A REPORT FOR THE LEARNING LEADERS OF THE
FOUNDATION TEAMS THAT IDENTIFIES ISSUES
RELATING TO WORK-PLACEMENTS FOR THEIR
SPECIFIC COHORT OF STUDENTS AND STRATEGIES
TO OPTIMISE WORK-PLACEMENTS FOR BOTH
STUDENTS AND EMPLOYERS.
Report prepared by Veronica Shepperd
(M.Ed, IDLTM, Dip. Ed, B.A, CELTA)
Date of Report
10th December 2010
This Report was undertaken with funding provided by Skills Tasmania.
Report on Work Placement Issues for Foundations Students - Tasmanian Polytechnic December 2010
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TABLE OF CONTENTS
Executive Summary
1. Issues for each specific cohort of students regarding
work-placements.
1.1 Connect
a. Behavioural
b. Time
1.2 Transitions
a. Behavioural
b. Time
1.3 Migrant Education
a. Behavioural
b. Time
1.4 Adult Literacy and Numeracy
Page 4
Page 5
2. Strategies for successful work-placement
Page 8
3. Research into strategies for successful work-placement
3.1 What things are important to learn in order to get a job?
3.2 Embedding literacy, numeracy, and language skills
3.3 Models for embedding literacy
a. Fully Integrated model
b. Sandwich Model
c. Overlapping Circles Model
3.3 Vocational Aids to literacy and work-placement learning
Page 10
4. Strategies for the different learning groups
4.1 Learners with profound and complex disabilities
4.2 Long-term unemployed adult numeracy and literacy
4.3 Migrants have cultural as well as language needs
Page 15
5. Support for Employers
5.1 Centralised data base
5.2 Research and identify employers
5.3 Getting the right match
5.4 Visiting employers
5.5 Confidentiality
5.6 Health and safety
5.7 Draw up an agreement between all parties
5.8 Specialist support
5.9 Job trainer/job coach
5.10 Supervision, performance monitoring and progression
Page 18
6. Employer Education
6.1 Ensuring accessibility
Page 23
7. Building relationships with voluntary work providers
Page 24
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8. Conclusion
Page 24
References
Page 25
Appendix 1 Case Study – Learner support
Appendix 2 Study – Low literacy employment review
Appendix 3 Accessibility strategies
Page 27
Page 27
Page 28
Table 1 The Skills for Life strategy process
Table 2 Post office embedded language skills
Table 3 Strategies for good employer relationships
Page 11
Page 12
Page 18
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EXECUTIVE SUMMARY
The research project focuses on the issues and strategies related to work-placement,
relevant to the Foundation students at the Tasmanian Polytechnic. It also looks at ways to
support and educate employers and gives practical ideas for implementing strategies to aid
the different cohorts in the study.
The views of teachers, employers and the students were sought at various stages. The
research findings provide both useful insights and practical steps for developing workplacements for Foundation students.
The report identifies the main issues as:
 Lack of confidence and/or motivation
 Low literacy and/or language skills
 Need for social and work skills
 Need for time to build employer relationships
 Lack of employer education
The strategies employed by teachers and supported by the research include:
 Match students to employers
 Effective communication with employers on student capabilities
 Simplify paperwork for employers
 Coordinator and employer data base
 Encourage self-reliance
 Explicit role
 Observation and mentoring
 Reality classroom
 Visual work visits
 Workplace and social skills courses
 Strategy instruction
 Learning the value of work
Research includes recommendations and practical examples of work-placement strategy:
 Embed literacy and numeracy skills within the learner’s actual or preferred
working environments
 Provide models of embedding and examples
 Vocational aids to literacy and work-placement learning
 Centralised data base
 Strategies for good employer relationships; research, getting the right match,
confidentiality, accessibility, health and safety, and efficient paperwork
 Employer education by providing support through awareness raising, training,
and ongoing advice
The report will be of relevance to those committed to promoting the social inclusion of a
highly marginalised group of people in the Tasmanian community.
