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INSPIRE
WORK EXPERIENCE
SPRINGBOARD APPROVED
Th e Q ua l i t y St a nd a rd fo r G re at Wo r k E x pe r i e n ce
INSPIRE
PEOPLE FOOD & SERVICE MANAGEMENT
H O S P I T A L I T Y DIPLOMA CHECKLISTS
PAGE 2
INSPIRE
INSPIRE
WORK EXPERIENCE
SPRINGBOARD APPROVED
PAGE 3
CONTENTS
INTRODUCING INSPIRE 5
FREQUENTLY ASKED QUESTIONS 6
ABOUT THE DIPLOMA 8
PREPARING TO DELIVER WORK PLACEMENTS 10
COMMUNICATION AND CONTENT 11
MATERIALS AND EQUIPMENT 14
HEALTH AND SAFETY 15
RECRUITMENT AND SELECTION 17
WORK EXPERIENCE CONTENT 18
KEY SKILLS 19
DELIVERING AN INDUCTION 20
THE WORK EXPERIENCE ITSELF 21
EXAMPLE TASKS 22
THE STUDENT DIARY 25
REVIEW, ASSESSMENT FORM AND CERTIFICATES 26
FOLLOW UP 28
PAGE 4
INTRODUCING INSPIRE
F
ood and Service Management (F&SM for short) is now the favoured
INTRODUCTION
term to describe the totality of the contract catering industry which
includes - fine dining, staff restaurants, sports and events, leisure centres,
department stores and the management of facilities and support services, such
as reception, security, housekeeping, maintenance and retail shops. The sector
also includes catering for education, hospitals, defence and local government.
This £4 billion industry survives and thrives in a tough marketplace, employing
150,000 and demanding ever-improving standards to deliver excellence to
discerning clients who are increasingly discriminating in what they want for
their money. Diversity is clearly the name of the game – diversity of activity (e.g.
from business to the public sector), diversity of client and diversity of location.
The sector provides a rich experience and career opportunities for existing
employees and those considering a role in F&SM.
We want to encourage many more potential recruits to consider a career in
F&SM. It’s not the most obvious route for someone seeking a career in hospitality
and hotels and restaurants may seem more appealing. So what better way
than to offer them the chance to experience if for themselves? That’s why your
company, along with fellow members of the F&SM Forum of the BHA, have
developed and supported the introduction of F&SM INSPIRE.
WHAT IS F&SM INSPIRE?
It’s a step-by-step guide to providing work experience of a consistently high
standard across all catering outlets within a company and consistently within
each individual outlet. If the person has a bad experience which causes them to
leave, then it will clearly be a loss to that company and also possibly to F&SM
as a whole. If they enjoy a positive experience, you have a potential recruit
already in tune with your team, your company culture and way of working.
Then, of course, there’s a sense of job satisfaction and personal development
within your own team.
PAGE 5
FREQUENTLY ASKED QUESTIONS
FAQs 1. Why offer work experience in my site/outlet ?
• INSPIREs people to join F&SM/your company
• Showcases your company and your outlet as a great place to work
• Develops and motivates those staff members selected as mentors
• Provides an excellent opportunity for talent spotting
• Supports Corporate Social Responsibility
• Improves the skills, knowledge and understanding of those on work
experience, helping them make informed career decisions
2. Why use the INSPIRE work experience tool kit ?
• Provides a step-by-step guide to delivering successful work
experience
• Ensures consistency of delivery across all outlets within a company
• Gives a quality kite mark to participating outlets, identifying them as
recognised providers of quality work experience
3. How can I deliver excellent work experience ?
• Thorough planning
• Good communication with the school/college/organiser/own HR
manager
• Good communication with your team
• Create stimulating work challenges
• Give feedback – to students/teachers and staff
• Make it fun!
