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PLACEMENT SUPPORT FOR EDUCATION PROVIDERS

Areas of consideration and tools for education providers to use while students are on placement

Industry Placements | Placement Support for Employers 2

TABLE OF CONTENTS

Table of Contents 2

Context 3

Expectations of providers 3

Log book/Progress Tracker 3

Timesheets 4

Student Reviews 4

Troubleshooting student issues 4

Coaching/mindset and perspective changes 5

Logistical changes 5

Discussions with employer on improving quality of work 5

Changing learning objectives 5

Resilience training 6

Appendices 6

Industry Placement Student Log book 7

Industry Placement Student Log book 8

Before your industry placement 9

About the organisation and your role 9

Objective Setting 10

Employability Skills 12

On your industry placement 13

Induction Checklist 13

Student diary 15

After your industry placement 25

Summarise your learning from your placement 25

Employability Skills 26

Placement Feedback 28

Employer Reflections 29

Daily Timesheet 30

Student timesheet 31

Midpoint Review OF Student Progress 32

Final Review of Student Progress 33

Behaviour & Social Skills standards 34


CONTEXT This resource has been developed for education providers: specifically, for the industry placements contact, and the tutor who has direct contact with the student and the employer during the placement. The following pages contain suggested areas of consideration and tools which may be useful while students are on placement.

EXPECTATIONS OF PROVIDERS The actions below will help you to support a student on an industry placement, and ensure they are of value to the employer.

During the placement

● Ensure you provide the employer with one key contact who they can easily

reach if needed.

● Maintain regular contact with the employer and the student during the

placement. Use these communication channels to monitor and evaluate the

placement in terms of the student’s progress as well as health, safety and

welfare. Agree frequency of contact with the employer. Contact with the student

should be fortnightly as a minimum.

● Organise a midpoint review meeting between you, the student and your contact

at the employer. This should be held in person and is an opportunity to check in

on the student’s progress, review their learning objectives and make any

changes to improve the second half of the placement.

● You may wish to conduct additional visits to the employer and student as

necessary.

● Carry out ongoing safeguarding checks as necessary to ensure the safety of

the student while working with the employer. Use reasonable discretion in

considering the track record and experience of employers to determine the level

of monitoring they may need.

● If any serious issues arise relating to the student’s performance on the industry

placement, address these with the student.

● Raise any issues promptly with the employer and handle them appropriately.

Completion of placement

● Ensure a final review session is held in person between you, the student and

the employer at the end of the placement to reflect on the student’s progress.

● Ensure that the employer provides the student with a reference after completion

of their placement.

LOG BOOK/PROGRESS TRACKER For industry placements, it is important for students to develop clear goals and track their progress in achieving them. A logbook is a useful tool for students to log information and reflect on their progress throughout the placement. It may be helpful to have tutors or curriculum heads ensure that students are filling these out.


There is an example of a logbook / progress tracker in the Appendix. However, some education providers have used online tools such as Moodle, Navigate, Kloodle or Changing Education’s CONNECT software, if you prefer1.

TIMESHEETS Timesheets are helpful for ensuring that students are completing the 45 working day minimum requirement. There are a few examples of timesheets that education providers have used to track students’ attendance during industry placements in the Appendix. You may however prefer an online tool such as Moodle.

STUDENT REVIEWS Ongoing reviews help to demonstrate the student’s progress which will give them confidence as well as identifying any possible obstacles or issues in good time. It is a requirement for education providers to visit the employer and student at least twice during an industry placement: once in the middle and once at the end. Education providers should encourage tutors to be the owner of the relationship between the student and the employer and to keep track of placement reviews. This has been proven a valuable approach during the pilot, thanks to their position to review students’ ability against what they taught them in the classroom and what’s on the syllabus. Reviews are also really useful for future curriculum improvement. If, for example, a significant number of employers identify that students are not prepared in a specific skill, the curriculum could be modified to take this into account. It would be useful for your industry placement team to establish formal systems through which employers can feed back on the student’s preparation (as well as their progress during the placement). Lessons can then be shared within curriculum areas. Example reviews to be completed by the student, employer and education provider can be found in the Appendix.

