How Can Employers Get Involved?

Employers can get connected with schools and students through a variety of means that can provide valuable information and experiences to students to learn about the many industries and careers that exist right here in East Central Indiana. Students sometimes have limited knowledge about companies, organizations, and businesses that exist right here and the types of services or goods those entities provide, and the types of innovative and interesting jobs they are looking to fill now and in the future.

Connecting employers and high school students fosters valuable real-world experience and career exploration, helping students make informed decisions about their futures while addressing workforce needs.

Here are a few suggestions for how employers and community organizations can assist area students with learning about career options and becoming part of the Future Workforce:

  • Talent Talk – Classroom presentations where employers share information about an industry, career, or business to a classroom of students.
  • Talent Tour – Workplace tours permitting students to see and hear about a specific business or industry.
  • Talent Day – Career Fairs where companies share information about their specific company, careers, jobs skills, opportunities for growth, and other information.
  • Talent Shadows – Job shadows where a company hosts a student or students for a day and provides them firsthand, one-on-one experiences of the day-to-day workplace environment.
  • Talent Mentor – Students plus a professional representative from a company work one-on-one or in small groups to explore career paths in a specific industry.
  • Talent Challenge – Group Projects that permit students to engage in a real-world issue by working alongside industry representatives to present viable solutions to an employer-based challenge or problem.
  • Work-Based Learning Opportunities or Partner with RAZ-32 to create an Apprenticeship Experience with your organization.

RAZ-32 students participating in work-based learning have undergone one year of technical, hands-on training in a particular career field. They are prepared for the workforce, bringing with them:

  • Entry-level technical and occupational expertise
  • Practical work experience through hands-on skill application
  • Proven work ethic and professionalism
  • Postsecondary college credits or industry certifications
  • Pre-screening by the CTE Pathway Instructor

Part 1 – Employer Commitment:

  • Job Tasks: Employers provide a job title and description or a listing of the duties/tasks the WBL student will be learning and performing at the work site.
  • Safety: Assure a safe and healthy working environment.
  • Applicant: Meet and/or interview the WBL student/applicant.
  • Supervision: Assign a workplace supervisor or mentor with the necessary subject matter expertise available to train, support, and supervise the WBL student and evaluate his or her progress throughout the WBL placement. Employer provides the supervisor’s name, job title, telephone number, and email.
  • Compensation: Employer provides an hourly rate that the student will be paid. Compensation increases the likelihood that the student/employee will be assigned meaningful and productive tasks.
  • Work Hours: In coordination with the CTE Instructor and student create a tentative work schedule that permits the WBL student to work 10 to 20 hours per week. The work schedule may be during or after the school day. It is understood that the work schedule may fluctuate each week.
  • Complete a Training Agreement: This is a document that outlines the entities/individuals involved in the partnership, student responsibilities, training company/employer responsibilities, school/CTE teacher responsibilities, parent/guardian responsibilities, and signatures of the parties involved. This process is led by the CTE instructor.
  • Participate in the development of a Training Plan: This is a written outline (template) of measurable learning objectives that the student will learn/practice at the worksite. It includes specific job-related technical tasks, professional behavior, and industry knowledge to be learned or practiced at the worksite. The CTE Instructor initiates the creation of the Training Plan and then the supervisor reviews, approves, and shares with the student. This document is used to evaluate the students’ performance at the worksite.

Part 2 – Employer Support During the WBL Experience:

  • Orientation: Provide the WBL student with an orientation to company policies, processes, regulations, and expectations during their first week on the job.
  • Communication: Communicate with the CTE Instructor regarding issues related to the student’s work performance, attendance, behavior, communication skills, or other areas where the CTE Instructor can provide training/support to the student during related-instructional sessions.
  • Visitation: Permit on-site visits by the CTE Instructor.
  • Student Progress Monitoring: Participate in the evaluation of the WBL student at the end of each 9-week period and assist with updating the Training Plan to advance the student’s learning and job responsibilities.
  • Employer Evaluation of WBL: Complete an evaluation of the work-based learning program at conclusion of the placement.

Let's Connect

Interested in getting involved with RAZ-32 students? Reach out to us to discuss the possibilities!

Work-Based Learning How Employers Connect