Student Life
Careers & Employability
Work Based &
Placement Learning Toolkit
Contents
1. Pre WBL & Placements
2.
3.
4.
5.
6.
7.
Work Based & Placement Learning Application summary sheet
Work Based & Placement Learning summary and reflection sheet
Employability Skills Analysis
Personal SWOT Analysis
Learning Agreements & Job Descriptions
Work Based & Placement Learning Module Handbook
8. UK Based
9. Work Based & Placement Learning within the United Kingdom: Conditions of Participation
10. Work Based & Placement Learning within the United Kingdom: Declaration
11. Overseas Based
12. Work Based & Placement Learning outside the United Kingdom: Overseas Work Based &
Placement Learning Opportunities Checklist for Students
13. Work Based & Placement Learning outside the United Kingdom: Conditions of Participation
14. Work Based & Placement Learning outside the United Kingdom: Declaration
15.During WBL & Placement
16. Confirmation of arrival with Work Based & Placement Learning or Placement Provider
17. Change of address Form
18. Student self assessment form for mid and final placement visit
19. Work Based & Placement Learning Visiting Tutor Guidelines
20.Post WBL & Placement
21. Work Based & Placement Learning Presentation Review
22. Work Based & Placement Learning and Placement presentation assessment criteria
23. Individual Work Based & Placement Learning presentation assessment sheet
24. Thank you Letter
25. Reflective Elements
26. Student Reflective Log Book Writing Guide
27. Reflective Logbook Weekly Entry Sheet
28. Reflection Toolkit
29. Final Reflective Report
30.Live Projects/Briefs
31. Project Proposal for a Live Project/Brief
32. Live Projects Guidelines and Processes
33.Health & Safety
34. Student Life Careers & Employability Health and Safety Guidance for Work Based &
Placement Learning and placement students
35. Health and Safety checklist for Work Based & Placement Learning
36. Health and Safety checklist for Work Based & Placement Learning Providers
37.Work Based & Placement Learning Assessment Document (W.A.D.)
Pre Placement
Work Based & Placement Learning Application summary sheet
Name:
Work Based &
Placement Learning
provider
Job title
Location
Dates of
employment
Date of
application
Type of
application
(CV/form)
Interview date
Outcome
(Successful/
unsuccessful and
date)
Accept/reject
and date
Work Based &
Placement Learning
provider
Job title
Location
Dates of
employment
Date of
application
Type of
application
(CV/form)
Interview date
Outcome
(Successful/
unsuccessful and
date)
Accept/reject
and date
Work Based & Placement Learning summary and reflection sheet
Name:
You need to complete one of these templates for each application. This will be an excellent starting
point for your reflective practice.
1. Work Based & Placement Learning Provider
2. Location
3. Title of job
4. Role/description of job:
5. Why did you apply for this Work Based & Placement Learning?
6. What research did you do about the Work Based & Placement Learning provider?
5
7. If you had an interview:
What preparation did you do for the interview?
8. Were the questions asked at the interview as you expected?
9. How well do you think you did in the interview?
Reflection on the outcome of your application
6
10. What feedback on your application/interview did you get from the Work Based & Placement
Learning provider?
11. Why do you think you were successful/unsuccessful?
12. What would you change for the future in your:
CV/application form?
7
Interview preparation?
Interview technique?
13. What have you learnt for this application to consider for other job applications?
8
Employability Skills Analysis
9
Employability Skills Analysis
Section 1
Consider the skills listed below and rate how important you think each skill is for your Work Based &
Placement Learning or career aspirations and how competent you are in this skill. Consider how each
of these skills may enhance your performance, and allow you to develop them while on your Work
Based & Placement Learning experience and advance further.
Once you have rated yourself, multiply the number in the column marked ‘Competence’ with that in
the column ‘Job Importance’. So, for example, if you feel that you are not very proficient in verbal and
written communication (i.e. you have rated your competence at 4), but that these skills are very
important for employment (i.e. you have rated it at 5), then your overall total score would be 5 X 4 =
20.
Section 2
This section will provide you with examples of the types of evidence you can provide to demonstrate
your level of competence with each skill and to evaluate what level of competence you are currently at.
Competence – How competent are
you in this skill?
1.
2.
3.
4.
5.
Unskilled
Not very proficient
Adequate
Fairly proficient
Highly proficient
Job Importance – How important do
you think this skill is in
Employment?
1. Unnecessary
2. Not very important
3. Helpful
4. Fairly important
5. Essential
10
JOB IMPORTANCE
SKILL
COMPETENCE
1 2 3 4 5 1
Total
EVIDENCE FOR YOUR LEVEL OF COMPETENCE
2 3 4 5
COMMUNICATION
Written:
Express yourself in writing in a variety
of ways such as email, reports, letters,
writing for the web etc.
Verbal:
Informal – ability to network easily
with other people
Formal – ability to express yourself
clearly and concisely to a group of
people
Non-verbal:
Listening – ability to effectively listen
to others’ views and ideas and
understand their point of view and
what they require from you.
Body Language – ability to match body
language appropriately to what is
being said verbally
11
JOB IMPORTANCE
SKILL
COMPETENCE
1 2 3 4 5 1
Total
EVIDENCE FOR YOUR LEVEL OF COMPETENCE
2 3 4 5
TEAM WORK
Co-operation
Collaborate effectively within a team
Understand others points of view &
opinions
Contribute your ideas effectively in a
group
Negotiation
Compromise and reach a mutually
satisfactory outcome
Persuasion and Influencing
Put your points across in a reasoned
way
Emphasise the positive aspects of your
argument
Use tact and diplomacy
Handle objections to your arguments
Emotional Intelligence
Respond appropriately to sensitively
and appropriately to others in a variety
of situations
Feedback
Accept and learn from constructive
criticism
Give positive, constructive feedback to
others
12
JOB IMPORTANCE
SKILL
COMPETENCE
1 2 3 4 5 1
Total
EVIDENCE FOR YOUR LEVEL OF COMPETENCE
2 3 4 5
Leadership
Encourage and motivate others
Make decisions and see them through
Supervise or direct work of others
Inspire others with your ideas
Take a positive attitude to
frustration/failure
Adapt goals in the light of changing
situations
INFORMATION TECHNOLOGY
File Management Techniques
Ability to create, store and retrieve files
Word Processing (e.g. MS Word)
Ability to use a word processing package
to produce a variety of formats of
documents
Spreadsheets (e.g., MS Excel)
Ability to use a spreadsheet to record
and manipulate different sets of data
Ability to create a database
Ability to create and display a
PowerPoint presentation
13
JOB IMPORTANCE
SKILL
COMPETENCE
1 2 3 4 5 1
Total
EVIDENCE FOR YOUR LEVEL OF COMPETENCE
2 3 4 5
Ability to send and receive e-mail
Ability to send and receive
attachments by e-mail
Ability to use an internet browser,
e.g., Internet Explorer, Firefox
Ability to download files from the
Internet
Ability to use a search engine, e.g.
Google
Familiarity with social networking
sites such as Facebook and Twitter
Awareness of internet networking
sites such as LinkedIn and other
relevant professional sites
14
SKILL
COMPETENCE
JOB
IMPORTANCE
Total
EVIDENCE FOR YOUR LEVEL OF COMPETENCE
ANALYSING AND PROBLEM SOLVING
Clarify the nature of a problem before
deciding action
Collect, collate, classify and summarise
data systemically (whether numerical
or written)
Analyse the various factors involved in
a problem and be able to identify the
critical ones
Work independently and use initiative
to solve problems
Come up with creative solutions to
problems
PERSONAL PLANNING AND ORGANISATION
Set yourself achievable, realistic and
measurable objectives
Identify steps needed to achieve your
goals
Manage your time and prioritise
effectively
Work effectively under pressure
Complete work to a deadline
Manage a project effectively
15
SKILL
COMPETENCE
JOB
IMPORTANCE
Total
EVIDENCE FOR YOUR LEVEL OF COMPETENCE
PROFESSIONALISM
Adapt successfully to changing
situations and environments
Work under your own direction and
initiative
Feel confident in making choices based
on your own judgment
Pay care and attention to quality in all
your work
Take opportunity to learn new skills
and understand your development
needs
Commercial Awareness
Understand how a business attracts
and keeps customers
Understand how good relationships can
be maintained with customers,
employees and suppliers
Understand key issues that may affect
the business (could be economic,
social, political or environmental for
example)
16
Identify your learning needs
Look your skills analysis look at the skill that you have rated as essential to the career you are looking to go into but you have only scored as adequate
(3) or below. These are the skills you need to be developing place the ones that you think are of real need in the table below and research and put an
action plan together on how you can develop them. Remember if you are not committed to this action plan you will not succeed!
Write a strong, concise, well-presented CV that outlines your key skills, qualities and experiences that you have outlined in the previous analysis
Skill Area
Action Pan for Development
1.
2.
3.
17
Section 2:
Providing Evidence you have the Skills
The guide lines on the following pages are to help you jog your memory to see what skills and
abilities you have already acquired. The guidelines will allow you to reflect on what level you
have developed these skills to by looking at your previous experience of using and developing
them.
This section will provide you with examples of the types of evidence you can provide to
demonstrate your level of competence with each skill and to evaluate what level of
competence you are currently at.
Communication
Communication can be formal or informal, personal or impersonal, creative or factual.
Messages may be delivered verbally, in writing or non-verbally. There are many areas where
examples of each communication approach may have been successfully applied, at university,
at work, at home, etc
Written:
Express yourself in writing in a variety of ways
Essays/reports for School/University, competitions, Scholarships, Work
Reports/Minutes from Committees/Clubs
Personal Statements/Covering letters for CV’s, Application forms
Posters for forthcoming events or to present research gathered
Letters to gain sponsorship/support, contact new friends/old friends
E-mail contacts for any of the above
Verbal:
Informal:
Ability to network easily with other people
Tutorials, socially (making friends, making contacts), gathering or giving information, for
example for a holiday or to solve a problem at work or to arrange an outing (in person or
over the telephone)
Formal:
Ability to express self clearly and concisely to a group of people
Presentations university/school/clubs/committees/interviews
Non-verbal:
Listening:
Can you effectively listen to others’ views, ideas and to understand their point of view? This
could be in lectures (evidenced from good notes and good results!), in groups/teams, peer
tutoring, supporting/counseling others, ability to take instructions (e.g. when learning a new
skill – music, driving, sport).
Body Language:
Ability to match body language appropriately to what is being said verbally
Body language:
Eye contact
Posture
Movement
Expression etc
Where have you used body language in presentations, socially, on holidays, at work?
Teamwork
Working with others is a skill highly valued by employers. Suitable evidence for this skill does
not have to be limited to work experience. You should think of all aspects of your work, studies
and social life.
Co-operation:
Ability to:
Collaborate effectively within a team
Understand others points of view & opinions
Contribute your ideas effectively in a group
You may have developed these skills through your involvement with, group project work during
your course, team games, Duke of Edinburgh Award Scheme, committee work etc. During this
involvement where you able to listen to another person’s point of view and review it
subjectively seeing it’s strengths and weaknesses even if it is different to your own?
Negotiation:
Compromise and reach a mutually satisfactory outcome
It is likely that you will have used this skill in your day-to-day life. Try to think of situations
where you have wanted something and the person you have been dealing with has been
reluctant to give it to you.
This is very common when dealing with bureaucracy; e.g. dealing with problems about welfare
benefits, dealing with a landlord, extending an overdraft. You might have been in more formal
negotiating situations such as getting sponsorship for a project, representing students on
university committees, student union work etc.
Persuasion and influencing:
Ability to:
Put your points across in a reasoned way
Emphasise the positive aspects of your argument
Use tact and diplomacy
Handle objections to your arguments
When have you been able to convince people to do something or see your point of view? How
have you managed to do this? What influencing techniques have you used? Techniques like
getting people to like you, to give praise when it is due or perhaps using the evidence of experts
to back up your point and demonstrate how you use this expertise?
Emotional Intelligence:
While dealing with delicate situations perhaps in your social life or as part of a part-time job
have you had to deal with delicate situations with people such as an irate customer who is
aggressive have you managed to calm them down and make them understand your or the
company’s point of view and produce a win/win situation?
Feedback:
Are you able to deal with negative feedback in a positive way and learn how to use it to
increase your personal development?
Do you:
Make use of feedback received from one assignment to help you plan the
next assignment?
Are you:
Able to accept and learn from failure in a positive manner?
Leadership:
Ability to encourage and motivate others
Obvious examples include: being a team captain, chairing a committee etc. Other examples
include: editing a student magazine, co-coordinating the activities of a group who are planning
a social event etc.
Information and Technology
File Management Techniques:
Ability to create, store and retrieve files
Have you:
Saved a file to disk to print in university?
Accessed information on the university network?
Word Processing:
Ability to use a word processing package to produce a variety of formats of documents
Have you:
Produced letters, CVs, coursework, posters, and flyers?
Spreadsheets:
Ability to use a spreadsheet to record and manipulate different sets of data
Can you:
Input information?
Produce graphs?
Use formula to calculate averages, maximums, totals etc?
Databases:
Ability to retrieve information from a database/ Ability to create a database
Can you:
Run queries?
View reports?
Use macros
Use tables to view the information you want? Etc
Can you:
Create tables?
Create relationships?
Design queries? Etc.
Presentations:
Ability to create and display a PowerPoint presentation
Have you:
Used PowerPoint to produce a presentation for a lecture/tutorial?
Can you:
Produce a presentation with graphics/moving images?
Information and Communication:
Ability to send and receive email
Can you:
Use web mail such as Hot Mail?
Have you:
Used windows based email such as MS Outlook or Pegasus
Ability to send and receive attachments as email
Have you:
Forwarded your CV to an employer?
Forwarded coursework to a lecturer?
Ability to use an internet browser e.g. Internet Explorer, Firefox
Have you:
Checked your exam results on the student web?
Have you:
Researched coursework on the web?
Ability to download files from the internet
Have you:
Downloaded course notes from the web?
Downloaded past exam papers?
Filled in an application form you have downloaded from the web?
Ability to use a search engine e.g. Google
Have you:
Used a search engine when: Researching coursework?
Looking for a job?
Problem Solving
Have you had to generate new ideas or conceive existing ideas in a new way?
Perhaps you have found a new way of approaching your coursework or taken over a project
from someone else bringing a fresh approach to achieving a goal. Do you produce publicity
materials for a charity?
Personal Planning and Organisation
Perhaps you have organised a group holiday or club event; do you use a diary or action plan for
successful study/revision?
Identify steps needed to achieve you goals
Research:
Perhaps you have looked into different options for a place at university live or conducted
research for an assignment / project.
Self Management
Self-awareness:
Personal Development: Are you confident in expressing yourself or is this something you
need to work on? Are you fully aware of your core strengths i.e., skills, experience
knowledge and attributes that are your ‘unique selling points’ in the employment market.
Educational Development: Do you regularly review your progress against targets you set
yourself? Do you make good use of your time when working on assignments or do you need
to be more organised?
Career Development: Do you have a career plan? Do you have an up-to-date, wellorganized, concise and accurate CV which clearly sells your strengths? Do you have any partime jobs, or do voluntary work, that has developed your employability skills?
Manage your time and prioritise effectively/work effectively under pressure to meet
deadlines.
Initiative:
Do you undertake tasks in your part-time job without waiting for someone else to give the
order?
Deciding to create your own website or start a new club?
Professionalism
Have you:
Developed skills from a hobby or sport that you have transferred across
to your academic studies? Could you use them to help you adapt
successfully to changing situations and environments?
During your studies you will have had to work under your own direction
and initiative how did you do this and how successful where you at it? In
work you may have had to manage your own workload and manage
others. Did you do this with confidence in your own judgment?
Commercial Awareness
Do you know what makes a successful business, can you relate any of these requirements to
experiences and abilities and skills you have developed; can you work and communicate with
other employees and customers in a professional environment?
Personal SWOT Analysis
Strengths
What do you do well?
What experience can you use to give evidence
to your strengths?
What do others see as your strengths?
Weaknesses
What could you improve?
Where do you have fewer resources than
others?
What are others likely to see as weaknesses?
Opportunities
What jobs or careers would best use your
strengths?
How can you best take advantage of these
strengths?
How can you turn your strengths into
opportunities?
Threats
What threats could stop you achieving your
full potential or gaining that ideal career?
What are your peers doing that you are not?
What threats do your weaknesses expose you
to?
WORK BASED & PLACEMENT LEARNING WITHIN THE UNITED KINGDOM:
UNIVERSITY OF SALFORD
WORK BASED & PLACEMENT LEARNING WITHIN THE UNITED KINGDOM: CONDITIONS OF
PARTICIPATION
Please read this document carefully and sign the Conditions of Participation Declaration (the
“Declaration”) where indicated. Return the signed Declaration to the Work Based & Placement
Learning Tutor in your School. You should retain a copy for your records.
This document relates primarily to Work Based & Placement Learning within the UK. All
references to the University are references to University of Salford.
1. The University wishes your Work Based & Placement Learning to be beneficial and so, while
the University has made a judgment as to the suitability of the Work Based & Placement
Learning Provider and the Work Based & Placement Learning opportunities it has to offer, you
must also satisfy yourself in advance that the Work Based & Placement Learning Provider and
proposed Work Based & Placement Learning is acceptable to you. If you have any concerns
about your proposed Work Based & Placement Learning Provider, you should raise these in
advance with the member of staff at the University responsible for organising your Work Based
& Placement Learning.
2. Before arriving at the Work Based & Placement Learning Provider you must undertake the
Pre Work Based & Placement Learning sessions and complete all relevant pre Work Based &
Placement Learning documentation.
3. Whilst the University is insured to cover its legal liability for claims arising from injuries where
the negligence of the Institution or its employees can be established, it does not provide
Personal Accident insurance for students. Students are required to make their own
arrangements in this respect.
4. The firms and organisations that students are placed with should have both Public and
Employers liability insurance in place to cover their liability for negligence in the event of a
student being injured. The Work Based & Placement Learning Tutor must ensure that this is
complied with before Work Based & Placement Learning is arranged.
5. The University does not accept liability for loss and/or damage to personal property, and
students are required to make their own insurance arrangements in this respect.
6. The University does not accept liability for third party claims arising out of the use by
students of their own vehicles for course trips and travel to Work Based & Placement Learning.
Students must therefore inform their own individual insurance company/broker and have
policies adjusted to reflect vehicle use outside the standard “social and domestic” cover.
7. You should be aware of any health requirements or vaccinations that should be undertaken
prior to beginning your Work Based & Placement Learning (particularly in the case of clinical
Work Based & Placement Learning). It is your responsibility to ensure that you can comply with
these requirements and that you receive the appropriate vaccinations. The University reserves
the right to request proof of compliance in both regards prior to your departure. You should
seek medical advice regarding any pre-existing medical condition or disability, and inform your
Work Based & Placement Learning Tutor so that, where applicable, appropriate arrangements
may be made with the Work Based & Placement Learning Provider.
8. While the University and Work Based & Placement Learning Provider may provide assistance
to ensure that suitable accommodation is secured, the final responsibility for making such
arrangements and paying the necessary rent will be yours.
9. The school will notify you of potential sources of financial assistance available to students
who undertake Work Based & Placement Learning. Please note that by signing the attached
Declaration you acknowledge that the sole responsibility for financing your Work Based &
Placement Learning lies with yourself, and is not the responsibility of the University.
10. You will be informed of the names of staff at the University as main points of contact.
Ensure that you request this information before beginning your Work Based & Placement
Learning.
11. The University would remind you that during your Work Based & Placement Learning you
will be an ambassador for the University and must conduct yourself accordingly at all times. Any
disciplinary procedure which may be invoked against you by Work Based & Placement Learning
Provider may, therefore, also result in disciplinary action being taken by the University. You
must at all times adhere to any procedures, rules or codes of conduct of which you are notified
either by the University or the Work Based & Placement Learning Provider.
12. Following arrival at the Work Based & Placement Learning Provider you must participate in
any induction programme required by the employer so that you are familiar with the policies
and procedures applicable to you during the Work Based & Placement Learning.
13. You are required to report to the University to confirm commencement of the Work Based
& Placement Learning, and to make sure that the Work Based & Placement Learning agreement
has been agreed and signed giving a brief description on your role, job content, responsibilities
and hours of work, and agreed Learning Outcomes.
14. If you have any queries relating to your Work Based & Placement Learning following arrival,
you should raise these with the designated contact at the Work Based & Placement Learning
provider. You are expected to contact your Work Based & Placement Learning Tutor at the
University, should any work-related or pastoral problems arise. While every effort has been
made to ensure that the Work Based & Placement Learning offered by the Work Based &
Placement Learning provider is appropriate, you are required to inform the University
immediately if you have any concerns in this regard.
15. In addition to the projects you may undertake during Work Based & Placement Learning ,
you will be required to complete work in the form of pre Work Based & Placement Learning
skills analysis, a reflective logbook, reflective report an oral presentation on return to the
University.
16. To monitor your progress the University will maintain regular contact with you (through
visits at the mid and final part of your Work Based & Placement Learning, email or other
channels) during your Work Based & Placement Learning. There will also be a clear schedule for
submission of any learning material or progress forms. You will be responsible for ensuring that
you acknowledge such contact and comply with the schedule. It is your responsibility to make
contact with your visiting tutor and arrange your mid and final Work Based & Placement
Learning visits.
17. Upon return to the University you will be required to provide a reflective report and
reflective logbook on the experience. You will also be required to provide feedback and
information to the University on the Work Based & Placement Learning provider and the Work
Based & Placement Learning experience.
18. While the University will use all reasonable endeavours to ensure that the Work Based &
Placement Learning arrangements are fulfilled as described, it reserves the right to make
variations to the location or the programme, and in certain circumstances to suspend or cancel
the arrangement. The University will endeavour to provide as much notice of any such changes
as is reasonably practical in the circumstances.
