected A preferred question: Explain the required work shift, asking whether such a schedule poses problems for the employee Comment Reasonable accommodation of an employee’s religious beliefs is the employer’s duty No enquiry is permitted unless there is evidence that they are genuine occupational requirements 3 Pardoned Conviction Sexual Orientation References Whether the applicant has ever been convicted Whether the applicant has ever been arrested Whether the applicant has a criminal record About the applicant’s sexual orientation A preferred question: If bonding is a job requirement, ask whether the applicant is eligible Comment Inquiries about criminal record or convictions are discouraged unless it is related to job duties Contacts for emergencies and/or details on dependents can be determined after the applicant is selected The same restrictions that apply to questions asked of applicants apply when asking for employment references Adapted from: Canadian Human Rights Commission. Guide to Screening and Selection in Employment. 2007. For a complete list of online resources for this guide, visit the Business Takes Action website at: www.businesstakesaction.ca. 4 Tools for Taking Action Putting Best HR Practices to Work Sample Behavioural-based Interview Question and Scoring Checklist Includes: Sample Selection Criteria [link to appropriate section below] Sample Behavioural Question [link to appropriate section below] You’ll find more information about scoring job candidates in the Sample behavioural-based interview scoring guide [link] available in the Tools for Taking Action section of this chapter. Job Title: Business Manager Selection Criteria: PREFERRED SKILLS DEFINITION Leadership Influences, motivates, and enables others to contribute to the effectiveness and success of the organization Analytical thinking Brings disciplined analysis to data and situations and sees and uses cause and effect to make effective decisions Engagement Mobilizes and motivates people, teams and partners to achieve objectives Client Focus Willingness and ability to give priority to customers, delivering high quality services that meet their needs Adaptability Adapts to and supports major, complex and frequent changes and seeks out change to achieve improvement Teamwork Works collaboratively with others to achieve common goals and positive results Planning Integrates and evaluates plans to achieve business goals and organizes at a strategic level Conflict management Anticipates, prevents, addresses and manages sources of existing and potential conflict Continuous learning Initiative Identifies and addresses individual strengths and weaknesses, developmental needs and changing circumstances to enhance personal and organizational performance Identifies and deals with issues proactively and persistently, seizing opportunities as they arise Sample Behavioural-based Question Skill: Leadership The ability to influence, motivate and enable others to contribute to the effectiveness and success of the organization Behavioural Question Tell me about a time when you were able to step into a situation, take charge, gather support and achieve good results. Behavioural Checklist: note all applicable behaviours SKILL: LEADERSHIP Clarifies performance goals Clarifies the means to reach those goals Uses rewards and punishment fairly Provides emotional support for employees Develops and maintains cooperation and openness with employees Modifies behavioural style to respond to the needs of others while maintaining own objectives and sense of dignity COMMENTS SKILL: LEADERSHIP (con’t) Facilitates staff involvement in decisions Encourages employees to reach goals Provides role clarity by defining roles and responsibilities to team members Delegates responsibility and coaching others to develop their capabilities COMMENTS Courtesy of Genevieve Farrell, Professor, of Organizational Behaviour and Human Resources, Ryerson University SCORING SHEET PREFERRED SKILL SCORE Total of all Behaviours Checked on Behavioural Checklist In this example, candidate may score between 1-10 because there are 10 behaviours on the checklist. For more information, see Behavioural-based Interview Scoring Guide in Tools for Taking Action section. Leadership Analytical Thinking Engagement Client Focus Adaptability Teamwork Planning Conflict Management COMMENTS Continuous Learning Initiative OVERALL RANKING Cumulative Total of all Checked Behaviours Tools for Taking Action Putting Best HR Practices to Work Sample Behavioural-based Interview Scoring Guide Behavioural-based interviews are scored on the number of behaviours that the candidate demonstrates for each skill. Process: Create a list of the preferred skills and related behaviours that you are looking for in a candidate and take it with you into the interview (see Tools for Taking Action: Sample Behavioural-based Interview Question and Scoring Checklist [link] for an example). Every time the candidate provides an answer that demonstrates a desired behaviour, mark it on your checklist. Each behaviour that you check off earns the candidate a point. For example, if you are looking for a candidate with ‘Leadership’ skills and you have identified 10 behaviours that demonstrate leadership, then the candidate will be scored on a scale of 1 to 10 for that skill. A score of 1 will indicate that the candidate did not demonstrate any leadership behaviour at all, while a score of 10 will indicate that the candidate demonstrated all 10 leadership behaviours To determine the candidate’s Overall Ranking, add up all the behaviours he or she demonstrated for each skill, to arrive at a cumulative total. Example: Assume you have identified 10 skills that you would like your ideal candidate to demonstrate. For each of these skills, you have identified 10 related behaviours that will confirm that the candidate has the skills you need. Assign one mark for each behaviour: 10 skills x10 behaviours for each skill = 100 possible marks In this example, 100 is the highest Overall Ranking a candidate can achieve. If you feel that one skill is more important than another, you can weight the behaviours differently, so that one skill has more value than the others. For example, if Leadership is the most important skill you are looking for in a candidate, you can give all of the leadership behaviours more points – e.g. the candidate will earn 2 or 3 points for every leadership behaviour he or she demonstrates, instead of just 1 point. That will allow you to give higher rankings to candidates with high-value skills. This type of scoring system is objective and fair to all candidates. Systems that use more subjective criteria, such as a ranking scale of ‘poor to excellent’ may introduce personal bias into the selection process. It is an HR best practice to make hiring decisions based on objective criteria because it helps you choose the best candidate for the job, rather than the candidate that gives you the best first impression. Applicant Name ____________________________ Date___________________________ Information on Functional Limitations This questionnaire may be used for people who have limitations related to mobility or agility, mental health, chronic illnesses, temporary conditions or environmental sensitivities (such as allergies). This information will help to determine accommodation requirements that may be necessary to allow you to perform the essential requirements of your job. Information on functional limitations 1. Please describe the functional limitations you experience presently (for example: reduced mobility, manual dexterity, anxiety, lack of concentration, pain, fatigue, etc) Applicant Name: __________________________________ Date: _________________ 2. How do the above functional limitations impact the following areas? (Please describe) Attendance/punctuality___________________________________________________ Reading ______________________________________________________________ Writing________________________________________________________________ Speaking______________________________________________________________ Hearing_______________________________________________________________ Concentration or attention_________________________________________________ 3. Is your condition stable? Yes_______ No__________ 4. Is your condition episodic in nature (irregular, occasional) Yes______ No ________ Please describe: Applicant Name: ___________________________ Date: ___________________________ 5. Do you take medication that may affect your ability to perform the essential functions of your job? Yes____________ No ____________ Please describe the current effect of medication on: Your speed of information processing________________________________________ Your concentration_______________________________________________________ Other_________________________________________________________________ 6. Is fatigue or pain a factor in your functional limitation(s)? A great deal _______ Some _______ None _________ 7. Do you have to stretch or change position frequently? Yes _______ No _________ 8. How often do you need breaks? Every ________minutes/ or every ________hours 9. Do you usually use an adaptive technology? Yes ______ No _______ If yes, specify make and model: ___________________________________________ 10. Do you require specific seating or ergonomic devices? Yes _______ No _________ If yes, please specify: ____________________________________________________ 11. If you use a wheelchair or a scooter: How much space is required? ________________________________________ Is a higher table required? Yes __________ No _________ If yes, at what knee clearance? _______________________ Applicant Name: ___________________________ Date: ___________________________ 12. Is a device for holding paper or other materials required? Yes ________ No _________ 13. Specify any other ergonomic devices required: _________________________________ 14. In regard to transportation: Do you need a drop-off site? Yes _____ No _______ Do you need an accessible parking spot? Yes _____ No ______ 15. What accommodations do you feel are necessary to perform the essential requirements of the job? Please describe: 16. Please add any other relevant information: Adapted from: Public Service Commission: Guide for Assessing Persons with Disabilities. 2007. Applicant Name: ___________________________ Date: ___________________________ Information on Hearing Functional Limitations This questionnaire may be used for people who have hearing functional limitations. This information will help to determine accommodation requirements that may be necessary to allow you to perform the essential requirements of your job. 1. Which of the following best describes your hearing loss? Person who is deaf – Person who has severe or profound hearing loss and has lost his or her hearing before developing spoken language. ______________________________ Person who is deafened – Person who has experienced a severe or profound loss of hearing after having developed speech and language skills. ________________________ Person who is hard of hearing – Person who’s hearing loss does not preclude understanding spoken language – most often with the assistance of a technical aid. The hearing loss may range from mild to severe, but, with the use of a hearing aid, a person who is hard of hearing can still communicate primarily by speech. ___________________ 2. Describe the extent of hearing loss: Mild _______ Moderate _______ Severe _______ Hearing loss in both or one ear? Both _______ Left only _______ Right only _______ 3. Does your hearing limitation impact on the following areas? If yes, please explain: Oral communication: ____________________________________________________ _____________________________________________________________________ Reading: _____________________________________________________________ _____________________________________________________________________ Writing: ______________________________________________________________ _____________________________________________________________________ 4. Do you use one of the following? Please specify: Hearing aid ______ Cochlear implant ______ Other: _______________ None ______ Applicant Name: ___________________________ Date: ___________________________ 5. What is your preferred means of communication for interviews, oral tests and receiving instructions? (Indicate as many as appropriate) American Sign Language (ASL) ______ Oral interpreter ___________________ Speech reading / Lip reading ________ Spoken _________________________ Written __________________________ Other: ___________________________ 6. Do you normally use adaptive technology? Yes _______ No_______ If yes, specify: __________________________________________________________ 7. What accommodations do you feel would meet your needs in performing the essential requirements of your job? Please describe: Applicant Name: ___________________________ Date: ___________________________ 8. Please provide any other relevant information on how you communicate at work (both spoken and written communication): Adapted from: Public Service Commission: Guide for Assessing Persons with Disabilities. 2007. Applicant Name: ___________________________ Date: ___________________________ Information on Functional Limitations Associated with Learning Disabilities or Attention Deficit Hyperactivity Disorder (ADHD) This questionnaire may be used for people who have functional limitations associated with learning disabilities or Attention Deficit Hyperactivity Disorder (ADHD.) This information will help to determine accommodation requirements that may be necessary to allow you to perform the essential requirements of your job. 1. At what age, and in what circumstances, was it established that you had a disability? 2. Were you given specific help or accommodations during your school or post-secondary studies? If so, please describe. fafsdf fafsdf Applicant Name: ___________________________ Date: ___________________________ 3. Describe your current functional limitations that may affect your ability to perform the essential requirements of your job. (example: difficulties with reading, writing, numbers, spatial orientation, oral communication, memory, following directions, maintaining attention, concentration, etc.). 4. Are you taking medication? Yes _______ No _______ fafsdf If yes, describe the impact of the medication on your functional limitations. 5. Have you received any accommodations for your functional limitations in previous jobs? If yes, which ones? fafsdf Applicant Name: ___________________________ Date: ___________________________ 6. Do you make use of any adaptive technology? Yes _______ No _______ If yes, please specify: _______________________________________________________ 7. What accommodations do you feel would meet your needs in performing the essential requirements of your job? Please describe: fafsdf 8. Please add any other relevant information: Adapted from: Public Service Commission: Guide for Assessing Persons with Disabilities. 2007. fafsdf Applicant Name: ___________________________ Date: ___________________________ Information on Visual Functional Limitations This questionnaire may be used for people who have visual functional limitations. This information will help to determine accommodation requirements that may be necessary to allow you to perform the essential requirements of your job. 1. Please describe your current functional limitations (for example: low vision, lack of peripheral vision or central vision, blind, blind in one eye, etc.) 2. Is the disability associated with any other medical condition or disability? Yes____ No ____ If yes, please describe: _____________________________________________________ 3. Is the condition stable? Yes_____ No _____ If no, please describe: _____________________________________________________ 4. Identify the adaptive methods (technology, format or services) you normally use, if applicable, for the following activities (identify as many as apply): Reading textual information o Large print text material, include the acceptable font size: __________________ o Electronic format, list preferred programs _____________________________ ________________________________________________________________ Applicant Name: ___________________________ Date: ___________________________ o Scanners ______________________________ o Victor reader_____________________________ o Human reader____________________________ Closed Circuit Television (CCTV) o Magnifying lens: __________________________ o Screen magnifier, specify which one: __________ o Screen reader, specify which one: ____________ o Refreshable Braille display:__________________ o Reader (person reading text aloud):____________ o Braille, specify which grade: _________________ o Other, specify: ____________________________ Writing short answers or taking notes o Scribe (person who takes notes): ______________ o Computer:________________________________ Recording device:_______________________________ Braille note-taker o Slate and stylus____________________________ o Perkins Brailler ____________________________ o Other, specify: ____________________________ Applicant Name: ___________________________ Date: ___________________________ Writing and editing documents o Computer with large screen: _______________________________________ o Computer with a screen magnifier, specify which one: ___________________ o Computer and a screen reader, specify which one: _____________________ o Computer and a refreshable Braille display:___________________________ o Computer and a Braille printer: _____________________________________ o Scribe (person who takes notes): ___________________________________ o Other, specify: __________________________________________________ 5. Does the method or methods of reading printed materials involve an element of fatigue? Yes_______ No ______ If yes, how often are breaks required? Every _______minutes or _______hours? 6. Do you use a dog guide? Yes _____ No_____ If yes, please describe the arrangements you need _______________________________ 7. What accommodations do you feel would meet your needs in performing the essential requirements of your job? Please describe: Applicant Name: ___________________________ Date: ___________________________ 8. If you are deaf and blind, will you need an intervenor? Yes ____ No ____ 9. What is your usual mode of communication? (Specify as many as apply): Intervenor for the deaf and blind: _____________ Tactile sign language:______________________ Visual sign language:______________________ Tactile finger spelling:______________________ Braille:__________________________________ Other, specify: ___________________________ 10. Please add any other relevant information: Adapted from: Public Service Commission: Guide for Assessing Persons with Disabilities. 2007. Tools for Taking Action Putting Best HR Practices To Work Mentoring Guidelines Setting up a mentoring program is an excellent way to integrate new employees into the workplace and help them ‘learn the ropes’ under the guidance of an experienced employee. Mentoring also helps existing employees develop and grow within the organization. Mentors can help employees become more productive, expand their career goals and make important connections within the company and the industry. Here are some general guidelines to help you set up a mentoring program: Clearly define your goals and expectations for the program. Determine the level of mentoring you want to provide. At the most basic level, mentoring can simply be providing guidance about job duties on an ‘as-needed’ basis. Or you can take a more comprehensive approach, setting up planned meetings, feedback and counselling. Communicate your goals and expectations for the program to your employees. Make sure that employees and mentors understand their roles, so that there are no surprises along the way. Set a specific time frame for the mentoring process. For example, you may want to offer mentoring to new employees for the first six months after they are hired. Employees returning to work after an injury may need mentoring for the first month or two, as they adjust to their new accommodations. Time frames may vary, depending on the employee’s needs and circumstances. Choose mentors who are knowledgeable about your company and will model the characteristics you are looking for in your employees (strong work ethic, good attendance record, goal-oriented, etc) The best mentors have good communication skills, are motivated and enthusiastic and, most importantly, are good listeners. Acknowledge the work of the mentors, so that all of your employees understand and appreciate their contributions and effort. Ask for feedback from both employees and mentors. Refine and improve the program based on the feedback you receive. Mentoring can be a good role for retired employees. They can come in for regular meetings with the employee or can communicate with them by phone or email. Tools for Taking Action Putting Best HR Practices to Work Questions to Ask Yourself Before Engaging An Employee in a Discussion about Job Performance Considering your own needs 1. Do I have the time to do this properly or I am pressuring myself to rush through this? 2. Am I responding to hearsay or speaking about known facts? 3. Am I in the right frame of mind to do this or should I be rescheduling for another day? 4. Am I considering my role in the situation or believing that I have no need to improve? Approaching the issues with a solution-based focus 5. Am I looking for solutions or just rehashing the problem? 6. Will this approach bring about new behaviour or focus on old behaviour? 7. Will this approach bring about long-term improvement or only short-term results? Exploring possible effect on the employee and co-workers 8. Am I seeing the bigger picture or just this particular situation? 9. Does the solution provide energy or deplete it for the employee? 10. Can I preserve the dignity of those involved or will someone be shamed or blamed? 11. Does this approach encourage the employee to take control and responsibility for his/her well-being and success or am I retaining all control? 12. Have I adequately addressed the fears and concerns of others or will I create unease by ignoring them? Helping the employee achieve success at work 13. Can the employee and I develop a shared plan for success or will we hold separate ideas of what success will look like? 14. Am I helping my employee be successful at work or am I focused only on either personality issues or task concerns? 15. Will I monitor and follow up or do I think one conversation will be the end of it? Source: Mental Health Works. www.mentalhealthworks.ca Tools for Taking Action Putting Best HR Practices to Work How to Conduct a Performance Review Keep these points in mind when conducting a performance review: Set a specific date and keep it. Cancelling a performance review can give your employees the impression that you don’t think it is important. Give the employee advanced notice of the meeting. This will allow the employee to prepare and develop his /her own list of questions and discussion points. Be prepared. Review all documentation about the employee’s performance since the last appraisal. Make notes to remind yourself about key areas to address during the meeting. Review the job description/job analysis and any training or procedural manuals the employee may have received. Arrange for privacy. You will be discussing private and personal information with the employee, so choose a location where you will not be overheard by others. Measure the employee’s performance against the performance standards you have established for the job. Keep the focus on essential requirements and evaluate the employee by standards that match his/her abilities. Give credit for accomplishment and work well done. Build on what the employee is doing well. This is often the easiest way to start the comparison of results against expectations. Provide constructive feedback. Review the areas where results were not achieved or where improvements are needed and develop strategies for achieving success. Take into consideration any accommodation arrangements already in place for the employee. Discuss any changes that may be necessary to improve performance. Listen to the employee – people with disabilities usually know what they need to work effectively. If an employee has not disclosed a disability but you suspect that a disability may be affecting performance, ask the employee if accommodations would help him/her meet expectations. Don’t assume that poor performance is intentional – look for other causes and implement accommodations before applying discipline. Identify any training opportunities that may benefit the employee. Training is an effective tool for keeping employees motivated and helps to improve performance and productivity. Focus on the job, not the individual. Keep your comments objective, not personal. Be respectful and courteous. Make your comments in a way that allows the employee to maintain his/ her dignity and pride in the job. Stay calm and try not to become engaged in emotional discussions if the employee becomes defensive or argumentative. Prepare for disagreement. Don’t expect the employee to automatically agree with your suggestions. Instead of trying to prove your employee wrong, find out why he/ she doesn’t agree with your perspective. Be willing to change your views if the facts justify it. Encourage the employee to increase his/her responsibilities and develop new skills. Set new performance targets for the next review period. End the review on a friendly and encouraging note. Assure the employee that you are willing to talk again if he/she has any further questions or suggestions. Keep a record. Immediately after the review, prepare a written summary before the points you discussed are forgotten. A written summary will help you track changes and improvements in the employee’s performance and will provide a valuable record if there is a human rights challenge. Follow through. Follow-up on any commitments you made during the performance review. Make sure to document the new performance targets and give a copy to the employee, so that he/she understands what should be accomplished before the next review. Before setting up a performance evaluation with your employee, it may be helpful to review the list of Questions to ask yourself before engaging an employee in a discussion about job performance [link], available in the Tools for Taking Action section of this guide. Planning a Successful Return to Work “This could be any one of us, any day. And you would like to think that your co-workers would accommodate you. Because we all get up in the morning and we hope we‟re going to be fine – but some days, some people aren‟t fine and need some help to get back into the workplace. It all comes down to the Golden Rule – do unto others as you‟d like them to do unto you.” TAKE ACTION TIP Costs of workplace disability Workplace Safety and Insurance Board of Ontario (WSIB) facts and figures on the cost of workplace injuries: Margaret Cornell, Human Resources Disability Manager, Campbell’s Canada. In 2002, the average cost of a long-term injury was $59,000 per injured employee. For many employers across Ontario, disability In 2006, those costs had risen to $98,000. In 2002, a business with a 6% profit margin would need nearly a million dollars in sales to make up the $59,000 lost from a single injury. In 2006, that same business would need over 1½ million dollars in sales to recover the costs of a single injury. issues are no longer simply a question of “Am I ready to hire someone with a disability?” Today, employers confront disability issues regularly, as they deal with the growing number of employees who become disabled through illness or injury. When people become disabled while they are employed, no matter how the disability is acquired, employers have a legal responsibility to help them return to meaningful work. Human rights legislation protects the rights of employees to return to work and have their needs accommodated. As the modern workforce ages and workplace stress increases exponentially, disabilities are on the rise. Employers increasingly face the challenge of helping employees return to work after a prolonged disabilityrelated absence. The National Institute of Disability Management and Research (NIDMAR) estimates that, at any given time, between 8% and 12% of the workforce in Canada is off the job due to injury.1 Preventing injuries by investing in effective health and safety systems makes good business sense! 2 When an employee develops a disabling injury or illness, the costs can be tremendous. For employees, a disability can result in a loss of income, 1 personal security and social relationships. For employers, the loss of skilled and experienced employees represents significant business costs in terms of absenteeism, investigation processes, replacement workers and lost productivity. However, there is reliable evidence to show that effective return to work programs lower both the human and the business costs of disability. Proven accommodation strategies, such as job modification and assistive technologies, help employees retain their jobs and get back to work quickly and safely. Everyone benefits when employers commit to well-planned, well-executed return to work programs. Legal Requirements “Protection against discrimination is particularly important in cases where an employee has been away and is planning a return to work. Research has shown that many of the complaints filed with the Canadian Human Rights Commission arise from these situations.”3 Employers are responsible for helping employees with disabilities return to work by: Examining employment policies and procedures to identify employment barriers or areas that may negatively affect employees‟ rights. Employers must take action to prevent discrimination in the workplace. Accommodating the specific needs of employees, to the point of undue hardship, so that they can perform to the best of their potential. Protecting the privacy of employees by keeping medical and other personal information confidential and sharing it only on a „need-to-know‟ basis, with the consent of the employee. Respecting the dignity of employees by treating them with courtesy, fairness and equality. Take Action Tip: Employer’s Duty to Accommodate An employee‟s right to accommodation must be balanced against an employer‟s right to operate a productive workplace. You‟ll find more information about an employer‟s duty to accommodate [link] in the chapter on Understanding Accommodation. 2 Return to Work Policies Returning an employee with disabilities to work takes careful planning, especially when there are conflicting expectations and demands in the workplace. Effective return to work plans carefully balance the needs of the employee, the employer, co-workers and supervisors. To a large extent, the success of a return to work strategy depends on the corporate culture and the employee‟s working environment. When the corporate culture is supportive and employees are respected and included in return to work planning, the experience is more positive and satisfying for everyone involved. Employers and supervisors set the tone and working atmosphere for the company. When they accept employees with disabilities as qualified and contributing members of the team, other employees are inclined to follow their lead and make the returning employee feel welcome. Communicate policies clearly A return to work plan works best when it is based on clearly defined policies and procedures. A workplace accommodation policy provides a structure for retaining employees and returning them to work safely and productively. It also provides a solid foundation for employment practices that support accommodation for employees with disabilities. When you put policies and procedures in writing and communicate them clearly, your employees will know and understand your commitment to a fair and inclusive workplace. TAKE ACTION TIP Successful return to work planning “Keeping the employee involved is the key to success in return to work planning,” says Rosanne Lasowski, Employee Relations Team Leader, Arcelor Mittal, Dofasco, Hamilton. “Every employee has a voice. They know what they can and can’t do. Involve employees in the planning process as soon as possible and get their input on accommodation strategies – they will be happier with the outcome and more motivated to return to work.” “Keep communications clear and straightforward,” Rosanne continues. “Many employees are overwhelmed by the change in their lives and may have difficulty with complicated forms, medical jargon and unfamiliar procedures. Simplify language and procedures to be sure that employees fully understand their rights and obligations.” 3 The result is a working environment that respects the dignity of all employees and promotes collaboration, co-operation and mutual support. Having an accommodation policy and return to work procedures in place before an employee is injured prepares you to respond quickly and confidently to ensure a successful outcome. You will find an example of an effective Return to Work Accommodation Policy [link] in the Tools for Taking Action section of this chapter. You will also find a more general and broadly focused Accommodation Policy [link] in the Putting Best HR Practices to Work: Tools for Taking Action section of this guide. Take Action Tip: WSIB Health and Safety and Return to Work Assessment Tool The Workplace Safety and Insurance Board (WSIB) provides a detailed workplace assessment tool that helps employers evaluate the effectiveness of their health and safety and return to work programs. The tool is based on a five-step process: 1. Set written standards to clarify expectations for all members of the workforce. 2. Communicate the standards. Let employees know what is expected of them and what they can expect of others in terms of health and safety. 3. Train employees so that they have the knowledge and skills to perform their jobs safely and effectively. 4. Evaluate safety systems and return to work processes to find out what is working well and what needs to be improved. 5. Acknowledge success when systems and processes work well and employees contribute to a safe, healthy workplace. Make improvements when problem areas are identified. Continuous improvement is the key to a safe, productive workplace. 5 Access the assessment tool or visit the WSIB website at www.wsib.on.ca. For a complete list of resources for this guide, visit the Business Takes Action website at www.businesstakesaction.ca. 4 Guidelines for the Return to Work Process Every return to work situation is different and should be dealt with on a case-by-case basis. However, there are some proven principles that help to make the return to work process more successful and satisfying for everyone involved: 1. Prevent workplace injuries and illness.[link each point to appropriate section below] 2. Make early contact with the injured or ill employee. 3. Document all meetings and discussions with the employee, health care professionals, union representatives and other stakeholders. 4. Review information on the employee‟s medically-verified health limitations and restrictions. 5. Develop a return to work plan. 6. Involve all stakeholders in return to work planning. 7. Provide accommodations to help the employee return to work quickly and safely. 8. Understand that accommodations may be refused. 9. Implement and monitor the effectiveness of the accommodation strategies. 1. Prevent workplace injuries and illness. The best way to manage disabilities in the workplace is to prevent them. Establishing a workplace health and safety program is an excellent investment that pays significant dividends in terms of lower costs, higher employee satisfaction, greater productivity and an enhanced public image. Workplace wellness programs also improve health and safety by helping employees reduce stress and follow a healthier, more balanced lifestyle. Stress is one of the leading causes of mental health issues and work-related disabilities. Forward-looking companies recognize that workplace injuries and illnesses can be prevented. They know, from experience, that proactive safety management systems optimize business success. Learn more about creating a healthy workplace in the chapter on Protecting Mental Health at Work. [link] 5 2. Make early contact. When there is early and supportive contact between an employer and an injured or ill employee, research shows that the employee is off work for less time and the costs of a workplace injury are reduced. 6 Early contact makes employees feel valued by their employer and connected to their workplace. “A friendly, social call from the workplace can be a motivator for workers considering return to work; this kind of contact reminds them that they have not been forgotten.” 7 Ideally, contact should be made by the employee‟s immediate supervisor. Conversations should be focused on the employee‟s well-being (“How are you?” What can I do to help?”) and should not be about the causes of the injury or illness, the investigation process, or assigning blame. Phone calls, email messages or even brief visits are good ways to maintain contact with an injured employee. Keep in touch with the employee often enough to indicate that your concern is genuine but not so frequently that the employee feels pressured to return to work too soon. 3. Document the case. Maintain a case file for every return to work situation and make notes about all interactions with the employee, health care providers, union representatives and other stakeholders. Your notes and documents will track the progress of each case and help you remember important facts. Detailed records will also help to clear up any misunderstandings that may develop during the return to work process and will document your efforts to re-integrate the employee, if the situation leads to a claim or challenge. TAKE ACTION TIP Functional Abilities Form WSIB provides a Functional Abilities Form (FAF) that is useful for identifying the employee‟s abilities and limitations. The form should be filled out by a health care professional and does not require submission of any clinical or diagnostic information. The information on the FAF may be used to determine suitable work for the employee, so that he or she can return to work quickly and safely. WSIB will pay for the completion of the FAF unless the health care provider is employed by the employer. If you have conducted a job analysis [link to job analysis page in HR chapter] or physical demands analysis [link to PDA page in HR chapter] of the jobs in your company, you can also use that information to develop accommodations or find a position that suits the employee‟s abilities. Access the FAF form or go to the WSIB website at www.wsib.on.ca for more information. For a complete list of online resources for this guide, visit the Business Takes Action website: www.businesstakesaction.ca 6 4. Review information on the employee’s medically-verified health limitations and restrictions. Before you can return an employee to work, you must have enough information to make informed decisions about the employee‟s capabilities and about any limitations that will need accommodation. 3 You cannot ask for a medical diagnosis but you may request information about the effect of the employee‟s condition on his or her ability to perform the essential requirements of the job. You are entitled to know if the employee’s condition is temporary or permanent, if this information is available. If the employee cannot return to his or her normal job duties, with or without accommodation, you are entitled to know the employee’s ability to perform alternative job duties. TAKE ACTION TIP Benefits of contact between employers and health care providers A research review conducted by the Institute of Work and Health showed that contact between workplaces and health care providers reduced the length of time that employees were absent from work due to a disability.6 Employees tend to rely on their health care providers for return to work advice. A physician’s involvement and recommendations has been associated with earlier and higher return to work rates in people off work for more than a month. 8 Ideally, the employee should be involved in any communications between the employer and health care providers and must give consent if you need additional health information. The employee is required to provide documents that clarify health restrictions and describe the type of accommodation that would be most effective to facilitate his or her return to work. If the employee has provided documents to verify his or her health restrictions and you are still not able to make an informed decision about accommodations, you may request more information from the employee’s health care provider, if you have the employee’s consent. If the employee‟s doctor doesn‟t have time to participate in the return to work process, you may find that rehabilitation and occupational health 7 professionals can ‘bridge the gap’ by providing advice and guidance, communicating with health specialists and making on-site visits to evaluate working conditions. 6 If you feel that the employee‟s return to work could endanger his or her health or the wellbeing of others, you may be able to ask for a medical exam by an independent health care provider. Make sure that you give the doctors as much information as possible about the employee‟s job duties and working conditions, so that they can make an informed evaluation of the employee‟s ability to perform job duties. Important: It is up to the employee to agree to disclose confidential information about his or her health restrictions and to agree to a medical examination by a doctor chosen by the employer. You cannot discipline an employee for refusing to co-operate with a request for more information about his or her limitations or prognosis. However, you can advise the employee that the request for accommodation will be delayed until the required information is available.3 You must ensure that the employee’s personal and healthrelated information is kept strictly confidential and is only shared with others on a need-to-know basis. 5. Develop a return to work plan. Sometimes, a return to work process can be simple and straightforward. But, more often, it is a complex situation that must balance the needs and interests of multiple stakeholders. Return to work planning should be carefully managed, as miscommunication and misunderstandings can easily derail the process and undermine working relationships. Larger employers may have return to work planners on staff to coordinate the planning process and facilitate negotiations among the stakeholders. Smaller employers may find that outside consultants or health care professionals can provide valuable advice on return to work planning. Ergonomic specialists, physiotherapists, occupational health or rehabilitation therapists can also help smaller employers evaluate work spaces and develop accommodations. Local support service providers [link to Best practices chapter, section on SSPs] often provide workplace assessments and are an important resource for accommodations advice, job coaching, training and workplace supports. 