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AUTHOR Parris, Alyssia J.; Adams, Howard G.TITLE Your Internship Is As Good As You Make It: A
Practical Guide to Student Internships.INSTITUTION National Consortium for Graduate Degrees for
Minorities in Engineering, Inc., Notre Dame, IN.SPONS AGENCY Union Carbide Corp., Danbury, CT.PUB DATE 94NOTE 24p.
PUB TYPE Guides Non-Classroom Use (055)
EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *College Students; Definitions; Eligibility;
*Guidelines; Higher Education; *Internship Programs;Interviews; Professional Development; ProgramDevelopment; Program Implementation; Reports;*Student Development; *Student Experience; *StudentResponsibility; Student Role
ABSTRACTThis guide is designed to provide college students
with an overview of the internship experience, as well as tips for asuccessful internship. Part 1 discusses the transition from studentto professional and the role that an internship can play inprofessional and career development. It defines the nature and typesof internships available, identifies resources for locatinginternships, reviews things to consider when applying forinternships, and presents guidelines for a successful internshipexperience. Part 2 addresses the responsibilities of the internshipprovider, focusing on the role of the intern supervisor, the benefitsof internship to students and organizations, and internresponsibilities. Part 3 discusses the end of the internship and thereturn to school, focusing on the final project report to be preparedby the intern, the debriefing or exit interview conducted by theorganization, hints for academic success, and possible careeropportunities resulting from internships. (Contains 14 references.)(MDM)
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Reproductions supplied by EDRS are the best that can be madefrom the original document.
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YOUR INTERNSHIP is ASGOOD AS YOU MAKE ITA PRACTICAL GUIDE TOSTUDENT INTERNSHIPS
by Alyssia J. Parris andHoward G. Adams, Ph.D.
BEST COPY AVAILABLE
U.S. DEPARTMENT Of EDUCATIONof Educational Research and improvement
DUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has pain reproduced asreceived from that person or ors/monitionoriginating it
0 Minor changes have been mad* to Improvereproduction Quality
Points of view or opinions Meted In 1114 clocu-ment do not necessenly represent officialGERI position or policy
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
National GEM
Fellowship Program
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
2
Publications developed in the GEM Center draw on the experiences and skills of a number
of staff associates. In this context, we would like to thank Robert 1. Lewis, II for his editorial
review and comments, Susan Larsen for design and layout, and Amy Schmidt, Sylvia Wilson
and B. J. Valdez. A special thanks goes to Donald E. Gatewood for securing the publication
grant through Union Carbide Corporation.
Produced at the National Center for Graduate Education for Minorities.
Copyright 1994 by the National Consortium for Graduate Degrees for Minorities in
Engineering and Science, Inc. (GEM).
TABLE OF CONTENTS
TABLE OF CONTENTS
Preface 1
Part I Internshir 1
Introduction 1
The Transition from Student to Professional 2
The Internship 2
Types of Internships 3
Resources for Locating Internships 3
Applying for an Internship 4
Primary Criteria of Consideration 4
Steps to Interviewing 6
Dressing for the Interview 6
Making the Most of the Internship 6
Things to Consider Before the Internship Begins 6
Tips to Get Started 6
Knowing the Do's and Don'ts 8
Responsibilities of the Intern 8
Tips on Maximizing Your Internship 9
Pointers on Professional Etiquette 11
Part II Organization's Responsibility to Internship Program 12
Steps to Good Supervision 12
Student as an Integral Part of Company 13
Part III Ending the Internship and Returning to School 14
The Final Project Report 14
Debriefing Exit Interview 15
Preparing to I-ceturn to School 15
Hints for Achieving Academic Success 16
Staying in Touch 17
Concluding Thoughts 17
References 18
4
INTRODUCTION
PREFACE
In today's competitive Jo) market, outstandingacademic achievement is no flinger sufficient toguarantee full-time employment for new collegegraduates. The inescapable "catch-22" for Manyjob seekers today can be said in two words: "NoExperience!" The best way to get around thisobstacle is to get experience while still a student.An internship might be just what the entplciyer
is looking for!
This guide, Your Internship Is As Good As You Make
lt, is designed to provide students with an over-view of the concept of an internship in the contextof planning one's career. It grew out of the experi-ences of the GEM Program, an effort that hasplaced more than 2,000 interns in industrial andgovernmental laboratories across America since1976. This publication is designed to identify thenature of interning from the perspective of thestudent intern and the industrial/governmentalsponsors. In addition, this guide provides a per-spective on how to make the internship experiencethe catalyst to a career/networking relationship.
Specific areas addressed in Part I are:
the transition from student to profes-sional,
definition of an internship,
types of internships,
resources for locating internships,
things to consider when applying for aninternship, and
making the most of the internship experi-ence.
Part II addresses
"good practices" for supervising an intern,
the student 's benefits,
benefits that accrue to organizations, and
intern responsibilities.
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Part III addresses
the final project report,debriefing Exit interview,preparations to return to school, andstaying in touch.
This guide is part of a series of publications pro-duced by the GEM Center that focus on "bestpractice" strategies for enhancing student educa-tional and vocational opportunities. Other publica-tions in the series are:Making the Grade in Graduate School: SurvivalStrategy 701;Mentoring: An Essential Factor in the Doctoral Processfor Minority Students;Successfully Negotiating the Graduate School Process:A Guide for Minority Students;Techniques for Effective Undergraduate Mentoring: AFaculty/ /Student Guide,; andFocusing on the Campus Milieu: A Guide for Enhancingthe Graduate School Climate.