19. by signing and returning the attached Declaration you are acknowledging receipt not only of
the information contained in this document but also of:
19.1 The Work Based & Placement Learning Agreement
19.2 A confirmation of arrival form which you undertake to sign and return to the University
following your arrival at the Work Based & Placement Learning Provider.
19.3 A change of address form
19.4 A Health and Safety checklist and risk assessment which you undertake to complete within
two weeks
19.5 Contact numbers in case of emergency.
WORK BASED & PLACEMENT LEARNING WITHIN THE UNITED KINGDOM
DECLARATION
I hereby acknowledge that I have read this Conditions of Participation document and that I
understand the obligations I am undertaking as a result of participation in this Work Based &
Placement Learning programme with a Work Based & Placement Learning Provider. I also
confirm that I have been given all the information to which the document refers.
I understand that generally University of Salford:
Cannot eliminate all risks from working environments, or assure the safety of participants;
and
Cannot provide or pay for legal representation for participants.
I understand that:
As a participating individual, I am responsible for my own daily personal decisions, choices,
and activities; and
The University cannot prevent participants from engaging in illegal, dangerous or unwise
activities.
I confirm that I will obtain/have obtained* any required health vaccinations.
* delete as appropriate
I understand that it is my responsibility to obtain adequate medical, belongings and travel
insurance cover (if appropriate), and adequate insurance to drive a car for business purposes (if
appropriate).
……………………………………………………………………………
Print Name
……………………………………………………………………………
Degree Programme
Work Based & Placement Learning Type
(tick box)
……………………………………………………………………………
 Research Placement
Signature
 Live Project/Brief
 Work Placement
……………………………………………………………………………
Date
WORK BASED & PLACEMENT LEARNING OUTSIDE THE UNITED KINGDOM
Overseas Work Based & Placement Learning Opportunities
Checklist for Students
1. Visas
Make sure that you have the correct visa for the country you are visiting and that your
passport is valid. Check visa requirements with your travel agent or contact the
embassy of the country you plan to visit. See
http://www.gogapyear.com/pages/passport.php for further information.
2. Passport
Ensure that your passport is in date and valid. Even for a day trip abroad, you must hold
a full 10 year passport. For certain countries, your passport must be valid for six months
after the date you travel – check this before you go. Take copies of your passport and
other important documents and keep these separate from the originals in case of loss or
theft. If your passport is lost or stolen, you will need to complete an LS01 form so your
passport is cancelled. You should also report the theft to local police and your nearest
British embassy.
See http://www.fco.gov.uk/en/travelling-and-living-overseas/passports# for further
information and the LS01 form.
3. Insurance (see www.fco.gov.uk/en/travelling-and-living-overseas/staying-safe/travelinsurance for further information)
Your travel insurance should cover the whole time that you are away and should
include:
Medical and health cover for injury or sudden illness abroad
24 hour emergency assistance
Personal liability cover (in case you are sued for causing injury or damaging
property)
Cover for lost/stolen possessions
Cover for cancelling or curtailing your trip
Extra cover for leisure activities such as jet skiing that are usually not covered in
standard policies
You may also wish to have:
Personal accident cover
Legal expenses cover
Financial protection should your airline go bankrupt before/during your time away
4. Medical Insurance
Arranging medical health insurance is essential. If you do not have it, you may have to
pay thousands of pounds if you have an accident or fall ill outside of the UK. Always
arrange travel insurance with health cover that is adequate for your destination – at
least £1m for Europe and £2m for the rest of the world (see
http://www.fco.gov.uk/en/travelling-and-living-overseas/staying-safe/travelinsurance/medical-heath for further information).
European Health Insurance Card (EHIC) (see http://www.fco.gov.uk/en/travelling-andliving-overseas/staying-safe/travel-insurance/ehic for further information). For students
on European based (European Economic Area) or Switzerland-based Work Based &
Placement Learning s, this free card gives holders rights to free or reduced cost
healthcare that becomes necessary during a temporary visit to an EEA. You do,
however, still need full travel insurance.
5. Vaccinations and Immunisations
Visit your GP at least six weeks before you travel to check if you need any vaccinations
or other preventative measures (e.g. malaria tablets). If you have an existing medical
condition, extra preparatory measures may be necessary. See
http://www.fco.gov.uk/en/travelling-and-living-overseas/staying-safe/health/ for
further information. If you are going to be working with poultry or wild birds, see
http://www.fco.gov.uk/en/travelling-and-living-overseas/staying-safe/health/avianand-pandemic-influenza for advice on Avian (bird) ‘flu.
6. Money
Make sure you have enough money for your trip plus some back-up funds in
cash/travellers cheques. If bringing a credit card, check in advance that it is valid in the
country you will be working in. Take a note of your card number and expiry dates and
note the emergency help number. See http://www.fco.gov.uk/en/travelling-and-livingoverseas/staying-safe/travel-money for further tips and advice.
7. Local Embassy
Find out where the nearest embassy will be – see http://www.fco.gov.uk/en/about-thefco/embassies-and-posts/find-an-embassy-overseas - and keep a note of the
address/telephone number in case of emergencies.
8. Driving Abroad
If you think you will be driving abroad, make sure your licence is current and valid and
that you are aware of the driving laws in the country you are visiting. You must have
minimum cover for your liability to third parties. This may not cover you for medical or
hospital expenses after an accident. Ask your insurer/broker to extend the scope of
your cover before you travel if required.
A Green Card is required in some countries but not in the EU and certain other
European countries where a Certificate of Insurance is enough. A Green Card provides
no insurance cover in itself but is an internationally recognised document that proves
you have the minimum insurance cover required by law in that country. See
http://www.fco.gov.uk/en/travelling-and-living-overseas/staying-safe/driving-abroad
for further information.
9. Female, Gay and Disabled Travellers
For advice on how to keep safe and avoid tricky situations overseas, see
http://www.fco.gov.uk/en/travelling-and-living-overseas/ta-relevant-to-you.
10. Crime
If you are unfortunate enough to be the victim of a crime of any kind, including sexual
assault/rape, contact your embassy and the local police as soon as possible. If you are
arrested abroad, contact your embassy, high commission or consulate as soon as
possible for assistance. See http://www.fco.gov.uk/en/travelling-and-livingoverseas/things-go-wrong for further advice and guidance.
11. General
If on a long-distance flight, avoid tight clothing and do regular stretching exercises to
avoid circulation problems. To prevent dehydration, drink plenty of water and go easy
on the alcohol. If working outside in the sun for long hours use a high factor sunscreen
and drink plenty of water at regular intervals. Eat and drink sensibly to avoid stomach
upsets, diarrhoea or more serious illnesses (see http://www.fco.gov.uk/en/travellingand-living-overseas/staying-safe/eat-drink-safely) Practice safe sex – take condoms with
you as the quality varies in different countries. Do not openly display valuables, be
careful taking photos (especially near military installations), find out about local customs
and dress/behave accordingly and obey local laws, respect the environment and avoid
buying wildlife souvenirs. In short, think about what you are doing at all times, trust
your instincts and do not take risks that you would not even consider at home.
12. Work Based & Placement Learning -Related Problems
If you experience any Work Based & Placement Learning -related problems whilst
abroad, contact your Work Based & Placement Learning Tutor (details here)
UNIVERSITY OF SALFORD
WORK BASED & PLACEMENT LEARNING OUTSIDE THE UNITED KINGDOM: CONDITIONS OF
PARTICIPATION
Please read this document carefully and sign both copies of the Conditions of Participation
Declaration (the “Declaration”) where indicated and return one copy to the Work Based &
Placement Learning (name and staff role) in your School. You should retain a copy for your
records.
This document relates primarily to periods of study or project work. Where the period to be
spent outside the United Kingdom is for the purpose of Work Based & Placement Learning, you
may be required to sign additional forms. Please contact your School Work Based & Placement
Learning team (name and staff role). All references to the University are references to
University of Salford.
1.
The University wishes your Work Based & Placement Learning to be beneficial and so,
while the University has made a judgment as to the suitability of the Work Based & Placement
Learning it has to offer, you must also satisfy yourself in advance that the proposed Work Based
& Placement Learning is acceptable to you. If you have any concerns about your proposed
Work Based & Placement Learning provider, you should raise these in advance with the
member of staff at the University responsible for organising your Work Based & Placement
Learning.
2.
Before arriving at the Work Based & Placement Learning provider you must undertake
the Pre Work Based & Placement Learning Sessions and complete all relevant paperwork you
may be required to reach a prescribed level of linguistic competence prior to departure.
3.
You should be aware of any health requirements for the location of your Work Based &
Placement Learning or of vaccinations that should be undertaken prior to departure. It is your
responsibility to ensure that you can comply with these requirements and that you receive the
appropriate vaccinations. For further information visit www.fitfortravel.scot.nhs.uk. The
University reserves the right to request proof of compliance in both regards prior to your
departure. You should seek medical advice regarding any pre-existing medical condition or
disability, and inform your School Work Based & Placement Learning organiser so that, where
applicable, appropriate arrangements may be made in the Work Based & Placement Learning
provider.
4.
You must consult the Foreign & Commonwealth Office website at www.fco.gov.uk and
read the County Advice & Tips for your country of destination.
5.
Whilst the University is insured to cover its legal liability for claims arising from injuries
where the negligence of the Institution or its employees can be established, it does not provide
Personal Accident, Health or Travel Insurance for students; therefore, students are required to
make their own arrangements in this respect.
6.
The University does not accept liability for loss and/or damage to personal property, and
students are required to make their own insurance arrangements in this respect.
7.
While the University and Work Based & Placement Learning provider/host institution
may provide assistance to ensure that suitable accommodation is secured, the final
responsibility for making such arrangements and paying the necessary rent will be yours.
8.
The school will notify you of potential sources of financial assistance available to
students who undertake study or work abroad. Please note that by signing the attached
Declaration you acknowledge that the sole responsibility for financing and period at the Work
Based & Placement Learning provider lies with yourself, and is not the responsibility of the
University.
9.
You will be informed of the names of staff at the University and as main points of
contact. If the University has not notified you of these names, then ensure that you request
this information before departure.
10.
The University would remind you that during the period abroad you will be an
ambassador for the University and must conduct yourself accordingly at all times. Any
disciplinary procedure which may be invoked against you by the host institution may, therefore,
also result in disciplinary action being taken by the University. You must at all times adhere to
any procedures, rules or codes of conduct of which you are notified either by the University or
the host institution.
11.
Following arrival at the Work Based & Placement Learning provider you must participate
in any induction programme required by the host institution so that you are familiar with the
policies and procedures applicable to you during the period.
12.
You are required to report to the University on completion of initial enrolment at the
host institution by providing a finalised Work Based & Placement Learning Agreement and
confirmation of arrival, and giving brief information on content, hours and assessment
arrangements, or, in the case of Work Based & Placement Learning where projects are being
undertaken, report on the initial stages of work.
13.
If you have any queries relating to your Work Based & Placement Learning following
arrival, you should raise these with the designated contact at the Work Based & Placement
Learning provider. You are expected to contact your School Work Based & Placement Learning
Tutor…………………., should any academic or pastoral problems arise and you are responsible for
doing so. While every effort has been made to ensure that the courses/Work Based &
Placement Learning offered by the Work Based & Placement Learning provider is appropriate,
you are required to inform the University immediately if you have any concerns in this regard.
14.
For study Work Based & Placement Learning, note that marks sent from the Work Based
& Placement Learning provider will be subject to the scrutiny of a University Board of
Examiners.
15.
To monitor your progress the University will maintain regular contact with you (through
email or other channels) during your period of study or work outside the UK. There will also be
a clear schedule for submission of any study material or progress forms. You will be responsible
for ensuring that you acknowledge such contact and comply with the schedule.
16.
Upon return to the University you will be required to provide a reflective report and
reflective log book on the experience. You will also be required to provide feedback and
information to the University on the Work Based & Placement Learning provider and the Work
Based & Placement Learning experience.
17.
While the University will use all reasonable endeavours to ensure that the Work Based
& Placement Learning arrangements are fulfilled as described, it reserves the right to make
variations to the location or the programme, and in certain circumstances to suspend or cancel
the arrangement. The University will endeavour to provide as much notice as is reasonably
practical in the circumstances of any such changes.
18. By signing and returning the attached Declaration you are acknowledging receipt not only of
the information contained in this document but also of:
18.1
The Work Based & Placement Learning Agreement
18.2
A change of address form
18.3 A confirmation of arrival form which you undertake to sign and return to the University
following your arrival at the Work Based & Placement Learning Provider.
18.4 A Health and Safety checklist (complete within two weeks of starting your Work Based &
Placement Learning)
And risk assessment (which should be completed before the Work Based & Placement Learning
opportunity is approved)
18.5
Contact numbers in case of emergency
Copies of all relevant forms are available from school website.
WORK OR STUDY PLACEMENT OUTSIDE THE UNITED KINGDOM
DECLARATION
I hereby acknowledge that I have read this Conditions of Participation document and that I
understand the obligations I am undertaking as a result of participation in this scheme of work
or study with a host institution. I also confirm that I have been given all the information to
which the document refers.
I understand that generally University of Salford:

Cannot eliminate all risks from work/study abroad environments, or assure the safety of
participants; and

Cannot assure that UK standards of due process apply in overseas legal proceedings or
provide or pay for legal representation for participants.
I understand that

As a participating individual, I am responsible for my own daily personal decisions, choices,
and activities;

The University cannot prevent participants from engaging in illegal, dangerous or unwise
activities; and

UK values and norms may not apply in the host country.
I confirm that I will obtain/have obtained* any required health vaccinations.
* delete as appropriate
I understand that it is my responsibility to obtain adequate medical, belongings and travel
insurance cover
…………………………………………………………………………………..
Work Based & Placement Learning Type (tick
Print Name
…………………………………………………………………………………..
Degree Programme
…………………………………………………………………………………..
Signature
…………………………………………………………………………………..
Date
box)
 Socrates-Erasmus
 Research Project Placement
 Live Project/Brief
 Work Placement
One signed copy to be returned to (Work Based & Placement Learning staff) before your planned
departure date.
WORK BASED & PLACEMENT LEARNING AGREEMENT
(Between Students, University of Salford & Work Based & Placement Learning Provider)
ACADEMIC REQUIREMENTS:
1. Completion of Reflective logbook detailing work carried out and reflection on performance
2. Completion of skills areas outlined in pre Work Based & Placement Learning Skills Analysis, to
be agreed by the Work Based & Placement Learning provider, the student and Work Based &
Placement Learning tutor.
3. Where appropriate: Facilitation of project work agreed between the Work Based &
Placement Learning provider, the student and Work Based & Placement Learning tutor, which
meets the needs of the Work Based & Placement Learning organisation. This may include 2
reports to be prepared by the student, one for the Work Based & Placement Learning provider
and one to meet the academic requirements.
All the above to facilitate the achievement of the following learning outcomes by the student
on completion of the module:
Increased their ability to relate academic theory to the work environment:
Developed identified work related skills:
Be able to critically evaluate their learning from the Work Based & Placement Learning :
Enhanced their career knowledge.
All students undertaking a Work Based & Placement Learning must sign the attached Student
Work Based & Placement Learning Agreement. The agreement is to ensure that all students
agree their job role based on the Work Based & Placement Learning provider’s description, that
all parties are aware and have agreed the student’s independent learning outcomes and how
the module learning outcomes will fit into the job role, provide necessary information and are
also aware of their rights and responsibilities while on Work Based & Placement Learning.
Students should read these Explanatory Notes before completing and signing the Agreement.
The Work Based & Placement Learning will be supported by the University, through the school
Work Based & Placement Learning staff and Careers and Employability to help the students to
meet their Work Based & Placement Learning objectives.
The types of Work Based & Placement Learning available to students may take many forms and
of specific duration, hours and days to be worked are to be negotiated between the student
and Work Based & Placement Learning provider.
The Work Based & Placement Learning will involve active partnership between Student, The
University and Work Based & Placement Learning providers with the aim of developing
students’ employability skills, experience and knowledge of a working environment.
The Work Based & Placement Learning will either be arranged by the University of Salford, or
be arranged by a student and approved by the University of Salford.
By signing this agreement students are agreeing that their personal contact details, those of
their emergency contact details will be given to the Work Based & Placement Learning
provider.
Students not completing and signing a Student Work Based & Placement Learning Agreement
will not be permitted to undertake their Work Based & Placement Learning.
Work Based & Placement Learning Provider
A Work Based & Placement Learning provider includes persons, partnerships, companies,
institutions and organisations providing opportunities for Student Work Based & Placement
Learning.
The University of Salford will ensure, as far as is reasonably possible, that Work Based &
Placement Learning environments are safe for students. The University of Salford will therefore
take reasonable steps to ensure that all such environments are compliant with statutory health
and safety requirements.
Whilst the University of Salford cannot accept responsibility for matters over which it has no
control, in those circumstances where matters of health and safety arise, the University of
Salford will undertake prompt investigations and give due consideration to the implications for
any student(s) currently or potentially engaged in the same or a similar Work Based &
Placement Learning.
The University of Salford will ensure that the responsibilities of the student, the University of
Salford and the Work Based & Placement Learning provider are clearly defined and
communicated to all parties concerned.
The University of Salford will:
Endeavour to determine specific needs of the Work Based & Placement Learning
provider that will need to be addressed by the student on Work Based & Placement
Learning.
Propose potential Work Based & Placement Learning recruits to Work Based &
Placement Learning providers by matching skills, experience and knowledge to the
needs of the Work Based & Placement Learning provider.
Draw up a Work Based & Placement Learning agreement with the Work Based &
Placement Learning provider, student and University of Salford.
Monitors and supports the progress of the student
Provide each Work Based & Placement Learning provider with a point of contact at the
University of Salford
Maintain regular contact with the student and visit the student on at least two occasions
for the mid and final Work Based & Placement Learning review.
Provide opportunity for students to reflect on their learning and development.
Ensure that the student has sufficient information on their rights and responsibilities
within the work place.
Responsibilities and rights of students
The student will:
Have the right to choose from different Work Based & Placement Learning offers, where
relevant.
Commit to abide by the staff regulations, code of conduct and any legal requirements
demanded by the Work Based & Placement Learning provider and statutory legislation.
Ensure the security and confidentiality of Work Based & Placement Learning provider’s
systems and software, client details and documentation.
Report daily to their named mentor or supervisor and must carry out the tasks assigned
to them to the best of their ability and knowledge.
Be representatives of the University of Salford and have a responsibility to act
appropriately and in accordance with the expectations of the institution.
Will be subject to the academic and disciplinary regulations of the University of Salford
during the Work Based & Placement Learning if they fail to fulfil their commitments or
behave inappropriately.
Have the right to work in a safe environment and to be treated in accordance with
applicable legislation.
In the event of any issues arising regarding disagreement with the Work Based &
Placement Learning providers, students have the right to contact…………, who will have
an arbitration role and a role in deciding the future of the particular Work Based &
Placement Learning and can, if necessary, terminate the Work Based & Placement
Learning .
Commit to completing the Reflective logbook meeting the Required Professional
Competencies of the Work Based & Placement Learning and their independent learning
outcomes as evidence of all the tasks carried out.
Inform the University of Salford & Work Based & Placement Learning provider of any
circumstances that may result in absence.
The students are representatives of the University of Salford and will maintain goodwill within
the Work Based & Placement Learning provider, fulfil contracted obligations (including any
agreed weeks of Work Based & Placement Learning and demonstrate commitment and
appropriate attitudes and behaviour towards the Work Based & Placement Learning provider
its customers/clients/patients/employees/students.
Managing learning and professional relationships.
It is the student’s responsibility to:
Through the Reflective Log Book Record & reflect on their progress, experience, skills
development and achievements.
Alert the Work Based & Placement Learning provider and the University of Salford to
problems that might prevent the progress or satisfactory completion of the Work Based &
Placement Learning including any health and safety or ethical matters.
Comply with Work Based & Placement Learning provider rules and practice and must
adhere to Work Based & Placement Learning provider confidentiality and copyright
clauses.
Be aware of their rights and responsibilities within the Work Based & Placement Learning
provider. All work must be carried out in accordance with the Health and Safety
regulations.
The Student has the right:
To a safe environment;
To be treated in accordance with applicable legislation;
To be provided with feedback on their Work Based & Placement Learning ;
To be aware of the nature and scope of the learning support you can expect from Careers
& Employability staff.
To be fully informed of their responsibilities whilst on Work Based & Placement Learning.
Before a student starts…. Set some clear objectives.
Students decide what they want to achieve from their Work Based & Placement Learning and
discuss their expectations with their Work Based & Placement Learning provider before they
start, or early in their Work Based & Placement Learning. The best way to avoid confusion or
misunderstanding about their role is to ensure the student and their Work Based & Placement
Learning provider both understand what they mutually want to get out of the Work Based &
Placement Learning. This way their Work Based & Placement Learning provider will be able to
plan appropriate work for them, and the student will understand why they are being asked to
do tasks that at times might seem trivial.
Show what you are capable of doing
A student should always keep in mind the objectives that they set, and seize every
opportunity to gain experience, stretch their abilities and take on responsibility.
A student should always show their enthusiasm and reliability by paying attention to
detail and delivering on their promises.
A student should ask if you can attend staff meetings, conferences, and training events.
A student should not be afraid to ask questions and make suggestions. Equally, a
student should never be openly critical of their boss or colleagues.
Be diplomatic - if they are not getting the opportunities they had hoped for, a student
should ask for a meeting with their manager to discuss the matter.
Build a network
A student should identify colleagues whose work interests them and actively ask for
their advice. It may be possible to organise some work shadowing or do a short project
for them.
If a student is impressed by someone’s management skills, ask them if they will act as
their mentor – a source of confidential advice when faced with a tricky situation.
A student should record who they meet. Use the back of business cards to note down
where/how they met someone and the key points about them.
Before a student leaves…
Be sure they know who will give them a reference.
Have the contact details of colleagues who may act as mentors, sources of advice, or
help in finding employment in the future.
