Employer Engagement Toolkit - Bringing young people and employers together DISCOVER - YEA
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Employer Engagement Toolkit Bringing young people and employers together DISCOVER EXPLORE CONNECT
EMPLOYER ENGAGEMENT TOOLKIT
Contents
PART 1: Setting the scene 3 STEP 3 – Connecting with Employers:
The game plan 21
Connections are important for
1. Decide on the engagement activity 21
young people and their future 3
2. Find and identify employers 22
Start small 3
3. Plan ahead and know what you
About the Toolkit 4
are asking for 23
Who can use the Toolkit to build connections? 4
4. Making contact 26
PART 2: Why Building Connections 5. Maintain the relationship 27
are important 5
6. Follow up 27
Employer engagement matters 5
7. Contingency Plans 27
Education to employment connections
benefit everybody 8 STEP 4 - Review and Reflection 28
What does good look like? 9 Evaluation and Review 28
Reflecting and planning 31
PART 3: Making it happen 12
Sharing Success Stories 32
Journey Map for Employer Engagement 12
Examples of employer
STEP 1 – Discover student and
engagement events 33 – 40
employer needs and opportunities 13
Thinking about student needs 13 Tools 41
Employer size reflects their needs and
opportunities 14 Appendix 44
STEP 2 – Exploring opportunities 15 References 46
Explore different types of employer
connections 15 Hyperlink endnotes 47
Get students, family and whānau and
teaching colleagues involved 19
Explore what is already happening
across your school and community 20
2
EMPLOYER ENGAGEMENT TOOLKIT
PART 1
Setting the scene
Connections
are important
for young people
and their future Start small
Connections with the world of work are important Employers, from all sizes and types of business, want Employer engagement can start small, such as an
for young people help them ‘Discover, Explore and to help young people with their career pathways. employer visit to a classroom, a small employer-led
Connect’ to their future of learning and work. Employers There are many reasons why employers want to get pilot programme in a school, or hosting students in a
can provide rich opportunities for young people to gain involved - they have attended or visited a school in the workplace and build over time.
skills and make connections between their current and area, they want to give something back to the community,
Massey High School in Auckland did exactly this. In
future study and potential work opportunities. or they believe in supporting New Zealand to be a
2012 they started a building academy where students
successful global player. Employers are also interested
learned trades and work skills during school hours
in developing and identifying potential employees.
and on school grounds. Ten students joined
We know that many schools engage with employers as the academy in its first year. Today they
WHO IS AN EMPLOYER? part of programmes like Gateway or Trades Academies. have over 100 students involved and are To see an
Many schools have also created their own programmes working collaboratively with Kāinga Ora infographic about
In this Toolkit, an ‘employer’ is any and engagement with local industries or employers. to develop their work skills. The students the Massey High
person who is working in an industry are also helping with the creation of School Academy
This Toolkit has been designed for Careers Advisors
or business, and wants to help young social housing through their community. go to p.10-11
and Teachers. But the information can be used by
people prepare for the world of everyone, including Principals, Boards of Trustees, and
work. An ‘employer’ can be in any anyone involved in educating young people. The Toolkit
business, industry, workplace or in helps understand the importance of connecting young
any type of role. people with employers, and provides you with some
ideas on how to do this.
3
EMPLOYER ENGAGEMENT TOOLKIT PAGE 4
Who can use the Toolkit
About this Toolkit to build connections?
This Toolkit provides information, resources, and
examples to help educators build relationships and
Careers Advisors/ Principals and Boards of Trustees:
partnerships with employers that prepare young Pathways Co-ordinators: Boards of Trustees, working with Principals, set
people for the world of work. Employer engagement outcomes are improved when the priorities and direction for the school. Trustees
delivered alongside effective career guidance. This Toolkit can help set expectations that schools work with
The Toolkit won’t cover every situation or opportunity - provides ideas for employer engagement, that may help their local community to develop local curriculum,
your relationship with your local employers will be unique young people learn about a wide variety of careers and showcase local industries and careers and inspire
to your community. Start small and see how things pathways and compliment career guidance activities. students to think about their own pathways.
develop. Connect with local businesses or employers to Principals and Boards are key in helping their schools
discover what works for them, you, and your students. Teachers: to incorporate the National Education and Learning
Priorities (NELP)1 into their plans and everyday
Employer engagement helps to contextualise
practice.
classroom learning. Young people may be more
Supporting information: At the end of some
engaged in a subject when they understand how it is The NELP sets out the Government’s priorities for
of the sections in the Toolkit, you will find a
READ MORE box that lists articles and reports
relevant outside the classroom and the roles it could education that will ensure the success and wellbeing
lead to in the future. The Toolkit provides suggestions of all learners.
used to develop the Toolkit’s content. Click on the
to make this happen.
link to take you to the source material. Priority 7 is focused on the world of work and
encourages schools to collaborate with industries and
employers to ensure learners/ākonga have the skills,
knowledge and pathways to succeed in work.
95%
The Toolkit includes examples of activities that build
this collaboration and can provide a platform to
initiate discussions about how this can happen in the
local community.
of employers agree that there
is a role for them in guiding
young people into pathways
for their future careers.
