Placement Handbook - 2019-20

Career Development Modules NCL2007, NCL3007, NCL3008, NCL8007, CEG8008

Placement Handbook 2019-20

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Contents Contents Welcome to the Career Development Module  At a Glance  Key Contacts  Useful Links Module Overview Roles and Responsibilities  Placement Supervisor  Student  University Staff (including NUSU)  Mid-Year Review Placement Evaluation  Overview  Marking Criteria  Placement Evaluation Form

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Welcome to your Placement Handbook Welcome to the Career Development Module’s Placement Handbook. It is designed to guide you through some of the basic information you need to support your student(s) in completing their placements and outlines expectations.

At a Glance The Career Development Modules (CDM):  Allow a variety of placements to benefit from additional support or enriched approaches to work by the student(s) placed with them for a total of 70 hours*.  Provide the student with the opportunity to develop the skills graduate employers look for by undertaking work-related learning.  Are like other modules and count towards the student’s final degree classification.

They are worth 20 credits.  Provide students with a selection of tools and resources for use in module assessments and beyond.

Key Contacts Focus/Placement Type

Team Responsible

Email

Phone

Module/Student related issues School placements

Curriculum Team

csmodules@ncl.ac.uk

0191 208 2003

Student Recruitment Team Volunteering Team (NUSU) Curriculum Team

sis@ncl.ac.uk

0191 208 8684

cdm.union@ncl.ac.uk

0191 239 3991

csmodules@ncl.ac.uk

0191 208 2003

Volunteering placements Learning from Work placements Useful Links

Newcastle University Careers Service web pages: https://www.ncl.ac.uk/employers/connect/cdm/

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Module and Placement Overview Newcastle University Careers Service offers work-related learning modules for academic credit to students from a wide range of degree programmes. The aim is to develop students who can independently self-manage, proactively interact and ethically apply their knowledge and skills within the workplace. The modules include a 70 hour* work placement which typically takes place between October and Easter. *Students placed in schools will usually complete 5 of their 70 hours at a campus based aspiration raising event.

Placement settings are grouped into three routes:   

Student Tutoring: in North-East schools and colleges Student volunteering: in the local community and the University Students’ Union Learning from Work: in part-time term-time work on or off campus

Students negotiate their role at their placement and work alongside staff to achieve the organisation’s aims whilst also developing their own knowledge and skills. They consider their skill sets and ambitions at the start of the module and are expected to develop these through a reflective cycle of plan-do-review.

Module assessment varies according to stage of degree, but typically breaks down as:

 

University based first assessment (30%) University based final assessment (30%)

 

Placement Evaluation (30%) Engagement with learning materials (10%)

Timeline

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Oct

Placement confirmation and relevant administration is carried out.

Nov

All students should have made initial visit by first week and completed and returned the Placement Learning Agreement (PLA) to Newcastle University Careers Service.

Dec/Jan

Students should be about half-way through their placement hours and have agreed a schedule of continued visits to resume in January along with a mid-year review with their supervisor.

April

Most students will complete their required placement hours by Easter and should arrange a formal sign off meeting with their supervisor to discuss and sign off the Placement Evaluation and Record of Activities.

May

Students submit relevant documents via their Blackboard module area and complete their assessments at University.

Roles and Responsibilities The Placement Supervisor should: 

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  

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Work with/oversee the student, ensuring they work within relevant statutory guidelines and with a nominated member of staff responsible for their work at all times.

Arrange a formal initial meeting with the student and complete the Placement Learning Agreement (PLA) which covers: o Health and Safety o Safeguarding (where relevant) o Other relevant legislation o Placement aims and objectives o Student’s personal development goals o General placement details (who, what, when, where) Help ensure the PLA is completed as soon as possible for the student to submit to Newcastle University Careers Service and officially commence their placement hours.

Provide support and formative feedback for the student, including a mid-year and end-of-placement review, and re-negotiate their role as appropriate. The student should be proactive in identifying and addressing problems, issues and needs.

Regularly sign the student’s Record of Activities Form to verify their attendance and completion of required 70 hours.

Alert the University point of contact (see key contacts) if there is anything that can’t be resolved through discussion with the student.

Discuss and complete the Placement Evaluation form at the end of the placement for the student to submit to the University. See this handbook for guidance.

