Good Employment "Fit" or "Match"

We may often we meet learners who come into our programs with very unrealistic goals, particularly around employment. They may seem adrift, moving from job to job and feeling reduced self-worth from losing multiple jobs or from not being hired for the job they want. For some learners there may be complex reasons for this pattern, but other learners may simply not realize their strengths or weaknesses. Some individuals find jobs but never seem to be happy in them. According to the National Center for Learning Disabilities, one can determine whether a job is a good fit by looking at the responsibilities of the job and ensuring that they match his or her strengths.

Dr. Paul Gerber is a specialist in the field of learning disabilities and has authored many books including Learning Disabilities and Employment and Exceeding Expectations of Highly Successful Adults with Learning Disabilities. One study analyzed the degree of vocational success in individuals with learning disabilities; they included income level, job classification, educational level, prominence in one's field, and job satisfaction.

From this study the following characteristics were considered precursors to success:

1) Desire

One of the requisite characteristics for success is desire. The reasons that the adults in the study had acquired such high levels of desire are varied. Many were plainly angry, often at the school system, and set out to prove that they were capable people. Others, however, developed their desire from more positive experiences such as encountering success in a particular endeavor, receiving strong support from family or significant others, or realizing that basic academic survival simply requires more determination for a person with learning disabilities.

2) Goal Orientation

The successful adults in the study were extremely goal oriented and viewed having a focus or direction as crucial to their success. However, goals cannot be frivolous or fanciful; realistic aspirations must guide the decision-making. As with desire, goals become more apparent and attainable through experiences of success. When one achieves at a particular endeavor, one often begins to consider pursuing it. For persons with learning disabilities, that focus may also derive from a realization that many aspirations are not realistically attainable. Some adults even saw learning disabilities as playing a proactive role in the goal setting process. They didn't waste time aimlessly exploring a multitude of possibilities but concentrated on areas in which they were more likely to be successful.