Ask for feedback on their performance. Make sure they are completely clear about what
they have gained from the Work Based & Placement Learning in terms of skills,
experience and personal development. Get their manager’s perspective on what you
need to do to further develop their employability in order to be successful in this work.
Ask about the opportunity of continuing employment with the Work Based & Placement
Learning provider in a full time position.
What the Work Based & Placement Learning Providers expect of the student
To conduct themselves professionally in all their dealings with Work Based & Placement
Learning provider’s staff and clients;
To act within the terms and conditions of employment laid down by Work Based &
Placement Learning provider;
To undertake the work agreed to the satisfaction of the Work Based & Placement
Learning provider;
To behave in a responsible and professional manner in the workplace, and show
courtesy, initiative and willingness;
To maintain a suitably smart appearance;
To arrive punctually for work and any meetings you need to attend;
To report any absence and or lateness from work as early as is reasonably possible.
WORK BASED & PLACEMENT LEARNING PROVIDER SECTION
WORK BASED & PLACEMENT LEARNING PROVIDER DECLARATION
Work Based & Placement Learning Providers must read and sign this Section. By signing they
agree that they have read and understood their rights and responsibilities regarding the Work
Based & Placement Learning.
1.
Employer Details
Business/Organisation name
Contact Name
Position in Organisation
Address
Postcode
Telephone Number
E-mail
Website
Brief description of business
2.
Student Name
3. University of Salford Contact Name
4.
E-mail / Telephone
Employment Details
The Student will undertake a series of duties as outlined in the Work Plan below. These will be
monitored and reviewed on a regular basis by both the Employer and University representative. It is the
Employers responsibility to pay the Student at least National Minimum Wage above this threshold.
Job Title
Length of Work
Based &
Placement
Learning:
weeks.
Dates: From
To
Salary/ Support :
5.
Job Description
Please outline the activities that you would like the student to undertake during the period of the
Work Based & Placement Learning. Include duties & responsibilities, timescales and expectations
of achievements as appropriate. Discuss the student’s learning outcomes and how they will fit
within the role.
Student’s Learning Outcomes. These include the Independent Learning Outcomes developed by the
student in their pre Work Based & Placement Learning sessions and the module Learning Outcomes
Mid and Final Work Based & Placement Learning Reviews
To ensure that the Work Based & Placement Learning is progressing to the best advantage of both the
business and the student a representative of University of Salford will visit the employer as follows:
- at the mid-way point
- during the last week
All dates and times will be arranged and agreed by the student with the visiting tutor and the Work
Based & Placement Learning provider in advance of these visits.
6. Work Based & Placement Learning Provider Declaration
I/We confirm that we will provide a Work Based & Placement Learning for the individual named in
section 2 on the conditions set out in sections 4 & 5 above.
I/We confirm that the Student will be subject to the general terms and conditions of the employer with
reference to health and safety awareness, equality and diversity, disciplinary and grievance policies and
procedures and will undertake an appropriate level of induction into these policies.
I/We confirm that this agreement is subject to regular review by the partner and is valid for the duration
of the Work Based & Placement Learning.
I/We confirm that we have the right to discontinue the agreement subject to discussion with the
University of Salford.
I/We agree to comply with any reasonable request for additional information, by or on behalf of the
University of Salford for a period of up to 5 years after completion of this Work Based & Placement
Learning.
PRINT NAME
Signature
Date
7. University Declaration
We confirm that the Student is eligible to participate in the Work Based & Placement Learning. We
confirm that the University of Salford will be responsible for monitoring and reviewing the Student.
PRINT NAME
Date
Signature
STUDENT SECTION
Section 1
PERSONAL DETAILS
The personal information disclosed on this agreement will only be used when necessary to
facilitate a student’s participation in their Work Based & Placement Learning.
Section 2
EMERGENCY CONTACT
The person who will be contacted in case of an unforeseen emergency during a student’s Work
Based & Placement Learning.
Section 3
MEETING STUDENT REQUIREMENTS
The university aims, wherever possible, to arrange for Work Based & Placement Learning to be
flexible enough to meet the needs of all participating students. Students are asked to indicate if
there are any factors that may impact on their ability to successfully undertake the Work Based
& Placement Learning. These might relate to a change in family circumstances or
responsibilities i.e. part time work commitments or benefits claims, a student’s state of health
or a disability. The Work Based & Placement Learning contact will discuss with the student
possible options and if necessary negotiate any additional arrangements and support that may
be required.
Section 4
CONFIDENTIALITY STATEMENT
During the Work Based & Placement Learning students could be provided with access to
confidential information about the agency or its clients. By signing the agreement students
agree not to discuss or disclose this information with anybody other than for the genuine
purposes of the Work Based & Placement Learning.
Section 5
STUDENT DECLARATION
Students must read and sign this Section. By signing they agree that they have read and
understood their rights and responsibilities regarding the Work Based & Placement Learning.
WORK BASED & PLACEMENT LEARNING AGREEMENT
Period of Agreement: From: ..…../….…/20.….. To:.….../……/20…..
Section 1
PERSONAL DETAILS
Name: __________________________
Residential Address:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Postal Address
(If different): _________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Postcode: _________
Phone - Home: ______________ Work: _______________
Mobile: __________________________
Email: ______________________________________________________________________
Section 2
EMERGENCY CONTACT
Please provide the details of the person to be contacted in case of emergency during their
Work Based & Placement Learning.
Name: ______________________________________________________________________
Residential Address:
____________________________________________________________________________
____________________________________________________________________________
Postal Address
(If different): _________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Postcode: _________
Phone - Home: ______________ Work: _______________
Mobile: __________________________
Email: ______________________________________________________________________
Section 3
MEETING STUDENT REQUIREMENTS
I have discussed with the university contact any special assistance I might need to successfully
complete the Work Based & Placement Learning and I am satisfied that the necessary steps
have been taken to address these. Yes
No
Section 4
CONFIDENTIALITY STATEMENT
In relation to my Work Based & Placement Learning, I agree to:
Maintain confidentiality of information, including clients, staff and workplace
procedures;
Ensure the anonymity of clients when writing up notes or any other documentation
produced as part of my workplace learning Work Based & Placement Learning ;
Sign a workplace specific Confidentiality Agreement if required by the Work Based &
Placement Learning provider.
Section 5
STUDENT DECLARATION
I have read the above information provided by ………… and I am aware of the requirements of
the Work Based & Placement Learning. The special conditions (if any) relating to this Work
Based & Placement Learning has been explained to me and I have agreed to meet them. I
consent to information from this form being used in discussions with potential Work Based &
Placement Learning Providers. I agree to advise the designated contact of any change to my
circumstances which are likely to impact upon my Work Based & Placement Learning.
I have truthfully completed all details relating to my Work Based & Placement Learning
requirements.
SIGNED by _______________________________________ (Signature of student)
________________ (Date)
Section 6
STAFF AGREEMENT
THIS AGREEMENT is made on _________________ (Date)
BETWEEN University of Salford
AND ___________________________________________ (Print Student Name)
SIGNED for and on behalf of the University Of Salford
________________________________________________________ (Signature)
__________________ (Date)
During Work Based &
Placement Learning
Confirmation of arrival with Work Based & Placement Learning or Placement Provider
(Please use block capitals)
Name:
Name WBL or Placement Provider:
Name of school placement tutor/co-ordinator:
______
School:
______
********************************************
Date of Arrival:
Address while on WBL or Placement:
__________________________________________________________________
Telephone Number:
______
Mobile Telephone Number:
E mail:
Signed:
____________
Date:
____________
WBL or Placement Provider Conformation
Name:
OFFICIAL
STAMP
Position:
Signed:
POST OR FAX THIS FORM TO:
Date:
____________
CHANGE OF ADDRESS FORM
Name of School and Programme
If you change your address, you must notify (school Work Based & Placement Learning team
details) immediately
(Please use block capitals)
Name:
Name WBL or Placement Provider:
Name of school placement tutor/co-ordinator:
______
School:
______
New Work Based & Placement Learning or Placement Learning Address:
______
(From ……../……/…….)
Telephone Number:
______
Mobile Telephone Number:
E mail:
Signed:
EMAIL OR FAX THIS FORM TO:
____________
Date:
____________
Student Self Assessment Mid/Final Review
Student name:
Company/Organisation:
JOB DESCRIPTION: Assessment of performance in aspects of job as given in Work Based &
Placement Learning Agreement.
Please rate your performance in each area by entering a number (1-7) in each box:
If you have not performed any of the duties listed, indicate using N/A (not applicable).
DUTY
Insert all job description
elements from agreement
Rating
(E.g. 1, 2 etc)
1. = Excellent (> 70)
2. = Very Good (60-70)
3. = Good (50-60)
4. = Satisfactory (40-50)
5. = Unsatisfactory 30-40)
6. = Poor (20-30)
7. = Very Poor (< 20)
N/A: Not applicable
Other: not specified in job
description but undertaken
whilst on placement (please
indicate):
REQUIRED PROFESSIONAL COMPETENCIES:
Please rate your performance with regards to meeting your required professional
competencies by entering a number (1-7) in each box:
DUTY
Knowledge and understanding
Problem solving/thinking
Evaluation and ideas
Numeracy skills
Communication skills - oral
Communication skills - written
ICT skills
Interpersonal and teamwork
skills
Self management
Professional attitude
Organisation
Time management
Adaptability
Project Management
Personnel Management
Management of Change
Other
Rating
(E.g. 1, 2 etc)
1. = Excellent (> 70)
2. = Very Good (60-70)
3. = Good (50-60)
4. = Satisfactory (40-50)
5. = Unsatisfactory 30-40)
6. = Poor (20-30)
7. = Very Poor (< 20)
N/A: Not applicable
ACADEMIC REQUIREMENTS:
Please indicate your status with respect to each of the following elements:
DUTY
Completion of reflective log
book
Development towards
meeting Learning Outcomes
Project work (where
applicable).
Other
LEARNING OUTCOMES:
Please rate the placement in terms of enabling you to achieve each of the following learning
outcomes (enter a number (1-7) in each box):
DUTY
Increased ability to relate
academic theory to the work
environment
Developed Skills analysis
identified work related skills
Ability to critically evaluate
learning from the placement
Identified, undertaken and
reported on a project (where
applicable)
Enhanced career knowledge
Signed:
The student:
Rating
(E.g. 1, 2 etc)
1. = Excellent (> 70)
2. = Very Good (60-70)
3. = Good (50-60)
4. = Satisfactory (40-50)
5. = Unsatisfactory 30-40)
6. = Poor (20-30)
7. = Very Poor (< 20)
N/A: Not applicable
Work Based & Placement Learning
Visiting Tutor Guidelines
Pre visit:
1. Student should contact you with dates to arrange a visit.
2. Work Based & Placement Learning Mentor/ Work Based & Placement Learning /Project
Provider will contact the visiting tutor to confirm the date and time and will confirm
with student.
3. Students will provide copies of
Tripartite Work Based & Placement Learning agreement
Work Based & Placement Learning details (contact details address)
4. The visiting member of staff should look at the student’s log book on visit. The Work
Based & Placement Learning Mentor/ Work Based & Placement Learning /Project
Provider’s assessment and Reflective Log book entries will set the scene for the visiting
member of staff on what the student is doing on Work Based & Placement Learning.
Visit:
1. Initially speak to both student and placement tutor together and explain what will
happen during visit:
Should take about 1 hour, 20 minutes with the Visiting tutor & Work Based & Placement
Learning Mentor/ Work Based & Placement Learning /Project Provider and 40 minutes
with student.
Discussion with the Visiting tutor will involve completion of a form, mid/final Work
Based & Placement Learning review. The Work Based & Placement Learning provider is
asked to score the student on their performance in how well they have met their
Required Professional Competencies, performance in the role and work towards their
learning outcomes.
Finally the Visiting tutor will check that the Work Based & Placement Learning Mentor/
Work Based & Placement Learning /Project Provider are aware of the work the student
is doing. (Reflective log book and project work where applicable).
At the same time the student will be given a student report to complete a self
assessment/feedback based on the same criteria. The self assessment can be included in
the reflective logbook.
2. Send student away with their report to complete – to return in 20 minutes.
3. Present Mid Work Based & Placement Learning review form to Work Based &
Placement Learning Mentor/ Work Based & Placement Learning /Project Provider and
explain scoring and ask them to score student. As they are doing this ask them to
explain what the student has been doing. They should complete both the job and RPCs
skills scoring. Skill level should be that appropriate for stage in career.
4. Then ask them to sign the form and you sign and date.
5. On completion of form:
Ask if any there are any general or further comments they would wish to make including
Work Based & Placement Learning processes.
Ask if the student could have been better prepared in any way for the Work Based &
Placement Learning.
If the response to the student is positive – ask if they would be prepared to consider a
student next year.
Responses to above questions and any other comments can be written by visiting
member of staff on the report form.
6. Thank Work Based & Placement Learning provider and ask if it would be OK to give
general feedback to the student on their performance based on their scoring of the
student on the form.
7. Ask to see the student.
8. Ask the student to briefly go through the job in relation to their self assessment and
what they have been doing and how they have scored themselves.
Discuss their assessment of identified skills development.
Discuss their position re academic requirements.
Reflective logbook – discuss importance of fully completing the ‘what I have learnt
column’ (title need changing) – it is this which will be most important when writing final
reflective report rather than what they have done on Work Based & Placement Learning.
Project – where applicable. If the student is not sure if a project is working, try to
persuade them to submit a project action plan signed by all members of project team.
9. Discuss Learning outcomes:
Indicate these are the learning outcomes for the module which the student has to
show/evidence they have achieved in the final report they submit at the end of the
Work Based & Placement Learning. Go through each one and explain what it means to
the student.
Then discuss with them their rating of the Work Based & Placement Learning in enabling
them to meet each of the learning outcomes – they should have scored this.
Ask what career they had in mind before Work Based & Placement Learning – has this
changed and why?
Also indicate that the ‘enhanced career knowledge’ does not just relate to a job but also
to the working environment – i.e. group or individual working, office based or more
mobile. Ask them to think about what they like and dislike about the Work Based &
Placement Learning and why.
12. Ask the student to sign the form and you sign and date the form.
13. Give the student general feedback on how they are rated by the Work Based &
Placement Learning provider.
14. Ask the student if they have any other queries.
15. Thank student and Work Based & Placement Learning provider.
16. Depart.
Post-visit:
1. All forms should be returned to Work Based & Placement Learning tutor or school
office by
2. If there are any particular issues re the student, Work Based & Placement Learning
provider or the visit, these should be either noted on the forms or discussed with Work
Based & Placement Learning Tutor.
Guidelines to Required Professional Competencies; Action Plans and their use
within mid and final placement visits
The Required Professional Competencies (RPCs) are the minimum standards required of a
placement and can be used as an aide memoire in the completion of the student’s mid and final
placement review.
By using the RPCs as the benchmark for the student’s performance and level and development
while in Work Based & Placement Learning at the mid-point review and at the end of the Work
Based & Placement Learning or placement Learning. If the student falls into any of the grey
areas during the midpoint review then an action plan is put into place and if they are in the grey
areas at the end of the placement this part of the assessment is deemed as a failure and
assessment.
Action Plan
If the student falls in any grey area during the placement mid placement review and action plan
should be put into operation.
The action plan is agreed and signed by all parties involved (student, WBL provider and visiting
tutor).
The Action Plan needs to address all the grey areas that are deemed as unsatisfactory or below.
In the Action Plan the competencies that are being failed need to be highlighted, comments
from the visiting tutor and the WBL or placement provider or Work Based & Placement
Learning Mentor as to why the student is failing that particular competency and a cause of
action agreed.
Below is an example template for the Action Plan. If an Action Plan is required then student
should be encouraged to reflect on this within their Reflective Log. If the problems are severe
then the placement tutor needs to be contacted and further discussion as to how the WBL can
be continued and in extreme measures cancelled.
ACTION PLAN
Area needed to be
developed
Mid-point review
comments
Date of view
Action required &
agreed
Required Professional Competencies
ICT Skills
A basic Recognition and use of
the variety of ICT available to
support their role.
Can Use some basic ICT
hardware and software
packages to support you their
role.
Can Use basic ICT hardware
and software packages
efficiently to support their
role.
Efficient use to an
Intermediate use of ICT
hardware and software
packages to support their role.
Used ICT to widen their
knowledge and understanding
and increased their
effectiveness within their role.
Written Communication
The writer’ documents are unclear
and the reader has trouble
understanding its purpose.
The reader has a difficult time
determining why the writer has
created this document.
The writer often loses focus on the
main point of the document.
This reader thinks the writer’s
purpose is clear for the most part.
This reader thinks that the writer’s
purpose is clear. The document
has a clear focus.
Verbal Communication
Responds to questions
inadequately.
Responds with difficulty to
basic questions and does not
respond adequately to
comments from other
members of staff.
Generally responsive to
comments, questions, and
other staff members needs.
Gives some opportunities for
interaction with others
Consistently clarifies, estates,
and responds to questions.
Summarizes when needed.
Is approachable and able to
confidently communicate to
staff on all levels
Networking
Unable to Identify networking
opportunities.
Can identify opportunities but
cannot recognise how they can
add value to a conversation.
Can identify opportunities and
recognises how they can add
value to a conversation.
Sometimes able to clarify, and
respond to questions. Can
summarise on some topics.
Is approachable and able to
communicate to piers but
hesitant on communicating to
more senior staff
Can make useful links and
connections with those they
meet.
Teamwork
Creates disharmony amongst
colleagues
Appears to have difficulty
working with others
Demonstrates some inhibitions
when working with others
Generally works well with
others colleagues
Able to identify networking
opportunities making useful
links and uses their network to
benefit themselves.
Works exceptionally well with
other colleagues.
Emotional Intelligence
Does not have control over
emotional reactions. Responds
to difficult individuals or
situations with an agitated and
defensive manner. Struggles to
keep personal matters from
interfering with performance.
For the most part, controls
emotional reactions. Usually
keeps personal matters from
interfering with performance.
For the most part, controls
emotional reactions. Responds
to difficult individuals or
situations with a calm and nondefensive manner. Usually
keeps personal matters from
interfering with performance.
Is self aware and socially aware
and able to remedy difficult
individuals or situations with a
calm and non-defensive
manner. Keeps personal
matters from interfering and
maintains top performance.
Leadership
Ignores others contributions.
Works independently. Does
not listen to others. Does not
contribute to organization
Is not self aware and does not
understand how their actions
can cause issues within
working environment with
other members of staff. Does
not pick up on clues from
other members of staff and is
socially unaware
Does not contribute to
assigning roles or defining
goals.
Works well with others. Listens
to team members' opinions.
Helps organize contributions.
Assumes leadership role in
prioritising and coordinating
tasks and/or integrating
individual contributions into
final result.
Encourages, motivates, and
works well with others. Seeks
and respects other staff
members' opinions. Helps to
or organizes contributions of
staff involved in their business
as usual activities.
Self Confidence
Influencing & Negotiating
Critical Thinking & Problem
Solving
Motivation (strong work
ethic)Conscientious
Professionalism
Time
Keeping/Management
Quality of Work
Does not demonstrate any
insight or techniques in
problem solving within their
own learning.
Does not approach problem
solving with any process. Has
difficulty constructing and
executing a plan.
Consistently reacts incorrectly
before thinking through a
problem. Makes some
situations worse.
Reveals some insights about
own learning. Basic
understanding of relevance of
problem-solving techniques.
Can identify problem-solving
techniques that are most
helpful, but may not be able to
clearly summarize selfknowledge.
Uses a basic process for
problem solving. Understand
the problem Construct a plan
to solve the problem Execute
the plan.
Critically reflects on problemsolving techniques, strategies,
and results. Identifies those
most helpful to self. Offers
clear insights regarding selfknowledge.
Appears to lack interest and
motivation. Does not seek out
opportunities to develop.
Behaves in an inappropriate
manner for a working
environment.
Unpunctual. Always or
frequently late forgets to
phone in
Provides work that usually
needs to be checked/redone
by others to ensure quality.
Appears to lack initiative or
drive to complete set tasks.
Shows interest but displays
negative attitudes at times
Appears interested and usually
displays enthusiasm.
Approach is one of interest
and genuine enthusiasm
Lacks awareness of the
concept of professionalism
Professional rapport
frequently affected by over
familiarity
Usually on time. Phones in if
about to be late/absent
Aware of professionalism but
occasionally over familiar with
client or colleagues.
Rarely late. Manages time
appropriately
Always acts professionally
Provides adequate work that
does not need to be
thoroughly checked or redone
and is of an adequate quality.
Provides high quality work.
Provides work of the highest
quality.
Occasionally late. Usually
phones in
Provides work that
occasionally needs to be
checked/redone by other
group members to ensure
quality.
Always on time. Manages time
appropriately and well.
Post Work Based &
Placement Learning
Work Based & Placement Learning
Presentation Review
Name:
Content:
Pre placement. What skills areas
were flagged up as areas to
develop? What learning outcomes
and job description were decided
in placement agreement?
Placement work – relating theory
to practice/work
Development of skills outlined as
areas of weakness in skills
analysis. Strengths used and
developed
Learning Outcomes achieved from
placement and how they will be
useful in the future.
Mark/Mark
maximum
/10
/10
/15
/15
Effect on Career aspirations.
/10
Presentation:
Overheads – text size, use of
colour, amount of text etc.
/15
Speech – clarity, speed etc.
/15
Demeanour – eye contact,
speaking to audience not paper
etc.
/10
Comments:
Marking Criteria
Score
Pre placement.
What skills areas
were flagged up as
areas to develop?
What learning
outcomes and job
description were
decided in
placement
agreement?
0 -3
3-7
7-10
10- 15
N/A
Placement work –
relating theory to
practice/work
Development of
skills outlined as
areas of weakness
in skills analysis.
Strengths used and
developed
N/A
Learning Outcomes
achieved from
placement and how
they will be useful
in the future.
Effect on Career
aspirations.
Presentation:
Overheads – text
size, use of colour,
amount of text etc.
