INDUSTRIAL AND
WORK RELATED STUDIES
______
EMPLOYER’S TRAINING
AND
ASSESSMENT BOOKLET
STUDENT’S NAME ______
DEGREE COURSE. ______
EMPLOYER ______
______
Midlands State University
Faculty of Commerce
P O Box 9055
Gweru
Tel: 60464/ 60450
Fax: 60753/60311
In the event of any enquiry, please telephone The Dean’s Office, Faculty of Commerce and ask for the Faculty Administrator.
CONTENTS
Page
Introduction 4
Procedure 5
Forms for your use:
v Activities/Programme Schedule 6
v Professional Placement Review Sheet – 1 7
v Goals for Improvement 8
v Professional Placement Review Sheet - Scale Definitions 9-11
v Professional Placement Review Sheet – 2 12
What the student is required to do 13
INTRODUCTION
All undergraduate programmes at the Midlands State University, Faculty of Commerce; are aimed to enhance the intellectual ability of our students through a period of work related training. The placement year occupies the whole of the third year and it is a central part of our degree programmes. The placement is for a minimum duration of 10 months (excluding holidays), commencing sometime in January and September. We need your help to form a partnership for the joint supervision of the student’s performance and to benefit during the period of Work Related Learning.
During the placement year or period, students aim to develop their intellectual and practical skills. The emphasis is on the practical application, evaluation and enhanced appreciation of theories, issues and techniques learned at University. We rely upon employers to provide work experience compatible with the student’s level of knowledge, experience and expectations.
Against this background, this booklet has two purposes:
1. To set out the procedures that we request you to follow while you attach one or more of our students on their sandwich year.
2. To provide you with the forms we request you to complete during the student’s period of Work Related Learning.
The objectives of these procedures and forms are to provide you with a way of monitoring the student’s performance and progress and us with your views on the student’s performance and progress.
Each student is allocated a Visiting Tutor/Lecturer, a member of the academic staff of
the University who will visit the company at least on two occasions per year. During the visit, the tutor will typically talk separately both with the student and the supervisor assigned by the employing organization. The purpose of these visits is to maintain contact with all parties and to satisfy the tutor that the work being undertaken is appropriate and that the student is making an effective contribution to the organization.
Thank you for your co-operation.
Mr. K.C.Mbetu
Executive Dean - Commerce
PROCEDURE
1. PRIOR TO THE STUDENT BEGINNING WORK
Health and Safety
2. AT THE START OF THE STUDENT’S SANDWICH TRAINING PERIOD WITH YOUR ORGANISATION
a) We request that you assign a member of the employing organization to act as the student’s supervisor.
b) Ensure that the student is given the necessary instruction/information, within a week of commencing work, to complete the Student Induction Checklist (see Appendix 2).
c) Draw up a Programme outline of tasks and activities and training, that the student is expected to carry out.( Refer to Page 6).
3. JUST BEFORE A TUTOR’S VISIT TO YOUR ORGANISATION
(Usually after three months)
a) Complete the first Industrial Placement Review Sheet, and (if required) areas for Improvement, using the Scale Definitions for guidance.
b) A short, descriptive, factual report should be prepared by the student covering the work done and the training received (up to 750 words in length). This will be part of the continuous assessment.
4. However if the second or third ‘visit’ by the Visiting Tutor/Lecturer takes place away from your organization, for example, by phone/E-Mail/fax, the second 750-word report and Work Related Placement Review Sheet should be forwarded to the Visiting Tutor/Lecturer.
5. BY THE END OF THE TRAINING
The student should let you see, for approval, a Work Related Learning Report that is to be submitted to the Visiting Tutor/Lecturer. Please sign and date the final page of the report prior to the student leaving your employment.
Communicate to the Faculty of Commerce any significant matters that may arise during the period of placement.
ACTIVITIES/PROGRAMME SCHEDULE
Dates / Department or Functional Area / Proposed Training/ Activities / Time FrameworkProfessional Placement Review Sheet – 1
Student Name: / Period of ReviewOn a scale of 1-5 please assess the progress and ability shown to date. For Guidance on Completion, please refer to the scale Definitions on pages 11-13. We recognize that some of the Criteria below may not apply at this early stage, please pub not applicable (N/A) if this is the case.
