Various types of vocational assessments; including Vocational, Psycho-Vocational, Psycho-Educational, Psychological, Neuro-Psycho-Vocational, Neuro-Psychological, Transferable Skills Analysis and Labour Market Surveys that provide employment support to individuals.
Administration of test batteries to evaluate a client's cognitive functioning, academic level, work-related skills and aptitudes, personality characteristics and occupational interests
Identify the client's barriers to finding and maintaining employment, such as cognitive or learning deficits, motivational level, low academic functioning, limited skills and aptitudes.
Recommendations and a list of suitable employment options that outline a realistic employment plan, taking into consideration the client's strengths and limitations.
Alternative language-free assessment tools can be provided to accommodate clients with developmental language disorders, learning disabilities, hearing impairment, neurological impairments (cerebral palsy, stroke, head injury), and non-native English (English-as-a-Second-Language) speaking individuals.
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This type of assessment is designed to measure a client's learning competencies and potential, academic/achievement level, problem-solving ability, work-related aptitudes, skills and vocational interest. The vocational assessment does not include information concerning the client's emotional stability and the Wechsler Adult Intelligence Scale - Third Edition (WAIS-III) is not administered; therefore, a detailed account of the client's cognitive functioning is not provided. A referral for this type of assessment is opted when you would like to determine your client's training potential (only up to college training) and if the client has no psychological concerns (e.g., Depression, Post-Traumatic Stress Disorder, stress, anxiety, etc.)
This type of assessment is designed to determine an individual's level of training capacity: entry-level (no further training other than on-the-job), informal (apprenticeship, industry-specific courses, or specialized college course), formal (college certificate/diploma or university program). This assessment evaluates a client's learning competencies, academic/achievement level, intellectual functioning, work-related aptitudes and skills, vocational interests, general personality characteristics and current emotional status, as well as self-perception of pain and its affect on his/her daily life. Thus, a referral for this type of assessment is opted when you would like to determine your client's cognitive ability and emotional stability to better determine the potential to re-integrate back into the workforce, at various levels (up to university).
This type of assessment is mainly conducted to determine the presence of a potential Learning Disability(s) (L.D.) and/or to determine the specific support and accommodations (i.e., adaptive technology, etc.) required for an individual with a L.D. to successfully retrain. A learning disability is diagnosed when the individual's achievement on individually administered, standardized tests of academic skills, (i.e., reading, mathematics, written expression, etc.,) is substantially below that expected for age, schooling and level of intelligence. Often a processing deficit is intimately related to this disability (i.e., memory and/or speed of processing). A referral of this type is opted for when you would like to determine whether or not your client has a L.D. and the educational support(s) that would be required for academic success or when your client has been previously diagnosed with a L.D. and you would like to determine the educational supports he or she requires. It is important to note that the Psycho-Educational Assessment does not include a list of suitable employment options.
This type of assessment is designed for individuals who suffer from a psychological disorder(s) (e.g., schizophrenia, clinical depression, bipolar (affective) disorder, drug addiction, attention deficit disorder, post-traumatic stress disorder, etc.) and for those who suffer from a neurological disorder(s) (e.g., epilepsy, multiple sclerosis, head injury, stroke, etc.). A Neuro-Psycho-Vocational Assessment is a comprehensive assessment that is designed to evaluate a client's intellectual and memory functioning, academic/achievement level, work-related aptitudes and skills, vocational interests, visual-motor integration skills, current emotional status, and general personality characteristics. This type of assessment is particularly useful in cases where it is suspected that a client's cognitive and/or memory functioning has been compromised by various factors including psychiatric illness and/or psychotropic medications, or brain injury. A comprehensive clinical interview is conducted with a Psychologist. This assessment also provides an in-depth description of a client's personality based on a self-report inventory designed to provide information relevant to clinical diagnosis, treatment planning and screening for psychopathology. A Neuro-Psycho-Vocational Assessment combines both the elements contained within the neurological as well as the psycho-vocational assessment. As such, the client is measured in terms of neurological functioning, but with emphasis on vocational and employment options.
The primary goal of a Neuro-Psychological Assessment is to obtain quantifiable and reproducible results that can be compared to the test scores of normal people who have a similar demographic background to the individual being tested. Standardized techniques for assessing adult functioning include psychological tests, scales that rate behaviour and controlled interviews. A Neuro-Psychological Assessment is utilized to identify cognitive deficits, to differentiate incipient depression from dementia, to determine the course of illness, to assess neurotoxic effects (memory impairment caused by substance abuse), to evaluate the effects of treatment (e.g., surgery for epilepsy, pharmacotherapy, etc.) and to evaluate learning disorders. A Neuro-Psychological Assessment conducted in the context of personal injury must include consideration of pre-injury function, confounding medical or psychological conditions, and developmental history. A review of collateral information, particularly medical records, will enhance the Psychologist's ability to make an accurate diagnosis and appropriate recommendations. A Neuro-Psychological Assessment involves testing in the areas of memory, cognitive processing, psychological functioning and learning, as well as a comprehensive clinical interview with a Psychologist.
A Psychological Evaluation is utilized in order to determine the existence of both a cognitive and/or psychological disorder, and to provide an appropriate diagnosis. It may also include, if warranted, a treatment plan. A Psychological Evaluation does involve comprehensive psychological testing, and information is also obtained during a comprehensive clinical interview with a Psychologist.
Transferable Skills Analysis (TSA)
The purpose of a Transferable Skills Analysis (TSA) is to identify suitable entry-level employment alternatives for an individual based on the aptitudes and skills developed over the course of his/her working life. The assessment involves the completion of an intake interview whereby detailed information regarding the individual's work history is obtained. In accordance with the National Occupational Classification (NOC), the client's overall aptitude levels are determined by the specific skills that he/she has acquired in past employment.
Labour Market Survey (LMS)
A Labour Market Survey (LMS) entails a comprehensive investigation of the current job opportunities for a client, based on his/her entry-level job options, as outlined in his/her Transferable Skills Analysis or Vocational/Psycho-vocational report. The survey is conducted within the client's economic/geographic area and is based on contacts with employers via telephone, fax and/or electronic mail, Internet research (job bank web sites), and classified advertisements in local newspapers. Prospective employers are queried regarding current job opportunities within the company, job description, future labour market trends, and specific skills/education/training requirements.
Debriefing involves a face-to-face meeting between a KLM Consulting Services representative, the client and the referring agency, whereby data is reviewed and communicated in a straight-forward manner. Discussion is prompted and highly encouraged between all parties.
The objective of the debriefing is to provide both the referring agency and the client with the opportunity to discuss the results of the assessment report in detail, and as such, to respond to any questions or observations in an immediate and effective manner. Thus, the major benefit of the debriefing session is time efficiency, since questions concerning the content of reports can often result in delays. By addressing the issues up front, such delays can be avoided.
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