4. What planning do I need to do?
• Develop good links with the school/college/consortia
• Understand the level of knowledge of the student(s) – their course,
abilities
• Communicate a picture of the work environment, the working day,
standards required (e.g. punctuality, dress, team work)
• Implement and check necessary paperwork e.g. risk assessments,
health & safety, insurance
• Assign a motivational mentor to the student(s)
• Liaise with head office on plans, schedule etc.
• Brief all team members in advance
PAGE 6
FREQUENTLY ASKED QUESTIONS
5. What type of work experience does the Diploma require.
FAQs
• Students need to complete a total of 10 days work experience at each
level of the diploma
• People 1st recommends the spring/summer term before the holidays.
However, the timing is likely to vary considerably according to learners’
needs and the approach of the consortium.
• The ten days work experience element of the Diploma does not
have to be covered over ten successive days. It can comprise one
or half day sessions over a period of time (also refer to the Taster Days
booklet)
6. What assistance will I get from head office ?
• Always there to ask if necessary
• Information on health & safety, insurance etc. are given in the INSPIRE
kit and on the CD-ROM
• The type of work experience will determine the type of head office
assistance e.g. taster days will be largely up to you to manage; student
placements will be largely up to head office to manage
7. What if there is a problem with behaviour/attendance ?
• Discuss it with the individual as a first step
• Advise your school/college contact
• If it’s a longer term placement, use the usual HR procedures and advise
your HR manager
8. What are the rules regarding students and serving alchohol ?
9. Where can I find all the necessary paperwork ?
• The INSPIRE CD-ROM contains examples of all the necessary
paperwork you will need
• INSPIRE is also presented in the form of an interactive website
www.inspire.springboarduk.net
PAGE 7
ABOUT THE DIPLOMA
D
iplomas are new qualifications for 14-19 year olds that help
BEFORE... prepare them in an innovative and exciting way for university or
employment.
Alongside the more academic subjects, students on a Diploma will also
complete an extended project, specialist learning in the hospitality area and at
least ten days work experience.
The Diploma in Hospitality will appeal to students of all abilities and aspirations,
who like to learn about subjects that relate to real life. Diplomas are set to
become one of three main education choices – alongside GCSEs/A Levels and
Apprenticeships.
Diplomas are available at 3 levels:
» Foundation – equivalent to 5 GCSEs (grades D-G)
» Higher – equivalent to 7 GCSEs (grades A*-C)
» Advanced – equivalent to 3.5 A Levels (grades A*-E)
You will find example activities and checklists catered for the three levels in this
book.
Foundation and Higher are studied from the age of 14 alongside national
curriculum subjects in English, Maths and Science. At the end of the programme
young people can progress either to work, or to the next Diploma level or into
Further Education.
As Work Experience and Work Related Learning are integral parts of the Diploma,
it’s probably worth explaining the difference between these two terms.
Work Experience is where learners spend time in a real work setting outside of
their normal place of study. All Diploma students must be offered a minimum
of 10 days of Work Experience.
Work Related Learning is defined as: planned activity that uses the context of
work to develop knowledge, skills and understanding useful in work, including
learning through the experience of work, learning about the experience of
work and working practices, and learning the skills for work.
PAGE 8
ABOUT THE DIPLOMA
The Diploma in Hospitality will give learners the opportunity to do at least ten
BEFORE...
days’ work experience – a great way to use skills learnt in the classroom, apply
knowledge and understanding to the workplace and experience what work is
like from the inside.
Student Projects
The Foundation and Higher Diplomas involve a single piece of work which
requires a high degree of planning, preparation, research and independent
working. An extended project is completed as part of the Advanced or
Progression Diploma.
There is a vast range of topics on which learners might choose to base their
project e.g. a current trend in the hospitality industry; a workplace problem;
creating a new menu.
Additional and Specialist Learning
At each level learners can develop their particular hospitality interests by taking
specialist courses relating to their chosen subject and career ambitions.
