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Transitional Employment of Intellectually Disabled

Activities

Several specific activities should be performed to enable transitional employment for adults with intellectual disabilities. First, the organisation should take care of developing a special set of rules that would allow the company to hire these adults with no limitations (Frye & Hemmer, 2012). Second, the management of the organisation should make sure that these adults are not discriminated in any way (including salary). Third, the administration of the organisation should be able to put together a schedule for these employees with intellectual disabilities. The latter should be done to define the perfect length of the working day for adults with intellectual disabilities (McCawley, n.d.). Fourth, the organisation should make the most of the promotional events. These events would help the administration raise awareness concerning the fact that the organisation hires people with disabilities (Csiernik, Chaulk, McQuaid, & McKeon, 2015). Fifth, the company should develop its relations with the people that they have already hired and organised special training sessions.

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Outputs

Consequently, numerous outputs should be taken into account when reviewing the activities that are to be implemented in practice (McCawley, n.d.). First, the decision to employ adults with intellectual disabilities puts definite pressure on the team in terms of managing organisational resources. Nonetheless, these risks may be easily mitigated and have no negative connotation when it comes to the organisational setting (Savaya & Waysman, 2005). Second, the implementation of this initiative is risky due to the possible variance of employee efficiency. Moreover, interpersonal conflicts within the team may transpire. This risk should be evaluated by the team before the implementation of the initiative, and the management should define all the possible ways of resolving these conflicts (Savaya & Waysman, 2005). Overall, a transitional employment program is a valuable asset and will cause a momentous impact on the organisation in several ways. There are three types of outcomes that are inherent in this project.

Short-term Outcomes

Short-term outcomes represent the upshots that the administration expects to occur within a short period after the implementation of the initiative (“Logic model workbook”, n.d.). The key short-term outcome is a temporary decline in employee efficiency. This short-term outcome can be defined as the time that the existing employees will have to spend to get used to the changes in the company (Savaya & Waysman, 2005). Another short-term outcome is the deficit of human and monetary resources. Transitional employment is a relatively expensive strategy and has to be adjusted to the budget of the company, but the total amount of resources can only be estimated before the implementation of the program (Savaya & Waysman, 2005). The third short-term outcome is the conflict situation in the workplace. Most probably the employment of adults with intellectual disabilities will have an impact on the existing team and increase the tension in the workplace.

Intermediate Outcomes

Intermediate outcomes represent the outcomes that the administration wants to see in the organisation after a definite period (“Logic model workbook”, n.d.). The first intermediate outcome is the stabilisation of the efficiency curve. For the company, it is important to monitor the performance of its existing employees and help the employees with intellectual disabilities find their place in the organisation to successfully perform their functions (Savaya & Waysman, 2005). Another intermediate outcome that interests the administration is the mitigation of all the possible conflicts that can occur. In this case, the key objective of the organisation is to find a perfect balance between their existing employees and new workers with intellectual disabilities (Savaya & Waysman, 2005). The administration wants to run the organisation in a manner that will guarantee a peaceful setting in the workplace and no room for conflicts or discrimination. The last intermediate outcome is the involvement of the newly hired employees in the process of learning their functions and ambitiously maintain the performance level.

Long-term Outcomes

Long-term outcomes are represented by the changes that the company hopes to see after a certain period (“Logic model workbook”, n.d.). The most important long-term outcome is the full and successful integration of adults with intellectual disabilities in the organisation. The administration hopes that the resources spent on promotional events and employee training will pay off and help the company improve in all respects (Savaya & Waysman, 2005). The organisation hopes to see a stress-free working environment that presupposes special treatment for the intellectually disabled employees (if necessary). The latter does not imply discrimination and has to be carefully implemented in practice. The newly hired adults will display a high-level performance and show a full understanding of organisational objectives and the vision of the organisation (Savaya & Waysman, 2005). The administration believes that compliance with the new policies is possible, there are no critical drawbacks, and all the risks can be easily mitigated in the future.

Rationales and Assumptions

The implementation of this program is supposed to change the way that employers usually see employees with intellectual disabilities. I assume that the changes will have a positive effect on the organisation and help it grow ethically. The administration of the organisation should see the transitional employment initiative as a way to make others aware of the possibilities and help adults with intellectual disabilities benefit the organisation in all the possible ways.

References

Csiernik, R., Chaulk, P., McQuaid, S., & McKeon, K. (2015). Applying the logic model process to employee assistance programming. Journal of Workplace Behavioral Health, 30(3), 306–323.

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Frye, A. W., & Hemmer, P. A. (2012). Program evaluation models and related theories: AMEE Guide No. 67. Medical Teacher, 34(5), e288–e299.

Logic model workbook. (n.d.). 

McCawley, P. F. (n.d.). The logic model for program planning and evaluation. Web.

Savaya, R., & Waysman, M. (2005). The logic model: A tool for incorporating theory in development and evaluation of programs. Administration in Social Work, 29(2), 85–104.

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