WESTERN FUTURES

Box 7/26 Stirling St, THEBARTON SA 5031

Ph:8345 4212

Fax:8345 4216

host handbook

For Structured Workplace Learning

FORWARD

Vocational Education and Training (VET) in schools is expanding in response to a need for Year 11 and 12 students to acquire industry relevant skills prior to leaving school. The number of students undertaking vocational courses is increasing, as is the number of vocational courses. To meet this demand, it is essential that best-practice partnerships between local business and schools be established and maintained.

The Structured Workplace Learning Program (SWL) works closely with host organisations, teachers and students to ensure vocational education in schools meets industry and business needs.

The Host Employer, Student and Teacher Handbooks, draw upon best-practice principles as outlined by the Department of Employment, Science and Training (DEST), in establishing and maintaining school-industry partnerships.

Western Futures welcomes feedback from users of this handbook and will undertake to include all appropriate suggestions into future publications.

Ultimately, the success, sustainability and potential for future growth of vocational education are linked to the ongoing involvement and commitment of many stakeholders.

CONTENTS

1Vocational Education

1.1An Introduction

1.2Benefits For Host Organisations

1.3Benefits For Students

1.4Benefits For Schools

1.5Becoming Involved

2Work placements

2.1The Process

2.2Types of Work placements

2.3Who Are Workplace Supervisors?

2.4A Checklist for The Student’s Arrival

2.5Important Factors To Cover During The Interview Visit

2.6Insurance Arrangements

2.7What Happens On The First Day?

2.8The Monitoring Visit

2.9Support For The Workplace Supervisor

2.10The Industry Evaluation 12

3COMPETENCY-BASED TRAINING, ASSESSMENT AND THE LOG BOOK………………

3.1Competency-Based Training

3.2Competency-Based Assessment

3.3The Competency Based Assessment Process

3.4The Log Book

3.5Example of a competency

3.6Explanation Of Terms

4APPENDICES – examples of forms………………………………………………………...

4.1Work Experience/Vocational Placement AgreementForm

4.2Student Induction Checklist

4.3Evaluation by Industry

4.4List of High Schools covered by Western Futures

Vocational Education

1.1An Introduction

Thank you for being involved in vocational education for students in Year 11 and 12. We value your support and assistance and look forward to your continued involvement in the program.

The intent of this handbook is to provide summarised information in language that is easy to understand. Material contained in this handbook is generic to all vocational courses and promotes practices that achieve high quality vocational placements.

The handbook has been developed in response to requests by industry and business and endeavours to answer the most commonly asked questions received from host organisation and workplace supervisors.

For all participants to achieve the maximum benefit from vocational education, it is recommended that you read this handbook prior to hosting a student. Workplace supervisors, who do not have the time available to read the complete handbook before providing a vocational placement, should refer to the “contents” page first to identify items that are of immediate importance.

Host organisations and/or workplace supervisors are invited to contact Western Futures on 8354 4214, if they have any comments, questions or require further information about this handbook.

1.2Benefits for Host Organisations

There are many benefits for organisations providing vocational placements for students. Here is an outline of some of the benefits:

  • To provide industry and business with a cost-effective entry-level training program that can lead to further commitment from students and industry partners.
  • To assist local young people to obtain employment in industries that require a skilled, efficient and informed workforce.
  • To assist in the screening and recruitment of local young people for your organisation and industry. These young people will have been trained by your industry and will be pre-skilled and therefore immediately productive.
  • To provide industry with entry-level trainees who are fully aware of the standards and conditions existing in the workplace.
  • To provide host organisations and supervisors from different workplaces, opportunities to express and/or exchange ideas, expectations and experiences.
  • To allow industry to provide input to ensure education programs are reflecting appropriate industry and business needs and standards.
  • To provide workplace supervisors with an opportunity to develop a more structured training program.

1.3Benefits for students

There are many benefits for students who undertake vocational courses. Here is an outline of some of these:

  • Students are given an opportunity to learn skills that are relevant to a chosen career path.
  • Training occurs both on and off the job, so students are able to gain knowledge of employer’s expectations and real working conditions.
  • Because the training is developed for industry and business needs, students are able to make an informed career choice prior to leaving school.
  • Industry experience offers students an opportunity to gain confidence and better communication skills through learning in an adult environment.
  • Skills learned in the workplace help to link other areas of study and give students an appreciation to the real scope of learning.
  • Contact can be made with employers, which may lead to casual employment and future job prospects, including Traineeships and Apprenticeships (New Apprenticeships).
  • Students find that relevant courses are more interesting and as a result, the students develop greater enthusiasm and motivation, with most students staying at school longer to complete the course.
  • Students gain a nationally accredited qualification that is recognised throughout Australia.
  • Dual accreditation for the South Australian Certificate of Education (SACE) and credit transfer to further education and training (TAFE and other Registered Training Organisations) are attained upon successful completion of the course.
  • Students who are not suited to particular workplace environments are able to redirect their efforts to areas which suit them better.