1 / 2 / 3 / 4 / 5 / 1 / 2 / 3 / 4 / 5
Development of Business Competencies
1. Demonstrates effective verbal skills / 5. Plans, prioritizes and tracks activities/tasks
2. Demonstrates effective written skills / 6. Effective Manages use of time
3. Displays effective meeting skills / 7. Speed/accuracy of work
4. Makes decisions based on analysis/fact
Development of Interpersonal Skills
8. Listens effectively and is sensitive to the / 12. Influences or negotiates in a manner
needs of others / that gains agreement or acceptance
9. Is candid and direct in constructive manner / 13. Shows motivation, initiative and
10. Addresses and resolves conflict in a / Proactiveness
Constructive manner / 14. Is resilient and consistent in the face of
11. Shares responsibility for all aspects of team / Challenges and change
Performance / 15. Displays a willingness to accept/act on
Feedback received
Development of Leadership
16. Demonstrates the ability of manage / 18. Seeks to improve work related
'Whole’ projects / Processes and documents
17. Understands and responds to the needs / Appropriately
of customers
General Conduct and Behaviour:
19. Ability to learn / 22. Confidence
20. Interest shown and sustained / 23. Conduct
21. Reliability
Development of Technical/Administrative Skills: (to be defined by Manager)
24-29 Specify any additional key technical/administrative skills required throughout the placement
`24 / `27.
`25. / `28.
`26. / `29.
Any Other Comments
Supervisor: / Date:
Scale: 1 lowest mark (not good)
2 Fair
3 Good
4 Very good
5 Excellent
Goals for Improvement
In order to monitor the student’s progress more efficiently it would be useful if areas/skills where development is desirable or beneficial could be noted. It may be that the student is making excellent progress and there are few, if any, areas which need noting:
1. / 4.2. / 5.
3. / 6.
Comments/recommendations:
Weaknesses of student
Strengths of student
Areas for improvement
General Comments
Performance Grading by Supervisor: <40%, 40 - 49%
50 – 59%, 60 – 64% (Tick the range)
65 – 74%, 74% - 100%
Supervisor: Date
Professional Placement Review Sheet – Scale Definitions
Please complete the Professional Placement Review Sheet by using the scale definitions, left hand to right hand end, ranging from 1-5 left Hand end 1 ------5 Right hand end
Development of Business Competencies
1. Verbal Communication – Consider the individual’s ability to express ideas/data etc effectively
Unable to present ideas effectively and makes little impact. Is insufficiently prepared. Is confused by unnecessary data or ambiguity.
Demonstrates ability to communicate information fluently and with confidence. Style is appropriate to the situation. Ideas and facts presented logically. Commands attention.
2. Written Communication – Written work influences key decisions. Consider the individual’s ability to express ideas clearly and concisely
Meaning becomes lost in lengthy text. Unable to assemble ideas logically and clearly. Confuses the reader. Untidy presentation.
Focuses on key images. Presents data or decision requirements clearly and concisely. Skill or style convincing to others.
3. Meeting Skills – Consider the individual’s preparation, contribution and participation. Willingness to influence and be influenced. Ability to facilitate
Does not play an active role. Contributes little. Often disruptive. Does not work to achieve consensus.
Actively participates in any role. Shares responsibility for facilitation. Where applicable contributes to issues/agenda.
4. Decision Making – Secures relevant and factual information. Relates and contrasts data from different sources. Develops alternative options. Does not let personal motives influence judgement. Takes timely and appropriate action.
Had difficulty in identifying the root cause of a problem. Fails to investigate appropriate date. Slow to react. Lacks confidence in own judgement.
Quickly identifies issues. Gathers and evaluates relevant factual data. Generates
options. Demonstrates sound decision making based on rational and unbiased judgement. Timely implementation of action.
5. Planning and Tracking – Systematically structures and plans workload. Establishes control mechanisms. Monitors progress.
Unstructured approach to personal work. Not heedful of deadlines. No evidence of planning or control systems. Unable to prioritize tasks effectively.
Structures and plans personal work. Anticipates problems and develops contingencies. Identifies key
milestones. Tracks and monitors progress against deadlines.
6. Time Management – Ability to understand and work to key objectives. Prioritizes activities and tasks. Effective use of own and other resources.
Confused priorities. Becomes distracted by side issues. May over commit. Poor punctuality.
Clear understanding of objectives. Excellent self-management. Identifies opportunities to utilize other resources. Ability to manage challenging workload.
4. Speed of Work and Accuracy
Very slow to produce work. Tendency to be inaccurate.
