Integrated Work

Placement/ Internship

By K. Narasimhan
 Outcomes of the Session
Participants who interact actively will be able to:

• Define the Meaning & Purpose of HE

• Define Various Types of WP

• Explain the Purposes of IWP

• Identify Key Stakeholders & Their Roles

• Carry out a Self-Appraisal

• Prepare Effectively for Placement

 The Meaning & Purpose of HE
Attitude Desire to learn &
Ethical

Develop
Individuals

Skills Knowledge
Transferable Technical/Subject

Adapted from Verma, J. s. (2004), Education, Sustainable

Development, and the Human Rights Approach …………..
Characteristics of Work-Ready Students

What do industries expect from Work-Ready

Students?
 Industries’ Expectations of Graduates
be aware of global and multi-cultural
issues.
Keen to Learn
Attitude Behave ethically
Accept responsibility/obligations
To be desirous to seek, initiate, implement
changes

Expectations

Skills Knowledge
To have extensive and coherent
knowledge of respective field
 Skills Expected of Graduates

Written communication skills,

Communication listening skills and
Resourcefulness in obtaining information

Group work
Interpersonal
Team-working
Skills
Negotiating skills,

Time management
Organisation
Information handling

Problem Identifying critical issues and diagnose exact problem

Solving Seek out innovative solutions,
Researching skills,
 What is WP?
Time spent in a workplace for the purposes of learning
and it might:

• be voluntary or compulsory,

• be arranged by the tutor or the student,

• contribute to an assessment or not,

• aim to assist the student locate permanent employment or

not.

Adapted from Hille, B. (2006), Improved Work Placement

Project ….
 Types of Work Placement

1. Work Exposure – Involves only observation

2. Work Experience – observing or working
under close supervision.
3. WP Learning – applying immature skills
under supervision
4. Structured WPL – learning outcome may or
may not be assessed.
5. Internship –
6. Company Start-up Schemes (“Incubator”)
 Integrated Work-Placement/Internship

• Involves 3 parties: Student, Institution, Provider

• Requires clearly defining:

• Learning outcomes

• responsibilities of the 3 parties

• The Assessment of Work-placement activity contributes

towards the qualification.
 Purposes of Internship (1)
• to engage with jobs/processes not easily achievable in a
HEI;

• to link academic study and theory to real community of

practice;

• to experience the atmosphere and pace of community of

practice;

• to practice existing key skills and learn new ones;

 Purposes of Internship (2)
• to confirm existing career aims or discover new careers;

• to learn critical reflection as a means of self

development;

• to apply problem solving in a real work environment;

• to learn the 'language' of workplace;

• to assess a possible organisation for future employment.

 Effectiveness of Internship
Students

Effectiveness
of Internship

Employers Institution/
Instructors
 Responsibilities of the Parties
Student –
• Adhere to the employment agreement
• Maintain regular contact with the instructor
• Provide regular summary of activities, etc
• Get the employer to complete the assessment form.

 Employer –
• Provide experiential learning activities.
• Provide guidance and mentoring 
• Complete a Performance Evaluation Form
 Benefits of Internship for Students (1)

• practice immature skills and gain confident competence,

• learn curriculum related material,

• observe ‘soft skills’, good work place values and attitudes,

and to learn from good examples.

• identify and avoid inappropriate learning

• join the community of practice community.

 Benefits of Internship for Teachers (1)

• to maintain contact with the world of work;

• to identify potential research areas;

• to identify sources of sponsorship;

• to confirm/develop course aims/material relevant to

industry;
 Benefits of IWP for Teachers (2)

• to tutor students in an industrial setting;

• to view latest technology in action;

• to identify potential outside speakers;

• to aid progression for students after graduation.

 Benefits of Internship for Providers
• Can gain an intelligent, motivated, cost-effective labour
resource

• Flexibility of availability

• Projects can be undertaken

• Permanent staff can develop supervisory skills by

mentoring and monitoring

• Recruitment and training costs can be cut

• Temporary staff shortages can be overcome

 Key Provisions in the Design of Internship

• Joint management of the process

• Learning to be directly related to the curriculum

• Contact between learner and the community of people

• Contact between student and potential employer,

• Discussion prior to the placement

• Reflection after the placement  

 Self Appraisal of Intentions/Strengths
• What do you hope to get out of the placement?

• What skills do you have?

• what skills do you want to develop?

• Which areas of the course interest you most?

• What kind of employer are you looking for?