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1. ISSUES FOR EACH SPECIFIC COHORT OF STUDENTS REGARDING
WORK-PLACEMENTS
1.1
CONNECT
a. Behavioural
 Lack of motivation and confidence – therefore undersell themselves
 Low literacy and mental problems
 Lack of social and work skills – no knowledge from family or contacts on
middle class behaviour
 Lack of training makes placement difficult
 Lack of a work ethic – some students don’t turn up or excessively use
mobile phones. Younger students even in a reality classroom tend to know
what to do but don’t do it in the workplace
b. Time
 Certificates take time to organise – in a ten week course the teacher has to
organise work-placement in the second week to take into account needed
certificates
 Lack of allocated work-placement organisation time – this affects the
relationship with the employers as teachers need to talk to employers to
build rapport
 The information given to employers is rarely read and needs to be
minimized
 Work visit time is difficult if not all students go out together
1.2
TRANSITIONS
a. Behavioural
 Lack of confidence – for parents and carers as well as the students
 Low literacy, mental and/or physical problems
 Employer resistance
b. Time
 Not enough time for thorough work-placement pairing – students need
careful pairing with sympathetic employers, they also need to be matched
according to their skills
 Unable to function on their own in a workplace
 Work visit time is difficult if not all students go out together
1.3
MIGRANT EDUCATION
a. Behavioural
 Lack of English skills – lack of familiarity with specific workplace language
 Little knowledge of Australian workplace skills – interview, selection criteria,
resumes, OH&S, work culture
 Little knowledge of Australian workplaces
 Lack of confidence – partly due to language difficulties or lack of contact
with Australian workers, also cultural differences

b. Time
Lack of allocated work-placement organisation time – this affects the
relationship with the employers as teachers need to talk to employers to
build rapport
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

The information given to employers is rarely read and needs to be
minimized
Work visit time is difficult if not all students go out together
1.4 LITERACY AND NUMERACY
These students have not yet experienced work-placement but below are issues
identified through research:
 Older people and others at a disadvantage in the labour market on average
have relatively low levels of qualifications and skills
 Lack of qualifications/work – many lack formal qualifications, which can make
it more difficult to compete in the workforce
 They may lack up-to-date training, or their skills may not match the current
labour market demand, particularly where there have been significant
changes in the labour market
 Lack of confidence, particularly in the ability to find work; becomes more
prominent with age and duration spent out of employment
 Attitudes to employment – length of time away from the labour market can
also act as a strong attitudinal barrier to work for people who have become
used to the benefit system. People who have been out of work for a long
time may lack motivation and have low self-esteem
 May be responsible for a range of dependants
 Benefit disincentives – these can be a significant barrier to work and arise
from the relatively low wages many people are likely to secure. The smaller
the income gap between benefit and work, the less likely customers are to
see the advantages of moving from the security of benefits into the relative
insecurity of work
 Transport difficulties – these include the cost, time, and availability of public
transport. In some places people are unwilling to travel outside their
immediate locality to find employment or training opportunities
(National Audit Office analysis of published research)
2. STRATEGIES FOR SUCCESSFUL WORK-PLACEMENT
The strategies outlined below are mostly applicable to all cohorts except where specifically
outlined:
 Match students with employees. Allow students to choose work place with
guidance
 Students who have ownership of their work place are more likely to
perform at their best
 Encourage self reliance of the students and make work-placement noncompulsory
 Roles need to be explicit – many of the students lack confidence, and this,
allied to confusion about the job, can result in an unsuccessful workplacement
 Need to have observation and or mentoring of students in the workplace
 Group work place visits are useful for all groups but are necessary for
Transition students and Adult Literacy and Numeracy students. These can
include work place visits and visiting speakers
 Practice in a reality classroom so the classroom mirrors the workplace.
punctuality, no mobile calls, neat attire, ring when sick or to explain
unavoidable lateness and work hard
 Co-ordinated data bank of employers that details who, when and what they
can provide. Collaboration with workplace coordinator. A dedicated
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





workplace coordinator frees up time for the classroom teacher and makes
the programme run efficiently
Workplace Skills and Personal Skill course important to build self esteem
and knowledge for low achievers and migrants. This should cover:
o Strategy Instruction
o Finding a job
o Keeping a job
o At work in Australia
o OHS
o Basic summary of strengths and weaknesses
o Mock interview
o Meeting employer expectations
o Dealing with instructions
o Learning the value of work
o Connection to Society
o Receive money
o Develop skills Social/ Economic
o Independence don’t need to rely on the government
o Pride and recognition
o Meet people – develop friendships and networks
o Health issues
o Part of the community
o Give something back
o Improve yourself by developing new skills and understanding
Effective communication for employers on capabilities of the students. Need
time to build relationship with employers. If the work-placement is
organised as one to three days a week then employers and students can be
well supported. It enables teachers to obtain and give feedback, and there is
time to integrate the work place learning with classroom practice. As a
result problems can be minimised
Possibility of courses such as Barista, white card, RSA incorporated in workplacement (time and need must be measured here)
Preparation like group visits or a familiarization day enables students to see
the workplace and meet the employees without the pressure of starting
work at the same time
Coordinator and data base for work-placement
Simplify paperwork
Transition students in addition need:
 Mentoring
 Repetition
 Group placements – for example charities, hospitals guest houses
 Very short placements or tasters valid for this group
3. RESEARCH INTO STRATEGIES FOR SUCCESSFUL WORK-PLACEMENT
3.1 WHAT THINGS ARE IMPORTANT TO LEARN IN ORDER TO GET A JOB?
There is broad agreement between learners, providers, and employers as to the skills and
abilities needed to be successful at work.