PAGE 9
PREPARING TO DELIVER WORK PLACEMENTS
T o make the most of your work placement, plan ahead. Get organised by
BEFORE... using the planning checklist below, along with the INSPIRE CD.
PLANNING CHECKLIST
Confirm with your client and head office that work experience for
school/college students can take place on site
Liaise with your HR department and the work placement supervisor at
the school/college to agree the purpose and requirement of the work
experience and what kind of placement you can offer. Ensure you have
good communication with the school, college, organiser in advance
Confirm dates. You will need clear time to deliver the placement so
check that the dates requested by the school/college fit with your work
commitments. If not, check with your head office regarding flexibility
Decide how many students you will accept. The aim is to deliver a quality
experience, so consider the time you and your team have available and
how much attention you would like each student to receive
Get familiar with the requirements of the diploma, and what work
placement opportunities best serve the qualification
You must ensure that Health & Safety checks (including Child Protection
Guidance) and Risk Assessments are carried out in advance
Your team members will need to act as buddies or informal mentors
for the students or as direct line supervisors. Think about who has the
best skills for the roles required; who might best relate to the different
age groups (ranging from 14 - 19 years old)? Who has the enthusiasm
and passion to inspire the students? Who could best deliver on the tasks
required and the outcomes expected? Get your team on board from the
start and ensure they are clear on what is expected of them
Check that all Health & Safety requirements are met
Be clear on what business goals you want to achieve e.g. talent spotting,
staff development, brand promotion
PAGE 10
PREPARING TO DELIVER WORK PLACEMENTS
Hold a planning session - aims of the work experience, what you are going
BEFORE...
to do, who is doing what, if relevant who will mentor the participants,
what materials and equipment you will need
Tailor your activities to the participant(s) and the type of work experience
required by the Diploma
Plan your follow-up activity
Whatever type of work placement, it still pays to plan in advance the
materials required
Be prepared in case things go wrong! Speak to the participant, your
colleagues and follow up with the school/college/consortia as soon as
you can
Keep the participant(s) informed and make sure they have everything
they need to know in advance e.g. what clothes are required, footwear
(e.g. non-slip soles and not trainers)
Print participants certificates with their name, your name and company
logo
PAGE 11
COMMUNICATION AND CONTENT
D
iplomas are offered by Gateway consortia - partnerships of schools,
BEFORE... FE colleges and/or training providers and local employers. If you have
not already been invited to get involved and would like to know more,
contact the 14-19 advisor at your local County/ City Education Department and
ask for details of local consortia who intend to deliver the Diploma in Hospitality.
The local Education Business Partnership will also be able to provide information
and help you to decide what type of involvement would suit you.
It is vital to ensure there is clear communication between all concerned in
advance – your unit, your head office, the participant(s) and their organisation
and, if relevant, Springboard.
To get prepared, use the planning checklist below, along with the INSPIRE
Templates CD, which includes templates, letter, checklists and forms for
communications, schedule for the day and team briefing.
To see if the Consortia in your area are running the Diploma in Hospitality log
on to:
» Resource Gateway (The Diploma in Hospitality section):
www.resourcegateway.org.uk
» The Department of Children, Schools and Families:
www.dcsf.gov.uk/14-19
» The Diploma in Hospitality website:
www.hospitalitydiploma.co.uk
Also see www.inspire.springboarduk.net for a detailed, step-by-step guide
on planning activities catered to meet the requirements of the Diploma.
PLANNING CHECKLIST
Meet with the participants or their organisation (by telephone or face to
face) to discover:
Number of students seeking Work Experience (bearing in mind how
many you think you can safely accommodate at any one time)
When the Work Experience is due to take place and whether
there is any flexibility
PAGE 12
COMMUNICATION AND CONTENT
The length and type of the Work Experience required
BEFORE...
An overview of the Diploma and the role of the placement
Risk Assessment requirements
Whether the students have any special needs (such as a disability or
special dietary requirements, for example)
Risk assessments (from schools/colleges)
Follow up this meeting with a letter with agreed details of the day.
