Building Graduate Employability Skills

Pre-project/scope

1. Pre-placement agreement – Secure a workplace by looking at connections with industries including PAC for opportunities where WIL online can take place. If you have staff that already have working relationships with industry, or companies that take face-to-face placements, approach them first to gauge interest in an online placement.
2. Canvas student interest in WIL online placement to determine potential numbers. Discuss with client/industry partner the numbers of students they can take in an online environment (3-5 recommended).
3. Scope project for the client, students and RMIT (stakeholders) - determining requirements for all parties involved (see WIL Online Project Brief).
4. Formalise agreement – after the scope of the project is completed, a WIL agreement and schedule must be signed off with all stakeholders to make it a formalised agreement between RMIT and the industry partner (see WIL Agreements).

Student engagement

1. Promote WIL Placement Online to students - Conduct class visits, SSCC meetings and program meetings to capture interest and commitment from teachers and students. Showcase the opportunity to students by highlighting the opportunities including: the development of online professional skills, industry connections, opportunity to learn and use new digital workplace technology.
2. Application process - it is important to find the right student(s) for the online placement. By sending key questions to the students via email or using a survey tool eg. a Google Form, you will be able to gauge the students’ interest in the placement. If more students apply than available places, then move to a GPA sorting system or schedule interviews with students/teachers to determine most suitable/likely to see placement through (see Application process document).
3. Students sign off on agreement (see Online WIL agreement).
4. Student Interaction timetable – If there is only one student in the placement, the requirements from that student at each stage and in online meetings is easier to manage. When dealing with a group placement (3-5) simultaneously, you need to consider how students will manage the online meeting space as a group e.g. Chairing the meeting, organising the link and invitations to client and other students, online etiquette in a virtual space etc (see Library guide and Video Conferencing slide pack).

Preparing for WIL

1. WIL Documentation – Ensure both student and mentor have access to the ‘Student and employer activity pack’ which reiterates the WIL agreement, expectations from both student and mentor and assessment requirements.
2. Mentoring sessions are finalised and locked in and listed in the Project Brief with full contact details for all parties. If a group is participating in the placement, allocation of a student chairperson for each meeting and list responsibilities must be established.
3. The supervisor/teacher should remind the chairperson each week to confirm with client of the forthcoming online placement session.
4. Preparing students with technology
   1. Create an external Google Mail account for each student (Student 01, Student 02, etc) and ensure your Google+ profile is established.
   2. Students need to create a new YouTube account linked to the new Gmail account for Hangouts on Air feature.
   3. Students create a Google Community in RMIT Gmail accounts (see technology resources) to upload videos and other materials.
   4. Students practice new technology before WIL placement commences, including role of the chairperson.
5. Create a weekly action plan that details what students will need to do before, during and post stages of WIL.

Online placement commences

1. The chairperson creates an Agenda for each meeting and shares with students and client the day before meeting.
2. The chairperson invites all into meetings online via Google Hangouts on Air.
3. The chairperson downloads the .MP4 recording of the Google Hangout from Youtube and embeds it into the student Google Community (see technology resources).
4. Students to use Google Hangout technology to record their video reflections, downloaded from Youtube accounts and embedded into student Google Community
5. All recorded Hangouts on Air (.mp4) uploaded and stored in the Course Blackboard.

Note: it is recommended to consider the following:
The trial of this pattern has revealed that training for both staff and students is essential. Support resources had to be created and shared, and client relationships maintained. There was an element of project management conducted to ensure the success of the pattern and an academic/teacher must undertake this role whilst still encouraging students to ‘own’ the placement experience.