Ideas for Preparing for Placement (1)
• Gain a thorough knowledge of requirements

• Research avenues for placement opportunities

• Utilize your network of people to get internships

• Consider both paid and non-paid internships

• Polish your interview techniques.

• Prepare an excellent CV
 Ideas for Preparing for Placement (2)

• Keep track of applications/academic commitments

• Approach employers by
– Approaching personally “Door Knocking”
– Telephoning

– Sending CV with a covering letter.

• Send thank you letters to all people

 Do’s During Placement (1)
• Answer phones when no one is around.

• Ask permission to use any equipment.

• Attend as many events as possible.

• Be on time.

• Be hungry to learn / Take initiative.

• Be friendly.

• Be willing to do even boring work.

 Do’s During Placement (2)

• Complete the tasks given to you.

• Create your own databases of people.

• Enjoy your internship

• Find a mentor within the organization

• Inform if you aren't going to show up.

• Keep in touch with key coworkers/bosses

 Do’s During Placement (3)

• Maintain a diary

• Make things easier for your boss/employer

•  Make yourself invaluable to the company.

• Offer to help prepare any business reports.

• Organize the information you need to know to carry

out your work.

• Volunteer to take on responsibilities.

 Do’s After Placement

• Get a letter of recommendation.

• Keep in touch once you are gone. Stop by and say

hello!

• Send the company a thank you note

 Don’ts for Interns (1)

• Ask for free things

• Ask at any time "NOW, what should I do?"

• Stand around looking lost.

• Be offended if someone snaps at you.

• Have long conversations during work hours.

• Make any personal phone calls

 Don’ts for Interns (2)

• Read magazines or newspapers, etc.

• Say how you would run things differently,

• Surf the internet on your company's time

• Talk or record dirt about any staff members.

• Talk judgmentally about other companies.

 Learning Style/Approach

Reflection on learning styles is new to many

students and, when practiced, it does help

them note strengths and target weaknesses.

 Presentation Assessment Rubric
A B C D E F

CONTENT
Introduction
Depth of findings
PERSONAL STYLE
Pace and tone of delivery
Eye contact with audience
PRESENTATION STYLE
Method and style of presentation
Structure of presentation
Quality of presentation material
Response to questions
OVERALL ASS'MENT
 CONCLUSION

I would much appreciate it, if one of you, or some of

you combined, would summarise what has been
learnt in this session.

Thank you all for giving me this opportunity to

present my thoughts. If you want further
information do get in touch with me.
narasimhanuk@yahoo.co.uk
 References/Bibliography (1)
FALCONER, S. AND PETTIGREW, M., 2003. Developing added value skills
within an academic programme through work-based learning. International
Journal of Manpower, 24 (1), 48-59.
Hansen, R. D, (No date), Internship Dos and Don’ts,
http://www.quintcareers.com/internship-dos-donts.html accessed on
25/08/07
Hansen, R. D, (No date), How to Find Your Ideal Internship
http://www.quintcareers.com/finding_ideal_internship.html accessed on
25/08/07
Hille, B. (2006), Improved Work Placement Project
http://72.14.235.104/search?
q=cache:6YjA74dPQ1AJ:www.itf.org.nz/documents/Research
%2520Forum%252006/Bruce%2520Hillie
%2520notes.doc+workplacement+
%2B+definition&hl=en&ct=clnk&cd=2&gl=in accessed on 25/08/07
Knab, C. (2002), Do’s and Don’ts for Audio and Other Music Oriented
Learners: …… http://www.musicbizacademy.com/knab/articles/interns.htm
accessed on 26/08/07
 References/Bibliography (2)

M030 NCWE Employer Leaflet 26/5/06

www.prospects.ac.uk/downloads/documents/Prospects
%20Net/Employers%20Leaflet.pdf accessed on 17/08/07

Raelin, J. A. (2000), Work-Based Learning: The New Fontier of

Management Development, Upper Saddle, NJ: Prentice-Hall

Cunningham, I., Dawes, G., and Bennett, B. (2004), The Handbook of

Work Based Learning, Aldershot:Gower

Work Placement Guide: The Keynote Project 2002© Produced by The

Nottingham Trent University, The London Institute and The
University of Leeds funded under the Fund for the Development of
Teaching and Learning by the Higher Education Funding Council for
England and the Department for Employment and Learning.
http://www.leeds.ac.uk/textiles/keynote/main/about.htm accessed on
25/08/07