TROUBLESHOOTING STUDENT ISSUES If an issue arises, either from the student or employer, it may be possible to avoid non-completion of the placement by providing the right support. Regular communication is really important to address issues promptly. Ensure you keep in touch with both the student and employer so that issues can be dealt with before they escalate.

1 Please note that these are paid-for services which have been recommended by certain

education providers. They are for information purposes only. The resources are not expressly endorsed by any particular service or provider. Other services and providers are also available.

https://moodle.com/

http://navigate.uk.com/

https://pages.kloodle.com/

https://ceconnect.co.uk/

https://moodle.com/


Coaching/mindset and perspective changes

If, for example, the industry placement is not meeting the expectations of the student, a good coaching method to use is the GROW model to re-adjust their expectations. This involves taking the following steps:

1. Establish the Goal - It may be the same goal they had initially, but ensure it is a SMART goal: Specific, Measurable, Attainable, Realistic, and Time-bound.

2. Examine the Current Reality - Ask them to describe their current reality and the effects of this on their goal. Ask them what other perspectives are available.

3. Explore the Options - Determine what all the possible solutions could be and what resources are available. Ask the student to brainstorm as many as possible and then help them select the best one.

4. Establish the Will - Ask the student to commit to specific actions in order to move forward towards their goal and set up regular times to review these.

Logistical changes

The issue may be easily solved by changing logistics, such as working hours, days, etc. Find out from the student if any of these practical aspects are current barriers to them completing the industry placement. If so, discuss with the employer if there is flexibility or any alternatives around these.

Discussions with employer on improving quality of work

There may be a discrepancy between what was initially discussed or agreed in terms of the scope of the industry placement and the objectives of the student. If this is the case, it might be helpful to refer back to the industry placement agreement that you, the employer, and the student agreed. If the employer is having difficulty in meeting the standards, a discussion might be helpful to come up with feasible ways to make improvements. You can also remind the student about needing to maintain a degree of flexibility in a real business where business needs change.

Changing learning objectives

In some situations, the learning objectives that were initially established might become unrealistic or difficult for the employer to enact. In this case, identify if there are any other areas of the industry placement or opportunities at the hosting organisation that could meet other learning objectives of the student. Discuss with the student what their long term goals are and if there are any key experiences they would like to attain. If this is possible at the current industry placement, see if the student and the employer would be open to changing the objectives to meet this need.

CASE STUDY

Dealing with Placement Difficulties

“When students expressed difficulties on placement, the careers coach met up with the student to discuss how their placement may be improved. This also linked to their objectives. For most cases this worked. This was brought up during the mid-point reviews to ensure opportunities for students were in place.”


Resilience training

Sometimes due to lack of work experience or maturity, students may not deal with challenges or moving goalposts as well as they could. In this case, resilience training may help to educate and empower them to handle more difficult situations than they are used to. Resilience is a vital attribute for the world of work and should form a part of student preparation pre-placement and also during the placement to navigate bumps in the road.

APPENDICES

Industry Placement Student Log book Error! Bookmark not defined.

Induction Checklist Error! Bookmark not defined.

Student Diary Error! Bookmark not defined.

Daily Timesheet Error! Bookmark not defined.

Midpoint Review of Student Progress on Industry Placement Error! Bookmark not defined.

Final Review of Student Progress on Industry Placement Error! Bookmark not defined.

Behaviour & Social Skills standards Error! Bookmark not defined.


INDUSTRY PLACEMENT STUDENT LOG BOOK

<<Project Title/Role e.g. Junior Design Engineer>>

<<Company name and logo>>

<<Student name>>

<<Dates of placement>>


INDUSTRY PLACEMENT STUDENT LOG BOOK

This logbook is for you to use prior to, during and after your industry placement so that you:

● Feel prepared for your placement, with clear goals for what you want to achieve ● Keep track of and reflect your learning and development during your placement ● Use your experience to inform future planning and skill development ● Have a record of your achievements to refer to

Student Information

Name: ______________________________________________________________________

Provider Name: _______________________________________________________________

Course: _____________________________________________________________________

Tutor Name: _________________________________________________________________

Tutor contact number: ___________________email address: ___________________________