8 The main elements of a return to work plan are 9: Goals – Whenever possible, the goal of the plan should be to return the employee to his or her pre-injury employment. Establish milestones for the employee to achieve along the way. Actions to achieve goals – Identify the tasks necessary to reach the goal. Document the expectations and responsibilities of the employee, supervisors and co-workers. o Actions may include items such as: a functional assessment of the employee‟s abilities obtaining medical advice for a safe and timely return to work identifying required workplace supports and retraining needs documenting the employee‟s return to work agreement, including dates of return, job duties, work hours etc. Time frames for achieving goals – The plan should have a beginning and end. Establishing timeframes for each milestone provides a method of measuring progress. Health care needs – Incorporate the employee‟s health care needs (e.g. medical appointments during work time etc) into the return to work plan. Consider the effect of these needs on co-workers. You can find sample Return to work plans on the WSIB website. For a complete list of online resources for this guide, visit the Business Takes Action website at: www.businesstakesaction.ca. 6. Involve all stakeholders in return to work planning. The return to work process usually involves multiple stakeholders, each with a responsibility to ensure a positive result. Communicating openly with all stakeholders and consulting them in the development and implementation of the return to work plan makes it easier to negotiate an agreement that will get the employee back to work quickly. Employees play a central role in the return to work process. They should be actively involved in the accommodation process and encouraged to participate in communications with other stakeholders. 9 Employers are required to help the employee return to safe and productive work, while respecting the rights of all employees. TAKE ACTION TIP Managing resentment Unions are required to co-operate with the employer in finding accommodation solutions, regardless of what has been specified in the collective agreement. However, employers are expected to consider accommodation solutions that have little or no effect on the terms of a collective agreement. Health care providers have a responsibility to provide required forms, information and guidance in a timely manner, without unnecessary delay. Balancing the needs of co-workers and supervisors takes careful management in a return to work situation. Co-workers may resent having to take on extra duties and responsibilities for a returning employee with a disability. They may be unwilling to co-operate, particularly if the employee‟s disability is not obvious and they think that he or she is getting an easier job. You‟ll find a list of Roles and responsibilities for employers, employees and unions [link] in the Understanding Accommodation: Tools for Taking Action section of this guide. 7. Provide work accommodations. Returning to work is usually very beneficial for employees. It restores income security, helps employees feel productive and improves their self-esteem and selfconfidence. In fact, according to the WSIB, worldwide research shows that the longer an employee is off work, the less likely it is that he or she will return to work. Employees shouldn’t feel pressured to come back to work before they are ready. Maintaining Supervisors may also be resentful if they are expected to meet productivity targets while accommodating a returning employee with a disability. Effective communications, regular meetings and on-going disability awareness training can help to address some of these concerns. A return to work plan should anticipate this type of complication and should be designed to ensure that supervisors and co-workers are not disadvantaged by the accommodation arrangements. You‟ll find more information about managing co-worker reactions [link] in the Understanding Accommodation chapter of this guide. regular contact with the employee while 10 he or she is on leave may help you determine a possible return to work date. Employees are expected to give you enough advance notice of their return to work date that you can prepare, especially if they need accommodations. Most employees can return to some type of work while they are still recovering from an illness or injury, as long as they are given work suited to their abilities and medical needs. Whenever possible, employees should be returned to their own job or their own department, where people and routines are familiar. There are many effective strategies for returning an employee to work. Finding the right solution may require some flexibility and creativity. When you show that you are open-minded and willing to consider a variety of options, you are more likely to get co-operation from the employee and the other stakeholders in the return to work process. Involve the employee in developing accommodation strategies or workplace modifications. Ensure that the employee understands his or her rights and responsibilities in the return to work process. Talk to him or her about accommodation options as early as possible, so that you can plan effectively. Usually, the employee has a good understanding of his or her accommodation needs and can provide helpful suggestions. Answer any of the employee‟s questions and clarify misunderstandings. As an employer, it is your legal responsibility to provide accommodations that meet the needs of the employee and are consistent with the medical information you have about the employee‟s condition. The accommodation strategies you develop should not interfere with the seniority and collective agreement rights of other employees, unless you have explored all other options. You are also responsible for protecting the health and safety of everyone in your workplace. If the employee is returning to a job that is safety-sensitive, ensure that the physician has a good understanding of the job requirements and has confirmed that the employee can safely perform the essential duties. Don‟t make assumptions about the employee‟s abilities, based on stereotypes or limited knowledge of his or her condition or illness. Always ask for more information if you need it. 11 Union representatives can provide valuable advice on accommodations. You should involve the union if: The employee wants a union representative to be part of the return to work discussions; or The proposed accommodation strategies affect the rights of other employees. Always protect the confidentiality of the employee‟s personal information during any discussions with union representatives or others. Provide any training or retraining that the employee needs to work productively. Ensure that other workplace supports are also available, such as mentoring, job coaching, assistive technology etc. You‟ll find more information about effective accommodation strategies [link] in the Understanding Accommodation chapter of this guide. 8. Understand that accommodations may be refused. Despite the best efforts of all stakeholders, a proposed accommodation strategy may not be acceptable: If an employee refuses the proposed accommodation measures, you can work together to explore other options. An employee must accept a reasonable accommodation solution that meets his or her medically-verified needs. As a last resort, you may deny the employee‟s request for accommodation if you feel that you have explored all reasonable options. Keep detailed notes about the employee‟s decision to refuse the accommodation and get advice from legal or HR advisors before terminating the accommodation process. You can refuse an employee’s accommodation request if you have offered reasonable accommodation options and feel that the employee‟s request would cause you undue hardship. The employer – not the employee – is responsible for choosing the most appropriate accommodation strategy. Although you must consider the employee‟s needs and wishes, “the employee is not entitled to a perfect solution or one that they choose for themselves.” 3 Again, it is important to get advice from legal or HR advisors and to document your reasons for refusing the request, in case there is a human rights claim. You‟ll find more information about undue hardship [link] in the Understanding Accommodation chapter of the guide. 12 9. Implement and monitor the accommodation strategies. Implementing accommodation strategies as soon as possible allows the employee to return to work quickly and helps to build a working relationship of trust and respect. After the employee has returned to work, meet with him or her periodically to make sure that the accommodation strategies are still effective. Accommodations may need to be adjusted if the employee‟s functional abilities change or there are workplace changes (new equipment, procedural changes) that affect job duties. Also, check to see whether co-workers are coping with any accommodations that may have affected their job duties or team relationships. Accommodating the Return to Work Every return to work situation should be handled individually, taking into consideration the needs of both the employer and the employee. Strategies and accommodations that work for one employee may not benefit other employees in similar situations. The solutions you develop for a return to work plan should be: Achievable – The employee should be qualified and medically able to perform the essential functions of the job, with or without accommodation. Safe – The employee should be able to perform the job duties without risking his or her recovery and safety or the safety of others. Productive – The employee should be doing work that makes a meaningful contribution to the company. Constructive – Whenever possible, the work should contribute to the employee‟s skill development or help him or her return to full employment. Modified work Employees who are ill or injured often need time to recover before they can return to a full workload. In those cases, it may be beneficial to bring the employee back on a modified work program. A modified work program: helps your employee return to productive work faster. helps you retain an experienced worker. reduces claim costs. increases the employee‟s independence. boosts workplace morale by demonstrating that you are a supportive employer. 13 What is modified work? Modified work involves changing the employee‟s regular job duties because of an illness or injury. Modified work programs can be either short or long term and can take many different forms. Often, they involve a combination of accommodation strategies that you have determined are appropriate for the employee‟s limitations. Modified work programs include: Changes in workload – e.g. An employee returning from a stress-related leave works reduced hours at first, gradually increasing to a full workload as she recovers from her symptoms. Changes in tasks or functions – e.g. An employee returning from a knee injury works part of the day on modified duties and part of the day on regular duties, increasing to full duties as his strength returns. Changes in work environment – e.g. An employee returning to work in a wheelchair is moved to a larger, more open workstation that can be modified for easier access to files and computer equipment. Changes in equipment – e.g. An employee with a shoulder and neck injury is provided with ergonomic tools to help compensate for her lack of grip strength. Modified work may also involve the employee in performing tasks that are normally handled by co-workers. This is sometimes referred to as job bundling or job cobbling. For more detailed information about accommodation strategies[link], go to the Understanding Accommodation chapter of this guide. Business Takes Action: Campbell Company of Canada Famous for its red and white soup cans, Campbell‟s is one of Canada‟s major food manufacturers. With over 1,500 people employed at its Ontario-based plant, Campbell‟s has extensive experience with the return to work process. Disability Manager Margaret Cornell, explains how Campbell‟s implements a modified work program. “If we‟re helping an employee return to work and he can only manage a third of his regular duties, we’ll make every effort to find jobs that will fall within his medical restrictions. If the employee can do a third of a co-worker‟s job, we‟ll try to arrange it so that the co14 worker handles the tasks that the injured employee can‟t do. In return, the injured employee will take over some of the co-worker‟s tasks. We don‟t do that on a permanent basis but we will do it on a short term, temporary basis. Communication is critical to success We also hold modified work meetings on an agreed upon schedule with the employee and the supervisor. If there are issues from either side, we address them right away. Both the employee and the supervisor have input into the tasks that the employee will handle on the modified work program. We look at the employee‟s medical restrictions, discuss the major tasks of the job and, together, we decide what he can and can‟t do. We get regular updates on the employee‟s functional abilities from his doctor and progress towards returning the employee to full functioning. Set reasonable time limits Sometimes employees aren‟t able to return to full function and we have to start looking for alternative work. But sometimes people just get comfortable on the modified work program. That’s why it’s important to set time limits on the modified duties. Otherwise, you get resentment from the co-workers who are helping the employee do his job or handling some of his responsibilities. Monitor progress regularly If the employee doesn‟t progress towards a full recovery within a reasonable time, it may be appropriate to send him back to his doctor to get the treatment he needs to facilitate a sustainable return to work. Or, it may be worth investing in an independent medical evaluation to determine the employee’s prognosis and ability to perform specific tasks. Once you have that information, you can decide whether to extend the modified work program or move the employee to alternative work.” Alternative Work If the employee cannot perform the essential requirements of the job with accommodation, you may consider reassigning the employee to alternative work. Alternative work can be either temporary or permanent. Temporary alternative work is appropriate when an employee‟s disability temporarily prevents him or her from returning to his or her original job. Offering temporary alternative employment that meets the employee‟s medical requirements can 15 help the employee return to productive work quickly, often while he or she is still recovering from the injury or illness. Permanent alternative work may be an option when accommodating the employee would cause you undue hardship or when the employee is not medically able to return to his or her original job. Finding alternative work in the company will help you retain a valued employee and may reduce some of the direct and indirect costs of a workplace injury. However, you are not expected to create unproductive jobs to accommodate an employee‟s return to work.3 If the employee is reassigned to a new position, he or she must be qualified and able to perform the essential requirements of the job. The new position must become available within a reasonable amount of time and should be equivalent to the employee‟s previous position, whenever possible. If no other equivalent position is available, you can offer the employee a position at a lower level.4 Larger firms can monitor upcoming job postings and try to match the employee’s abilities with an appropriate job. If you know that a job will be TAKE ACTION TIP Working with unions “Caesar‟s Windsor works hard to maintain good relations with our unions during the return to work process,” explains Lee Antoniw, Manager, Employment Services and HR Systems at the luxurious hotel and casino complex. “We have established a joint committee with HR and union representatives to address return to work issues. When we have to permanently reassign an employee because of an injury or illness, the committee reviews job postings to find one that suits the employee‟s skills and functional abilities. Then HR and union representatives negotiate an agreement to pull the posting and assign the job to the employee. Establishing a joint committee has really helped us keep the unions onside when we accommodate our employees.” posted in the near future and will suit the employee‟s functional abilities, you can reassign the employee to that position and provide training or skill-building opportunities to prepare the employee to handle the new job duties. When unions are involved, you may have to work with union representatives to waive job postings and remove employment barriers, such as seniority issues, that may be part of the collective agreement. 16 Supervisor’s Role in the Return to Work Process Research suggests that immediate supervisors have an important role to play in the return to work process because of their close connection to the employee and their control over the employee‟s work environment.10 A supervisor‟s response to the employee‟s injuries can influence the quality and speed of the employee‟s recovery and return to work. A sympathetic and supportive supervisor can help maintain good relationships with the employee and create an atmosphere of goodwill and trust that encourages a rapid return to work. Supervisors also help to create a positive work environment for the returning employee. When supervisors welcome employees with disabilities and value their contributions, it encourages other employees to be accepting and supportive, too. Providing return to work training for supervisors is an HR best practice and should be a regular part of your training program. Supervisors should be trained in injury management, ergonomics and health and safety. They should also be taught how to how to be empathetic and supportive and to communicate and problem solve effectively. In smaller companies, the employee‟s direct supervisor may be the business owner. If you are a small business owner, it is particularly important that you get the appropriate training, so that you can encourage and guide your employees successfully through the complexities of the return to work process. Insurance Providers Role in Return to Work If you use an insurance provider to manage some or all of your return to work process, it is important to know that the primary responsibility for providing accommodations still belongs to you – the employer. In some cases, insurance providers may recommend returning the employee to work as a means of keeping costs low. While an early return to work is often beneficial for the employee, the insurance provider‟s goals may conflict with your responsibility to provide appropriate accommodation for your employee. Even though you may be relying on the advice and guidance of an insurance provider, you have to be aware of your duty to accommodate and your responsibilities under the federal and provincial Human Rights Codes. You are not excused from these duties and 17 responsibilities, even though the insurance provider is the main point of contact in the accommodation process. You are expected to take an active role in working with both the insurance provider and the employee to make sure that the accommodations are appropriate and suitable for the employee‟s medical limitations.4 Extended Absence and Undue Hardship Sometimes, a disability can lead to an extended absence from work and this can cause you undue hardship. There is no formula or time limit for determining when an extended absence becomes an undue hardship, so each case must be considered individually. An extended absence can cause undue hardship when: Your ability to hire or retain qualified employees is restricted because the job is not being offered on a permanent basis. You are faced with the on-going financial costs of paying for benefits while the employee is not working. The employee‟s skills may become outdated, which may affect productivity A legal or HR advisor will be able to provide advice and guidance in these situations. References 1. National Institute of Disability Management and Research. Leading to a Better Way: Disability Management in the Workplace. (n.d.) 2. Workplace Safety and Insurance Board. Prevention. 3. Canadian Human Rights Commission. A Guide for Managing the Return to Work. 2007. 4. Ontario Human Rights Commission. Human Rights at Work. 3rd ed. Toronto: Carswell. 2008. 5. Workplace Safety and Insurance Board. Health and Safety and Return to Work Assessment. 2009. 6. Franche RL, et al. A Workplace-based Return to Work Interventions: Systematic Review of the Quantitative and Qualitative Literature - Summary. Toronto: Institute for Work & Health. 2004. 7. MacEachen E, Clarke J, Franche RL, Irvine E. A Systematic Review of the Qualitative Literature on Return to Work After Injury. Scandinavian Journal of Work, Environment and Health. 2006; 32(4): 257-269. 18 8. Franche RL. et al. Fact sheet: Return to work: Factors that Influence Return to Work. 2005. 9. Workplace Safety and Insurance Board. Samples of return to work plans. 10. Institute for Work and Health. Seven „Principles‟ for Successful Return to Work. 2007. 19 Tools for Taking Action Planning a Successful Return to Work Sample Return to Work Accommodation Policy Acme Industries Workplace Accommodation Policy Number: 123 Policy Name: WORKPLACE ACCOMMODATION INTRODUCTION Workplace accommodation is an essential component of Acme Industries’ Disability Management Program. It enables a structured process for retaining employees at work or returning them to work, and focuses on employee work environment adaptations and accommodations where the employee and the company engage in resolving work disability and employee integration. This policy applies in the case of disability as defined by the Ontario Human Rights Code. 1. ACCOMMODATION PRINCIPLES Acme Industries accepts that it has the obligation to its employees to facilitate early return to work from illness or injury to safe and productive work. The Company will endeavor to provide appropriate accommodation for all employees with disabilities through the Disability Management Principles listed below. It is the obligation of the employee to accept appropriate accommodation and to provide the Company with the necessary information, including medical information, to enable it to assess what accommodation, if any, is reasonable and appropriate in the circumstances. This policy has been developed in accordance with the Workplace Safety and Insurance Board (WSIB) re-employment regulations, the Ontario Human Rights Code and the Occupational Health and Safety Act. This policy is a guideline only. Every employee shall be evaluated individually and accommodative measures shall be applied with specific regard to the circumstances of each individual. 2. DISABILITY MANAGEMENT PRINCIPLES Disability Management Principles include, but are not limited to: Working with employees who are or become disabled, in an effort to remain at work, or to facilitate an early and safe return to work, in the event that an employee is off work as a result of injury or illness. Accommodation of the substantiated medical restrictions of a disabled employee. 3. WORKPLACE ACCOMMODATION – GENERAL OVERVIEW Appropriate workplace accommodation will focus first on accommodating the employee in his or her pre-disability job, subject to the employee’s medical restrictions and ability to perform the essential duties of the job. If the employee is not capable of resuming his or her former job, the Company will seek to identify another suitable (as determined by the Company) open job that the employee is capable of performing. Appropriate accommodation, if required by the disability, will be evaluated in any job for which the employee is considered. The process for identifying appropriate accommodation will involve a collaborative approach between the employee, his or her treating physician or other medical attendant, Medical Services, area supervision and Human Resources. Other personnel may be involved if necessary. 4. APPROPRIATE ACCOMMODATION The Company will provide appropriate accommodation, as required by the disability, to the point of undue hardship. Where accommodation short of undue hardship meets the needs of the employee, the employee will be expected to accept such accommodation. The assessment of appropriate accommodation and undue hardship shall include but is not limited to the following criteria: the ability of the employee to perform the essential duties of the job with appropriate accommodation (if required by the disability); the financial cost, if any; the magnitude of any safety concerns; productivity, efficiency, effectiveness of the employee; impact on other employees; and general business needs. 5. EARNINGS PROTECTION Non-occupational injury/illness: Wage loss due to the accommodation of a nonoccupational injury/illness may be compensable under the Earning Protection Plan. The Business Unit/Department Supervisor should contact Human Resources in advance of an employee’s placement to review the employee’s eligibility, entitlement and administrative procedures. Occupational injury/illness: Wage loss due to an occupational injury/illness or the accommodation of such injury/illness may be offset, in whole or in part, under the Workplace Safety and Insurance Act and/or the Earnings Protection Plan. The Business Unit/Department Supervisor should contact Human Resources in advance of an employee’s placement to review the employee’s eligibility, entitlement and administrative procedures. Human Resources will advise the Workplace Safety and Insurance Board of any change in wages. 6. EMPLOYEE PARTICIPATION AND REFUSAL OF APPROPRIATE ACCOMMODATION Accommodation is a collaborative, two-way process. Where appropriate, accommodation is offered by the Company to enable an employee to perform the essential duties of a job and the employee shall accept such accommodation. If, after discussions with the Company, the employee refuses the job or accommodation, the Company will consider that it has satisfied its obligation to provide appropriate accommodation. The Company may also consider such refusal a work refusal, which may lead to disciplinary measures up to and including dismissal. You’ll find another sample Accommodation Policy [link] in the Tools for Taking Action section of the chapter on Putting HR Best Practices to Work. Protecting Mental Health At Work Mental performance will drive corporate success in the information economy. Innovation, a mental function, is key to competitiveness. Human capital is people – and it is the human mind, not our arms and legs, which will do the heavy lifting in the global information economy, in the quest of business to become more competitive and productive through innovation. 1 The unheralded business crisis in Canada: Depression at work. Global Business and Economic Roundtable on Addiction and Mental Health. Mental health issues are a fact of life in today’s high-stress business world. One in five Canadians will experience a mental health issue, usually during their prime working years.2 Many others will go through periods of emotional distress that will affect their mental wellbeing and their work performance. Job stress, a common feature of the 21st century workplace, is closely associated with mental health and often triggers or aggravates an underlying illness. When mental health issues are not properly managed, the financial and human capital costs can be enormous. Take Action Tip – The Costs of Mental Health Issues and Job Stress Fast Facts About Mental Health2 Mental health issues are the number one cause of disability in Canada, accounting for nearly 30% of disability claims and 70% of the total costs. 1 in 5 Canadians will experience a mental health issue in their lifetime – those who don‟t will have a family member, friend or colleague who does. Every day, 500,000 Canadians are absent from work due to mental health issues. Mental health and addiction issues cost the Ontario economy $34 billion in lost productivity and health care expense. 46% of Canadians think people use the term mental illness as an excuse for bad behaviour. 1 Fast Facts About Job Stress3 A conservative estimate indicates that job stress contributes to: 19% of absenteeism costs 40% of turnover costs 55% of EAP costs 30% of short-term and long-term disability costs 60% of workplace accidents 10% of drug plan costs 100% of stress-related lawsuits Mental Health Issues can be Managed The good news is that mental health issues can usually be managed with early and appropriate treatment and support. In fact, you may have employees with mental health issues and not even know it. Many people are able to work successfully and productively while dealing with a mental health issue. If you don‟t have experience interacting with people who have mental health issues, you may be reluctant to hire or retain an employee with a mental health disability. And that‟s understandable. Mental health issues have been sensationalized by the media and have long been associated with stigma and negative stereotypes. But the incidence of mental health issues is on the rise and you can’t afford to ignore the very real effect that these complex disorders can have on your workplace. Learning to identify and manage employees who are experiencing emotional distress is a responsibility that employers must take seriously to operate a successful business today. 2 Recognizing the Warning Signs The workplace is an important setting for early detection because the symptoms of depression often appear quite vividly in a context where the undiagnosed employee is called upon to interact with others and may fail to do so effectively or productively. 1 The unheralded business crisis in Canada: Depression at work. Global Business and Economic Roundtable on Addiction and Mental Health. Not everyone who behaves badly at work or shows signs of emotional distress has a mental health issue. We all have bad days, bad weeks – even bad months. An employee may simply be dealing with a personal or work-related problem that is temporarily affecting his or her mood or attitude. Once the problem is resolved, the employee‟s behaviour will likely return to normal, especially if he or she receives workplace support to cope with the situation. But if symptoms persist over a length of time or the employee’s behaviour changes suddenly, it may be an indication that he or she is dealing with a mental health issue. Mental Health Works, an initiative of the Canadian Mental Health Association, Ontario, lists the following warning signs of mental health issues: Consistent or late arrivals or frequent absences Lack of co-operation or a general inability to work with others Decreased productivity Increased accidents or safety problems Frequent complaints of tiredness or unexplained pains Difficulty concentrating, making decisions or poor work Less interest or involvement in work Working excessive overtime over a prolonged period Strange or grandiose ideas Displays of anger or defensiveness 3 You‟ll find more information about recognizing mental health issues in the workplace [link] in the Tools for Taking Action section of this chapter. Employer‟s Responsibility For Managing Mental Health Issues If you think one of your employees has a mental health issue, it‟s important for you to take action. Early and appropriate attention and support is the key to a successful recovery. Early detection and treatment also reduce the likelihood that the mental health issue will become chronic.4 Your natural inclination may be to ignore the situation because you don‟t know what to do or you don‟t want to get involved. But, as an employer, there are compelling reasons why you should offer your employee support. The moral obligation to help an employee in need is obvious. But, you also have legal and business responsibilities to consider. Legal Responsibilities Mental health issues are specifically included in the Ontario Human Rights Code definition of disability. If your employee has disclosed a mental health issue, you are legally responsible for providing accommodation to the point of undue hardship [link to undue hardship section]. Human rights legislation ensures that every employee has the right to equal treatment in employment. If you discriminate against an employee or terminate him or her because of a mental health issue, you are contravening the Code and may be liable for significant damages. If the employee has not disclosed a mental health issue, you are not normally required to provide accommodation. Mental health issues may not be apparent and may be difficult to identify. You are not expected to diagnose an illness or ‘second guess’ the health status of your employee. However, the employee may be in denial about the status of his or her mental health, may not realize that he or she has a mental health issue or may be afraid to disclose because of concerns about negative reactions. If the employee is clearly unwell or you suspect he or she has a mental health issue, you are expected, under the Code, to provide support and accommodation before applying any disciplinary measures. Business Responsibilities Helping your employee cope with emotional distress goes beyond a legal responsibility – it also makes good business sense. Without treatment or support, your 4 employee’s condition may deteriorate, causing a variety of problems that may affect your bottom line, including: Deteriorating morale among co-workers Increased frustration, anxiety and conflict in the workplace Frequent absences Loss of productivity Increased safety risks to the employee and co-workers The loss of the employee‟s skills and talents due to disability leave or termination Business Takes Action – Large Industrial Firm* “Dislike, distrust and a „mob‟ mentality led to a very challenging situation at our company,” reports the Health and Safety Manager at a large industrial firm in Ontario. “One of our supervisors was being harassed by some of her employees, both at work and at home. As the situation escalated, there were even veiled threats of violence. An investigation was conducted by our Human Resources staff, the Ministry of Labour and an outside agency. We also communicated constantly with our staff regarding the inappropriateness of this type of behaviour. As a result of this episode, the employee began to see every co-worker as a threat. She felt she was the subject of workplace gossip and innuendo and her levels of stress and anxiety skyrocketed. Her emotional distress led to several months of leave under psychiatric care and a gradual return to work. The employee‟s medical restrictions required that she avoid a stressful environment. Given her supervisory role and her fear of returning to her department, we weren‟t sure how to accommodate her at first. It took a few weeks of executive level meetings to review her other skills and our company needs but we were able to successfully return her to work in another area of the organization. We built on her knowledge of our products and processes, creating a position that allowed her to assist our engineers in launching and testing a new product line. This position is not meant to be permanent. However, it is a long-term placement that allows the employee to slowly expose herself to her prior department without the 5 stress and anxiety of having to remain there. It is our hope that, by gradually allowing her to reintegrate into her previous setting at her own pace, she will see that there is no real harm intended by the workers and will eventually be able to return to her position as a supervisor in that department. A year later, she is continuing to make slow but steady progress. There are still a few mental setbacks that we try to assist her with when they occur but we are optimistic that our accommodations will lead to a positive result for everyone.” Note: At the request of the company, all names have been withheld to protect the employee‟s privacy. Taking Action Start Early Mental health issues or mental illness are terms that refer to a range of mental and emotional conditions. Symptoms of these conditions can vary considerably. If you aren‟t trained to recognize and manage mental health issues, you may find it difficult to distinguish between a discipline problem and a mental health issue. The Global Business and Economic Roundtable on Addiction and Mental Health recommends that employers use the “Rule Out Rule” when evaluating an employee‟s performance1: If an employee is not performing to expectations or develops an attitude or behaviour problem, rule out the possibility of a mental health issue before disciplining or terminating the employee. It‟s best to take action when you first notice changes in behaviour, rather than allowing the situation to escalate. If you support and accommodate an employee in the early stages of emotional distress, you may be able to help the person find positive ways to cope with his or her mental health issues. This helps your employee remain productive during a personal crisis and reduces the risk that he or she will develop a serious mental health condition. It may also reduce the length of time that person needs accommodations and help you avoid the loss of a valued employee to disability. 6 Talk to Your Employee Start by having a compassionate conversation with your employee about the changes in his or her workplace performance. You may find this type of discussion difficult but it is a necessary step if you want to prevent the situation from becoming worse. The conversation should be handled with care because you must respect the employee‟s privacy. Keep in mind that the purpose of the meeting is to address workplace performance, provide caring support and find solutions that will help your employee stay productive. It is not your responsibility to diagnose the employee‟s problems or to act as his or her counsellor. You don‟t need to know the employee‟s medical diagnosis to provide support or accommodations. These guidelines will help you navigate your way through a delicate conversation: Let your employee know that you would like to have a meeting. Arrange a location where you can talk privately. Take a professional, objective and supportive approach, as you would with any other employee. Avoid blaming the employee for poor behaviour or using terms that imply negative judgments. Do not discuss the employee‟s character or personality. Start the conversation on a positive note. Acknowledge the employee‟s strengths and contributions to the business. Establishing a positive atmosphere encourages openness and trust. Keep the discussion focused on the employee‟s behaviour and work performance. Provide constructive feedback and let the employee know how his or her actions are affecting the company. Be careful not to probe for personal information. Do not ask the employee if he or she has a mental health issue or suggest that you think he or she has one. Use open-ended questions to encourage the employee to talk and possibly disclose a mental health issue. You could say: “I‟ve noticed that you are not yourself lately. Is there something we can do to help you at work?” Or “I‟m concerned about the number of times you‟ve been late recently. You‟ve always been on time for work before. What do you think is causing the change?” Listen carefully to what the employee has to say. Try not to make assumptions or to let preconceived ideas about mental health issues influence your responses. Keep an open mind and be receptive to the employee‟s explanations. 7 Protect the employee‟s privacy. If the employee discloses a mental health issue, reassure him or her that the information will be held in confidence and that the disclosure will not affect his or her job or career potential. Explain that discrimination and harassment by supervisors or co-workers will not be tolerated. Once the employee has disclosed a disability, involve him or her in a discussion about possible solutions or accommodations to improve performance. The employee often knows his or her own needs best and accommodations are more effective when the employee has input. If the employee does not disclose a mental health issue, take the opportunity to educate him or her about the resources available through your business and in the community. Suggest that the employee speak with an EAP counsellor, family doctor or local support service provider if health or personal issues are affecting his or her work. Provide contact information for workplace and community support services. Let the employee know that you have an accommodation policy and will provide accommodations to help people manage their job duties. Explain the process for requesting accommodations. It may be appropriate to set performance targets but give the employee time to get professional advice and treatment first. Arrange for a follow-up meeting. It‟s important to monitor the situation on a regular basis. Meetings don‟t have to be long to be effective. Accept the fact that the employee may not be willing to share information or to take advantage of the support that you are offering. Keep accurate notes of the meeting and put them in a safe place to protect the employee‟s privacy and to provide an accurate record in case of a human rights claim. If the employee does not take advantage of the opportunities you provide to get treatment or ask for accommodations, and his or her workplace performance does not improve, it may be appropriate to start progressive discipline. You‟ll find more information about progressive discipline [link] in the section on Putting Best HR Practices to Work. 8 Provide Accommodations Accommodating an employee with a mental health disability is the same as accommodating any other employee. Accommodations should be tailored to the specific needs of the individual, taking into account his or her skills and abilities and the essential duties of the job. You must accommodate all employees to the point of undue hardship. However, human rights legislation recognizes that small employers may not have the resources to provide the same accommodations as larger employers. Most accommodations for people with disabilities are not expensive. They typically involve flexible work hours, changes to work schedules or restructuring job duties. You‟ll find more information about workplace accommodations in the section on Understanding Accommodations.