Learners consider it is important to be:
 Willing
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 Reliable
 Good at time keeping
 Able to listen to others
 Consistent
 Able to do things without having to be told all the time
 Able to work on [their] own initiative
 Able to work together
 Co-operative
 Able to read and write
 Able to handle money
 Able to speak up clearly
 Able to speak with co-workers
(Williams, 2005)
Individuals need to develop:
 Personal skills, such as adaptability and responsibility
 Social skills including communication and understanding work appropriate
behaviour
 Practical skills which includes basic literacy and numeracy skills and also skills
that specifically relate to the job.
 Cognitive skills such as being able to concentrate and learn.
 Recognition of work rules such a punctuality and general work routines
(Beyer et al., 2004)
Many of the skills described above are the literacy, language and numeracy skills sometimes
termed ‘Skills for Life’. They cover the skills of:
 Speaking and listening
 Reading and writing
 Interpreting, and calculating and communicating mathematical information
In preparing people for work we can also draw on the wider key skills of:
 Working with others
 Improving own learning
 Performance, and problem solving
All of these skills, including information technology, are valuable work skills and need to be
taught in order to improve employability.
Table1. THE SKILLS FOR LIFE STRATEGY PROCESSES.
The Skills for Life Strategies
Screening
For possible literacy language and numeracy
needs.
Initial assessment
Assessment for detailed learner for levels of
skill
Diagnostic
Profile to inform individual learning plan.
Formative
Summative
For regular review of progress to inform
learning programme.
For national test, qualification or
completion of language learning programme
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3.2 EMBEDDING LITERACY, NUMERACY, AND LANGUAGE SKILLS
Best practice suggests that literacy, numeracy, and language skills should not be taught as
isolated skills but rather embedded into relevant, engaging materials and learning
experiences. Research suggests that people learn best when it is meaningful and they can see
how learning a new skill or developing their knowledge or understanding will enhance their
lives (Tusting and Barton, 2003).
Literacy, language, and numeracy sessions can be developed around the learner’s actual or
preferred working environments. Examples of this are using measurement in a supermarket,
gardening, post office or warehouse environment.
Table 2. Post Office embedded language skills
Task
Skill
Sorting post
Recognise alphabetical order
Taking post and putting it into correct staff Recognise/read names
pigeon holes
Type simple team memos
Listening/listen and respond
Type simple team memos
Write simple sentences
3.3 MODELS FOR EMBEDDING LITERACY
There are various models for embedding literacy, language and numeracy tasks in practical
settings or vocational training. NEICE website has details of materials that have been
produced to support teaching and learning and information on the latest research into this
challenging area.
Three possible models are:
a. Fully Integrated model
Skills for life are integrated fully into the learning, and in the activity or subject
matter, being interwoven with the subject, delivered through the whole activity and,
being integral to it. Here, the person/s delivering the subject or main activity will
also take on the basic skills work.
For example literacy skills can be developed and practised by learners writing up the
menu board at the snack counter each day. Learners develop their numeracy skills
through collecting the toast money, counting how many slices of toast are needed
and spoons of sugar in the tea. (E2E Provider)
b. Sandwich Model
Here, the Skills for Life are delivered in a calculated and discrete way. Part of the
time is allowed for the whole activity or course, but are contextualised to the main
subject area. This may work, for example, where specialised facilities, such as
photographic dark rooms are only available to learners in a ‘rationed’ fashion. Often,
staff other than those teaching the rest of the course, deliver the literacy, language,
and numeracy input.
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c. Overlapping Circles Model
In this model, models 1 and 2 (i.e. Fully Integrated Model and Sandwich Model) are
combined, and delivered, potentially, in a range of different ways. It may be that
some of the literacy, language and numeracy work in this Overlapping Circles Model
is not contextualised to the subject, so arguably is not ‘embedded’. Where the
circles overlap, it will be embedded.
The example below outlines mode and success of an Over-lapping Circles Model.