Speech – clarity,
speed etc.
N/A
Confusing and
didn’t emphasise
points being
made.
Poorly laid out
too much text,
font too small
Unclear speech,
too quiet or too
fast.
Unclear
Clear
Speech was at a
consistent pace
fairly clear and
concise
Comfortable speed
to maintain
engagement of
audience.
Speech was clear
N/A
Demeanour – eye
contact, speaking
to audience not
paper etc.
Read from script/
slides did not
engage the
audience.
Engaged with
audience at points
but mostly read
from slides/script
and concise
Engaged with
audience, held eye
contact and used
to cue cards or
slides to cue
themselves for the
presentation
commentary
N/A
Work Based & Placement Learning and Placement presentation assessment criteria
Name:
Mark
Content:
Application process.
/15
WBL work – relating
theory to
practice/work
Skills developed on
WBL – expected and
unexpected.
/15
/15
Learning from WBL
and how it will be
useful in the future.
/15
Presentation:
Overheads – text size,
use of colour, amount
of text etc.
/15
Speech – clarity,
speed etc.
/15
Demeanour – eye
contact, speaking to
audience not paper
etc
/10
Very
Poor
Poor
Unsatisfactory Satisfactory
Good
Very
Good
Excellent
Comments
Marking Criteria
Content:
Application
process.
WBL work relating
theory to
practice/work
Very Poor
< 20
Confused
approach to the
problem set
• No evidence of
understanding the
application
process
• No formulation
of a solution.
Poor
20-30
Confused
approach to the
problem set
• No evidence of
understanding
the application
process
• No formulation
of a solution.
Unsatisfactory
30-39
Confused approach
to the problem set
• No evidence of
understanding the
application process
• No formulation of a
solution.
Satisfactory
40-49
Confused approach to
the problem set
• No evidence of
understanding the
application process
• No formulation of a
solution.
Good
50-59
Systematic
approach to the
problem set
• Recognition and
understanding of
the application
process
• Some
consideration of
alternative
solutions
• Development
and formulation
of a workable
solution
• Some evidence
of contextual
understanding
Very Good
60-69
Most major
aspects present
• Good
understanding of
application
process and how
to approach
employers.
•Evidence of
understanding of
the role applying
for the correct
WBL
opportunities
within the
context of the
problem.
• Very good
understanding of
the competitive
WBL market
Excellent
> 70
All major aspects
present •
Excellent
understanding of
application
process and how
to approach
employers.
• Evidence of
clear
understanding of
the role applying
for the correct
WBL
opportunities
within the
context of the
problem.
• Excellent
understanding of
the competitive
WBL market
All major aspects
missing
• Lack of
understanding of
role and
responsibility of
chosen
professional.
•No or almost no
evidence of
understanding of
All major aspects
missing
• Lack of
understanding of
role and
responsibility of
chosen
professional.
•No or almost
no evidence of
understanding of
All major aspects
missing
• Lack of
understanding of role
and responsibility of
chosen professional.
•No or almost no
evidence of
understanding of the
context of the
professional's role
All major aspects
missing
• Lack of
understanding of role
and responsibility of
chosen professional.
•No or almost no
evidence of
understanding of the
context of the
professional's role
• Some major
aspects missing
• Understanding
of role and
responsibility of
chosen
professional.
•some evidence
of understanding
of the
professional's role
• Most major
aspects present
• Good
understanding of
role and
responsibility of
chosen
professional.
•evidence of
understanding of
the professional's
All major aspects
present
• Excellent
understanding of
role and
responsibility of
chosen
professional
• Evidence of
clear
understanding of
the context of the
professional's role
within the
problem.
• No or almost no
understanding of
the relationship
with other
professionals.
the context of
the
professional's
role within the
problem.
• No or almost
no
understanding of
the relationship
with other
professionals.
within the problem.
• No or almost no
understanding of the
relationship with
other professionals.
within the problem.
• No or almost no
understanding of the
relationship with other
professionals.
within the
context of the
problem.
• Understanding
of the
relationship with
other
professionals.
role within the
context of the
problem.
• Very good
understanding of
the relationship
with other
professionals.
Skills developed on
WBL; expected and
unexpected.
• No conclusion
• Missing
important
information
• Little effort or
reflection shown
• No conclusion
• Missing
important
information
• Little effort or
reflection on
skills used or
developed
shown
• No conclusion
• Missing important
information
• Little effort or
reflection on skills
used or developed
shown
No conclusion
• Missing important
information
• Some effort or
reflection shown but
no development built
on or analysis of skills.
• Appropriate
conclusion
• Minor
information
missing
Minor analysis
of skills used
and how.
• Good
conclusion
• All important
information
provided
Good analysis
of skills used
and how.
Learning from WBL
and how it will be
useful in the
future.
• No conclusion
• Missing
important
information
• Little effort or
reflection shown
• No conclusion
• Missing
important
information
• Little effort or
reflection shown
• No conclusion
• Missing important
information
• Little effort or
reflection shown
No conclusion
• Missing important
information
• Little effort or
reflection shown
• Appropriate
conclusion
• Minor
information
missing
• Good
conclusion
• All important
information
provided
the professional’s
role its
background and
responsibility
within the
context of the
problem.
• Excellent
understanding of
the relationship
with other
professionals.
• Excellent
conclusion
• All important
conclusions made
• High level,
original thought
and reflection
demonstrated
• Excellent
conclusion
• All important
conclusions made
• High level,
original thought
demonstrated
Presentation:
PowerPoint – text
size, use of colour,
amount of text etc.
Poorly designed,
bland, possible
errors Puts on
slide generally
ignores it
Sloppy and/or
unprofessional.
Inappropriate
level of detail
(too wordy or
too vague); font
size too small for
readability.
Readable but
inappropriate level of
detail (too wordy or
too vague); font size
too small for
readability.
Readable and
professional. Some
detail that emphasizes
main points.
Readable and
professional.
Appropriate level
of detail that
emphasizes main
points.
Readable,
professional,
Imaginative
and/or high
quality.
Structured, good
use of
colour, free of
spelling mistakes
Directs audience
to specific key
words or facts
and reveals
information
gradually
Speech – clarity,
speed etc.
Demonstrates one
or more of the
following:
mumbling, hard to
understand
English, too soft,
too loud, too fast,
too slow or
“umms”
Reads the talk
out and
doesn’t deviate
from the
words on the
card
Mumbles and
difficult to hear
properly
Mostly reads the talk
out and doesn’t
engage with the
audience. Mumbles
and difficult to hear
properly
Easy to understand,
appropriate pace and
volume. Delivery is
mostly clear and
natural
More than
adequate
delivery.
Conversational,
no attempt to
modulate voice
No real
enthusiasm,
interest and
demonstrated.
Excellent delivery.
Conversational,
attempts to
modulate voice
demonstrates
some enthusiasm,
interest and
confidence.
Demeanour – eye
contact, speaking
to audience not
paper etc.
Slouches, looks
Uninterested
Turns away from
the audience or
talks to the ceiling
or floor
Never engages
with the
audience apart
from basic
introduction.
Constantly looks at
slides to keep on
track with
presentation, fleeting
eye contact
with audience
Looks at slides to keep
on track with
presentation, but
maintains eye contact
with audience most of
the time
Slides are used to
prompt but not
too noticeable
although looses
track of
presentation on
occasion.
Slides are used
effortlessly to
enhance speech.
Speech could be
more effectively
delivered. Good
eye contact.
Tries to explain
things
Goes at an
acceptable pace
with very short
breaks to allow
the audience to
catch up
Can be heard
clearly in all parts
of the room
Stands upright
and alert
Looks at all of the
audience
frequently
Individual Work Based & Placement Learning presentation assessment sheet
Name of speaker:
Module:
Topic:
Date:
_________________________________________________________________________
1 Comment on the structure of the presentation.
(Was the presentation: clearly structured; was there an opening, main part and
Conclusion/summary? Did the speaker use signposts, frames, links, etc.?)
_________________________________________________________________________
2 Did the speaker reveal knowledge and understanding?
(In your opinion, was the speaker knowledgeable about the topic? Had the speaker
consulted a range of sources? Does the speaker fully understand the material s/he is
discussing?)
_________________________________________________________________________
3 Comment on presentation skills.
(Were explanations clear; was delivery well paced? Comment on use of overheads
and other resources).
_________________________________________________________________________
4 Did the speaker hold your interest?
(Was there an appropriate use of examples, analogies, metaphors, etc.?)
5 How well did the speaker respond to questions?
_________________________________________________________________________
6 Things that were very good:
_________________________________________________________________________
7 Things to improve:
_________________________________________________________________________
Overall assessment (percentage mark):
(excellent 70%+, very good 60-69%, good 50-59%, satisfactory 40-49%, unsatisfactory 30-39%,
Poor20%-29%, Very poor 19% and below)
Thank you Letter
Date
Work Based & Placement Learning provider name
Address
Dear Name
REF:
Work Based & Placement Learning student Presentations
Thank you for your involvement with the students undertaking the Work Based & Placement
Learning Programme within the degrees of XXX, XXXX and XXX. We hope that you have found
the experience beneficial and look forward to working with you again in the future.
We value highly the involvement of Work Based & Placement Learning providers in this
programme, without which we could not offer such an important learning experience for our
students.
It is clear from student responses that they regard the Work Based & Placement Learning as a
highlight of their time at university and one which, in most cases, confirms their degree choice
and also enables them to identify potential career options on graduation.
We have also noticed additional benefits for the students, such as an improved work ethic in
students entering final year following Work Based & Placement Learning, resulting in improved
academic performance.
We would like to invite you to attend the Work Based & Placement Learning Presentations by
the students on xxxxxxxxxxxxxxxxxx (locations and times for the presentations are listed below).
Please feel free to send an alternative representative or attend for part of a session. Please
confirm attendance with xxxx at xxxx@salford.ac.uk or telephone xxxx by xxxxxxxxxxx
We hope you are able to attend and look forward to meeting with you.
Yours sincerely
Reflective Elements
Student Reflective Log Book Writing Guide
What is reflective writing?
Reflective writing is evidence of looking back at an event, idea, experience, process, etc
What is Reflection?
“Learning from experience”
(Spalding, 1998)
“Thoughtful deliberation”
(Tickle, 1994)
WHAT IS REFLECTION
“systematic, critical and creative thinking about action with the
intention of understanding its roots and processes”
(Fish and Twinn, 1997)
Reflection has three stages:
• The learning opportunity
• The information gathering and critical analysis
• The changed perspective (Spalding, 1998)
To move through these three critical stages of reflection the reflective logbook will use the DIEP
four step approach (adapted from Boud, D 1985, Reflection: Turning Experience into Learning)
are to describe, interpret, evaluate and plan.
D – Describe objectively what happened
Give the details of what happened. Answer the question: ‘What did I do, read, see, and hear?’
I – Interpret the events
Explain your learning: new insights, connections with other learning, your feelings, hypotheses,
conclusions.
Answer the questions: ‘What was the reason I did this activity?’ ‘What might it mean?’
E – Evaluate what you learned
Make judgments connected to observations you have made. Answer the question: ‘How was
this useful?’
P – Plan how this learning will be applied
Comment on its relevance to your course, program, future profession, life... Answer the
question: ‘How might this learning apply in my future?’
In your entries, attempt to:
Analyse your own performance as a learner and employee
Evaluate your gains in understanding and completing tasks
Verbalise how you feel about your learning and development in the placement
Make connections with other experiences, ideas
Demonstrate transfer of learning (You may be using skills you developed in a part time job to
help you in your placement i.e. excel use or how to deal with difficult people).
Integrate the concepts taught in courses (including the literature where relevant)
Consider the principal activities you were involved in during the week (this can include anything
from office duties, training you may have attended or work you may have done on a project).
Reflect on your experience, using this list of prompt questions to help you complete the DIEP
reflection:
1.
2.
3.
4.
5.
Which single activity that you have undertaken this week do you consider to be your best
achievement?
How could you further improve upon that achievement?
Which single activity that you have undertaken this week do you consider to be your
least successful achievement?
Why do you think you were unable to do better than you did?
How would you go about doing that activity differently if you were called to do it again?
How long will it take?
As a rough guide, each logbook entry should take approximately 20-30 minutes. You may take
more or less time depending upon your time constraints and the amount of detailed
information you wish to include.
What should you write?
Remember we are trying to access experience and thoughts about what you have done how it
has affected your development personally or professionally or both.
Don’t worry if you discover your answers overlap or if you feel one question has already been
answered in response to another. Try to write something, no matter how brief your response
may be to each question. If you find that you have nothing to comment on in certain sections
note so, may be this is telling you something important about your role and its ability to meet
you intended learning outcomes.
Reflective Logbook Process
Use the process to work through the DIEP strategy of completing your log book entries, remember you do not need to complete
each box in the process as they may be irrelevant
Date:
7. What did I learn?
8. What are my next steps?
2a. Whose fault (if
relevant)? Now move on
6. How would I improve on
this?
1. What happened/what did
I do?
2. How did I feel/do I now
feel?
5. What went not so well?
4. What went well?
3. Unemotional view, incl.
causes
Anything else to remember?
• The process of learning is as important as the content of your Reflective Logbook.
• Avoid cataloguing what you've done on placement – in a good logbook you reflect on what works or
doesn't work successes and failures and how you can address the failures and use the successes in the
future.
• Use plenty of examples and details.
• Feelings are an important part of the logbook. Interest, joy, frustration and anger can be included.
Reflect on why and when and what you can do about certain situations.
Reflective Logbook Weekly Entry Sheet
Nature of the learning activity
Date:
Briefly describe the learning activity: for example undertaking a ICT task, attending a meeting, presenting
a report to a management team:
State how many hours this took:
DESCRIPTION OF THE LEARNING ACTIVITY
D – Describe objectively what happened
Give the details of what happened. Answer the question: ‘What did I do, read, see, and hear?’
Describe why you chose the learning activity or how this opportunity came about; where, when and how
you did the learning activity, the type of learning activity and what you hoped to gain from it.
I – Interpret the events
Explain your learning: new insights, connections with other learning, your feelings, hypotheses,
conclusions.
Answer the questions: ‘What was the reason I did this activity?’ ‘What might it mean?’
E – Evaluate what you learned
Make judgments connected to observations you have made. Answer the question: ‘How was this useful?’
P – Plan how this learning will be applied
Comment on its relevance to your course, program, future profession, life... Answer the question: ‘How
might this learning apply in my future?’
Reflection Toolkit
This toolkit has been devised to
Identify strategies to facilitate students/learners’ to reflect during Work Based & Placement
Learning Provide guidelines for the use of reflective logbooks during practice placements
Suggest assessment strategies at Level 5
What is Reflection?
The image of looking at oneself in a mirror, suggested by the word, means that it has implications of
being conscious of what one is doing. Because of this it is a word that is widely used but not always
understood. Rowntree (1988), for example, praises the reflective student who thinks about her own
experience of studying and decides what changes of approach might be most suitable. Rowntree (1988)
says reflection is studying one's own study methods as seriously as one studies the subject and thinking
about a learning task after you have done it. Unless you do this, he says, the task will almost certainly be
wasted. In any learning situation, he says, you should prepare for it beforehand, participate actively
during it, and reflect on it afterwards. He applies these points to working in small groups, suggesting
note taking in the group as an aid to reflection afterwards, and also suggesting reflection on how the
group operates. It is important, therefore, that reflection is on what is happening in the workplace and
why the learning is different or unique because it is happening in the workplace.
Becoming a Reflective Practitioner
Much attention has been given to the value of recording events and experiences in written form,
particularly through the use of reflective diaries and journals (Zubbrizarreta 1999 and Tryssenaar 1995).
The exercise of diary writing promotes both the qualities required for reflection, i.e. Open mindedness
and motivation and also the skills i.e. Self-awareness; description and observation; critical analysis and
problem-solving; and synthesis and evaluation (Richardson & Maltby, 1995).
According to the educator Professor David Boud, effective learning will not occur unless you reflect. To
do this, you must think of a particular moment in time, ponder over it, go back through it and only then
will you gain new insights into different aspects of that situation.
McClure (2005) suggests that if you follow this cycle in a clockwise direction with your student, you will
see that after having had an experience the student has to reflect on what he/she saw or did, by
reviewing the whole situation in his/her mind. This may be assisted by: looking at it on film, discussing it
with others, thinking abstractly about the event for a while, or seeking advice or further information.
Eventually the student will probably come up with ideas for approaching the situation differently next
time. He/she will then try out their ideas to see if they are effective. He/she will thus complete the
learning cycle and start over again with a view to refining his/her actions. This is an ongoing process, so
we will never achieve perfection. We will always find other ways of doing things based on our learning
from previous experiences.
Building up experience is a gradual process. The student will develop reflective abilities during the
course of their learning on placement. Reflection should initially develop in safe environments where
mistakes are tolerated. He/she can then reflect and discuss the decisions that were made during their
supervision sessions with their work-based supervisor. Reflection should become integral to these
sessions.
Kolb’s Learning Cycle (Kolb 1984)
CONCRETE EXPERIENCE
Concerned with something that
has happened to you or that
you have done. Concerned with
adopting your new ideas into
practice.
ACTIVE EXPERIMENTATION
REFLECTIVE
Concerned with trying out the
new ideas as a result of the
learning from earlier experience
and reflection.
Concerned with reviewing the
event or experience in your mind
and exploring what you did and
how you, and others, felt about
it.
ABSTRACT
CONCEPTUALISATION
Concerned with developing an
understanding of what
happened by seeking more
information and forming new
ideas about ways of doing
things in the future.
Developing reflective practice
Some students may initially have difficulty in understanding the value or purpose of the reflective
process or the strategies used to facilitate reflection. Appropriate support and guidance is therefore
needed to assist students to see the benefits of reflection in terms of their own learning.
The use of journal writing involving narrative description of tasks and reflective writing can be an
effective reflective practice tool, although initial comments are often rambling, superficial and focused
on cataloguing activities. It often takes the student a period of time to become introspective and reflect
on current experiences (Van Gyn, 1996).
Encouraging journal writing ensures that when critical incidents occur the learning opportunities from
these experiences are not lost. One strategy is the use of trigger questions to guide them with their
writing for example:
What were the objectives?
What were the outcomes?
What went well? Less well?
What will I do differently next time?
Another strategy is to suggest the use of a reflective model or in the next framework.
Models of Reflection.
Boud et al 1985, Johns 1995
Stage 1: Return to experience
Describe the experience, recollect what happened.
Notice what happened / how you felt / what you did
Stage 2: Attend to feelings
Acknowledge negative feelings but don’t let them form a barrier
Work with positive outcomes
Stage 3: Re-evaluate the experience
Connect ideas and feelings of the experience to those you had on reflection
Consider options and choices
Stage 4: Learning (Added by Johns 1995)
How do I feel about this experience?
Could I have dealt better with the situation?
What have I learnt from this experience?
Boud, D.; Keogh, R.; Walker, D. (Eds) (1985) Reflection: turning experience into learning. London: Kogan
Page
Johns, C. (1995) Framing learning through reflection within Carper’s fundamental ways of knowing in
nursing. Journal of Advanced Nursing 22(2) 226-234
It is worth bearing in mind three points when looking at this model.
1. 'Returning to experience', is not as straight forward as some would have us believe. Experience
isn't simply a sensation - it also entails thinking. We have to know that we have 'had an
experience'. Thus, Boud et al (1993) argue that 'experience has within it judgment, thought and
connectedness with other experience'. What is more; what we return to changes. Our memories
of a situation alter over time, and according to the mood we are in when we are recalling some
event or experience.
2. One of the strengths of this way of viewing reflection is that it brings in feelings. Connecting with
our emotions at a particular moment (in the past or now) and encouraging others to do so is not
easy and is fraught with problems.
3. We also have to remember that it is people who are ‘returning’
This way of approaching reflection has the advantage of connecting with common modes of working e.g.
we are often encouraged to attend to these domains in the process of supervision and journal writing.
Gibbs’ Model of Reflection
Gibbs’ reflective cycle encourages students to think systematically about the phases of an experience or
activity, and you should use all the headings to structure your reflection.
1. Context: What has happened?
Briefly describe the event as objectively, accurately and concisely as you can.
Who was involved?
Where did it happen?
Do you intend to focus on the structure, process or outcomes?
2. Feelings: What were your feelings or emotions, both positive and negative..?
...at the time?
...afterwards?
3. Evaluation: How well did things go?
Were things satisfactorily resolved?
4. Analyse: What were the factors that affected the outcome?
What helped and what hindered?
Can you explain the event?
Why did it happen?
How did it happen?
5. Conclusion: What might have been some alternative actions or approaches?
What might you have done differently (even when things went well)?
Could negative events be avoided?
Could positive events be made more effective?
6. Future action: What will you do if you encounter this kind of situation again?
What will you do in the future to increase the likelihood of similar positive outcomes and
minimise the likelihood of similar negative outcomes?
What do you need to learn?
How might you learn this?
Gibbs, G. (1988) Learning by Doing: a guide to teaching and learning methods. Oxford. Further Education
Unit.
Reflective Logbooks
A Reflective Logbook allows the student to document and analyse the situations, activities and
relationships that they experience while in a Work Based & Placement Learning Environment.
Generally speaking what distinguishes a learning logbook from other writing is that it focuses on
ongoing issues over time and there will be some intention to learn from either the process of doing it or
from the results of it. For deeper learning and effective development the reflective logbook should not
be a descriptive events diary.
A Reflective Logbook is:
• Diverse.
• Not necessarily written - but most of the time assume written format.
• Generally reflective and accumulated over a period of time with the intention to learn, i.e.
Not purely descriptive.
• Something that accentuates favourable conditions for learning e.g. space, time, reflection.
• Applicable to all disciplines.
Eighteen purposes for logbook writing. (Moon, 1999).
The 18 purposes listed by Moon are all vital for a student to gain a positive and rewarding
developmental experience while in a WBL environment and to continue their theoretical and practical
learning beyond.