(2018 Employers Survey Report from the Employers 4
and Manufacturers Survey)
EMPLOYER ENGAGEMENT TOOLKIT
PART 2 “It was easy
Why building connections for everyone to find
out more about potential
career pathways - it was done
are important at school and it was done in a way
where I could easily get answers and
insight from talking to the presenters.
I also loved the wide variety of career
options available - it allowed me to
be more open about my pathway
and consider that uni isn’t the
Employer only option.”
engagement
(Student)
matters
Young people and their parents want to understand
their pathway options beyond school. They want to
find out more about the diverse range of jobs available “Being given the
before making decisions about further study or ability to learn about
not just one career pathway,
employment. When schools engage with employers,
but having the opportunity
EMPLOYABILITY SKILLS
it creates opportunities for this to happen.
to learn about a number of are the skills that employers
Young people can learn about the world of work by different careers, has enabled most want a young person
meeting and talking with employers before they leave me to see which career sparks to have.
school. This includes exploring careers that exist in myinterest the most.”
different industries, what employers expect of them, (Student) They include:
or how you start your own business.
» Positive attitude
Many of the jobs young people will have in the future
» Communication
have not been created yet. Connecting with employers
» Team work
helps young people understand the experiences and
employability skills that are valued now and will be » Self management
valuable in a fast-changing world. » Willingness to learn
» Problem solving and decision making
» Resilience
(CareersNZ)2
5
EMPLOYER ENGAGEMENT TOOLKIT PAGE 6
We know that: There is a gap: Employers are willing
» Young people’s employment expectations » There is a gap between what employers expect and able to help
and ambitions develop very early. The work from young people going into the world of work bridge the gap:
children are interested in at age seven is reflected and what young people think it is going to be like.
» 95% of employers
in the subjects they choose at secondary school,
» This gap can be demotivating for young agree that there is
and again in the jobs they pursue when entering
people and frustrating for employers. a role for them in
training, education or the workforce at 17.
» Young people need support to make informed guiding young people
» Multiple positive connections choices about their future pathways. This can only into pathways for their
(a minimum of four) with employers is vital for happen when they are able to learn about what the future careers.
opening young people’s eyes to the world of work. world of work looks like. » 91% indicated they
» The process of applying for jobs and planning their » Young people and employers recognise they need would be willing to have
futures is strengthened when young people better to bridge the gap but need information and staff visit schools.
understand what employers are looking for. support for this to happen. » BUT only around 21% of
» Engagement with employers helps young » Parents and whānau have an important employers have developed
people understand the world of work and role to play in supporting their young people links with secondary schools
employability skills they might need for success. think about the world of work. so far.
» Schools can provide opportunities to make
(All statistics are from the 2018 Employers Survey
connections by working with employers, parents Report from the Employers and Manufacturers
Survey)
and whānau.
“Getting the links
between school and
industry is something we
quite often struggle at.
The better we can do it, the
READ MORE better it’s going to be for
New Zealand as a whole.”
Want to know more about the data that backs up the importance (Andrew Thawley, Head of Digital
Technology at Christchurch
of connections with employers? Boys High School)
Employers and Manufacturers’ Employers Survey Report, Employment and Education Matters Survey (2018) - Drawing the Future4 - Students from Years 3 – 8
The Ministry of Education survey found that young people were asked by the Tertiary Education Commission to draw
20183 - details how employers want to engage with young
strongly benefitted from engaging with employers, and that the job they wanted when they grow up. Most students were
people, and statistics on their connections with schools. employers want to engage with young people. not aware of the wide variety of jobs available to them.
6
EMPLOYER ENGAGEMENT TOOLKIT PAGE 7
Bridging the gap
BRIDGING
YOUNG PEOPLE THE GAP EMPLOYERS
See workplace
Struggle with
processes as
EMPLOYERS
SCHOOLS &
work processes
DEMOTIVATED the norm FRUSTRATED
May not understand what May think young
employers are looking for people present poorly
Want to see motivation
Do not understand
before discussing progression
progression opportunities
and development
READ MORE
If you would like to read more about the benefits of employer
engagement, you may be interested in these reports:
The Attitude Gap Report5 was sponsored by the Ministry of Transition to Tertiary Life Event (2018)6 Employer engagement in Education. EEF7
Business, Innovation and Employment and the Ministry of (Tertiary Education Commission) (Education and Employers Research)
Social Development.
Focusing on what entering tertiary study is like for young International evidence provides insights and research on the
This report discusses the impact employers can have on young people and the things they are considering in doing this. effectiveness of employer engagement, and research how to
people, with a focus on Māori and Pacific young people. develop effective employer engagement.
7
EMPLOYER ENGAGEMENT TOOLKIT PAGE 8
“Love the
fact that all these
opportunities are on our
Education to employment doorstep and that people
are keen to employ
connections benefit everybody young people.”