PART 'I
INTERNSHIPSINTRODUCTIONAn internship is more than a job or a way to earnmoney. Indeed, an internship is an educationalopportunity where one can gain career-related experi-ences. In most instances, it also provides an opportu-nity to earn a salary while learning. It is a careerdevelopment option that allows students to test theworld of work. By experiencing first hand the condi-tions and nuances of the workplace, interns acquire arealistic perspective of employer expectations and,thus gain knowledge about the habits, skills andattitudes needed, valued, and rewarded. For theemployer, the internship placement provides anopportunity to observe some highly qualified andflexible personnel. This mutually beneficial relation-ship makes an internship program rewarding for bothemployers and students.
THE TRANSITION FROM STUDENT TOPROFESSIONAL
The primary purpose of an internship is to gainpractical experience and network with experiencedprofessionals in the work place. Recognizing thatthere is a difference between being a student andbeing a professional, individuals can preparethemselves for the transition to careering by takingadvantage of an internship. The transition fromstudent to professional is captivated and addressedthroughout the internship experience.
Getting an internship position is based primarilyon a student's grades and recommendations. Keepin mind that most internships are awarded tostudents with the intention of making the student apotential employee. Thus, the student's perfor-mance during the internship is what inspires asupervisor to recommend the intern for a perma-nent position with the organization.
Today, most internship programs look upon theirinterns as entry-level employees. The intern'sassignments and projects are intended to enhancethe intern's development. Therefore, to enhanceand develop your skills, you have to take initiativeand make the most of the internship experience.
The most important thing youcan do as a studentis to assume responsibility for your future. Befriendly, eager to learn and conscientious. Make it apoint to learn as much as possible about everyposition. Convey to your co-workers and supervi-sor that you are enthusiastic about what you aredoing and a team player who is willing to pitch in.Most importantly, be self-assured, confident andwilling to take risks.
This guide will help you facilitate the transitionfrom being a student to being a professional.
THE INTERNSHIP
An internship is meant to expose students to therigors of a daily work routine under the supervi-sion of a seasoned professional. It should be a
2 BEST COPY AVAILABLE
broad, maturing experience that serves as a transi-tional "cushion" from college to the workplace,while allowing the individual to develop the skillsnecessary to excel as a professional.
Some key learning experiences offered throughan internship are:
the testing of one's skills and trying outideas in a non-permanent job situation;
the opportunity to work alongside experi-enced professionals;
the opportunity to observe professionalrelationships, work ethics, professionaldecorum and attire in the workplace;
the opportunity to build networks forfuture contacts concerning career moves,training options, and graduate school; and
the chance to relocate and live in a newand different environment.
Beyond these experiences, Figure 1 provides addi-tional benefits that one gains from an internshipexperience.
FIGURE 1WHY STUDENTS SEEK
INTERNSHIPS
To gain practical experience in a field of interest.To develop skills needed to enter a chosen field.To reinforce career objectives.
To earn money.
To bridge the gap between collegiate life and fulltime employment.
These are all critical experiences that will enhancethe personal, professional and educationaldevelopment of an individual going through thetransition from a student to a professional. Becausea well-planned and well-implemented internshipcan offer all of these experiences and more, it is
INTERNSHIPS
paramount that undergraduate as well as graduatestudents take advantage of the internship experience.
The benefits derived from an internship centeraround overcoming the obstacle of having educa-tional theory and not the practical experience toaugment and reinforce the theoretical knowledge.The internship provides the opportunity to balancethe practical and theoretical knowledge that isoften required in today's competitive workingenvironment. Thus, students can enhance theirprofessional credentials through a well developedinternship experience.
TYPES OF INTERNSHIPS
Internships are categorized under various typesand, while there are no hard and fast arrangements,the format outlined here generally covers mostinternship arrangements available to students.
Summer Internship - students are em-ployed on a full-time basis during thesummer between the end of the springterm and the beginning of the fall term.
Full-time Internship - students are em-ployed at a forty hour work week for anextended period of several weeks.
Part-time Internship - students are em-ployed less than at a forty hour work weekduring the academic year in conjunctionwith their academic classes for one or morequarters or semesters.
Volunteer Internship - students workwithout compensation for a non-profit orpublic service organization.
Created Internship a student makes aproposal to a company or organization todevelop a unique position for the ex-pressed purpose of providing an employ-ment related educational opportunity.Compensation can be realized or it may bedone on a volunteer basis.
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Internships can be flexiV., to accommodate themutual needs of both the student and the em-ployer. Regardless of the type, students shouldseek an internship arrangement that best suits theirneeds and provides the learning experience tobuild and enhance educational and professionalskills.
RESOURCES FOR LOCATING INTERN-SHIPS
Career/life goal planning begins with an under-standing of one's aspirations and goals. The nextstep involves utilizing the resources that surroundyou on a daily basis, e.g.,
Know who the players are on your cam-pus, in your community, at your part-timejob, etc.
Establish a relationship with them andmake them aware of your goals.
Make sure that your relationship withthem is such that if you need a call orreference made on your behalf, it can bedone favorably.
What you know in terms of academics is important,but who you know can make the difference inobtaining an internship, a job or being nominatedto an executive body or board. Figure 2 provides alist of resources that are available to most collegestudents who are seeking internships.
These offices and the individuals who run themare excellent contacts. Note, every office, professor,peer or organization on your campus, in the communityor at your place of work is a resource. If you lookupon every interaction you make on a daily basisas a prime opportunity to network, you will beginto expand your resource base and build newcontacts. By taking advantage of these and otherresources, you should be able to identify a numberof potential internships, that fit your educational/career goals and objectives.