Reading Youth Offender Institute has developed an integrated programme that
combines a vocational training qualification (CIBT/CSCS Level 1) with the key skills
of Communication, Application of Number and Working With Others. Embedding
literacy, language and numeracy in a practical vocational activity helped learners
appreciate the value of improving their skills. Employers were invited to visit the
training centre and as a result revised their expectations of the skills that can be
achieved by young offenders.
The learners’ response to the course was very positive. Around 80 gained the
industry qualification and some ex-offenders are now employed as kitchen fitters or
in other related industries such as plumbing. Many learners who were previously
disengaged from education realised, through the practical nature of the course, the
value of literacy, language and numeracy learning. (www.niace.org.uk/
projects/Learning from Experience/EBS)
3.4 VOCATIONAL
LEARNING
AIDS
TO
LITERACY
AND
WORK-PLACEMENT
1. TECHNOLOGY
CD-ROMs that link literacy to specific vocational areas such as Catering, Retail, and
Childcare can be designed for students with low literacy skills. By targeting skills for Catering
and Retail courses literacy skills within the specific vocational area are reinforced.
For example, the Hospitality (Catering) disk may include
 Customer Care,
 Health and Safety
 Food Hygiene
 Numbers
and tackle the relevant skills that students need to build within literacy, in order to progress
into employment within that area of work.
2. VISUAL REALITY
 Electrical Skills – some of the exercises they could undertake may involve
circuit boards with a light switch system where the trainee will need to cut
and fit wiring
 Plumbing Skills – this may involve soldering joints for a bathroom sink. They
will need to measure and cut copper piping
 Health and safety board game – this might consist of a building site, office or
commercial kitchen with different safety signs that need placing in the
correct location.
Questions that may need to be asked are, for example:
 Can they use a tape measure?
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
Can the trainee read? If the trainee cannot read then the Instructor can read
out instructions. Each assessment can be observed and when completed
signed off by the instructor
Below is an example of a simple scaffolding exercise which enabled a dyslexic student to gain
permanent employment.
The student was on a work-placement with nationwide clothing retailer. She had a strong
chance of being offered a permanent job after just three weeks. During a progress review
with her Level 1 literacy and numeracy course tutor, they discussed her progress,
particularly in relation to her dyslexia. Together, they decided to create a vocationally
related dictionary for the student to use in her placement.
(Job Centre Plus)
Preparing for job interviews; role-play, preparation and embedding interview skills in the
overall course will all serve to increase a learner’s confidence when applying for jobs.
A vital part of interview skills training is speaking and listening. You can identify the skills
involved and then create opportunities for them to be taught. You can agree specific targets
for learners and map these to the curriculum.
Role-play and video cameras can be useful tools, if used sensitively, to record and give
feedback to learners on their speaking and listening skills.
Writing activities can also be linked to job search and interview skills. Embedding literacy
tasks in job search skills can help individuals prepare for an interview. For example a literacy
session covering adjectives with the focus of the session being attending a job interview.
Handouts need to be cross-referenced to the core curriculum and the aim of the session is
to give students a working knowledge of adjectives, including their practical applications.
Participation and interest is maintained by relating work into the topic of job search by the
group producing a list of qualities needed when they attend an interview.
4. STRATEGIES FOR THE DIFFERENT LEARNING GROUPS
4.1 LEARNERS WITH PROFOUND AND COMPLEX DISABILITIES
In an earlier report 'Breaking the Barriers' disabled people identified the main barriers to
getting employment as:
 Fear of losing benefits
 Health issues
 Lack of confidence
 Employers' attitudes
 Transport/location
 Carer’s concerns
While adults with profound and complex learning difficulties may be unlikely to take part in
paid employment, they should be offered opportunities to experience the world of work. It
is a valid part of their life experience and includes them in society, giving greater
understanding of the world in which they live.
Some points to consider when setting up work experience are:
 That the work experience has clear aims and that these are communicated
to people involved – looking at what everybody stands to gain from the
experience, not just the learner
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

How long the placement will last; what feels good and realistic for everyone
involved
That the placement is reviewed regularly involving the learner, his/her
support worker and the staff at the workplace
This means that the learner’s progress and achievements can be celebrated and shared with
everyone, and any concerns or problems can be raised and worked through.
Sometimes a learner may not manage independent travel to work, but travel training can still
be part of their learning programme and contribute to a full and independent life. Structured
travel training can help determine the exact nature of the difficulty a learner may have when
learning to master a particular route. Sometimes it may be easier to find an employer nearby
but still teach the skills for independent travel. Practical work skills such as learning bus
routes and times, number skills and communicating with others.