The eighteen purposes are:
• To record experience
• To facilitate learning from experience
• To support understanding and the representation of that understanding
• To develop critical thinking or the development of a questioning attitude
• To encourage metacognition
• To increase active involvement in, and ownership of, learning
• To increase ability in reflection and thinking
• To enhance problem solving skills
• As a means of assessment in formal education
• To enhance reflective practice
• For reasons of personal development and self empowerment
• For therapeutic purposes or as means of supporting behaviour change
• To enhance creativity
• To improve writing
• To improve or give 'voice'; as a means of self expression
• To foster communication; in particular reflective and creative interaction within a group
• To support planning and progress in research or a project
• As a means of communication between one learner and another
It is important that students are able to feel an element of freedom in what to include in their logbooks.
They are a personal reflection tool and therefore photographs, drawings, mind-maps, free writing,
newspaper clippings etc. can support the reflective learning process.
To be able to better assess the reflective logbook especially with limited resources a structured
approach to reflection is required. The DIEP four step approach (adapted from Boud, D 1985, Reflection:
Turning Experience into Learning) are to describe, interpret, evaluate and plan allows the student the
freedom to express within a structured framework.
The three critical stages of reflection the reflective logbook will use the DIEP four step approach
D – Describe objectively what happened
Give the details of what happened. Answer the question: ‘What did I do, read, see, and hear?’
I – Interpret the events
Explain your learning: new insights, connections with other learning, your feelings, hypotheses,
conclusions.
Answer the questions: ‘What was the reason I did this activity?’ ‘What might it mean?’
E – Evaluate what you learned
Make judgments connected to observations you have made. Answer the question: ‘How was this
useful?’
P – Plan how this learning will be applied
Comment on its relevance to your course, program, future profession, life... Answer the question: ‘How
might this learning apply in my future?’
The Assessment of Reflective Writing
There are many who argue that logbooks and reflective writing should not be assessed.
This comment from convinced proponent of logbooks sums up some of the issues.
'How can you mark an individual's own personal development? I think it's a right and proper part of
education for us to encourage students to express their feelings so that they know it's alright to have
those feelings. However, for me to mark those feelings seems inconsistent and incongruent. Marks can
also create a barrier or obstacle to the person finding his or her own voice…'(Sister Craig cited in Dillon,
1983)
The first question to be asked in assessing journals is whether we are looking to assess the process of
reflection or the product of learning.
It is very important to remember that assessing journals has an effect on the manner in which the
journal is written because students will try to write what they think is required.
Assuming that it is the reflection that is important, some general criteria can helpfully indicate
adequacy. A list might include:
Length,
Presentation and legibility,
Number of entries or regularity of entries;
Clarity and good observation in presentation of events or issues;
Evidence of speculation;
Evidence of a willingness to revise ideas;
Honesty and self-assessment;
Thoroughness of reflection and self-awareness;
Depth and detail of reflective accounts;
Evidence of creative thinking;
Evidence of critical thinking;
Evidence of a deep approach to the subject matter of the journal
Representation of different cognitive skills (synthesis, analysis, evaluation etc);
Relationship of the entries in the journal to any relevant coursework, theories etc.
Match of the content and outcomes of the journal work to course objectives,
Learning outcomes for the journal or purposes that the journal is intended to fulfill.
Questions that arise from the reflective processes and on which to reflect further
The framework below is generic and can be used to clarify the assessment of reflection within WBL and
take away the subjective element of assessing a student.
Descriptive writing: This is a description of events or literature reports. There is no discussion beyond
description. This writing is considered not to show evidence of reflection. It is important to acknowledge
that some parts of a reflective account will need to describe the context but in this case; writing does
not go beyond description.
Descriptive reflection: There is basically a description of events, but the account shows some evidence
of deeper consideration in relatively descriptive language. There is no real evidence of the notion of
alternative viewpoints in use.
Dialogic reflection: This writing suggests that there is a 'stepping back' from the events and actions
which leads to a different level of discourse. There is a sense of 'mulling about', discourse with self and
an exploration of the role of self in events and actions.
There is consideration of the qualities of judgements and of possible alternatives for explaining and
hypothesising. The reflection is analytical or integrative, linking factors and perspectives.
Critical reflection: This form of reflection, in addition to dialogic reflection, shows evidence that the
learner is aware that the same actions and events may be seen in different contexts with different
explanations associated with the contexts. They are influenced by 'multiple historical and socio-political
contexts', for example. (Hatton and Smith, 1995).
With a framework for the process of reflective writing and taking the literature of reflection into
account, it is possible to consider development of criteria for assessment purposes. It also becomes
possible to show students why just descriptive work is not 'reflective' in that it only covers a small part
of the overall process.
See Appendix for Assessment Criteria for Reflective Logbooks at Levels 5
Example of assessment indicators for reflective writing
Purpose.
The learner demonstrates:
Awareness and understanding of the purpose of the journal, using the purpose to
guide selection and description of event / issue on which to reflect.
The learner identifies:
Her or his own purpose for the journal or journal entry.
The description of an event or issue:
Is present.
The description:
Provides an adequate focus for further reflection;
It includes:
A statement of observations- comment on personal behaviour;
Comment on reaction / feelings;
Comment on context.
Additional ideas:
Are present.
The learner demonstrates:
The introduction of (any) additional ideas to the description;
The addition of:
Further observations;
Relevant other knowledge, experience, feelings, intuitions
Suggestions from others;- new information;
Formal theory;
Other factors such as ethical, moral, socio-political context.
Reflective thinking:
Is present.
The learner demonstrates:
The ability to work with unstructured material
The linking of theory and practice;
The viewing of an issue / event from different points of view;
The ability to 'step back' from a situation;
Metagcognitive processes;
'Cognitive housekeeping';
Application of theoretical ideas;
Considerations of alternative interpretations; etc.
Other processing.
There is evidence of other processing - e.g.
New ideas are tested in practice;
New ideas are represented, for example, in a first draft or graphic form etc
and there is
Evidence of review and revision in a later copy.
A product results.
There is a statement of:
Either
Something that has been learned or solved that relates to the purpose or the
problematic nature of the description
Or
There is a sense of moving on. For example, there is identification of a new
area for further reflection or a new question is framed.
Useful Resources within the University:
The Study Skills Team – Student Life
The Study Skills Team provides opportunities for all students, regardless of experience or
knowledge, to learn about different approaches and techniques to improve Reflective Writing
including:
- Online and print versions of their Study Basics Guide: Reflective Writing
- Workshops – each semester Reflecting Writing workshops are held on both campuses
- Bespoke sessions – on request from tutors – Reflective writing tailored to specific programme
requirements
- One to one advice on writing reflectively
For more information go to: http://www.careers.salford.ac.uk/studyskills
Careers and Employability – Student Life
The Career Development and Employment Team have two Work Experience and Placement
Officers who will be available to support and train students on a range of Placement Learning
initiatives.
The Library
Has a range of books related to Reflective Writing for both Academics and Students
ASSESSMENT CRITERIA FOR REFLECTIVE LOGBOOK – LEVEL 5
Assessment Criteria
Management and
Submission of
Relevant
Documentation
Definition of
Objectives
0 - 39 %
40 - 49 %
50 - 59 %
60 - 69%
70 - 79 %
80 -100 %
Meets few or no
deadlines
Little or no
contact with
academic and
industrial
supervisors
Little or no
personal
responsibility
exercised in the
achievement of
set objectives
Meets a very
limited number
of deadlines
Very limited
contact with
academic and
industrial
supervisors
Competent level
of personal
responsibility
exercised in the
achievement of
set objectives
Occasionally
meets some
deadlines
Evidence of
some contact
with academic
and industrial
supervisors
Basic level of
personal
responsibility
exercised in the
achievement of
set objectives
Meets a
reasonable
number of
deadlines
Maintenance of
a reasonable
level of contact
with academic
and industrial
supervisor
Sound level of
personal
responsibility
exercised in the
achievement of
set objectives
Meets the
majority of
deadlines
Maintenance of
effective contact
with academic
and industrial
supervisor
High level of
personal
responsibility
exercised in the
achievement of
set objectives
Meets all
deadlines
Maintenance of
effective,
proactive
contact with
academic and
industrial
supervisor
Very high level
of personal
responsibility
exercised in the
achievement of
set objectives
Little or no
ability to identify
appropriate
personal and
professional
objectives
Insufficient
evidence of
ability to set
quantifiable and
realistic set
objectives
Very limited
ability to identify
appropriate
personal and
professional
objectives
Very limited
ability to set
quantifiable and
realistic
objectives
Basic ability to
identify
appropriate
personal and
professional
objectives
Basic ability to
set quantifiable
and realistic
objectives
Sound ability to
identify
appropriate
personal and
professional
objectives
Sound ability to
set quantifiable
and realistic
objectives
Good ability to
identify
appropriate
personal and
professional
objectives
Good ability to
set quantifiable
and realistic
objectives
Extensive ability
to identify
appropriate
personal and
professional
objectives
Comprehensive
and clearly set,
quantifiable and
challenging
objectives
Assessment Criteria
Development of
Objectives/
Reflection
Depth/Quality of
Experience
0 - 39 %
Insufficient
progression
towards the
achievement of
set objectives
Little or no
critical
reflection on
personal and
professional
development
Unacceptable
level of
reflection in
determining
career plan
Insufficient
ability to
maximise
opportunities
encountered
on placement
Little or no
ability to
effectively
manage self
and maximise
business impact
40 - 49 %
50 - 59 %
60 - 69%
Very limited
progression
towards the
achievement of
set objectives
Very limited
critical reflection
on personal and
professional
development
Very limited
reflection in
determining
career plan
Basic progression
towards the
achievement of
set objectives
Basic evidence
of critical
reflection on
personal and
professional
development
Basic level of
reflection in
determining
career plan
Sound progression
towards the
achievement of
set objectives
Sound evidence
of critical
reflection on
personal and
professional
development
Sound reflection
in determining
career plan
Very limited
ability to
maximise
opportunities
encountered on
placement
Very limited
ability to
effectively
manage self
and maximise
business impact
Basic ability to
maximise
opportunities
encountered on
placement
Basic ability to
effectively
manage self
and maximise
business impact
Sound ability to
maximise
opportunities
encountered on
placement
Sound ability to
effectively
manage self
and maximise
business impact
70 - 79 %
Wide
progression
towards the
achievement of
set objectives
Good evidence
of critical
reflection on
personal and
professional
development
Good evidence
of depth of
reflection in
determining
career plan
Wide ability to
maximise
opportunities
encountered on
placement
Good evidence
of the ability to
effectively
manage self
and maximise
business impact
80 -100 %
Extensive
progression
towards the
achievement of
set objectives
Comprehensive
evidence of
critical reflection
on personal and
professional
development
Clear evidence
of depth of
reflection in
determining
career plan
Extensive ability
to maximise
opportunities
encountered on
placement
Self-starter,
clear ability to
effectively
manage self
and maximise
business impact
Final Reflective Report
Reflective assessment can transform tacit knowledge into explicit, assessable learning (Howard, 2009) and
can enable students to make personal discoveries and learn from placement experience (Bates, 2004;
Howard, 2009).
It has been shown that reflection can help in the identification of gaps in learning and areas for personal and
professional development. It also heightens awareness whilst at work, providing a structure for learning in
the workplace. Similarly ‘learning through work’ is integral to the whole reflective practice process and can
provide valuable opportunities for individual action research in the work context.
How do we structure reflection to best engage students with learning? This question directs us to
understand the importance of not what is assessed but how (Bates, 2004). Clearer understanding and what
reflection is and its assessment criteria needs to be standardized across the university to allow consistent
assessment.
The model suggested here for use within the development, management and assessment of the reflective
elements of Work Based & Placement Learning is used to imitate the behaviour of a real life system. This
reflective practice model will simulate, and potentially enhance the learning from experience. In this way it
would be possible to allow students involved in WBL to achieve an increased understanding of their role in
WBL and their learning within it and gain real insights into how to control or improve that learning and
development environment within the WBL.
The use of a model will focus the student’s mind and provide a framework for analysis. The structured
reflective assessment strategy, comprising instructions to guide and assist students in completing the tasks
and specific questions to develop the reflective process help direct the student’s attention to particular
areas of learning and provide some standardization.
The reflective workshop in the pre Work Based & Placement Learning sessions will help students understand
how they might best use and demonstrate their reflective activities. The pre WBL be in the form of an
informative workshop with online resources to support the student pre during and post WBL. Student case
studies could also assist students in developing their reflective practice and would particularly assist those
students challenged by reflective writing. Establishing a reflective climate includes transitive practices to
discuss and prepare learners for reflective tasks prior to the commencement of placements (Cox, 2005;
O’Toole, 2007).
Final Reflective Report
The model used for the final reflective report is based on the work on reflection undertaken by Griffiths and
Tan (1991) and the Johns model (1994). The work of Griffiths and Tann (1991) identified five different levels
of reflection. Using this work as a base the reflection level best suited to this context would be ‘Review’,
where students would reflect on their experiences either later on the same day or a day or two later:
1. Rapid reaction: which involves an instinctive and very immediate response?
2. Repair: where reflection may entail a slight pause to gather the thoughts, but action is still fairly
immediate.
3. Review: necessitating time out to re-assess, usually some hours or days later.
4. Research: a systematic, sharply focused approach to reflection taking place over weeks or months.
5. Retheorize and reformulate: the abstract, rigorous, clearly formulated contemplation which occurs over
months or years, and which, I would suggest, can eventually become integrated into the ‘Rapid Reaction’
response repertoire, and thus complete a learning cycle.
The Johns model of structured reflection (MSR) recognises that actions and responses are influenced by
emotions, intentions, values and attitudes as well as external factors and provides a structured platform
from which events can be analysed.
The structured approach of the logbook through the DIEP Model (See student logbook guide):
D – Describe objectively what happened
I – Interpret the events
E – Evaluate what you learned
P – Plan how this learning will be applied
By using this structured approach to the weekly logbook entries the student then has the tools and
experience to better complete the final report based on the questions raised by the Johns Model:
During post placement assessment and the completion of the final reflective report the student should work
to the basic guidelines listed below using the reflective logbook to help guide them in developing the final
report and also the presentation that will accompany it.
The structure of the report should be presented to the students in the pre placement sessions as part of the
reflective learning development workshop so they understand and are clear on the processes and aims of
their placement assessment.
1.
Describe the Experience
1.1 Describe the here and now of the experience
2.
Reflection
2.1 What was I trying to achieve?
2.2 Why did I Intervene/react as I did?
2.3 What were the consequences of my actions for me, my customers or clients, the people I work with?
2.4 How did I feel about this experience when it was happening?
2.5 How did the other people feel?
2.6 How do I know how the other people felt?
3.
Influencing Factors
3.1 What internal factors influenced my reactions?
3.2 What external factors influenced my reaction?
3.3 What sources of knowledge did/should have influenced my reaction?
4.
Learning
4.1 What choices did I have?
4.2 What would be the consequences of these choices?
4.3 How do I feel about the experience now?
4.4 How have I made sense of this experience in the light of past experiences and future practice?
4.5 How has this experience changed my ways of knowing:
Practically? (How have your skills or contextual knowledge been affected?)
Aesthetically? (How has your understanding of appropriate response been modified?)
Ethically? (Has there been any internal conflict/negotiation of your values?)
Personally? (Has your self –awareness/self-esteem been altered?
Pre Work Based & Placement Learning Reflection Session debriefing
During Pre Work Based & Placement Learning students are thoroughly briefed on the use of the Johns
Model. In a workshop they are asked to close their eyes and reflect on a recent event; one which they
consider to be significant enough to learn from. Bearing in mind the five levels of reflection outlined by
Griffiths and Tann (1991), it was suggested that the event should have occurred within the last two or three
days, since the activity involves reflection at the ‘review’ stage. The students are then asked to write down
and analyse the individual experience and draw learning from it using the Johns model.
The shared experience of using the model is then discussed using the same Model, on the assumption that
learning to use the model itself could be classed as a significant event. The aim of this in-depth workshop is
to give students two opportunities to use the model, one in which they were working individually with
virtually no guidance (while on WBL), and one in which they worked as a group.
The purpose of developing this depth of learning and understanding is to provide the students with the tools
to continue in the process of critical reflection without the support of a group leader or other group
members. (Pearson & Smith, 1985, p. 77)
The reflection’ section, in particular, raises some significant doubts in relation to students who lack
confidence. One-to-one debriefing during the work experience period will be beneficial to help them
develop their confidence and act as a motivator. (Reason for the logbook reviews during mid and final
placement visits).
The Pre placement and logbook reviews will therefore allow the student to gain the knowledge and
understanding of how to reflect and the review through the mid and final WBL meetings will allow the
reflective elements to be completed successfully allowing for a positive learning experience within the WBL
as stated by Alpert, Heaney and Kuhn, “Clear instructions are recommended in the weighting of journals to
ensure completion of journal entries throughout the placement “(Alpert, Heaney & Kuhn, 2009).
Reflective Report breakdown
The student should on completion of the report:
1. Provide an overview of the organisation and identify their key tasks and roles. They may use a
combination of text and diagrams, tables and pictures.
2. Outline the skills they applied on the WBL which were developed in their university studies.
3. Identify specific skills they began to develop during their WBL.
4. Identify what they have learnt from a personal perspective during their WBL, including the possible
identification of strengths and areas in need of improvement.
5. Reflect on how they might change their learning style based on their learning experience in industry.
6. Reflect on their overall experience and discuss how this might inform their future university studies or the
progression into their chosen career.
WBL program administrators ensure alignment of evaluation measures with students’ practical learning
experiences and WBL contexts, and to examine their assessment strategy and decisions pertaining to
structuring reflective assessments.
The Assessment of Reflective Writing
The reflective report is the culmination of the pre WBL work and the WBL logbook and is the final reflective
analysis of the WBL as a whole. The assessment of the report should therefore follow the same guidelines as
the logbook assessment (as indicated below) coupled to the guidelines as to the structure of the report.
The framework below is generic and can be used to clarify the assessment of reflection within WBL and take
away the subjective element of assessing a student.
Some general criteria can helpfully indicate adequacy. A list might include:
Length,
Presentation and legibility,
Number of entries or regularity of entries;
Clarity and good observation in presentation of events or issues;
Evidence of speculation;
Evidence of a willingness to revise ideas;
Honesty and self-assessment;
Thoroughness of reflection and self-awareness;
Depth and detail of reflective accounts;
Evidence of creative thinking;
Evidence of critical thinking;
Evidence of a deep approach to the subject matter of the journal
Representation of different cognitive skills (synthesis, analysis, evaluation etc);
Relationship of the entries in the journal to any relevant coursework, theories etc.
Match of the content and outcomes of the journal work to course objectives,
Learning outcomes for the journal or purposes that the journal is intended to fulfill.
Questions that arise from the reflective processes and on which to reflect further
Descriptive writing: This is a description of events or literature reports. There is no discussion beyond
description. This writing is considered not to show evidence of reflection. It is important to acknowledge that
some parts of a reflective account will need to describe the context but in this case; writing does not go
beyond description.
Descriptive reflection: There is basically a description of events, but the account shows some evidence of
deeper consideration in relatively descriptive language. There is no real evidence of the notion of alternative
viewpoints in use.
Dialogic reflection: This writing suggests that there is a 'stepping back' from the events and actions which
leads to a different level of discourse. There is a sense of 'mulling about', discourse with self and an
exploration of the role of self in events and actions.
There is consideration of the qualities of judgements and of possible alternatives for explaining and
hypothesising. The reflection is analytical or integrative, linking factors and perspectives.
Critical reflection: This form of reflection, in addition to dialogic reflection, shows evidence that the learner
is aware that the same actions and events may be seen in different contexts with different explanations
associated with the contexts. They are influenced by 'multiple historical and socio-political contexts', for
example. (Hatton and Smith, 1995).
With a framework for the process of reflective writing and taking the literature of reflection into account, it
is possible to consider development of criteria for assessment purposes. It also becomes possible to show
students why just descriptive work is not 'reflective' in that it only covers a small part of the overall process.
Example of assessment indicators for reflective writing
Purpose
The learner demonstrates:
Awareness and understanding of the purpose of the journal, using the purpose to guide selection and
description of event / issue on which to reflect.
The learner identifies:
His or her own purpose for the journal or journal entry.
The description of an event or issue:
Is present.
The description:
Provides an adequate focus for further reflection;
It includes:
A statement of observations- comment on personal behaviour;
Comment on reaction / feelings;
Comment on context.
Additional ideas:
Are present.
The learner demonstrates:
The introduction of (any) additional ideas to the description;
The addition of:
Further observations;
Relevant other knowledge, experience, feelings, intuitions
Suggestions from others;- new information;
Formal theory;
Other factors such as ethical, moral, socio-political context.
Reflective thinking:
Is present.
The learner demonstrates:
The ability to work with unstructured material
The linking of theory and practice;
The viewing of an issue / event from different points of view;
The ability to 'step back' from a situation;
Metagcognitive processes;
'cognitive housekeeping';
Application of theoretical ideas;
Considerations of alternative interpretations; etc.
Other processing
There is evidence of other processing - e.g.
New ideas are tested in practice;
New ideas are represented, for example, in a first draft or graphic form etc and there is
Evidence of review and revision in a later copy.
A product results
There is a statement of:
Either
Something that has been learned or solved that relates to the purpose or the problematic nature of the
description or
There is a sense of moving on. For example, there is identification of a new area for further reflection or
a new question is framed.
References
Alpert, F., Heaney, J. G. , & Kuhn, K. L. (2009). Internships in marketing: Goals, structures and assessment:
Student, company and academic perspectives. Australasian Marketing Journal, 17(1), 36-45.
Bates, M. (2004). From knowledge to action and back again: Building a bridge. Asia-Pacific Journal of
Cooperative Education, 5(1), 7-14.
Cox, E. (2005). Adult learners learning from experience: Using a reflective practice model to support workbased learning, Reflective Practice, 6(4), 459-472.