(Teacher)
Benefits of connecting with employers
For all young people For employers For schools, Careers For parents and
Gain knowledge and experience in: Social responsibility – they can give Advisors and Teachers whānau
what work environments are actually like back to their community or the
Become more aware about post-school Learn how to help their young
school they attended
the wide range of jobs available in a employment, education and training person prepare for the world
workplace or industry Address future workforce and opportunities of work
talent needs
recruitment and interview processes Help their students to be more informed
Showcase their business and Create positive perceptions
about careers in their area of interest
employability skills expected by industry about roles and industries they
employers Help their students to make informed choices may be unfamiliar with
Encourage workforce diversity
their classroom learning connected to about their future study options
Support employee development Opportunities to learn about
real world environments Gain access to resources, knowledge, skills
and engagement new and different career
understanding tangible career pathways and experience
pathways
Meet young people and potential
future employees Able to connect students to employers, and
Understand expectations for
And young people are: potential future places of work
Reduce recruitment costs future workers
more informed about career pathway Develop locally integrated, contextualised
choices and jobs that exist in their and relevant curriculum Build relationships between
community parents/whānau/school/
Create partnerships with employers community partnerships by
supported and motivated to gain new,
practical and work-related knowledge Give young people the opportunity for actively engaging whānau in
and skills practical experience in work environments building these opportunities
supported to gain skills that
employers value
given opportunities to develop
entrepreneurial skills THEY ALSO:
able to meet and talk directly with have a realistic understanding about what they need to
employers know to reach their career ambitions
Learners who are involved in
see value in their schooling
supported to ask direct questions MULTIPLE school-mediated
employer engagement speak to their teachers about their education plans
build their confidence about work
environments opportunities and activities believe their family networks will help them find work
after leaving education
and most of all understand what jobs are can expect BETTER ADULT
combine part time work with full-time education
like before they commit to a study area OUTCOMES THAN THEIR PEERS.
(Attitude Gap Challenge Report, The Co-Design Lab)
8
EMPLOYER ENGAGEMENT TOOLKIT PAGE 9
What does a good relationship look like?
Research tells us what good employer engagement looks like and what the important elements are.
BEST PRACTICE
Start early Connect often Make it relevant Make it personal Mix it up
ELEMENT
WHAT THE Children develop The more often young Different employer While some young Considering all of the
RESEARCH career aspirations people engage with engagement activities people benefit more from above, young people
SAYS at an early age and employers, the more have different roles, sustained engagement benefit from having a
their socioeconomic likely it is that they’ll depending where young (e.g. mentoring), others variety of engagements
background and be successful in their people are on their benefit more from with employers
gender influence their transition to further educational journey targeted intervention (e.g.
aspirations education and work CV or interview training)
HOW CAN CONNECT STUDENTS REGULARLY HELP STUDENTS Create engagement CONNECT WITH
I DO IT? WITH EMPLOYERS CONNECT EXPLORE THE opportunities that EMPLOYERS
FROM A YOUNG AGE, young people WORLD OF WORK IN MATCH THE IN DIFFERENT
understand more of with a wide variety DIFFERENT WAYS, NEEDS OF WAYS
the opportunities of employers inside and outside the THE STUDENT (see page 26)
available to them classroom, across their
educational career, not
just in their final years of
secondary school
READ MORE
*Adapted from: DYW Glasgow, 2018, The impact of employers’ engagement with schools.
You can read more about benefits of Education to Employment opportunities:
Open Letter to NZ8 – NZ Talent - an open British Council Employer Engagement Developing the Young Workforce Towards an Employer Engagement
letter to New Zealand from a group of over Toolkit9 – details how to establish (DYW)10 – contains more information Toolkit11 – details British Teachers’
200 businesses, affirming New Zealand relationships with employers, maintain on how to engage young people and views on the effectiveness of employer
businesses’ willingness to engage with them, and integrate employer engagement employers while at school. engagement activities, and how they
young people, and their desire for them to into your school’s curriculum. have impacted their students’ learning.
be ‘work ready’ out of education.
9
Educationally Powerful Connections creating work ready students
Massey High School Academy Case Study
OVERVIEW
Innovation in education often requires moving on from traditional approaches. Massey High School’s
solution to supporting learners on meaningful vocational pathways, showcases how partnerships between
education and employers, business and industry can produce educationally powerful connections that
benefit learners and entire communities.
The programme grows again with
45 full time, 71 part time students, Partnership between
Students from Ko Taku Reo - Deaf Education 7 students from Ko Taku Reo – Deaf
THE STORY: New Zealand and students from Bay of Education New Zealand and students
these organisations and connections
Kāinga Ora and Massey High School Islands College participate in the Massey from Bay of Islands College participating with industry, trades training,
Massey High School creates an established a partnership that enabled High School Academy developing skills in the Massey High School Academy. learners and their whānau have had
academy where learning trade school students building houses for New that increase the possibility of sustainable
Zealand families in a full time programme at employment in their communities. positive impacts for the students,
and work skills can take place
during school hours and on school school and developing their work ready skills. 2021 their communities and familes
grounds. Ten students joined the across New Zealand.
academy in its first year. 2020
2019
Massey High School and Kāinga Ora
2012 partnership has built 8 new houses for
Kāinga Ora Apprenticeship Programme
New Zealand families that have been placed
established. A partnership between
in locations such as Gisborne. Students
Miles Construction and Kāinga Ora that completing the programme have a 99%
established an apprenticeship pathway
chance of employment in the building and
for the students and help keen Kiwis learn
construction industry.
trades on state house building sites.