(Barnardo’s A Chance to Work)
4.2 FOR THE LONG-TERM UNEMPLOYED ADULT NUMERACY AND LITERACY
The Scottish Government introduced an adult training programme. The programme offers
training programmes of varying length according to the participant’s length of time
unemployed and skills level.
The programme includes short job-focused training, longer occupational training, selfemployment training, basic employability training, and short intensive basic skills training. In
addition, the programme can refer participants to programme centres and work trials to
help them improve their employability and to find and keep jobs. The programme is not
mandatory and participants must be aged 25 plus, unemployed for six months or more and
claiming benefits. Those unemployed for 12 months can participate in longer courses. This
programme has been running for 12 years with encouraging results nationwide.
4.3 MIGRANTS HAVE CULTURAL AS WELL AS LANGUAGE NEEDS
Fouad and Bingham (1995, p344) have developed a model for working with minority ethnic
students. These include:













Establishing rapport
Culturally appropriate relationships
Listen and observe student's comments
Learn how they wish to be related to
Respond to their main words
Construct and check out statements with the students
Identification of the career issues that the student brings
Cognitive
Social
Emotional (e.g. panic attacks at work) e
Environmental (e.g. working conditions, co-workers) b
Behavioural (e.g. being short-tempered at work)
External barriers (e.g. discrimination, oppression, racism, sexism, financial
concerns)
Critical to the model is the explicit definition of external barriers because, for many minority
students, career choice is a matter of balancing those factors within their control with those
outside their control:
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



Assess the impact of cultural variables on career issues – for example, the
impact a decision might have on the student’s family and consequences if
s/he disappoints their parents. The meaning gender might have for the
student
Set culturally appropriate processes and goals – for example, inappropriate
goals may include career choices based on unattainable desires rather than
on common sense
Determining and implementing a culturally appropriate intervention to
address cognitive, social emotional, environmental, behavioural, external
barriers – for example, use group intervention with those minority members
who operate in a framework that is more collectivistic than individualistic.
Involve the family in career decision making. Use race and gender
appropriate role models to expand awareness of opportunities
Helping the client make a culturally appropriate decision. Students may be
making career choices, deciding to adjust their work roles or deciding they
need more information. Practitioners need to be open to this process since
many minority students will not see their choices as a linear, rational
decision-making process
5. SUPPORT FOR EMPLOYERS
5.1 CENTRALISED DATA BASE
It is worth investing a considerable amount of time in developing a network of forwardthinking and responsive employers. The relationship building becomes a two-way process,
with you providing the advice and support for employers while they extend goodwill and
commitment to the learning process that results in a positive and fruitful placement.
Building effective relationships with employers is a key success factor in finding and keeping
employment. The goodwill that employers extend is essential in providing either a positive
and fruitful work-placement.
It is important that a coordinator/coordinators manages the database and contact. This
would result in responsive employers not being overloaded by different teachers. It would
also free the classroom teacher to teach rather than spend time on paperwork and looking
for employers. Finally the employer would have one point of contact which would aid the
school/employer relationship.
Table 3. STRATEGIES FOR GOOD EMPLOYER RELATIONSHIPS
What to do
Things to consider
Research and identify
The needs and preferences of the individual
employers
The needs and preferences of the employer
Length of stay
Level of English Skills
Local employment trends
Local employer details – keep a contact list
Information on organisation/agencies who can provide
support
Health and safety check
Ensure the learner understands their responsibilities
with regard to health and safety
Ensure the employer understands any additional
requirements of the learner
Complete a written health and safety assessment
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Conduct an individual risk
assessment
Carry out induction and
initial training
Job matching using Initial Assessment and
Employability Skills Checklist
Areas of special concern including medication (with
consent), hazards, criminal records
How you introduce the learner to the workplace and
vice versa
Travel training
Awareness and accessibility of notices
Canteen and toilets
Equal opportunities
Health and safety training including fire procedures
and first aid information
Hours of work
Procedure for absence
Smoking rules
Dress code
Internet/email policy
Draw up an agreement
between all parties
Written and verbal agreement
Agree role of learner in workplace include the
learner’s goals/targets for the placement – what they
want to achieve
Disciplinary and grievance procedures
Equal opportunities
Induction and training
Make adaptations and get
support
Accessible information and communication
Aids and equipment
Clothing/uniform
Specific support
Travel expenses
Establish a review process
Supervision, performance
Training and supporting managers and supervisors
monitoring and progression Ongoing accessibility of information and procedures
Maintaining a relationship with the employer or setting
up ongoing systems of support such as keeping a log
book, buddying or mentoring
5.2 RESEARCH AND IDENTIFY EMPLOYERS
 An understanding of the local needs of the economy is vitally important
 What jobs are available locally and realistically achievable?