Howard, P. (2009). Articulating the learning: Professional practice made explicit. Asia-Pacific Journal of
Cooperative Education 10(3), 177-188.
Johns, C. (1994). Guided reflection. In Palmer, A., Burns, S., & Bulman, C (Eds). Reflective practice in nursing,
Oxford, UK: Blackwell Scientific.
Maire, J. (2010). Bridging the gap between learning at work and in the classroom through a structured postplacement seminar. Asia-Pacific Journal of Cooperative Education, 11(3), 103-113.
O’Toole, K. (2007). Assessment in experiential learning: The case of a public policy internship. Education
Research and Perspectives, 34(2), 51-112.
Smith, K., Clegg, S., Lawrence, E., & Todd. M. J. (2007). The challenges of reflection: Students learning from
work placements. Innovations in Education and Teaching International, 44(2), 131-141.
LIVE PROJECTS/BRIEFS
PROJECT PROPOSAL FOR A LIVE PROJECT/BRIEF
School name
Degree title
Module title
STUDENT NAME:
PLACEMENT TUTOR(S):
WORK BASED & PLACEMENT LEARNING /PROJECT PROVIDER(S) if appropriate, JOB FUNCTION,
AFFILIATION AND E-MAIL:
PROJECT TITLE:
WHERE PROJECT WILL BE BASED (E.G. UNIVERSITY OF SALFORD, COMPANY)
AIMS (no more than xxxxx lines):
For example, the aims might be:
1. To optimise the use of a community centre to increase revenue generation
2. To design and maintain a new website to better promote the services on offer
3. To design and implement a new spreadsheet based booking and facilities management system.
PROJECT DESIGN (0.25-0.5 page):
This could be to:
1. Initial research into best practice within the sector, website usage within sector and current models for
spreadsheets to cope with possible demands of system.
PROPOSED METHODOLOGY (0.25-0.5 page):
Meet with stakeholders and survey local community to find out what their needs are and what the centre
could do to improve. Research possibilities of how to develop their services. Produce a new website to
market these new ventures and link it to a new facilities and booking system to ease the facilities
management processes freeing up time for manager to be involved in developing services.
SIGNATURES
STUDENT:…………………………….…………………………………………………..DATE:……………………………….
SCHOOL WORK BASED & PLACEMENT LEARNING /LIVE PROJECT
STAFF:………………………………………………………………………………………DATE:……………………………….
WORK BASED & PLACEMENT LEARNING /LIVE-PROJECT PROVIDER
CONTACT:……………………… ……………………………………………………… DATE:………………………………..
Notes for completion of the Project Proposal form.
1.
Unless the project is based on a one year placement, all students must complete THE project proposal
proforma and submit the final version of it to Placement tutor and Turn It In by (deadline date
applicable to course).
In addition, a signed paper copy must be submitted to the School office or placement staff.
Where the project is undertaken externally (e.g. at the premises of a company), permission of the
student’s line manager must be sought and the formed signed off by the person who will act as the
Employer Contact.
2.
All projects undertaken externally will be allocated a visiting tutor to ensure that the project fulfils
module objectives.
Live Projects Guidelines and Processes
Live Projects: “A dynamic, collaborative and an interactive process whereby students research elements of
business activity.”
Live projects should be developed to allow students to learn from and to operate as part of a cohesive team
in a consultant role with an organisation. The live project should provide the vehicle by which a business
proposition can be illustrated, analysed and future direction formulated. The project should enable students
to analyse the aims and objectives and to select the best means of achieving these. The module is designed
to enable an interactive, deep learning and to foster the development of reflective skills through the
development of the Reflective Logbook.
The projects are not based upon a contrived scenario; they are real situations presented by senior
representatives from commercial or not for profit organisations, who meet and liaise regularly with the
student teams, and who contribute to the assessment.
The aims are:
1. To integrate academic and prior experiential knowledge with that of personal development
attributes and employability skills by undertaking a realistic industry based live project.
2. To enable the student to develop and apply key employability skills, develop skill areas of individual
weakness, raise self awareness and develop reflective skills.
In the tripartite project agreement
A range of project areas are proposed by Work Based & Placement Learning providers. The aims and
objectives of the project briefs are agreed with the University.
The brief provides a team of students with a relevant subject area to study
Research and investigation is supported by the project tutor, project provider and University based
resources.
As well as attending lectures and pre project sessions, regular team and business meetings need to be
scheduled to ensure the project is meeting the client needs and expectations.
Each individual student must complete a pre project skills analysis and attend all pre project sessions.
Each individual student must complete a Reflective Logbook during the project
Each individual student and team has a mid project review to assess project development, address any
issues or potential problems and review reflective log development.
Each team presents both a written and oral report to the project tutor and the host organisation.
Evaluation and assessment is carried out by the host organization and University.
The module handbook sets out the code of practice and expectations of the three parties
The framework within which the Live Project is developed:
Live Project Process
Work Based & Placement Learning Provider liaises with University
Discuss and develop brief
Negotiate and set Intended Learning Outcomes & Live Project Report
Student team assigned
Students
complete
Reflective
Logbook during
entire process
Students plan and organise teamwork functions
Work Based & Placement Learning Provider briefs students
Students develop methodology and project management
Monitoring and review (mid and final) by placement tutor and organization
Report and Expo: Final presentations Celebrate Live Projects & Promote insight to next year’s Live Project students
Assessment marks collated
Debrief/feedback
Health & Safety
Student Life Careers & Employability
Health and Safety Guidance for Work Based & Placement Learning and placement students
Foreword
Student Work Based & Placement Learning is becoming more and more an integral part of degree
programmes with the rise in demand from employers for graduates with the necessary employability skills
and experience. The structure and nature of Work Based & Placement Learning varies greatly depending on
the discipline.
This is a generic guide for considering and managing health and safety issues relating to student Work Based
& Placement Learning. It is not intended to be all inclusive, but is aimed at helping you develop your own
individual solutions, geared to your specific needs. Health and safety is only one aspect of the support and
development of students in Work Based & Placement Learning but it needs to be an integral part, rather
than a stand-alone part, of the whole experience.
This guide describes what is required in approving Work Based & Placement Learning, preparing students for
their participation and supporting the students in terms of their health and safety in Work Based &
Placement Learning both in the UK and overseas.
This guide is for those members of staff that are responsible for student regulations and for managing
student Work Based & Placement Learning in your school, including registry functions, Work Based &
Placement Learning tutors, administrative staff, visiting tutors and health and safety professionals, as a
means of reducing the risk to students.
Glossary of terms
Work Based & Placement Learning:
The term ‘Work Based & Placement Learning’ refers to a period of work experience, paid or unpaid;
• That is undertaken as an integral part of the student’s course.
• Where the student is enrolled at the institution during this period.
• Where direct supervision of the student is by a third party.
University:
The University of Salford
School:
The school of study of which the Work Based & Placement Learning student is studying.
Work Based & Placement Learning provider:
The Work Based & Placement Learning provider is the third party to who during the Work Based &
Placement Learning has responsibility for direct supervision of the student is. A University (including the
student’s own) can also be the Work Based & Placement Learning provider if it is the organization providing
the placement.
Work Based & Placement Learning mentor:
Any member of staff within the Work Based & Placement Learning provider who is assigned to supervise or
to look after the Student during the Work Based & Placement Learning .
Work Based & Placement Learning tutor:
Any member of university or school staff whose role is authorizing Work Based & Placement Learning of
students with Work Based & Placement Learning providers.
Work Based & Placement Learning /Visiting tutor:
Any individual employed by, or contracted to the school who visits students in Work Based & Placement
Learning.
Executive summary
This sector guidance provides a strategic and generic framework for the sensible management of:
• The health, safety and welfare of students in Work Based & Placement Learning
• The risks arising from health and safety related liabilities associated with Work Based & Placement
Learning.
It is based on recognition that:
• Each school is likely to have its own regulations and arrangements for student Work Based & Placement
Learning.
• Work Based & Placement Learning varies considerably.
• The prime purpose of any Work Based & Placement Learning is to provide a learning and development
experience for the student. Health and safety needs to be an integral part, rather than a stand-alone part, of
the whole process and experience.
• Schools should be encouraging students to learn how to assess and manage risk: it is important that the
application of this guidance encourages this.
This guidance is based on a risk-based and risk management approach that can be applied to all student
Work Based & Placement Learning. This allows a lighter touch on Work Based & Placement Learning with
relatively low risks and more rigorous control measures where the risks are greater.
Since Work Based & Placement Learning is an integral part of the student’s course, the school has the right
to refuse to approve any Work Based & Placement Learning on health and safety grounds.
It is recommended that schools adopt the following risk management principles to their management of
student Work Based & Placement Learning:
• Clarity of understanding by each party of their roles and responsibilities.
• Preparation of the student such that they are in a position to understand the risks and to make informed
judgments.
• There are processes for enabling problems to be raised and resolved prior to, during the course of, and at
the conclusion of the Work Based & Placement Learning.
• There are contingency plans in case there are exceptional circumstances.
• Staff who are involved in handling student Work Based & Placement Learning have guidance and training
on the school’s policies and the arrangements that they must follow.
This approach should be applied both with regard to specific groups of students and with regard to issues
that apply to individuals at extra risk in Work Based & Placement Learning.
This approach should help University governing bodies and their committees with oversight of student Work
Based & Placement Learning to have assurance about the management and governance of student Work
Based & Placement Learning.
Scope
This guidance is relevant to a wide range of Work Based & Placement Learning types. It is relevant for Work
Based & Placement Learning whether in the UK or abroad. It is also appropriate for Work Based & Placement
Learning that are subject to professional standards and to those involving significant hazards such as in the
construction or chemical industries or in veterinary or medicine. There are a few groups for which additional
legal requirements apply and where the general approach recommended in this guidance may not be
sufficient.
These are:
• Work Based & Placement Learning to which specific contractual or legislative requirements apply, such as
the Work Based & Placement Learning of nursing-students and students on teacher training.
Other special cases that need separate consideration beyond the general guidance provided in this
document include:
• Work Based & Placement Learning undertaken in the armed services; or
• Where a student acts in the capacity of a self-employed person and there is no transfer of direct
supervision of the student to a third party.
Legal Liability
For any risk there is always the threat of civil (including negligence or contract) or criminal (including
breaches in health and safety at work etc. Act 1974 and related legislation, corporate manslaughter or gross
negligence manslaughter) action to be brought.
The following undesirable outcomes could arise from Work Based & Placement Learning:
• The student could be injured or suffer ill health as a result of working at a Work Based & Placement
Learning provider.
• The student could be injured or suffer ill health while on Work Based & Placement Learning but not as a
result of working at the Work Based & Placement Learning provider.
• The actions of the student could cause injury or ill health to others, damage to property, or loss of income
to a business.
Charges could be brought against any of the parties involved including the student, the Work Based &
Placement Learning provider (and/or its employees) or the University (and/or its employees). The outcome
will be decided by the relevant court of the country having jurisdiction. For Universities in the UK, when the
Work Based & Placement Learning has been in another country, this may include a UK court as well as a
foreign one.
There are recommendations that the University should take out insurances to cover the costs of legal
defence against any action and also the cost of any award for compensation made by a civil court.
Legal Liability (continued)
It is not possible to insure against fines or imprisonment resulting from a successful action in a criminal
court. In the UK it is the Work Based & Placement Learning provider that has the primary responsibility for
ensuring the health and safety of the student because the student is at the time of the Work Based &
Placement Learning an employee of theirs (section 2.1, Health and Safety at Work etc.1974).
The responsibility to protect yourself and others does however fall on the students shoulders as much as it
does any of the other parties involved in the Work Based & Placement Learning. Because of their
responsibilities for non-employees (Section 3, Health and Safety at Work etc.1974), the school and University
have to ensure that it addresses these responsibilities with regard to students on placement. Although this is
UK legislation, students who are not placed in the UK are included.
Civil Liabilities
The nature and extent of civil liabilities between the University, Work Based & Placement Learning provider
and student and the nature and extent of their civil liabilities to others are affected by many factors which
will only be resolved in the courts and may depend on which country’s legal system is deemed to have
jurisdiction.
Civil liabilities are affected by the nature of any agreements between the parties, any statements made by
the parties in advance about what they offer, and civil law relating to contracts and services.
Any statements that are made by the University or by functions or individuals of the University about the
extent of the University’s duty of care could be taken as admissions of liability and could significantly affect
the outcome of criminal or civil proceedings. For instance, this could include statements in the University’s
regulations, marketing materials or briefings to students about the checks that the University makes on
Work Based & Placement Learning providers where it is later found that the specified processes were not
carried out.
Risk Management
Good risk management is the identification and treatment of the positive and negative aspects of the risks.
The risks to the health and safety of a student on Work Based & Placement Learning must be managed to
some extent by amount others, the school and subsequently the university.
A risk based approach to Work Based & Placement Learning will require judgements to be made and there
may be no right answer. The approach allows resources to be allocated appropriately and to justify this,
reducing the requirements for lower risk placements while concentrating on Work Based & Placement
Learning likely to be higher risk. The aspects of risk covered in this section need to be considered before a
student undertakes Work Based & Placement Learning.
Roles and Responsibilities
The three parties involved in Work Based & Placement Learning are the student, Work Based & Placement
Learning provider and the school/university. Each party must have a clear understanding of their roles and
responsibilities, they should be written and each party should have a copy (See tool C). There should also be
a formal acceptance of the roles and responsibilities from all parties especially in higher risk Work Based &
Placement Learning.
Tool A: Risk Profiling and Specific Actions Necessary
Factor
Work Factors
Rating Profile
High
Indications for Risk Profiling
Examples of Specific Actions Necessary
Work with hazards that have potential to cause injury or fatalities
including:
Construction site work at night or below ground, dusts,
moving machinery, electrical systems.
Operation of machinery with mechanical hazards such as
high speed rotating parts, crushing or entanglement risks.
Laboratory work with toxic/hazardous materials.
Community work with known high risk groups of clients or locations
(drug abusers, homeless, violent patients).
Seek confirmation from Work Based & Placement Learning
Provider about expectations of student’s prior competency
in
high risk activities and ensure students meet these.
Work with animal bedding or large or dangerous animals.
Include details in the written communication with Work
Based & Placement Learning Provider.
Confirm that training and supervision will be provided
by the Work Based & Placement Learning Provider
throughout the
Work Based & Placement Learning
Activities requiring specific licences or qualifications (e.g. diving,
flying aircraft, crewing an aerial device).
Medium
Travel and
Transportation
Factors
Work involving significant hazards in small companies that do not
have professional health and safety advice.
Working in proximity to high risk factors (but not directly with
them).
Low
Office work or other low hazard environments and activities.
High
Significant travel to reach Work Based & Placement Learning
prolonged or local transport facilities known to be high risk (poor
driving or vehicle safety standards).
Demanding travel during Work Based & Placement Learning
Student required to drive others, or unfamiliar vehicles
Medium
Night travel
Long daily commute
Student required to drive familiar vehicle in reasonable conditions
Low
No significant travel, comfortable daily commute
No driving associated with the placement
Seek confirmation from Work Based & Placement
Learning Provider that the student will not be
expected to participate in high risk activities, and will
appropriately supervise in medium risk activities.
Include details in the written communication with the
Work Based & Placement Learning Provider.
No special measures.
Brief student on travel arrangements; discuss
implications of high risk factors with them.
Consider the student’s experience.
Check the Work Based & Placement Learning
Provider’s insurances.
Consider reducing risks by providing accompanied
travel where practicable.
Specify regular contact times.
Brief student on travel arrangements; discuss
implications of medium risk factors with them.
Consider the student’s experience.
Check the Work Based & Placement Learning
Provider’s insurances.
No special measures
Factor
Location
and/or Region
Factors
Rating Profile
High
Indications for Risk Profiling
Significant risk of civil disorder, crime or similar danger (e.g. Work Based & Placement
Learning in war zones, countries where the Foreign and Commonwealth Office (FCO)
advises against travel).
Unavoidable lone or remote working in proximity to significant risk (e.g. medical student in
a refugee camp).
Medical and rescue services not available quickly or locally.
Medium
Means of communications likely to be difficult or compromised.
Higher than normal risk of civil disorder, crime or comparable danger.
Delays likely in communicating with tutors and others.
Examples of Specific Actions Necessary
Check FCO restrictions and recommendations.
Consult guides on appropriate behaviour,
clothing etc.
Arrange briefing/information to be provided in
conjunction with someone with local experience
or knowledge of conditions (e.g. student on
previous Work Based & Placement Learning or a
Work Based & Placement Learning practitioner
at a local UNIVERSITY in the overseas country).
Check FCO restrictions and recommendations.
Provide information to students on guides on
appropriate behaviour, clothing etc.
Work Based & Placement Learning abroad in areas identified as low risk by the FCO.
Supplement general briefing with information
about medium risk factors.
General/
Environmental
Health Factors
Low
Work Based & Placement Learning in the UK with no significant local risks
No special measures.
High
Regional/local health risks require mandatory and specific health protection measures e.g.
inoculations.
Consult occupational health professional for
advice re inoculations and other preparations.
Very hot or strenuous working conditions (e.g. manual working outdoors in the sun).
Medium
Low
Very cold working conditions (e.g. catering Work Based & Placement Learning in a food cold
storage/cook chill or freeze facility).
Regional/local conditions require some precautionary measures, e.g. optional inoculations
against diseases; medical travel kit is a sensible precaution.
Consult occupational health professional for
advice re inoculations and other preparations.
No significant environmental health risks.
No special measures.
Factor
Individual Student
Factors
Rating Profile
High
Indications for Risk Profiling
The student has personal factors (e.g. health, disability, (12) linguistic or
cultural) which may increase the risk of illness or accident during workrelated activity even following adjustments.
The student has personal factors which may require specific
adjustments or support if living away from home, or makes them
susceptible to episodes of illness.
Medium
Low
Insurance
Limitations
High
The student’s knowledge, understanding and skills are low for the type
of work.
The student has personal factors which may require specific
adjustments or support during work, or in social interactions at work.
The student has no personal factors likely to cause episodes of illness or
require specific support whilst on Work Based & Placement Learning
Student has relevant knowledge, understanding and skills for the type of
work.
Locations, activities and or circumstances that are excluded from the
university’s travel and other insurance cover.
Countries where the Work Based & Placement Learning Provider’s
insurance does not cover the student for personal or third party liability
associated with the work by the student.
Examples of Specific Actions Necessary
Discuss activities with the student to try and eliminate or
reduce potential risks where possible.
Engage with occupational health professional/other
support professionals to develop reasonable adjustments.
Confirm these in written communication with the Work
Based & Placement Learning Provider.
Engage with occupational health professional/other
support professionals to develop reasonable adjustments.
Confirm these in written communication with the Work
Based & Placement Learning Provider.
No special measures
If locations, activities and or circumstances are excluded
from the university’s travel and other insurance cover,
consider alternative Work Based & Placement Learning.
If Work Based & Placement Learning is to proceed
additional specific insurances may be available.
Consult the university’s insurance specialist.
Medium
Low
Locations, activities and or circumstances that require prior acceptance
from the university’s insurers before being covered.
Locations, activities and or circumstances that are automatically
included in the university’s insurance cover.
Brief the student on limitations of insurance cover (the
small print)
If locations, activities and or circumstances require prior
acceptance from the university’s insurers, ensure
notification and acceptance is given.
Brief student on limitations of insurance cover (the small
print).
No special measures
Tool B: Risk Assessment Form
Work Based & Placement Learning
Provider
Student or Student Group
Start Date
End Date
Company:
Location:
1. General Control Measures
Has the student received sufficient
briefing?
Has the Work Based & Placement
Learning Provider acknowledged
receipt of a letter of expectation /
returned a Work Based & Placement
Learning agreement?
Has this Work Based & Placement
Learning provider been used before
and been reviewed with regard to
health and safety? If ‘Yes’, do any
concerns remain unresolved?
2. Risk Profiling and further specific
action necessary
Work Factors
Action Necessary?
Action Completed?
Action Necessary?
Action Completed?
Action Necessary?
Action Completed?
Yes / No
Yes / No
Yes / No
Yes / No
Risk Profile (High,
Medium or Low)
Low
Travel and Transportation Factors
Low
Location and/or Region factors
Low
General/Environmental Health Factors
Low
Individual Student Factors
Low
Insurance Limitations
Low
3. Conclusion
Is a site safety visit required before
Work Based & Placement Learning is
approved?
Are the risks tolerable such that the
Work Based & Placement Learning can
be approved?
Yes / No
Yes / No
Prepared by……………………………………………………………….
Date…………………………………………………
Have the above actions been completed?
I (print name)……………………………………………………………..
title…………………………………………….
Approve this Work Based & Placement Learning
Signed………………………………………………………………………..
……………………………………………….
Yes / No
Job
Date:
107
Worked Example 1: Office Work in the UK
Work Based & Placement Learning
Provider
Company: CKD (UK) LLP
Location: Sheffield
4. General Control Measures
Has the student received sufficient
briefing?
Has the Work Based & Placement
Learning Provider acknowledged
receipt of a letter of expectation /
returned a Work Based & Placement
Learning agreement?
Has this Work Based & Placement
Learning provider been used before
and been reviewed with regard to
health and safety? If ‘Yes’, do any
concerns remain unresolved?
5. Risk Profiling and further specific
action necessary
Work Factors
Student or Student Group
Rashid Alharoun
Ailena McFarlane
Thomas Stubbs
Start Date
28/06/10
End Date
24/12/10
Action Necessary?
Action Completed?
Action Necessary?
Action Completed?
Action Necessary?
Action Completed?
Yes / No
Yes / No
Yes / No
Yes / No
Risk Profile (High,
Medium or Low)
Travel and Transportation Factors
Location and/or Region factors
General/Environmental Health Factors
Individual Student Factors
Insurance Limitations
6. Conclusion
Is a site safety visit required before
Work Based & Placement Learning is
approved?
Are the risks tolerable such that the
Work Based & Placement Learning can
be approved?
