FCDO Services
Part 1 – Preparing for placements
Introduction
This is Part 1 of a case study showing how a Civil Service organisation plans and prepares for a pilot industry placement programme.
Part 2 is about applying the lessons learned in the pilot to subsequent placements. It will be published in January 2025
Who it’s for
It will be useful for anyone in the Civil Service who is responsible for:
- Promoting T Levels and industry placements
- Planning industry placement programmes
- Managing and coordinating placements
- Preparing to host students in the workplace
The organisation
FCDO Services is an executive agency of the Foreign, Commonwealth and Development Office. As a Trading Fund, it provides a range of secure services to support diplomacy, development and defence for the UK government. It also offers services and expert advice to foreign governments and international organisations closely linked to the UK.
What’s in the resource
There are four sections. Click on the box to go to the section you’re most interested in.
| Lay solid foundations for a high-quality industry placement | Tell potential applicants about the placement and select a student who will benefit from it | Get everything ready for the placement before the student starts | Give the student a positive and thorough introduction to their workplace and the organisation |
What’s in each section
Each section contains:
- A graphic showing the actions carried out by the team in FCDO Services at each stage of planning and preparation
- A set of short audio clips which describes the actions the team took
The first two sections contain examples of processes and documents used to plan the placement and select a student.
Transcripts of the audio are also available.
Planning
Lay solid foundations for a high-quality industry placement
Actions
The numbers next to the boxes show the sequence in which the actions took place.
Processes and documents
FCDO Services started planning its first T Level industry placement in 2023. The placement was for a single student. Planning took place over three months as shown in the timeline below. This was followed by a period of preparation getting everything ready for the placement to take place as the student started the second year of their T Level course.
Guidance for creating a T Level placement recommendation (download)
Provider Meeting 1
Provider Meeting 1 transcript
Our first planning meeting with the provider took place in November. We’d selected a local college as our provider based on four criteria: which T Levels they delivered, how far students would need to travel to get to the placement, the diversity of students the college has, and the proportion that come from disadvantaged backgrounds. This was to help us meet our social mobility aims. We started by discussing which T Levels the college delivers, so we could work out which department would be most suitable to host our first placement student. By this point we’d already decided to host a single student to start with so that we could learn the lessons before taking on more. Once we’d decided on the T Level with the college, we went into a lot more detail about what a student would need to cover for the placement to be successful. I would definitely recommend doing this with the provider first before looking at the T Level specifications, as they can be quite overwhelming and it’s not always easy to match them to a business area. We found it very helpful to take our provider’s advice. From our side, we explained to them all about the security and confidentiality requirements we would need to have in place as a Civil Service organisation before a student could start on a placement with us, especially as in FCDO Services we handle sensitive information. One thing I would say about setting up placements in the Civil Service is that it probably helps to choose a provider that delivers apprenticeships in your department for your first T Level students. They already have experience of the environment and the requirements for security clearance and so on, whereas a new provider might not understand them so well.
Clearance Assessment
Clearance assessment transcript
Straight after the first provider meeting, we started to assess when we could start a placement with a T Level student and in what work area. For this placement the student had to have security clearance. We were already into December by now and we knew that this could take time, so rather than just having a few months in Year 1 we agreed that the student would start with us in their second year, so they could spend time with us throughout the whole of the year. Our first step was to send all the details about the potential placement to security teams and other people that needed to be aware of it. We knew we’d have to do this first before putting a proposal to the department that potentially would host the placement student, otherwise we’d be unlikely to get approval.
Proposal Sign-off
Proposal Sign off transcript
By the end of December, we had sent details of the T Level placement proposal to our recruitment team to check that it met with Civil Service Recruitment Principles. The final proposal went to the senior management team for sign-off in in January – and happily it was agreed.
Departmental Discussion
Departmental Discussions transcript
During January and February, we started to work in earnest with the department that would be hosting the placement student. They allocated a dedicated line manager for the student, and we worked closely with the line manager to discuss what the opportunity would mean to the student, what they would need to cover in the placement, and we also highlighted potential areas in the department they could work in. We looked at what transport was available for the student as well and agreed to fund their travel costs travel if required.
Provider Meeting 2
Provider Meeting 2 transcript
Having agreed internally what we planned to do, we went back to the college to see if the proposed placement would be suitable from their point of view. By early March we’d set up a placement day in the college to advertise the opportunity, we’d been through requirements such as being a UK National with the college, and we’d planned how to cover all the security clearance requirements. We also put together a job description with the college that set out the placement details including hours of work and which days the student would come in to their placement with us. This whole process of planning the placement internally within the organisation and externally with the provider took around four-and-a-half months, which looking back was about the time needed to get everything in place. I don’t think we could have done it much quicker as it was our first time, but knowing what’s involved now I think it could possibly be done more quickly in future.
Student selection
Tell potential applicants about the placement and select a student who will benefit from it
Actions
The numbers next to the boxes show the sequence in which the actions took place.
Placement Day
Placement day transcript
The selection process as a whole flowed very quickly and smoothly, and we managed to finish it by the end of March. We went into college first to tell the T Level students about FCDO Services and explain the placement we planned to offer, and we told them about the job they would be doing. It was helpful to have prepared the job description earlier so we could be quite specific about what their day-to-day role on the placement would look like. The college then advertised the post to students, and they applied through the college.
Applications and Interviews
Applications and interview transcript
Applications were anonymised by the college and sent to us for review. We then selected the students to interview. We decided to do the interviews with the line manager who would be supporting the successful student throughout the placement. The line manager helped to decide what questions we would ask. The interviews themselves were done at college, so students didn’t have to travel and because of the security restrictions of having visitors on site. We treated them as professional interviews so that the students could learn from the experience. Our intention was to give students the opportunity to show us their problem-solving skills, talk about projects they were proud of and demonstrate their interest in their T Level subject. And I think the interviews were useful for them as well as us.