Industry Placement Information

Organisation Name: _________________________________________________________

Address: ___________________________________________________________________

Main phone number: __________________________________________________________

Line Manager: ________________________________________________________________

Line Manager phone number: _________________ email address: ______________________

Placement name/brief description: ________________________________________________

Practical Information

Placement start date: _________________Placement end date:_________________________

Placement structure/days of the week (i.e. when you are expected to attend your placement): ____________________________________________________________________________

Working hours: _______________________________________________________________

Break/lunch times: _____________________________________________________________

How will you travel to/from your placement?_________________________________________

Train/bus/tram times:__________________________________________________________

Fare cost per day/week________________________________________________________

Lunch arrangements: __________________________________________________________

Dress code: _________________________________________________________________

Any special clothing/equipment required?: __________________________________________

Any other important information: _________________________________________________


BEFORE YOUR INDUSTRY PLACEMENT

About the organisation and your role

What type of organisation is your industry placement taking place at? What product or service to they offer? Who are their customers? How many people do they employ? How is the business organised? How many years have they been in business?

What is the role and what are your responsibilities? What do you expect to be doing day-to-day? How will you contribute to the success of the organisation?

Describe the attributes, technical abilities and/or practical experience that will help you to succeed in this role.


Objective Setting

Copy over the Key Development Objectives as set out between yourself, your college and employer in your Industry Placement Agreement:

Based on the above and your responsibilities as agreed with your line manager, what are your objectives for your industry placement? These should be SMART (Specific, Measureable, Achievable, Realistic, Timebound).

SMART Objectives

1.

2.

3.

4.

5.


Reality

What is my current level in relation to my goals?

Obstacles

What might get in the way of me achieving my goals?

What will I do?

What do I need to do to achieve my goals and overcome any obstacles? Who will support me and how?


Employability Skills

Employability skills are the transferable skills that employers are looking for in all individuals. Please complete the two tables below – we’ll return to these to check your progress at the end of your placement.

If you already completed a student self-assessment survey you can copy across your responses.

1. How confident do you feel with regards to each of these statements?

Not confident at all

Not very confident

Neutral Confident Very confident

I can speak clearly to employers about my skills and experiences at an interview.

I am prepared for work.

I understand the skills that employers are looking for.

I have the behaviour and social skills that employers need to do the job I want to do

I have the knowledge and technical skills that employers need to do the job I want to do.

I can get a job related to my qualification.

I have a good understanding of what life is like for people who are different from me.

2. To what extent do you agree or disagree with the following statements?

Strongly disagree

Disagree Neither agree / disagree

Agree Strongly agree

I am good at communicating my thoughts and ideas in a way that is easy for others to understand.

I am good at organising my time and the things I have to do.

I work well as part of a team.

Most people are generally trustworthy.


ON YOUR INDUSTRY PLACEMENT

Induction Checklist

☐ I have been given an overview of the company products, the industry, and the work carried out at this particular site.

☐ I have been told about my itinerary for my placement, which departments I will be working in, and the type of work I will be observing, learning about and doing.

☐ I understand the start and finish times of my working day.

☐ It has been explained to me who will be my immediate line manager for my industry placement and who to speak to if there is a problem.

☐ I have been shown the location of the restaurant and toilet facilities, and I am aware of the break times that I can take.

☐ I have been told the areas which are restricted to me or that I must remain with my line manager/an employee at all times, due to security reasons (where applicable).

☐ I have been briefed on potential hazards/safety issues, if any, that I could be exposed to during the industry placement.

☐ I have been told about safe working practices to adhere to while on my placement.

☐ I understand that I am not permitted to operate any machinery without the permission of my line manager, and without first receiving the appropriate training.

☐ I have had the importance of safety equipment explained to me, such as PPE, where it is kept, which areas it must be used in and why.

☐ I have been told that I must report any injury/accident to my line manager immediately, who will be able to locate the nearest first-aider.

☐ I have been told what I should do in the event of a fire, and how I will know if a fire alarm has been raised.

☐ I have been told the emergency procedure and where the assembly points/emergency exits are. I understand that I should speak to my line manager if I am unclear which emergency exit to use on the site, in case of an emergency.