FIGURE 2UTILIZE ALL POSSIBLE RESOURCES
LibraryProfessorsCaree- Placement OfficeUpperclassmenNotices in professional publicationsCorporationsStudent Affairs/Activities OfficeBulletinsMinority/Women Affairs OfficeStudent OrganizationsGraduate Studies OfficeGreek OrganizationsAlumni Sponsored InternshipsFacultyInternship AdministratorsGovernment Agencies
APPLYING FOR ANINTERNSHIPIt is very likely that most students will be applyii\ eormore than one internship opportunity in fact, it isrecommended. Each internship may have differentrequirements and deadlines. Because this may be thefirst contact a company or organization has with thestudent, it is very important to make a good firstimpression. Therefore, pay close attention to therequirements of each application. According to somecompanies in the GEM network of employer mem-bers, the number one reason for students not receiv-ing internships is "failure to follow directions andapplying late." Specifically, follow the directions tothe letter and make sure that the application arrivesbefore the deadline. Once you identify the internshipsyou desire, follow these important steps in applyingto ensure that you give yourself every opportunity tobe considered.
Step 1 Read requirements and follow directionscarefully.Establish a "checklist" of requestedinformation.Make note of deadlines.
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Step 2 Request official transcript(s).
Make appointments with professors,advisors, supervisors, etc. to requestletters of recommendation.Begin writing letter of interest, if re-quired.
Note: Since the application processrequires time, the earlier you begin work-ing on it, the beti:er your chances are ofcompleting a "smart" application beforethe deadline (Adams, 1985).
Step 3 The third and final step of the internshipapplication process depends entirely onyou. Therefore, to ensure that you have a"smart" application requires that:All materials are typed neatly with nospelling or grammatical errors.
Check to make sure you have followedall the directions.
Make copies of all materials and keepthem in a file.
Send the application and all requiredmaterials in a single package three tofour weeks before the application dead-line.
Follow up within a week to confirmyour application was received and thateverything is complete.
No matter which type of internship youapply to, you should treat it as if you areapplying for a full-time job. There will bemany qualified students just like you whoare applying for the same internship; thus,your only goal is to distinguish yourapplication from all others.
PRIMARY CRITERIA OFCONSIDERATION
Organizations utilize a number of factors in theoverall selection of interns. It is important for theintern to be aware of these factors.
INTERNSHIPS
Among the criteria most often used arc:
GradesLetters of recommendationWork experienceExtracurricular activities
It is no secret that companies and organizations arelooking for good students. Usually these students areidentified through their grades. Good grades arenormally interpreted as excellent academic prepara-tion. The students that excel academically are theones most favorably looked upon to be offered aninternship. Succeeding should be the expected out-come of the edUcational experience. Therefore, the"effort"you allocate to your studies will be thedeciding factor in achieving good grades. If youbelieve, you will succeed! Good academic credentialsare built through a strategic plan of action. To accom-plish this each student should follow the steps out-lined in Figure 3.
FIGURE 3A STRATEGIC ACTION PLAN FOR
BUILDING GOOD ACADEMICCREDENTIALS
Maintain a positive attitude.Believe in yourself.Stay away from activities that distract.Seek and utilize assistance as needed.Seek advice, listen and learn from others.Read, read, read, everything all the time.Carefully balance time and resources.Chart and focus on milestones.Act like you belong; function with a purpose.Don't isolate yourself.Expect and plan for the unexpected.Work through down periods.
Excerpted from "Essentials for Tapping One's Full Potential as aDoctoral Student". Making the Grade in Graduate School:Survival Strategy 101, Howard G. Adams. Ph.D.; '. 1992.
Also very important are letters of recommendation.The reason being, they provide support for your
academic achievements and character. Determiningwhom to ask for a letter of recommendation shouldbe based on the type of relationship you haveestablished with that person (as noted in LocatingResources). Always make certain to secure recom-mendations that will give a favorable impression ofyou and add to your credentials. Therefore, requestrecommendations from persons familiar with yourwork habits, academic ability, achievements andcharacter. An advisor or professor from youruniversity or a supervisor from your job would bea wise choice.
In making the request, provide
a brief synopsis of your goals and objec-tives,
why the internship position is importantto you, andan unofficial transcript and resume.
By providing this information, you make therecommender's job easier and he or she will bemore likely to agree to provide a letter of recom-mendation. Furthermore, with this information, arecommendation can be written that is useful inyour appeal for consideration.
Some internship applications require a letter ofinterest. This exposition is a written version of you.Because first impressions count, it is important tomake sure the exposition is brief, to the point,factual, neat, and professional in appearance.Always allow your professors or peers to review itfor grammatical and spelling errors. The expositionis a good opportunity to highlight prior workingexperiences and extracurricular activities thatimply you are a good match for the internship.Because most companies place great value on anintern's experience, past work experiences andinvolvement in extracurricular activities convey tothe employer that the applicant is a well-roundedindividual and has the leadership characteristicsthat are valued in a potential intern.
95
STEPS TO INTERVIEWING
Some internships require an interview. Approachthis as though it were an interview for permanentemployment. Do your homework on the company.To be considered a viable candidate, it is importantto come to the interview prepared with specificinformation and knowledge about the companyoffering the internship. Specifically
know their product line,find out about their competitors, andknow why they are successful.
An excellent way to prepare for an interview is topractice. This can be done by going through amock interview, either by yourself or with a friend.While conducting a mock interview concentrate on
practicing power moves in the mirror,being conscious of body language,sitting up straight,using gestures,having an expressive face, andalways having a warm smile.