Yes / No
Yes / No
Prepared by……………………………………………………………….
Date…………………………………………………
Have the above actions been completed?
I (print name)……………………………………………………………..
title…………………………………………….
Approve this Work Based & Placement Learning
Signed………………………………………………………………………..
……………………………………………….
Yes / No
Job
Date:
108
Worked Example 2: Practical Work on a Farm in the UK
Work Based & Placement Learning
Provider
Student or Student Group
Start Date
End Date
Company: Sun Oak Farm
Helen Skinner
Location: Clun, Shropshire
7. General Control Measures
Has the student received sufficient
briefing?
Has the Work Based & Placement
Learning Provider acknowledged
receipt of a letter of expectation /
returned a Work Based & Placement
Learning agreement?
Has this Work Based & Placement
Learning provider been used before
and been reviewed with regard to
health and safety? If ‘Yes’, do any
concerns remain unresolved?
8. Risk Profiling and further specific
action necessary
Work Factors
Travel and Transportation Factors
Location and/or Region factors
General/Environmental Health Factors
Individual Student Factors
Insurance Limitations
9. Conclusion
Is a site safety visit required before
Work Based & Placement Learning is
approved?
Are the risks tolerable such that the
Work Based & Placement Learning can
be approved?
17/07/10
15/07/11
Action Necessary?
Action Completed?
Action Necessary?
Action Completed?
Check Work Based &
Placement Learning
Provider’s risk assessments
and safe systems of work for
the farm activities.

High –will be
using tractor and
other farm
machinery both
on and off road.
Low
Check insurance cover and
training and instruction
being provided by the Work
Based & Placement Learning
provider.

Medium – work
with cattle, hay,
straw and
bedding.
Medium – student
has declared
allergies.
Refer to occupational
health.

Refer to occupational
health.

Medium

Yes / No
Insurance officer to check
the farmer’s insurances
including tractor driving.
Action Necessary?
Senior lecturer in agriculture
to visit site.
Yes / No
Review findings of above
actions
Yes / No
Yes / No
Yes / No
Yes / No
Risk Profile (High,
Medium or Low)
High –will be
using tractor and
other farm
machinery and
working with
cattle.
Action Completed?


109
Prepared by……………………………………………………………….
Date…………………………………………………
Have the above actions been completed?
Yes / No
I (print name)…………………………………………………………….. Job
title…………………………………………….
Approve this Work Based & Placement Learning
Signed………………………………………………………………………..
Date:
……………………………………………….
Tool C: Content of Written Communication
The letter of Expectation is to clarify the arrangements and responsibilities with regard to
health and safety related issues for the student, the Work Based & Placement Learning Provider
and the School/University. A Work Based & Placement Learning agreement should contain the
same information but should also be signed by the School/University and the Work Based &
Placement Learning Provider and possibly the student.
Responsibilities of the School/University:
Provide information to the student on general health and safety prior to their Work Based &
Placement Learning
Provide specialist advice and guidance to students with additional support needs.
Where appropriate appoint a visiting tutor(s) and establish a visits timetable
Responsibilities of the Work Based & Placement Learning Provider:
Plan the student’s work plan and then match the health and safety training to be undertaken by
the student.
The student requires a full and clear induction to the organisation and its working practices,
including health and safety arrangements, fire precautions and emergency evacuation
arrangements, how to report accidents, incidents and unsafe conditions.
Nominate a Work Based & Placement Learning mentor who will have direct day to day
supervision of the student including instruction regarding hazards and health and safety
precautions.
Comply with health and safety legislation.
Define the liability and other insurance cover that will be provided for the Work Based &
Placement Learning activities of the student and the others who could be affected by the
student’s actions or inactions.
Allow the visiting tutor access to the student while on Work Based & Placement Learning
(where appropriate).
In cases of serious accidents or incidents involving the student or breaches of discipline by the
student, advise and consult with the University.
110
Responsibilities of the Student (to the Work Based & Placement Learning Provider):
Abide by the rules regarding health and safety requirements and other practices and
procedures of the Work Based & Placement Learning provider’s organisation.
Carry out the work plan put in place by the Work Based & Placement Learning provider under
the supervision of the nominated Work Based & Placement Learning mentor(s).
Inform the Work Based & Placement Learning Provider of any access or support needs that may
require adjustments.
Report any concerns about health and safety at their Work Based & Placement Learning to their
Work Based & Placement Learning provider and if nothing is done then to the University or
visiting tutor.
Responsibilities of the Student (University):
Attend all Work Based & Placement Learning preparation and briefing sessions/workshops.
Inform the school/university of any personal factors (e.g. health, disability, linguistic or cultural)
that may affect the level of risk or may require adjustments.
Complete all paperwork required from the school’s Work Based & Placement Learning support
staff and programme leaders; including Work Based & Placement Learning agreements.
The school will need to be consulted prior to any changes in the terms and or duration of the
Work Based & Placement Learning
Maintain and provide access to all relevant records, reports and Work Based & Placement
Learning project work to the visiting tutor and Work Based & Placement Learning mentor.
Except in the case of the visiting tutor where there is an issue of commercial or national
security.
Report and log any incidents in which they are involved and any health and safety concerns that
are not addressed by their Work Based & Placement Learning provider to their school.
Additional Questions/Requests:
Please provide the name and details of your (the student) nominated health and safety contact.
Do you hold Employer’s Liability insurance or equivalent?
For Work Based & Placement Learning Agreements
Do you accept the arrangements and responsibilities as set out above?
References and Bibliography
ARMED, 2005, Active Risk Management I Education, 4: Student Work Based & Placement
Learning and Overseas Study
ASET 2010, Health and Safety for Student Work Based & Placement Learning: Good Practice for
Work Based & Placement Learning Guide – Volume 3
ASET 2007, Managing Work Based & Placement Learning with IT and Online: Good Practice for
Work Based & Placement Learning Guide – Volume 1
ASET 2009, a Good Practice Guide for Work Based & Placement Learning and Other Work-Based
Learning Opportunities in Higher Education: Good Practice for Work Based & Placement
Learning Guide – Volume 3
British Standards Institution, 2007, BS 8848: A Specification for Adventurous Activities,
Expeditions, Visits and Fieldwork outside the UK
CVCP, 1997, Health and Safety Guidance for the Work Based & Placement Learning of HE
Students (Reprinted: UCEA, 1999)
111
De Silva, C, 2007, Health and Safety Notes for Work Based & Placement Learning Managers, in
ASET Annual Conference 2006: Proceedings of the 2005 Annual Conference
DfES, 2002, Providing Work Based & Placement Learning for Disabled Students: A Good Practice
Guide for Further and Higher Education Institutions
Eversheds LLP, 2006, Health and Safety Question and Answer Session, in ASET Annual
Conference 2005: Proceedings of the 2005 Annual Conference
Eversheds LLP, 2006, Work Based & Placement Learning in the Education Sector – Legal Duties
and Real Risks, in ASET Annual Conference 2006: Proceedings of the 2005 Annual Conference
Eversheds LLP, 2007, Crisis Management and Work Based & Placement Learning – Are you
Prepared for the Worst?, in ASET Annual Conference 2006: Proceedings of the 2006 Work
Based & Placement Learning and Employability Professionals’ Conference
Eversheds LLP, 2007, and Safety Question and Answer Session, in ASET Annual Conference
2006: Proceedings of the 2006 Work Based & Placement Learning and Employability
Professionals’ Conference
QAA, 2007, Code of Practice for the Assurance of Academic Quality and Standards in Higher
Education, Section 9: Work-Based and Work Based & Placement Learning
UCEA, 2005, Guidance on Safety in Fieldwork
UCEA 2009, Health & Safety Guidance for the Work Based & Placement Learning of Higher
Education Students
UKCISA, 2004, Student Activity Abroad: Risk Assessment
112
HEALTH AND SAFETY CHECKLIST FOR WORK BASED & PLACEMENT LEARNING
STUDENTS
You should familiarise yourself with the Health and Safety requirements of the Work Based &
Placement Learning Provider. Please check off the appropriate items below when they occur
and inform the person in charge of your studies within the University if there is a problem with
any of the items within two weeks of the start of the Work Based & Placement Learning.
HEALTH & SAFETY ISSUES (to be completed for all WBL)
DATE
Emergency procedures
Safety policy received or location known
Location of First Aid box
First Aid arrangements (including names of first aiders)
Fire procedures and location of fire extinguishers
Accident reporting and location of accident book
PROJECT/LABORATORY WORK (only if applicable)
DATE
COSHH regulations or equivalent and requirements
Display Screen Equipment regulations/procedures
Manual handling procedures
Protective clothing arrangements
Instruction on equipment you will be using (list equipment)
Other Issues:
FOR WORK PLACEMENTS ONLY
DATE
Introduced to key staff and their roles explained
Reporting responsibilities / Line management
Organisational policies
Work space and Main duties and Responsibilities
How to answer the telephone, make and transfer calls
Location of facilities / Hours of work / Dress code
Housing / Public transport / Social opportunities
113
Signed
Date
WORK BASED & PLACEMENT LEARNING HEALTH AND SAFETY CHECKLIST
Name of employer
Address
Telephone
________________________
Fax
__________________
Email __________________________________________________________
1. Do you have a written Health and Safety policy?
YES / NO
2. Do you have a policy regarding Health and Safety training for people working in your
undertaking, including use of vehicles, plant and equipment, and will you provide all
necessary Health and Safety training for the Work Based & Placement Learning student(s)?
YES / NO
3. Is the organisation registered with:
The Health and Safety Executive?
The Local Council’s Environmental Health Department?
YES / NO
YES / NO
4. Insurance
(a) Is Employer and Public Liability Insurance held?
YES / NO
(b) Will your insurances cover any liability incurred by a placement student(s) as a result of
his/her/their duties as an employee(s)?
YES / NO
5. Risk Assessment
(a) Have you carried out a University of Salford or any risk assessment of your work
practices to identify possible risks, whether to your own employees or to others within
your undertaking?
YES / NO
(b) Are risk assessments kept under regular review?
YES / NO
(c) Are the results of risk assessment implemented?
YES / NO
6. Accidents and incidents
(a) Is there a formal procedure for reporting and recording accidents and incidents in
accordance with RIDDOR?
YES / NO
(b) Have you procedures to be followed in the event of serious and imminent danger
to people at work in your undertaking?
YES / NO
114
(c) Will you report to the University any recorded accidents involving placement students?
YES / NO
(d) Will you report to the University any sickness involving students which may be attributable
to their placement work?
YES / NO
Contact personnel
Who is your nominated contact for compliance with the requirements of Health and Safety
legislation?
Name ________________________
_______________________________
Tel________________________
_______________________________
Signed ________________________
____________________________
Position ________________________
____________________________
Date ________________________
_____________________________
Thank you for completing the questionnaire. Please return it as soon as possible to:
115
HEALTH AND SAFETY CHECKLIST FOR WORK BASED & PLACEMENT LEARNING PROVIDERS
Student’s Name:
Work Based & Placement Learning Provider:
Address:
_______________________
____________
________________________________
________________________________
________________________________
Although the University has a duty of care towards students on Work Based & Placement
Learning, current legislation places primary responsibility for Health and Safety on the Work
Based & Placement Learning Provider. The University Of Salford Work Based & Placement
Learning Guidelines has recommended that I ask formally for assurances from employers on
Health and Safety issues which may affect the student whilst on Work Based & Placement
Learning. As such, I would be extremely grateful if you would complete the Health and Safety
Checklist overleaf.
Please note: all Work Based & Placement Learning students have received general Health and
Safety training and, where applicable, specific Safety information. Although the students may
have some experience from previous work experience, most are unlikely to have had formal
training for the tasks they are to perform. As their employer, you should assess their need for
training and provide instruction as necessary.
Please do not hesitate to contact me on:
Email:
Telephone:
Many thanks in advance for your co-operation.
116
Work Based &
Placement Learning
Module Handbook
117
Work Based & Placement Learning
Module handbook
Work Based & Placement Learning Tutor:
Contact details:
Work Based & Placement Learning Support Staff
Contact details
118
Course content:
1. Pre-Work Based & Placement Learning preparation including, Pre-Work Based & Placement
Learning session(s), the selection of Work Based & Placement Learning, application forms,
CV's and interviews. Student’s skills analysis, possible learning outcomes including potential
to relate academic theory to the work place and skills development highlighted in the skills
analysis.
2. During Work Based & Placement Learning work including relating academic theory to the
workplace, recording activities and reflection in a reflective logbook.
3. Post Work Based & Placement Learning reflection of learning and career prospects.
1. Contact hours:
Lectures/tutorials will be held (As required by individual module).
Compulsory sessions, in bold in the table below, must be attended by all students.
Other sessions where Work Based & Placement Learning providers give talks are optional.
Students should attend those related to their interests/subject area.
Programme should be described as preliminary and the programme order may change as
speakers are identified and confirm. The programme will be regularly updated as speakers
become available and it is up to the students to keep themselves updated through Blackboard.
119
TIME
WK
DATE/TIME
SESSION TOPIC
DELIVERED BY
LOCATION
Introduction to the module (Compulsory)
1
1
1
1
Q/A session – How am I going to secure Work
Based & Placement Learning?
1
2
1
2
2
3
Student Work Based & Placement Learning
Presentations :
Returning students presentations.
1
1
2
1
EMPLOYER WEEK 1
1
120
4
1
1
EMPLOYER WEEK 2
1
5
6
7
1
1
8
EMPLOYER WEEK 3
1
1
9
2
NOV 30TH
10
EMPLOYER WEEK 4
1
1
11.00 -12.00
10.00 – 11.00
11
DEC 7TH
10-11
DEC 10TH
10-11
Interview skills Compulsory
Work Based & Placement Learning
1
121
DEC10TH
Documentation
Compulsory AT
9.30-1030
12
1
1
Work Based & Placement Learning
Documentation Compulsory
1
TH
DEC 14 10-11
1
TH
DEC 17 10-11
122
SEMESTER 2: PROVISIONAL TIMETABLE
WK
1
2
DATE / TIME
SESSION TOPIC
DELIVERED BY
LOCATION
TIME
Work Based & Placement Learning next steps compulsory
Live Projects/Briefs
3
1
1
1
4
Employability Skills Analysis Workshop 1
5
Reflective Practice and Learning Skills Workshop 1
3
2
6
Employability Skills Analysis Workshop 2
7
Health and safety Compulsory
8
Work Based & Placement Learning Documentation
Compulsory
2
1
1
123
STUDENTS MUST ATTEND THE COMPULSORY SESSIONS AS DESCRIBED ABOVE. FAILURE TO
DO SO WILL RESULT IN FAILURE OF THE MODULE.
A student must complete ___% of a Work Based & Placement Learning for it to be assessed.
Failure to do so will mean a student xxxxxxxxxxxxxx.
Students are required to submit their final report in early September (week 0) and should
have completed their required hours of Work Based & Placement Learning by this time. There
will be no extensions for submission except in extenuating circumstances.
All students are responsible for attaining their Work Based & Placement Learning.
The work undertaken must be a ’job of work’ (or project work if working to a Live Project/Brief.
However, the job of work/project must allow for higher level skills development (problem
solving, evaluation, idea creation etc.) as would be appropriate for an Honours degree Work
Based & Placement Learning.
All templates referred to below are available from Careers & Employability web pages.
Assistance in securing Work Based & Placement Learning:
Sessions on CV’s, covering letters and interview techniques will be held in first semester by staff
from Careers & Employability. First impressions are very important in securing a Work Based &
Placement Learning and these sessions are to help with these key aspects.
The initial impression a student creates through their CV, Cover letter and in person at
interviews is very important to a potential Work Based & Placement Learning provider, and
these sessions will help you create that positive ‘Personal Brand’ and make the First Impression
you want to give.
Application stage:
During the application stage, students should keep a record of their applications using xxxxxxxx
(This can form part of the student Reflective Logbook). This enables the Work Based &
Placement Learning team to monitor regularly throughout the year the types of Work Based &
Placement Learning students are seeking and their progress towards securing a Work Based &
Placement Learning opportunity.
Students are encouraged to seek their own Work Based & Placement Learning. These must be
approved by the Work Based & Placement Learning tutor/staff before the student can start the
Work Based & Placement Learning and adhere to University guidelines.
It is advised that students commence the application stage as early as possible in the
academic year to help secure employment. Many of the larger employers will close their
programmes early in the year and the process is a competitive one.
124
It is a requirement that students engage fully in the Work Based & Placement Learning process,
make an appropriate number of applications and of an appropriate quality.
Pre-Work Based & Placement Learning submission:
Once a Work Based & Placement Learning is secured and approved, students should complete
their pre- Work Based & Placement Learning skills Analysis.
The pre-Work Based & Placement Learning submission is worth 20% of the module mark.
Prior to departure pack:
Prior to departure on Work Based & Placement Learning, students should complete all Work
Based & Placement Learning documentation and attend the relevant sessions to support the
process. The documents include Work Based & Placement Learning agreements, Health and
safety checklist and Risk Assessment and return ASAP to the school Work Based & Placement
Learning staff.
It is the student’s responsibility to make sure they complete and return these forms.
During Work Based & Placement Learning:
a. Reflective logbook:
During the Work Based & Placement Learning students must complete a Reflective logbook. An
example logbook sheet is given in Appendix xxx. During the mid Work Based & Placement
Learning visit the visiting tutor will use the logbook submissions to ascertain how students are
doing, whether they need any help (and put in place an action plan) and also to ensure students
are doing appropriate work on which they can reflect on their experience and their learning
outcomes.
b. Visits by staff and assessment:
During the Work Based & Placement Learning the student will be visited by the Visiting Tutor
who will ask the Work based Mentor, Work Based & Placement Learning/Live Project provider
to give an assessment of their work and if the student is meeting the Required Professional
Competencies (RPCs). If a student is failing in any of their RPCs an Action Plan will be developed
to help the student meet the required RPC(s). The Plan will be agreed and signed by the
student, visiting tutor and Work based Mentor and or Work Based & Placement Learning/Live
Project provider.
The mid and final Work Based & Placement Learning visit reviews will count 15% each towards
the final Mark
Completion of Work Based & Placement Learning:
On completion of the Work Based & Placement Learning the student will be required to submit
their reflective logbook a final report/project report and give a presentation.
Students should understand that the Work Based & Placement Learning /Live Project module
is similar to any other academic module in that the pre-Work Based & Placement Learning
work and reflective logbook, report and presentation equate to coursework.
125
Learning outcomes of the module:
At the end of the module students will:
Have increased their ability to relate academic theory to the work environment:
Have identified key employability skills development areas , reflected on the experience and
can evidence how and where they developed them during Work Based & Placement
Learning:
Be able to critically evaluate their learning from the Work Based & Placement Learning:
Have enhanced their career knowledge.
Skills developed:
At the end of the module students will have increased their self awareness and reflective
ability. This will allow them to identify and evaluate their knowledge and understanding, key
employability skills (including the Required Professional Competencies), subject specific and
transferable skills which they have developed during the Work Based & Placement Learning as
described in the Programme Specification and in the skills analysis completed as part of the preWork Based & Placement Learning submission.
Compulsory elements:
Attendance at all compulsory preparation sessions. Submission of pre-Work Based & Placement
Learning documents, Reflective logbook and Work Based & Placement Learning/Live project
report and delivery of presentation.
Assessment:
Pre-Work Based & Placement Learning skills analysis and key skills session attendance
Reflective Logbook:
Mid Work Based & Placement Learning Review & Action Plan (if required)
Final Work Based & Placement Learning Review
Reflective or Live Project Report
Presentation
Pre-Work Based & Placement Learning submission: (20%)
CV
Covering letters
Skills Analysis
Application summary and reflections sheets
Attendance of all required Pre Work Based & Placement Learning sessions
During Work Based & Placement Learning: (45%)
Reflective Logbook (15%)
Mid Work Based & Placement Learning Review (15%)
Final Work Based & Placement Learning Review (15%)
126
Post Work Based & Placement Learning
Reflective/Live Project report (30%)
Presentation: (5%)
Submission dates:
Failure in a module:
This module counts as a level 5 module and when taken in Stage 2 of a programme is
considered in the same way as any other Stage 2 module.
Late Submission
Work submitted after the deadline and without adequate explanation or prior arrangement
with the Work Based & Placement Learning Tutor concerned, will be subject to a penalty. In
accordance with University regulations, the mandatory penalty for late submission of work is
(insert university or course regulations) UNDER NO CIRCUMSTANCES can work be accepted and
a mark awarded once submissions by other students have been marked and returned to them.
Work submitted late will be considered for an exemption of the late-submission penalty only
if accompanied by a completed late-submission form.
Students unsure of their position with regard to late submission should contact (module Work
Based & Placement Learning staff) to discuss their position.
Information:
Information will be posted on line/blackboard and will include the following:
Sources of Work Based & Placement Learning, including Work Based & Placement Learning
available through School and Careers & Employability contacts.
Procedures for the approval of Work Based & Placement Learning.
Templates for the pre-Work Based & Placement Learning submission.
Advice for students seeking and taking Work Based & Placement Learning abroad.
Pre-Work Based & Placement Learning pack – forms to be completed prior to Work Based
& Placement Learning. (Including Health & Safety Checklist and Risk assessment)
Guidelines & Information on reflective writing and learning in Work Based & Placement
Learning and Work Based & Placement Learning Outcomes.
Details of the Work Based & Placement Learning report and presentation.
127
Appendix 1
Work Based & Placement Learning approval procedure
Students are responsible for securing their Work Based & Placement Learning.
Students who have applied for/obtained a Work Based & Placement Learning opportunity not
offered through the module, should ask the Work Based & Placement Learning provider to
complete the Employer details form (part of job description) including the Health and Safety
checklist and Risk Assessment. (Available from Careers & Employability).The form must be fully
completed and returned. Completion of these documents is the responsibility of the student.
Students must ensure that the appropriate level of higher skill development is included in the
Work Based & Placement Learning, such as problem solving, evaluation and idea generation
through activities such as project management.