[link] You‟ll also find a sample of accommodations for mental health issues [link] in the Tools for Taking Action section of the Understanding Accommodation chapter. BUSINESS TAKES ACTION: THE HANDY MAN IS IN Tired after a long day of construction, Frank flashes a welcoming grin when Alec Miletich drops by to check on his progress. Alec owns The Handy Man is In, a small home renovation company where Frank works as a full-time employee. In the past, Frank‟s learning disability and emotional issues limited his job opportunities. But Alec has found that patience and good management techniques help to keep his employee working effectively. “I knew when I hired Frank* that the jobs were going to take longer to finish,” explains Alec. “I make sure that my clients understand that. Frank may work a little more slowly but he‟s careful and he‟s certainly capable of doing the job. When we start a new project, I work side-by-side with Frank and show him how to do the work. Once he knows what he‟s doing, I let him work independently. It boosts his confidence when I show that I trust him. If he runs into problems, he knows he can call me and I‟ll give him advice and guidance. I check on him periodically and, if he makes a mistake, he has to fix it. I resist the temptation to take over and fix it myself because I know that making mistakes is the best way to learn. In my opinion, every mistake is an education. I also give Frank lots of 9 positive feedback because that helps him stay motivated. I‟ve found that Frank is more productive if I alleviate some of the stress in his life. If he needs to catch the bus home, for example, I make sure he leaves on time or I arrange to drive him home. I‟m very strict about safety on the job and don‟t allow any exceptions. But I‟m more relaxed about dealing with personal issues. I‟m willing to listen and be supportive if someone needs time to deal with a personal situation. Stress can escalate quickly and have a negative effect on the job site, so I try to reduce stress as much as possible for my workers. When you hire someone with a disability, you need patience and flexibility. Some people have a longer learning curve and you have to be prepared for that. You also have to recognize that there‟s more than one way to get the job done – I‟ve learned from experience that my way isn‟t the only way!” * Name changed to protect employee privacy. Planning the Return to Work In some cases, an employee may have to go on short or long term disability to be treated for a mental health issue. To help someone with a mental health disability return to work successfully, Mental Health Works recommends that three fundamental requirements should be met6: 1. The work itself and the employee‟s presence in the workplace should not pose a risk to the employee or co-workers. 2. The employee must be able to perform the tasks of his or her job at a level where meaningful work is possible with appropriate accommodations. 3. The workplace must be welcoming and free from harassment and other pressures that might delay recovery. It is your responsibility, as an employer, to ensure that these fundamental requirements are in place. As part of your return to work planning, there are a number of factors that you should take into consideration, including the type and severity of the employee‟s symptoms, the effectiveness of treatment and the demands of the job. Start by talking to the employee to find out if he or she is ready to return to work. Ask the employee what help or support he or she needs to work productively. The employee‟s health care provider is another good source of information about the employee‟s ability to handle the essential requirements of the job. 10 It may also be appropriate to involve other people, such as union representatives, insurance agents or social workers, in the return to work planning. Always remember to respect the employee‟s privacy when discussing his or her situation with other people. Meaningful and productive work is important to the recovery process for employees with mental health issues. Most employees are eager to return to their jobs as soon as possible. As with other disabilities, it may be possible for employees with mental health issues to return to work while they are still in recovery, if appropriate accommodations are provided. Involve the employee in planning his or her return to work and in any accommodation discussions. Ensure that the employee takes responsibility for managing his or her own well-being at work by committing to certain behaviour and performance goals (e.g. “I will not react in anger. I will take a break to calm down before responding”). You‟ll find more information about the return to work process in the section on Planning a Successful Return to Work. [link] Managing Co-worker Reactions Employees who have been on disability leave for a mental health issue are sometimes hesitant to return to work because they are concerned how others will react. Stigma and negative stereotypes can create a ‘poisoned environment’ that is hostile and unwelcoming to the returning employee. This can make the employee feel isolated and unmotivated and may make it impossible for him or her to successfully reintegrate into the workplace. Talk to your employee and find out what information he or she would like you to share with other employees. If the employee does not want to tell others about his or her disability, you must respect his or her wishes. Help the employee find appropriate ways to respond to co-worker questions. If the employee is receiving accommodations that affect the schedules or job duties of co-workers, discuss the situation with those employees. You don‟t have to reveal the returning employee‟s diagnosis to explain his or her workplace modifications. Sometimes, co-workers may see these accommodations as special treatment and may be resentful. Or they may have fears about their personal safety, if they know the employee is recovering from a mental health issue. 11 Many of these fears and concerns are unfounded and it is important to address them as soon as possible to maintain a positive work environment. If the returning employee was the cause of conflict in the workplace, you may have to work with all the members of your team to develop healthier working relationships. Start by setting a good example. “You can support an employee‟s return to work, and encourage higher morale and better output from your team, by demonstrating that you still trust, respect and value a worker who has been on disability leave for a mental illness”.6 If you find co-workers are harassing or gossiping about the employee, you must take action to prevent discrimination in your workplace. Providing disability awareness training and education about mental health issues is an excellent way to dispel fears and help co-workers learn to understand and accept the returning employee. You‟ll find more information about managing co-worker reactions [link] in the chapter on Understanding Accommodations. Mental Health Issues and the Hiring Process Three years ago, I hired a fellow with schizophrenia and anger management issues. He turned out to be one of my best employees and he‟s now the Manager of my Gas Bar. He always comes to work early, often several hours before his shift. He‟s very dedicated and reliable. But no one would take a chance on him before I hired him. I gave him the opportunity to prove that he can do the work and, in return, I gained loyalty, commitment, respect and dependability – principles you can‟t put a dollar value on.” Ritchie Khan, owner, Canadian Tire Pit Stop, Hamilton Ontario. Mental health issues can also affect the hiring process. You may not know that someone has a mental health issue unless he or she discloses it – and most job applicants are reluctant to do that. It is an HR best practice to ensure that job ads and application forms clearly indicate that you welcome applications from people with disabilities and are willing to provide accommodations during the recruitment process. Establishing inclusive and supportive hiring practices will help you 12 attract the best candidates for your business and encourage people to feel more comfortable about disclosing a mental health issue or other type of disability. If an applicant does disclose a mental health issue, you are required to provide the appropriate accommodations. Usually the applicant will be able to tell you what he or she requires to perform effectively. More information about recruiting and hiring people with disabilities [link] is available in the chapter on Putting HR Best Practices to Work. Creating a Healthy Workplace If the workplace is merely a place where mental health issues are expressed, then an enlightened employer‟s responsibility is to recognize the signs and symptoms of mental illness and help affected employees cope with them… But if it is demonstrated that the workplace can actually contribute to causing or exacerbating mental illness or addictions, then the employer‟s responsibility goes much further, into the realm of prevention.7 One of the most effective ways to keep your bottom line healthy is to protect the emotional and physical well-being of your employees. Over the last few decades, the development of occupational health and safety standards has helped employers understand that workplace accidents and illnesses can be prevented. Business owners have taken steps to improve health and safety practices and reaped the benefits of lowered business costs. Modern workplaces are now much safer than they were just a few short years ago. But many employers do not realize that the mandate to protect employee health and safety extends beyond the physical work environment. Psychological or mental health hazards in the workplace can be just as dangerous to an employee’s health and safety as physical hazards. The Mental Health Commission of Canada defines a psychologically safe workplace as one that does not permit harm to employee mental health in careless, negligent, reckless or intentional ways.8 13 Understanding Mental Health Hazards There is a growing awareness that workplaces can be physically safe but still cause harm to employees by undermining their mental wellbeing and cognitive functions. The way that a company is organized, manages workloads and treats its employees can have a damaging effect on the employees‟ quality of life and organizational performance. Some common workplace mental health hazards include9: Constant work overload Lack of control over how work is done Harassment, bullying or discrimination on the job Lack of supervisor support Lack of respect for workers Lack of appropriate rewards and appreciation for the work expended Lack of support for work-family balance Poor communication Ambiguity about job responsibilities TAKE ACTION TIP: THE EFFECTS OF JOB STRESS10 Job stress is one of the biggest culprits behind mental health issues and psychological distress in the workplace. In an analysis of two Canadian workplace surveys involving over 2000 employees and 600 employers, researchers found that job stress has serious consequences: The majority of workers (77%) reported experiencing job stress „sometimes‟ or „always‟ in the past 12 months 52% of those workers said that stress had caused them physical health problems and 42% reported suffering from mental health issues. 73% of the workers who „always‟ experienced stress in their jobs said that their job was responsible for most or all of the stress in their lives. 14 The Costs of a Psychologically Unhealthy Workplace A workplace that is psychologically unhealthy is costly for both employers and employees. Consequences include: Increased physical and mental health issues among employees. Higher disability premiums, increased health and benefit costs. Significantly higher absenteeism rates and the associated costs of replacing employees who are ill. Increased employee turnover. Reduced quality and quantity of employee‟s work. Higher rates of accidents, injuries and incidents. Low workplace morale and higher levels of workplace conflict and grievances. Negative effects on employees‟ quality of life. How Can You Make a Difference? The first step to taking action is recognizing that there is a problem. There are three major areas that must be addressed when creating a healthy workplace 7 Physical environment – Committing to sound health and safety practices that promote the elimination of physical hazards in the workplace. Health practices of employees – Providing workplace wellness programs that encourage employees to reduce their health risks and pursue healthier lifestyles. Psychosocial environment – Introducing initiatives to improve work-life balance and protect the mental well-being of employees. Establishing a standard of conduct in the workplace that requires people to “treat one another with fairness, civility and respect, regardless of their power or status within the organization.”11 These three elements are closely interrelated and can have a positive or negative impact on employee health, depending on the policies and procedures of your company. To encourage the best performance from your employees and to minimize the risk of mental and physical disability, your goal should be to create a workplace that is healthy in all three areas. 15 The Importance of Positive Practices Positive employment and management practices are an essential part of a healthy working environment. The principles of fairness, respect and tolerance that support people with disabilities in the workplace also protect the emotional wellbeing of all employees. Creating an environment of trust and support helps to keep employees motivated, engaged and working to their full potential. It also ensures that they feel safe and confident disclosing all types of disability, including mental health issues, and asking for the accommodations they need to succeed. Here are some strategies for protecting employee wellbeing that have worked successfully for other employers: Addressing work overload by planning, scheduling and prioritizing work more effectively. Reducing long working hours. Providing more flexibility in work hours and scheduling. Creating opportunities for employees to participate in decision-making. Improving the quality of supervision and management – training managers and supervisors in communication and „people skills.‟ Providing employees with the information and resources they need to be successful at their jobs. Showing appreciation for employee‟s contributions and effort. Ensuring the working environment is fair and respectful to all workers. Measuring employee satisfaction regularly and acting on the results. Introducing workplace wellness initiatives, such as stress management training, smoking cessation or weight loss programs, influenza vaccination clinics etc. Establishing policies and procedures that respect employee mental and physical well-being and promote work-life balance. 16 Making a commitment to protect employee health and wellbeing isn’t always easy. It takes time, effort and resources. But you can‟t afford to ignore the powerful workplace pressures that create stress and imbalance in the lives of your employees. Talk to your employees, find out what actions you can take to improve their working conditions and involve them in helping you create a positive, healthy workplace. Leading employers recognize that protecting employee wellbeing is a successful business strategy that improves organizational performance and adds measureable value to every business. References 1 Wilson M, Joffe R, Wilkerson, B. The Unheralded Business Crisis in Canada: Depression at Work. Global Business and Economic Roundtable on Addiction and Mental Health. 2002. 2 Centre for Addiction and Mental Health. Mental Health and Addiction Statistics. 3 Tangri R. Calculating the Cost of Stress. Business Voice. March 2003. 4 Mental Health Works. Mental Health Facts. 5 Ontario Human Rights Commission. Human Rights at Work. 3rd ed. Toronto: Carswell; 2008. 6 Mental Health Works. Accommodations. 7 Burton J. Creating Healthy Workplaces. Industrial Accident Prevention Association (IAPA) 2006. 8 Shain M. Stress at Work, Mental Injury and the Law in Canada. Mental Health Commission of Canada. 2008 [revised Feb 2009.] 9 Industrial Accident Prevention Association (IAPA). Psychosocial Risk Management: What Every Business Manager Should Know! 2007. 10 Lowe G. Under pressure: Implications of Work-Life Balance and Job Stress. Human Solutions Report. 2006-7. 11 Guarding Minds @ Work. The Legal and Regulatory Case. 2009. 17 Tools for Taking Action Protecting Mental Health at Work How Can I Tell if Someone has a Mental Health Issue? As an employer, manager, or supervisor, it is not your job or responsibility to diagnose mental health issues in your employees. However, being aware of the signs that indicate that someone might be experiencing a mental health issue is important. The terms ‘mental health issue’ or ‘mental illness’ refer to a wide range of symptoms and behaviours. Because the symptoms are so varied, it is not easy to determine whether someone is dealing with a mental health issue. One important warning sign to watch for is a change in behaviour. The person may begin to act uncharacteristically; an energetic person may seem lethargic for a length of time, or a person who is usually mild may make grandiose claims about his/her abilities. Behaviour changes don’t always mean that someone is experiencing emotional distress. He/she may simply be having a bad day, coping with personal difficulties or going through a particularly stressful time of life – situations that are temporary and usually resolved quickly. However, if the change in behaviour persists for a longer period of time, it may indicate that the person is experiencing a mental health issue that goes beyond being ‘stressed-out’ and requires professional help. Here are some of the warning signs that may indicate that someone has a mental health issue: Consistent late arrivals or frequent absences Lack of cooperation or a general inability to work with colleagues Decreased productivity Increased accidents or safety problems Frequent complaints of fatigue or unexplained pains Difficulty concentrating, making decisions or remembering things Making excuses for missed deadlines or poor work Decreased interest or involvement in his/her work Working excessive overtime over a prolonged period of time Expressions of strange or grandiose ideas Displays of anger or blaming others If an employee’s behaviour is a workplace problem, talking to him/her privately in the context of his/her workplace performance may help you determine whether mental health is a factor. You may be able to encourage the individual to get help and/or request appropriate accommodation while he/she deals with his/her mental health issue. Source: Mental Health Works. www.mentalhealthworks.ca Understanding Accommodation You accommodate your employees every day. When you allow a single parent to leave early to pick up her child at daycare, that‟s accommodation. When you give an employee with diabetes an extra break to monitor his insulin levels, that‟s accommodation too. Installing ergonomic keyboards, changing shifts for religious holidays, offering an on-site yoga class…these are just a few of the many ways that you and other employers across Ontario are accommodating employees on a regular basis. You willingly make these simple adjustments because you know that they boost employee morale, build loyalty and improve productivity. You would never think of refusing to hire an employee because she had a child or he had diabetes – you know how easily these situations can be managed. Yet, when it comes to hiring people with disabilities, employers often hesitate, worried about the cost and inconvenience of providing accommodation. The reality is that many people with disabilities don‟t need any accommodations at all. And those that do often have their needs met with the same type of accommodations that you would offer any other employee – a little scheduling flexibility, a few workplace modifications or some specialized equipment. As the following chart indicates, accommodations don‟t have to be expensive or complicated to be effective. And they shouldn‟t be the reason that you avoid hiring or retaining people with disabilities. Job Accommodations for Employees without Disabilities Job Accommodations for Employees with Disabilities An employee with family responsibilities leaves work ½ hr early to pick up a child from the babysitter. An employee in a wheelchair leaves work ½ hr early to take public transit. An employee who works at a computer all day is given a larger computer monitor to prevent eyestrain. An employee with a vision impairment is given a computer screen enlarger to improve access to information. 1 An employee who travels for work uses a Blackberry to facilitate file-sharing and communication with co-workers at the office. An employee who is deaf uses a Blackberry to facilitate collaborative work and communication with co-workers in the office. An employee with poor spelling and typing skills uses voice recognition software to improve report-writing capabilities. An employee with limited hand mobility uses voice recognition software to improve report-writing capabilities. Just as you would give other employees the tools they need to do their jobs well, providing accommodations for people with disabilities allows them to perform at their best. Accommodation requirements may vary, depending on the needs of each individual. But when these workplace supports are in place, they allow you to hire the best candidates for your business and improve the efficiency, effectiveness and safety of your employees‟ job performance. As an added benefit, the adjustments you make to accommodate people with disabilities may also improve the working environment for other employees. Clearing hallways of clutter to accommodate a person in a wheelchair makes the workplace safer for everyone. The ergonomic equipment you provide for an employee with fine motor limitations may be useful for other employees who perform repetitive tasks. Reducing workplace distractions for an employee with learning disabilities may improve concentration and productivity for everyone in the department. When you‟re open-minded and flexible in your approach to the accommodation process, your business and your employees reap the benefits. Smaller Employers and Accommodation If you are a small or medium-sized employer, you may be concerned about your ability to accommodate employees with disabilities. Smaller employers can be quite apprehensive about the accommodation process because they don‟t have experience in this area and don‟t have access to the HR staff, disability management programs, employee benefits and other resources available to larger employers. But a study of workplace accommodations found that smaller employers (under 100 employees) were actually quite successful at providing appropriate accommodations for their employees with disabilities. In fact, most of the study participants were able to accommodate their 2 employees using resources readily available within the work environment. TAKE ACTION TIP Direct and indirect benefits of accommodation The accommodations typically consisted of “modifications to pre-existing resources (training materials, equipment), work routines or assistance provided by coworkers or other work personnel. In situations where the accommodation involved the actual purchase of items, equipment or services, the costs were nominal.” 1 Interviews conducted with 890 employers in the U.S. clearly showed the benefits of workplace accommodations2. This research supports what a growing number of small business owners have already discovered – that Increased employee productivity (73%). Increased employee attendance (50%). Eliminated need to train a new employee (55%). Financial benefits ranged from $0 to $116,000, with a median of $1000. accommodating employees with disabilities is a manageable process that rarely affects the bottom line and often has the potential to improve the economic value of the company. It simply takes some creativity, resourcefulness and the willingness to try a new approach. If you aren‟t sure how to accommodate an employee or are having difficulty finding the right accommodation solution, there is a wide network of agencies and experts, ready and willing to guide you. Support service providers, disability-related organizations and rehabilitation professionals are only a few of the resources you can draw on to help you identify, implement and monitor workplace accommodations. You‟ll find more information about sources of accommodation support [link] in the Tools for Taking Action section of this chapter. Direct benefits of accommodations: Ability to retain (87%), hire (16%) or promote (11%) a valued or qualified employee. Indirect benefits of accommodations: Improved interactions with co-workers (69%). Improved company morale (60%). Increased company productivity (57%). Improved interactions with customers (42%). Improved workplace safety (42%). Increased overall company attendance (36%). Increased profitability (29%). The median indirect financial benefit was $1000. 3 Here‟s an example of one business owner who found creative and cost-effective ways to accommodate his employees with disabilities: Business Takes Action: Tim Horton’s Mark Wafer, owner of 7 Tim Horton‟s stores in the Toronto area, is a dedicated advocate for hiring people with disabilities. He‟s reaped the benefits of loyalty, enthusiasm and commitment in his workforce and actively encourages other employers to take action, too. He focuses primarily on hiring people with intellectual disabilities, although he has employees with other disabilities, as well. Here, he describes some of the accommodations he‟s provided for his employees: “Supervision is one of the biggest areas where we‟ve had to accommodate employees with disabilities. There is more supervision required for an employee with an intellectual disability – but that doesn‟t necessarily apply to other types of disability, in my experience. Supervision is the manager‟s main role and determines how they engage the disabled employee. The manager may spend more time with an employee with intellectual disabilities but there is no real cost associated with this. Of course, having the right person as manager is critical! These are some of the other modifications we‟ve made: We provide hands-on health and safety training, with lots of examples, rather than putting disabled employees through the normal, online training. The online training is long and difficult and not suitable for an employee with an intellectual disability. The manager does this training. We set up different break times and break durations. Some of our disabled employees get tired faster. We give all employees with disabilities a variety of tasks to complete. This alleviates the boredom of doing the same task all day. We allow employees with intellectual disabilities to carry cell phones at work while other staff are forbidden to do so. This is for safety, in case a caregiver needs to contact them. 4 We removed one chemical from the premises that could cause serious harm if it is misused. We were able to find a different agent that worked as well, but is harmless. We provided a TV and DVD player in the staff room for one disabled employee who wanted to watch music DVDs. He was a happy worker as a result. We modified a garbage container for a parking lot attendant with poor sight. This enabled him to remove garbage by feel. We also modified his hours so he could work at a time when there would be fewer cars in the parking lot.” What is Accommodation? Accommodating persons with disabilities isn‟t about special treatment or different standards. It‟s about creating solutions, so that people are happy to come to work and give 100%. As an employer, it‟s important for you to know and understand your responsibilities to accommodate both prospective and current employees. Put in the simplest terms, workplace accommodations include “any modification or support that allows a person to do his or her job.”3 Accommodations are intended to provide a safe, healthy and accessible working environment for everyone and to ensure that no one is denied an employment opportunity or benefit because of a disability. Accommodations remove employment barriers and give job candidates and employees the opportunity to participate fully in the workplace. The Ontario Human Rights Code considers accommodation to be a fundamental and integral part of the right to equal treatment. The principles of accommodation are based on three key factors4: Dignity – People must be accommodated in a way that respects their dignity, independence, privacy, confidentiality and comfort. Individualization – Every person‟s needs are unique and must be considered on an individual basis when accommodation is required. 5 Inclusion – To achieve full integration and participation, barriers should be removed, minimized and/or prevented so that all employees have the opportunity to achieve the same level of performance, enjoy the same level of benefits and have the same level of access to their working environments. You‟ll find more information about the guiding principles of accommodation [link] in the Tools for Taking Action section of this chapter. Duty to Accommodate Employers have a „duty to accommodate,‟ which means that they are legally required to: Identify and remove any employment barriers (rules, practices or procedures) that may discriminate against people with disabilities or those from other designated groups. Accommodate employees or prospective employees with disabilities, based on their individual needs. TAKE ACTION TIP Accommodation or Accessibility? It is not unusual for people to confuse accessibility and accommodation. While the terms are often used interchangeably, their meanings are quite different. Accessibility – refers to how easily a product, service, environment or facility can be used by all people, within the widest range of abilities. Accommodation in employment, refers to an adjustment to a job or work environment that makes it possible for an individual to perform job duties. This „adjustment‟ is typically the removal of a barrier. The duty to accommodate is an on-going obligation that starts with the initial recruitment and selection of new employees, continues through all stages of workplace performance and ends with the exit interview. While human rights legislation is intended to address workplace discrimination, it also recognizes that employers have businesses to operate. The duty to accommodate balances the employee‟s right to equality with the employer‟s right to run a productive workplace. Accommodation is a shared responsibility. Everyone involved in the process is expected to work together, in a spirit of co-operation and support, to find appropriate accommodations for employees with disabilities. In the Tools for Taking Action section of this chapter, you‟ll find a list of employer, employee, union and WSIB responsibilities in the return to work process. [link] 6 As part of the accommodation process, your employees are expected to: Start the process by making an accommodation request. Explain their needs as clearly as possible. Provide information about their limitations, including reports and advice from health care providers. Be involved in developing accommodation solutions. Co-operate in the accommodation process. Listen to and consider reasonable accommodations that are appropriate for his or her health limitations. Once accommodations have been provided, meet agreed upon job and performance standards. Inform you (employer) if their health needs have changed or their accommodations are no longer working. As an employer, you are expected to: Accept an employee‟s request for accommodation, unless you have a good reason for questioning the request. All accommodation requests should be taken seriously. Gather expert opinions and advice, as needed. (e.g. health care professionals, HR experts, ergonomic specialists, etc). Provide appropriate accommodations as quickly as possible. This may involve providing temporary accommodation while a long-term solution is being developed. Explore all possible options to accommodate the employee, to the point of undue hardship. Be prepared to review and modify the accommodations, if the employee‟s needs change or a solution is no longer effective. Keep a record of accommodation requests and all related actions and discussions. Respect and maintain the employee‟s privacy, confidentiality and dignity. Cover the costs of accommodations, including the costs of medical or other expert advice. Note: If you are not able to accommodate the employee, you should let him or her know the reasons for your decision and the efforts you have made to provide accommodation. 7 Take Action Tip: Balancing Employer and Employee Rights* The employee‟s right to accommodation must be balanced against the employer‟s right to operate a safe, economic and efficient workplace. When an employee goes on leave because of an illness or injury, employers are expected to replace the employee on a temporary basis only. Generally, the employee‟s position should be held until he or she returns to work. If the employee is replaced permanently and denied the opportunity to return to work, the employer could be in violation of the Ontario Human Rights Code. 4 Employers must accommodate employees returning to work to the point of undue hardship. This requirement applies, no matter the size of the workplace or the length of time that the employee has worked at the company. 4 Sometimes, an employee may not be able to perform the essential requirements of the job, even with accommodation. The Ontario Human Rights Commission and the WSIB expect employers to consider providing either temporary or permanent alternative employment for the employee. However, if the employee cannot perform the essential requirements of the job, even with accommodation to the point of undue hardship, there is no right to return to work.4 There are some circumstances where employers are not required to provide accommodation (see sections on undue hardship [ link] and bona fide requirements [ link] in this chapter of the guide). The duty to accommodate does not necessarily guarantee the employee an unlimited right to return to work. However, when employers impose arbitrarily selected or inflexible return to work dates, they may violate the Ontario Human Rights Code.4 It is also important to know that providing accommodation solutions to meet the medically verified needs of an employee does not mean providing perfect solutions or meeting the employee‟s specific accommodation requests. 3 * Note: The information provided here is not intended as legal advice or to replace your company‟s internal policies. For more detailed information, consult federal and provincial legislation or an HR or legal advisor. 8 Union’s Role in Accommodation The courts have determined that collective agreements or other contract arrangements cannot be used to justify discrimination or to avoid providing accommodation.4 Unions are expected to work in partnership with employers to find appropriate accommodations for employees with disabilities. In fact, studies have shown that, when unions are supportive and take an active role in the accommodation process, their involvement is highly beneficial.5 Union representatives can provide valuable advice about accommodation options, working with both the employee and the employer to find the right solution. They can also guide the employee through the accommodation process, acting as an advocate and helping the employee cope with the challenges of returning to work after an illness or injury. TAKE ACTION TIP Union’s role in raising disability awareness Union representatives are often seen as leaders and voices of authority in the workplace. As a result, unions are in a strong position to help create and support a corporate culture of inclusiveness, where accommodations are a normal and accepted part of the workplace environment. You‟ll find a list of ways that unions can help to raise disability awareness [ link] in the Changing the Corporate Culture: Tools for Taking Action section of this guide. While it makes good sense to involve the union early in accommodation discussions, union participation may not be necessary in every case. You are required to consult with union representatives when: Accommodation strategies affect the rights of other employees under the collective agreement. The employee requests that a union representative is present for discussions about accommodation options. Unions must support accommodation measures to the point of undue hardship, no matter what the collective agreement says. To find the right accommodation solution, they may have to make exceptions to the collective agreement, such as overriding seniority clauses, waiving job postings, redefining job duties, adjusting work hours or finding new positions for people with disabilities. 9 However, employers also have a responsibility to respect collective agreements. You should start by looking for solutions that do not affect employee rights and benefits under the collective agreement. You are expected to explore all available accommodation options before implementing a solution that interferes with the collective agreement. When you discuss the case with a union representative, remember to respect the employee‟s privacy and dignity. Personal information should only be shared on a „need-to-know‟ basis. Always make notes when you talk about an employee‟s accommodation request with union representatives or other people, so that you have a detailed record of the case for your files. Take Action Tip: Dealing with Union Objections Many unions are quite willing to co-operate in providing accommodations and supporting modified or alternative work programs [link to RTW chapter modified work section] for employees with disabilities. But, some unions may object to specific accommodations because of workplace conflicts6, such as: Modified or alternative work accommodations that interfere with seniority clauses in the collective agreement. Temporarily reassigning an employee to another position. In a workplace with multiple unions, this type of accommodation may affect more than one collective agreement and union jurisdiction. Supporting the rights of employees to stay off work until they can return to their original jobs. Unions that adopt this position may object to modified or alternative work programs as cost cutting measures that benefit the employer but not the employee. Concerns about meeting management’s productivity standards while accommodating employees with disabilities. Unions are required to support accommodation measures, despite the collective agreement. However, it is an HR best practice for you to be aware of these possible objections and deal with them before they become a problem. Involving union representatives in planning accommodations helps to foster an attitude of co-operation and support. Some companies have found it beneficial to set up joint committees, where HR and 10 union representatives can work together on accommodation issues. This collaborative approach minimizes union concerns, maximizes opportunities to accommodate and helps to resolve conflicts quickly. (see textbox on page xxx in the Return to work chapter of this guide.) textbox is on pg 15 of the RTW chapter – Working with Unions If the union opposes an accommodation or refuses to co-operate in the accommodation process, the union may be involved in a human rights complaint.4 WSIB Commitments In a January, 2010 policy statement, The Workplace Safety and Insurance Board (WSIB) committed to provide “fully accessible and integrated programs and services that are designed to meet individual needs”7 of people with disabilities. In this policy, they have indicated that WSIB also has a responsibility to support and facilitate workplace accommodation by: Participating and co-operating with all parties. Acting as a resource for all parties and participants. Supporting and educating managers about their obligations under the WSIB policy. Undue Hardship Providing accommodations for job candidates and employees is the hallmark of a fair, people-centred corporate culture. However, there are some circumstances when an employer is not required to provide accommodation. One of these circumstances is undue hardship. Undue hardship places a limit on the employer‟s duty to accommodate. “An employer is not expected to provide accommodation if doing so would bring about unreasonable difficulties.”8 There are three key factors to consider when you are trying to determine whether an accommodation would cause undue hardship: Cost – A cost is undue if it is so high that it threatens the survival of your business or would fundamentally change the nature of your business. Human rights law 11 recognizes that different businesses have different circumstances and that an undue cost for a small business may not be an undue cost for a larger business. Outside sources of funding – Grants, loans, tax incentives and other sources of funding may be available to help you pay for the cost of the accommodation. The availability of this funding is taken into consideration when undue hardship is assessed. If accommodation costs are too large for your business to handle all at once, you may be able to phase the accommodation in over time. Health and Safety – You must take reasonable precautions to protect the safety of all employees. If the health and safety risks of an accommodation outweigh the equality benefits to the employee, it may represent an undue hardship. However, before making this claim, you must consider whether the health and safety requirements can be waived or modified or whether alternative safety measures can be applied. TAKE ACTION TIP Safety risks of accommodation “Employers should be careful not to make assumptions about health and safety risks when considering candidates with disabilities or accommodating employees with disabilities. Many safety issues can be addressed through simple modifications in safety equipment or working environments. For example: Employers often assume it is not safe for a person who is deaf to drive a forklift. Yet, there are several modifications that can help people who are deaf drive forklifts safely. Safety modifications include: Adding flashing lights on forklift (most forklifts have them). Having clearing markings or pathways on floor surfaces. Using fish eye mirrors at corners. A person with a disability may be allowed to take on some degree of personal risk, as long as he or she is fully informed of the risks and the health and safety of others is not affected.9 If the health Holding regular or refresher safety training on forklifts, etc. and safety concerns affect other employees or customers, much less risk is acceptable. Gordon Ryall Provincial Program Manager Employment and Training The Canadian Hearing Society Remember that these safety features will benefit all employees. There are known forklift operators who are deaf and have an excellent safety record.” 12 Unions also have to meet these requirements for cost, funding and health and safety before they can claim undue hardship. For example, unions may oppose an accommodation on the basis of undue hardship if they can prove that the disruption to the collective agreement would create unreasonable financial costs for them.4 Take Action Tip: Proving Undue Hardship It is up to you, the employer, to prove that providing accommodation would cause undue hardship. The person with the disability is not required to prove that the accommodation can be delivered without undue hardship. When you claim undue hardship, you must prove that, even with outside funding, the cost of accommodations or the health and safety risks would create unreasonable difficulties for your business. To support your claim, you must provide objective, factual evidence, such as (but not 10 limited to) : Financial statements and budgets Scientific data, study results or related information Expert opinions Detailed information about the job duty/activity, the conditions associated with the job duty, the requested accommodation and the effect on the person with a disability. You cannot base your undue hardship claim on opinions, assumptions, stereotypes, inconvenience, customer preferences, coworker resentment and objections, or disruptions to the collective agreement. Before you decide that providing an accommodation would cause undue hardship, be sure that you carefully explore all available options and have documented proof of your claims. 