Decision
Decision transcript
We advised the college straightaway after making our decision, because we wanted to check it with them and ensure that we were aware of any support needs or requirements before talking to the successful student, which we did soon after. The whole selection process worked well, and we were able to find a student who we thought would fit in with us very well.
Processes and documents
FCDO Application criteria – Marking sheet (downloadable)
Preparation
Get everything ready for the placement before the student starts
Actions
The numbers next to the boxes show the sequence in which the actions took place.
Student Checks
Student checks transcript
Once we’d offered the student a placement and they’d accepted it, we organised a meeting with them to go through the placement details. This was so we could be sure that they understood what the opportunity of coming on a placement at FCDO Services involves and that they were happy with it. They were, so then we discussed the next steps, which explained the employment check processes, hours of work and transport to see if support was needed because of our rural location, which isn’t easy to reach due to transport links.
Security Checks
Security checks transcript
As soon as we’d done the preliminary checks with the student, we asked our recruitment team to start the employment process that any new employee would go through. We planned extra time into this process, as we anticipated that it would take longer than usual because this was the first time that we’d offered an industry placement which would involve the student being onsite over a long period of time. We’d planned for the student to start their placement in September so there was quite a long wait before then. We felt it was important to keep in touch over the summer, so while the checks were going through, we would email them regularly and invited them to an interactive STEM event where they could find out more about what our organisation does. As well as staying in touch, this regular contact helped to give the student a better idea of where they’d be working and gave them a chance to meet some of the people they were potentially going to work with.
Placement Model
Placement model transcript
Another thing we did over the summer was to agree a delivery model for the placement. We knew it can sometimes be difficult when a student only attends once a week, so we arranged for our student to work in a different section of the department each term. We wanted them to be given actual work to do and to be a part of each team that they joined. So, for that reason we decided not to create special projects for them but to focus on developing employability skills such as team working, problem solving and communication, by working with other people in their team. It was helpful for us that the department where they’d be working had some current apprentices because it meant we could bring them into the process of planning the delivery model. It was a good move because the apprentices know what it’s like to come into the organisation and how a student would feel about it, and I think they did help us to make sure that the placement was varied and had purpose. As a result, we also decided to give our student a buddy who was a similar age and had recently gone through the apprenticeship process. Towards the end of the summer when all the checks had been completed, we undertook a risk assessment for the organisation that covered the industry placement and working with young people.
Pre-placement Training
Pre-placement training transcript
We provided training for the line manager and coordinator during August on safeguarding and supporting young people in the workplace. Once security clearance was in place, the week before the placement started in September, we had a meeting with the line manager and the student to go through placement details like working for the Civil Service, security requirements, transport and any other concerns. We also discussed the best start and finish times for them to ensure we were flexible and didn't dictate the hours. Other practical details we talked about included things such as bringing along lunch, dress code and bus times. We went over the timetable for the first day and sent these details via email, making sure that the student had a way of contacting us if there were any issues.
Learning Agreement
Learning agreement transcript
At the end of August and early September we had meetings with the college to finalise the learning agreement for the placement. We set learning goals and objectives for the student to achieve. All parties involved including the student completed and signed the agreement, which as well as the learning objectives also included placement details and behaviour expectations. We also received the parent / carer emergency contact details for the student, taken through the college’s safeguarding requirements, agreed the process of recording their placement hours, and set a timetable for the mandatory reviews.
Induction
Give the student a positive and thorough introduction to their workplace and the organisation
Actions
The numbers next to the boxes show the sequence in which the actions took place.
Day 1
Day 1 transcript
We all felt it would be very important to give our student a structured first day. Some placement students may not have been in a work environment before, and they really benefit from being made to feel welcome and part of the organisation. Simple things that you take for granted when you’ve been employed for a while, like checking in to see if they are feeling ok, need a drink or a chat, all those kinds of little everyday things that add up to a lot. We planned and timetabled the whole day, starting with a welcome meeting for the student with the line manager first thing and going through everything else that was going to happen on the day. The student had a tour around the department so they could meet people, settle in at their workstation, and see facilities such as the kitchen and toilets. Then there was a meeting with their buddy, going to lunch together, making sure they know what will happen on their next visit, and taking them back to reception at the end of the day. We also gave the student, and everyone involved with induction, a checklist for Day 1 and the first placement block. At the end of the day, we reported back to the college with positive feedback. I think it’s really important to develop a good relationship with the college so you’re not just speaking to them when there’s a problem or at review time.
Block 1
Block 1 transcript
Our placement model was based on the student coming in one day a week, but for the induction we blocked three full days for them to come in, meet the team and get a feel for the work environment. During this three-day block they completed mandatory training, covered health and safety requirements, and had a tour of the rest of the organisation as well as their own department. We took them to lunch every day, involved them in activities that were happening on these days, discussed their placement and what they would be doing each week. As well as their day-to-day work with the teams, we had also planned extra activities relevant to their placement, like going to events and work trips and meeting some of our current apprentices to find out more about the organisation and career opportunities. We also asked the student what they would like to find out more about, which helped them to see themselves as active participants in the life of the organisation.
Progress Reviews
Progress reviews transcript
To round off the induction, we made sure to book reviews with the student and their line manager and put them in their calendars. We explained to the student that the reviews are a good opportunity for them to talk about how the placement is going, discuss any concerns they have, plan activities for the next few weeks, and talk more generally about their future career opportunities. It's important for all of us, including the student, to maintain a close link with the provider during the placement to discuss progress, provide positive feedback, and report any issues or concerns. So, we made sure the reviews were in the college’s diary too.
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