A mock interview typically involves role playing.Ask a friend to ask you questions that might beused during the interview. Answer the questionsas though you were actually interviewing with acompany or organization. Whether you practice infront of a mirror or with a friend, keep practicinguntil you are relaxed, comfortable, and confidentwith your information and yourself.
A listing of questions that are most often asked byemployers and interviewees during job interviewsare provided in Figures 4 and 5 on the next page.Since you should treat an internship interview asthough it were an interview for full-time employ-ment, knowing and practicing the questions shouldprepare you for any interview.
DRESSING FOR THE INTERVIEW
No matter what kind of job, dressing professionallyfor an interview is a must. Proper dress conveys the
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message that you are serious about this interviewand that you understand professional decorum.Be simple and conservative. For men, wear a suitand or blazer, slacks and a tie. Women should weara suit or a skirt and blouse. The colors should beblack, blue, grey or beige. For less formal inter-views dress appropriately for the organization andbe sure to be neat.
MAKING THE MOST OFTHE INTERNSHIPTHINGS TO CONSIDER BEFORE THEINTERNSHIP BEGINS
Congratulations on your internship offer! Now thatit is official you need to make concrete plans foryour internship experience. It is an opportunity toexplore your field, meet new people, possibly livein a new and different environment, discover yourstrengths and weaknesses and learn what is ex-pected of you in the professional arena. Along withbeing responsible for projects and meeting dead-lines, you will develop techniques to get along withvarious types of people. Since relocation may be arequirement, you will have to budget your earn-ings towards housing, transportation, food andother miscellaneous items. More importantly, beingon your own for the first time involves looking toyourself in making monetary decisions. And evenif you stay at home, budgeting your money andyour time around your family and social activitiesis also a big responsibility. The experience you gainfrom managing your money and time will be usefulthroughout your career. Above all, the internship isthe place to make mistakes and learn from them.
TIPS TO GET STARTED
Ask employer for relevant literature toread in advance. Keep up to date on thecompany's activities. For example, readthe company's newsletter, monthlyreports, business magazines and newspa-pers.
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INTERNSHIPS
FIGURE 4TWENTY QUESTIONS ASKED BY INTERVIEWERS
1. Tell me about yourself. 11, What motivates you?
2. What are your career goals? 12. How do you best motivate others?
3. Where do you expect to be in your career within 13. What professional associations do you belong to?
five years? Ten years? 14. What volunteer work do you do or have you done
4. What are your educational goals? in the past?
5. What do you know about the position I'm inter- 15. What awards have you received?
viewing you for? 16. Have you ever received any fellowshi 1? When?
6. What skills, experience and training do you have Why? What did you do?that make you qualified for the job? 17. Have you written any articles for a professional
7. What other positions have you haL' tat qualifyyou for this position?
journal, magazine or newspaper? When? Whatwere they about?
8. Have you any supervisory or administrative 18. What do you do in your spare time?experience? Please tell me about it. 19. Are you willing to travel for this position?
9. Can you meet deadlines? If so, give me anexample.
20. If your career demanded it, would you be willingto relocate for advancement?
10. If the people who work with you were to evaluateyou, what would they say?
FIGURE 5TWENTY QUESTIONS POSED TO INTERVIEWERS
1. What qualities are you looking for in the candi- 12. What are your growth projections for next year?date who fills this position? 13. What do you (the interviewer) like best about your
2. What skills are especially important for someonein this position? 14.
job/company?
In what ways is a career with your company3. Please describe the duties of the job for me. better than one with your competitors?
4. What kinds of assignments might I expect? 15. Does your company provide any financial assis-
5. How much authority will I have over decisions? tance for further education?
6. Will I have the opportunity to work on specialprojects?
16. What characteristics do the achievers in thiscompany share?
7.
8.
Is there a lot of team/project work?
How do you feel about creativity and individual-
17. Do you fill positions from the outside or promotefrom within first?
ity? 18. Do you have a standard benefits package or can
9. How often are performance reviews given?I choose from a variety of options?
10. What products (or services) are in the develop-19. What is your vacation policy?
ment stage now? 20. What is the salary range for this position?
11. Do you have plans for expansion?
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Don't wait until you start your internshipto develop new skills. If you are requiredto learn new software, try and get a headstart.
Plan and select your wardrobe accordingto the expected dress code of the com-pany.
Get mentally and physically prepared towork. Plan how you will organize outsideactivities and commitments.
Start a journal to keep note of your dailyexperiences.
The following are some questions interns shouldconsider asking if not routinely informed by thecompany. Answers to these questions can make thetransition to the internship go smoothly.
What is my job description?What is the performance criteria?What is the company's expectations?Who is the supervisor?
Where will I live (if internship requiresrelocation)? What about housing, is thisprovided?
What is the cost of housing?
Can quarters be shared with other in-terns?
Are there other interns from my area whowill be interning as well?Are travel expenses covered?
The one thing an intern would not want is to get tothe new surrounding and fet: out of place. There-fore, if you are responsible for finding your livingquarters, here are some suggestions that can helpyou become acclimated to your new surroundings.
If possible, make a "get to know theplace" trip prior to the move.
Try to locate housing that is in reasonableproximity to the worksite.
8
Where possible, secure housing close toconvenient outlets such as the grocerystore, cleaners, banks, shopping area, etc.
To get a feel for the area, make the finalmove one week prior to reporting to work.
Visit the work site prior to the first day toget acquainted and know how to get therefrom your residence.
