Chapter 14: Student Placement

14.1 Placement

Placement is the success indicator of the project and hence all the efforts should be focused around this. In a classroom typically either students go for higher education or drops out for livelihood options. The school should identify those students who wanted to get into the world of work by individual counseling followed by parents counseling. Parents’ consent should be integral part of the counseling.

14.1.1 Preparation

Before placement all the students should undergo training in work preparedness module where the student is made aware of the world of work and the expectation from the student in the workplace. This module teaches the student how to behave in work place, etiquettes, preparation of CV, mock interview, Focus Group discussion and Internship.
The students who have /are attaining 18 years of age and desirous of placement with the consent of their parents are eligible.

14.1.2 Work Readiness

Aim to develop student work readiness through preparatory activities. Work readiness helps increase the benefit of workplace learning for student.

• Work readiness can be critical to the successful placement of students, particularly if the student is to be assessed on the job.
• Work readiness can be viewed as both a process and a goal that involves developing a student’s workplace-related attitudes, values, knowledge and skills. This enables students to become increasingly aware and confident of their role and responsibilities, usually as entry-level workers in enterprises where customer satisfaction, operational performance, and frequently financial return, are vital.

Assessing a student’s ‘work readiness’
Before undertaking placement, teachers need to consider individual student work readiness to ensure the placement benefits both students and employers.

Work readiness involves students having what employers call the right attitude. At the most fundamental level this means the student has:

▪ a positive attitude to appropriate personal presentation, being reliable and punctual, the work being done and to spending some days in the workplace
▪ realistic expectations of the work that an entry-level student will be able to do, or of the work that needs to be done for the level of the qualification the student is preparing to attain
▪ willingness to learn
▪ the confidence to ask questions to clarify instructions
▪ Completed preparatory activities that include practices, acceptable behavior and student conduct in the workplace (including child protection issues) and the circumstances for using emergency contact procedures.
In addition the student should:
▪ Organise travel arrangements that they can safely manage to and from the workplace. This will require support from the school.
▪ Make arrangements to ensure their attendance for the duration of the work placement
▪ Understand their individual responsibility for providing and completing relevant paperwork

14.1.3 Campus Interview

The industry/employers will also endeavor to organize job fairs and campus interviews to facilitate appropriate placement of students possessing desired competencies. The Corporate Social Responsibility Initiatives of the industries may also be leveraged upon where ever feasible.

14.2 Post Placement

After the placement of the students the coordinators /teacher should conduct post placement survey where they take the feedback from the employers where the Student are working and also from the students as it will help the school to design and modify the deliverable again as per the industry requirement.
After taking feedback students should also be monitored regularly and provided adequate support where ever and whenever required.