Workplace Learning Workshop June 2010 F INDING, E STABLISHING & A PPROVING P LACEMENTS Stephanie Rosse

F INDING PLACEMENTS For a number of reasons, finding student placements is becoming increasingly difficult : Times are tough for businesses and challenging market conditions have caused a general reduction in placement opportunities. Increasing competition from other universities for scarce placements Rapidly changing business environments (fewer returning employers) New players entering the business environment may not be aware of student placement initiatives and benefits Increased awareness of the risks associated with offering placements (confidentiality, safety, injury-related risks)

What can WE do about it ? Developing placements vs. finding placements

Why ? Investing time, energy, and resources now saves all three in the long term No stress of having to rely on employers return Avoid getting caught in the ‘urgency’ of placements No stress of having to do employers induction/education continually Ensure employers’ satisfaction and improve their loyalty to the program Adopting a long-term, proactive approach to finding placements

2 plans to help you find placement providers and keep them: Assess your current situation and employer database; “what are your needs?” Devise an implementation plan Establish reasonable goals for your plans, take into consideration timing, resources and get a faculty team to help out. Work on your current database as a starting point. Is my database current and complete? (organization contact names, pay range, number of placements, how to improve my current database? who is doing what?) The ‘Job Development Plan’ and the ‘Employer Engagement Plan’

Analyzing the market in your specific field. (Are there smaller organizations in your region? Any new organizations? Are there professional associations /events?) Explore all possible options: Previous student placements University alumni Academic staff contacts Internet search and related company websites Business outreach or enterprise groups Chambers of commerce Industry of placement providers Remember professional associations meetings / other events Student’s own network Expand your search to other fields /business areas and to non traditional settings Expand your search to other regions International placements Job Development Plan

Establish a target list: initiate a ‘contact’ campaign / consider doing some visits /organize an employer event ‘Talk’ to employers: website, marketing materials and events Spend time ‘listening’ Consider employers as ‘customers’ What are they looking for ? what are their motivation ? what are the skills they are looking for ? Are they looking for cost effective resources/ benefit free labor for getting work done? Do they have seasonal, cyclical work or temporary projects? Would they like to test out some students before hiring them ? Understanding their needs will help you negotiate placements and demonstrate how the program can respond to some of their needs.

Complete a task/ project that may otherwise not have been resourced Boost creativity and innovation in the workplace Monitor student performance with a view to long term employment Opportunity to train students with a specific set of skills suited to the organization/specific work. Develop a working relationship with the University Access to University resources and facilities Engage in the curriculum Working with students, help the organization develop a learning culture Make a real contribution to the development of a skilled workforce Partnering with the University on workplace learning reinforces their professionalism and offers a competitive edge. Raise the profile of their organization in the community Potential benefits to employers

Develop time saving materials Presentation of the program / FAQ document/ placement assessment criteria sheet/ “How to get started kit” for employers) Plan on using the program web pages/ the workplace learning website to advertise your placement opportunities to potential placement providers and to provide materials. Determine what can be done just as effectively in a larger group Employer event on campus, short seminar on offering placement Link with Career Services Time saving strategies

Employers as partners in education. Workplace learning is a two-way street. It leads students into the workforce and brings the workplace into the curriculum ( Prof. Lynne Hunt ) Engaging employers in curriculum decisions. (Learning outcomes, course content) More flexible approach to when, where, and how learning takes place Re-think employers’ role with respect to informing the curriculum, assessment, facilitating workshops and talks, coaching, providing work culture, and authentic learning dimensions. Mapping the employer’s agenda into our curriculum (and not the other way round). Employer Engagement plan forging a strong relationship with employers Employer Engagement Plan

Employers on campus (initial engagement) Continued contact Create multiple opportunities to connect and talk to employers (events/talks) Surveying employers on a regular basis Understanding the specific employment context Company profiles Recognition Employer centered approach

A PPROVING PLACEMENTS Not all programs are involved with finding placements, some have to approve placements initiated by students or employers Approving a placement is an assessment process that determines if a placement is ‘suitable’ and ‘appropriate’ to meet the expected placement outcomes. The placement outcomes outline what the placement is expected to provide (learning opportunities) to meet the course learning outcomes

‘Suitability Criteria’ Field /activities Infrastructure General health and safety, other risks and related procedures ‘Appropriateness’ What will be tasks/projects and responsibilities of student? Are the learning opportunities relevant to the learning outcomes of the course? Who is involved in supervising the student?/supervisor’s qualifications? Student induction and support? Think of the process (what will your assessment process look like? establish assessment steps, required documents, who is involved in the process?) Do you need a different process for out of province placements? International placements? Assessing placements

E STABLISHING PLACEMENTS Matching and selecting processes help ensure that placements will provide a positive experience for both students and employers. Matching and selecting processes ensure both student success and employer satisfaction. Effective matching and selecting rely on ‘How well you know your students and your employers’. Prior to placement selection, early communication with students and employers is necessary to identify needs and considerations.

Geographical/physical factor Match of interests between the organization and the student Specific learning opportunities Work demands: Pace and pattern of work Work culture Supervision style/relationship Communication skills and language skills Technical abilities /skills/strengths Motivation Human qualities Learning styles Key variables:

Establish a process to facilitate matching and selecting. What do you need to be able to engage in the matching and selecting process? Develop time-saving materials Update database with information to facilitate the next matching process. Embed a process in debriefing to inform your next matching and selecting process

Formalizing placement rules and objectives A certain level of commitment is recognized as an element of placement quality

The Student Placement Agreement (SPA) Establishes a formal agreement between the different stakeholders. (host organization, student and academic institution) Defines conditions of placement. Provides an understanding of the rights and duties of each partner. Stipulates legal requirements, insurance and WCB arrangements.

The Learning Contract or the Learning Plan Devised by the student and the supervisor based on course learning outcomes and placement outcomes. The learning contract is approved by the placement coordinator. Outlines expectations and outcomes of the placement experience. Indicates the activities, tasks and responsibilities of the student. Provides explicit time-lines for evaluation.