SUCCESSES
Since partnering with Kāinga Ora in 2019 the
school has delivered eight new state homes
which have been sent to sites and families as
far away as Gisborne.
In 2019, all full-time students, who completed
HOW IT WORKS: the course passed NCEA L2 or L3, L2 with
endorsement and achieved the relevant
• Massey High School Building Academy partners • Students develop skills and experience in building • The homes are built on the school site in a BCATs qualification.
with the Kāinga Ora to build state houses. and carpentry, work under the supervision of controlled, supportive environment where the
registered builders and teachers, while producing students are tutored by qualified builders. Over 90% student retention.
• Students have a pathway to the Kāinga Ora new homes.
In 2020 all exiting students are leaving to
Apprenticeship Programme as well as other • Over 120 students are enrolled for the programme employment.
employment opportunities. • The academy is like a ‘job’ for the students, in 2021 including students from other schools in
running from 9am to 3pm Monday to Friday. Tai Tokerau. Deaf students from Ko Taku Reo – Deaf
Education New Zealand are fully engaged in
the Academy.Educationally Powerful Connections creating work ready students
Massey High School Academy Case Study
“Helping build this home
has been an extremely
positive experience for
me. It’s great being able to
learn new skills while doing
something good for the
community.”
— McKoy, 17years old
VISIONING
THE FUTURE
› Transfer the model to other industries
Learners, whānau, (e.g. cafes, automotive industry, ECE)
“The academy has community › Transfer knowledge to other schools
ho › Involve other schools in the Academy
Sc
really helped me grow
in confidence. I hope to du o l › Develop educational hubs
In
gain an apprenticeship in st › Commercial building contracts
ry
Kā
building and construction, ng › Establish a L3 Building Academy
i
a
Tr
and eventually start my own de Or curriculum in association with BCITO
a
company.” s a
tra
— Ethan, 17 years old ini
ng
BUILDING COMMUNITY
“They can now see › Building real homes for the community
themselves owning their › Building community facilities
own building companies › Maintaining school facilities
- building homes for
themselves, other families
and the community. It really
gives them hope. I’ve been GROWING CONFIDENT DIVERSE, ENGAGED AND
in the education sector or (WORK READY) YOUNG PEOPLE SKILLED WORKFORCE
30 years and this is the best
› Increased engagement of young people in school › Bigger, more capable workforce
thing I’ve been involved in.”
› Meaningful and contextualised knowledge › Young people confident about pathways and opportunities
— Glen Denham, Massey High
for learners › Supporting a diverse range of learners with future
School principal
› Support for learning in a familiar environment
employment opportunities
› Ongoing development of skilled workers (real-time skills
› Strengthened relationships with other schools
matching with industry changes)
and studentsEMPLOYER ENGAGEMENT TOOLKIT
PART 3
Making it EXPLORE different
happen DISCOVER
employers’ needs
types of engagement
activities
EXPLORE
and opportunities connections that
3 might already be
2 4 happening
Understanding your DISCOVER your
students’ needs is
essential in planning
students’ needs
VER EXPLORE
how employers can be 1 O 5 gaps and
EX
C
involved. This section opportunities
DIS
PL
of the toolkit focuses
ORE
some of the ideas,
information and tools Journey Map EXPLORE who
for Employer
Planning the
to help you do this.
next one
12 6 can support
If you ask them, an employer
the connection
will let you know how they Engagement activity
want to be involved.
Evaluation and 11
feedback
EXPLORE which
O 7
C
NN employer(s)
you could
EC T work with
8
CONNECTION 10
EVENT OR 9
Make a
ACTIVITY Develop and
contact plan
between students maintain the Contact the
and employer(s) relationship employer(s)
12EMPLOYER ENGAGEMENT TOOLKIT
Step 1: DISCOVER
Discover student DISCOVER EXPLORE CONNECT
and employer needs Work Exposure Work Exploration Work Experience
and opportunities Activities that present ideas, Activities in which young people Activities that offer young people close
information, and concepts about actively explore and investigate the and more sustained opportunities for
the world of work and career world of work. observation and participation in one or
development. more workplaces.
Employer engagement activities should
be shaped by student needs and the Largely aimed at young people Largely aimed at young people Largely aimed at young people
resources (including employers) available. aged 10 – 14. aged 13 – 16. aged 16 – 18.