 The first priority must be the needs and preferences of the individual
learner
 It is a good idea to keep a record of employers contacted
Success for All, The UK government strategy for reforming post-16 education, reiterates the
increased importance placed on colleges to work with employers to meet the nation’s skills
needs. Successful Engagement (Hughes, 2003), published by LSDA, provides good practice
guidance, which can be generalised to a range of contexts and providers. This guidance has
been written for all learners and does not specifically consider the needs of people who
experience difficulties in learning. However, there is much to be learned from the advice
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offered by Hughes (2003). He advises that Employment Placement Officers keep a ‘Job
Contact Book’ to record their calls to employers. This ensures follow-up and avoids
duplication. Any visits or successful placements are also recorded. Barnardo’s have large
publicity boards aimed at engaging employers and use success stories to encourage
employers to work with them. They have produced a promotional video, leaflets and
brochures.
5.3 GETTING THE RIGHT MATCH
It is advisable to undertake as much of the groundwork and preparation as possible before
placement. One key aspect is that of ‘getting the match right’ – matching the job demands
with the capabilities and interests of the individual. This may mean that you need to spend
time finding out what a job entails, what opportunities there are for adapting the tasks if
necessary, and how versatile the worker is required to be. For example, some people need
structure and routine and find constantly changing demands difficult. Therefore, a job where
orders vary from hour to hour and plenty of initiative is required would not be suitable. If a
learner is ready to enter the employment market, you can help them build on their past
experiences to identify the right job.
(Barnardo’s A Chance to Work)
5.4 VISITING EMPLOYERS
In the initial stages when work-placements are being set up, employers need to have relevant
and honest information about the person concerned. Often they are prepared to make
allowances and adjustments to accommodate an individual but they prefer to have open and
honest discussions right from the start. Equally, the learner is entitled to honest and open
discussions about their expectations of what is being offered.
5.5 CONFIDENTIALITY
It is vital to establish with the learner what information they are happy to share with an
employer and what is useful for them to know. For example if an employee needs to take
medication at specific times and requires time to do so, it is helpful for the supervisor to be
aware of this in order to make suitable arrangements. Equally, the person themselves can
provide helpful information. Some employers provide a space on an application form for
people to add further information, and this is often left blank. Additional information
describing individual strengths and qualities can make a difference. If the client is good at
listening to and following instructions or is punctual, encourage them to tell the potential
employer so that they are aware of these strengths.
5.6 HEALTH AND SAFETY
Once you have identified a suitable employer, it will be necessary to carry out a health and
safety check to ensure the learner and employer both understand their responsibilities with
regard to health and safety. Employers are often concerned about health and safety risks
although it is rare that health and safety problems represent an insuperable obstacle.
Risk assessment should:
 Focus on the individual
 Not make assumptions
 Consider the facts
 Consider the essential elements of the job
 Identify the length of time/frequency of any hazardous situations
 Get individual specific medical advice when appropriate
 Consult on how reasonable adjustments can be made
 Look at any reasonable adjustments to reduce the risk
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5.7 DRAW UP AN AGREEMENT BETWEEN ALL PARTIES
Providers should draw up a written agreement, which is also agreed verbally, between all the
parties involved. This could include:
 Job role and expectations
 Hours and conditions of employment
 Dress code or safety garments
 Health and safety requirements
 Disciplinary and grievance procedures
 Induction process
 Training and development plan
 The learner’s goals/targets for the placement – what they want to achieve
5.8 SPECIALIST SUPPORT
Sometimes learners may need specialist support, (See Appendix 1 – Case Study). Another
way to motivate learners is to introduce peer support, where other learners support and
coach each other has trained peer supporters. These are able to empathise with learners
and provide the support and encouragement needed to achieve success.
5.9 JOB TRAINER/JOB COACH
The role of the job trainer or job coach is to work alongside the individual in the workplace
until they can perform tasks independently. Sometimes this may involve negotiating and
securing special adaptations, such as allowing someone to take more time or not requiring
them to undertake all parts of the job. For some individuals, it may require breaking down
the job into simple tasks so they can learn at their own pace, or learners with a disability
may require specialist software or equipment.
The role of the job coach is to balance the needs of the learner with the needs of the
employer and to put in place a strategy for sustained support. The job coach can keep in
touch with the students, however, the employer could also nominate a mentor to continue
to help the students adapt to different tasks or departments during their work-placement.