Network prior to your move to makecontact with friends or family.
KNOWING THE DO'S Alia) DON'TS
In most courses the professor informs students onthe first day of the ground rules so that studentsknow what is expected of them. There is a similarformat when a student is interning with a companyor organization. The responsibility of how thestudent performs in their duties and the manner inwhich they carry themselves is determined by theserules. There may be supervisors who will pull astudent to the side and have a heart to heart talkabout the "do's" and "don'ts;" however, some willnot! Consequently, you will need to be prepared tohave a watchful eye and learn the "ropes" ofcompany policy. Figure 6 lists some do's anddon'ts that should be taken very seriously.
RESPONSIBILITIES OF THE INTERN
Your primary goal as an intern is to learn from theinternship. Approach the internship experience asa series of challenges to test your skills and capa-bilities, and where you will learn to grow as anindividual. This requires setting high goals foryourself and following through with a plan ofaction for accomnlishing those goals. The stressand anxiety you may experience during the intern-ship should not be viewed as a reason for failure,but as a stimulus to achieve. The benefits you reapfrom the internship experience are only what youmake it. If you set high goals for yourself, otherswill notice and may provide expanded opportuni-ties for you.
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INTERNSHIPS
FIGURE 6DO'S AND DON'TS
Do...ask questions,keep your supervisor informed,dress to suit your job,get along with your co-workers,take your assignment seriously,be flexible with your lunchtime,realize your supervisor is a resource, andremain professional at all times.
Don't...get too familiar too fast,ignore your supervisor,gossip about your supervisor,just know your job,fight the system,push to personalize your area,expect too much of others, andabuse privileges.
It is expected that supervisors will nurture theirinterns, however, the supervisor will look highlyupon an intern that takes initiative, is a teamplayer, pays attention to details, sets priorities andhas respect for his colleagues and supervisor. Thisis the model an intern should follow. With a posi-tive attitude, dedication and determination, youwill see that doing good things and having theright kinds of people and contacts around you willopen doors for you. This knowledge and informa-tion will allow you to open doors for others.
INTERN'S RESPONSIBILITIES
Be punctual.Complete work assignments.Communicate progress of work activities.Follow-up.Study and learn.Participate in activities.Work with mentor.Dress appropriately.Follow instructions and directions.Be open to advice and critique of work.Be productive.
JUDGMENT
Be a self-starter.Be a team-player.
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Learn how to listen and follow instructions.Know when to ask questions.Set priorities.Know your work place.Take on challenges.Stay free of office cliques.
During your internship experience you will learnvaluable information about your area of expertiseand will have the opportunity to meet individualswho will have direct influence on your future. Bytaking charge of your internship experience theinformation gathered, the contacts made and theskills acquired will prove useful in your immedi-ate and future career plans. An internship experi-ence will position you far along the path of per-sonal development, as well as enhance your experi-ence.
TIPS ON MAXIMIZING YOUR INTERN-SHIP
As mentioned earlier, there is a transition that mustbe made from being a student to being a profes-sional. An intern is considered a professionalthroughout the duration of the internship. There-fore, in order to take advantage of the internship,the intern must take the initiative and do the thingsthat will enhance the skills for being a professional.
9
Being able to communicate your thoughts effec-tively is very important. Many students find itdifficult to express themselves in front of an audi-ence or convey their thoughts in writing. Listedbelow are some tips useful in developing effectivecommunications skills.
Maintain a daily or weekly journal.Write short papers to demonstrate theunderstanding of basic concepts or princi-pals you are working on.Present your assignments to your peersand supervisors and request feedback.Read and learn from others writing inyour field of interest.
Practicing your writing and oral skills will help youto effectively communicate your points of view.
Other ways of making effective use of your timeduring an internship is to take full advantage of thecompany's library. It is a good time to do researchfor a thesis project or a major paper you may haveto write. It also would not hurt to get around andask other employees about their positions and theassignments they are working on. During part ofyour lunch period would be a good time to tour thecompany to gain insight into other divisions andtheir functions. By using your time efficiently youwill get a better understanding of the company, thepeople you are working with, and the optionsavailable to you.
Listed below are some more tips that will allowyou to take full advantage of the internship experi-ence and make the transition from student to full-time professional much easier.
Take initiative. Go the "extra mile." Take onassignments that require extra work. Volunteerto take on projects that other; avoid. If you areasked to perform what might 1,- regarded asmundane work, do it well. Become a reliableand dependable fixture in your department. Ifthere are assignments to be completed over the
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weekend, volunteer to come in and help.Remember, you are not doing this because it isexpected or required of you, but because theseare normal rights of passage for anyone whoaspires.
Have an open mind to what you are about toexperience. Have a positive attitude about thepeople you will meet and get to know them. Bereceptive, energetic, enthusiastic and ready forinformation that might be shared with you.
Come to work prepared to listen and learn. You arein an information gathering mode and cannotafford to discard information or individualsthat you judge to be of no importance or notdirectly related to your career objectives. Hearthe factual information, interpret it and beprepared to respond and learn from eachencounter.
The work day. Get to your workstation early. Ifstarting time is 8:30 a.m., try to be at your deskat 8:00 a.m. If closing is at 5:00 p.m., stay at yourdesk until 5:30 p.m.
Network and build contacts. First and foremostyou should look upon others in the workplaceas valuable colleagues, and not competitors.Share information, work together with a com-mitment to do so again in future activities. Getto know other employees in the company andespecially those in human resources, for theycan keep you informed about job openings aswell as be a good job reference for you.