PAGE 13
MATERIALS AND EQUIPMENT
A
s you plan the content of the placement with your team, work out which
BEFORE... materials and equipment you will need for your team and participants.
Use the checklist below along with the Tools and Equipment Form on
the INSPIRE F&SM Templates CD. Remember, its best to set things up at least
the day before to avoid a last minute rush!
PLANNING CHECKLIST
Uniforms, protective clothing, hats
Name badges
Flip charts, pens, paper, ‘Bluetak’, LCD projectors
PowerPoint presentations (e.g. Springboard’s F&SM Resource Pack)
Quizzes, instruction sheets, score sheets
Ingredients and other skills challenge equipment
Prizes and other ‘giveaways’
Company information, brochures, web addresses
Careers pack and recruitment information
Prepared certificates for participants (see Certificate for Tasters on the
Templates CD)
Unusual items – such as whistles, digital camera – any odd items you
may need to support your inspiring taster day!
PAGE 14
HEALTH AND SAFETY
I
t is vital to pay attention to Health & Safety during a Taster Day. Ensure that
BEFORE...
all your Health & Safety records are up to date. Use the checklist below to
cover all requirements. Also refer to the Unit Summary on Health & Safety
and use the Risk Assessment Form on the INSPIRE F&SM Templates CD.
Assign a team member to meet and greet the participants as they arrive. Have a
welcome session once everyone is present. Use this checklist to make sure you
cover all you need to.
PLANNING CHECKLIST
Check your Health & Safety records are up to date
Carry out a full risk assessment tailored to the activity in advance. See
the Templates CD for a sample and a blank risk assessment form. Send
to the participant(s)’ organisation in advance
Brief all participants on the hazards of the work place and the control
measures in place before their work experience
Check that all employees know what is expected of them and that they
are aware of their legal responsibilities
Insurance: your risk assessment may vary depending on the participants,
particularly if they are young, disabled or have other special needs
(such as language). Make sure you and the participants are adequately
covered. As long as you notify your insurance company/head office in
advance what you are planning to do, cover is a formality
PAGE 15
HEALTH AND SAFETY
I
f the work experience involves children under 18 years old (the foundation
BEFORE... and higher levels normally will), there are specific child protection
guidelines. Please ask your head office if you have any concerns regarding
your responsibilities with regards to child protection. Follow child protection
guidance to ensure a secure and productive environment:
TOUCH: sometimes you may need to touch or make contact with a
young person (e.g. when helping them with a skills challenge or use equipment
safely) – it is best to avoid physical contact in all other circumstances
BEHAVIOUR: whilst reassuring a nervous young person who is reliant
on your guidance, you should avoid being over familiar
ENVIRONMENT: where possible, avoid being on your own in an isolated
or closed environment with a young person. If this happens, always let someone
know where you are and never close a door or isolate yourself completely with
the young person
TRAVEL: where a young person will be travelling alone with an adult
during the placement, ensure that there is a known destination and check-in
times with a third party. Make a mobile phone available in such situations
MENTOR: those placed immediately in charge of young people should be
competent in their work role, mature in their attitudes, and yet be at ease with
them
DISCLOSURE: very occasionally young people may disclose confidential
information to a work colleague that gives rise to concern for their physical or
emotional safety. In such situations you should speak to your line manager and
an appropriate representative of the education provider (e.g. head teacher)
DISQUALIFICATION: you are required by law to protect children
from harm and any employers are required, under the Criminal Justice and
Court Services Act, to declare that they are disqualified from working with
children
PAGE 16
RECRUITMENT AND SELECTION
W
ork experience placements should give students a clear idea of the
BEFORE...
world of work and this should include a realistic interview process.
Plan ahead by using the planning checklist below, along with
the INSPIRE Templates CD, which contains sample interview questions and a
welcome letter template.