The role of a mentor is far wider and involves supporting a person to feel comfortable while
in the workplace. It can also include the social aspects of work as well as ongoing training
and personal development. Employers and work experience providers can provide all the
necessary job coaching and mentoring using their own staff, although they may need support
or specific training in order to do this. Work with them to share information about a
learner’s capabilities and learning styles so the best possible support can be provided.
5.10 SUPERVISION, PERFORMANCE MONITORING AND PROGRESSION
Ongoing monitoring of a work-placement is essential and you need to consider the most
effective methods to build in review sessions at the start of a placement. Maintaining a
relationship with the employer may be through setting up ongoing systems of support such
as keeping a log book, buddying or mentoring. Regular monitoring means that you can deal
with difficulties swiftly so that they don’t get out of proportion. Learners undertaking work
experience were supported by a work-placement log book. This includes:
 Information on the work-placement/contact info, and so on
 Details of the placement agreement and the adjustments the employer
would undertake to accommodate the learner
 A personal checklist, including what to wear, number of bus, lunch
arrangements
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




An induction checklist
Records of staff visits
An employer’s report with specific headings, for example ‘Observing and
listening relationships with colleagues’
A ‘How did I do’ section (Appendix 2)
Diary entries
The learners valued this document and faithfully completed entries and recognised the
learning journey it described.
(Adult and community education provider)
The employee must be central to the monitoring and review process and agreement as to
their preferred approach should be determined in advance.
Some learners and employers find a visual record using a digital camera helpful to the review
process. Images, together with text and/or an audio commentary (using, for example a
microphone connected to the computer, or an mp3 recorder) can enable learners to put
together a multimedia record of what they have achieved (Appendix 2). This can be an
empowering process and can help learners further develop their confidence. Discussion
should be based around the agreement recorded at the beginning of the placement, as this
provides a structure upon which to base judgements on what has been achieved and
determine future training needs or challenges.
6. EMPLOYER EDUCATION
Employers should be encouraged to look at individuals with Language difficulties or
disabilities positively – what can they bring to the organisation and how can they work with
them to get the best outcome for both parties? What can the individual do and what skills
do they have? Some employers may feel anxious and concerned that they don’t have the
knowledge or skills to offer work-placements or employment to a learner or find it hard to
see any positive benefits. In such cases, it is helpful if you are able to stress the benefits that
have been identified by other employers, such as:
 Reliable and loyal workers
 Untapped pool of labour
 Diverse workforce offering whole range of skills, abilities and perceptions
 Can help create positive attitudes towards diversity
 Offers opportunities for managers and other staff to develop communication
and management skills
 Can lead in an area of social responsibility
 Can be seen as a forward thinking organisation
 Have a workforce that reflects and relates to the community
There are employers willing to give individuals an opportunity to work. You can provide
support through awareness raising, training and ongoing advice. Provide information and
advice to employers to support them in the adoption of good employment policies and
practices in the recruitment, retention, training and career development of Foundation
students.
(www.niace.org.uk/publications)
6.1 ENSURING ACCESSIBILITY
Effective communication is a key success factor in any organisation and for some people,
additional attention may need to be given to written material. Appendix 3 illustrates
examples of how a job description has been rewritten in clear language so that the
requirements are clear to the employee.
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7. BUILDING RELATIONSHIPS WITH VOLUNTARY WORK PROVIDERS
The approaches and strategies required to build constructive relationships with
organisations willing to take people on voluntary placements are similar to those when
working with employers. Many organisations have extensive experience of working with
volunteers and can provide useful information about the process. As with employers, it is
important to be honest and open about the individual’s additional needs so that you can
ensure adjustments are built in at the beginning.
8. CONCLUSION
By understanding the issues that students with difficulties face and implementing the
strategies outlined above the students will be able to obtain a meaningful experience in the
workplace. Allied to this success is the need to educate employers to accept student
placements knowing the students are work ready and support is available.
Learners, teachers and workplaces also need to ensure that work-placement, provides an
opportunity for learners to ‘learn to negotiate how they learn’ in workplaces, since this is
critical to effective workplace performance (Beach and Vyas 1998).