13 Bona Fide Requirements In some cases, employers may not be able to accommodate an employee because of specific job requirements. If a job requirement cannot be changed, it is known as a „bona fide requirement.‟ Bona fide means genuine or good faith. A bona fide requirement must be reasonable and necessary and must not be used to discriminate against people with disabilities or those from other designated groups. How to Check for Bona Fide Requirements Sometimes, your employment practices can indirectly or unintentionally discriminate against people with disabilities. You should regularly review your policies, procedures and job requirements to make sure that they are reasonable and bona fide. The Supreme Court of Canada has established a very simple, three-step test that you can use to determine whether your employment practices are bona fide. For each policy, procedure or job requirement, ask yourself: 1) Is it connected to performing the job? 2) Was it put in place because you truly believe the job can‟t be done without it? 3) Is it reasonably necessary to perform the job? Are there alternative options that will accomplish the same result without discrimination? Will it cause your business undue hardship if it is not done? If you answer „yes‟ to these questions, the policy, procedure or job requirement is likely to be considered bona fide. Bona Fide Requirements that Discriminate Sometimes a bona fide job requirement can discriminate against certain people or groups of people without violating human rights legislation. For example, a job requirement that prevents people who are deaf from driving a forklift is not bona fide because simple safety modifications can minimize workplace safety risks. But, a job requirement that prevents people with limited vision from piloting an airplane may be reasonable and bona fide because good vision is essential for a pilot to safely land a plane, without instruments, in an emergency. 14 As with undue hardship, a requirement is not bona fide if it is based on non-essential job duties, stereotypes, opinions, assumptions, customer preferences or co-worker resentment. The important point to remember is that your employment practices should be fair, inclusive, recognize the need for accommodation and respect the dignity of your employees. It is not appropriate to maintain employment practices that discriminate and then try to compensate for them by accommodating people who cannot meet your workplace requirements. It is an HR best practice to evaluate each policy, procedure and job requirement according to the test for bona fide requirements and to eliminate or minimize employment practices that do not meet these standards. You‟ll find more information about discriminatory employment practices in the chapter on Barriers to Success. [link] When you evaluate your employment practices, keep a record of your evaluation process and document your efforts to eliminate employment barriers. Update your policies, procedures and job requirements regularly, so that they are always relevant and connected to performing essential tasks. Being proactive about your employment practices will improve working conditions for your employees and reduce your risk of human rights complaints. Keeping It Confidential You don‟t have to know a person‟s disability in order to provide accommodations. When an employee or job candidate requests accommodation, he or she has an obligation to co-operate with you, share information and answer questions. The person should provide enough information about his or her limitations and needs so that you can make the necessary accommodations. You are violating an individual‟s privacy if you ask about his or her diagnosis or medical condition, or request a copy of his or her medical files. You are entitled to ask the employee to support an accommodation request with documentation (a note, report, evaluation) from a health care provider. Health care providers should only give you information about: What the person can do (functional abilities). What the person can‟t do (health-related restrictions or limitations). How the workplace should be changed to accommodate the person‟s needs. 15 You can ask for more information if it will help you provide appropriate accommodations but your questions should be specifically related to the person‟s restrictions, abilities and accommodations and not to his or her medical condition. If the employee, job candidate or health care provider discloses medical or personal information, you must keep that information confidential. You must respect the individual‟s privacy and dignity at all times. Health-related information should only be shared with other people in the workplace on a need- to-know basis, with the employee‟s consent. You should discuss with the employee how much information should be shared with supervisors and other employees. You‟ll find more information about health-related information and accommodations [link] in the Return to Work chapter of this guide. Maintaining Accurate Records A request for accommodation may require an employee to disclose sensitive personal information. This information should be in a safe place, separate from the employee‟s personnel file. You should keep the following information on file4: The accommodation request. All documents provided by the person making the accommodation request or by health care providers or other experts. Notes from any meetings or discussions. The accommodation options that were considered. A record of the accommodation provided. The amount of time that this information should be kept is determined by privacy legislation and the Employment Standards Act. Keep in mind that human rights complaints may be received after an employee is no longer working with you and may take a long time to investigate. It is a sound business policy to keep these important documents until the limitation period for registering a human rights complaint has passed. If a human rights complaint is initiated against you, keep all relevant documentation until the proceedings have ended. 16 Accommodating Disabilities that are Not Disclosed As an employer, you are expected to accommodate a person with a disability when you know that the disability exists. If the disability is visible or the person has made an accommodation request, your duty to accommodate is clear. However, some disabilities are not apparent to the eye. A person may choose not to disclose a disability for a variety of reasons. In other cases, the type of disability, such as a mental health issue, may make it difficult for a person to disclose or communicate his or her accommodation needs. It‟s quite possible that you may have interviewed job candidates or hired employees with disabilities that you simply don‟t know about. If you are not aware of a disability, you are not usually expected to make accommodations. But when an employee is clearly unwell or you suspect that he or she may have a disability, you should offer support and accommodation. If you see that an employee is performing poorly or having difficulty, the simplest approach is to ask if he or she needs accommodation. Or, if you have an Employee Assistance Program (EAP), you could refer the employee for professional advice and counseling. Sometimes, a considerate, confidential enquiry about an employee‟s wellbeing or an honest discussion about poor performance may be enough to encourage the employee to disclose a disability or health-related condition. Managing Co-worker Reactions Some accommodations, such as modifying job duties or flexible scheduling, depend on the co-operation of other employees. The reactions of supervisors and co-workers can influence the success of accommodations and affect how employees with disabilities are accepted in the workplace. Employees may see accommodations as unnecessary or unfair when they11: Are not relevant to the person‟s impairment (e.g. the disability is not visible to others or the employees have a pre-conceived idea of what support is „appropriate‟ for certain types of disability). Make the accommodated person‟s job easier. Make the supervisor or co-worker‟s job more difficult (e.g. causes other employees extra work). Are interpreted as a reward or as special treatment. 17 Use scarce resources, making the supervisor or co-worker‟s job less desirable. Cause supervisors or co-workers to lose competitive rewards (e.g. not achieving performance targets). It is important to address these issues with your employees before someone with a disability starts work as a new hire or returns to work after a disability-related absence. Often employees make decisions about people with disabilities and accommodations based on stereotypes and misinformation. Education and disability awareness training can overcome resistance and help co-workers understand the benefits of accommodating employees with disabilities. If an employee has disclosed his or her disability, it may be appropriate to involve him or her in these training sessions. Make sure that you respect the employee‟s privacy and do not to disclose information about his or her disability without permission. Create opportunities for co-workers and other employees to ask questions and discuss their concerns. Give them an opportunity to provide feedback on accommodations that affect their jobs or work environment. When employees are involved in accommodation solutions, they are more likely to support the process. A mentoring or a buddy system [link to buddy system section pg 26 this chapter] is beneficial for all employees and may help employees with disabilities integrate into the workplace. Research indicates that co-workers are more willing to accept accommodations when the person being accommodated is seen as a valued member of the team.10 Encouraging co-workers to include employees with disabilities in workplace events and social activities is a good way to foster co-operation and team-building. Ultimately, the success of workplace accommodations depends on the corporate culture of your business. When accommodations are available to all employees and are seen as an effective means of helping people achieve their best, accommodating people with disabilities becomes a normal and natural part of your workplace activities. You‟ll find more information about fostering a supportive and inclusive business culture [link] in the section on Changing the Corporate Culture. 18 Accommodating Conflicting Rights Occasionally, you may be faced with a situation where an employee‟s request for accommodation conflicts with the rights of other employees or customers. Human rights legislation takes priority over customer preferences or the rights and benefits defined by a collective agreement. However, before taking any action that would deny the rights of an employee or customer, be resourceful and try to find solutions that would meet the needs of both individuals. Conflicting rights is a complex situation that should be addressed on a case-by-case basis. You can always contact the federal or provincial Human Rights Commission for advice and guidance. You‟ll find contact information and a list of other resources for this guide by visiting the Business Takes Action website at www.businesstakesaction.ca. Accommodation Strategies TAKE ACTION TIP Employer makes accommodation decisions Employers and employees should work together to find the most effective accommodation strategies. The employee may provide helpful suggestions or may suggest accommodations that he or she has used successfully in other jobs or situations. However, it is up to the employer to make the final decision about appropriate accommodations. Employers should take employees‟ preferences into consideration but they are not required to provide an ideal or perfect solution. The employee must accept any reasonable accommodation that respects his or her dignity and enables him or her to perform the essential requirements of the job.8 If an employer has a choice between two accommodation options that are both appropriate for the employee‟s needs, the employer has the right to choose the option that is less expensive or causes less disruption to the workplace.10 When it comes to planning accommodation strategies, you must put the person before the disability. People with disabilities are individuals, with unique strengths, needs and circumstances. An accommodation solution that works for one person may not work for someone else. An accommodation that works for one set of circumstances may not be effective if those circumstances change. 19 Accommodation is a process that requires co-operation, creativity, commitment and respect. When you are considering accommodation options, don‟t generalize or make assumptions about the person‟s abilities or limitations. Carefully consider the needs of the individual and look for solutions that will help him or her participate fully in the workplace. You‟ll find a useful guide to help you start thinking about accommodation solutions [link to acc sol: getting started] in the Tools for Taking Action section of this chapter. Involving the Employee One of the best sources of information about accommodations is the person with the disability. The employee or job candidate usually understands his or her own needs and knows what type of accommodation will help him or her work effectively. In some cases, the person may even be able to provide his or her own adaptive equipment. Listen when your employee talks about his or her disability and needs. Make sure that the employee takes an active role in accommodation discussions – communication is the key to a successful result. However, you can‟t assume that every person with a disability is aware of all the accommodation options available. While some people are very knowledgeable, others may still be adjusting to an illness or injury. They may not know what accommodations are possible, what resources they can access or how to benefit from the accommodations being offered. The employee may need expert guidance to identify the accommodations best suited to his or her needs, as well as specialized training to use them. With the employee‟s consent, you may want to involve other people, such as health care professionals, support service providers or representatives from local disabilityrelated organizations, in the accommodation process. You‟ll find a list of useful sources of accommodation support [link] in the Tools for Taking Action section of this chapter. Keep in mind that disabilities can be unpredictable and may change over time. Your employees‟ needs may vary, depending on his or her health and job requirements. If you introduce new technology, for example, the accommodations that worked for your employee in the original system may not work in the new system. 20 It‟s important to follow up with your employee periodically to make sure that his or her accommodations are still effective and to adjust them if necessary. Follow-up may be as simple as stopping by your employee‟s work station to ask how everything is going. Or you may prefer to schedule regular meetings with your employee to discuss accommodations, possibly as part of your performance management process. Recognizing an Accommodation Request Sometimes, it can be difficult to know when an employee is making an accommodation request. Employees don‟t always use formal terms or legal language when they need help to perform their jobs. While some employees may present you with a wellarticulated written request, others will approach you with a concern that you may not recognize as an accommodation request. For example, an employee may tell you that the pain in her wrist is making it difficult for her to type. Another employee may explain that the medication he is taking is causing him to sleep in and be late for work. These could be requests for accommodation, even though the employees haven‟t asked for any adjustments and accommodations aren‟t mentioned. If an employee indicates that a medical or health-related issue is interfering with his or her ability to perform job duties, you should treat it as an accommodation request until you have investigated further and determined that accommodation is not necessary. Business Takes Action: Multi-location Manufacturing Company* A large manufacturing company has multiple locations across North America, including several plants in Ontario. The HR team has become very creative at finding accommodations that help employees with disabilities work productively in a fast-paced and demanding environment. The Health and Safety Manager shares a recent situation that required simple but effective modifications to the employee’s working station. “We had an associate who developed a back strain injury at work. Her injury required minor accommodations that minimized lifting, bending and twisting for a short period of 21 time. These restrictions were initially accommodated within the scope of her regular job. Over the course of the next few months, her condition continued to deteriorate, due to an underlying condition, and it seemed that her physical limitations would become permanent. Transitioning from Temporary to Permanent Accommodations We worked with the employee‟s supervisors and department to break down the duties of the job. The employee‟s restrictions were deemed permanent and her accommodations required minimal lifting, standing and walking. We found that a portion of her regular duties were done while seated and that these duties were shared by multiple employees in her department. So we were able to remove all of these seated duties from the regular jobs of our employees and combine them to create a new job packaging hardware. This new job allowed the injured employee to work sitting down most of the time. Other modifications included: Setting up a work station with a chair for her, close to essential facilities, such as the washrooms and kitchen areas. Adjusting the chair specifically to her needs. Setting up a storage rack at the desk to store the various hardware components she needed within easy reach. Providing a cart, so that completed hardware packages could be easily moved to the other workstations, where they would be needed. The injured employee was able to perform this job for several years at a full time capacity. It is always difficult to change anything, so there was a little bit of resentment at first because the other workers felt that this person was getting special treatment. It took a few months but, once they realized that she was performing as much work as they were and that their jobs had actually been made a bit easier because she had taken on some of their duties, the resentment ended. This employee is currently not able to perform even these modified duties, as her condition has deteriorated aggressively. However, we have kept this workstation intact and are able to offer it as a short-term, modified duty job to other employees who have similar restrictions and require accommodations.” * Note: At the request of the company, all names have been withheld to protect the employee‟s privacy. 22 Types of Accommodations Most accommodations are simple and can be made for little or no cost. The goal of an accommodation should always be to help the employee perform the essential requirements of the job. The way that the employee does the job is much less important. A flexible approach will make it easier for you to develop a successful accommodation strategy. Disabilities affect people in different ways and each situation requires a unique solution. Ontario‟s new accessibility standards for buildings, customer service, employment, information, communication and transportation may also affect your accommodation choices and responsibilities. As businesses start to comply with the new standards and workplace accessibility improves, some of the modifications that are currently required to accommodate people with disabilities will become unnecessary. Visit the Business Takes Action website at www.businesstakesaction.ca for online resources about accessibility and the new standards. Accommodations usually fall into two main categories: 1) Workplace arrangements: Modifications to working hours, job duties or job location. 2) Physical/structural: Modifications to work stations, technology, facilities or equipment. Workplace arrangements can include providing temporary or permanent modified work duties for an employee with a disability. Adjusting job requirements and schedules allows employees to return to work quickly after an illness or injury. In some cases, alternative work may be necessary, if the employee is not medically able to return to his or her original job. Both modified and alternative work [link to modified work section] options are described in more detail in the chapter on Return to Work. Other workplace accommodations include: Flexible scheduling –Starting or leaving early, scheduling longer or more frequent breaks, working outside regular hours, rotating schedules. Employer benefits: Staff can share expensive equipment and desk space, customer service can be provided over extended hours, improved productivity, reduced absenteeism. Part-time employment – Employee works less hours than other employees, with pro-rated benefits. Employer benefits: Improves organizational flexibility – employers can increase staff for busier times and reduce staffing for less busy times, 23 better coverage for vacations and sick days, reduced overhead costs, helps employee maintain valuable skills. Job sharing – Responsibilities of a full-time position are shared by two part-time employees. Employer benefits: Predictable coverage for the position, no lost time during vacations or illness, improved employee morale. Work from home/telecommuting – Employee works from home some or all of the time. Employer benefits: Increased productivity and efficiency, reduced overhead costs, fewer workstations and/or work office spaces to maintain, helps retain knowledgeable and valued employee. Physical or structural changes can be as simple as moving a workstation closer to washrooms and lunchrooms, putting down non-skid mats or providing a chair so an employee can take occasional rest breaks. Other structural changes may be more expensive, such as making a washroom more accessible or improving the lighting systems. In some circumstances, accommodations that are more expensive can be phased in over time, if you can offer the employee temporary accommodations in the meantime. There may also be outside funding or tax credits available for some workplace modifications or equipment. You‟ll find more information about funding resources in the Funding and Subsidies [link] section of this guide. Here are some examples of accommodations, ranging from low to high cost: Low (or no) cost Re-arranging a work station to improve access. Providing a document holder to make typing easier. Lowering the height of photocopiers, printers or fax machines to make them more accessible. Giving employees or job candidates extra time to complete tasks. Arranging meetings in accessible locations. Providing information in large print. 24 Moderate cost Installing access ramps and automatic door openers to improve accessibility. Providing screen enlargers, voice recognition software or screen reading software to enhance computer use. Installing emergency warning systems adapted for specific disabilities. Providing ergonomic equipment (keyboard, mouse, workstations) to reduce strain. Allowing time off for medical appointments or counseling, providing backup coverage for additional breaks or reduced hours. Providing additional training or supervision to help employees adapt to new accommodations. Higher cost Hiring sign language interpreters or note takers for meetings. Making washrooms, entrances, exits, elevators and other facilities accessible. Installing stair lifts or Braille printers. Implementing organizational or job restructuring to accommodate employee limitations. Allowing frequent or extended absences for disability-related needs. Installing Closed Circuit TV (CCTV) to improve access to information. In the Tools for Taking Action section of this chapter, you‟ll find additional examples of accommodations, [link] organized by disability. You‟ll also find tips for hiring a Sign Language Interpreter [link] and a guide to recognizing the signs of hearing loss[link]. 25 The Buddy System: Co-worker Mentoring In the chapter on HR Best Practices, co-worker mentoring [link] or the „buddy system‟ (pairing a junior employee with an experienced co-worker) was recommended as an excellent way to integrate all new employees into the company. The buddy system is also one of the most practical and cost-effective accommodation strategies. The process TAKE ACTION TIP Did you know? In 2006, over 2.6 million adults and 87,000 children in Canada required a wide range of aids and assistive devices for daily living. Six out of ten adults with disabilities have their needs fully met by the aids and assistive devices they use.12 involves establishing a partnership between the employee with disabilities and a co-worker or, in some cases, a supervisor. The „buddy‟ takes responsibility for alerting the employee with a disability in an emergency and makes sure that the employee knows about important company announcements and events. Depending on the needs of the employee with a disability, the buddy can also take on other responsibilities, such as: Training the employee to do his or her job. Helping the employee complete regular job duties. Taking on some of the employee‟s non-essential or infrequently assigned tasks. Coaching the employee as he or she adjusts to changes in job duties or work processes. Helping the employee during lunch and breaks. The buddy system uses the natural supports already available in your workplace to help your employee succeed. It improves workplace relationships and helps employees with disabilities develop independence and confidence in their jobs – all at little or no cost to you. In fact, this concept of partnering and mutual support is an important one that has value and application in many situations where people work together in teams. 26 Adaptive Equipment Adaptive or assistive equipment is another type of accommodation that can help people with disabilities perform tasks more productively and efficiently. In the workplace, adaptive equipment helps to bridge the gap between an individual‟s abilities and the essential requirements of the job. For many employers, the concept of adaptive equipment immediately conjures up thoughts of high cost, specialized technologies that are difficult to use and hard to find. But adaptive equipment is a term that refers to a wide range of devices, tools, and electronics. Some devices are very „low tech‟ and inexpensive, such as non-skid mats or gripping tools. Often, it takes little more than a trip to the local hardware or office supply store to find useful tools, such as electronic staplers, page holders, organizers and labels, to improve your employee‟s comfort and functionality. In many cases, equipment that you normally supply to your employees can be easily adapted to support employees with disabilities. TAKE ACTION TIP Adaptive Equipment Toolkits Industry Canada provides a comprehensive Accessible Procurement Toolkit to help employers interested in purchasing regular or ‘mainstream’ equipment that is accessible for employees with disabilities. The toolkit provides links to products and vendors and is searchable via a number of different avenues. Industry Canada also provides a Workplace Accommodation Toolkit that provides descriptions of various types of adaptive equipment and identifies generalized barriers and useful products for specific types of disabilities. Visit the Business Takes Action website at www.businesstakesaction.ca for a complete list of resources for this guide. Personal Digital Assistants (PDAs) can be used by employees with hearing disabilities to communicate at work or by employees with learning disabilities to organize their work commitments. A digital recorder can be used by employees with intellectual or vision disabilities to document training and other important information. With a little ingenuity, you can draw on a variety of existing resources and equipment to help accommodate the needs of your employees. Other types of adaptive devices can be more complex and expensive. However, as businesses and consumers discover the many benefits of ergonomic equipment, voice 27 recognition software and other types of useful technology, costs are becoming much more affordable. Again, many of these practical tools are readily available through local electronics or computer stores. Other types of „high tech‟ devices are more specialized and are usually supplied by adaptive equipment vendors. Sometimes, employees may need a short training course before they can use adaptive equipment effectively. To find out whether adaptive equipment would be an appropriate accommodation for your employee, start by asking him or her what, if any, devices he or she uses for daily living. If someone uses a screen enlarger on a home computer, he or she will benefit from having one at work, too. Ergonomic, rehabilitation and health care professionals may also be able to offer suggestions about adaptive equipment that could improve job performance. There are many online resources to help you research adaptive technologies. There are also specialized centres that will customize adaptive equipment to the needs of your employee and your business. Whenever possible, allow the employee to try the equipment before purchasing it. Some examples of adaptive equipment include: Screen magnifiers or enlargers Voice recognition software Electronic organizers Ergonomic equipment and office furniture Closed Circuit Televisions (CCTVs) Equipment with large display screens (calculators, adding machines) Talking tape measures, scales, calculators Vibrating pagers Strobe lights on equipment With the rapid advances in technology today, this is just a small sample of the many innovative adaptive devices available to help accommodate your employees. You‟ll find more examples of adaptive equipment and other accommodations, [link] organized by disability, in the Tools for Taking Action section of this chapter. 28 Accommodating Travel for Work Many businesses require employees to travel as part of their job. When an employee becomes disabled, it may be necessary to reexamine the travel requirements of his or her job to find other ways to accomplish the same results. It‟s surprising how often travel or driving requirements are built into job descriptions – not because there is a real need for them but simply because they are part of the workplace culture or have always been part of a particular job. If you review the travel commitments of your business – focusing on the activities involved, rather than the location of those activities – you may find new ways to accommodate your employees while substantially reducing your overhead costs! For example, you may be able to change an employee‟s geographic responsibilities to ensure that travel locations are accessible by public transit. Modifications can also be made to company vehicles to allow employees with disabilities to drive with safety and comfort. Often, these modifications involve little more than adapting the car with steering wheel knobs, adapted mirrors or redesigned car controls. Some types of adaptive equipment can be removed or attached very easily, allowing all employees full access to the vehicle. With the high cost and inconvenience of work-related travel, businesses today are actively looking for ways to reduce travel requirements for all of their employees. Online collaboration, videoconferencing, remote monitoring and diagnostics, and other types of telework are TAKE ACTION TIP Emergency Preparedness Planning The Ontario government has developed an Emergency Preparedness Guide for People with Disabilities and/or Special Needs. This comprehensive and detailed document is aimed primarily at families. However, much of this information is also useful for employers, including an Emergency Survival Kit Checklist and a Service Animal Emergency Survival Kit Checklist. The U.S. National Fire Protection Association also provides an Emergency Evacuation Planning Checklist in their Emergency Evacuation Planning Guide for People with Disabilities. You‟ll find a complete list of resources for this guide at the Business Takes Action website at www.businesstakesaction.ca. 29 just a few of the options available to companies interested in limiting travel time and expenses. While beneficial to the company as a whole, reducing travel commitments can also be a very effective accommodation for employees with disabilities. When people with disabilities must travel, advanced planning can help to make the experience easier on everyone. Scheduling extra time to arrive at destinations and making arrangements for special meals, accessible rooms and other needs ahead of time can help make travel plans go smoothly. Although business travel may involve increased risks for people with disabilities, this is should not prevent you from hiring or promoting them. A growing awareness of the needs of people with disabilities has made many modes of travel more accessible and convenient. People with disabilities should be given the opportunity to determine the degree of personal risk they are willing to accept for work-related travel. Planning For Emergencies One of the most important accommodations you can make for your employees with disabilities is to plan for emergencies. Having an emergency preparedness plan makes good business sense – protecting the health and safety of all your employees is an essential part of running a responsible business. The four key elements you should plan for in an emergency are13: 1. Notification – What is the emergency? 2. Way finding – What is the way out? 3. Use of the way – Can employees use the way by themselves or do they need help? 4. Assistance – What kind of assistance might employees need? If you have employees with disabilities, you may have to make some additional arrangements to ensure that they can be evacuated quickly and safely in a crisis. Communication is essential in an emergency and it is important to know how to get your employees‟ immediate attention and share key information. 30 Involve employees with disabilities in emergency planning and ask for their suggestions in developing communication and assistance solutions. Review the emergency plan with all of your employees and practice announced and unannounced emergency drills regularly. If your employees need adaptive equipment for mobility or have service animals, make sure that you include them in your practice drills. You‟ll find suggestions for emergency planning,[link] organized by type of disability, in the Tools for Taking Action section of this chapter. References 1. Unger DD. Workplace Supports: A View from Employers Who Have Hired Employees with Significant Disabilities. In: Unger DD, Kregel J., Wehman P., Brooke V. Employers’ Views of Workplace Supports: VCU’s Charter Business Roundtable’s National Study of Employers’ Experience with Workers with Disabilities Monograph. 2002 2. Schartz HA, Hendricks DJ, Blanck P. Workplace Accommodations: Evidencebased outcomes. Work. 2006; 27(4): 345-354. 3. Conference Board of Canada. Tapping the Talents of People with Disabilities: A Guide for Employers. 2001. 4. Ontario Human Rights Commission. Human Rights at Work. 3rd ed. Toronto: Carswell; 2008. 5. Franche RL, et al. Workplace-based Return to Work Interventions: A Systematic Review of the Quantitative and Qualitative Literature - Summary. Toronto: Institute for Work & Health; 2004. 6. MacEachen E, Clarke J, Franche RL, Irvine E. The Process of Return to Work after Injury: Findings of a Systematic of Qualitative Studies. Scandinavian Journal of Work, Environment and Health. 2006; 32(4): 257-269. 7. Workplace Safety and Insurance Board. Accessibility for Ontarians with Disabilities (AODA) Policy Statement. January 2010. 8. Canadian Human Rights Commission. A Guide for Managing the Return to Work. 2007. 9. Ontario Human Rights Commission. How Far Does the Duty to Accommodate Go? 2008; revised April 19, 2010. 31 10. Ontario Human Rights Commission. Policy and Guidelines on Disability and the Duty to Accommodate. 2000; revised 2009. 11. Colella A. Coworker Distributive Fairness Judgments of the Workplace Accommodations of Employees with Disabilities. Academy of Management Review. 2001; 26 (1): 100-116. 12. Human Resources and Skills Development Canada. 2009 Federal Disability Report: Advancing the Inclusion of People with Disabilities. 2009. 13. National Fire Protection Association. Emergency Evacuation Planning Guide for People with Disabilities. 2007. 32 Tools for Taking Action: Understanding Accommodation Sources of Accommodation Support There are many different ways to accommodate an employee. With such a range of options available, it can be time consuming to research and investigate all of the possible solutions, especially if you don’t have a large HR department. However, there are a variety of internal and external experts available to help you to identify accommodation needs and solutions and co-ordinate the accommodation process. These experts include: The employee – Your best source of information may be the person with the disability. Your employee knows his or her own needs and the requirements of the job and may already have researched accommodation options. Involve your employee in accommodation discussions and ask him or her for suggestions. The union – Union representatives know the workplace and the job and have a responsibility to help you find appropriate accommodations. The employee may also have a strong trust relationship with his or her union representative, which may help to facilitate the accommodation process. The employee’s doctor – It is a good idea to involve the employee’s doctor – he or she understands the employee’s health limitations and may be able to offer useful accommodation advice. Provide as much information as possible about the employee’s job duties and responsibilities, so that doctor can make informed recommendations. Health care providers – If the employee’s doctor is not willing or able to participate in the accommodation process, there are a variety of health care specialists, such as rehabilitation therapists, occupational therapists and physiotherapists, who may be able to help you. These specialists make onsite visits, provide workplace assessments and are knowledgeable about adaptive equipment. Health care providers are often a tremendous resource for practical accommodation advice. Support service providers and disability-related organizations – These organizations have extensive expertise in managing disabilities and provide a wide range of services to help you with the accommodation process. Workplace assessments, job coaching, wage subsidies and on-site training are just a few of the 1 many services they provide. More information about Support Service Providers [link] is available in the Putting HR Best Practices to Work chapter. Specialized employment agencies – Employment agencies that specialize in helping people with disabilities can provide valuable on site support and training for your employee and are experienced at conducting workplace audits to address accommodation issues. Government-funded agencies – The provincial and federal governments are committed to ensuring that everyone has equal access to employment opportunities. Government funded agencies, such as Business Takes Action and websites, such as AccessOn, provide a wealth of resources to help employers hire and support people with disabilities. Both levels of government also offer funding and tax incentives to assist employers and employees with everything from workplace renovations to wage subsidies. You’ll find more information on financial support in the chapter on Funding and Subsidies [link]. Professional consultants and suppliers – Professional consultants are available to help you with workplace assessments, HR policy and procedure reviews, on-site and off-site training and customized accommodation solutions. You’ll also find a variety of businesses that offer adaptive equipment and other resources to improve functionality for employees. There are also a number of online resources available that provide information on accommodation solutions, accessibility and adaptive equipment. For a complete list of online resources for this guide, visit the Business Takes Action website at www.businesstakesaction.ca. 2 Tools for Taking Action: Understanding Accommodation Guiding Principles of Workplace Accommodation Accommodation helps foster a healthy and positive work environment, as it promotes the personal worth, dignity and diversity of those within the organization. Workplace policies, practices and facilities should be designed to reflect all members of society. Individuals or groups of people may have to be treated differently. This is not ‘special treatment,’ but rather a means of removing obstacles that prevent people with disabilities from having equal access to employment benefits and opportunities. Each accommodation solution must be considered individually, taking into account the particular circumstances. Constructive dialogue around the available options, involving the workplace parties involved – primarily the employee and employer/supervisor, but also union representatives where appropriate – is integral to the process of accommodation. Optimal accommodation practices ensure that everyone can fully access opportunities and services and that employers – and society – can realize the full potential of the workforce. Optimal accommodation solutions balance the interests of the employee being accommodated, the employer’s interest in effective operations and the interests of co-workers. Accommodation is an ongoing process – it is important to take the time to review all options to find the best one, and to revisit the solution after it has been tested to ensure it is working out. Source: Ontario March of Dimes. Thinking Outside the Box. 2007. www.totb.ca Tools for Taking Action: Understanding Accommodation Duty to Accommodate: Roles and Responsibilities Employers (including employer representatives, such as directors, supervisors, and human resources officials), employees and unions share responsibility for finding appropriate accommodation solutions for people with disabilities. The Workplace Safety and Insurance Board (WSIB) has also committed to facilitating and supporting the accommodation process. The following lists summarize the main roles and responsibilities that each party has in the process: Employer/ Supervisor’s Responsibilities 1. Ensure employees are aware of their right to accommodation, explain details about the workplace accommodation policy and distribute copies of the policy. 2. Once a request is received, discuss the accommodation options with the employee. 3. Take notes and keep records of all discussions about accommodation. 4. Grant accommodation requests in a timely, reasonable manner, to the point of undue hardship. 5. Take an active role in exploring alternative approaches and solutions to accommodate the employee. 