CHAPTER ONE

1.0 INTRODUCTION OF SIWES

The Student Industrial Work Experience Scheme (SIWES) was established by the

Industrial Trust Fund in 1973, to solve the problem of lack of adequate practical skill

preparing for employment in industries by Nigerian graduates of Tertiary Institution.

The scheme exposes students to industrial skill necessary for a smooth transition from

the opportunity of being familiarized and exposed to the needed experience in handling

machinery and equipment, which might not be available in the educational institutions.

Participating of SIWES has become a necessary per-condition for the Award of

Certificate in specific discipline in most institution of Higher Learning in accordance

with the Education Policy of the Government.

This report was based on the relevance and importance of Student Industrial Work

Experience Scheme (SIWES) program with the aids of Industrial Trust Fund (ITF).

The task of education, our scientific, engineers and techniques does not only lay hands

on classroom learning, but also industrial based.

1.1 AIM AND OBJECTIVES OF THE SCHEME

The theory and practical skill are necessary for the technological development of

industrial work, so if we agree with this fact therefore, it means that SWIES program is

important as the classroom instruction will be relieved.

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1.2 SOME OF THE OBJECTIVES OF SIWES ARE LISTED BELOW:

 It provides opportunity for students to apply for his or her knowledge in real

work situation.

 It makes transaction from school to world easier.

 It expose student to his/her course of study industrial practice for adequate

acquisition of vital experience.

 To train students to be punctual and efficient in their daily endeavor.

 To train students for specific job and vocational work.

1.3 THE TRAINING LOGBOOK

The logbook is to assist student to keep an accurate record of the training and it show

the department and section in which the student has worked and the period of times

spent in each department or section. The students must record the activities of each

working day clearly with sketches and diagram where necessary.

Student must submit the logbook to their industry based supervisor at the end of every

month throughout the period of the SWIES program. The academic staff of your

institution will check the logbook during their visit to ensure that proper training is

being received by the student and record their comments.

1.4 SOME OF THE OBJECTIVES OF THE TRAINING LOGBOOK ARE

LISTED BELOW:

The objective of Industrial Training cannot be over emphasized, it enable

students of various Higher Institutions in Nigeria, particularly in Science Department to

acquire a good knowledge in all their field of study among the benefit of Industrial

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attachment to Technical ship Education in General and to the students of under-going

in particular.

This includes the following benefits:

 Students are able to see all they have been taught in class.

 SIWES Programme exposes to interpersonal relationship in companies and

offices both government and private set-up.

 Student should know how economy the life is to make their lives through the

economy.

 Students are able to acquire more knowledge of other occupation which is

different from their field of study.

 It gives students the opportunity to know how to plan and execute various

techniques relating to their field of studies.

BODIES INVOLVED IN THE MANAGEMENT OF SIWES

The bodies involved in the management of SIWES are;

i. Federal government.

ii. Industrial Training Funds (ITF).

iii. Other supervising agencies which include; National University Commission

(NUC), National Board for Technical Education (NBTE) and National Council

for College of Education (NCCE).

IMPORTANCE OF SIWES TO STUDENTS

SIWES stands for Student Industrial Work Experience Scheme. It is a program

designed to expose students in tertiary institutions to practical work experience in their

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field of study, typically for a period of six months to one year. The importance of

SIWES can be outlined as follows:

Practical Exposure: SIWES provides students with the opportunity to gain practical

experience in their chosen field. This hands-on experience helps students to understand

theoretical concepts better and apply them in real-world situations.

Skill Development: Through SIWES, students have the chance to develop important

skills relevant to their discipline. This includes technical skills, problem-solving

abilities, communication skills, teamwork, and time management skills.

Industry Relevance: SIWES helps students to understand the practical aspects of their

field and how it applies to the industry. This firsthand experience can guide students in

aligning their academic pursuits with the demands and realities of the job market.

Networking Opportunities: During SIWES, students interact with professionals in

their field, which can lead to valuable networking opportunities. These connections can

be beneficial for future job prospects, mentorship, and gaining insights into the

industry.

Employability: SIWES enhances students' employability by providing them with

relevant work experience. Employers often prefer candidates with practical experience,

and SIWES provides students with a platform to acquire this experience before entering

the workforce.

Career Exploration: SIWES allows students to explore different career paths within

their field of study. By working in various departments or roles during their industrial

training, students can better understand their interests and strengths, helping them make

informed career decisions.

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Personal Development: Beyond academic and professional skills, SIWES also

contributes to students' personal development. They learn to adapt to work

environments, manage responsibilities, and develop a sense of professionalism and

work ethic.

Curriculum Enhancement: SIWES serves as a bridge between academic learning and

practical application. Feedback from SIWES placements can help educational

institutions update and enhance their curriculum to better meet the needs of the

industry.

1.5 HISTORICAL BACKGROUND OF MIDE STORE AND

SUPERMARKET

Mide Store and Supermarket was incorporated in the year 2006 December 27 th, it is

located at Oke Aro, Akure.

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1.6 ORGANOGRAM OF MIDE STORE AND SUPERMARKET

Security

IT STUDENT OTHERS SIWES

Figure 1.1: Organizational Chart of the Company

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 CHAPTER TWO

2.0 OF WORK DONE

2.1 SECTIONAL ACTIVITIES DONE DURING SIWES

During my Student Industrial Work Experience Scheme (SIWES), I was placed in the

Sales Department the Supermarket. This report aims to provide a comprehensive

overview of the experiences gained, skills developed, and tasks performed during my

tenure in the sales department.