1.4Benefits for schools

Schools involved in delivering vocational education courses also benefit in many ways:

  • Student’s needs are catered for in a wide variety of ways.
  • Student’s attitude towards their studies noticeably improves when the student is able to relate their studies to workplace experiences.
  • Some students, who have poor attendance patterns and a tendency to be disruptive, can improve with recognition of their ability to relate to practical training. In most cases these attributes are coupled with an unanticipated on-the-job performance.
  • Parental expectations can be met as they see the benefits of preparing their child for the workplace through vocational education.
  • The school builds and strengthens links with local business groups.
  • The school can often tap into resources, equipment, training, etc owned and run by local businesses.
  • Teachers can share the training and assessing of students with local employers, thus keeping up-to-date with new trends.
  • Teachers can develop their professional skills.
  • Local businesses can see the schools developing and changing to meet industry demands. This strengthens links with local industries.

1.5Becoming Involved

Host organisations can be involved in vocational education in many ways. Following are some of the ways that host organisations are currently assisting. Your organisation may be able to provide similar assistance or contribute in other ways.

Be involved by:

  • Providing “on-the-job” training, tutoring and coaching for students.
  • Lobbying other potential host organisations to become involved.
  • Offering to be a guest speaker at your local school or host organisation information session.
  • Hosting sample “interviews” or “staff induction” sessions for vocational students.
  • Providing information on industry updates and developments.
  • Assessing, evaluating and giving feedback on the vocational education programs.
  • Joining a committee to contribute to the planning, delivery and development of vocational courses.
  • Offering your industry knowledge and advice to other workplace supervisors and host employers who may need information and/or assistance.
  • Providing training facilities, equipment, videos, documents and/or resources e.g. samples or items that may be suitable for use by students can be loaned or donated.
  • Offering to host a “networking” meeting to bring other host employers and workplace supervisors together.
  • Providing placements for students with disabilities or special needs.
  • Sponsorship (financial or in-kind) to assist the program to develop.

Work placements

2.1 The Process

Although there may be some variation in techniques for arranging work placements, the following process is regarded as being reliable and efficient.

For organisations registered with Western Futures:

  1. Western Futures will enquire to see if your organisation is able to provide work placements.
  2. A student is matched to the needs of your organisation.
  3. A letter confirming the placement details is sent to your organisation prior to the placement.

Your letter will include the following information:

  • The dates of the work placement.
  • The student’s name.
  • The teacher’s name.
  • The school name and phone number.
  • If the student requires formal assessment by your workplace assessor (if you have one).
  • The Work placement Co-ordinator’s name, phone and mobile number.

Placements details are usually confirmed at least two weeks prior to the work placement.

  1. The student is required to telephone your organisation’s contact person shortly before commencement of the placement to arrange an interview. The following is a guide to what should be discussed:
  • The dates of the placement.
  • The starting and finishing times.
  • The type and standard of work clothing required.
  • Who the contact person will be on the first day.
  • The starting location on the first day.

Where the host organisation is not satisfied that the student will be suitable for a placement with their organisation, the host organisation should contact Western Futures so that alternative arrangements can be made, eg the placement changed or cancelled.

  1. The teacher or Western Futures will arrange a visit during the placement to check the student’s attendance and progress.

2.2Types of Work placements

Work placements are usually arranged in blocks of five days. The most common arrangements are:

a)Five consecutive days.

b)One day per week for 5 weeks.

c)Half day per week for 10 weeks.

Placements can be customised, or extended, if all parties (host employer, student and school) are agreeable.

2.3Who Are Workplace Supervisors?

Workplace supervisors are people who have industry knowledge and skills, with an ability to teach a student about industry standards and practices.

To formally assess the student, the workplace supervisor should be a qualified Workplace Assessor (Certificate IV). If this is not possible, the workplace supervisor will still sign off the student’s log book and the school will organise the student’s formal assessment.

The workplace supervisor plays a vital role in supporting the student. In addition to acting as a role model, the workplace supervisor’s responsibilities include:

  • Directly or indirectly supervising the student.
  • Organising for the student to learn a range of skills.
  • Teaching industry practices and standards to the student.
  • Arranging for other employees to teach skills to the student.
  • Assessing and recording the student’s competency in skills contained in the student’s Log Book in consultation with the course teacher.
  • Liaising with the teacher who is monitoring the student’s training.
  • Assessment and/or evaluation of the student’s performance during the placement.
  • Evaluation of the effectiveness of the placement.