6. Obtain expert opinion and advice from human resources, healthcare or other professionals, when necessary. 7. Pay the cost of accommodations, including any required information or documentation related to the employee’s health limitations or restrictions. E.g. employers should pay for doctors’ notes and letters describing accommodation needs or health limitations. 8. Keep the employee’s personal and health-related information confidential. 9. Be willing to review and modify the accommodation agreement if the circumstances change or the solution is no longer working. 10. Provide details to justify decisions where accommodation has been denied. 11. Advise employees about their right to appeal and their right to approach the Canadian Human Rights Commission. Employee’s Responsibilities 1. Request accommodation when needed and suggest appropriate measures, if possible. 2. Provide information/ documentation from a qualified health care professional to clarify health restrictions and describe the type of accommodation that would be most effective. 3. Cooperate with any experts who are asked to provide guidance on the situation. 4. Respond to the employer’s reasonable request to undergo an independent medical exam. Note: employees cannot be forced to submit to an independent medical examination, but failure to comply with a request may delay the accommodation process. 5. Allow a reasonable amount of time for the employer to reply to the request for accommodation. 6. Participate in any discussions regarding possible accommodation solutions. 7. Listen to and consider any reasonable accommodation options that the employer proposes. 8. Achieve the agreed-upon job performance standards once accommodation is provided. 9. Work with the employer on an ongoing basis to manage the accommodation process. 10. Advise the employer of changes in accommodation needs. Union Responsibilities 1. Take an active role as partners in the accommodation process. 2. Provide accommodation advice and guidance. 3. Respect the privacy of the person requesting accommodation. 4. Support accommodation measures regardless of the collective agreement, unless to do so would impose undue hardship. 5. Work with the employer to address existing barriers in the collective agreement, ensuring that no new barriers are added. Workplace Safety and Insurance Board (WSIB) In a January 2010, WSIB committed to provide programs and services that are fully integrated and accessible for people with disabilities. The statement also identified WSIB’s responsibility to support and facilitate workplace accommodation by: Participating and co-operating with all parties. Acting as a resource for all parties and participants. Supporting and educating managers about their obligations under the WSIB policy. Sources: Canadian Human Rights Commission. A Guide for Managing the Return to Work. 2007. Ontario Human Rights Commission. Human Rights at Work. 3rd ed. Toronto: Carswell; 2008. Workplace Safety and Insurance Board (WSIB). Accessibility for Ontarians with Disabilities (AODA) Policy Statement. January 2010. Tools for Taking Action: Understanding Accommodation Developing Accommodation Solutions: Getting Started 1. Define the problem. When developing accommodation solutions, it is important to emphasize that the problem is not the employee’s impairment. The problem lies in the conflict between the traditional method of performing the work and the limitations caused by the employee’s impairment. Defining the problem in terms of job tasks and functions helps to more correctly identify the barriers rooted in the circumstances of the task, job or work environment, rather than in the person. 2. Can the work be modified? Assistive technology should not be the first alternative. Start by determining whether simple changes in the work will resolve the issue. 3. Can the work environment be modified? Again, simple changes may be all that is necessary. 4. Is there a piece of hardware, software or equipment currently being used in the organization that could be applied to this situation? If some type of technical assistance is required, look within the organization first. Often there are creative solutions already available in the workplace. 5. Is there something commercially available that may solve the problem? An ‘in-house’ solution often works best but, if that is not effective, the next step is to look for a commercial product or assistive device. 6. Can something be created or modified to resolve the issue? If the right solution isn’t available in the organization or through a commercial vendor, it may be necessary to create something new. Sometimes, this can be done within the organization but it may require partnering with vendors to develop a new product or involving rehabilitation specialists. Adapted from: UNUM Provident. Assistive Technology Decision Tree. 1999. Tools for Taking Action Sample Accommodations for People with Hearing Disabilities People with hearing disabilities experience hearing loss that varies from mild to profound. In the workplace, they may need accommodations to help them: Communicate – speaking, listening, using a telephone, participating in meetings Use computers – accessing information Operate equipment – ensuring employee safety and safety of others Integrate into the workplace – managing workplace interactions Workplace accommodations may include: A note-taker or sign language interpreter for meetings, events, performance reviews. Adapting emergency warning systems with flashing lights to get the employee’s immediate attention. Improving lighting to help the employee speech read or see interpreters. Avoiding backlighting and other sources of glare with shields, blinds etc. Providing adjustable lighting for speakers, interpreters, visual displays etc. Providing instructions in writing or in diagrams. Placing workstations where the employee can see people approaching and maintain good line of sight with co-workers. Placing workstations away from loud and constant noises that may interfere with the employee’s ability to communicate or understand speech. Organizing the workplace to create buffer zones between noisy areas. Organizing seating at meetings or events to ensure that the employee can see the interpreter or hear the speaker. A U-shaped layout improves communication. More frequent breaks to recover from the visual fatigue of watching interpreters or speech reading. Repeating questions and identifying speakers at meetings to help the employee follow conversations. Providing scripts for videos or other presentations. Adaptive equipment may include: Volume control – adjusting the volume of videos or presentations for those who have low hearing. Windowing/captioning – an interpreter performing sign language is shown in a corner of video presentations. TTY Line (teletypewriter) – a special device that allows people to use the telephone to communicate on standard phone lines. Users send typed messages back and forth, instead of talking and listening. A TTY is required by both participants in the conversation. Hearing aids with telephone switches (T-switch) to connect with telephone receivers. Telephones with volume amplification. Assistive listening devices (ALDs) – microphones and other devices decrease background noise by sending sound directly to the employee’s hearing aid, headphones, etc. Strategically placed convex mirrors to alert the employee about people approaching from behind, vehicles coming around corners, etc. Vision panels in doors also improve sight lines. Flashing lights on vehicles operating in or near the employee’s work area to improve safety. Sound absorbing materials in ceiling construction to make workspaces quieter. Sound absorbing panels and insulation to reduce sound transmission. Vibrating pagers or other paging systems to alert employee about safety or other important messages. PDAs for communication with co-workers. Visual cues to replace auditory cues on computers. Source: The Canadian Hearing Society. Breaking the Sound Barriers – A Guide for Employers. Tools for Taking Action: Understanding Accommodation Sample Accommodations for People with Intellectual/Developmental Disabilities People with developmental disabilities experience limitations in their ability to think, reason, concentrate, perceive or understand certain concepts. Memory, information processing and problem solving may also be affected. In the workplace, they may require accommodations to help them: Communicate – managing speech impairments, difficulties reading and writing, difficulties expressing themselves Learn– acquiring new skills, remembering instructions Self-direct – taking initiative, staying on task Organize and manage time and tasks Concentrate and focus on workplace tasks and responsibilities Workplace accommodations may include: Reading written material to the employee. Instructions using pictures or diagrams instead of words or in audio format (tape/digital recorder, DVD). Checklists for the employee to follow. Posting instructions on frequently used equipment or work stations. Prompting the employee with verbal, written or audio instructions. Allowing the employee to communicate verbally instead of in writing. Dividing larger jobs into smaller, more manageable tasks. Additional training and supervision. Varying tasks to avoid boredom. Longer and/or more frequent rest breaks. Reducing clutter to avoid distractions. Labelling and arranging items or materials in order of use. A job coach [link to support service providers section in HR Best Practices chapter]– these are specialists trained in helping people with intellectual/developmental disabilities. They 1 provide on-site teaching and training to help the employee perform the job effectively and safely. They also provide disability awareness training to your other employees. Adaptive equipment may include: Color-coded material – sticky notes, file folders and other office supplies in various colours to help the employee organize and prioritize thoughts, projects, tasks. Spelling and grammar checking software to improve quality of written documents. Beepers (alarm watches, beepers, pagers, timers) to remind employee of deadlines or meetings. Calculators. Talking tape measures. Screen readers – software programs convert text to speech. Voice recognition software – allows the employee to command and access information by speaking to his/her computer, converts speech to text. Organization programs – visual tools and software to help organize ideas and tasks. Personal Digital Assistants (PDA’s) – can act as an organizer, note taker and a method of communicating with others. 2 Tools for Taking Action: Understanding Accommodation Sample Accommodations for People with Learning Disabilities People with learning disabilities have average or above-average intelligence but may have difficulty acquiring, retaining, processing and organising information. In the workplace, they may need accommodations to help them: Communicate – reading, writing, speaking, listening Learn – speed of processing and comprehending information, difficulties recognizing letters or numbers, spelling or math calculations Organize and manage time and tasks Integrate into the workplace – managing workplace interactions, demonstrating appropriate behaviour Concentrate and focus on workplace tasks and responsibilities Workplace accommodations may include: Information in large print, with high-contrast text. Double-spacing print in text documents. Having someone read important documents aloud to the employee. Allowing the employee to work in a quiet area/room or to use a headset to listen to music to reduce distractions. A ‘buddy’ or co-worker to proof-read employee’s work for spelling, grammar, organization etc. Posting mathematical calculations, spelling of commonly-used words or other useful instructions at the employee’s desk or workstation. More supervision and detailed feedback daily or weekly. Clear expectations and consequences for job performance. Providing concrete examples of appropriate and inappropriate behaviour. Recognizing and rewarding appropriate behaviour. Instructions in writing or verbally, depending on the employee’s needs. A mentor to help the employee integrate with co-workers and participate in social/networking events. 1 Adaptive equipment may include: Organization programs – visual tools to organize ideas and tasks. Personal Digital Assistants (PDAs) – helps organize the employee through easy-touse calendars, task lists, etc. Reading pen – scans a word and says it, which can help when someone is having difficulty reading. Document holders with line guides. Electronic line guides to help the employee keep his/her place when reading the computer monitor. Keyboards with locator dots to help the employee recognize letters and numbers. Screen readers – software programs read text to users – helps to learn and absorb information. Voice recognition software – allows the employee command and access information by speaking to his/her computer, converts speech to text. Spelling and grammar checking software programs. Word prediction software – suggests words the user could type next, based on what he/she has already typed (helpful for people with dyslexia). Beepers (alarm watches, beepers, pagers, timers) to remind employee of deadlines or meetings. Calculators, talking tape measures, talking scales. Adjustable wall panels and environmental sound machines to reduce distraction. Haptic systems – can be used for those who learn best through a kinaesthetic (touch-based) approach by creating dimension to objects on a monitor, such as maps, and allowing the user to feel texture, weight and temperature. You’ll find more resources to help you with workplace accommodations, accessibility and adaptive equipment on the Business Takes Action website at: www.businesstakesaction.ca. 2 Tools for Taking Action: Understanding Accommodation Sample Accommodations for People with Mental Health Disabilities People with mental health disabilities experience a pattern of behaviours or emotions that can affect their work performance or social interactions. Symptoms can be occasional, episodic or cyclical. In the workplace, people with mental health disabilities may need accommodations to help them: Organize and manage time and tasks Integrate into the workplace – managing workplace interactions, demonstrating appropriate behaviour Concentrate and focus on workplace tasks and responsibilities Workplace accommodations may include: Longer and more frequent work breaks. Flexible scheduling. A self-paced work schedule. Opportunities to work from home or job share. Time off for counselling or other health care appointments. Additional training time. Checklists, ‘to-do’ lists, written instructions. Additional supervision and more frequent meetings to address workplace issues and job performance. Recognizing and rewarding appropriate behaviour. Providing a mentor to help the employee manage interactions with co-workers and other workplace relationships. Allowing phone calls during work hours to health care providers or counsellors. Minimizing distractions by allowing the employee to work in a quiet area or workstation or to wear a headset to listen to music. Dividing larger projects into smaller tasks. 1 Adaptive equipment may include: Sound barriers to create a quiet workspace, such as cubicle walls, sound absorption panels, environmental sound machines etc. Electronic organizers – PDAs, email calendars, internal communications –more than one organizer may be needed to remind the employee of meetings and deadlines. Digital or tape recorder – allows the employee to play back information multiple times, if necessary. Beepers (alarm watches, beepers, pagers, timers) to remind the employee of deadlines or meetings. You’ll find more resources to help you with workplace accommodations, accessibility and adaptive equipment on the Business Takes Action website at: www.businesstakesaction.ca. 2 Tools for Taking Action: Understanding Accommodation Sample Accommodations for People with Physical/Mobility Disabilities People with physical or mobility disabilities have difficulty moving one or more body parts. Limitations range from difficulty with co-ordination and reduced activity or movement to paralysis. In the workplace, they may need accommodations to help them with: Mobility – getting around the workplace safely and easily Activities requiring fine motor control – typing, opening doors, operating equipment, grasping and gripping Communication – writing, documenting Workplace accommodations may include: Flexible work schedules or reduced working hours to accommodate requirements for more rest, accessibility to public transit, etc. Regular breaks for rest or personal attendant care. A self-paced workload. Permitting the employee to work from home some or all of the time. Removing trip and fall hazards and mobility impediments: o Keeping furniture, boxes etc out of main traffic areas. o Replacing worn carpeting. o Removing area rugs and electrical cords. o Using non-skid cleaning products on the floors. o Mopping up spills as soon as they happen. o Keeping cabinet and room doors fully open or closed, not half open. o Keeping chairs pushed in under desks. Adaptive equipment may include: Auto-dialers, shoulder rests for telephone handsets, hands-free telephone systems – these devices allow the employee to answer the phone without picking up a regular receiver. Book holders and page turners. Alternative pointing devices – mouthsticks and other pointing devices provide a way to navigate through documents and websites. Key guard – enhances the keyboard to help employees with limited coordination. On-screen keyboards – replaces standard keyboard for those with limited mobility and/or strength. Alternative mouse systems – keypads, trackballs and alternative pointing devices replace the mouse for people with low motor control and/or limited movement. Voice recognition software – allows the employee to command and access information by speaking to his/her computer, converts speech to text. Screen readers – software programs read text to users. Word prediction software – suggests words the user could type next, based on what he/she has already typed. Adjustable, ergonomic equipment and workstations. Non-skid mats for easier mobility. Ramps and other accommodations to make building and facilities (washrooms, lunchrooms etc) accessible. Grip aids to help with fine motor tasks. Devices for driving vehicles, such as steering wheel grips, anti-vibration seats, hand controls, seat belt or pedal extenders. You’ll find more resources to help you with workplace accommodations, accessibility and adaptive equipment on the Business Takes Action website at: www.businesstakesaction.ca. Tools for Taking Action: Understanding Accommodation Sample Accommodations for People with Vision Disabilities People with vision disabilities may have vision loss that ranges from limited or partial vision to almost no vision at all. In the workplace, they may require accommodations to help them with: Communication – reading or writing tasks, accessing information Using computers or other types of technology Operating equipment Mobility – getting around safely and easily Workplace accommodations may include: Adapting emergency warning systems with audible signals to improve safety. Frequent breaks to rest eyes, if eye fatigue is a concern. Modified shifts or flexible hours so employee can take public transit or drive only in daylight hours. Encourage car pooling. Information or communication materials in large print with high contrast text. Having someone read a document aloud to the employee. Improving workplace lighting, especially in hallway and stairs. Blinds on windows to reduce glare. Removing trip and fall hazards: o Keeping furniture, boxes etc out of main traffic areas. o Replacing worn carpeting. o Removing area rugs and electrical cords. o Using non-skid cleaning products on the floors. o Mopping up spills as soon as they happen. o Keeping cabinet and room doors fully open or closed, not half open. o Keeping chairs pushed in under desks. Keeping items that are used together in the same place (shelf, cabinet, room etc). Labeling objects and providing signage in florescent, Braille or tactile lettering. Using contrasting colours or florescent tape on doors, stairs, light switches and electrical outlets to make them easier to see. 1 Setting up a buddy system. A co-worker would agree to take responsibility for alerting the employee about an emergency and would ensure that he/she knew about important events, activities, changes in company policy and so on. Adaptive equipment may include: Magnifiers – hand, stand, portable, computer screen. Keyboards and telephones with large print labels or locator dots. Flicker-free monitors. Anti-glare filters for computer screens. Voice recognition software – allows the employee to command and access information by speaking to his/her computer, converts speech to text. Screen readers – software programs read text to users. Closed circuit television (CCTV) – magnifies monitors so text is easier to read. Optical devices, such as loupes, binoculars, prism spectacles. Form or line guides for signing documents. Global Positioning System (GPS) to improve navigation and mobility. Braille embosser – Braille translation software program allows text documents to be printed in Braille. Refreshable Braille display – converts text into Braille on a display board. Braille labels – labeller prints in Braille. You’ll find more resources to help you with workplace accommodations, accessibility and adaptive equipment on the Business Takes Action website at: www.businesstakesaction.ca. 2 Tools for Taking Action: Understanding Accommodations Hiring a Sign Language Interpreter Clear communication is based on a common language. A professional sign language interpreter, knowledgeable in the language and culture of both deaf and hearing people, is the bridge to a common understanding between American Sign Language (ASL) and English. Most provinces have interpreter services available through agencies providing services to deaf people. In Ontario, the Canadian Hearing Society (CHS) provides Ontario Interpreter Services (OIS). The mandate of OIS is to increase accessibility for deaf individuals by providing quality ASLto-English interpreting in a variety of settings, including employment. Team Interpreting For meetings over two hours in length, more than one interpreter is required. In team interpreting, both interpreters are responsible for the provision of service at all times throughout the assignment. While one interpreter is actively engaged in the interpreting process for approximately 15 to 20 minutes, the other interpreter is attentive and ready to support the active interpreter at any stage in the process. After the prescribed period, the roles switch and the interpretation continues as seamlessly as possible. Assignments of two hours or less may be covered by one interpreter, provided the material is not overly technical or fast-paced, or does not involve numerous individuals participating in rapid interactions. In these circumstances, even for a period of less than two hours, two interpreters may be needed. Regardless of the number of interpreters present at an assignment, a minimum 10-minute break is required after each hour of interpreting. Working with Interpreters These guidelines will help you communicate comfortably with a deaf person using an interpreter: Be relaxed; the deaf person or the interpreter will let you know if something needs correcting or clarification. 1 Face the person with whom you are talking; don’t direct your conversation to the interpreter, whose role is only to facilitate communication. Provide information in advance of the meeting or training session to allow the interpreter to become familiar with topics of discussion, names, and other English words that require more definition. Before starting the meeting, ask if the deaf employee would like the role of the interpreter explained to hearing participants. If the room is darkened for a slide or overhead presentation, make sure the interpreters can be seen. Ask the interpreters for suggestions. Depending on the situation, interpreting between two languages simultaneously can be mentally and physically challenging, necessitating breaks of 10-15 minutes per hour of interpreting, or after one hour of team interpreting. Before the meeting starts, ask the interpreters when they would like to take a break. Speak at a comfortable pace. If your speech is fast, be aware that the interpreters may need to ask you for clarification or to repeat. In group discussions, have only one person speak at a time. Give the interpreter time to identify who is speaking. Seating should be a circular or U-shaped so the deaf person can see all participants. A well-lit room makes it easier to watch the interpreters and prevents eyestrain. Consider where the interpreter stands. A neutral, uncluttered background of solid colours, rather than one with busy patterns, improves the clarity of ASL. Busy backgrounds are known as ‘visual noise’ and obscure clarity. Interpreters wear solid clothes, no jewellery or brightly-coloured nail polish for the same reason. Hiring an Interpreter Ask the deaf person if she or he has an interpreter preference and try to secure that interpreter for the assignment. A deaf person and interpreter familiar with each other’s signing style will improve communication between you and the employee. 2 The Canadian and Ontario Human Rights Codes require that all businesses – including unions, non-profits and other sectors – be accessible to all employees and consumers. If an employee requires an interpreter for staff meetings, the employer is responsible for making the arrangements and covering the cost of the accommodation. By doing so, the employer ensures that all staff receives the same information. Use only professional sign language interpreters, as they have received extensive training in a demanding discipline that requires finely honed skills to provide accurate and sensitive interpretation. Well-meaning but untrained or unqualified interpreters, such as friends or family, will not provide the most effective interpretation. Ontario Interpreter Service In Ontario, CHS provides Ontario Interpreter Service (OIS). OIS uses a screening process to determine the skill level of the interpreter and that these skills meet the minimum levels, as required. Interpreters who pass the assessment are put on the OIS freelance interpreter list and may accept assignments under the CHS/OIS name. OIS is not a certification process, but a CHS hiring tool. The Association of Visual Language Interpreters of Canada (AVLIC) is the national professional association and certifying body of ASL-English interpreters. OIS offers several employment-related services. Note that OIS covers the cost of the first three services, while the employer is responsible for the other services. Job Interviews OIS will absorb the cost of interpreting between job seekers and potential employers during job interviews if the employer is unable or unwilling to absorb the cost. Other possible funding sources are government programs such as HRDC or ODSP Employment Supports Program. Initial Orientation to New Job Introduction to a new job position and/or employer: as an employer, you may wish to cover the cost; however, up to seven hours of services may be funded by OIS. 3 Job Loss Prevention (Crisis on the Job) Brief intervention to stabilize a work situation and avoid job loss: again, the employer should pay for this service, but the cost may be absorbed by OIS for one or two meetings. Yearly Evaluation of Work Performance Staff meetings or one-to-one employee meetings. Union Conferences and Meetings Unions provide meetings regarding employee advocacy, labour rights issues, labour-management issues, negotiations, grievances and other related business. The unions are responsible to ensure these functions are accessible and that sign language interpreters are provided as required. How to Book a Sign Language Interpreter Call two to four weeks before your appointment. OIS needs as much notice as possible to book a sign language interpreter. Give the OIS staff person the following information: o Name and telephone number of the consumer(s). o Date, time and location of the appointment . o Name and phone number of the contact person for the interpreter. o Purpose of the appointment. o Number of people who will be present. o Special circumstances such as video recording, media coverage, etc. o Billing information. Source: The Canadian Hearing Society. Breaking the Sound Barriers – A Guide for Employers. 4 Tools for Taking Action: Understanding Accommodation Recognizing Signs of Hearing Loss You may suspect that an employee’s performance is affected by an undisclosed hearing loss. Although the law does not allow you to ask the employee outright if he or she has a hearing loss, you can present the relevant performance facts and show your willingness and support to find solutions. Your employee may be experiencing hearing difficulties if she or he: Has difficulty conversing in meetings or crowded, noisy situations. Feels that speakers are mumbling or not speaking clearly. Has problems understanding from a distance. Turns up television, radio and other audio sources to a level uncomfortable for other listeners. Has difficulty with telephone conversations. Complains of buzzing or ringing in the ears. Speaks unnecessarily loudly in conversation. Asks for words to be repeated and strains to hear. Has problems understanding conversation unless face-to-face. Nods in conversations, yet answers inappropriately. Favours one ear. Avoids social contact. Source: The Canadian Hearing Society. Breaking the Sound Barriers – A Guide for Employers. 1 Tools for Taking Action: Understanding Accommodation Planning for an Emergency Every business should have an emergency plan in place to deal with emergencies. Employees with disabilities may need special arrangements to respond quickly and safely in a crisis. Always involve people with disabilities in emergency planning – they know their own needs and will be able to advise you on the best ways to help them. The four key elements you should plan for in an emergency are: 1. Notification – What is the emergency? 2. Way finding – What is the way out? 3. Use of the way – Can employees use the way by themselves or do they need help? 4. Assistance – What kind of assistance might employees need? General Ensure that all emergency exits, emergency supplies, shut-off valves and workplace hazards are clearly marked. If some exit/evacuation routes are not accessible for people with disabilities, clearly mark the accessible routes for easy visibility in an emergency. Provide employees with simple floor plans showing evacuation routes. Have these available in multiple formats. Make them available at the building entrance for visitors with disabilities. Review all safety procedures (exits, extinguishers, hazards) with an employee with a disability when he/she is hired. Establish a buddy system to help ensure that employees with disabilities are aware of a crisis. Ensure that key people in the work area know where an employee with disabilities keeps his/her medications. Keep emergency contacts up-to-date for all employees. 1 Review the emergency plan regularly and run practice drills often. People with disabilities should practice with their service animals and adaptive equipment. Run some unannounced drills to help people prepare for the unexpected. Ask first before helping someone with disabilities – don’t assume they need your help. Do not touch the person, their service animal or their assistive devices/equipment without their permission. In an emergency, follow instructions provided on special needs or assistive equipment. It may be necessary to use latex gloves to avoid spreading viral infections to some people with disabilities. Encourage employees to prepare an emergency survival kit, with items they might need in a crisis, and keep it in an easily accessible location at work. Test smoke alarms monthly and replace batteries every six months or when you hear low-battery sounds. Employees with hearing disabilities Flashing lights can be hardwired into an existing audio fire alarm. Ensure that the employee knows that the flashing lights will only activate in a fire emergency and have different arrangements in place to notify him/her in other types of emergency. A paging system (vibrating pagers) can be set up to alert the employee in an emergency. Send emergency messages via company email. An electronic scrolling reader board can be used to attract attention by flashing and to communicate key information during an emergency. Notify security if a deaf employee is working alone in a specific area. Put alerting devices in all main areas, such as work areas, lunchrooms, washrooms, lobbies etc. Contact interpreter services. Ontario Interpreter Services [link to Understanding Accommodation tool – Hiring a Sign Language Interpreter – specifically to section on 2 OIS if possible] puts a priority on calls for interpreters in an emergency situation and will respond as quickly as possible. Employees with mobility disabilities If an employee cannot travel an evacuation route without assistance, ensure that the necessary assistance (people, tools, devices etc) is detailed in the emergency plan. Identify and train twice as many people as are actually needed to provide assistance, in case some employees are away or unavailable during the emergency. If the employee uses a wheelchair, scooter or other assistive equipment, practice moving it during emergency drills or practice sessions. Consider having an emergency evacuation chair available near a stairwell. Some mobility impairments do not limit the employee’s mobility on stairs but may affect his/her ability to manage locks, latches or other devices. Alternative routes or the need for assistance with these situations should be identified in the emergency plan. If an employee has reduced sensation in some areas of his/her body, ask if these areas should be checked for injury in a crisis. Employees with vision disabilities If a person with vision disabilities cannot travel the exit/evacuation route without assistance, the necessary assistance (people, devices) should be detailed in the emergency plan. Usually only one person is needed to evacuate a person with a vision disability. The emergency plan should identify at least two people, in case one of the individuals is away or unavailable during an emergency. A person with vision disabilities may be able to navigate the evacuation route but may have difficulty with locks, latches or other devices. Alternative routes or the need for assistance with these situations should be identified in the emergency plan. Use large print, florescent lettering, Braille or other tactile lettering to: o Provide emergency signage o Label emergency supplies o Mark gas, water and electric shut-off valves Keep a long cane near the employee’s workstation to help him/ her navigate around furniture that may have moved in a crisis. 3 Offer your arm to guide the employee to a safer location. Use specific terms to describe surroundings or convey instructions. Do not distract the employee’s service animal, as this may threaten his/her safety in an emergency. Employees with cognitive disabilities Provide emergency instructions in an easy-to-understand format (e.g. picture book of emergency procedures.) Verify the employee’s ability to use the evacuation/exit routes without assistance. Any necessary assistance should be identified in the emergency plan. Review emergency procedures regularly with the employee. Use a job coach for training, where appropriate. Colour code emergency exits and fire doors. A buddy system can be very helpful for people with cognitive disabilities. Keep a recording device with emergency equipment to help communicate new instructions. Resources The Ontario government has developed an Emergency Preparedness Guide for People with Disabilities and/or Special Needs. This comprehensive and detailed document is aimed primarily at families. However, much of the information is also useful for employers, including an Emergency Survival Kit Checklist and a Service Animal Emergency Survival Kit Checklist. The National Fire Protection Association provides an Emergency Evacuation Planning Checklist in their Emergency Evacuation Planning Guide for People with Disabilities. You’ll find a complete list of resources for this guide on the Business Takes Action website at www.businesstakesaction.ca [link] Sources: National Fire Protection Association. Emergency Evacuation Planning Guide for People with Disabilities. 2007. 4 Canadian Hearing Society. Breaking the Sound Barriers – A Guide for Employers. Emergency Management Ontario. Emergency Preparedness Guide for People with Disabilities and/or Special Needs. 2007. 5 It’s the Law! Employers in Ontario are governed by a variety of federal and provincial laws. These laws outline the responsibilities of employers to provide a fair, inclusive and safe working environment for their employees. As an employer, you should be aware of and comply with all relevant legislation. The following list summarizes some of the important laws that affect people with disabilities and their employers. The list is not comprehensive and is provided for your information and convenience only. It is not intended as legal or professional advice. For more information on laws and regulations, contact a legal or HR advisor or visit the online legislative sites: Federal http://laws.justice.gc.ca/ Provincial: http://www.e-laws.gov.on.ca/navigation?file=home&lang=en Federal Legislation Canadian Human Rights Act http://laws.justice.gc.ca/en/H-6/index.html The Canadian Human Rights Act applies to workplaces in federal government organizations or industries regulated by the federal government. The Ontario Human Rights Code does not affect such organizations because both of these laws cannot apply at the same time. This Act declares disability as one of the prohibited grounds of discrimination during the hiring process. A practice is not considered discriminatory if it is a bona fide occupational requirement. However, organizations have a duty to accommodate persons with disabilities up to the point of undue hardship, considering health, safety and cost. 1 Employment Equity Act http://laws.justice.gc.ca/en/E-5.401/50293.html The Employment Equity Act applies to federally regulated employers with more than 100 employees. It may also apply to certain Ontario companies holding contracts with the federal government. Those companies would be governed by the Ontario Human Rights Code as well. This Act identifies four designated employment equity groups; persons with disabilities is one of those groups. The purpose of the Act is to ensure that no person is denied employment opportunities or benefits for any reason other than ability. Employment equity not only involves treating persons the same way, but also requires employers to apply special measures and accommodate differences. Employers must identify and remove employment barriers, implement positive practices and make reasonable accommodations for persons with disabilities and other designated groups. The Act indicates that employers must respect merit, assess candidates fairly and provide reasonable accommodations when hiring and promoting. Limits to employment equity obligations are outlined in section 6 of the Act. Canadian Human Rights Commission ( http://www.chrc-ccdp.ca) administers the Canadian Human Rights Act and is responsible for ensuring compliance with the Employment Equity Act. Personal Information Protection and Electronic Documents Act http://www.priv.gc.ca/information/guide_e.cfm#contenttop This legislation is designed to protect the privacy of persons and their personal information. Personal information is defined as any information about an identifiable individual, whether recorded or not. Information collected must be relevant to a specific purpose. For example, during the process of assessing accommodations for persons with disabilities, the information collected from affected individuals, healthcare professionals or other professionals must be directly related to the establishment of accommodations. 