Typical activities include: Typical activities include: Typical activities include:
Thinking about student
needs Discussions of parental Career talks from people in work Community and workplace-
occupations about the jobs they do and how based work placements
When thinking about the types of to access them
Career talks from people in work Undertaking supervised work for
connections you might be looking for
about the jobs they do and the Student research into specific one week
your young people, the adapted WE3
value they find in them occupations, access to them and
Continuum below may be a useful Work shadowing focused
their likely future characteristics
framework to use as a starting point. Discussions of the gendered around specific research
character of work Development of CV writing and questions
The WE3 approach to career readiness
interview skills with employee
was developed by educationalist Dave Workplace visits Student enterprises supported
volunteers
Turner for the Eastern Bay of Plenty by employee volunteer coaches
Integration of workplace
Regional Economic Development Trust Job shadowing
examples within related Employer forum organised
2020. ‘WE3’ refers to: Work Exposure, curricula Discussions (career by students to bring together
Work Exploration, Work Experience. conversations) with people students and employers to
We have reframed the WE3 as: in work about the future discuss expectations and
Discover, Explore, Connect. development of occupations opportunities
The continuum sets out a process Adapted from Work exposure, work exploration and work experience - continuum and activities13, by Dave Turner (2020)
designed to “introduce, entice and induct
young people into the world of work”. READ MORE
It provides practical examples of the types
of activities you can provide for learners Read more about Dave Turner’s work here:
in a structured process.
Work exposure, work exploration and work experience - Explore the OECD research on how schools can better
prepare young people for working life in the era of COVID-1912
continuum and activities13, Turner’s WE3 Continuum is a
sequence of vocational learning elements that aim to connect
young people to their future pathways. 13EMPLOYER ENGAGEMENT TOOLKIT PAGE 14
Employer size
reflects their Entrepreneurs Micro-business Small to Medium- Large
BUSINESS
SIZE OF
or Individuals/ sized Enterprise organisations
needs and partnerships
1 – 9 employees
10 – 249 employees 250 employees
opportunities 1 – 2 people
(including parents, whānau,
self-employed) and above
» Personal stories » Likely to engage if invited » Likely to engage if invited » May include the public
AND CONSIDERATIONS
OPPORTUNITIES
The size of an employer can
shape how they might like to be sector
» Passionate about a » Wide range of experiences » May need help to see the
approached and the amount of specific area value of their engagement » May have infrastructure and
» Personal stories
involvement they can offer. capacity to engage
» Often have limited time » May be interested in co-
» Entrepreneurial insight
design approaches (hands » Provide well-designed
» Have business problem that
» Need to be invited to on and local curriculum experiences
groups of students could
participate development)
work on » Resourced to participate
» Sometimes they have » Likely to have job in activities like site
» May be interested in helping
limited time opportunities if their visits, careers expos and
local community
» A business problem that business is growing curriculum development
» May have limited time and
individual students or groups » Maybe open to work » May have higher turnover
resources to engage
of students could work on experience or holiday jobs and may require new talent
» Gateway experiences for students
» May be open to experience
» Trades Academy placements » Gateway experiences or holiday jobs for students
» Work experience or » Trades Academy placements » Gateway experiences
holiday jobs » Trades Academy placements
EXAMPLE
An individual person/ A business that often operates Small to Medium-sized A large organisation is an
partnership / entrepreneur with a small team in your Enterprises are often established business with a high
who often operates on their community businesses who may operate number of staff that is likely
own and may have set up their locally or regionally to operate locally, regionally,
own business nationally and sometimes globally
INITIAL The individual person / The Owner / Chief Executive, The Chief Executive, General The Chief Executive, HR
POINT OF entrepreneur who operates Business Manager or HR Manager or HR Manager Manager, General Manager
CONTACT the business Manager Operations
14EMPLOYER ENGAGEMENT TOOLKIT
Step 2: EXPLORE
Explore different types of Having conversations with employers about different ideas and types of engagement
creates opportunities for collaboration and creativity. The table below outlines some
employer connections of the different types of employer engagement that schools are doing.
ACTIVITY WHAT HAPPENS AND LINK TO WHY WOULD
WHO IS INVOLVED? CURRICULUM I CHOOSE THIS?
COMPETENCIES
School visits/ Employers, former students and/or staff visit » Thinking DISCOVER / EXPLORE
speakers the school/kura and share their education and » Relating to others » A good place to start
employment journey to their present role(s) » Participating and » Low commitment required
contributing
» Hearing someone’s journey can be inspiring and motivating for
many students
» May be someone the students know or alumni – so they are relatable
» Opening conversations about pathways
Site visits Students visit a workplace to experience first-hand » Thinking DISCOVER / EXPLORE / CONNECT
the jobs and activities of a specific industry and » Using language, » First-hand experience
workplace symbols and texts
» An opportunity to learn outside of the classroom
» Managing self
» Students see different roles / jobs and understand the academic
» Relating to others requirements and skills they need
» Participating and » Students discover careers and opportunities they may not have
contributing considered
Online events Are a great way for students and employers to » Thinking DISCOVER / EXPLORE / CONNECT
connect, in a unique format, regardless of distance. » Using language, » Is low cost and time commitment for the
Using platforms like Zoom or Teams, employers symbols and texts employer and the school
can showcase their workplace to students, talk » Managing self » Opportunities to connect across distance and time – helps to
about their jobs, their journey or answer students’ » Relating to others showcase any pathway that exists anywhere in the world
questions. The experience can also happen at little » Participating and » If it is recorded it can be watched later by the class, other classes,
to no cost to either the school/kura or the employer contributing parents and whānau
» Good for stimulating discussion on a classroom or curriculum activity
Continued overleaf . . . 15EMPLOYER ENGAGEMENT TOOLKIT PAGE 16
ACTIVITY WHAT HAPPENS AND LINK TO WHY WOULD
WHO IS INVOLVED? CURRICULUM I CHOOSE THIS?
