Introduction
This section of the toolkit can help you write placement role descriptions and manage the process of matching students to placements. It contains templates and examples to help:
- the provider, student, and employer make successful placement matches
- consider which aspects of the enrolment process you want to review
- make sure that T Level students understand the placement options available and are successfully matched with an appropriate employer.
This tool helps providers to:
- write effective role descriptions for industry placements
- work with employers to include specific information about the tasks the student will carry out
- give students a clear picture of the role, what they can expect from the placement and what will be expected of them
- match students to the roles that are most suited to their current skill set
- manage the successful placement of students
- work collaboratively and share information with curriculum staff and colleagues involved in organising industry placements
This helps employers to:
- share relevant information about the tasks the student will carry out
- share the responsibilities the student will have in their role
- share what knowledge and skills the student needs before the placement
- share what knowledge and skills the student should gain in the role
This helps students to:
- decide if the placement matches their interests and meets their expectations
- decide if the placement fits with their long-term career goals
- understand what would be expected of them if they started the placement
- evaluate their current knowledge, skills, and behaviours and think about what else they might need to do to perform well in the placement
Templates and examples
The template for a good industry placement description is included. The template can be used as it is or changed to suit the needs of your organisation.
If you are unclear about what knowledge; skills; and attributes, attitudes and behaviours are relevant to the placement, work with the curriculum team who will have in-depth knowledge of the T Level curriculum.
Examples of industry placement descriptions are included to show how they can be used for different circumstances.
Who is it for?
Share the template and examples with all staff involved in helping students select the placements. This will include:
- staff in employer engagement
- T Level course leaders and tutors
- the curriculum team
- other staff involved in the placement design
- student support staff
- careers advisers
- the employer
Industry placement role description
Template
|
Name and address of employer |
|
Details of business |
- what they do
- size of business/number of employees
- who their clients are
|
Placement role |
|
Placement location |
- what department is the placement in?
- what location is the placement based at?
- will the student work across different departments/sites?
- will the student work in a domestic, commercial, or industrial sites?
|
Work the student will carry out |
- type of work the student will be doing
- list the specific job tasks the student will carry out
- list examples of the tools/software/equipment/materials the student will use
- list workplace-specific training that will be given
|
Knowledge the student needs before the placement |
- list the knowledge the student is expected to have before the placement starts
- if you are unsure about what to include, work with the curriculum team on this
|
Knowledge the student will gain during the placement |
- list the knowledge the student is expected to gain during the placement
- if you are unsure about what core and technical competencies to include, work with the curriculum team on this
|
Skills the student needs before the placement |
- list the skills the student is expected to have before the placement starts. Include:
- transferrable skills
- personal skills
- soft and hard skills
- if you are unsure about what to include, work with the curriculum team on this
|
Skills the student will gain during the placement |
- list the skills the student is expected to gain during the placement. Include:
- transferrable skills
- personal skills
- soft and hard skills
- relevant technical skills and core competencies
- if you are unsure about what to include, work with the curriculum team on this
|
Attributes, attitudes and behaviours the student should have before the placement |
- list the essential attributes, attitudes and behaviours the student is expected to have before the placement starts. Include employability skills
- if you are unsure about what to include, work with the curriculum team on this
|
Attributes, attitudes and behaviours the student will gain during the placement |
- list the essential attributes, attitudes and behaviours the student is expected to gain during the placement. Include employability skills
- if you are unsure about what to include, work with the curriculum team on this
|
Who the student will work with |
- include their job roles and responsibilities:
- site manager/team leader
- mentor
- colleagues
- suppliers
- customers
|
Hours and pattern of work |
- pattern of placement (day release/block release/hybrid)
- the minimum total hours of work the student will have on the placement
- daily hours
- lunch break duration
- any designated breaks
|
Other information |
- should the student provide their own lunch?
- are any food outlets/shops nearby or is lunch available on site?
- travel considerations. Will the student need to arrange their own travel or will transport be provided?
- is there a uniform or dress code?
|
Available progression routes after completion of the T Level |
- employment (what type?)
- further education (which courses?)
- higher education (which courses?)