2.4A checklist for the student’s arrival

It is worth putting extra time and effort into preparing for the student so that the placement runs smoothly. Here is a checklist of important things you will need to do:

  1. Plan for the student’s first day. Help them to feel part of the team from the beginning. If necessary, organise a workspace and equipment for the student to use.
  2. Make arrangements to conduct the induction – see the Student Induction Checklist on page 20
  3. Be aware of whom to contact for advice and support (subject teacher or work placement co-ordinator).
  4. If the student requires formal assessment, make sure that your Workplace Assessor is available to assess the student. If there is no Workplace Assessor available, the school will organise formal assessment.
  5. Ensure that the people actually working with the student are familiar with the content of the Log Book.
  6. Inform other staff when the student will be starting and enquire if any staff members can provide suitable training opportunities for the student.
  7. Identify work tasks that can be programmed to coincide with the student’s attendance. These tasks should be challenging to the student and productive for the workplace.
  8. When the student attends the interview prior to the placement you should be aware of:
  • What standard of clothing and dress the student will require.
  • Any special arrangements the student should be aware of.
  • Where the student will be going on their first day.
  • What time the student will be required to start work.
  • Who the student will be reporting to on the first day.

2.5 Important Factors to Cover During The Interview Visit

  • The competencies, which the student will practice during work placement.
  • The background of the business – its history, general policies and procedures, work ethics, management structure and culture of the workforce.
  • Suggestions on how to find different work areas or locations (if applicable).
  • Times of tea and lunch breaks.
  • Whom to contact if they are unable to attend for a particular reason.
  • Issues relating to customer service, security and confidentiality.
  • The workplace supervisor’s expectations of the student.
  • Ensure that the Workplace Agreement Form is signed and that you have a copy (see example on page 17).

2.6 Insurance Arrangements

Students are covered for injuries occurring in the workplace by completing a Work Placement Agreement Form, which allows them to be included under the school’s policy.

This form is only valid if it has been signed and completed by all parties involved in the process, before the first day at the placement (usually at the pre-placement interview). A sample of this form has been provided (see page 17). A new form is required for each placement.

It is the student’s responsibility to ensure that this form is completed before the first placement day.

IMPORTANT: - Students who have not completed this requirement before the commencement of each placement will not be permitted to begin that placement.

2.7 What Happens On The First Day?

On the first day it is important for the student to feel part of the team. If they feel supported and encouraged, they will be more likely to ask questions and contribute to the work output to the best of their ability. The student can feel welcomed as part of the team by:

  • Being introduced to the people they will be working with.
  • Being allocated a physical workspace close to people they will be working with (if this is applicable).
  • Being encouraged to ask questions or discuss any issues with the workplace supervisor.
  • Being involved in staff meetings and any work-related activities.
  • Being treated as an employee.
  • Revise some issues discussed during the pre-placement interview.
  • Work through the Student Induction Checklist (see page 20)

Note: Some organisations have facilities to provide a formalised induction of staff or have access to a staff induction video for new employees. These facilities give an overview of the work environment and are useful to provide information for a student.

It is important to discuss the student’s progress, experiences and expectations, plus the content of the Log Book throughout the work placement. Everyone involved should be aware of the requirements of the training program.

2.8 The Monitoring Visit

It is normal practice for the subject teacher to contact the host organisation to arrange a suitable time to visit the student. This is to ensure that the workplace supervisor is present when the teacher r visits.

Program guidelines require that students be visited at least once during their placement.

If a visit is not possible, a student may be contacted by phone early in the placement.

2.9 Support For The Workplace Supervisor

When a host employer agrees to host a vocational student, they should be aware that there is support at all stages of the work placement. Following is a table with some of the most commonly asked questions and the suggested actions to obtain support.

Problem (example only) / Solution
You are unable to contact the teacher. / Contact the school and if you do not receive a reply, contact the Western Futures Co-ordinator.
One or more of the details in the letter to the host organisation is incorrect. / Contact the Western Futures Co-ordinator or fax correct details to them.
The student has not contacted the host organisation (at least one week prior to commencement of the placement) / Contact teacher.
The student has not attended the pre-arranged interview. / Contact teacher.
As a result of talking to the student (by phone or at an interview) the host organisation has reservations about the student’s suitability for work placement with their organisation. / Contact the Western Futures Co-ordinator.
The Log Book is not available, prior to, or on the first day of the placement. / Contact teacher.
The student fails to comply with instructions from the workplace supervisor or the workplace supervisor’s representative, eg. the student’s attendance, time keeping, dress or attitude is not of a suitable standard. / The workplace supervisor should counsel the student. If the student’s response is not suitable the workplace supervisor should contact the Western Futures Co-ordinator.
If you have any concerns or believe that you require additional information. / Contact the Western Futures Co-ordinator.

2.10 The Industry Evaluation

The host organisation will have an Industry Evaluation form sent to them after the placement has been completed (an example is on page 20)

The most suitable person to complete this form is the person who has had the most contact with the student. If several people have been involved with the placement, it may be necessary to meet to discuss the evaluation.

The completed information is confidential. The data extracted from this form is a major source of reference for course modification, quality evaluation and the student screening processes.