COMPETENCIES
Creative There are lots of fun ways to bring employers into » Thinking EXPLORE / CONNECT
events a school/kura environment. A creative event could » Managing self » Encourages creativity
be on or off-site – the only limit is your imagination. » Relating to others » Memorable – because of the way the event is structured
It just needs to connect students and employers » Participating and
together in a unique way. contributing
Creative Western Heights High School developed a Technology Flaxmere College held a ‘Flaxopoly’ event where students were able to
events course that featured a ‘Dragon’s Den’ style activity, where students navigate their school hall, talking to employers, in the style of a Monopoly game.
EXAMPLES showcased their robotics projects to a panel of engineering The more employers they talked to, the higher chance they had of winning prizes.
employers. The students got feedback from employers about their
The ‘game-ified’ concept encouraged students to talk to more people and made
projects, and gained insights into the skills employers are looking
the event a lot of fun for the employers involved too. Pop-out bubble?
for in the workforce.
Education Secondary school, government funded programmes, » Thinking DISCOVER / EXPLORE / CONNECT
programmes some that give senior students access to structured » Using language, » Ongoing
workplace learning. Credits towards NCEA can be symbols and texts
» Integrated into the curriculum
gained in some programmes. See: » Managing self
» Regular contact with employers
» Trades Academy » Relating to others
» Establish long term relationships/connections
» Services Academy » Participating and
» Credits towards national assessment
contributing
» Gateway
» Youth Guarantee Courses
Enterprise Dragon’s Den style competitions where students » Thinking Connect
competitions create innovative solutions, or come up with a » Using language, » Embracing competition
or product – then pitch that product/solution to a panel symbols and texts
» Opportunities to demonstrate entrepreneurship
hackathons of employers. This can be a great way to facilitate » Managing self
» Chance to collaborate with others
employer engagement in a way that enables both » Relating to others
students and employers to learn from one another. » Employer mentors provide connections and rich understanding
» Participating and
contributing
Continued overleaf . . .
16EMPLOYER ENGAGEMENT TOOLKIT PAGE 17
ACTIVITY WHAT HAPPENS AND LINK TO WHY WOULD
WHO IS INVOLVED? CURRICULUM I CHOOSE THIS?
COMPETENCIES
Work An arrangement between a school/kura and an » Thinking EXPLORE / CONNECT
placement employer, where a student spends some time » Using language, » Individual connections to employer
/ Work working in an employer’s business to learn about symbols and texts
» Learn about industry and the jobs
experience their industry, and gain skills. » Managing self
» Can be regular engagement for a student and become a job for holidays
» Relating to others
» Can influence long term career aspirations
» Participating and
» Credits towards national assessment, i.e. Gateway
contributing
Curriculum Curriculum-based, contextualised learning supports » Thinking DISCOVER / EXPLORE / CONNECT
integrated students to develop new skills with real-life benefits. » Using language, » Partnerships
employer symbols and texts
» Ongoing
engagement » Managing self
» Brings the world of work into the classroom
» Relating to others
» More engaged and interesting for the students
» Participating and
» Employers can be delighted by the perspectives that students can
contributing
bring to their business
» Credits towards national assessment
Curriculum P-Tech Global Technology The programme is focused on senior “We’ve started looking to get more
integrated Programme piloted in South students, and includes: Māori and Pasifika students into
employer Auckland Schools technical roles because the roles
» Workplace experience
engagement Aorere College and Manuwera High School are that are coming up in terms of future
EXAMPLE » Intern placements at partner organisations
creating industry-ready technology graduates by employment, they are going to be
IBM and The Warehouse Group
incorporating the Global Pathways in Technology more technical, particularly from an IT
programme into their curricula. The programme » Support mapping next steps for students perspective.” he says. “The more we can
aims to bridge the gap between the skills students when they leave school do to help our kids get on that pathway,
are learning and the skills needed in a workforce the better.”
that relies increasingly on digital technology. – Aorere College Principal Gregory Pierce
Continued overleaf . . .
17EMPLOYER ENGAGEMENT TOOLKIT PAGE 18
ACTIVITY WHAT HAPPENS AND LINK TO WHY WOULD
WHO IS INVOLVED? CURRICULUM I CHOOSE THIS?