☐ I know that I should not run during an evacuation.

Student and industry placement provider to read and agree this checklist:

Signed organisation: Signed student: Dated:

.................................. ......................................... .........................................


Student Diary

The student diary is for you to use during your industry placement so that you:

● Keep track of and reflect your learning and development during your placement

● Have a record of your achievements to refer to

To complete the student diary you should:

1. Discuss the questions and fill in the answers in the regular catch-ups with your industry placement line manager

2. Discuss the answers with your tutor in your regular catch-up


STUDENT DIARY <<Provider to edit frequency as relevant for placement>> e.g., Week 1

What types of tasks and activities did you do today/this week?

What progress are you making towards achieving your goals?

If you have any problems/obstacles, what actions could you take to overcome them?

Provide evidence of skills and strengths that you demonstrated today/this week.

Student’s signature__________________________________________ Date: _____________

Tutor/industry placement line manager signature _____________________ Date: ___________










































































AFTER YOUR INDUSTRY PLACEMENT

Summarise your learning from your placement

What progress have you made against your SMART learning objectives?

What new skills, knowledge or experiences have you gained?

What did you most enjoy?

What did you find difficult or challenging?

How will the knowledge, skills or experience support you in your future studies and plans? What will you do next?


EMPLOYABILITY SKILLS Now you’ve completed your industry placement, rate yourself against the below statements again.

1. How confident do you feel with regards to each of these statements?

Not confident at all

Not very confident

Neutral Confident Very confident

I can speak clearly to employers about my skills and experiences at an interview.

I am prepared for work.

I understand the skills that employers are looking for.

I have the behaviour and social skills that employers need to do the job I want to do.

I have the knowledge and technical skills that employers need to do the job I want to do.

I can get a job related to my qualification.

I have a good understanding of what life is like for people who are different from me.

2. To what extent do you agree or disagree with the following statements?

Strongly disagree

Disagree Neither agree / disagree

Agree Strongly agree

I am good at communicating my thoughts and ideas in a way that is easy for others to understand.

I am good at organising my time and the things I have to do.

I work well as part of a team.

Most people are generally trustworthy.


Have your responses changed? What are the biggest differences from the start of your placement to now?

What do you still need to develop? How will you do this?


PLACEMENT FEEDBACK

Would you recommend the placement to another student? Why/why not?

What improvements could be made to the placement?


EMPLOYER REFLECTIONS

To be completed by the line manager at the end of placement and discussed with the student.

How has the student progressed against their learning objectives?

What improvements did the student make from the start of the placement to the end? These can be technical skills or employability skills.

What could the student have done better? What can they do to further improve?

Any other comments:




DAILY TIMESHEET

Company:

Student Name:

Supervisor Name:

Date Start Time Finish Time Break Total Hrs Supervisor Initials

Student Signature:

Supervisor Signature:

Date:


STUDENT TIMESHEET

Student Name:

Week Commencing:

Industry Placement at:

Industry Placement Address:

Day AM Lunch PM Comments

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

I declare the information provided on this timesheet is accurate

Employer Signature: Date:

Student Signature: Date:

Key: Holiday (H) Sick (S) Authorised Absence (AA) Unauthorised Absence (UA) Late (L)


MIDPOINT REVIEW OF STUDENT PROGRESS

Name: ___________________________

Course: ___________________________

Provider: __________________________

Employer: _________________________

Date: ____________________________

For each of the aspects for review, please mark (with an X) whether the student does not meet

expectations, meets expectations, or exceeds expectations at the industry placement at the

midpoint.

Please refer to the Behaviour & Social Skills standards in the Appendix as a reference guide

outlining standards we expect students to be meeting. Please use the Knowledge & Technical

Skills relevant to their course of study to determine their readiness.

Behaviour & Social Skills Knowledge & Technical Skills

Does not meet expectations

Meets expectations

Exceeds expectations

Feedback/Notes:

[Please provide any feedback on where the student is not meeting expectations and what

improvements you would like to see so that the student can make the most of the industry

placement. Outlining next steps may be useful.]

Review progress against development objectives (outlined in the Industry Placement

Agreement):

What specific knowledge has the student improved and/or acquired so far?