The Work Based & Placement Learning Tutor should make the final decision regarding
suitability of each Work Based & Placement Learning opportunity.
Where the Work Based & Placement Learning is deemed suitable it will be approved and a
Work Based & Placement Learning agreement set up which includes the job description as
approved on the Work Based & Placement Learning Provider details form, the learning
outcomes of the module and the academic requirements for the student during Work Based &
Placement Learning ( i.e. reflective logbook, mid and final visit review assessment and project,
where applicable). The student, Work Based & Placement Learning tutor and the Work Based &
Placement Learning provider are all required to sign this agreement and keep a copy. The
student is responsible for getting the Work Based & Placement Learning provider to sign the
Work Based & Placement Learning agreement and returning it to the School office.
Where there is a query regarding the suitability of the Work Based & Placement Learning, the
student will be informed and it is the student’s responsibility to negotiate with the Work Based
& Placement Learning provider. For example the description of the Work Based & Placement
Learning may be judged not to enable the student to achieve the learning outcomes for the
module and higher level work is required. This will be explained to the student, who will then
negotiate a revised Work Based & Placement Learning description with the Work Based &
Placement Learning provider, followed by a resubmission of the Work Based & Placement
Learning approval form.
Where Work Based & Placement Learning is deemed unsuitable, the Work Based & Placement
Learning will not be approved and the student informed. The student is responsible for
informing the Work Based & Placement Learning provider.
No credit should be allowed for any Work Based & Placement Learning undertaken by a
student which has not been approved prior to the student commencing the Work Based &
Placement Learning.
128
Appendix 2
Pre-Work Based & Placement Learning submission: 20% of module mark
The pre-Work Based & Placement Learning submission should contain information relating to
applications for Work Based & Placement Learning and reflection on the outcomes of these
applications.
The submission should contain:
Example CV/application form used.
Example Covering letter/email used.
Summary & Reflection sheet of applications made.
Skills Analysis containing development areas to be addressed during Work Based & Placement Learning.
CV/application forms used
Students should include an example of their CV used for applying for a Work Based &
Placement Learning opportunity. Remember a student’s CV should be tailored for each
application they make. If they use specific application forms, they should keep a copy,
preferably electronically.
Help will be provided through the compulsory pre Work Based & Placement Learning sessions
on CV’s and covering letters. The PowerPoint slides from these will be available.
Covering letter/ e mail
An example covering letters or covering e-mail used in their applications should be included. If a
student applies by email, even a speculative enquiry, this can be treated as a covering letter.
Summary of applications made
The table shows the applications student’s have made, when and the outcome. This is good
practice for keeping track of all their applications.
Reflection on each application
In order to improve their job application record, it is important students reflect on each
application and what they have learnt from it. This will help them as they apply for more Work
Based & Placement Learning. If students do not do this reflection, they may find they are
applying for numerous Work Based & Placement Learning opportunities without success. i.e.
there are reasons why they are unsuccessful which they need to identify in order to succeed.
A reflection template must be completed for each Work Based & Placement Learning
application submitted. If a student makes a number of applications which are all immediately
unsuccessful, these can be combined on one template.
Skills Analysis and development areas to be addressed during Work Based & Placement
Learning.
The skills Analysis is based on the top ten employability skills (as described by the CBi).By
reviewing the skills and their experience and competence in using them it will help students to
increase their self-awareness, start their reflective learning and identify the skills development
129
areas that they need to address in relevance to their Work Based & Placement Learning, career
ambitions and achieving the learning outcomes for it.
The pre-Work Based & Placement Learning submission should be submitted by the end of the
first week of their Work Based & Placement Learning.
Assessment criteria:
CV – max 2 A4 sides; layout appropriate; personal details; course; education; skills – all
clearly shown and in particular skill should make clear what the owner of the CV can bring
to the organisation; as in CV tutorial. Application forms – same as above.
Covering letter – appropriate length, language, shows enthusiasm for Work Based &
Placement Learning and promoting self (Personal Branding), related to specific Work Based
& Placement Learning.
Summary & Reflection sheet of applications made.
Skills Analysis – Evidence of reflection and evaluation of self and areas of development,
key employability skills, Subject specific skills and transferable skills. . The quality of self
reflection and evaluation and evidence to support their statements are of vital importance
to them in understanding their skill strengths and development areas.
130
Work Based
& Placement
Learning
provider
Job title
Location
Dates of
employment
Date of
application
Type of
application
(CV/form)
Interview
date
Outcome (Successful/
unsuccessful and date)
Accept/reject
and date
131
Work Based & Placement Learning Application Reflection
Name:
STUDENTS NEED TO COMPLETE ONE OF THESE TEMPLATES FOR EACH JOB APPLICATION. THEY
SHOULD MAKE AS MANY COPIES AS THEY NEED BUT UPLOAD AS ONE FILE.
1. Work Based & Placement Learning Provider
2. Location
3. Title of job
4. Role/description of job:
5. Why did you apply for this Work Based & Placement Learning?
6. What research did you do about the Work Based & Placement Learning provider?
7. If you had an interview:
What preparation did you do for the interview?
132
8. Were the questions asked at the interview as you expected?
9. How well do you think you did in the interview?
Reflection on the outcome of their application
10. What feedback on their application/interview did you get from the Work Based & Placement Learning
provider?
11. Why do you think you were successful/unsuccessful
133
12. What would you change for the future in your:
CV/application form?
Interview preparation?
Interview technique?
13. What have you learnt for this application to consider for other job applications?
134
Appendix 3
Pre Work Based & Placement Learning section of Work Based & Placement Learning
Assessment Document (W.A.D.):
This pack contains a number of forms which you need to complete and ensure that their Work
Based & Placement Learning provider completes the relevant sections.
These are:
Tripartite Work Based & Placement Learning Agreement.
Risk Assessment
Health and Safety checklist for students (this is not the health and safety form completed
by the employer)
Appendix 4:
During Work Based & Placement Learning:
Reflective Logbook:
Weekly completion of the reflective log is a vital part of the student’s reflective learning and
personal and professional learning and development.
It is essential, as the visiting tutor will use these to assess if THE student is doing appropriate
level work to enable them to achieve the learning outcomes and that they are reflecting
appropriately to identify what they are learning and if they need to complete a mid Work Based
& Placement Learning action plan.
During the mid Work Based & Placement Learning visit, the visiting tutor will discuss the
reflective log. A student can amend these up until they have submitted their reflective log and
report at the end of the Work Based & Placement Learning.
It is essential that the students complete the ‘What I have learnt’ column fully. It is this
information which they will need to effectively learn and develop during the Work Based &
Placement Learning and complete their final reflective report.
The student should be reminded to consider aspects of each of the learning outcomes:
Ability to relate academic theory to the work environment:
Knowledge and understanding – application of knowledge gained in course.
Developed identified work related skills:
Subject specific skills: self management Skills: transferable skills
Critically evaluate their learning from the Work Based & Placement Learning:
How will what they are learning benefit the student and how?
Enhanced their career knowledge and management.
Career aspirations/work environment
135
Assessment criteria: Reflective Logbook
Appropriate forms completed for number of weeks worked, showing hours worked what
activities carried out and what was learnt.
Evaluation of what a student learnt in terms of subject knowledge and application and skills –
including personal and professional development.
Appendix 6:
Visiting Tutor visit:
The student is responsible for arranging the mid and final review visits from their visiting tutor
whilst they are on Work Based & Placement Learning. The mid Work Based & Placement
Learning visit must take place before the half way point of their Work Based & Placement
Learning/Live Project and their work based mentor must be available to talk to the visiting
tutor.
During the visit there will be a discussion between the student and the visiting tutor to outline
the structure of the visit and then separate discussions between the Work Based or Placement
mentor/WB & Placement Learning Provider and the visiting tutor.
The Work Based or Placement mentor/WB & Placement Learning Provider will be asked to
score the student’s performance in relation to the job description, the requirements of the role
and on the performance against the relevant RPCs listed below:
Knowledge and understanding
Problem solving/thinking
Evaluation and ideas
Numeracy skills
Communication skills - oral
Communication skills - written
ICT skills
Interpersonal and teamwork skills
Self management
Professional attitude
Organisation
Time management
Adaptability
Project Management
Personnel Management
Management of Change
The student will also be assessed on their development towards the module’s learning
outcomes.
The mid Work Based & Placement Learning visit score will contribute towards 15% of the final
mark.
136
The final Work Based & Placement Learning visit score will contribute towards 15% of the final
mark.
Appendix 7
Work Based & Placement Learning /Live Project Report (30% of module mark)
1. Reflective report:
The reflective report MUST relate to each of the learning outcomes for the module and RPCs,
demonstrating how the student achieved each learning outcome and RPC through their Work
Based & Placement Learning/Live Project experience. The student should indicate what they
have learnt whilst on their Work Based & Placement Learning /Live Project experience and give
evidence of what they did on Work Based & Placement Learning/Live Project experience which
supports their learning for each learning outcome. The student must demonstrate the
development they have achieved since completing the pre Work Based & Placement Learning
skills analysis
Please note – we are interested in their leaning from the activities you did whilst on Work
Based & Placement Learning, not the actual Work Based & Placement Learning work itself.
You should discuss this with the staff member who visits you on Work Based & Placement
Learning so that you are clear about what is required.
The learning outcomes are:
On completion of the module students will have:
1. Increased their ability to relate academic theory to the work environment;
2. Developed identified work related skills;
3. The ability to critically evaluate learning from the Work Based & Placement Learning;
4. Enhanced their career knowledge.
In the final reflective report, the student should consider what they have learnt through
reference to their:
Application process reflection.
Pre-Work Based & Placement Learning skills analysis.
Their weekly logs – particularly ‘what I have learnt’.
Required Professional Competencies
Drawing on these documents the student should be able to complete their reflective Report.
For 3, indicate how what they have learnt re 1 and 2 will be of use to them in the future – at
university, home and in their career.
For 4, indicate not only specific careers/job titles, but also the types of work environment they
would like or not like and whether this has changed following their Work Based & Placement
Learning.
The report MUST BE REFLECTIVE and EVIDENCED to their existing information – reflective
logbook, pre-Work Based & Placement Learning skills analysis and reflection.
137
Assessment criteria:
Must give evidence of how they met the following learning outcomes from their experience in
Work Based & Placement Learning:
Increased their ability to relate academic theory to the work environment:
Developed identified work related skills:
The ability to critically evaluate their learning from the Work Based & Placement Learning:
Enhanced their career knowledge.
Appendix 8
Presentation (5% of the module mark)
The presentation will be 15 minutes with an additional 5 minutes for questions.
The presentation should include:
1. A short profile of the organisation and details of the work undertaken.
2. Reflection on the application process.
3. What was learnt in relation to the experience with regards to each of the learning outcomes?
Copies of their PowerPoint slides for the presentation should also submitted
If students do not submit the presentation at this time they will be awarded a mark of 0 for the
presentation.
Students should be reminded:
1. They are the expert on what they have done.
2. Not be carried away with detail.
3. Have a clear message for each area.
4. Not to read from notes. To use prompt cards/notes, but NOT TO read from them.
5. Look at the audience – they are friendly and are interested in what you have to say.
6. Project their voice and speak clearly and at a sensible pace.
7. Convey enthusiasm for the Work Based & Placement Learning. They will have had a great
time and learnt a lot!
8. DO NOT criticise the organisation – the presentation is about what they have learnt, not
about the Work Based & Placement Learning Provider
9. Remember to thank the Work Based & Placement Learning Provider and in particular you
work based mentor/Visiting tutor.
10. PRACTICE THE PRESENTATION AND MAKE SURE THEY ARE WITHIN THE ALLOTED TIME.
Assessment criteria:
Application process.
Work Based & Placement Learning work – relating theory to practice/work.
Skills developed on Work Based & Placement Learning – expected and unexpected.
Learning from Work Based & Placement Learning and how it will be useful in the future.
Effect on Career aspirations.
MUST BE REFLECTIVE
138
Work Based &
Placement Learning
Assessment Document
(W.A.D.)
139
Work Based & Placement Learning Assessment Document (W.A.D.)
Assessor Guidelines
Work Based & Placement Learning Assessment Document (W.A.D.) measures a student’s
progress and development through their work placement. The steps through the placement are
as follows:
The W.A.D. should commence at the start of the student’s pre placement sessions and will start
with the student’s Skills Analysis, Personal SWOT, CV and covering letter.
The W.A.D. will be used to assess and document the student’s level of achievement and
development at the Pre Work Based & Placement Learning, mid-point and completion of their
Work Based & Placement Learning.
The assessment will be based on:
The minimum competencies of a placement (RPCs)
Learning Outcomes
Independent Learning Outcomes
Reflective and Self Awareness documentation (Skills Analysis (including development points),
Personal SWOT and Reflective Log).
Completion of the W.A.D.
If there are concerns about a student at the mid-point assessment an action plan must be
initiated and agreed on by the parties involved in the placement (student, placement tutor and
work based mentor).
If the student does not meet the Required Professional Competencies (RPCs) of the Work Based
& Placement Learning then the Work Based & Placement Learning part of the assessment will
be deemed as a failure.
When the mid-point assessment is completed a mid-point summary is completed for the
student’s W.A.D.
Record the student’s progress and levels of achievement based on RPCs and the set
independent and required learning outcomes.
Student Responsibilities
It is the student’s responsibility:
To provide all the relevant pre placement documentation for discussion with work based
mentor on the first day of the placement to set work schedule which will help to meet learning
outcomes.
To be proactive in arranging the mid-point and final assessment meetings
To submit completed W.A.D. to the university on time as detailed in the module handbook.
Successful completion of the module
Entering the work place at a novice level the student should be exposed to a wide range of new
experiences and would expect to attempt skills and activities that they have little or no
experience of but be able to demonstrate some underpinning knowledge and an appropriate
attitudes to developing the skill to be successful within the role and in meeting the
requirements of the Work Based & Placement Learning.
140
Pre Placement session, documentation and placement summary sheet
Student Name:
Assessment Tutor name:
Work Based Mentor name:
Pre Placement Session Tutor Signature:
Assessment Tutor:
E mail address:
Telephone:
Skills Analysis and Self
Awareness SWOT
Work Based Mentor:
E mail address:
Telephone:
Mid-Point
Assessment
Completion Date
Pre Placement
Documentation
Skills Analysis
Tutor Signature:
Mentor Signature:
Student Signature:
Final Assessment
Completion Date
Tutor Signature:
Mentor Signature:
Reflective Logbook
Student Signature:
Level of Achievement
141
RPCs completed successfully
If any failed how many?
Tutor Signature
Work Based Mentor Signature:
142
Placement Progress Summary (Mid/Final Review Documents)
Placement Discussion (2nd Copy for student W.A.D.)
Placement Tutor Signature………………………………………………………
Work Based Mentor………………………………………………………………..
Date………………………………………………………………………………………..
Mid-Point Review
Action Plan Required?
Placement Tutor Signature………………………………………………………
Work Based Mentor………………………………………………………………..
Date………………………………………………………………………………………..
143
Student Name:
Assessment Tutor name:
Work Based Mentor name:
Required
Professional
Competencies
Visiting Tutor/
Work Based
Mentor to tick
Assessment Tutor:
E mail address:
Telephone:
ICT Skills
Written
Communication
Verbal
Communication
Networking
Self Confidence
Work Based Mentor:
E mail address:
Telephone:
Mid-Point
Assessment
Completion Date
Influencing &
Negotiating
Emotional Intelligence
Leadership
Tutor Signature:
Mentor Signature:
Student Signature:
Final
Assessment
Completion Date
Tutor Signature:
Mentor Signature:
Critical Thinking &
Problem Solving
Motivation (strong
work
144
ethic)Conscientious
Professionalism
Time
Keeping/Management
Student Signature:
Level of Achievement
RPCs completed successfully
Quality of Work
If any failed how many?
Tutor Signature
Work Based Mentor
Signature:
145
Placement Progress Sheet
Action Plan
(Does the main placement tutor need to be contacted if there are problems within
placement?)
Area needed to be
Action required
Date of view
Mid-point review
developed
comments
146
Required Professional Competencies
ICT Skills
A basic Recognition and use of
the variety of ICT available to
support their role.
Can Use some basic ICT
hardware and software
packages to support you their
role.
Can Use basic ICT hardware
and software packages
efficiently to support their
role.
Efficient use to an
Intermediate use of ICT
hardware and software
packages to support their role.
Used ICT to widen their
knowledge and understanding
and increased their
effectiveness within their role.
Written Communication
The writer’ documents are
unclear and the reader has
trouble understanding its
purpose.
Responds to questions
inadequately.
The reader has a difficult time
determining why the writer
has created this document.
The writer often loses focus on
the main point of the
document.
This reader thinks the writer’s
purpose is clear for the most
part.
This reader thinks that the
writer’s purpose is clear. The
document has a clear focus.
Responds with difficulty to
basic questions and does not
respond adequately to
comments from other
members of staff.
Generally responsive to
comments, questions, and
other staff members needs.
Gives some opportunities for
interaction with others
Consistently clarifies, estates,
and responds to questions.
Summarizes when needed.
Is approachable and able to
confidently communicate to
staff on all levels
Networking
Unable to Identify networking
opportunities.
Can identify opportunities but
cannot recognise how they can
add value to a conversation.
Can identify opportunities and
recognises how they can add
value to a conversation.
Sometimes able to clarify, and
respond to questions. Can
summarise on some topics.
Is approachable and able to
communicate to piers but
hesitant on communicating to
more senior staff
Can make useful links and
connections with those they
meet.
Teamwork
Creates disharmony amongst
colleagues
Shows no confidence in their
capabilities. Appears to show a
negative attitude to applying
their skills to their role.
Appears to have difficulty
working with others
Demonstrates self doubt and a
lack of confidence in being set
tasks. Tends to be more
negative than positive on their
ability to complete work.
Demonstrates some inhibitions
when working with others
Sometimes demonstrates self
doubt but has a good level of
self confidence to complete set
tasks. Tends to be more
positive than negative when
given work.
Generally works well with
others colleagues
Usually demonstrates a high
level of confidence in their
capabilities. Overall an
optimist with a positive can do
attitude.
Influencing & Negotiating
Does not use or understand
the basic aims and principles of
effective negotiation and
influencing skills.
Understands the basic aims
and principles of effective
negotiation and influencing
skills but doesn’t use them in a
practical situation.
Knows and demonstrates a
variety of negotiation and
influencing techniques and
when they should be used.
Effectively demonstrates
negotiation and influencing
skills based on reflective
practice.
Emotional Intelligence
Does not have control over
emotional reactions. Responds
to difficult individuals or
situations with an agitated and
defensive manner. Struggles to
keep personal matters from
Is not self aware and does not
understand how their actions
can cause issues within
working environment with
other members of staff. Does
not pick up on clues from
Understands the basic aims
and principles of effective
negotiation and influencing
skills and uses them to a
degree of success within their
role.
For the most part, controls
emotional reactions. Usually
keeps personal matters from
interfering with performance.
For the most part, controls
emotional reactions. Responds
to difficult individuals or
situations with a calm and nondefensive manner. Usually
keeps personal matters from
Is self aware and socially aware
and able to remedy difficult
individuals or situations with a
calm and non-defensive
manner. Keeps personal
matters from interfering and
Verbal Communication
Self Confidence
Able to identify networking
opportunities making useful
links and uses their network to
their benefit.
Works exceptionally well with
other colleagues.
Demonstrates a high level of
confidence in their capabilities.
An optimist with a positive can
do attitude.
147
interfering with performance.
other members of staff and is
socially unaware
Does not contribute to
assigning roles or defining
goals.
interfering with performance.
maintains top performance.
Works well with others. Listens
to team members' opinions.
Helps organize contributions.
Assumes leadership role in
prioritising and coordinating
tasks and/or integrating
individual contributions into
final result.
Encourages, motivates, and
works well with others. Seeks
and respects other staff
members' opinions. Helps to
or organizes contributions of
staff involved in their business
as usual activities.
Leadership
Ignores others contributions.
Works independently. Does
not listen to others. Does not
contribute to organization
Critical Thinking &
Problem Solving
Does not demonstrate any
insight or techniques in
problem solving within their
own learning.
Does not approach problem
solving with any process. Has
difficulty constructing and
executing a plan.
Consistently reacts incorrectly
before thinking through a
problem. Makes some
situations worse.
Reveals some insights about
own learning. Basic
understanding of relevance of
problem-solving techniques.
Can identify problem-solving
techniques that are most
helpful, but may not be able to
clearly summarize selfknowledge.
Uses a basic process for
problem solving. Understand
the problem Construct a plan
to solve the problem Execute
the plan.
Critically reflects on problemsolving techniques, strategies,
and results. Identifies those
most helpful to self. Offers
clear insights regarding selfknowledge.
Motivation (strong work
ethic)Conscientious
Appears to lack interest and
motivation. Does not seek out
opportunities to develop.
Behaves in an inappropriate
manner for a working
environment.
Unpunctual. Always or
frequently late forgets to
phone in
Provides work that usually
needs to be checked/redone
by others to ensure quality.
Appears to lack initiative or
drive to complete set tasks.
Shows interest but displays
negative attitudes at times
Appears interested and usually
displays enthusiasm.
Approach is one of interest
and genuine enthusiasm
Lacks awareness of the
concept of professionalism
Professional rapport
frequently affected by over
familiarity
Usually on time. Phones in if
about to be late/absent
Aware of professionalism but
occasionally over familiar with
client or colleagues.
Rarely late. Manages time
appropriately
Always acts professionally
Provides adequate work that
does not need to be
thoroughly checked or redone
and is of an adequate quality.
Provides high quality work.
Provides work of the highest
quality.
Professionalism
Time
Keeping/Management
Quality of Work
Occasionally late. Usually
phones in
Provides work that
occasionally needs to be
checked/redone by other
group members to ensure
quality.
Always on time. Manages time
appropriately and well.
148