COMPETENCIES
Work Individual students visit the employer’s work » Thinking EXPLORE / CONNECT
shadowing environment and ‘shadow’ a trusted staff member, » Using language, » Ongoing
to understand the skills used and possibly undertake symbols and texts » Integrated into the curriculum
minor tasks. This activity may be a one-off or occur » Managing self » Regular contact with employers
over a longer period. » Relating to others » Easier to see the range of activities going on as the young person
» Participating and provides feedback
contributing » Establish long term relationships/connections
Industry Students and whānau visit an employer’s workplace » Thinking EXPLORE / CONNECT
Information and discover opportunities, skills needed and » Using language, » Learn about industry from the industry
events for pathways into the industry. symbols and texts » Great way to see many industries and employers in one space
whānau » Managing self » Parents can be involved in discussions about future pathways and
» Relating to others understand who the student will be working with
» Participating and
contributing
Teacher and Opportunities for teachers to learn about the Bring these DISCOVER / EXPLORE / CONNECT
Employer skills employers are seeking, and career options in experiences into » Teachers can take their learnings back
days different industries including work shadowing their classroom to classroom
teaching, i.e. localised » Opportunity to build current knowledge
curriculum with
» Opportunity to create / use real work problems as part of the
relevant problems curriculum
developed with an
» Influence students’ perception and understanding of industry
employer or industry
READ MORE
Read more about curriculum integrated STEM career programmes in New Zealand
The Wonder Project14 – merges seamlessly into the school The IBM Pathways in Technology Programme (P-Tech)15 The NZ Digital Skills Forum Report16. This report highlights
curriculum and exposes primary and intermediate learners to – enables students to earn both high school qualifications the importance of STEM careers in New Zealand. It discusses
tech and engineering while at school. Engineering New Zealand’s and a two-year associate degree linked to STEM fields. skill shortages in the Technology Sector, and the forecast
in-school Programme focuses on developing interest in science, Established in 2011, there are over 600 industry partners and future demand for workers in the STEM space.
technology, engineering and maths (STEM) careers. 240 school partners across 28 countries.
18EMPLOYER ENGAGEMENT TOOLKIT PAGE 19
Get students, family
and whānau and
teaching colleagues
involved
Including students, their parents and teachers in Parents and whānau Teaching colleagues and staff
the planning can help explore the needs of the
Parents and whānau have a huge influence on the at school
community and provide potential access to a wider
network of employers. decisions young people make about career pathways. Careers Advisors and Gateway Coordinators are
But they often don’t know about the range of jobs and often seen as the people responsible for fostering
industries in their local community. Involving whānau
Students relationships with employers and industries. But you
helps make your event more relevant to the needs of can involve others at school in building and maintaining
Students can attend and be involved in the planning both your students and your local community. relationships with employers.
of an employer engagement event. This can provide
Involving parents and whānau to participate in All teachers can contextualise their classroom learning
students with unique interactions with employers
developing the ideas and organising the event, as well through interactions with employers and will be able
and an opportunity to learn organisational and event
as inviting them to the event, encourages students to link subject areas to different industries (e.g. graphic
management skills. Young people can be involved in
to participate, and creates opportunities for parents design to English, or building to mathematics).
a wide variety of ways from organizing the event to
and whānau to develop their own awareness of the
activities like: Having a range of teaching colleagues and staff from
different roles, industries, and pathways available to
» Deciding the theme their young people. across areas of learning engaged with employers
means you can better connect up discrete areas of
» Selecting the employers Examples of parents and whānau involvement include: learning and contextualise them to the world of work.
» Approaching and communicating with employers » a parent job hui: parents and whānau can talk Ways to engage other colleagues and staff might be:
about their jobs and their journey to get there
» Designing the event/timetable » linking their subject area to an industry or job
» asking school alumni to talk about their journeys (e.g. graphic design, business studies, building,
» Designing the promotion of the activity
from education into employment and their technology)
» Running the event career journey
» asking them to help with connections to industries
» Recording and sharing the event (school magazine/ » an event where whānau can learn about a range of they might have from previous employment roles
newsletter/social media) possible careers alongside their child
» talk to them about their knowledge of the world of
work and how they include it in their teaching
» creating a localised curriculum experience to
contextualise classroom learning or project learning
19EMPLOYER ENGAGEMENT TOOLKIT PAGE 20
What’s on offer
at our school and
Explore what is already
happening across your Stocktake Tool where are the gaps?
school and community
Sector Businesses Type of Activity Size of Year Discover /
engaged offered business group(s) Explore /
If you, or others at your school, are already Connect
engaged in employer activities, you could think
about expanding to include different types of Manufacturing
engagement or different industries or a wider
range of young people. Construction
If your school is larger, you may want to do a
Wholesale, retail
quick stocktake of what your current employer and repairs
engagements, and where those activities sit on
the Discover, Explore, Connect continuum. Transport and
Storage
The world of work is diverse and so are the
opportunities to engage a wide range of Hospitality and
employers and/or industries. tourism
The Stocktake Tool will highlight strong Information and
relationships that already exist and could be communication
expanded on. It will also help you identify
opportunities to connect with other employers Science and
Technology
and industries.
Financial and
insurance
Real Estate
Admin and support
services
Education, human
health and social
work
Arts, entertainment
and recreation
(Adapted from: Developing the Young Workforce (DYW)17, (2014))
20EMPLOYER ENGAGEMENT TOOLKIT
Step 3: CONNECT
Connecting
with Employers:
A game plan Planning Matrix Tool
Once you’ve done a stocktake of the employer
engagement activities you can work out the Activity Number of Number of Time Location
students employers commitment
next type of activity that could happen and start
approaching employers. Some employers may also
have suggestions about the types of activities they
DISCOVER Site visit 10 – 15 1 Low Employer’s venue
would like to be involved with, and it’s good to be School visit/speaker 30 – 100+ 1-5 Low School
open to this.