Students Student tutors in schools and colleges should:  Take a proactive approach in order to contribute effectively at the placement.  Hold an Enhanced DBS Disclosure and not have substantial unsupervised access to learners.  Negotiate their role and placement visit schedule with the supervisor at the initial meeting, use the PLA to convey personal goals, and keep the placement/University informed about any change in circumstance.  Help with any aspects of learning, provide a role model to help raise aspirations and work to maximise their contribution to other relevant objectives for the school.

Examples of student tutors’ work:  Tutoring in academic work with any learners or targeted work such as mentoring with e.g. less/more able learners.  Discussing personal experience of continued education, including study skills, and relating work in placement to a wider context including employment.  Making a presentation on ‘university life’ or helping with UCAS applications.  Researching, developing and delivering resources.  Supporting extra-curricular activities or accompanying visits e.g. field trips.  Linking to other priorities e.g. Basic Skills, Coding and Programming, Creativity, Enterprise, Gifted and Talented, Numeracy, Personalised Learning, Reading, Special Needs, Transition, Vocational Education.

Student volunteers should:  Confirm with Newcastle University Students’ Union that they can undertake a suitable voluntary activity on or off campus.  Take a proactive approach and work to maximise their contribution to achieving the aims and objectives of their volunteering placement.  Negotiate their role and placement visit schedule with the supervisor at the initial meeting, use the PLA to convey their personal goals, and keep the placement/University informed about any change in circumstance.

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Examples of student volunteers’ work:  Within Newcastle University Students’ Union (NUSU)  Campaigning and project management e.g. helping with the ‘Give it a Go’ scheme, running an environmental project.  Fundraising e.g. plan and manage events in the community to raise money for and/or awareness of e.g. Hope Not Hate.  Market research e.g. attracting international students into the Students’ Union.  External projects  Education e.g. Success4All, helping children with after-school learning in specific subject areas.  Community e.g. Friends Action North East, supporting disabled people by befriending and attending events together.  At Risk e.g. NACRO, working with hard to reach communities to encourage young people away from crime.  Mentoring and advice e.g. Action Foundation, mentoring refugees and asylum seekers to encourage integration.

Learning from work students should:  Confirm with their supervisor at work that they will be able to use their part-time term-time work as the basis for academic credit through this module.  Take a proactive approach and work to maximise their contribution to achieving the aims and objectives of their work placement.  Negotiate their role and placement visit schedule with their supervisor at the initial meeting, using the PLA to convey personal goals, and keep the placement/university informed about any change in circumstance.

Examples of ‘learning from work’ students’ work: Newcastle University on-campus work  Newcastle University Alumni Association, Northumbria Universities Officer Training Corps.  Newcastle University Students’ Union bars.

Work off campus  Part-time, term-time work (paid) e.g. Marriott Hotel, Stand Comedy Club, Sunderland Echo, Tesco, The Brandling, Uni-X Events and Waitrose.  Part-time, term-time work (unpaid) e.g. British Lung Foundation, HM Coastguard, Meadow Well Connected, Newcastle City Council, Swedish Chamber of Commerce.  Continuation of industrial placements e.g. AECOM, Arup, Atkins, BT Bell, Bell Munro Consulting, Capita Symonds, ICE North East, Royal Haskoning.

University staff will:  Provide support for individual students and liaise with other University staff to facilitate recruitment and timely registration onto modules.  Liaise with placement supervisors to create or support suitable placement opportunities. Please note: the University arranges school placements and NUSU arrange volunteering placements. It is the student’s responsibility to arrange their own part-time term time job to use as a placement.  Ensure all participants are provided with information about what they need to do to prepare for placement e.g. health and safety processes, DBS application.  Introduce students to the module requirements, provide support to enable them to develop personally and to be successful in assessments for the module.  Establish and maintain working partnerships with individual placement providers to resolve issues and maximise benefits for all participants.

Placements will be informed of their relevant lead contact by the University/NUSU.  Assess and moderate students’ work, provide feedback, enter marks onto University systems, and manage resit procedures.  Comply with University Quality Assurance procedures for placements and assessment.  Use feedback from all participants to evaluate and improve procedures and administration.