2 The information must be used only for the purpose it was obtained, unless the individual provides consent. Policy on the Duty to Accommodate Persons with Disabilities in the Federal Public Service http://www.tbs-sct.gc.ca/pol/doc-eng.aspx?id=12541§ion=text#cha1 This policy covers accommodations in the workplace and the appointment process within the federal Public Service Commission. The Public Service Commission( www.psc-cfp.gc.ca) has developed an HR Toolbox to help employers and HR professionals quickly find the information they need: http://www.psc-cfp.gc.ca/centres/toolbox-outils-eng.htm In Ontario, the Accessibility for Ontarians with Disabilities Act would apply to workplaces outside the public service. Provincial Legislation Ontario Human Rights Code http://www.ohrc.on.ca/en/resources/code This legislation is superior to all other provincial legislation. This means that complying with other laws, such as the Accessibility for Ontarians with Disabilities Act and the Ontario Building Code, may not be enough to fulfill the requirements of the Ontario Human Rights Code. The Ontario Human Rights Code protects people from discrimination with respect to housing, contracts, employment, membership in trade and vocational associations, goods, services and facilities. As a result of the Code, everyone has the right to equal treatment in these areas. Disability is one of sixteen prohibited grounds for discrimination. Other prohibited grounds for discrimination include race, age and citizenship. Under the Code, discrimination can be one of four types: 1) direct, 2) indirect, 3) because of association with another person identified under a prohibited 3 ground, and 4) constructive or adverse affect discrimination, e.g. when policies and procedures lead to unequal treatment. Equal treatment may include providing appropriate accommodation for an employee who needs workplace supports in order to perform certain aspects of a job. Appropriate accommodation respects the dignity of the individual, meets his or her needs and promotes integration and full participation, while ensuring confidentiality. The result of these accommodations means all people will enjoy an equal opportunity to attain the same level of performance and privileges. Organizations have a duty to accommodate these support needs and must take remedies to prevent discrimination up to the point of undue hardship. Three factors are considered when assessing undue hardship: cost, outside sources of funding, and health and safety requirements. Responsibility for making the accommodation process a success is shared by employers, unions and persons with disabilities. Everyone involved should cooperatively share information about the needed accommodations, but should not identify the specific disability. Accessibility for Ontarians with Disabilities Act (AODA) http://www.mcss.gov.on.ca/en/mcss/programs/accessibility/ The AODA was passed in 2005 and is intended to achieve accessibility for all Ontarians with disabilities by January 1, 2025. Through a process of public consultation, accessibility standards are being developed and will become regulations under the AODA. Standards have been developed or are in progress in the following areas: Customer service Built environment (buildings and other structures) Employment Information and communications Transportation The proposed standards will address the full range of disabilities and barriers, including physical, mental, sensory, intellectual/developmental and learning disabilities. The standards will set up measures, policies and practises that businesses and other sectors of the community will be expected to follow to 4 identify, remove and prevent barriers to accessibility. Each standard will specify time periods within which organizations must comply. Accessibility Standards for Customer Service were the first to come into effect. Ontario is in the process of developing built environment and employment standards. It is important to note that, when the AODA standards are finalized and made into regulation, the rights and obligations specified in the Ontario Human Rights Code will continue to apply. In some cases, employers must also comply with the accessibility requirements in the Ontario Building Code and, until it is repealed, the Ontarians with Disabilities Act. Employment Standards Act (ESA) http://www.labour.gov.on.ca/english/es/pubs/guide/guide_intro.php The Employment Standards Act provides minimum standards for working in Ontario. It sets out the rights and responsibilities of both employers and employees in Ontario workplaces. The ESA covers a wide range of standards, including hours of work, wages and overtime, vacation, personal and family leave, flexibility in workplace arrangements, temporary layoffs, termination and severance and temporary work assignments. The ESA is enforced by officers from the Employment Standards Program, which is administered by the Ontario Ministry of Labour. Employers are expected to comply with employment standards voluntarily. Employment Standards officers will also proactively visit businesses to ensure that the Act is being followed. Ontario Building Code www.ontario.ca/buildingcode Workplaces must be accessible for everyone, including those with physical and sensory disabilities. The Ontario Building Code outlines minimum standards for the design and construction of all new buildings and for additions, alterations and changes of use to existing buildings in Ontario. One of the purposes of the Building Code is to ensure barrier-free access to buildings by establishing requirements in areas such as parking, entrances, elevators, washrooms, halls, ramps, stairways, signs and emergency exits. Barrier-free design features are 5 required in all new construction and may apply to building repairs, renovations or additions, as well. Municipal planning departments are responsible for administering the requirements of the Building Code and issuing building permits. Organizations must keep in mind that the Ontario Human Rights Code takes precedence over the Building Code and may go beyond the requirements of the Building Code. Occupational Health and Safety Act (OHSA) http://www.labour.gov.on.ca/english/hs/ The purpose of this Act is to protect workers against health and safety hazards on the job. It covers the duties of those who have any degree of control over the workplace; employers are to take all reasonable precautions and workers are to work safely. The OHSA emphasises that the workplace is a partnership between workers and employers and requires them to share responsibilities for health and safety. Employers must have health and safety policies and programs in place and, depending on the size of the workplace, must establish a joint health and safety committee or appoint a health and safety representative. Workers have four basic rights: 1) the right to participate in identifying and resolving health and safety concerns, 2) the right to know about and have training on any potential workplace hazards 3) the right to refuse work that is dangerous to an employee’s health and safety, and 4) the right to stop dangerous work. Both employers and employees must co-operate with inspectors who may investigate any potentially hazardous situation. Workplace Safety and Insurance Act http://www.wsib.on.ca/wsib/wsibsite.nsf/public/WorkplaceSafetyandInsuran ceAct The Workplace Safety and Insurance Act aims to promote health and safety, and to prevent and reduce occupational injuries and diseases. Its provisions help workers who experience employment-related disease or personal injury to recover and/or return to work, and includes compensation and other benefits. 6 The Workplace Safety and Insurance Board (WSIB) administers the Act. In addition to providing a worker’s compensation system, the agency develops standards and training programs for certifying health and safety committee members and educates employers, workers and others about occupational health and safety. 7 Funding and Subsidies PART I: FUNDS FOR HIRING STUDENT AND INTERN HIRING FUNDS 1. Canada Summer Jobs Service Canada. For more information, visit: http://www.servicecanada.gc.ca/eng/epb/yi/yep/programs/csj/2010/faq.shtml Description: Canada Summer Jobs provides funding for employers to create summer jobs for students. The program provides valuable work experience for students, while supporting local priorities and organizations. Employer Eligibility Not-for-profit organizations, public-sector employers and small businesses with 50 or fewer employees Employee Eligibility Between 15 and 30 years of age Have been registered as a full-time student in the previous academic year and intend to return to school on a full-time basis in the next academic year 2. Ability Edge Service Canada/ Career Edge. For more information, visit: http://www.abilityedge.ca/ Description: Ability Edge is an internship program for graduates with disabilities to assist them in gaining career-building work experience. Employers seeking more diversity in their workplace can host an intern for about one third less than hiring a full-time employee for an equivalent time period. Employer Eligibility Canadian businesses Employee Eligibility Self-declared disability University degree or college diploma/certificate Little or no career related work experience 1 3. FedNor Youth Internships Industry Canada. For more information, visit: http://www.ic.gc.ca/eic/site/fednor-fednor.nsf/eng/fn02300.html Description: The FedNor Youth Internship Initiative aims to provide young northerners with job experience, with the goal of permanent full-time employment with the employer or another Northern Ontario organization. Funding for partial wages and benefits is provided to the employer. Employer Eligibility Non-profit organizations, municipalities, First Nations and community economic development corporations located in Northern Ontario, including the census divisions of Parry Sound, Muskoka and Nipissing Employee Eligibility Unemployed or underemployed youth under the age of 30 Graduates within the last three years with a degree, diploma or certificate from a recognized post-secondary institution Participants can not have previously participated as a youth intern in FedNor's Northern Ontario Development Program or in any other federal or provincial internship program with pay for a period of six months or more 4. Skills Link Service Canada. For more information, visit: http://www.servicecanada.gc.ca/eng/epb/yi/yep/newprog/skillslink.shtml Description: The Skills Link projects provides funding to employers who help youth gain knowledge, develop a wide range of skills and obtain work experience to help them join the job market. Employer Eligibility Businesses Crown corporations Organizations (including not-for-profit, professional, employer and labour associations) Public health and educational institutions Band/tribal councils Municipal governments 2 Employee Eligibility Between the age of 15 and 30 years of age at time of intake Need assistance to overcome employment barriers Out of school 5. NRCan Internship Programs Natural Resources Canada. For more information, visit: http://ess.nrcan.gc.ca/hr-rh/science/step/satip/index_e.php Description: Designed for youth and student graduates in the earth sciences, partially funded salaries are provided for programs that last up to one year and give students an opportunity to work under the direction of experienced scientists. Employer Eligibility Organizations must be non-federal, with a focus on natural resource sciences Private sector organizations Universities and colleges Provincial and municipal governments Non-profit organization Employee Eligibility Out of school, unemployed or underemployed Graduate with a post-secondary degree or diploma in a natural science field 30 years of age or younger 6. Small Business Internship Program Industry Canada. For more information, visit: http://www.ic.gc.ca/eic/site/sbip-pspe.nsf/eng/home Description: This program provides financial support to small and mediumsized businesses to hire a post-secondary student. Its goal is to provide students with valuable work experience while helping employers develop e-business strategies to increase their productivity and competitiveness. Employer Eligibility Less than 500 employees Be incorporated or a sole proprietorship 3 Employee Eligibility Enrolled in a post-secondary education program (or have recently graduated from one) and intend to return to school Under the age of 30 Pursuing education in an information and communications technologyrelated field 7. Ontario Summer Jobs Service Ministry of Training, Colleges, and Universities. For more information, visit: http://edu.gov.on.ca/eng/tcu/jobseekers/sjs.html Description: This service offers a variety of programs from between April and the end of September, providing wage subsidies and job training for students in Ontario. Employer Eligibility Businesses in Ontario Employee Eligibility 15 to 30 years of age Planning to return to school in the fall 8. Young Canada Works Department of Canadian Heritage. For more information, visit: http://pch.gc.ca/ycw-jct/index-eng.cfm Description: Young Canada Works provides students and recent graduates with opportunities to use and learn new skills, build their work experience and/or put them on their career path. Businesses are given wage subsidies, and will benefit from the competitive skills and innovative ideas of our next generation. Employer Eligibility (depending on the program) Private companies Non-profit organizations Public sector organizations Municipalities Note: Employers may choose to hire current students or recent graduates. Employee Eligibility Between 16 and 30 years of age at the start of their employment Students with a disability are eligible for part-time work 4 9. Career Focus Program (Youth Employment Strategy) Service Canada. For more information, visit: http://www.servicecanada.gc.ca/eng/epb/yi/yep/newprog/career.shtml Description: Through two components (National and Regional Focus,) funding is given to employers to provide opportunities for post-secondary graduates to obtain career-related work experience, build their skills and help them choose a career. Employer Eligibility Businesses Organizations (including not-for-profit, professional, employer and labour associations) Public health and educational institutions Band/tribal councils Aboriginal organizations Municipal governments Employee Eligibility Between 15 and 30 years of age at the time of intake Post-secondary graduate Out of school 10. Science Horizons Internship Program Environment Canada. For more information, visit: http://www.ec.gc.ca/scitech/default.asp?lang=En&n=B58899DC-1 Description: Young scientists and recent graduates obtain hands-on work experience on environmental projects across Canada, while being mentored and coached by experienced scientists and project managers. Organizations receive funding for the project cost. Employer Eligibility Universities Non-government organizations Private businesses Employee Eligibility 30 years of age or under Graduate of an environmental (or related discipline) post-secondary program Unemployed or underemployed 5 11. Youth Internship Program Government of Canada and YMCA. For more information, visit: http://www.youth.gc.ca/eng/yip/index.shtml Description: The program enables unemployed or under-employed young Canadians to acquire the experience and skills they need to enter and fully participate in the labour market. Intern wages are paid for; employers are there to mentor and provide opportunities that these youth would not have without the internship program. Employer Eligibility Any federal public sector institution in Canada Employee Eligibility 15 to 30 years of age In need of assistance to overcome employment barriers Out of school PROJECT AND DEBT FINANCING 1. BDC Term Loans Business Development Canada. For more information, visit: http://www.bdc.ca/en/home.htm http://www.canadabusiness.ca/eng/summary/1049/ Description: These flexible term loans can help employers with a wide variety of projects, including business planning, recruiting and hiring employees, implementing e-business solutions and increasing working capital. 2. Northern Ontario Grant Assistance Program (NOGAP) Ministry of Community and Social Services and the Ministry of Children and Youth Services. For more information, visit: http://www.nogap.on.ca/English/Home_en.htm Description: Incentive grants and education grants are available as part of an initiative to increase the number of social service and rehabilitation professionals in Ontario’s northern communities. 6 Employee Eligibility – Incentive Grants Qualified or licensed to practice in Ontario Registered with the profession’s governing body in Ontario Employer must be one of the ministry-funded agencies registered with the program Employee Eligibility – Education Grants Registered in a master's or doctorate level course in psychology or social work at a Canadian University Permanent resident of Northern Ontario for a minimum of the last 3 years TAX CREDITS 1. Apprenticeship Training Tax Credit Ministry of Finance. For more information, visit: http://www.rev.gov.on.ca/en/credit/attc/index.html Description: This program invests in Ontario’s apprentices by providing tax credits to employers who hire and train apprentices in select skilled trades. Employer Eligibility Hire and train apprentices in certain skilled trades Permanent business establishment in Ontario Are subject to Ontario income tax Have eligible expenditures through training apprentices 2. Canada Apprenticeship Job Creation Tax Credit Canada Revenue Agency. For more information, visit: http://www.cra-arc.gc.ca/whtsnw/pprntcshp-eng.html Description: This program provides a tax credit to employers who hire new apprentices in select trades. Employer Eligibility Businesses who hire an apprentice in a prescribed trade in the first two years of their apprenticeship contract 7 3. Ontario Production Services Tax Credit (OPSTC) Canada Revenue Agency in conjunction with the Ontario Media Development Corporation. For more information, visit: http://www.omdc.on.ca/Page3401.aspx Description: A tax credit for eligible labour expenses and other production expenditures for an eligible film or television production. Employer Eligibility Canadian or foreign-owned corporation that carries on a film or video production or production services business Permanent establishment in Ontario Must not receive an Ontario Film and Television Tax Credit Files an Ontario corporate tax return 4. Ontario Business Research Institute Tax Credit Ministry of Revenue. For more information, visit: http://www.rev.gov.on.ca/en/BULLETINS/ct/obitc_frost_0002.html Description: Fosters world-class research institutions in Ontario and promotes partnerships between business and Ontario post-secondary educational institutions. It is a refundable tax credit for scientific research and experimental development expenditures. Employer Eligibility Corporations with a permanent establishment in Ontario Corporation is not exempt from tax under the Corporations Tax Act GENERAL WORKPLACE PARTICIPATION INCENTIVES 1. Targeted Wage Subsidy Service Canada. For more information, visit: http://www.servicecanada.gc.ca/eng/epb/sid/cia/grants/tws/desc_tws.shtml Description: This employment program provides employers with a wage subsidy to encourage those who would not hire the individual without the support of the subsidy. The program also aims to help individuals increase their employability. 8 Employer Eligibility Businesses Organizations Municipalities Band/tribal councils Public health and educational institutions Provincial/territorial governments Employee Eligibility Unemployed, qualify for unemployment benefits Unemployment benefits plan period has ended within three years prior to the date of requesting assistance May also be eligible if a benefit plan period that included a maternity or parental claim has been established with five years prior to the date of requesting assistance 2. Job Connect Employment Ontario. For more information, visit: http://jobconnectontario.org/newsite/index.html Description: The program bridges the gap between job seekers and employers looking to fill job openings. For job seekers, the resource centre has job postings, local labour market information, job search strategies and more. For employers, Job Connect streamlines the hiring process, making it more time and cost effective. Subsidies for training are also available. Employer Eligibility Licensed to operate in Ontario Can not be receiving government funds from any other source for the same training placement Employee Eligibility At least 16 years of age Out of school Out of work Not receiving Employment Insurance benefits 9 SPECIALIZED HIRING FUNDS – INDIVIDUALS WITH DISABILITIES 1. Ontario Disability Support Program (ODSP) Ministry of Community and Social Services. For more information, visit: http://www.mcss.gov.on.ca/en/mcss/programs/social/index.aspx Description: This program helps individuals with disabilities who are in financial need pay for living expenses. It can provide financial help through Income Supports and help finding a job through Employment Supports. Employee Eligibility – Income Supports 18 years of age or older Live in Ontario Are in financial need Have a substantial physical or mental disability that is expected to last a year or more Employee Eligibility – Employment Supports 16 years of age or older Resident of Ontario Have a disability that is expected to last a year or more 2. Opportunities Fund for Persons with Disabilities Service Canada. For more information, please visit: http://www.hrsdc.gc.ca/eng/disability_issues/funding_programs/opportunities_ fund/index.shtml Description: This program helps people with disabilities prepare for, obtain and maintain employment or self-employment. The fund is used for a variety of activities, including wage subsidies, skills development and workplace accommodations costs. Employer Eligibility Any organization (assessed and subject to approval) Employee Eligibility Permanent physical or mental disability Unemployed or working less than an average of 20 hours per week In need of assistance to prepare to enter the labour market, obtain a job or become self-employed Must not be currently eligible for federal employment programs offered under Part II of the Employment Insurance Act 10 3. Accommodation Projects Human Resources and Skills Development Canada. For more information, visit: http://www.hrsdc.gc.ca/eng/community_partnerships/sdpp/acc_page.shtml Description: This program provides contributions to the not-for-profit sector to enable people with disabilities participate fully in conferences and other events by ensuring that they are accessible. Employer Eligibility Canadian not-for-profit organizations Organizations that have an interest in social development National or multi-regional 4. Small Projects Enabling Accessibility Human Resources and Skills Development Canada. For more information, visit: http://www.hrsdc.gc.ca/eng/disability_issues/eaf/call2009/small_projects/inde x.shtml Description: Funding supports activities such as renovating buildings and enhancing existing transportation to improve physical accessibility, and modifying or enhancing media or hardware to increase accessibility to information and communication. 5. Ontario Interpreting Service The Ontario Hearing Society. For more information, visit: http://www.chs.ca/en/ontario-interpreting-service/ontario-interpretingservices.html Description: Interpreters can help Ontario businesses in a variety of work situations, by providing communication in both American Sign Language and spoken English. 6. Workplace Accessibility Tax Incentive Ministry of Revenue. For more information, visit: http://www.rev.gov.on.ca/en/BULLETINS/ct/wati_frost_9901.html Description: This tax incentive is available to businesses that incur expenditures after July 1998 from hiring employees with disabilities. 11 Employer Eligibility Operate out of a permanent establishment in Ontario Subject to Income Tax Employee Eligibility Works at least 60 hours per month for at least three months Disability is continuous or recurrent and expected to last for at least one year Disability creates a substantial barrier to competitive employment without accommodations by the employer 7. Support Service Providers and Disability-Related Organizations Description: Local and national support service providers and disabilityrelated organizations offer a variety of funding and service options to employers interested in hiring people with disabilities. These organizations may provide wage subsidies, access to adaptive equipment, job coaching, recruitment, training, funding for interpreters and many other useful resources. Contact your local support service provider or disability-related organization for more information. SKILLED TRADES 1. Job Connect – Employer Signing Bonus or Apprenticeship Scholarship Ministry of Training, Colleges and Universities. For more information, visit: http://www.edu.gov.on.ca/eng/tcu/employers/emp_bonus.html Description: This initiative encourages employers in the trades to register new apprentices in sectors where there is a high demand for skilled workers. Employer Eligibility – Signing Bonus The Signing Bonus comes in 2 instalments. For the first instalment, the employer must: Meet all the specific apprenticeship requirements to provide training in the trade Hire and register an apprenticeship scholarship candidate as an apprentice 12 For the second instalment, the employer must: Continue to employ the employee and provide on-the-job training for at least six months from the date the apprentice was registered Employee Eligibility – Scholarship Under 25 years of age Have left school and require upgrading to meet the registration standards for apprenticeship training (see also Apprenticeship Training Tax Credit [link]) JOB CREATION 1. Ontario Job Creation Partnership Program Service Canada. For more information, visit: http://www.servicecanada.gc.ca/eng/epb/sid/cia/grants/jcp/desc_jcp.shtml Description: This program creates jobs that will provide unemployed, insured participants with opportunities to gain meaningful work experience. The ultimate goal is for participants to gain on-going employment. Employer Eligibility Businesses Organizations Municipalities Band/tribal councils Public health and educational institutions Provincial/territorial governments Proposed activities must support the objective of Job Creation Partnerships – have start and finish dates that are not part of day-today operations (project based) Employee Eligibility Unemployed Unemployment benefits plan period has ended within three years prior to the date of requesting assistance May also be eligible if a benefit plan period that included a maternity or parental claim has been established with five years prior to the date of requesting assistance 13 2. Work-Sharing Program Service Canada. For more information, visit: http://www.servicecanada.gc.ca/eng/work_sharing/index.shtml Description: This program helps employers and workers avoid temporary layoffs when there is a reduction in the normal level of business activity that is beyond the control of the employer. Employers benefit from not having to recruit and train new employees, while workers benefit from maintaining their skills and job. Employer Eligibility Have been in year-round business in Canada for at least two years Show that the need for reduced hours is unavoidable Show that the work shortage is temporary and unexpected Demonstrate how the business will be maintained for the duration of the agreement and return to normal working hours as the economy strengthens Not be undergoing a labour dispute Minimum of two employees is required for the program Employee Eligibility Year-round, permanent part-time or full-time employees Eligible to receive Employment Insurance Not participating in a labour dispute PART II: FUNDS FOR TRAINING SKILLS ENHANCEMENT 1. Second Career Strategy Ministry of Training, Colleges and Universities. For more information, visit: http://www.edu.gov.on.ca/eng/tcu/secondcareer/index.html Description: Second Career provides laid-off workers with skills training to help them find jobs in high-demand occupations in Ontario and financial support. Additional support may be available to accommodate the needs of people with disabilities, dependent care, costs of living away from home and academic upgrading. 14 Employee Eligibility Laid off or have been laid off since January 2005 Unemployed or working an interim job Choosing to retrain for a career that is in demand 2. Ontario Skills Development Ministry of Training, Colleges and Universities. For more information, visit: http://edu.gov.on.ca/eng/tcu/jobseekers/skillsDevelopment.html Description: This program can help individuals with short term training to build their skills and get a job. It can provide financial help for books and tuition. Employee Eligibility Unemployed Eligible for Employment Insurance or have been within the last three years Left work to care for a newborn or newly adopted child, and were eligible for Employment Insurance maternity or parental benefits within the past five years 3. Sector Initiatives Fund Ministry of Training, Colleges and Universities. For more information, visit: http://www.edu.gov.on.ca/eng/tcu/apprentices/sector.html Description: This fund helps industry sectors and organizations develop training programs, standards, and materials for their workforces. It is intended to encourage the research and planning needed to address skills gaps. Employer Eligibility Must represent a sector of the Ontario economy Trade and professional associations Representative employer groups Unions 4. Strategic Project Grants (NSERC) Industry Canada. For more information, visit: http://www.ic.gc.ca/eic/site/fte-fte.nsf/eng/00116.html Description: The goal of this program is to increase research and training in targeted areas that could strongly enhance Canada’s economy, society and/or environment within the next 10 years. Employer Eligibility Canadian Universities and colleges 15 PRODUCTIVITY ENHANCEMENT 1. SMART Program – Canadian Manufacturers and Exporters Industry Canada. For more information, visit: http://cme-smart.ca/ Description: The SMART Program helps small and medium-sized manufacturers in Ontario improve their productivity so they can compete more effectively in the global economy. Employer Eligibility Manufacturing operations in Ontario At least two years operating history No fewer than 10 and no more than 500 employees at the manufacturing facility, as of the date of application 2. Canada Small Business Financing Program Industry Canada. For more information, visit: http://www.ic.gc.ca/eic/site/csbfp-pfpec.nsf/eng/Home Description: This program aims to increase the availability of loans for establishing, expanding, modernizing and improving small businesses. Under the program, the Government of Canada makes it easier for small businesses to get loans from financial institutions by sharing the risk with lenders. Employer Eligibility Small businesses operating for profit in Canada Annual revenues of $5 million or less HYBRID INCENTIVES 1. Ontario Co-operative Education Tax Credit Ministry of Finance. For more information, visit: http://www.rev.gov.on.ca/en/credit/cetc/ Description: This tax credit is a refundable tax credit available to employers who hire students enrolled in a co-operative education program at an Ontario university or college. Employer Eligibility Ontario businesses Subject to Ontario Income Tax Must incur eligible expenditures (fees, wages, etc) associated with hiring a co-operative student 16 2. Youth Entrepreneurship Grants for Non-profit Organizations Ministry of Small Business and Consumer Services. For more information: http://www.ontariocanada.com/ontcan/1medt/smallbiz/en/sb_ye_partnerships _en.jsp Description: This program provides funding to non-profit organizations in Ontario that provide youth with educational, experiential and entrepreneurial opportunities. Employer Eligibility Established non-profit organizations in Ontario for at least three years Employee Eligibility Between the ages of 12 and 29 Student or non-student MISCELLANEOUS INCENTIVES 1. Investment Cooperation Program Ministry of Foreign Affairs and International Trade. For more information, visit: http://www.tradecommissioner.gc.ca/eng/funding/investment-cooperationprogram/home.jsp Description: This program shares some of the cost with Canadian companies looking to start an international business to reduce poverty and increase economic growth in developing countries. Employer Eligibility Canadian businesses with an annual revenue of at least $2 million 17 Success Stories Clay and Paper Theatre http://www.clayandpapertheatre.org The connection between giant puppets, urban parks, independent theatre and people with disabilities may not be obvious to the casual observer. But, to David Anderson, Founding and Artistic Director of Toronto‟s Clay and Paper Theater, the synergies are clear. Through a creative blend of narrative performance and larger-than-life puppetry, Clay and Paper Theatre transforms local stories into outdoor theatrical presentations. David has built his „small but mighty‟ theatre company on the belief that theatre speaks to the whole population and for him, that population includes people with disabilities. Expanding the Concept of Accessibility Clay and Paper Theater has always promoted accessibility by performing in outdoor public spaces, such as Dufferin Grove Park, and by offering admission on a „pay-whatyou-can‟ basis. But David wanted to expand the idea of accessibility to specifically include deaf and blind audiences. His passion for bringing theatre to as many people as possible was the inspiration behind Puppets Without Barriers, a unique accessibility initiative. Over one very busy summer, the Puppets Without Barriers team designed and produced an original theatre presentation that incorporated American Sign Language (ASL) Interpretation, touch tours and integrated descriptive dialogue. With the help of a grant from the federal government, Clay and Paper Theater was able to hire two summer students with disabilities to act as advisors for the project. One of the students, Roisin Harnett, is blind and she was delighted at the opportunity to gain valuable work experience. “It‟s very difficult for me to get hired for the type of temporary jobs that other students get, such as working as a cashier or camp counsellors,” she remarks, with a note of regret in her voice. “Companies are usually reluctant to make accommodations for me because I can only work for a few months in the summer. Despite my abundant career as a volunteer, I will have very little work experience when I apply for a job after graduation. When Clay and Paper Theatre hired me for their Puppets without Barriers project, I was very happy to gain some actual work experience for my resume. I learned skills that will help me in my future employment and I also made connections that I think will be mutually beneficial.” Removing the Barriers David is quick to note that Roisin and her student co-worker were invaluable to the success of the initiative. “They put us in touch with a community that we would never have been able to reach without them,” he remarks. With the help of their two young advisors, Clay and Paper Theatre incorporated accessibility into all stages of the performance process by: Using accessible advertising materials in Braille, large print and ASL Visiting the Deaf, hard-of-hearing and visually impaired communities to make sure they knew about performances Advertising performances through Facebook groups, text messages and listserves specific to these communities Adapting the performance itself to be accessible to people with disabilities Ensuring that accessible transportation was available Creating opportunities for audience members with disabilities to provide feedback on their experiences with Clay and Paper Theatre “We developed touch tours to give people with vision impairments a better „picture‟ of what was actually happening during the show,” explains David. “Before the performance, people could touch the masks, learn how the big puppets were made and explore our backstage and front stage technical features. We set up a series of stations and, as people visited each one, they would connect the different voices of the actors with specific puppets. This helped them get a better understanding of the story.” “We were fortunate to find two of the very best theatrical signers in Canada to sign the show for our deaf audience,” David continues. “And we converted the show, which was highly visual, into a type of radio play. Every time there was an action, we incorporated it into the speech of the actor who was doing the action. For example, at the end of a scene when the „babysitter‟ invited the „biologist‟ to breakfast, he said, “Yes, may I take your arm?” instead of just linking arms with the babysitter and walking offstage. Integrating descriptive dialogue into the performance created verbal cues that made it easier for our visually disabled audience to engage with the story.” Adds Roisin “I received very positive feedback from our audiences about our accessibility initiatives. The integrated descriptive dialogue was particularly successful. Audience members with vision disabilities appreciated having the same access to the performance as everyone else, while the sighted audience members didn‟t even notice that the script was adapted to be more accessible to diverse groups.” The Business Benefits of Accessibility David is extremely pleased with the results of his innovative project. “Integrating people who were deaf and blind with our regular performers gave us a different understanding and brought a depth to our work that we never could have achieved on our own. We all agreed that working with them actually made us better actors and improved our performances,” he says. “It was also a very effective way to increase our audience – as word got out about our accessible performances, we had more and more people with disabilities coming out to our show. I think this initiative has tremendous potential to increase our outreach. If we can attract a government or corporate sponsorship, we‟d like to grow the program and build on our success.” Despite its small size, Clay and Paper Theatre is now seen as an industry leader in inclusiveness and accessibility. Drawing on their experiences with Puppets Without Barriers, David and his team have developed a Tool Kit that can be used by other theatre groups to make their own performances more accessible. “This has been a very eye-opening experience, not only for us but for our audiences,” concludes David. “It has expanded our understanding of the possibilities for inclusiveness and I‟m confident that it‟s going to have a very wide-ranging effect.” Success Stories Endurapak Inc – Flexible Packaging www.endurapak.com Hiring someone with a disability wasn‟t a high priority for Todd Blais, Manager of Endurapak‟s manufacturing plant in Sudbury. He was far too busy keeping up with packaging orders and supervising his staff to think about diversity, inclusiveness and corporate social responsibility. “But Mara‟s pretty hard to resist,” he says with a chuckle, referring to Mara Waern, a dynamic employment counsellor with the Sudbury chapter of the Canadian Hearing Society. “She persuaded us to hire Craig and give him a chance to get some work experience.” “Craig has multiple disabilities,” explains Todd. “He‟s deaf, can‟t speak, has no peripheral vision and has a mild developmental disability. I was a little concerned about his safety in the plant but decided I had nothing to lose and everything to gain by hiring him. I took him on for a three month trial period, with the knowledge that I could let him go if it didn‟t work out. Fortunately, it did work out and I gained a reliable employee who was happy to come to work every day.” A Motivated Employee Not only did Craig work out – he went on to become a key employee for Endurapak. “Craig worked in the sewing area and really understood the process,” remarks Todd. “He knew what to look for and helped with quality control by checking the finished packaging for sewing errors and other problems. He also worked in shipping for a while. He really thrived in his job. His self-confidence improved tremendously over the years and he was able to move up in the company. He was also very innovative and found new ways to make his own job more efficient. He streamlined the identification and tagging of repeat orders and built a wheeled cart that made it easier for him to work on the plant floor. I was impressed that he did all that on his own initiative – he was a self-starter and really excelled at his job.” Addressing Safety Issues The main issue for Endurapak was protecting Craig’s safety. But, as Todd explains, the problem was easily resolved. “We use a lot of forklifts and moving equipment and we knew Craig couldn‟t hear them coming and sometimes couldn‟t see them, either. We made the forklift operators very aware that, when Craig was in the vicinity, they had to take extra care moving through. Our forklift operators had no issues with that at all – there were no resentments or complaints. All the staff shared responsibility for helping Craig out and gave him a lot of encouragement and support. The Canadian Hearing Society also sent a sign language interpreter to make sure that Craig understood the safety regulations and WHMIS training at our plant. The modifications we had to make for Craig were very minor and didn‟t cost us anything.” Learning to Communicate Because Craig couldn‟t hear or speak, communication was a barrier at first. “I wasn‟t always sure that Craig understood what I was saying,” Todd reveals. “I tried communicating to him by writing notes but he didn‟t have good writing skills, so that wasn‟t always successful. Several of our sewers learned some sign language to communicate with him. We put up a poster with the sign language alphabet and some of the staff started to pick it up. Craig taught them the words for certain parts of his job and that helped everyone interact with more easily. Our staff adapted fairly quickly to having Craig in their work environment – it wasn‟t long before they could all sign „Here comes the boss – get to work!