Online events 30 – 100+ 1-5 Low Online
There are few steps to EXPLORE Industry information
30 – 100+ 15 – 50 High School/other venue
events
take when connecting
with employers: Careers event 30 – 100+ 10 – 20 High School
Creative event 1 – 100+ 2 – 50+ Medium School/other venue
1 Decide on the engagement
activity – What are you asking
the employer to do? CONNECT Programmes 1 – 20+ 1+ Medium Employer’s venue
Before you contact employers it’s helpful to have Work shadowing 1 – 10+ 1+ Medium – High Employer’s venue
some ideas of the activity or activities you might
do. This helps to determine the number and type Work placement 1 – 10+ 1+ Medium Employer’s venue
of employers you need to engage. If you haven’t
decided on the activity, the section Explore Curriculum integrated
30+ 1+ Medium – High Employer’s venue
different types of employer connections can employer engagement
provide you with some ideas.
Creative event 1 – 100+ 1 – 50+ Medium School/other venue
The Planning Matrix Tool (right) can help you work
out they types of activities your students might Enterprise competitions 30+ 3+ Medium – High School/other venue
need based on the WE3 continuum, how many
students you hope to be involved in the activity Teacher and
1+ 1+ Medium – High Employer’s venue
employer days
and how many employers you need to approach.
21EMPLOYER ENGAGEMENT TOOLKIT PAGE 22
2 Find and identify employers Direct contact with employers Advice about local employers and industry
There are a range of channels you can use to reach out » The Board of Trustees – the board members are » Economic Development Agencies18 – are generally
to organisations and individuals in your local area for often from different backgrounds such as church aligned to your local government / council.
employer engagement activities. Start with existing communities, iwi, hapū, community leaders and
» Chambers of Commerce19 – often represent the
community organisations, e.g Board of Trustees, local business people. They will have a range of existing
business and industry community in your region.
council, Chambers of Commerce, local business groups. connections across your community.
If you are looking for particular industries, there are » Local Council and Mayor20 – If there is no Economic
» Your parent community – Parents may be
often industry bodies who might be able to put you in Development Agency, then check with your local
employers or employees of a diverse range of
contact with somebody in your local area. council or the Mayor in your town or city. They
businesses. They are one of the best groups to
usually have a range of contacts.
begin connecting with.
» Local Business Associations – represent and
» Your school alumni – People that attended your
support their local business in your area. You can
school are now in work – they may be running
find them online or ask your local council to help
their own business or working for a business in the
connect you.
community. Ask them to help. They are often happy
to give back and help current students to see their » Regional Skills Leadership Groups21 – identify and
world of work. support better ways of meeting regional future
skills and workforce needs.
Things to keep in mind » Your school Facebook groups – many parents and
when building a relationship their connections work in businesses that would be » Workforce Development Councils22 – there are
happy to help the students in your community. Ask six new industry-led and governed Workforce
» Engaging with employers is a journey them to help. You may be surprised by what they offer. Development Councils (WDCs)These Councils set
for both the school and the employer. the future skills needs for industries and can help
» Education to Employment Work Brokers – There
inform schools on their curriculum.
» Clear communication up front helps to are 25 Work Brokers located in central and regional
set clear expectations. hubs across Aotearoa (although not all regions). » Industry Associations and Organisations – most
» Start small and build from there. You Their roles are centred around connecting schools/ industries have an association or organisation
are both getting to know each other kura to employers. If you’d like to get in touch that represents their industry. These organisations
and starting small will build trust and with a Work Broker, contact us at the Ministry of can often help you connect to their members in
confidence for everyone. Education and we’ll be able to connect to one in your area. You can find contact details for these
our area. You can reach us by emailing: organisations through a Google search.
» Not everything will go well all the
employer.engagement@education.govt.nz
time. Have an open conversation when
these situations occur and be open to
learning how we can all improve.
» Give it a go and see how it works for
everyone.
» Keep developing the relationship and
see what is possible.
22EMPLOYER ENGAGEMENT TOOLKIT PAGE 23
3 Plan ahead and know what you
are asking for
Before your reach out to an employer, be clear about
what you want them to do, why, and what’s in it for them.
It’s important that any engagement or partnership also
aligns with the employer’s values and plans. This may
include giving back to the local community and raising
awareness about the local industry. Employers are
interested in growing and investing in local talent, as
well as establishing and retaining a loyal workforce.
Connecting with schools gives businesses the chance
to develop new talent and ensure the sustainability
of the skills their business and industry needs. For
example, Patton Engineering and Hastings Boys’ High
School23 partnered together to meet each other’s
needs. Both partners wanted to encourage more young
people in Aotearoa New Zealand to consider pursuing a
career in a STEM-related pathway such as engineering.
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can provide them with tangible examples of the
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