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Mid-Year Review Students are expected to arrange a mid-year review meeting with their placement supervisor when they are roughly halfway through their hours at the placement (usually either just before or shortly after the Christmas break).

This meeting is not assessed but provides an opportunity for the supervisor to provide formative feedback to the student on their work for the placement, including: their progress towards goals and activities identified in the Placement Learning Agreement (PLA); the extent to which their goals may have changed or evolved during this time; the level to which they have demonstrated the Graduate Skills of Planning and Organising, Communication, Teamwork and Personal Enterprise; further development that may be needed to improve their performance and enable progress towards their goals.

Module teaching will help students to prepare effectively for the mid-year review meeting, and for asking for, receiving and acting upon feedback in a workplace context. They are encouraged to use and bring a copy of their Placement Learning Agreement form and the Placement Evaluation form and criteria to inform discussion of their progress and performance.

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Placement Evaluation Guidance The Placement Evaluation offers you as the placement supervisor the opportunity to reflect and give feedback on the student’s work, the skills and attributes they have developed, and whether or not they met your placement objectives. It is worth 30% of the student’s final mark.

Students are encouraged to arrange and prepare for an end-of year review with you when they have finished their hours to discuss their performance at and contribution to the placement, including their progress towards agreed goals and activities and the level to which they have demonstrated the Graduate Skills of Planning and Organising, Communication, Teamwork and Personal Enterprise. Module teaching will help students to prepare effectively for their end-of-year review.

The Placement Evaluation can be completed either during or after this meeting, electronically or by hand. It should be printed for signature before returning it to the student to submit for assessment by the deadline of Monday 11th May 2020. 1 The Placement Evaluation form can be found within this handbook along with criteria to enable supervisors to complete both sections of the form.

As the supervisor, you should tick one box that best describes the level of competence in each of the four skills within the matrix provided on Page 1 of the form. The skills matrix criteria on page 11 provides detail of competence levels to help you with this.

You should then complete the supervisor statement on Page 2 of the form.

Where applicable, the supervisor statement should include specific examples of work the student has undertaken which have contributed to overall team or placement organisation goals. See the ‘Supervisor Statement’ section of the marking criteria on page 12 for examples of the types of activities and achievements which could be included within the supervisor statement - please note this is not an exhaustive list.

Please ensure that you familiarise yourself with the criteria and complete both pages of the form (skills matrix and supervisor statement).

Newcastle University Careers Service will use the marking criteria on page 12 to award a mark for the evaluation (which forms 30% of the overall module mark) based on the completed skills matrix and supervisor statement, in accordance with the University common marking scale and normal University procedures.

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In exceptional circumstances where supervisors wish to return the form directly, rather than via the student, please contact csmodules@ncl.ac.uk for advice.

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Skills Matrix Criteria: To aid completion of Skills Matrix (page 1 of Placement Evaluation)

Indicators of Unsatisfactory competence include:

Planning and Organising Set targets, plan actions and manage time and resources effectively to achieve personal and placement goals.

Goal setting and action planning will inform development of the other Graduate Skills.

Communication Use speech, writing, non-verbal methods and technology to present and exchange opinions, ideas and information effectively.

Teamwork Build effective working relationships and collaborate with other people.

 Not setting personal goals;  Frequently not following instructions;  Not learning from feedback;  Poor time and resource management.  Frequently not engaging in appropriate communication;  Not listening.  Frequently opting out of teamworking activities;  Acting in ways that adversely affect the team.

Personal Enterprise  Not actively seeking Use problem solving to opportunities; respond to opportunities  Not anticipating problems; to improve own  Avoiding challenges. performance and work processes.

Indicators of Weak competence include inconsistent and/or ineffective use of skills resulting in:  Setting personal goals that are unrealistic in relation to personal strengths and weaknesses;  Setting personal goals that are not achievable in relation to placement policies and practice.

To demonstrate Good competence the student will have:

To demonstrate Very Good competence the student will have consistently and effectively:

 Set and communicated personal goals;  Planned actions;  Managed time and resources to improve own performance and contribute to placement goals.

 Set challenging personal goals;  Planned SMART actions: Specific, Measurable, Achievable (considering placement policies and practice), Realistic (considering own strengths/weaknesses), Time bound;  Recorded and reflected on progress.  Used a range of appropriate communication methods;  Met the needs of different audiences;  Actively listened to others.