‟” Todd laughs. “If there was something important that we had to tell Craig, we’d just call the Canadian Hearing Society and they’d send someone down to interpret right away. The Canadian Hearing Society was always there for us – not just for the first three months but for the entire time that Craig worked here. Although we didn‟t need them very often, it was good to know that we had a support network available.” Looking Past the Disability “Unfortunately, Craig was seriously injured in an accident outside of work, so he‟s no longer an employee here,” Todd explains. “However, working with him for several years taught me and my staff that people with disabilities are capable of doing the job. Craig was dependable. We had to be patient with him at first because he was learning on the job. But once he had the skills, I never had to babysit him or check on him. I knew I could count on him to come to work every day and that he would be meticulous about getting his job done right. We had a good experience with Craig, not because of his disability, but because he had the characteristics we were looking for in an employee – he was reliable, motivated and had a great work ethic. You have to look past the disability and hire the person who is a comfortable fit for your workplace.” Success Stories Little Rascals Day Care The phone never stops ringing at Little Rascals Day Care in Belleville, Ontario. Parents are lining up to enroll their children in this bustling day care centre, where children with disabilities are always welcome. Pam Elliott and Cheryl O‟Hara founded Little Rascals in 2006 and are already expanding their centre to keep up with demand. What sets Little Rascals apart from other child care centres is their strong focus on inclusiveness in a family-oriented atmosphere. Their staff of 30 includes three caregivers who are deaf and one who is physically disabled and uses a wheelchair. “The children in our centre learn acceptance from the very beginning,” states Pam with conviction. “They make friends with caregivers and other children with disabilities. We hope they will grow up to appreciate the value in everyone and learn not to take abilities for granted.” Hiring the Right Staff When it comes to hiring staff for their day care centre, Pam and Cheryl take a very progressive approach. “If you’re always looking at the disability, you’re not looking at who the person is,” explains Cheryl. “You have to overlook the disability and focus on what the person has to offer. The disabled caregivers on our staff are very bright and they all bring something different to the table. And that‟s the same as our employees who don‟t have disabilities. When you‟re hiring, you have to think „what does this person offer us and what can we offer back to them?,‟ so that we both benefit from the situation.” When they were interviewing their first deaf caregiver, Pam and Cheryl contacted the Canadian Hearing Society and they provided a sign language interpreter. “We wanted to interview the caregiver personally, so we conducted some of the interview in writing,” says Cheryl. “But we also wanted the interpreter there,” adds Pam, “to be 100% sure that the caregiver understood everything and to help her feel more comfortable during the interview.” They hired Leah, a physically disabled caregiver, as a co-op student and she has been with them for three years now. “Because Leah is disabled, she was discouraged from pursuing a career in child care and had several doors shut in her face,” says Pam. “But we gave her a chance and she‟s turned out to be wonderful with the children. They are always in her lap and pushing her wheelchair around. Now she has been accepted at Loyalist College to enter the Early Childhood Education (ECE) program this September – we‟re all very proud of her accomplishments.” Strong Leadership Sets the Tone All of the children and staff are fully assimilated at Little Rascals. Disabled caregivers are not limited to dealing with disabled children and disabled children participate in every activity. Everyone – quite literally – is on an equal playing field! Pam and Cheryl feel that their strong leadership helped their disabled caregivers integrate successfully into the centre. “We were very positive about bringing people with disabilities on board and that helped our other staff feel positive about it too. Everyone co-operated to make it work,” reveals Pam. “When we noticed parents avoiding our deaf caregivers and choosing to speak to hearing caregivers instead, we took action right away. We were quite firm about telling parents that our deaf caregivers are looking after your children, they can understand you and you have to speak with them or put your questions in writing for them. Now we don‟t have any of those issues at all.” Making the Adjustments Pam and Cheryl only had to make minor modifications to accommodate their caregivers with disabilities. “For our deaf caregivers, we‟ve had to purchase some special educational material to help them prepare programming and some tools they can use with our deaf children. But that‟s about it,” says Cheryl. “When we hired Leah, our physically disabled caregiver,” she continues “we asked her to tell us what we could do to make things better for her. We now have Leah working in our biggest room to accommodate her wheelchair and we‟ve lowered some things for her to make it easier for her reach them. We were fortunate because we already have a ground level entrance and a wheelchair accessible washroom. Leah has difficulty picking up children so we modified her job duties. If a child needs a diaper change, one of our other caregivers will do that for her and she will take on one of their tasks, such as tidying the room and putting toys away. Leah works closely with our deaf caregivers and they have set up a great buddy system. Leah is the voice and ears for our deaf staff when they need help and they are Leah‟s legs when she needs help. They‟re very supportive of each other and the system has been working very well!” Problem-solving as a Team When problems arise at Little Rascals, Pam and Cheryl don‟t wait – they deal with them right away. Honest and direct in their approach, they encourage co-operation and teamwork. “We talk openly about issues and work closely with our staff to make sure that no one feels burdened with extra duties,” notes Pam. “Because they see the benefits of working with people with disabilities, the positives always outweigh any negatives.” “We may have to make a modification here or there,” comments Pam, “but the job expectations don‟t change because someone has a disability. We expect everyone to meet the same performance standards. If someone becomes frustrated because she has to handle certain tasks for one of our disabled caregivers, we try to be flexible and come up with a solution. We may give that person a break by moving her to a different room or changing her job duties but, in the end, it comes down to treating each other with respect and supporting the needs of others.” Taking it One Step at a Time Pam and Cheryl advise other employers to be open-minded and patient when hiring people with disabilities. Flexibility, open communication and respect are also important. “Be prepared to make progress in baby steps,” recommends Cheryl. “We‟re constantly learning from our disabled caregivers and they are very patient with us, too. They see that we‟re trying and making the effort.” Now one of the most well-respected day care centres in Belleville, Little Rascals is taking a leading role in helping adults and children with disabilities succeed at work and at play. RESOURCES pls link each heading to the appropriate section in the resource list General Interviewing Job Candidates Accessibility Job Analysis Accommodation Job Descriptions Adaptive Equipment Legislation Business Case for Hiring People with Disabilities Mental Health Changing the Corporate Culture Developing Talent Disability Etiquette Disability-Related Organizations Emergency Preparedness Employment Employment Standards Funding Health and Safety Physical Demands Analysis Policy Development Recruitment Reference Checking Retention Return to Work Selection Process Statistics Support Service Providers Work Stress HR Best Practices GENERAL Canadian Abilities Foundation – Abilities.ca The Canadian Abilities Foundation convenes a forum for the exchange of information to promote an inclusive society and provide inspiration and opportunity for people with disabilities. http://www.enablelink.org/ 1 The Canadian Council on Rehabilitation and Work CCRW provides leadership in programs and services for job seekers with disabilities and businesses committed to equity and inclusion. A comprehensive information source for disability and employment resources, CCRW works with businesses of all sizes in all industries through its Job Accommodation Service (JAS)®, Partners for Workplace Inclusion Program (PWIP) and the eLearning Disability Awareness Series (DAS)®, and support to individual job seekers through its WORKink® site. www.ccrw.org Canadian Council on Rehabilitation and Work: Disability Awareness Series (DAS) DAS® is a comprehensive easy-to-use e-learning program that presents diversity concepts in an organized, professional, and engaging manner. These concepts are divided into a pre-requisite module and five interconnected modules and are available for purchase on the CCRW website. http://www.ccrw.org/en/das.html Canadian Council on Social Development CCSD is a non-profit social policy and research organization focusing on issues such as poverty, social inclusion, disability, cultural diversity, child well-being, employment and housing. http://www.ccsd.ca Canada Business: Employment Equity and Human Rights Employers are responsible for creating work environments where employees are treated with respect. That means ensuring that there is no discrimination or harassment in the workplace. These documents will help employers understand their obligations regarding employment equity and human rights. http://www.canadabusiness.ca/eng/guide/1596/ Durham Region Employment Network (DREN) DREN provides information on a variety of employment, education/training and community services and programs available in Durham. A section of the website focuses specifically on disability-related information. DREN also hosts job developer meetings, network meetings, a job posting service and advocates for member organizations. http://www.dren.org/disability.3.php 2 Government of Ontario – Persons with Disabilities Online This site provides access to services and information for persons with disabilities, family members and caregivers. http://www.pwd-online.gc.ca/[email protected]?lang=eng Ministry of Community and Social Services – Don’t Waste Talent This website provides resources and information to help employers and managers across Ontario understand the business value of hiring people with disabilities, make their workplaces more inclusive and connect with organizations that can help them find a qualified job candidate. http://www.mcss.gov.on.ca/talent/english/employer National Institute of Disability Management and Research (NIDMAR) An organization committed to education, research, policy development and implementation resources to promote workplace-based disability management programs for ill, injured or disabled workers. Services include an audit program to help employers evaluate, monitor and improve their disability management strategies. http://www.nidmar.ca/index.asp Ontario Human Rights Commission – Human Rights at Work 2008 - Third Edition Human Rights at Work provides detailed guidelines to help employers understand their obligations under the Ontario Human Rights Code. This is a practical tool that offers clear explanations and examples to explain each topic. Extensive information and examples are provided about an employer‘s responsibilities to accommodate employees and job candidates. http://www.ohrc.on.ca/en/resources/Policies/atwork Service Canada – Ontario Programs for People with Disabilities A list of consulting services and organizations providing services to employees and customers with disabilities. It includes the government‘s Job Support Program, Assistive Devices Program, Community Mental Health Employment Programs and the Ontario Disability Support Program (ODSP). http://www.servicecanada.gc.ca/eng/on/epb/disabilities/pd.shtml 3 Statistics Canada. Living with disability series: Defining disability in the Participation and Activity Limitation Survey. (Canadian Social Trends Number 88) (11-008-x). An overview of the changing perceptions and definitions of disability in recent years. Includes statistical data from the federal government‘s 2001 and 2006 Participation and Activity Limitations Surveys. http://www.statcan.gc.ca/pub/11-008-x/2009002/article/11024-eng.htm VCU Rehabilitation Research and Training Centre on Workplace Supports and Job Retention The purpose of the Virginia Commonwealth University RRTC on Workplace Supports and Job Retention is to study those supports that are most effective for assisting individuals with disabilities maintain employment and advance their careers. The primary stakeholders for this project are persons with disabilities, with an emphasis on those who are unemployed, underemployed or at risk of losing employment. Employers can find research articles and information about disability-related issues on this website. http://www.worksupport.com/ York South Simcoe Training and Adjustment Board – Inclusion in the Workforce: Persons with Disabilities Focused Project 2009. This report documents the results of a project intended to encourage York Region employers to hire people with disabilities. The report includes an analysis of the hiring practices of York Region employers and recommendations for future action. http://www.ysstab.on.ca/english/publications/pdfs/Inclusion%20in%20the%20Workplace %20-%20final.pdf ACCESSIBILITY Canadian National Institute for the Blind – Clear Print Design Standard Guidelines to help make information more accessible to those with vision impairments. Includes guidelines on typeface legibility and suggestions for making printed documents more readable. http://www.cnib.ca/en/services/accessibilities/resources/clearprint/Default.aspx Clay and Paper Theatre – Puppets without Barriers Toolkit A detailed toolkit designed to help theatre companies make their productions more accessible to people who are deaf, hard of hearing and/or blind. Based on a project undertaken by the Clay and Paper Theatre in Toronto. http://www.clayandpapertheatre.org/index.php/puppets-without-barriers.html 4 The Greater Toronto Hotel Association – Hospitality Accessibility Checklist This detailed checklist is intended to help employers in the hospitality industry evaluate the physical accessibility of their premises. It has considerable value for employers from other industries, as well. For ease of use, the checklist is organized on a ‗Scenario‘ based approach (i.e. how to approach, enter and use, as well as exit a building) http://www.gtha.com/dsp_HospCheckLst.cfm Human Resources and Skills Development Canada – Guide to Planning Inclusive Meetings Well-planned meetings are an essential communication tool for any organization. This guide helps meeting planners learn to organize meetings that are accessible and inclusive. http://www.hrsdc.gc.ca/eng/disability_issues/doc/gpim/page00.shtml Library and Archives Canada – The Council on Access to Information for PrintDisabled Canadians Guidelines to help employers create and deliver accessible materials in multiple formats. Intended for government managers, it provides useful information for all employers. http://www.collectionscanada.gc.ca/the-public/003/005003-4200-e.html Ministry of Community and Social Services – Accessibility Checklists/Accessibility Audits Through its AccessON website, the Ministry has provided several useful checklists to help employers improve accessibility in their workplaces. Checklists include: Understanding Barriers to Accessibilty http://www.mcss.gov.on.ca/en/accesson/understanding_barriers/index.aspx Making Buildings and Spaces Accessible http://www.mcss.gov.on.ca/en/accesson/tools/making_buildings_accessible.aspx Making Information Accessible http://www.mcss.gov.on.ca/en/accesson/tools/making_information_accessible.aspx Making Your Workplace Accessible http://www.mcss.gov.on.ca/en/accesson/tools/making_workplace_accessible.aspx Planning an Accessible Meeting http://www.mcss.gov.on.ca/en/accesson/tools/planning_meeting.aspx Understanding the Universal Symbols of Accessibility http://www.mcss.gov.on.ca/en/accesson/tools/symbols_accessibility.aspx 5 Ontario Public School Boards’ Association – How May I Help You? A series of short videos designed to help schools and school boards identify and address accessibility issues to improve customer service. While the information provided is meant for school boards, it has value for other organizations as well. http://oesc.apandrose.com/segments/en_CA Ministry of Community and Social Services – Planning an accessible meeting : A checklist The MCSS has put together a checklist to help plan meetings that are inclusive and accommodate the needs of all participants. http://www.mcss.gov.on.ca/en/accesson/tools/planning_meeting_checklist.aspx ACCOMMODATION (see also Adaptive Equipment) Canadian Apprenticeship Forum This forum provides information for employers interested in hiring apprentices, including a national list of incentives, supports and resources for accommodating people with disabilities in skilled trades. http://www.caf-fca.org/en/employers/ Canadian Apprenticeship Forum – Workplace Accommodations for Persons with Disabilities in the Skilled Trades This publication is a preliminary investigation into accommodations for people with disabilities in the skilled trades. Examples of specific accommodation strategies are provided, as well as statistical information and perspectives from both employers and apprentices on the accommodation process. http://www.caf-fca.org/en/report/workplace_accommodations.pdf Canadian Human Rights Commission (CHRC) – Publications about an Employer’s Duty to Accommodate The CHRC provides several publications to help employers understand their rights and responsibilities in accommodating employees and job candidates. The publications answer some of the most frequently asked questions about accommodation and bona fide requirements. Duty to Accommodate: http://www.chrc-ccdp.ca/preventing_discrimination/duty_obligation-en.asp Duty to Accommodate Factsheet: http://www.chrc-ccdp.ca/pdf/duty_factsheet_en.pdf 6 Duty to Accommodate FAQ: http://www.chrc-ccdp.ca/preventing_discrimination/toc_tdm-en.asp Bona Fide Requirements: http://www.chrc-ccdp.ca/discrimination/occupational-en.asp Canadian Human Rights Commission – A Place for All: A Guide to Creating an Inclusive Workplace A detailed guide to help employers develop their own accommodation policies. The guide includes a model policy and sample wording, sample forms, information on conducting an analysis of existing programs and procedures, and information about an employer‘s rights and responsibilities to accommodate employees and job candidates. http://www.chrc-ccdp.ca/discrimination/APFA_UPPT/toc_tdm-en.asp Canadian Human Rights Commission – List of Publications This link goes directly to the section of A Place for All (see above) that sets out the elements of a model employer policy on workplace accommodation. http://www.chrc-ccdp.ca/discrimination/APFA_UPPT/page2-en.asp?highlight=1 Canadian Human Rights Commission – Policy and Procedures on the Accommodation of Mental Illness CHRC‘s accommodation policy and procedures on accommodating people with mental illness is made available as a model for other businesses to follow. Detailed information is provided on a range of topics, including the legal framework and objectives of this type of policy, sample procedures for responding to job applicants and employees seeking accommodation, privacy issues and monitoring accommodation requests. http://www.chrc-ccdp.ca/pdf/policy_mental_illness_en.pdf Canadian Council on Rehabilitation and Work – Job Accommodation Service (JAS) ® JAS® is a Canada-wide, fee-based service that helps businesses develop workplace accommodation solutions. JAS® consultants offer a wide range of services, including helping businesses develop or update accommodation policies and procedures, providing advice on specific accommodation strategies, educating staff on their legal duty to accommodate and much more. http://www.ccrw.org/en/jas.html 7 Colella, Adrienne. Coworker Distributive Fairness Judgements of the Workplace Accommodation of Employees with Disabilities This publication reviews the various factors that influence coworkers‘ acceptance of accommodations as fair and justified. The information in this study will help employers gain a better understanding of coworkers‘ needs in the accommodation process. http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1307&context=gladnetc ollect Disabled Women’s Network Ontario This guide is intended to assist employers, managers and/or human resources officers. Its objective is to provide facts and practical advice on employment accommodation and to explain the steps that can be taken to facilitate the inclusion of employees with disabilities into the work force. http://dawn.thot.net/employment_accommodation.html Mental Health Works Mental Health Works helps organizations manage their duty to accommodate employees experiencing mental disabilities in the workplace. This guide provides valuable information and resources that will assist employers to find the right accommodation solutions for their employees. http://www.mentalhealthworks.ca/index.asp Ministry of Health and Long-term Care – Assistive Devices Program (ADP) ADP provides funding and support to Ontario residents with disabilities and facilitates access to assistive devices appropriate for their needs. http://www.health.gov.on.ca/english/public/program/adp/adp_mn.html National Institute of Disability Management and Research (NIDMAR) An organization committed to education, research, policy development and implementation resources to promote workplace-based disability management programs for ill, injured or disabled workers. Services include an audit program to help employers evaluate, monitor and improve their disability management strategies. http://www.nidmar.ca/index.asp Neil Squire Society This organization assesses needs and recommends assistive technology in settings at home, school or in the workplace for individuals with physical and other disabilities. 8 They offer a variety of fee-based services for employers, including rehabilitation, functional assessments, ergonomics, mentorship, assistive technology and more. http://www.neilsquire.ca/section.asp?catid=122&subid=128 Public Service Commission of Canada – Guide for Assessing Persons with Disabilities: How to Determine and Implement Assessment Accommodations This guide suggests modifications to assessment tools and procedures to help accommodate the needs of people with disabilities. Developed primarily for government applications, it provides a comprehensive overview of the assessment process and useful tools that would be helpful to private sector employers, as well. http://www.psc-cfp.gc.ca/plcy-pltq/guides/assessment-evaluation/apwd-eph/pdf/apwdeph-eng.pdf Ontario Human Rights Commission – Disability and the Duty to Accommodate This link provides a brief overview of an employer‘s responsibilities to accommodate under the Ontario Human Rights Code. Video captioning is available for this document. Links are also provided to other publications by the Ontario Human Rights Commission. http://www.ohrc.on.ca/en/issues/disability Ontario Human Rights Commission – Human Rights at Work 2008 - Third Edition Human Rights at Work provides detailed guidelines to help employers understand their obligations under the Ontario Human Rights Code. This is a practical tool that offers clear explanations and examples to explain each topic. Extensive information is provided on an employer‘s responsibilities to accommodate employees and job candidates. http://www.ohrc.on.ca/en/resources/Policies/atwork Ontario Human Rights Commission: Policy guidelines on disability and the duty to accommodate The OHRC‘s policies and guidelines on accommodation are provided in a PDF format. This document includes information on an employer‘s legal obligation to accommodate and provides guidance in a variety of areas, including undue hardship, return to work, alternative work, confidentiality etc. http://www.ohrc.on.ca/en/resources/Policies/PolicyDisAccom2/pdf 9 Ontario March of Dimes – Thinking Outside the Box A website that offers creative solutions for accommodating disabilities. It includes a wide range of checklists to guide employee hiring, accommodation and retention. http://www.totb.ca/english/checklists.asp Schartz HA, Hendricks DJ, Blanck P. Workplace Accommodations: Evidence-based outcomes. Work. 2006; 27(4): 345-354. This report reports the results of a survey to determine the direct and indirect costs and benefits of accommodations. The results indicate that accommodations are low-cost, beneficial and effective. http://disability.law.uiowa.edu/lhpdc/publications/documents/hschartz/Work27_2006.pdf Unger DD. Workplace Supports: A View from Employers Who Have Hired Employees with Significant Disabilities. In: Unger DD, Kregel J., Wehman P., Brooke V. Employers’ Views of Workplace Supports: VCU’s Charter Business Roundtable’s National Study of Employers’ Experience with Workers with Disabilities Monograph. 2002 Employers assess the effectiveness of accommodations provided in their workplace for employees with disabilities. http://www.worksupport.com/research/viewContent.cfm/156 U.S. Department of Labour: Office of Disability Employment Policy (ODEP) Job Accommodation Network (JAN) A comprehensive online resource that provides valuable information on job accommodations for employers and people with disabilities. JAN maintains a searchable database, organized by disability, that provides information about each condition and suggests accommodation strategies. Accommodation ideas are also provided for specific occupations and products or services. JAN‘s publishes extensively in this area and provides a wealth of valuable information for employers. JAN also offers a Searchable Online Accommodation Resource (SOAR) that presents accommodation options and strategies. For employers: http://askjan.org/empl/index.htm SOAR: http://www.jan.wvu.edu/soar/index.htm Workplace Rehabilitation Engineering and Research Council Provides a list of accommodation examples organized by job type, functional limitation type, and product and strategy type. http://www.workrerc.org/accommodations.php 10 Workplace Safety and Insurance Board (WSIB) – Accessibility for Ontarians with Disabilities Act (AODA) Policy Statement A statement outlining the WSIB‘s commitment to meeting the requirements of the AODA and to providing fully integrated and accessible policies and programs for people with disabilities. http://www.wsib.on.ca/wsib/wsibobj.nsf/LookupFiles/DownloadableFilePolicyAODA/$Fil e/AODAPolicyJan10.pdf ADAPTIVE EQUIPMENT Adaptech Research Network The Adaptech Research Network consists of a team of academics, students and consumers. Adaptech conducts research on the use of computer, information, and adaptive technologies by Canadian college and university students with disabilities. Results of research studies on the use of adaptive technologies are provided on the site. Adaptech also offers a database of free and inexpensive adaptive technology. General site: http://adaptech.dawsoncollege.qc.ca/prdes_e.php Database of free adaptive technology: http://adaptech.dawsoncollege.qc.ca/fandi_e.php Industry Canada – Assistive Devices Companies Links to directories of companies providing services related to assistive technology/assistive devices. http://www.ic.gc.ca/eic/site/ict-tic.nsf/eng/h_it06119.html Industry Canada – Assistive Technology Links: Workplace Accommodation Toolkit This link provides guides on various disabilities and the products and services that are available to assist and accommodate people with disabilities. http://www.apt.gc.ca/wat/wb10000E.asp Industry Canada: Industry Sector Office – Assistive Technology/Assistive Devices The Assistive Technology (AT) and Assistive Devices (AD) Industry Sector Office's provides databases that catalogue Assistive Technology manufacturers, vendors, service providers and practitioners. An Accessibility Procurement Toolkit is also available on the site. The objective of this Office is to provide support to organizations that develop, produce and/or market products, systems and services for people with 11 disabilities, including both the high and low-tech sectors of this growing industry.http://www.at-links.gc.ca/as/ Ministry of Community and Social Services – Ontario Disability Support Program (ODSP) ODSP provides services and supports to help eliminate employment barriers for people with disabilities. Services range from employment planning, preparation and training to the provision of assistive devices to facilitate employment. http://www.mcss.gov.on.ca/en/mcss/programs/social/odsp/index.aspx Ministry of Health and Long-Term Care – Assistive Devices Program The objective of the Assistive Devices Program (ADP) is to provide consumer-centered support and funding to Ontario residents who have long-term physical disabilities. ADP also provides access to personalized assistive devices appropriate for each individual‘s basic needs. Devices covered by the program enable people with physical disabilities to increase their independence. http://www.health.gov.on.ca/english/public/program/adp/adp_mn.html Neil Squire Society This organization assesses needs and recommends assistive technology for individuals with physical and other disabilities. They offer a variety of fee-based services for employers, including rehabilitation, functional assessments, ergonomics, mentorship, assistive technology and more. http://www.neilsquire.ca/section.asp?catid=122&subid=128 Public Service Commission – Guide for Assessing Persons with Disabilities This page is part of a larger document: Guide for Assessing Persons with Disabilities. Intended primarily for government use, it provides useful explanations of various types of adaptive technology and services. http://www.psc-cfp.gc.ca/plcy-pltq/guides/assessment-evaluation/apwd-eph/app-ann4eng.htm Rehabtool.com An information technology company that develops and markets innovative hardware and software to assist individuals with disabilities and special needs www.rehabtools.com 12 University of Toronto Faculty of Information Adaptive Technology Resource Centre (ATRC) This link includes a detailed list of adaptive technology, including descriptions and questions to ask when shopping for each type of device. ATRC also provides a consultation service to help people with disabilities identify the right adaptive equipment for their needs. http://www.atrc.utoronto.ca/ BUSINESS CASE FOR HIRING PEOPLE WITH DISABILITIES Employer Assistance and Resource Network (EARN) – The Business Case: Talent to Drive your Business’ Success Presents a strong business case for the benefits of hiring people with disabilities. Includes video testimonials. http://www.earnworks.com/BusinessCase/index.asp Employers’ Forum on Disability – Realising Potential. A business case for hiring people with disabilities. Includes case studies and information about promoting change in the workplace. http://www.realising-potential.org/ Jana R. How High Tech for the Disabled is Going Mainstream. Business Week. September 24, 2009. An overview of technologies developed for the disabled community that have increase business profitability through broad global applications. http://www.businessweek.com/magazine/content/09_40/b4149058306662.htm Miner R. People Without Jobs, Jobs Without People. Miner and Miner Management Consultants. A detailed overview of the effect of our aging population on the labour market in the decades ahead. http://www.workforcecoalition.ca/downloads/people-witout-jobs-jobs-without-peoplefinal.pdf Unger DD. How Do Front-line Supervisors in Business Perceive the Performance of People with Disabilities? In: Unger DD, Kregel J., Wehman P., Brooke V. Employers’ Views of Workplace Supports: VCU’s Charter Business Roundtable’s National Study of Employers’ Experience with Workers with Disabilities Monograph. 2002.http://www.worksupport.com/resources/viewContent.cfm/156 13 WCG International Consultants. Employment of Persons with Disabilities in the Province of Ontario: Research Report. June 2006. A research report that examines the economic, demographic and labour market factors that influence the employment of people with disabilities in Ontario. Findings are based on a survey of over 500 employers in Ontario. http://www.businesstakesaction.ca/download.php?file=fsomhr9b.pdf WorkAble Solutions – Employers’ Toolkit This site provides a variety of tools to support employers in recruiting and retaining people with disabilities. https://www.workablesolutionsbc.ca/site/workable_solutions/resources/toolkit.asp CHANGING THE CORPORATE CULTURE Canadian Abilities Foundation. Neglected or Hidden: Connecting Employers and People with Disabilities in Canada. Summary Report. A report on a nation-wide research report conducted to identify employment-related barriers for people with disabilities and to develop a better understanding of how to overcome them. Includes statistical data from the survey. http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1273&context=gladnetcollect Center for Advanced Human Resource Studies – Discrimination in Organizations: An Organizational-Level Systems Perspective Cornell University‘s Centre for Advanced Human Resource Studies takes a look at discrimination in organizations and provides employers with strategies and tools to help overcome challenges surrounding discrimination. http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1471&context=cahrswp Colella, Adrienne. Coworker Distributive Fairness Judgements of the Workplace Accommodation of Employees with Disabilities This publication reviews the various factors that influence coworkers‘ acceptance of accommodations as fair and justified. The information in this study will help employers gain a better understanding of coworkers‘ needs in the accommodation process. http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1307&context=gladnetc ollect 14 Human Resources and Skills Development Canada (HRSDC) – Guidelines for the Employment Equity Act and Regulations This guideline clarifies the requirements of the Employment Equity Act related to conducting an Employment Systems Review (ESR). An ESR helps employers identify HR policies and procedures that may directly or indirectly promote discrimination in the workplace. This document outlines the steps involved in conducting an ESR. http://www.hrsdc.gc.ca/eng/lp/lo/lswe/we/legislation/guidelines/gdln6.shtml#guide6 Institute for Health and Productivity Management: Employer Health Asset Management The Employer Health Asset Management roadmap is a guide for introducing costeffective employee health programs. In addition to providing tools and templates, this guide: Details the processes required to achieve a healthier workforce. Suggests ways to define, measure, and track specific initiatives using many of the same techniques that have improved the performance of business operations vacations and other types of leave. Offers proven tactics and strategies for managing complex change, particularly changes in the culture of an organization of work. http://www.ihpm.org/pdf/EmployerHealthAssetManagementRoadmap.pdf Miner R. People Without Jobs, Jobs Without People. Miner and Miner Management Consultants. A detailed overview of the effect of our aging population on the labour market in the decades ahead. http://www.workforcecoalition.ca/downloads/people-witout-jobs-jobs-without-peoplefinal.pdf Right Management – A Manpower Company Right Management helps organizations build leadership capability, retain valued talent and increase the strength of their talent pool, while improving the effectiveness of their workforce. This link is a good source of information on issues facing businesses today. http://www.right.com 15 Schur L. et al. Is Disability Disabling in all Workplaces? Workplace Disparities and Corporate Culture This study examines the attitude gaps towards disability in various workplaces, with a focus on characteristics of workplaces that are highly rated for fairness and responsiveness. Data is drawn from 30,000 employee surveys from 14 companies. http://bbi.syr.edu/publications/blanck_docs/2009/Disability_Workplace_Disparities_and %20Corporate_Culture_06-04-09.pdf Sylvia Ann Hewlett Associates & CISCO – Creating a Sustainable Inclusion and Diversity Strategy: Build on Your Company’s Goals and Strengths An overview of CISCO‘s strategies for building and retaining a diverse workforce. http://www.cisco.com/web/about/ac49/ac55/white_paper_Diversity_102709.pdf Workplace Safety and Insurance Board (WSIB): Health and Safety and Return to Work Assessment This assessment tool will help employers discuss and identify ways to improve workplace health and safety by: Promoting a systematic approach to managing workplace programs and developing workplace improvement plans. Identifying resources and providing services to help employers implement those plans. http://www.wsib.on.ca/wsib/wsibobj.nsf/LookupFiles/PreventionRTWAssessmentTool/$ File/HSRTWAssessTool.pdf DEVELOPING TALENT Canadian Apprenticeship Forum This forum provides information for employers interested in hiring apprentices, including a national list of incentives, supports and resources for accommodating people with disabilities in skilled trades. http://www.caf-fca.org/en/employers/ Canadian Apprenticeship Forum: Skilled Trades The Canadian Apprenticeship Forum- Forum canadien sur l‘apprentissage (CAF - FCA) has developed apprenticetrades.ca as a comprehensive inventory of information on apprenticeship training across Canada. The inventory provides an accessible, userfriendly and "one stop" location where current information can be obtained on 16 apprenticeship programs and topics. This site is intended to direct inquiries about apprenticeship to the most authoritative source. http://www.apprenticetrades.ca/en/ Career Edge Organization Administers several internship programs, including: Ability Edge – National internship program for graduates with self-declared disabilities to assist them in gaining career-building work experience. Employers benefit from: o Immediate access to a dynamic talent pool o Simplified recruiting and administration through an award-winning website o Personalized HR support available from professionals experienced in workplace/disability issues o Ability Edge handles the payroll and paperwork for each internship http://www.abilityedge.ca/ Career Edge – An internship program that provides meaningful, entry-level work experience for Canadian university and college graduates eager to put their education to work. Career Edge internships are paid positions that last for 6, 9 or 12 months. http://www.careeredge.ca/ DISABILITY ETIQUETTE Ministry of Community and Social Services – Communication Access for People who have Communication Disabilities Provides guidelines, resources and practical advice about communicating with people who have communications disabilities. http://www.mcss.gov.on.ca/documents/en/mcss/publications/accessibility/commAccess CommunicationDisabilities/Communication_Access_ENG.pdf United Spinal Association – Disability Etiquette: Tips on Interacting with People with a Disability A comprehensive booklet, written in a simple, straightforward style. This resource includes appropriate interactions for a wide range of disabilities. http://www.unitedspinal.org/pdf/DisabilityEtiquette.pdf 17 DISABILITY-RELATED ORGANIZATIONS (see also Support Service Providers) Canadian Hearing Society (CHS) CHS promotes hearing health and supports people with hearing loss. CHS is a national organization that provides a variety of essential services, including sign language interpreting and training, an extensive range of communication devices, employment services and counselling. Counsellors are available to help employers with job accommodations, adaptive equipment and workplace assessments. http://www.chs.ca/ Canadian Mental Health Association (CMHA) The Canadian Mental Health Association focuses on combating mental health problems and emotional disorders. The CMHA provides research and information about issues relating to mental health issues, work-life balance and stress. It also provides sponsored research projects, workshops, seminars, pamphlets, newsletters and resource centres. The CMHA‘s programs assist with employment, housing, early intervention for youth, peer support, recreation services for people with mental illness, stress reduction workshops and public education campaigns for the community. http://www.cmha.ca Canadian Paraplegic Association (CPA) CPA is a national organization that supports people with spinal cord injuries and other physical disabilities. CPA provides employment services, workplace assessments and job counselling to help employers successfully integrate people with disabilities into their workforces. The organization also offers a range of other services specifically for people with disabilities, including peer support, vocational and rehabilitation counselling, information services and community advocacy. http://www.canparaplegic.org/en/ CPA Ontario website and services Centre for Addiction and Mental Health (CAMH) CAMH is Canada‘s largest mental health and addiction teaching hospital. In addition to its central facilities in Toronto, CAMH has 32 community locations across Ontario. A wide range of programs and services are available through CAMH, ranging from education and training services, mental health and addiction programs, research, publications and other valuable resources. http://www.camh.net/ 18 Canadian National Institute for the Blind (CNIB) CNIB offers support and information for people affected by vision loss. It provides information about adaptive equipment and has counsellors available to provide workplace training, accessibility audits, accessibility product testing and much more. CNIB also offers career counselling for people with vision loss and has an extensive library of resources and publications. http://www.cnib.ca/en/Default.aspx Community Living Ontario Community Living Ontario is a non-profit, provincial association that advocates for people with an intellectual disability to be fully included in all aspects of community life. Community Living provides a variety of resources to help employers become more inclusive, including on-site consulting, job coaching and targeted wage subsidies. http://www.communitylivingontario.ca/employers/resources-employers Learning Disabilities Association of Canada (LDAC) Learning Disabilities Association of Canada (LDAC) is the national voice for persons with learning disabilities and those who support them. LDAC focuses on raising public awareness about learning disabilities through advocacy, research, health, education and collaborative efforts. www.ldac-taac.ca Putting a Canadian Face on Learning Disabilities (PACFOLD) Putting a Canadian Face on Learning Disabilities (PACFOLD) is a groundbreaking applied research study that was started in 2004 by the Learning Disabilities Association of Canada, (LDAC). The study uses Statistics Canada data to provide a better understanding of the impact of learning disabilities on the lives of Canadian children, youth and adults. http://www.pacfold.ca/what_is/index.shtml Rotary at Work Local Ontario Rotary Clubs have partnered with Community Living Ontario to encourage employers to hire people with disabilities. Community Living staff are available to work with Rotary Clubs and potential employers to help them find and integrate suitable candidates or connect with employment agencies for the disabled. http://www.rotaryatwork.com/ http://www.communitylivingontario.ca/employers/rotary-work 19 EMERGENCY PREPAREDNESS Ministry of Community and Social Services – Emergency Preparedness Guide for People with Disabilities/Special Needs This comprehensive and detailed document is aimed primarily at families. However, much of this information is also useful for employers, including an Emergency Survival Kit Checklist and a Service Animal Emergency Survival Kit Checklist. http://www.mcss.gov.on.ca/documents/en/mcss/publications/accessibility/6453EMO_EN G_LP.pdf National Fire Protection Association (NFPA) – Emergency Evacuation Planning Guide for People with Disabilities This guide helps employers, building owners and managers develop emergency evacuation plans that integrate the needs of people with disabilities. The guide includes critical information on the operational, planning, and response elements necessary to develop a well-thought-out plan for evacuating a building or taking other appropriate action in the event of an emergency. http://www.nfpa.org/assets/files//PDF/Forms/EvacuationGuide.pdf EMPLOYMENT Ministry of Community and Social Services – Ontario Disability Support Program (ODSP) ODSP provides services and supports to help eliminate employment barriers for people with disabilities. Services range from employment planning, preparation and training to the provision of assistive devices to facilitate employment. http://www.mcss.gov.on.ca/en/mcss/programs/social/odsp/index.aspx Ministry of Health and Long-term Care – Community Mental Health Employment Programs These programs provide funding for employment agencies and businesses to help people with serious mental illnesses find employment. Services range from employment placement and supported employment to vocational assessments and education. http://www.servicecanada.gc.ca/eng/on/epb/disabilities/pd.shtml Ministry of Training, Colleges and Universities – Job Bank The Job Bank website can help people search for jobs anywhere in Ontario – or across Canada. Includes Job Alert, Resume Building and Career Navigator services. http://www.edu.gov.on.ca/eng/tcu/employers/jobBank.html 20 Ministry of Training, Colleges and Universities – Job Connect Job Connect works with employers to help them find and hire people with disabilities. It also provides services to people with disabilities to help them plan careers and prepare for a job. http://www.edu.gov.on.ca/eng/tcu/apprentices/jobconnect.html Path Employment Services PATH Employment Services specializes in helping people with disabilities get jobs. Knowledgeable professionals work collaboratively with job seekers to develop employment plans and help them find employment suited to their qualifications. PATH also provides a range of services to employers to ensure that the hiring process is successful and to assist with employee training and retention. http://www.pathemployment.com/DisabilityInformation/disability_resources.htm WCG International Consultants. Employment of Persons with Disabilities in the Province of Ontario: Research Report. A research report that examines the economic, demographic and labour market factors that influence the employment of people with disabilities in Ontario. Findings are based on a survey of over 500 employers in Ontario. http://www.businesstakesaction.ca/download.php?file=fsomhr9b.pdf WORKink Workink is a powerful online employment and career development portal for people with disabilities. It provides job search tools, career guidance and other resources for job seekers. It also offers valuable information for employers considering hiring people with