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EMPLOYER ENGAGEMENT

EMPLOYER ENGAGEMENT. How to develop relationships with companies that will provide work experiences for transition age youth. INTEGRATED EMPLOYMENT FOCUS ON COLLABORATION TO REACH GOAL OF PAID EMPLOYMENT. Employment First Initiative (National Initiative) adopted in Oregon in 2008

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EMPLOYER ENGAGEMENT

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  1. EMPLOYER ENGAGEMENT How to develop relationships with companies that will provide work experiences for transition age youth

  2. INTEGRATED EMPLOYMENTFOCUS ON COLLABORATION TO REACH GOAL OF PAID EMPLOYMENT • Employment First Initiative (National Initiative) adopted in Oregon in 2008 • Executive Order 15-01(Lane v. Brown) stating that all individuals who experience a disability have the right to integrated employment making competitive wages. • Getting work experiences is an Indicator of schools success that is measured by Post School Outcomes (PSO’s) • MOU: Education, VR and ODDS

  3. CONSIDERATIONS BEFORE GETTING WORK EXPERIENCES • Does the student want to work and do the parents support it? (SSI and SSDI) • Do the parents support the work experience? • Pre Employment Meeting (PEM) • Has the student worked at an in-school job or business • Does the student have a resume and interview skills? • When is the best time to refer the student to VR? • Will long term supports be needed when individual is in paid employment?

  4. STEPS FOR PAID EMPLOYMENT • Does the student know what “work” is? • In-school job or in-school business: Resume and interview skills during this time • Job Shadow or Informational Interview • Work Experience/Internship • Volunteer: “Business” must be a non-profit, charity or religious organization • Integrated Paid Employment

  5. WHAT KIND OF WORK EXPEREINCE? • TYPE OF JOB: Based on in school jobs/business and staff interactions what does the student enjoy doing? • SCHEDULE: What amount of time can student work each day or week? Considerations: how long can student stay on task/transportation • WORKING CONDITIONS: Independent/team. Noise level. Size of work space. • Consider doing a Person Centered Plan(PCP) or a PATH to get more information on above.

  6. THINGS TO CONSIDER WHEN FINDING COMPANIES • Marketing for specific student (s) or future jobs for students…***both should be done • Finding businesses that have the types of work experiences (jobs) that would mirror the students job interests • Determine the geographic area(s) that you want to look for businesses. Looking for companies in your school district/county or what to do if you need/want to go to another district or county?

  7. HOW TO FIND COMPANIES IN YOUR AREA • Network: Who do you know that can help you? • Job posting sites: Indeed/Craigslist • LinkedIn • Drive the area • Work Source • Staffing/Temp companies • Google the zip codes in your area

  8. MARKETING MATERIALS • Business cards • Marketing brochure (samples in handout) • Testimonial contact information (this can be in your brochure or a separate document)

  9. WHAT TO DO BEFORE YOUR FIRST CONTACT WITH THE COMPANY • Get the name of the decision maker • What is the best way for you to contact the company? What are you most comfortable with? Phone/email/in person • Know the purpose for contacting them. Create your “impact statement”

  10. EMPLOYER ENGAGEMENT • Business Needs Analysis: What does the company need? • Features/Benefits: Based on what the company needs what can the student offer that will benefit them?

  11. INITIAL CONTACT • The goal of the initial contact is to schedule a meeting • Tell them who you are and what school you’re with • Present your “Impact Statement”: Examples are Community participation/save them money • Let them know you’d like to find out more about their business/hiring by doing a “Needs Analysis”. Ask them to choose from several dates/time that you give them. You can tell them it will take about 15-20 minutes.

  12. FIRST MEETING • This is when you start building the relationship…people work with people they like and respect • Do the Business Needs Analysis: You need to learn what they need before (Feature) you can “sell” the what you have to offer (Benefit) • Ask them the best way to communicate with them? Examples: phone or email • Discuss next steps. Examples: tour of facility, meeting other staff or bringing student out to do a job shadow.

  13. SUBSEQUENT MEETINGS • At the end of the first meeting when you’ve done the “Needs Analysis” let them know that you’ll follow up on what students would be a good fit for them • Business Partner Information • This is when you could tour their business, meet other staff the student (s) would be working with and see the work environment the student (s) would be working in

  14. SUBSQUENT MEETINGS • Continue to build relationship • Get more information on the business and how your students can meet their needs • Should make monthly contact • Ask them who they might know: Network and get referrals

  15. JOB CARVING • What tasks are not getting done by full time employees? • What is their “Dream List of Tasks” to be done? • What skills/service could student(s) bring that would be a benefit to the company? Services/products not currently being offered • Business Partner Agreement and Statement of Work

  16. TRACKING CONTACT INFORMATION FOR EACH TARGET BUSINESS: Business Activity Tracking (BAT) • Find a tracking system that you can document all contacts with the company (samples) INCLUDE THE FOLLOWING: • Company • Contact Name • Title • Email • Phone • Address • Contact Summary

  17. WHAT TO INCLUDE ON THE BUSINESS ACTIVITY TRACKING SYSTEM • What to put in the “contact summary” • Put “reminders” for follow up contact that was discussed…include the date and the information to be provided. Follow up on what you say you’ll do • Document this information as soon as possible after the meeting/call

  18. MAKING TIME TO “MARKET” • Have dedicated time each week to market. Non-negotiable • Be diligent in keeping this time • Set goals for yourself each week/month/semester

  19. WORK A “JOB” THAT THE STUDENT WILL BE DOINGEVALUATIONS • Volunteer to work the “job” that you are going to have your students do • Helps identify if long term supports will be needed • Helps in developing the relationship

  20. 1 PAGE PROFILE • Includes what works best, what student likes and how to best support them • Can be used in multiple settings/can use the same 1 or create one specifically for their work experience • This can be used in place of a resume depending on the students abilities Samples in packet with websites that have 1 page profile

  21. FOLLOW UP ON EMPLOYER ENGAGEMENT TRAINING • 1page profile for at least 1 student • 30 days after training: 10-15 minute phone call with Robbie to discuss and problem solve successes and or challenges. Scheduled time (end of May) • 90 days after the training a Questionnaire will be emailed asking for the number of work experiences created since the training and successes/challenges experienced (June 10th)

  22. THANK YOU!!!Robbie SpencerRegional Employment Coordinator and Trainerrspencer@mesd.k12.or.us503-475-6010

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