- professional certification (add specifics)
|
* Student and Employer to initial the role description and confirm they understand the requirements and expectations
Student initials Date
Employer initials Date
Industry placement role description Example 1: Team leadership/management |
Name and address of employer |
- AAJ Management Ltd
- 44 Summer Row, Birmingham, B3 1JB
|
Details of business |
What they do:
- provide tenancy support, and employment and skills support for people and communities across the Midlands
Size of business:
Who their clients are:
- housing tenants
- charities
- suppliers
|
Placement role |
|
Placement location |
- based in the business excellence department
- based at head office
|
Work the student will carry out |
Type of work:
- working with the learning and development and the business excellence teams to identify learning opportunities for the organisation
Specific job tasks:
- supporting positive relationships with internal and external stakeholders
- contributing to the management and implementation of short and long-term projects
- designing, organising, and delivering team-building activities to encourage team bonding
- taking phone calls
- setting up meetings
- booking rooms
Examples of tools/software/equipment/materials used:
- e-learning software
- project management software
Workplace-specific training given:
- understanding of equity, diversity and inclusion (EDI)
- health and safety at work
- fire safety awareness
- safeguarding awareness
|
Knowledge the student needs before the placement |
- knowledge of project management and change management tools and theories
- knowledge of quality and compliance
- knowledge of business context – different types of internal and external stakeholders
- knowledge of business behaviours
|
Knowledge the student will gain during the placement |
- understanding project management planning
- understanding change management techniques
- risk management techniques, including relevant legislation to develop stakeholder maps and communication plans
- budgeting and data management tools and techniques
|
Skills the student needs before the placement |
- communication skills – the ability to speak to different stakeholders and engage an audience
- maths skills – the ability to extract data
- relationship management skills – the ability to build effective relationships
|
Skills the student will gain during the placement |
- report writing skills by contributing to reports and minute taking
- digital skills – using various video conferencing platforms, including Zoom and Microsoft Teams
- active listening skills and using visual, oral, and written communication methods to engage an audience
|
Attributes, attitudes and behaviours the student needs before the placement |
- professional attitude – is polite and respectful to colleagues and customers
- problem-solving behaviours – discusses clear steps to overcome challenges
- workplace etiquette – including taking pride in the workplace and not using a mobile phone
- reliable, committed and willing to attend the placement and learn new skills
|
Attributes, attitudes and behaviours the student will gain during the placement |
- inclusive practice – promoting equality of opportunity and anti-discriminatory practice
- responsible – reporting issues and concerns and being confident enough to speak up when things do not feel right
- resilient to changes in the work environment
- self-assured and takes the initiative if things do not go to plan
|
Who the student will work with |
- David Singh – learning and development manager and student mentor
- Russell Williams – learning and development coordinator
- Andy Thompson – project manager
|
Hours and pattern of work |
- two-day release on Mondays and Tuesdays
- minimum 315 hours over the duration of the industry placement
- working hours are 9am to 5pm
- one-hour lunch break
- designated breaks throughout the day
- designated seating for breaks/lunch on every floor
|
Other information |
- student to provide their own lunch
- the office is located a short distance from a local convenience store and coffee shop
- student to arrange their own travel – there is a metro stop located outside the main office (direct the student to the pastoral team if they need help with travel)
- office workwear is to be worn – smart trousers/skirt, smart shirt/top, smart shoes
- student to provide their own clothing
|
Available progression routes after completion of the T Level |
- employment – trainee team leader
- further education – Level 4 Business Management Apprenticeship
- higher education – BA (Hons) Business Management
|
* Student and employer to initial the role description and confirm they understand the requirements and expectations
Student initials Date
Employer initials Date
Industry placement role description Example 2: Business support |
Name and address of employer |
- AAJ Management Ltd
- 44 Summer Row, Birmingham, B3 1JB
|
Details of business |
What they do:
- provide tenancy support, and employment and skills support for people and communities across the Midlands
Size of business:
Who their clients are:
- housing tenants
- charities
- suppliers
|
Placement role |
- business support officer trainee
|
Placement location |
- based in the business administration team
- based at head office
|
Work the student will carry out |
Type of work:
- supporting the effective management and administration of the department
Specific job tasks:
- contributing to the improvement of processes to meet business objectives
- building positive internal and external stakeholder relationships
- shadowing staff
- taking phone calls
- minute taking
- communicating with colleagues and stakeholders through a range of different channels
- setting up meetings
Examples of tools/software/equipment/materials used:
- video conferencing software, including Zoom and Microsoft Teams
- Microsoft Office programs
- Gmail and Google Calendar
Workplace-specific training given:
- understanding of equity, diversity and inclusion (EDI)
- health and safety at work
- fire safety awareness
- safeguarding awareness
|
Knowledge the student needs before the placement |
- knowledge of Microsoft Office packages, e.g. Word, PowerPoint and Excel
- how to produce a PESTLE analysis
- how and why organisations develop values, visions, missions, strategies and objectives
|
Knowledge the student will gain during the placement |
- processes and tools to support business operations
- considering improvements and recommending ways to develop and improve business practices
- managing the flow of information through the organisation
|
Skills the student needs before the placement |
- good written and verbal skills with the ability to speak to different stakeholders
- time management skills – the ability to meet deadlines
- using prioritisation skills to support time management and the delivery of workloads
|
Skills the student will gain during the placement |
- developing effective communication with a range of stakeholders to support business practices