2.2 INTRODUCTION TO SALES DEPARTMENT

The sales department of a company is a crucial organizational unit responsible for

generating revenue by selling the products or services offered by the business. It is

typically one of the core functional areas within a company, especially in organizations

that rely heavily on sales for their profitability. The primary objective of the sales

department is to acquire customers, build relationships, and drive sales through various

channels.

Function of a Sales Department of Mide Store and Supermarket

Customer Service Counter: This is often the focal point of the sales department. Staff

at the customer service counter handle inquiries, returns, exchanges, and other

customer-related issues. They also assist with providing information about products,

services, promotions, and loyalty programs.

Product Placement and Merchandising: Sales department staff are responsible for

arranging products on shelves or displays in an organized and visually appealing

manner. They ensure that products are properly stocked, labeled with accurate pricing

and information, and strategically placed to attract customer attention and promote

sales.

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Product Knowledge and Assistance: Employees in the sales department should have

comprehensive knowledge about the products sold in the supermarket. They assist

customers with locating items, provide information about product features and benefits,

and offer recommendations based on customer preferences or needs.

Inventory Management: Sales department staff often play a role in inventory

management processes. This includes monitoring stock levels, conducting inventory

counts, identifying slow-moving or expired items, and coordinating with purchasing

departments to replenish stock as needed.

Customer Feedback and Satisfaction: The sales department collect and analyze

customer feedback to identify areas for improvement and enhance overall customer

satisfaction. This could involve conducting surveys, responding to customer complaints

or suggestions, and implementing measures to address customer concerns.

2.3 EXPERIENCE GAINED IN THE SALES DEPARTMENT

Experience Gained:

1. Customer Interaction and Service Skills: During my time in the sales

department, I gained valuable experience in customer interaction and service

skills. I learned how to greet customers, understand their needs, and provide

assistance effectively. This involved helping customers locate products, offering

recommendations, and addressing any concerns they may have. Through regular

interaction with customers, I developed strong communication and interpersonal

skills.

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2. Product Knowledge: Working in the sales department provided me with an

opportunity to familiarize myself with a wide range of products available in the

supermarket which includes Soaps, toiletries, Tooth Paste etc. I learned about

product features, specifications, and pricing, which enabled me to assist

customers more effectively. Understanding product attributes helped me in

providing accurate information to customers and making suitable

recommendations based on their requirements.

3. Visual Merchandising: Another aspect of my experience involved assisting

with visual merchandising tasks. This included arranging products on shelves,

ensuring proper labeling and pricing, and maintaining a visually appealing

display. I learned about the importance of product placement in influencing

customer purchasing decisions and how to organize merchandise to optimize

sales.

4. Cashiering and Point-of-Sale Operations: As part of my training, I was also

exposed to cashiering and point-of-sale operations. I gained hands-on

experience in processing transactions, handling cash, and using electronic

payment systems. This experience enhanced my numerical and multitasking

abilities while also emphasizing the importance of accuracy and attention to

detail in financial transactions.

5. Teamwork and Collaboration: Working in the sales department provided me

with insights into the significance of teamwork and collaboration in a retail

environment. I collaborated with colleagues to ensure smooth store operations,

assist customers efficiently, and address any issues that arose. This experience

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 taught me the value of cooperation, communication, and mutual support in

achieving common goals.

CHAPTER THREE

3.0 CONTRIBUTION TO KNOWLEDGE

 I was able to learn Customer Interaction and Service Skills

 I Collaborated with the entire staff to achieve goals

 Product Placement and Merchandising

 Inventory Management of goods

 I was also exposed to cashiering and point-of-sale operations

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 CHAPTER FOUR

4.1 SUMMARY

My experience in the sales department during the SIWES period was highly enriching

and educational. I gained practical insights into various aspects of retail operations,

including customer service, product management, merchandising, and cashiering. The

skills and knowledge acquired during this internship will undoubtedly be beneficial in

my academic and professional journey. I am grateful for the opportunity provided by

Mide Store and Supermarket to learn and grow in a real-world work environment.

4.2 RECOMMENDATION

I recommend that:

i. ITF should give general procedure on how student on SIWES should be trained

and not for student to be used in the manner not relating to the field of study.

ii. Students yet to embark on SIWES programme should be enlightened on the

challenges of the corporate world. The ministry should employ more highly

trained computer literates.

iii. Industrial Training Fund should make provision for the creation of offices in

various states where they do not have offices, because student and staff might

find it difficult going to long distance. This will also help promote the attitude

of student’s award scheme, when they know ITF is their backyard.

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4.3 CONCLUSION

Practical training establishment is an indispensable part of course structure, this

exposes student to various technologies and other skills that are related to their field of

study and famous experience when not addressed, could render all the effort of

education meaningless.

Meanwhile, I was thought in the school both practical and theory about the

administrative duties and computer but emphasis was laid for me to know more

Finally, the SIWES was very interesting.

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 REFERENCES

ITF (2004). Information and guidelines for Students Industrial Work Experience

Scheme: Reviewed, Jos, Nigeria.

The Federal Polytechnic Ile Oluji Student handbook

Students Industrial Work Experience Scheme Work logbook

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