Hosting tips
We understand that even for short term placements, managing resources, tasks and projects for your student, can be time consuming for you. Which is why, in addition to this digital resource, the STEM Host Video provides a brief introduction for you (the host) and any nominated buddies/mentors of your student, to kickstart the essentials in the placement supervision process. Both resources speak to the critical partnership between us (the academic team) and you (your team), in our shared goal of delivering a quality WIL placement learning process for your student.
Key Takeaways
Check out the short video that our academic team have produced.
Day 1 checklist: Managing placement priorities
The series of prompts (tips) in the Checklist will help you self-direct the onboarding and hosting activities that you think are central to student learning and development (it is a starting point for considering how to get traction on many of the fundamental aspects of placements) [1]. It is designed as an adaptable checklist, digestible for any assigned day-to-day managers/mentors. It is not prescriptive, or exhaustive, but rather a tool for diagnosing how you might best support your student’s professional learning and development in your organization.
Checklist
The following prompts are available as a one-page downloadable, editable document, to enable it to be tailored to your context – Managing Expectations Checklist
1. Resources
[ ] In office workstation set ups (IT – computer, login credentials, email access; printer, phone, etc)
[ ] Work from home set ups
[ ] Building access (swipe card, door codes)
[ ] Parking arrangements (if applicable)
[ ] Consider allocating a work/team buddy
Tip: Allocate a Buddy
As their placement supervisor/mentor, you may opt to also allocate a day-to-day supervisor/buddy to support you. This can also provide you with an added opportunity to enhance the day-to-day supervisory skills of your junior staff.
2. Onboarding
[ ] Induction session (may include some of the following).
[ ] Training requirements (including online training if applicable).
[ ] Workplace safety briefing (OH&S responsibilities and policies; First Aid Officer; Security Office location and contact; Emergency procedures and evacuation plans.
[ ] Policy and procedure briefing, including GenAI usage guidelines, reinforcing confidentiality and compliance, and provision/protocols for data (i.e. access to real data and de-identified datasets.
[ ] Overview of organizational structure and culture.
[ ] Explanation of how systems fit together.
[ ] Orientation tour of the workplace (including toilets; kitchen supplies and facilities).
[ ] Meet and greets (with relevant teams).
3. Role and responsibility expectation discussion
[ ] Discuss the plan for a day-to-day mentor/buddy (see Resources checklist) the ‘buddy’ role.
[ ] Outline key responsibilities for the student while on placement outlined.
[ ] Position Description (PD) – recap together. Note: If minor revisions are required, then these are best documented on commencement of the placement
[ ] Recap of project/activity tasks and expected outcomes, providing context to the key work tasks they will be required to undertake.
[ ] Shadowing opportunities for growth beyond the direct role.
[ ] First week’s duties/tasks discussed and outlined.
[ ] Attendance expectations (working hours, breaks, lateness/absence notification).
[ ] Managing changes
Tip: Ask your student to reflect on and document placement changes
We note that operational shifts during the placement may result in revisions to the placement (i.e. the host’s role, the student’s role, the project(s) and even specified deliverables). In fact, revisions are common. Change is factored into the learning experience for placements, and as such, the student should be encouraged to document changes (what, why and impacts).
4. Meetings (formal and informal)
[ ] Discuss formal meeting requirements between student/supervisor/team members.
[ ] Performance review – student expectations and the criteria that will be used by the host to monitor the student’s development and learning (see assessment criteria).
[ ] Performance review – the evaluation process:
a. who do you want to lead/be accountable for managing the process?
b. when the review(s) need to occur?
c. how will the documentation (review templates) be submitted and by whom?
d. are there ideal dates for mid and end of placement review not suitable for the host/buddy and the student, and if so, does the university need to be informed about the alternative dates?
[ ] Opportunities for team briefings, wider organizational meetings.
[ ] Troubleshooting (sessions) and impromptu processes for student queries, including most appropriate methods of communication with the host for and outside of meetings.
[ ] Options for informal buddy and/or host check-ins, monitoring of progress and feedback processes.
[ ] Is it helpful if any of the above meetings are scheduled by the student?
If at any time you are concerned about student behaviour and performance while on placement, please reach out to the relevant placement team at your collaborating institution to discuss.
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- WIL Australia (2025) – Preparation: WIL Good Practice Guide. Preparation-WIL-Good-Practice-Guides.pdf ↵