Very quick, accurate turnover of work
Please complete the Professional Placement Review Sheet by using the scale definitions, left hand to right hand end, ranging from 1-5 left Hand end 1 ------5 Right hand end
Development of Interpersonal Skills
8. Effective Listening – Does the individual listen and respond appropriately to the views of others?
Fails to listen to or act upon the views of others. Frequently interrupts.
Listens effectively to the views of others and responds with empathy. Frequently demonstrates understanding, summarizes and clarifies verbal communications.
9. Candid and Direct – Enables a free exchange of information. Is open and foster an environment of trust.
Avoids giving feedback withholds information and prevents a free exchange of ideas.
Is consistent and approachable. Provides honest feedback in a constructive and positive manner. Freely shares thoughts and information.
10. Conflict Resolution – Ability to work to reach consensus. Looks for common goals. Seeks win/win situations.
Over reacts. Inability to compromise when faced with difficult decisions or situations. Can react defensively.
Prepared to accept personal consequences if difficult decisions. Works hard to achieve consensus. Responds constructively when conflict arises.
11. Team Work – Recognition of the importance of teamwork both within own and cross-functional groups to the achievement of Corporate Goals.
Narrow outlook. Displays reluctance to participate or contribute outside own areas of operations and expertise. Frequently cynical and unhelpful.
Initiates and maintains working relationships across functions and groups. Respected and effective team member who displays an ability to work with others.
12. Negotiation/Influencing – Consider the appropriateness of the methods used by the individual to gain agreement to, or acceptance of, an idea.
Not prepared or unable to promote ideas with others. Makes no attempt to seek common ground or to propose ideas in a manner that gains agreement.
Prepared to create and communicate ideas. Prepared to be flexible and creative to reach consensus. Gains acceptance and commitment from others.
13. Motivation and Initiative – Consider the individual’s inclination to be proactive in order to achieve goals.
Fails to take ownership for action. Waits under instructed. Often misses deadlines. Demonstrates little initiative or forward thinking.
Actively attempts to influence events to achieve goals often beyond what is necessarily called for. A self-starter. Does not need to be told to tackle issues.
14. Reaction to Change – Ability to remain resilient when challenged with personal change. Ability to maintain effectiveness in varying environments.
Refuses to adapt to change. Often becomes a disruptive element. Unwilling to respond to new situations/ideas.
Highly adaptable. Able to maintain effectiveness in changing environment and varying tasks.
15. Ability to accept feedback
Unwilling to accept feedback, responds negatively, refuses to act on recommendations.
Actively seeks feedback, responds positively and acts on recommendations.
Please complete the Professional Placement Review Sheet by using the scale definitions, left hand to right hand end, ranging from 1-5 left Hand end 1 ------5 Right hand end
Development of Leadership through Quality Skills
16. Project Management – Ability to handle all aspects of a project and to see it through from beginning to end.
Unwilling/unable to accept responsibility for project often needs prompting misses deadlines.
Accepts the responsibility of a project and ensures that every aspect of it is completed in a timely manner.
17. Customer Awareness – Is focused on understanding and responding to the needs of customers.
Fails to seek input from customers. Rarely meets requirements.
Identifies with and seeks to achieve customer satisfaction as number one priority of the organization. Customers recognize contribution.
18. Work Process Improvement – All major processes documented. Efforts made to continually improve process deliverables.
May lack a complete understanding of major work processes. Makes no effort to understand or refine them. Has no documentation to support process.
Continually seeks to improve processes using personal initiatives, teamwork and quality tools. Displays unfailing enthusiasm to constantly seek improvements. All major processes documented.
General Conduct and Behaviour
19. Ability to Learn
Is very slow to grasp the elements of the work.
Is quick to learn, demonstrates a good level of understanding.
20. Interest
Lacks enthusiasm, generally uninterested and demotivated.
Is very keen, enthusiastic and interested.
21. Reliability
Totally unreliable. A tendency to be irresponsible.
Demonstrates dependability. Encourages trust.
22. Confidence
Lacks confidence, is shy and timid.
Shows a high degree of confidence.
23. Conduct
Does not create a professional image. Can be troublesome. Can be a bad timekeeper.
Creates a professional image. Behaves well, is respected and respectful.
Development of Technical/Administrative Skills
24 – 29 Specify and additional technical/administrative skills required within the placement. Consider the level of understanding/ability to use technical information together with the familiarity and subject/area and efforts made to improve knowledge base.