Wear appropriate clothing. Your mode of dress canmake a career goal statement as well as a socialstatement; therefore, dress the part of a profes-sional, for that is why you are doing your intern-ship. Don't dress down to others, dress up to whatyou are striving for! Women should keep it simpleand conservative. Over time you will obtain thestyle that expresses you. For men, shirts and tiesare generally the order of the day. Set yourselfapart. Always dress the part of the company, evenif there are dress down days.
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NTERNSHIPS
Get sufficient rest. It makes sense that you get yourrest every evening. Resist temptation to stay outlate and hang out. Fatigue catches up to you;don't let fatigue be all that you walk away withfrom this experience.
Open your eyes and ears and have the intelligence,energy and inclination to use it.
POINTERS ON PROFESSIONALETIQUETTE
Because of the nature of most internships visibil-ity, people, daily contacts, etc. professionalism isa must. It demonstrates self discipline, responsibil-ity and leadership. More importantly, since youwill be building your personal reputation, youmust carry yourself in a professional and dignifiedmanner.
Professional Conduct. A sage old expression holdsthat "The first impression is always the mostlasting impression"; therefore, conduct yourselfaccordingly. In maintaining a professionalattitude, you gain respect and trust, which willallow you to develop positive relations withothers. Your frame of mind should be profes-sional, and your actions reveal this mind set.Such a posture will distinguish you and posi-tion you for high recognition within yourcompany's corporate culture.
Over Socializing. Becoming "too friendly" in awork environment can create a bad perceptionfor you among others. Keep your conversationshort, if not discussing business matters. Sched-ule time after work to socialize extensively.Also when socializing, don't become overlyfamiliar. Continue to address your managers orcustomers on a last name basis, unless re-quested to do otherwise. In other settingsaddress the individual as expec :ed.
Telephone Disposition. "A word to the wise," donot make or receive personal or social phonecalls. Limit your work number to your parentsor guardians. Unless there is an emergency or
illness, personal and social phone calls shouldbe made on your time.
Consider the time restraints of other profession-als and respect the positions they hold bypreparing conversation notes prior to callingyour party. Do not continuously call a customeror a party the same day when you have beeninformed they will return your call the follow-ing day. Do not interrupt a call to speak withsomeone in your office for a long period oftime.
Corporate Rules and Hierarchy. Remember to say"thanks." Respect your colleagues and listen totheir ideas. Understand that rules and regula-tions are in place to provide a safe, wholesomeand productive environment. Respect these by
smoking only in designated areas,practicing safety habits,following chains of command,respecting authority, andrespecting a company's confidentiality,especially if you are privy to proprietaryinformation.
Networking revisited. As stated earlier you neverknow who or what situation will bear fruit anddo some good, so it is imperative that you beopen to all opportunities. Many times you maybe asked to join your co-workers or supervisorsafter work for a meal or other social functions.Do so!
Cardinal rules never to be broken. Do not look atthese "social outings" as opportunities to "letyour hair down." You might end up getting"scalped" by saying the wrong thing to thewrong person. Be very careful about consumingalcohol at company functions. "Be cool andorder a Perrier with lime!" Remember, you arethe future, prepare for your future roles today!
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PART II
ORGANIZATION'SRESPONSIBILITY TOINTERNSHIP PROGRAM
STEPS TO GOOD SUPERVISION
The success of any internship program is depen-dent upon the endorsement and support of topmanagement. It is crucial that top management beactively supportive of an internship program to 1)ensure participation from their senior employees;2) acknowledge the intern's credibility and 3) makesure the interns are not being relegated to "back-burner" projects.
The role of the supervisor in the life of an intern isnot unlike that of a mentor to a protégé. The mentoris a loyal advisor entrusted with the care andeducation of the protégé. The mentor nurtures theprotégé and helps to develop their abilities, workhabits and interpersonal skills. Thus, the role of thesupervisor should be viewed as that of a mentor.Specifically, it should be the development of theintern through the passing on of skills from experi-ence and providing a non-threatening environmentthat allows the intern to look to the supervisor foradvice as a sounding board. Through the nurturingof the supervisor, the intern is provided with theopportunity to:
learn by experience;
improve self-confidence;
have a role model;
get career advice;
gain a sense of value to the company;
learn the ropes of the company (culture,values, presentation skills, where powerlies, etc.)
gain insight into achieving a higher profile;
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experience the day-to-day managementprocess;
learn how the business works; andunderstand why things are done a certainway.
To ensure a well-prepared internship program, anorientation session for the individuals serving assupervisors should be set up to provide a realisticjob preview. Given that the supervisor's relation-ship is very crucial in the development of theintern, the orientation should provide the goals ofthe internship, its resources and clarify the role andresponsibility of the supervisors. Figure 7 outlinessome of the supervisor's responsibilities.
FIGURE 7SUPERVISOR'S RESPONSIBILITIES
Take a strong interest and concern in developingthe intern;
have a broad base understanding of the industryand organization;
have relevant areas of expertise;
acquaint the intern with the work site, companyexpectations, and areas of responsibility;
be communicative to the intern;
be easily accessible to the intern;
offer mutual respect;
teach the intern;
nurture the intern; and
encourage the intern.
The supervisor's role as a mentor provides mutualbenefits for the supervisor as well as the intern.Besides successful completion of assignments forthe company, the supervisor gains a sense ofsatisfaction as the intern learns and develops.Additionally, the supervisor gains a feeling of pridefrom watching the intern mature as a confident,able worker. Yet, the most rewarding part is thefriendship that evolves as well as the intern'sfeelings of self-worth and self-confidence.