disabilities. http://www.workink.com/province_template.php?id=11254&detail EMPLOYMENT STANDARDS Canada Business – Employment Standards To ensure that employees are treated fairly, the federal and provincial governments have established employment standards in the following areas: minimum wage annual vacations and other types of leave public (statutory) holidays hours of work, including standard hours, overtime and emergency requirements. This website provides links to government publications dealing with a variety of topics of interest to employers, including hours of work, wages, vacation etc. http://www.canadabusiness.ca/eng/guide/1560/ 21 Canada Business: Managing and Training Staff Links and resources to help employers manage relationships with employees and learn about ongoing responsibilities regarding payroll, pension, taxes, compensation, health and safety, etc. http://www.canadabusiness.ca/eng/85/180/ FUNDING For brief overviews and links to relevant federal and provincial funding sources, go to the Funding and Subsidies [link] chapter of the Taking Action guide. HEALTH AND SAFETY Burton J. Creating Healthy Workplaces. Industrial Accident Prevention Association (IAPA) This document broadens the definition of a healthy workplace to include 3 major factors: physical health and safety health practices of employees (lifestyle) psychosocial factors A detailed examination of each factor, including related hazards, is provided and offers possible solutions to help employers improve working conditions for employees. Canada Business: Workplace Health and Safety Employers have an obligation to ensure the health and safety of all of employees in the workplace. Canada Business provides a valuable list of tools and resources, organized by province, to help employers comply with the regulations and standards for workplace safety. http://www.canadabusiness.ca/eng/guide/1600/ Canadian Centre for Occupational Health and Safety (CCOHS) CCOHS promotes the total well-being – physical, psychosocial and mental health – of working Canadians by providing information, training, education, management systems and solutions that support health, safety and wellness programs. http://www.ccohs.ca/ccohs.html For a complete list of CCOHS products and services, including podcasts, databases of chemicals and health and safety references and E-learning tools visit: http://www.ccohs.ca/products/ 22 Centre for Occupational Health and Safety – Job Design CCOHS provides an overview of job design guidelines to help employers design jobs to minimize stress and other workplace-related concerns. http://www.ccohs.ca/oshanswers/hsprograms/job_design.html Health Canada – Self-Assessment Tool for Measuring the Costs of Work Stress A tool designed to help organizations determine the economic and non-economic costs of workplace stress, including the impacts of absenteeism and presenteeism. http://www.hc-sc.gc.ca/ewh-semt/occup-travail/work-travail/_cost-cout/index-eng.php Institute for Health and Productivity Management The Institute for Health & Productivity Management is a non-profit corporation created to document and promote the vital relationship of employee health to workplace productivity and corporate performance. The Institute's vision is to make employee health a sound business investment for corporate success. This will create greater value for employers by providing a higher return on dollars spent for health and health care. http://www.ihpm.org/ Institute for Health and Productivity Management: Employer Health Asset Management The Employer Health Asset Management roadmap is a guide for introducing costeffective employee health programs. In addition to providing tools and templates, this guide: Details the processes required to achieve a healthier workforce. Suggests ways to define, measure, and track specific initiatives using many of the same techniques that have improved the performance of business operations vacations and other types of leave. Offers proven tactics and strategies for managing complex change, particularly changes in the culture of an organization of work. http://www.ihpm.org/pdf/EmployerHealthAssetManagementRoadmap.pdf Institute for Work & Health (IWH) IWH is an independent, not-for-profit research organization considered to be one of the top five occupational health and safety research centers in the world. IWH‘s goal is to protect and improve the health of working people by providing useful, relevant research to policy-makers, workers and workplaces, clinicians and health & safety professionals. Extensive and relevant research on current health and safety topics is available on this site. http://www.iwh.on.ca/ 23 National Quality Institute (NQI) – Healthy Workplace Resources This website provides resources and tools to help employers improve the health of their workplaces. The information available on the site is helpful to employers of all sizes and at all different stages of the journey towards a healthier workplace. Links are provided to organizations that can provide assistance, information and support. http://www.nqi.ca/hwr/default1.aspx?name=hwr_news Occupational Health Clinics for Ontario Workers (OHCOW) OHCOW is a pro-active team of health professionals committed to promoting the highest degree of physical, mental and social well being for workers and their communities. A team of nurses, hygienists, ergonomists and physicians see patients at five clinics in Ontario. Their role is to identify work-related illness and injuries, promote awareness of health and safety issues, and develop prevention strategies. http://ohcow.on.ca SafeAbility: Safe and Able to Work SafeAbility is a health and safety training and awareness program for people with disabilities. With one in eight Canadians considered to have a disability, there is a growing need for a health and safety program for this community. SafeAbility provides accessible and current information on occupational health and safety. The purpose of the program is to increase knowledge and application of safety practices by workers with disabilities and injured workers. It also helps to improve job preparation and increase employer confidence in disabled employees and returning injured workers. www.safeability.ca Tangri R. Calculating the Cost of Stress. Business Voice A formula to help employers calculate the cost of stress in their workplaces. http://navigatecomplexity.net/media/chrysalis-in-the-news/25-calculating-the-cost-ofstress.html Workplace Safety and Insurance Board (WSIB) WSIB promotes workplace health and safety and provides a worker‘s compensation system for the employers and workers of Ontario. There is extensive information on this site about prevention, forms, health issues, return to work programs, and links to other health and safety organizations. http://www.wsib.on.ca 24 Workplace Safety and Insurance Board (WSIB) – Business Results Through Health and Safety This guidebook presents a strong business case for the value of improving employee health and safety. It also: Provides guidance and tools that will help employers conduct self assessments to identify the strengths and weaknesses of their health and safety systems. Helps employers develop action plans to improve health & safety in a way that contributes to improved business results. http://www.wsib.on.ca/wsib/wsibsite.nsf/LookupFiles/DownloadableFileBusinessResults ThroughHealth&Safety/$File/Biz.pdf Workplace Safety and Insurance Board (WSIB) – Health and Safety and Return to Work Assessment This assessment tool will help employers discuss and identify ways to improve workplace health and safety by: Promoting a systematic approach to managing workplace programs and developing workplace improvement plans. Identifying resources and providing services to help employers implement those plans. http://www.wsib.on.ca/wsib/wsibobj.nsf/LookupFiles/PreventionRTWAssessmentTool/$ File/HSRTWAssessTool.pdf HR BEST PRACTICES Ability First The Ability First Coalition is a business-to-business partnership that aims to bring business people together to share best practices and experiences related to hiring and retaining people with disabilities. The Ability First Coalition provides resources for employers interested in making a commitment to hiring people with disabilities. http://www.abilityfirst.on.ca/ Canada Business: Managing and Training Staff Links and resources to help employers manage relationships with employees and learn about ongoing responsibilities regarding payroll, pension, taxes, compensation, health and safety, etc. http://www.canadabusiness.ca/eng/85/180/ 25 Human Resources and Skills Development Canada (HRSDC) – Guidelines for the Employment Equity Act and Regulations This guideline clarifies the requirements of the Employment Equity Act related to conducting an Employment Systems Review (ESR). An ESR helps employers identify HR policies and procedures that may directly or indirectly promote discrimination in the workplace. This document outlines the steps involved in conducting an ESR. http://www.hrsdc.gc.ca/eng/lp/lo/lswe/we/legislation/guidelines/gdln6.shtml#guide6 Public Service Commission – HR Toolbox A series of quick links to government and related resources that would be useful for employers and HR managers. http://www.psc-cfp.gc.ca/centres/toolbox-outils-eng.htm INTERVIEWING JOB CANDIDATES Canadian Human Rights Commission – Guide to Screening and Selection in Employment This guide is intended to help employers when they interview and hire staff — whether they are choosing a new employee or promoting one from within the organization. It includes information on relevant legislation and guidelines for non-discriminatory interview questions. http://www.chrc-ccdp.ca/publications/screening_employment-en.asp Public Service Commission of Canada – Structured Interviewing: How to design and conduct structured interviews for an appointment process An overview of a methodology for the development and administration of structured interviews. It provides fundamental information and advice to help hiring managers and Human Resources (HR) specialists get the most out of structured interviews. Designed for government agencies but the information is useful for all employers. http://www.psc-cfp.gc.ca/plcy-pltq/guides/structured-structuree/rpt-eng.pdf Service Canada: Screening and Interviewing Job Applicants This webpage is a useful source of information about effectively screening and interviewing job applicants. Topics covered range from sorting through application forms, cover letters and Resumes/CV‘s to asking the right questions in the interview process. http://www.hrmanagement.gc.ca/gol/hrmanagement/site.nsf/eng/hr11542.html 26 Treasury Board of Canada Secretariat: Key leadership competencies Employers and managers can use the key leadership competencies profile to develop selection criteria for staffing positions, developing behavioural-based interviews and setting and assessing performance expectations. Employees can use the profile to selfassess against the requirements of their present job and to plan for future growth. This list has been developed for government agencies but can be used by all businesses. http://www.tbs-sct.gc.ca/tal/kcl/intro-eng.asp JOB ANALYSIS Service Canada: Job Analysis This website provides guidelines and a template for conducting a job analysis. Job analysis is an in-depth study of a job and provides valuable information for developing job descriptions and recruitment and selection criteria. http://www.hrmanagement.gc.ca/gol/hrmanagement/site.nsf/eng/hr11529.html JOB DESCRIPTIONS Service Canada: Job Descriptions This link provides a guideline on how to write an appropriate job description. http://www.hrmanagement.gc.ca/gol/hrmanagement/site.nsf/eng/hr11540.html JOB SEARCH – see EMPLOYMENT LEGISLATION Department of Justice Access to all federal laws is available through this site. http://laws.justice.gc.ca/ For brief overviews and links to relevant federal and provincial legislation, go to the It’s the Law [link] chapter of the Taking Action guide. 27 MENTAL HEALTH Alberta Dept. of Employment and Immigration – Let’s Talk: A Guide to Resolving Workplace Conflicts A useful resource designed to help employers resolve workplace conflict using issuebased problem-solving techniques and facilitation. It also includes information on resolving conflicts in a unionized environment. http://alis.alberta.ca/pdf/cshop/letstalk.pdf Burton J. Creating Healthy Workplaces. Industrial Accident Prevention Association (IAPA) This document broadens the definition of a healthy workplace to include 3 major factors: physical health and safety health practices of employees (lifestyle) psychosocial factors A detailed examination of each factor, including related hazards, is provided and possible solutions are presented to help employers improve working conditions for employees. Information on psychological hazards in the workplace is included. Centre for Addiction and Mental Health (CAMH) CAMH is Canada‘s largest mental health and addiction teaching hospital. In addition to its central facilities in Toronto, CAMH has 32 community locations across Ontario. A wide range of programs and services are available through CAMH, ranging from education and training services, mental health and addiction programs, research, publications and other valuable resources. http://www.camh.net/ Canadian Human Rights Commission – Policy and Procedures on the Accommodation of Mental Illness CHRC‘s accommodation policy and procedures on accommodating people with mental illness is made available as a model for other businesses to follow. Detailed information is provided on a range of topics, including the legal framework and objectives of this type of policy, sample procedures for responding to job applicants and employees seeking accommodation, privacy issues and monitoring accommodation requests. http://www.chrc-ccdp.ca/pdf/policy_mental_illness_en.pdf 28 Canadian Mental Health Association (CMHA) The Canadian Mental Health Association focuses on combating mental health problems and emotional disorders. CMHA provides research and information about issues relating to mental health issues, work-life balance and stress. It also provides sponsored research projects, workshops, seminars, pamphlets, newsletters and resource centres. CMHA‘s programs assist with employment, housing, early intervention for youth, peer support, recreation services for people with mental illness, stress reduction workshops and public education campaigns for the community. http://www.cmha.ca Canadian Mental Health Association (CMHA): Report on Mental Illness in Canada A Report on Mental Illnesses in Canada describes major mental illnesses and outlines their incidence and prevalence, causation, impact, stigma, and prevention and treatment. http://www.cmha.ca/bins/content_page.asp?cid=4-42-215 Canadian Centre for Occupational Health and Safety: Podcasts CCOHS produces free monthly podcasts on a wide variety of topics related to workplace health and safety. Each episode is designed to keep employers current with information, tips and insights into the health, safety and well-being of working Canadians. Podcasts include topics on mental health and workplace wellness. http://www.ccohs.ca/products/podcasts/ ConnexOntario A free and confidential hotline that provides comprehensive information about mental health issues, services and supports in Ontario. http://www.connexontario.ca/ Guarding Minds at Work (GM@W) – A Workplace Guide to Psychological Safety and Health GM@W provides an evidence-based process that employers can easily and quickly implement to protect psychological safety and promote psychological health in their workplaces. A very useful resource, this website provides practical tools and actions employers can take to measure and improve psychological well-being in the workplace, as well as tools for evaluating progress. http://www.guardingmindsatwork.ca/Index.aspx 29 Great-West Life Centre for Mental Health in the Workplace This site has been designed to help employers understand and manage mental health in the workplace. It provides a wide range of resources, including strategies for accommodating employees with mental health issues, guidelines for developing return to work plans and information about creating a healthy workplace. http://www.gwlcentreformentalhealth.com/english/index.asp Health Canada – Self-Assessment Tool for Measuring the Costs of Work Stress A tool designed to help organizations determine the economic and non-economic costs of workplace stress, including the impacts of absenteeism and presenteeism. http://www.hc-sc.gc.ca/ewh-semt/occup-travail/work-travail/_cost-cout/index-eng.php Industrial Accident Prevention Association – Psychosocial Risk Management: What Every Business Manager Should Know A brief fact sheet about psychosocial hazards in the workplace and strategies to prevent them. http://www.iapa.ca/pdf/2006_hwp_psychosocial_risk.pdf Lowe G. Under pressure: Implications of Work-Life Balance and Job Stress. Human Solutions Report. 2006-7. Written by Graham Lowe, a thought leader in workplace health and productivity, this report addresses some of the issues surrounding work-life balance and job stress. The report presents findings from two national studies, involving 600 employers and 2000 employees, on key quality of life trends. Possible solutions are provided to help employers understand the issues and take action to improve the working environment for their employees. http://www.grahamlowe.ca/documents/182/Under%20Pressure%2010-06.pdf Mental Health Commission of Canada – Stress at Work, Mental Injury and the Law in Canada Recognizing that the workplace has an important influence on mental health, this report addresses the legal responsibility of employers to provide workplaces that are psychologically safe for their employers. The document reviews case law, suggests policy requirements and presents liability issues that affect employers. http://www.mentalhealthcommission.ca/SiteCollectionDocuments/Key_Documents/en/2 009/Stress%20at%20Work%20MHCC%20V%203%20Feb%202009.pdf 30 Mental Health Works Mental Health Works helps employers manage their duty to accommodate employees experiencing mental disabilities in the workplace. The resources on this website provide practical guidance on how to discuss mental health issues with employees, develop an inclusive hiring process, protect mental health in the workplace and much more. http://www.mentalhealthworks.ca/index.asp Mental Health Works – Emotional Wellness Survey A free online tool that gives employers and employees the opportunity to evaluate their own emotional well-being. The survey takes 4-5 minutes and all information is confidential. http://www.mentalhealthworks.ca/general/emotional_wellness.asp Mental Health Works – Workplace Resource Designed to provide a comprehensive overview of mental health issues in the workplace, this document is easy-to-read and filled with practical information for employers. http://www.gwlcentreformentalhealth.com/english/pdf/s7_004915.pdf Shain M. Stress at Work, Mental Injury and the Law in Canada. Mental Health Commission of Canada. The report of an inquiry into the legal principles governing employers‘ responsibility for mental injury at work. Statistics Canada – The Daily: Canadian Community Health Survey – Mental Health and Wellbeing. A summary of statistical data on five mental health conditions, including depression. http://www.statcan.gc.ca/daily-quotidien/030903/dq030903a-eng.htm Tangri R. Calculating the Cost of Stress. Business Voice A formula to help employers calculate the cost of stress in their workplaces. http://navigatecomplexity.net/media/chrysalis-in-the-news/25-calculating-the-cost-ofstress.html 31 Wilson M, Joffe R, Wilkerson, B. The Unheralded Business Crisis in Canada: Depression at Work. Global Business and Economic Roundtable on Addiction and Mental Health. Aimed at business owners, this information paper outlines the effect of depression and other mental health issues on the workplace. It also describes a 12-step business plan to help employers reduce these effects and improve the working environment for their employees. http://www.mentalhealthroundtable.ca/aug_round_pdfs/Roundtable%20report_Jul20.pdf ?blank PHYSICAL DEMANDS ANALYSIS Ontario Health Clinics for Ontario Workers – Physical Demands Analysis OHCOW has developed a comprehensive handbook to help employers understand how to implement and perform a physical demands analysis. The handbook includes a detailed template, with standards for measuring physical demands by time, weight and distance. It also includes step-by-step instructions, illustrations and examples. This handbook is an invaluable resource for any employer. http://www.ohcow.on.ca/resources/handbooks/pda/PDA.pdf POLICY DEVELOPMENT Canadian Human Rights Commission – A Place for All: A Guide to Creating an Inclusive Workplace A detailed guide to help employers develop their own accommodation policies. The guide includes a model policy and sample wording, sample forms, information on conducting an analysis of existing programs and procedures, and information about an employer‘s rights and responsibilities to accommodate employees and job candidates. http://www.chrc-ccdp.ca/discrimination/APFA_UPPT/toc_tdm-en.asp Canadian Human Rights Commission: List of Publications This link goes directly to the section of A Place for All (see above) that sets out the elements of a model employer policy on workplace accommodation. http://www.chrc-ccdp.ca/discrimination/APFA_UPPT/page2-en.asp?highlight=1 32 Ontario Human Rights Commission: Guidelines on Developing Human Rights Policies and Procedures This publication provides practical guidance to help organizations develop effective and fair ways to prevent human rights infringements, to respond to human rights issues, such as harassment and discrimination, and to address accommodation needs. Sample wording for anti-harassment and anti-discrimination policies is included. http://www.ohrc.on.ca/en/resources/Policies/gdpp?page=gdpp-I_.html Ontario Human Rights Commission: Policy guidelines on disability and the duty to accommodate The OHRC‘s policies and guidelines on accommodation are provided in a PDF format. This document includes information on an employer‘s legal obligation to accommodate and provides guidance in a variety of areas, including undue hardship, return to work, alternative work, confidentiality etc. http://www.ohrc.on.ca/en/resources/Policies/PolicyDisAccom2/pdf Ontario Human Rights Commission: Rights and Responsibilities This website provides a link to OHRC‘s Guide to Employer‘s Rights and Responsibilities under the Human Rights Code. It includes specific sections on hiring and managing people with disabilities. http://www.ohrc.on.ca/en/resources/Guides/GuideHRcode2 RECRUITMENT (see also Disability-Related Organizations and Support Service Providers) Canadian Apprenticeship Forum – It Pays to Hire an Apprentice: Calculating the Return on Training Investment for Skilled Trades Employers in Canada This publication presents a strong business case for hiring apprentices. It provides a detailed overview of the business benefits and costs of apprenticeship training for employers, using data gathered from 784 employers across Canada. http://www.caf-fca.org/en/report/CAFFCA_ROTI_it_pays_to_hire_an_apprentice_ExecutiveReport_En.pdf Join – Job Opportunity Information Network JOIN's team of recruitment specialists help employers access qualified job candidates with disabilities. JOIN offers access to a diverse pool of skilled workers. Knowledgeable and professional staff collaborate with employers to find the right employees for their business. Services include free pre-screening, follow-up and support to ensure 33 employee retention and expertise in creating an inclusive workplace. http://www.joininfo.ca Ministry of Training, Colleges and Universities – Job Connect Employers who operate a business in Ontario can find a local Job Connect service in their community, and get help finding the skilled and qualified employees they need. http://www.edu.gov.on.ca/eng/tcu/apprentices/jobconnect.html PATH Employment Services PATH Employment Services specializes in helping people with disabilities get jobs. Knowledgeable professionals work collaboratively with job seekers to develop employment plans and help them find employment suited to their qualifications. PATH also provides a range of support services for employers to ensure that the hiring process is successful and that employees are well-integrated into their jobs. http://www.pathemployment.com/DisabilityInformation/disability_resources.htm Rotary at Work Ontario Rotary Clubs have partnered with Community Living Ontario to encourage employers to hire people with disabilities. Community Living staff are available to work with Rotary Clubs and potential employers to help them find and integrate suitable candidates. They can also help to connect employers with employment agencies for the disabled. These employment agencies can help employers with: Locating potential candidates who have a disability Pre-screening these candidates Providing on-the-job training Assisting with workplace accommodations Providing information about government assistance and other resources that will make recruitment and retention smooth and easy http://www.rotaryatwork.com/ http://www.communitylivingontario.ca/employers/rotary-work Service Canada – Job Bank Job Bank is fast, easy and free of charge. When employers advertise in Job Bank, their postings will be seen by thousands of job seekers. This site is also an excellent source of information for employers about managing the hiring process. http://www.hrmanagement.gc.ca/gol/hrmanagement/site.nsf/eng/index.html 34 Service Canada: Recruitment Options This site provides links to various recruitment resources to help employers attract the most qualified talent. http://www.hrmanagement.gc.ca/gol/hrmanagement/site.nsf/eng/hr05166.html WorkAble Solutions – Employers’ Toolkit This site provides a variety of tools to support employers in recruiting and retaining people with disabilities. https://www.workablesolutionsbc.ca/site/workable_solutions/resources/toolkit.asp WORKink WORKink‘s online booklet offers practical, business-oriented tips, as well as answers to typical questions for employers considering hiring people with disabilities. In addition to supporting employers, Workink is a powerful online employment and career development portal for people with disabilities. http://www.workink.com/province_template.php?id=11254&detail REFERENCE CHECKING Public Service Commission of Canada: Structured Reference Checking This document offers an overview of best practices for the development and administration of structured reference checks. http://www.psc-cfp.gc.ca/plcy-pltq/guides/checking-verification/rpt-eng.pdf RETENTION Canadian Federation of Independent Business (CFIB) – Canada’s Training Ground: SMEs’ $18 Million Investment in the Nation’s Workforce CFIB has prepared a detailed report that measures the commitment to workplace training in small and medium-sized businesses. The report examines the relationship of training to employee turnover and provides data on a variety of topics, including training costs and the effect of labour shortages on SMEs. http://www.cfib-fcei.ca/cfib-documents/rr3083.pdf Join – Job Opportunity Information Network JOIN's team of recruitment specialists assist employers to access qualified candidates and find the right employee for their business. Services offered include: access to a 35 diverse pool of skilled workers; knowledgeable and professional staff for guidance and support; free pre-screening; quick response time; extensive follow-up and support to ensure employee retention; expertise in creating an inclusive workplace. http://joininfo.ca/toronto/Files/Accommodation.pdf Ministry of Community and Social Services – Don’t Waste Talent This website provides a variety of tools and supports to help employers understand the business benefits of hiring people with disabilities. It also includes tips on hiring and recruiting talent staff and advice on accommodation strategies. http://www.mcss.gov.on.ca/talent/english/employer/information/tips/wanted.htm WorkAble Solutions – Employers’ Toolkit This site provides a variety of tools to support employers in recruiting and retaining people with disabilities. https://www.workablesolutionsbc.ca/site/workable_solutions/resources/toolkit.asp RETURN TO WORK Canadian Human Rights Commission – A Guide for Managing the Return to Work This document provides: An outline of the key legal principles that apply to return-to-work situations Step-by-step procedures to help employers manage return-to-work cases A series of case studies demonstrating how employers could deal with a variety of hypothetical situations http://www.chrc-ccdp.ca/publications/gmrw_ggrt/toc_tdm-en.asp Franche RL, et al. A Workplace-based Return to Work Interventions: Systematic Review of the Quantitative and Qualitative Literature – Summary. This study looks at effective return to work interventions and their effect on workers‘ quality of life. http://www.iwh.on.ca/sys-reviews/workplace-based-rtw-interventions Great-West Life Centre for Mental Health in the Workplace This site has been designed to help employers understand and manage mental health in the workplace. It provides a wide range of resources, including strategies for accommodating employees with mental health issues, guidelines for developing return to work plans and information about creating a healthy workplace. http://www.gwlcentreformentalhealth.com/english/index.asp 36 Institute for Work & Health – Fact Sheets These briefings and fact sheets provide an overview of research and information on return-to-work and other selected topics. http://www.iwh.on.ca/fact-sheets Institute for Work and Health – Seven ‘Principles’ for Successful Return to Work. Based on a review of the literature, the authors have developed seven basic principles that affect the success of the return to work process. Employers will find the information helpful in understanding the factors that influence the duration and costs of workplace disability. http://www.board.worksafemt.com/wsmtdocs/rtwdocs/seven_principles_rtw_20071.pdf Institute for Work & Health – Workplace-based return-to-work interventions: A systematic review of the quantitative and qualitative literature The Institute for Work & Health conducted a systematic review of the return to work literature published since 1990 and has published a comprehensive summary of return to work key principles and best practices. http://www.iwh.on.ca/sys-reviews/workplace-based-rtw-interventions MacEachen E, Clarke J, Franche RL, Irvine E. A Systematic Review of the Qualitative Literature on Return to Work After Injury. Scandinavian Journal of Work, Environment and Health. 2006; 32(4): 257-269. This paper identifies key mechanisms of workplace practice, process, and environment that can affect the success of return to work. http://www.sjweh.fi/show_abstract.php?abstract_id=1009 MD Guidelines This website is an evidence-based medical resource for returning employees to work and keeping a healthy working population. It provides general guidelines on many injuries and medical procedures, as well as useful suggestions on prognosis, disability duration, rehabilitation and return to work accommodations/restrictions. http://www.mdguidelines.com/ National Institute of Disability Management and Research (NIDMAR) An organization committed to promoting workplace-based disability management programs for ill, injured or disabled workers. NIDMAR focuses on education, research, policy development and implementation resources. They also offer an audit program to help employers evaluate, monitor and improve their disability management strategies. http://www.nidmar.ca/index.asp 37 SafeAbility – Safe and Able to Work SafeAbility is a health and safety training and awareness program for people with disabilities. With one in eight Canadians considered to have a disability, there is a growing need for a health and safety program for this community. SafeAbility provides accessible and current information on occupational health and safety. The purpose of the program is to increase knowledge and application of safety practices by workers with disabilities and injured workers. It also helps to improve job preparation and increase employer confidence in disabled employees and returning injured workers. www.safeability.ca Workplace Safety and Insurance Board (WSIB) – Return to work: Workers This guide will help an employee who is ready to return to work. The information focuses on minimizing the impact of injuries and illness by promoting a safe and productive work as soon as medically possible. http://www.wsib.on.ca/wsib/wsibsite.nsf/public/ReturnToWork Workplace Safety and Insurance Board (WSIB) – Return to work: Employers In Ontario, returning an injured worker to work is a shared responsibility primarily between the employer and the worker. The WSIB is responsible for managing the claim and providing education and assistance to the worker and employer. This guide helps employers understand their responsibilities for facilitating an early and safe return to work for employees who are recovering from illness or injury. A variety of useful tools, such as functional abilities forms, return to work plans and health and safety assessments are provided. http://www.wsib.on.ca/wsib/wsibsite.nsf/public/EmployersESRW Workplace Safety and Insurance Board (WSIB) – Return to work sample plans WSIB has provided a sample ―Return to Work‖ document to guide employers on how to prepare an effective return to work plan. http://www.wsib.on.ca/wsib/wsibsite.nsf/LookupFiles/DownloadableFileSampleRTWPlan s/$File/SamplesRTWplans.pdf Workplace Safety and Insurance Board (WSIB) –Return to work: Functional Abilities Form This form will help employers and medical professionals identify an individual‘s overall functional abilities and work restrictions, which will assist his/her return to suitable work. 38 http://www.wsib.on.ca/wsib/wsibobj.nsf/LookupFiles/FAFFAFJuly2006/$File/2647 A0706.pdf Completing the Functional Abilities Form This guide will aid employers in completing the Functional Abilities Form correctly. http://www.wsib.on.ca/wsib/wsibobj.nsf/LookupFiles/FAFFAFGuide/$File/FAFGui de.pdf SELECTION PROCESS Canadian Human Rights Commission – Guide to Screening and Selection in Employment This guide is intended to help employers when they interview and hire staff — whether they are choosing a new employee or promoting one from within the organization. The guide includes information on relevant legislation and guidelines for non-discriminatory interview questions. http://www.chrc-ccdp.ca/publications/screening_employment-en.asp Public Service Commission of Canada – Structured Interviewing: How to design and conduct structured interviews for an appointment process An overview of a methodology for the development and administration of structured interviews. It provides fundamental information, as well as advice to help hiring managers and Human Resources (HR) specialists get the most out of structured interviews. Designed for gov‘t agencies but the information is useful for all employers. http://www.psc-cfp.gc.ca/plcy-pltq/guides/structured-structuree/rpt-eng.pdf Service Canada – Screening and Interviewing Job Applicants This webpage provides useful advice on effectively screening and interviewing applicants. Information ranges from sorting through application forms, cover letters and resumes/CV‘s to asking the right questions in the interview process. http://www.hrmanagement.gc.ca/gol/hrmanagement/site.nsf/eng/hr11542.html Service Canada – Evaluating and Testing Job Applicants Once employers have completed the screening and interview process, this link offers helpful information about successfully evaluating and testing job applicants. http://www.hrmanagement.gc.ca/gol/hrmanagement/site.nsf/eng/hr11539.html 39 Treasury Board of Canada Secretariat: Key leadership competencies Employers and managers can use the key leadership competencies profile to develop selection criteria for staffing positions, to structure behavioural-based interviews and to set and assess performance expectations. Employees can use the profile to self-assess against the requirements of their present job and to plan for future career growth. This list is aimed at government agencies but can be used by all businesses. http://www.tbs-sct.gc.ca/tal/kcl/intro-eng.asp STATISTICS Human Resources Development Canada – Advancing the Inclusion of People with Disabilities Advancing the Inclusion of People with Disabilities 2009 is the Government of Canada‘s seventh annual report on disability. This report looks at the experiences of Canadians with disabilities and notes changes over time. http://www.hrsdc.gc.ca/eng/disability_issues/reports/fdr/2009/fdr_2009.pdf Putting a Canadian Face on Learning Disabilities (PACFOLD) Putting a Canadian Face on Learning Disabilities (PACFOLD) is a groundbreaking applied research study that was started in 2004 by the Learning Disabilities Association of Canada, (LDAC). The study uses Statistics Canada data to provide a better understanding of the impact of learning disabilities on the lives of Canadian children, youth and adults. http://www.pacfold.ca/what_is/index.shtml Statistics Canada. Living with disability series: Defining disability in the Participation and Activity Limitation Survey. MacKenzie A, Hurst M, Crompton S. 2009. (Canadian Social Trends Number 88) (11-008-x). An overview of the changing perceptions and definitions of disability in recent years. Includes statistical data from the federal government‘s 2001 and 2006 Participation and Activity Limitations Surveys. http://www.statcan.gc.ca/pub/11-008-x/2009002/article/11024-eng.htm Statistics Canada. 2006 Census: Portrait of the 2006 Canadian Population by Age and Sex. National Portrait – A record one in seven Canadians is 65 years or older. 2009 (2006 Census: Analysis Series). (97-551-XWE-2006001). 97 http://www12.statcan.gc.ca/census-recensement/2006/as-sa/97-551/p3-eng.cfm 40 Statistics Canada. 2006 Census: Portrait of the 2006 Canadian Population by Age and Sex: National Portrait – Rapid aging of the working- age population. 2009. (2006 Census: Analysis Series). (97-551-XWE-2006001). http://www12.statcan.gc.ca/census-recensement/2006/as-sa/97-551/p8-eng.cfm WCG International Consultants. Employment of Persons with Disabilities in the Province of Ontario: Research Report. June 2006. A research report that examines the economic, demographic and labour market factors that influence the employment of people with disabilities in Ontario. Findings are based on a survey of over 500 employers in Ontario. http://www.businesstakesaction.ca/download.php?file=fsomhr9b.pdf STRESS – see WORK STRESS SUPPORT SERVICE PROVIDERS (see also Disability-Related Organizations) Employment Ontario Employment Ontario provides an online locator service to help employers find support service providers in their local communities. Information is organized by specific geographic regions throughout Ontario. http://www.edu.gov.on.ca/eng/tcu/search.asp Ministry of Community and Social Services – Don’t Waste Talent The Ministry of Community and Social Services has more than 100 Ontario Disability Support Program employment support service providers. These service providers, which are independent of the ministry, offer helpful employment services to employers. The Don‘t Waste Talent website provides a quick and easy-to-use locator service to help employers find support service providers in their communities. http://www.mcss.gov.on.ca/talent/english/employer/information/hiring.htm Path Employment Services PATH Employment Services specializes in helping people with disabilities get jobs. Knowledgeable professional works collaboratively with job seekers to develop employment plans and help them find employment suited to their qualifications. http://www.pathemployment.com/DisabilityInformation/disability_resources.htm 41 WORK STRESS Alberta Dept. of Employment and Immigration – Let’s Talk: A Guide to Resolving Workplace Conflicts An easy-to-read resource designed to help employers resolve workplace conflict using issue-based problem-solving techniques and facilitation. It also includes information on resolving conflicts in a unionized environment. http://alis.alberta.ca/pdf/cshop/letstalk.pdf Canadian Mental Health Association (CMHA) The Canadian Mental Health Association focuses on combating mental health problems and emotional disorders. CMHA provides research and information about issues relating to mental health issues, work-life balance and stress. It also provides sponsored research projects, workshops, seminars, pamphlets, newsletters and resource centres. CMHA‘s programs assist with employment, housing, early intervention for youth, peer support, recreation services for people with mental illness, stress reduction workshops and public education campaigns for the community. http://www.cmha.ca Centre for Occupational Health and Safety – Job Design CCOHS provides an overview of job design guidelines to help employers design jobs to minimize stress and other workplace-related concerns. http://www.ccohs.ca/oshanswers/hsprograms/job_design.html Guarding Minds at Work (GM@W) – A Workplace Guide to Psychological Safety and Health GM@W provides an evidence-based process that employers can easily and quickly implement to protect psychological safety and promote psychological health in their workplaces. A very useful resource, this website provides practical tools and actions employers can take to measure and improve psychological well-being in the workplace, as well as tools for evaluating progress. http://www.guardingmindsatwork.ca/Index.aspx Health Canada – Self-Assessment Tool for Measuring the Costs of Work Stress A tool designed to help organizations determine the economic and non-economic costs of workplace stress, including the impacts of absenteeism and presenteeism. http://www.hc-sc.gc.ca/ewh-semt/occup-travail/work-travail/_cost-cout/index-eng.php 42 Lowe G. Under pressure: Implications of Work-Life Balance and Job Stress. Human Solutions Report. 2006-7. Written by Graham Lowe, a thought leader in workplace health and productivity, this report addresses some of the issues surrounding work-life balance and job stress. The report presents findings from two national studies, involving 600 employers and 2000 employees, on key quality of life trends. Possible solutions are provided to help employers understand the issues and take action to improve the working environment for their employees. http://www.grahamlowe.ca/documents/182/Under%20Pressure%2010-06.pdf Mental Health Commission of Canada – Stress at Work, Mental Injury and the Law in Canada Recognizing that the workplace has an important influence on mental health, this report addresses the legal responsibility of employers to provide workplaces that are psychologically safe for their employers. The document reviews case law, suggests policy requirements and reviews liability issues that affect employers. http://www.mentalhealthcommission.ca/SiteCollectionDocuments/Key_Documents/en/2 009/Stress%20at%20Work%20MHCC%20V%203%20Feb%202009.pdf Tangri R. Calculating the Cost of Stress. Business Voice A formula to help employers calculate the cost of stress in their workplaces. http://navigatecomplexity.net/media/chrysalis-in-the-news/25-calculating-the-cost-ofstress.html 43