Consistently evaluated and selected from a range of methods; to communicate with different audiences, for different purposes.

 Regularly consulted with colleagues and other stakeholders;  Developed and adapted their role within the team;  Made an important contribution to achieving team goals.

 Performed a variety of team roles, including appropriate leadership;  Made a substantial contribution to achieving team goals.

 Proactively identified problems and opportunities that were relevant to the role;  Used problem solving techniques to generate ideas;  Selected and implemented appropriate actions.

Proactively generated, evaluated, and presented/implemented innovative ideas that improved own performance and work processes.

 Providing inaccurate or confusing messages;  Failing to meet the needs of the audience.

 Produced accurate and coherent messages that met the needs of the audience;  Encouraged dialogue with others.

 Not building and maintaining working relationships;  Making a limited contribution to achieving team goals.

 Agreed their role and responsibilities with supervisor and colleagues;  Formed working relationships across teams;  Contributed to achieving team goals.  Identified some problems and opportunities;  Generated and shared solutions to some problems for themselves or their team.

 Not identifying opportunities or problems that are relevant to role;  Not generating ideas to solve problems.

To demonstrate Excellent competence the student will have consistently and effectively:  Exceeded personal and placement goals e.g. delivered results early or used fewer resources than anticipated;  Demonstrated professional practice.

Marking Criteria: Placement Evaluation Combined Skills Matrix and Supervisor Statement (University Common Marking Scale) <40 Relates to Skills matrix (page 1 of Placement Evaluation form) A point value is allocated to each tick. Where ticks are distributed across more than one matrix column, a numeric score will be awarded accordingly

Relates to Supervisor statement (page 2 of Placement Evaluation Form) provides specific examples of student actions that explicitly evidence that:

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Four “Unsatisfactory” equivalent to a score of 30+

40 - 50 Four “Weak” equivalent to a score of 40+

Student seemed unaware of or unconcerned with team and/or organisational goals OR Supervisor statement not completed.

50-60 Four “Good” equivalent to a score of 50+

60-70 Four “Very Good” equivalent to a score of 60+

Student had a clear understanding of team and/or organisational goals and contributed to these in a meaningful way OR Supervisor statement not completed.

70+ Four “Excellent” is equivalent to a score of 70+

Student helped formulate team and/or organisational goals and made a substantial contribution to these e.g.

• Providing critical resources for increasing the productivity of others • Increased organisational revenue/productivity • Improved service user satisfaction • Produced performance levels equal to that of permanent staff • Addressed organisational needs that otherwise would not have been met

Placement Evaluation Newcastle University Career Development Module Learning from Work, Student Tutoring, Student Volunteering Student Name: Placement route: Placement Organisation:

Student ID: Module Code: Hours Completed:

Skills Matrix In the grid below: E=Excellent; VG=Very Good; G=Good; W=Weak; U=Unsatisfactory.

Ideally, the supervisor will discuss this evaluation with the student at the start, in the middle and at the end of the placement.

Please use the descriptors of competence for all levels and across all four skill areas as provided in the Placement Evaluation criteria to inform your evaluation of the studentâ&#x20AC;&#x2122;s performance during their time at the placement.

Competence Planning and Organising

Definition Set objectives, plan actions and manage time and resources effectively in order to achieve personal and placement goals.

Use speech, writing, non-verbal methods and technology Communication

effectively to present and exchange opinions, ideas and information.

Team Working

Build effective working relationships and collaborate with other people.

Personal

Use problem solving to respond to opportunities to improve

Enterprise

own performance and work processes.

Please now complete the Supervisor Statement overleaf.

U

W

G

VG

E

Supervisor Statement How has the student contributed to your team/organisational goals? Please provide specific examples and see the Placement Evaluation marking criteria and additional guidance for details and descriptors

Are you happy for us to use your comments in case study publicity?

yes

no

Are you interested in receiving another student next academic year?

yes

no

Signed : _________________ Name (please print) : ____________________ Date:

______

This evaluation is worth 30% of the studentâ&#x20AC;&#x2122;s final mark. It should be completed electronically or by hand and printed for signature before returning to the student for them to submit after completion by the deadline of Monday 11th May 2020.

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