PLANNING CHECKLIST
Ask all students to submit a CV and covering letter and to take part in an
interview. This should be the case whether you have multiple applicants
or just one student
However…bear in mind that foundation level students are only 14-
15 years old and may find the experience daunting. Make an effort to
put them at ease, give them constructive feedback on their CVs and
interview skills; encourage them to ask questions and make them feel
welcome by showing them around the site
During the interview, inform the students as to what they can expect
from the work experience. Cover areas such as the planned programme,
hours of work, meal arrangements, dress-code and safety requirements.
Also make clear your expectations with regards the students’ behaviour,
punctuality, commitment and enthusiasm, honesty, readiness to learn,
team work and communication
Once you have selected your students, make a clear offer of a placement
to the successful candidates. Remember that they may have applied to
more than one company so you could be turned down!
Once your offer is accepted, send the students a welcome letter and
invite them and their parent/guardian to your site for a tour and meeting
about the planned programme
PAGE 17
WORK EXPERIENCE CONTENT
W
ork experience allows students to put into practice the key skills
DURING... they have learned during the Diploma and also helps develop
their general life skills. Be aware of the objectives and key skills
requirements of the Diploma (page 19) and think about how you will meet
these, examples are given for each level further on.
To get prepared, use the planning checklist below, along with the INSPIRE
Templates CD, which includes an induction schedule & placement plan (SMART
objectives), work experience timetable and work experience tasks sheet. Blank
and sample templates are provided for your use.
Also see www.inspire.springboarduk.net for further examples of how you can
develop the student’s key skills during the placement.
PLANNING CHECKLIST
Meet with the students and teacher to agree the content of the
placement, ensuring that SMART objectives are put in place and the
student’s needs are met.
Review what you are providing for the students, which should include:
A planned 10 day work experience
Involvement in a range of activities that cover a range of function
and PLT skills
A chance to develop their particular areas of interest e.g. kitchen,
front of house
Guidance and support after the work placement
The student is required to practise key skills (outlined below).
Decide how you will address each of these through the content
of the placement
PAGE 18
KEY SKILLS
a. Functional Skills
DURING...
Functional Skills are about learning through problem solving. They are not just
about knowing facts and figures they involve applying practical skills to real-
world and real-work situations. Diploma learners will develop their functional
skills in:
» English – developing and demonstrating effective speaking, listening,
reading and writing skills in different contexts and for a variety of purposes
e.g. how to tell a customer who has arrived at the restaurant on time that
her table is not yet ready
» Maths – knowing how to work out calculations relevant to the task in
hand e.g. ordering ingredients
» ICT – using information technology effectively and confidently in a range
of contexts covering work, education and life in general e.g. making a
booking
b. Personal, Learning and Thinking Skills (PLTS)
These complement the three functional skills in helping young people to
succeed in adult life: the PLTS framework divides these skills into six groups:
» Team workers
» Effective participators
» Self-managers
» Independent enquirers
» Reflective learners
» Creative thinkers
PAGE 19
DELIVERING AN INDUCTION
T
he induction is the first true insight that the students get into your
DURING... company as a workplace, so make sure the impression is a positive one.
Above all, make the session inspiring! Use the content checklist below
along with the induction checklist on the INSPIRE Templates CD to plan a strong
induction for your students and for your company.
PLANNING CHECKLIST
The induction is important – give it the time that it deserves
Hold a final staff briefing just before the participants arrive
Assign a team member (buddy/mentor) to meet and greet the
participants
Introduce your team – who they are, their roles
Aim to cover the details of the programme with the students
Aim to inspire them about working in F&SM
Give them a short, accurate snapshot of your company including area
of operation, ownership, size, markets etc. Outline key company facts
and figures and your own career history – use humour to put them at
their ease
It is important to highlight the value of good customer service and the
need to greet clients and team members positively and with a smile
Introduce the student to their buddy and supervisor and outline the
support they will receive
Run through the work experience programme, its aims and content
Inform them about required standards of behaviour, emergency
procedures, Health & Safety requirements
Housekeeping points – cloakrooms, mobile phones
Encourage questions
PAGE 20
THE WORK EXPERIENCE ITSELF
PLANNING CHECKLIST
DURING...