- technical skills, including providing timely information, taking notes and minutes
- digital skills – using various video conferencing platforms, including Zoom and Microsoft Teams
|
Attributes, attitudes and behaviours the student needs before the placement |
- professional attitude – is polite and respectful to colleagues and customers
- problem-solving behaviours – discusses clear steps to overcome challenges
- workplace etiquette – including taking pride in the workplace and not using a mobile phone
- reliable, committed and willing to attend the placement and learn new skills
|
Attributes, attitudes and behaviours the student will gain during the placement |
- inclusive practice – promoting equality of opportunity and anti-discriminatory practice
- responsible – reporting issues and concerns and being confident enough to speak up when things do not feel right
- resilient to changes in the work environment
- self-assured and takes the initiative if things do not go to plan
|
Who the student will work with |
- Melanie Smith – office manager and placement supervisor
- James Robbins – business administration coordinator
|
Hours and pattern of work |
- two-day release on Tuesdays and Wednesdays
- minimum 315 hours over the duration of the industry placement
- working hours are 9am to 5pm
- one-hour lunch break
- designated breaks throughout the day
- designated seating for breaks/lunch on every floor
|
Other information |
- student to provide their own lunch
- the office is located a short distance from a local convenience store and coffee shop
- student to arrange their own travel – there is a metro stop located outside the main office (direct the student to the pastoral team if they need help with travel)
- office workwear is to be worn – smart trousers/skirt, smart shirt/top, smart shoes
- student to provide their own clothing
|
Available progression routes after completion of the T Level |
- employment – business support officer
- further education – Level 4 Business Administrator Apprenticeship
- higher education – BA (Hons) Business Management
|
* Student and employer to initial the role description and confirm they understand the requirements and expectations
Student initials Date
Employer initials Date
Industry placement role description Example 3: Business improvement
|
Name and address of employer |
- AAJ Management Ltd
- 44 Summer Row, Birmingham, B3 1JB
|
Details of business |
What they do:
- provide tenancy support, and employment and skills support for people and communities across the Midlands
Size of business:
Who their clients are:
- housing tenants
- charities
- suppliers
|
Placement role |
- business and service improvement analyst trainee
|
Placement location |
- placement is in the business improvement and service team
- based at head office
- remote working from home on Fridays
|
Work the student will carry out |
Type of work:
- helping to identify problems and opportunities and to implement improvement activities
Specific job tasks:
- analysing data, tools and procedures to identify opportunities for improvement
- reviewing and redesigning business processes and services to improve the service for customers
- monitoring and reporting on business improvement activities
- shadowing staff
- taking phone calls
- minute taking
- communicating with colleagues and stakeholders
- setting up meetings
Examples of tools/software/equipment/materials used:
- video conferencing software, including Zoom and Microsoft Teams
- SAGE software
- Microsoft Office 365
Workplace-specific training given:
- understanding of equity, diversity and inclusion (EDI)
- health and safety at work
- fire safety awareness
- safeguarding awareness
|
Knowledge the student needs before the placement |
- knowledge of how business improvement contributes to an organisation’s success
- understanding of how to implement a business improvement process
- understanding of how business improvement plans are designed, implemented and monitored to ensure change is embedded in an organisation
|
Knowledge the student will gain during the placement |
- knowledge of how to acquire, protect and analyse data when seeking opportunities for business improvements
- knowledge of how to monitor and report on the implementation of business improvement activities
|
Skills the student needs before the placement |
- numerical skills – using basic statistical techniques to analyse and extract different types of data
- good written and verbal skills with the ability to speak to different stakeholders
- time management skills – the ability to meet deadlines
|
Skills the student will gain during the placement |
- supporting and communicating with stakeholders who are engaged in the business improvement process
- preparing and presenting comprehensive plans and proposals for change management and business improvements
- monitoring and reporting on progress during the implementation process of business improvements
|
Attributes, attitudes and behaviours the student should have before the placement |
- professional attitude – is polite and respectful to colleagues and customers
- problem-solving behaviours – discusses clear steps to overcome challenges
- workplace etiquette – including taking pride in the workplace and not using a mobile phone
- reliable, committed and willing to attend the placement and learn new skills
|
Attributes, attitudes and behaviours the student will gain during the placement |
- inclusive practice – promoting equality of opportunity and anti-discriminatory practice
- responsible – reporting issues and concerns and being confident enough to speak up when things do not feel right
- resilient to changes in the work environment
- self-assured and takes the initiative if things do not go to plan
|
Who the student will work with |
- Emma Robbins – senior business analyst and placement supervisor
- Ricky Bradshaw – business development lead
|
Hours and pattern of work |
- two-day release on Thursdays and Fridays
- minimum 315 hours over the duration of the industry placement
- working hours are 9am to 5pm
- one-hour lunch break
- designated breaks throughout the day
- designated seating for breaks/lunch on every floor
|
Other information |
- student to provide their own lunch
- the office is located a short distance from a local convenience store and coffee shop
- student to arrange their own travel – there is a metro stop located outside the main office (direct the student to the pastoral team if they need help with travel)
- office workwear is to be worn – smart trousers/skirt, smart shirt/top, smart shoes
- student to provide their own clothing
|
Available progression routes after completion of the T Level |
- employment – business support officer
- further education – Level 4 Business Improvement Apprenticeship
- higher education – BSc (Hons) Business Improvement
|
* Student and employer to initial the role description and confirm they understand the requirements and expectations
Student initials Date
Employer initials Date