1.6
EMPLOYERS
STUDENT AS AN INTEGRAL PART OFCOMPANY
The internship experience enables the student toopen new doors while being exposed to expandedcareer options, i.e., graduate school or a job. Ithelps the intern to apply what is learned in theclassroom while becoming a partner in meeting theneeds of the company. In addition, it enables theintern to develop the specific skills of an effectiveworker, as well as how to become a responsibleprofessional in society.
Employers benefit from hosting an internthrough:
accomplishing special projects in research,gathering of information and data,marketing and production,
reduced recruitment costs through internhiring, andincreased employee retention.
Most importantly, the intern gets practical experi-ence and learns to work. Figure 8 outlines addi-tional benefits that accrue to both the intern and theemployer from an effective intern/employerrelationship.
FIGURE 8INTERN AND EMPLOYER BENEFITS
Intern
Gains meaningful experience which enhanceseducational development and (Jrther refinescareer and professional alternatives;
completes a variety of worthy pr\jects thataugment classroom !earnings;
conveys to superiors your ability to do excep-tional work;
makes new contacts for networking in the future;
enhances ability to obtain future employment;and
obtains experience and knowledge.
Employer
Gets assignments completed which otherwisemight not have been done;
has available students who might return forexpanded assignments;
has opportunity to develop the intern for pos-sible future employment; and
has intern as an ambassador to share experi-ence with other students.
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PART
ENDING THE INTERNSHIPAND RETURNING TOSCHOOLTHE FINAL PROJECT REPORTMost companies require a final project report at theend of the internship. However, even if a projectreport is not required, it is in the intern's bestinterest to provide the supervisor with a synopsisof the work assigned, completed, outcomes, andthe experiences gained. By doing this, the supervi-sor, as well as other professionals, will have tan-gible evidence of the intern's capabilities andexperiences which include:
enthusiasm,thought processes,eye for detail,capabilities and potential, andcommunication skills.
A final project report summarizes all the workassignments the intern was given during theinternship. This report provides a detailed de-scription of the research done, the contributions itmade to the organization, followup questions andthe potential for ongoing research. The potentialfor ongoing research is very important, because theintern has left a "paper trail" for the next person topick up. It looks very positive on behalf of theintern and leaves a permanent impression of theintern's capabilities.
Technically, the final project report follows ascientific reporting method as shown in Figure 9.Preparation for the final project report requiresspending a period of time gathering the informa-tion required. Waiting towards the end of theinternship to begin working on the report willmore than likely causes stress or anxiety due toadded pressure. To avoid the likelihood of stress
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FIGURE 9SCIENTIFIC REPORTING METHOD
An introductory statement, including the generalnature of the work assignment pr the project if it is a
special project,
the objective a concise statement of what theproject sought to accomplish,
a description of project activities with action steps forcarrying out the project, and
concluding remarks which describe outcomes, impactof the work experience , and its contributions to theemployer.
due to time constraints, below are some sugges-tions to use in making advance preparations for
the final project report.
Keep a daily or weekly journal on allassignments.Do appropriate research, this may includenetworking with full-time employees andsupervisor for additional information andinsight.Revisit steps to interviewing on page 6 forpointers for formatting a presentation, ifone is required.Make sure the report is concise and under-standable.
The benefit the intern gains by doing a finalproject report can enhance the chances forfuture opportunities with the company. Theseopportunities can include:
challenging future work assignments,assisting and conducting further research,increasing your overall knowledge of thecompany, andbecoming a future employee.
Overall, the final project report can lead to futureopportunities that make the intern increasinglyindispensable to the organization. Take advantageof the opportunity and give it your best!
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WRAP UP
DEBRIEFING EXIT INTERVIEW
By definition, an exit interview is the giving andreceiving of information to benefit the employerand employee. It is also an opportunity for theemployer to probe the employee for informationfor later anal'sis. Usually, an exit interview takesplace when an employee is resigning from their po-sition, has been laid-off or dismissed by the company.
In the case of the intern, especially the intern thathopes to return to the company for future intern-ships, the exit-interview is very important andtakes on a different role. The difference is, theintern should view the exit interview as an oppor-tunity to assess how the supervisor views theirperformance and the possibility for future employ-ment. To facilitate this, the intern should prepare achecklist to make sure there are no loose ends andto explore future opportunities.
Things to be included in the check list.
Final Project Report
Results from the research conducted.Information that may still be missing.Opinion/advice for project completion,where applicable.
Miscellaneous
Complete all assignments.Return all equipment.Settle all outstanding accounts.Travel /moving arrangements needed.Correct school/home address for futurepurposes.
Finally, the intern should use this time to expressconcerns about the internship experience to thesupervisor.
Overall Climate of the Internship Experience
Interaction with other employees.Credibility acknowledged.
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Working conditions.Professionalism.
Evaluation of Job Assignment
Orientation to your assignment.Meaningfulness of assigned task.Adequacy of guidance by the supervisor.
Career Development
improving technical skills and knowl-edge about your field.Assistance in creating plans for futureeducational goals.Broadening awareness of career optionsin your discipline.Gaining insight into the methods andproblems of management.
The objective is to leave the internship knowingyou have a good reference and can be hired at alater date. Taking the steps described above allowsthe intern to end the internship on good termsregardless of their future plans. Remember theworld is very small and you never know "whoknows who". Therefore, as rule of thumb,
always leave on a positive note andnever burn bridges, even under negativecircumstances.