Give the participants the opportunity to experience as many of the
different sections of the unit as possible and the various skills required
e.g. food preparation, serving, stock control - refer to the example
activities overleaf
Encourage interaction and questions
Offer supportive careers advice and guidance
Refer participants to Springboard’s free CareerScope information, advice
and guidance service and www.springboarduk.net for further details
PAGE 21
EXAMPLE TASK - FOUNDATION
Example work experience objectives
DURING...
Prepare and present basic dishes correctly
Possible workplace actions/activities
Learner observes food preparation within the kitchen area e.g. at
lunchtime
Demonstration of food preparation for a dish component or for a simple
dish, including timing and presentation.
Standard recipe and worksheet.
Learner assists in the preparation of simple food for customers
Opportunity to ask questions about how the session went
Self evaluation and personal review with mentor or site manager
This will help Diploma in Hospitality learners to be able to:
Demonstrate that they can prepare and cook basic but nutritious
dishes.
Demonstrate that they can present a range of basic dishes safely and
hygienically.
Develop skills as team workers, effective participators, self managers
and reflective learners.
PAGE 22
EXAMPLE TASK - HIGHER LEVEL
Example work experience objectives
DURING...
To set the bar up to a correct company/brand standard
Possible workplace actions/activities
Demonstrations of how to set tables/prepare for corporate hospitality
–drinks and canapés, lunch, afternoon tea
Learner practices under supervision.
Working with team, learner helps to lay tables for lunch
During service student helps to re-lay vacated tables etc./lay for next
service
This will help Diploma in Hospitality learners to be able to:
Carry out customer service responsibilities as an effective team
member.
Carry out their role in a hospitality environment in which they act safely
to themselves, their colleagues and customers.
Respond appropriately when given instructions, guidance or direction
in hospitality environments.
Work consistently and effectively as a team member to agreed
standards.
Respect and respond appropriately to differences within a team.
Develop skills as team workers, effective participators, self managers
and creative thinkers.
PAGE 23
EXAMPLE TASK - ADVANCED LEVEL
Example work experience objectives
DURING...
To become familiar with employment legislation and be able to work effectively in
line the company’s HR procedures and standards
Possible workplace actions/activities
Briefings on workplace legislation and company’s procedures and
standards relevant for human resources (e.g. anti discrimination laws,
employment legislation, manual handling, Using electrical equipment,
using a VDU)
Learner helps with paperwork, telephone calls etc. for recruitment and
selection or other HR activity
On the day learner assists manager/mentor with organisation of the
activity e.g. greets, escorts to room, serves tea/coffee, observes activity
or assists during activity; takes part in evaluation of HR activity and team
performance with mentor/manager
As individual and team member – self evaluation and personal review
with mentor
This will help Diploma in Hospitality learners to be able to:
Make contributions to discussions and presentations to hospitality
teams as both a team member and team leader
Interpret the main items of legislation which affect the FS&M industry
Communicate direction and guidance to individuals and teams in a
FS&M environment to achieve goals
Create a safe and healthy working environment for themselves,
customers and colleagues
Identify potential career opportunities in the FS&M industry
Develop skills as team workers, effective participators, self managers,
independent enquirers and reflective learners
Develop Functional Skills: English, ICT
PAGE 24
THE STUDENT DIARY
T
he daily diary is an important part of the process, allowing the student
DURING...
to see the value of the placement and their own progress within it. The
diary details hours worked, each day’s activities and the skills practised.
The student should be encouraged to see this diary as valuable and understand
how to use of it.