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INTERVIEWEES AND REFERENCES
TEACHERS
Debbie Heather- Adult literacy
Sarah Howe
Edwina Lester
Daniel Petrov-Disability
Jenny Wood- Migrant Ed
Anna Kingston-Migrant Ed
Jason – Migrant Ed
Veronica Shepperd-Migrant Ed
STUDENTS
Observation Disability class on work-placement
Observation Migrant class on work-placement CSWE 111
Interview
Edwina X 3 Connect
Gini Ennals X 10 CSWE 111
Lyn By x2 CSWE 1
Barnardo’s A Chance to Work
http://www.barnardos.org.uk/actionforinclusion/action_for_inclusion_what_we_do.htm
Beach, K. and Vyas, S. (1998) Light Pickles and Heavy Mustard: Horizontal development among
students negotiating how to learn in a production activity, paper presented at the Fourth
Conference of the International Society for Cultural research and Activity Theory,
University of Aarhus, Denmark
Beyer, S., Kilsby, M. and Leach, S. (2004) Raising Standards: A
Contextualised Guide to Support Success in Literacy, Numeracy and
ESOL provision
Eraut, M. (1999) Learning in the workplace – a framework for analysis. Paper presented at
the EARLI Conference on Working and Learning
European Conference on Educational Research, EERA, Edinburgh (ECER Conference Session
12.01, 22/09/2000
Fouad, N. A, & Bingham, K. P. (1995). Career counselling with racial and ethnic minorities. In
W. B. Walsh & S. H. Osipow (Eds.), Handbook of vocational psychology: Theory, research,
and practice (2nd ed., pp. 331-365). Mahwah, NJ: Erlbaum.
Guile, D. and Fonda, N. (1999) Managing Learning for Added Value London: Institute of
Personnel and Development
Handley, C. (2005) ‘Offenders learning journey’, ‘T’ magazine: Training
Education and employment, July 2005, pp.31–3
Hemmings and Morris, 2004, Employing People with Learning Disabilities: A Handbook for
Employers
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National Audit Office analysis of published research www.dfes.gov.uk/readwriteplus
Tusting, K., and Barton, D. (2003) Models of Adult Learning: a literature
review. National Research and Development Centre for adult literacy
and numeracy
Williams, V. (2005) Learning the Skills for Work: The Views of Disabled
People (unpublished): www.dfes.gov.uk/readwriteplus/
learningforliving
http://www.socialinclusion.gov.au/Resources/Pages/Compendium.aspx
http://www.skills.tas.gov.au/skillstas
http://www.polytechnic.tas.edu.au/workplacement/
http://www.worksafe.wa.gov.au/smartmove/index.htm
http://www.deewr.gov.au/Schooling/Pages/Roundtable.aspx
www.niace.org.uk/ projects/Learning from Experience/EBS
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Appendix 1. Case Study - Learner Support
Jerry wants to find employment after a long absence from work following a work accident
which left him with severe back problems. All his attempts to find work have failed when he
mentions this problem to possible employers. Through work preparation, the Employment
Disability Officer has identified a local factory that is looking for new staff. The EDO visited
the Production Manager and described Jerry’s situation. He gave him information about
Jerry’s past work skills and an up to date appraisal of his health. The production manager felt
that there was an appropriate post and that they should give it a try for a couple of weeks.
After a week it became clear that Jerry does have many of the skills required and he is keen
to do well. He has the right attitude and things look set for his future employment.
(NCC – Employment and Disability Service)
Appendix 2. Case Study - Low literacy employment review
In the case of Bill, who works with the Ealing Community Team, he completes the Learning
Curve employee review form. This forms the basis of a meeting with employment support
staff and the employer.
In the example following, Bill assesses how things are going and what he wants to do next
What’s going well?
Getting paid
Good time keeping. Learning lots
of new skills Lots of different tasks. I get on
well with people I work with.
What do I want to do next?
I would like to work in a music shop
What training and support will I need?
Help with job search application forms.
Support when I start
Who will help?
Ann
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Appendix 3 Accessibility strategies
To answer telephone calls and pass
them on to the right people:
• We will teach you how to give callers
information about our address, telephone
numbers and what we do.
• We will teach you how to take messages and
pass them to the right people.
• You will need
To sort out our post each day:
• We will teach you how to deal with incoming
post and distribute them.
• We will teach you how to frank the outgoing
post.
To book rooms for meetings:
• We will show you how to book rooms when
staff make requests.
To shred the confidential documents:
• We will show you how to use the shredders.
• We will show you how to empty the bag and
where to leave them.
To help with the photocopying:
• We will teach you how to use the machine.
• We will teach you how to put papers in order
and how to staple them.
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• We will show you how to print the right
number of copies.
• We will show you how to return them in the right order
To help file letters, memos, notes and other
documents:
• You will need to be able to read.
• We will teach you how to file documents
properly.
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