What practical skills has the student applied and/or further developed so far?

What knowledge/skills will be focused on during the remaining time on this placement?

Please assess the quality of support given by the employer:

___Below Expected Standard ___Meeting Expected Standard ___Exceeding Expected

Standard

Signed by: _________________________ (Provider)

Signed by: _________________________ (Employer)

Signed by: _________________________ (Student)


FINAL REVIEW OF STUDENT PROGRESS

Name: ___________________________

Course: ___________________________

Provider: __________________________

Employer: _________________________

Date: ____________________________

For each of the elements, please mark (with an X) whether the student does not meet

expectations, meets expectations, or exceeds expectations at the end of the industry

placement.

Please refer to the Behaviour & Social Skills standards in the Appendix as a reference guide

outlining standards we expect students to be meeting. Please use the Knowledge & Technical

Skills relevant to their course of study to determine their readiness.

Behaviour & Social Skills Knowledge & Technical Skills

Does not meet expectations

Meets expectations

Exceeds expectations

Feedback/Notes:

[Please provide any feedback on how the student has performed on the industry placement

overall and any changes since their Midpoint Assessment.]

Review progress against development objectives (outlined in Industry Placement

Agreement):

What specific knowledge has the student enhanced and/or acquired during this placement?

What practical skills has the student applied and/or further developed during this placement?

Signed by: _________________________ (Provider)

Signed by: _________________________ (Employer)

Signed by: _________________________ (Student)


BEHAVIOUR & SOCIAL SKILLS STANDARDS

BEHAVIOUR &

SOCIAL SKILL

DOES NOT MEET

EXPECTATIONS

MEETS EXPECTATIONS EXCEEDS EXPECTATIONS

PROACTIVE PRODUCES POOR RESULTS

• Does not seek support or ask for

clarity when unsure of what to do

• Has no clear system for

recording information

• Misses deadlines

• Submits work without checking it

or continues to make the same

mistake after they have been told

about it

WORKS HARD TO

GET THINGS DONE

• Asks for clarity when presented

with a task

• Has an electronic or paper diary

and to-do list that is up-to-date

• Completes tasks by the agreed

deadline. Where deadlines are

going to be missed, manager is

informed with reasonable notice

• Checks work so that it contains no

simple errors

• Looks after him/herself both

physically and mentally. Seeks

support and advice when needed

PRODUCES EXCELLENT RESULTS,

MORE THAN WHAT IS ASKED FOR

• Takes appropriate initiative when there

are not clear guidelines or when things are

not going to plan

• Has a clear system for recording

information. Plans work a week at-a-time

and can realistically assess how long

tasks will take

• Completes tasks to a high standard,

doing what needs to be done, even if not

in the original brief

• Is fully aware of how important wellbeing

is and actively seeks out advice and

support to look after him/herself both

physically and mentally


TEAM PLAYER /

EFFECTIVE

COMMUNICATOR

IS NOT A TEAM PLAYER OR

DOES NOT COMMUNICATE

EFFECTIVELY

• Fails to listen to colleagues or

responds negatively to views

different from own

• Refuses to do tasks not in their

usual job role to support the team

• Shows little empathy for

colleagues

• Examples of poor

communication:

Phone - Slang/non-formal English

used, mumbling, afraid to

make/receive phone calls

Email/Written - Large number of

typos, not responding to, or losing

track of, important e-mails

Face to face - Bored and

uninterested body language/facial

expressions, using slang/non-

formal English

IS A TEAM PLAYER AND

USES PROFESSIONAL AND

APPROPRIATE LANGUAGE

WHEN COMMUNICATING

• Listens to different points of view

and responds in a professional way

• Supports the team when asked to

do tasks not in the usual job role

• Contributes ideas when the team

faces a problem

• Examples of appropriate

communication:

Phone - Appropriate greeting is

used, takes and leaves phone

messages that capture all the key

information, prepared for

outgoing calls

Email/Written - All emails are proof-

read, using a formal but friendly tone

Face to face - Having an acute

awareness of appropriate body

language and professional

boundaries

ACTIVELY SEEKS OUT WAYS TO

SUPPORT THE TEAM AND IS A HIGHLY

EFFECTIVE COMMUNICATOR

• Uses the most appropriate form of

communication and adjusts to the

audience

• Is proactive in offering to help out with

tasks not in their usual job role

• Can adapt role within a team at different

times, e.g. taking a lead or knowing when

to follow instructions

• Examples of outstanding communication:

Phone - Able to handle complex questions

over the phone and summarises any

actions agreed at the end of the call

Email/Written - Using formatting effectively

(bold, bullet points, italics) to convey

meaning, trusted to send clear

communications and able to represent

her/himself and others well, writing e-mails

in a time effective manner

Face to face – Comfortable liaising with

people at different levels of seniority


RESPONSIBLE FAILING TO TAKE

RESPONSIBILITY FOR ACTIONS

• Frequently needs to be told what

to do, regularly blames other

people for poor performance or

gives excuses rather than taking

ownership of tasks

• Reacts overly defensively to

constructive feedback or acts as if

s/he thinks s/he “knows it all”

already. Alternatively, they may

not respond to feedback at all

• Misses meetings without

notification, or arrives at meetings

late and unprepared

TAKES RESPONSIBILITY

FOR ACTIONS

• Volunteers for additional

opportunities where able

• Notes down and acts on

feedback given, recognises when

s/he has underperformed

and does not shift the blame

• Comes to meetings on time

and prepared

IS PROACTIVE AND ALWAYS

LOOKS FOR OPPORTUNITIES

TO IMPROVE PERFORMANCE

• Spots when things are going

wrong and shares this/acts on this early

on

• Being in a position to take on more

tasks, doing what needs to be done, rather

than just what is asked of him/her

• At meetings, is able to summarise the 3

key points from any meeting and

contribute insights

• Can give advice on how they like to be

managed, asks for more feedback and is

able to give feedback to others

• Keeps a clear record of feedback and

targets and acts on this regularly


PROFESSIONAL IS UNPROFESSIONAL

• Often arrives late to work and/or

is late to most internal meetings

• Tends to miss/forget things

• Is easily distracted from work or

inattentive, for example, plays on

phone

• Any conduct that is against

company policy and causes

concern, such as not following the

dress code or behaviour

IS PROFESSIONAL

• Always comes prepared to

meetings with a notepad and pen,

takes relevant notes and

takes an active interest in

content

• Aims to arrive 15 minutes

early to work, apologises for

occasional delays and makes up

any missed time at the end of the

day

• Punctual to meetings

• Suitably dressed 100% of the time

• Treats others with respect and as if

their time is important

IS ALWAYS PROFESSIONAL AND A

FANTASTIC REPRESENTATIVE OF THE

ORGANISATION

• Arrives to work early every day and

arrives 5 mins early to meetings to

prepare. Is proactive about timing

throughout the whole day (considers travel

time and potential delays)

• Able to maintain calm when under

stress/pressure

• Being aware of the organisation’s culture

and tailoring how to act depending on the

context and audience

These materials have been created by The Challenge. For all enquiries regarding industry placements, please contact the Education & Skills Funding Agency Service using this online enquiry form, or by searching gov.uk for the Industry Placements page.

https://urldefense.proofpoint.com/v2/url?u=https-3A__form.education.gov.uk_en_AchieveForms_-3Fform-5Furi-3Dsandbox-2Dpublish-3A__AF-2DProcess-2Df9f4f5a1-2D936f-2D448b-2Dbbeb-2D9dcdd595f468_AF-2DStage-2D8aa41278-2D3cdd-2D45a3-2Dad87-2D80cbffb8b992_definition.json-26redirectlink-3D-252Fen-26cancelRedirectLink-3D-252Fen&d=DwMGaQ&c=_-evCkzrz_P3LZAI-G3071j3Lt6YC4HjLCpdv9MQFh8&r=w0xVAjkrotBO98I-Bh7AQ4CFHiFv4EsvYXZMXLAxTWI&m=hpjOJCLeZHmWVASNnpVrDt-36F7pK3rrsMckLZ7B0Vc&s=0pEGsbkrELK4NpvAbSx5gITPz5iAhNXzX973Hobk4Mo&e=

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