PLANNING CHECKLIST
Each day, the buddy must sign off the diary, having checked that
everything is recorded and that key skills are noted. It is important
that the buddy gives input and guidance as part of this process, as the
student may not immediately recognise the skills they have used or the
progress they have made. Make sure your buddies are aware of their
responsibility in this area and the value they add by carrying out this
task
Students will need to collect evidence for their diaries. Ensure that they
have access to items such as:
Menus
Team handbooks
Brochures
Forms
PAGE 25
REVIEW, ASSESSMENT FORM AND CERTIFICATES
A
lthough it is a compulsory part of the Diploma in Hospitality, the
DURING... work experience component does not have to be formally assessed.
As work experience is an important part of the Diploma, People 1st
is encouraging formal assessment by employers of learners during their
work experience, so that it can contribute to the overall assessment for the
Diploma.
This should not be a problem as most employers, in addition to providing
regular informal feedback, carry out regular appraisals of the performance of
their staff. Similarly employers aiming to provide high quality work experience
will monitor a learner’s progress on placement and provide feedback on their
performance. Much feedback will be through informal day-to-day contacts.
A more formal assessment is normally carried out at the end of a placement,
using a simple review form that records how well the learner has met identified
learning outcomes.
The review, assessment form and certificate provide important evidence that
the student has completed the placement successfully and are vital feedback
for the student on performance and key skills - so it’s worth making sure they
are used correctly. Use the checklist below, along with the INSPIRE Templates
CD, which includes templates for employers and students work assessment
forms and a certificate template.
PLANNING CHECKLIST
The review is a conversation between you and the student about how
the placement has gone
Prior to the review, get detailed feedback from the rest of the team
Discuss with the student how they feel they have performed and what
they got from the placement
Give the student feedback based on the team’s comments and your
own observations
Complete the placement assessment form
Give the student relevant careers advice and guidance
PAGE 26
REVIEW, ASSESSMENT FORM AND CERTIFICATES
If relevant, discuss seasonal or part time employment possibilities
DURING...
Congratulate the student on their successful placement and present
them with their certificate
PAGE 27
FOLLOW UP
Once the work experience placement is complete, it is important to gather and
AFETER... give feedback to follow up. This gives you and the school an idea of the value
the student has gained from the placement and the progress they have made.
It will also give you an understanding of the useful content of your placement
offering and where you can develop for the future.
PLANNING CHECKLIST
Enable informal feedback after the work experience. Allow participants
to look back over their work experience, ask questions and consider
what they have achieved. Discuss what they can do next, different career
options, how to get a job/further work experience.
Present certificates to the participant(s) in front of the team. It’s a great
memento and useful to back up CVs
Encourage the students to feedback on their experiences throug
The Student Feedback Questionnaire (see the INSPIRE Templates CD)
On-line at www.inspire.springboarduk.net
Write to students a few days after their work experience to send them
further information (e.g. application form, careers open days, job fairs,
vacancies). Make the most of the opportunity to promote your site/
company – these students could be your future employees! If you have
identified potential recruits, provide details of your HR contacts, part-
time or casual vacancies. Think back to your business objectives of the
day – how can you maximise them at this point?
Provide feedback to the school on the placement and students
Carry out a staff debriefing, to find out how your team think the
placement went and where you could develop things for the future.
Combine your team’s feedback with participants’ to adapt your approach
for next time
Share your feedback with head office, HR, PR for the company staff
magazine or intranet
PAGE 28
Th e Q ua l i t y St a nd a rd fo r G re at Wo r k E x pe r i e n ce
INSPIRE
PEOPLE FOOD & SERVICE MANAGEMENT
THE FOLLOWING F&SM COMPANIES ARE COMMITTED TO THE INSPIRE QUALITY STANDARD
INSPIRE F&SM IS SPONSORED BY
INSPIRE F&SM IS SUPPORTED BY
PAGE 30