Remember, the ultimate goal in obtaining theinternship, is to get a JOB. Through an internshipyou can fulfill that goal by getting valuable experi-ence. Therefore, be consistent and efficient. Al-ways take the initiative and never look at one taskas being more important than another. The key toa successful reputation is getting the job done anddoing it well.
PREPARING TO RETURN TO SCHOOLKnowledge gained from the internship experience,should improve your attitude towards your stud-ies. Therefore, you should be ready and eager toget back into the books. In order to make the
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transition, it is necessary for you to prepare. Thatpreparation involves organization and time man-agement. As a rule, you should have learned newskills and techniques during the internship experi-ence. Thus, simply utilizing the new knowledgeyou acquired during the internship should makeyour transition back to school smoother. Prepar-ing a checklist of questions can he very helpful.
Checklist
1. Did you pre-register for classes?2. Should you adjust your schedule based
on new knowledge?3. How many courses are you taking?4. What are the course descriptions?5. What time are your courses given?6. Will you have work-study?7. What is your involvement with various
organizations?8. Did you save sufficient money to get
resettled back at school?
If there are questions or concerns regarding any ofthese issues, call the appropriate office at your schooland they will be able to provide you with the infor-mation or send information that you may need.
HINTS FOR ACHIEVING ACADEMICSUCCESS
HINT...It would be wise to contact your professorsbefore the beginning of the semester to inquireabout the syllabus.
Once you have completed your checklist, the nextstep is to make a schedule for the semester. Sinceyour body has been conditioned over the last twelveweeks during your internship to start your day at £1,a.m., it would he wise to continue on that schedule.
HINT...
Treat your time at school just as you would ajob.
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If you do not have class at 8 a.m. go to thelibrary or to a place conducive for studying.Treat your place of study as your office. There-fore, when you are not busy
in class,
at work-study, orat organizational activities /meetings;be in your office studying.
Set a scheduled time to be in your office, preferablyfrom 8 a.m. to 5 p.m. Just as with any job giveyourself one hour for lunch. Stick to your scheduleand do not deviate unless it is absolutely necessary,(appointment with a professor, study group or ameeting).
Include in your schedule:
seminars that will enhance your overalleducational and professional skills, pluscareer conferences and graduate opportu-nity seminars you would like to attend.
HINT...
1Veekends If you have followed your scheduleduring the week, your weekends can be utilizedat your leisure. Use them wisely!
Catch up on some reading, whether forpleasure or for school.Spend at least two to four hours review-ing school work especially in areas thatare difficult for you.Eat well, get enough rest, and prepareyourself to be ready for your next weekof work.
Most students see college as an opportunity to dothings their way, without having anyone to tellthem what to do. That is absolutely correct, forcollege is a time for students to begin taking responsi-bility for their time. Keeping this in mind, try follow-ing the format presented above and create a similar
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WRAP UP
study model that works for you. We guarantee thatin the long run if you make a conscientious effortand put your education first, you will be able totake advantage of every opportunity and resourceavailable to you. If you treat your time in collegeas a full-time job, when your college career ends;you will have developed all that you need educa-tionally and professionally to obtain the career youdesire.
HINT...
Keep a copy of the Strategic Action Plan list byHoward G. Adams, Ph,D., on pg. 5 at your officeand glance at it every so often. Let it be yourmotto and when it is all done, we can assureyou, you will be very pleased at the person thatstands before you in the mirror.
STAYING IN TOUCH
Now that you have completed your first successfulinternship, what is next? Staying in touch!Throughout this manual making the most out ofthe internship experience was stressed. Therefore,though the internship has ended, it does not meanyou should discontinue practicing what youlearned until the next internship. Staying in touchis very important.
The objective is to keep your name fresh in theemployer's mind because
opportunities may come available, andyou might be in the right place at the righttime.
Thus, out of courtesy;send a thank you card for the opportunitythat was given to you,send a card during the holidays,call every so often, and keep the em-ployer updated with your address andphone number.
Always remember, the employer has somethingyou desire (job experience). If you keep that in
mind, you will always find creative ways to keepyour name fresh in the employer's mind.
CONCLUDINGTHOUGHTSDue to the rising wave of internships in the pastdecade, it is imperative that students take everywork experience seriously. Employers of today seeinternships as the key to job preparation; therefore,whether the job experience is "good" or "bad",students must see it as a learning experience and anopportunity to get their foot in the door. Aninternship is the place to learn from your mistakes,to get "your foot in the water" and yet still havetime to develop the knowledge and skills necessaryto get a good job.
The decision to make the most out of the internshipexperience is up to "YOU" the student. The knowl-edge, skills and personal development you can gainfrom an internship is determined by what you putinto the job experience. No one is going to give you"ANYTHING", you have to work for "EVERY-THING". Thus, there is no time to waste hopingfor great opportunities to come your way. Youhave to take the initiative and make great thingshappen.
The authors' intent is for students to realize thattheir future lies in their own hands. The opportuni-ties for practical experience are available, studentsjust have to search and make them happen. Stu-dents have to believe that they can SUCCEED.They have to KNOW it, SPEAK it and APPLY it toevery opportunity, both educationally and profes-sionally. Having that ATTITUDE will help stu-dents encounter all experiencesgood or badwith a POSITIVE outlook.
Always have a positive outlook on your lives; youare in this world for a reason and you have apurpose. Seek your purpose in your everydayencounters and do "your best" to fulfill it.
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REFEREFCES
Adams, Howard G., Making the Grade in Graduate School:Survival Strategy 101, The GEM Program, NotreDame, IN, 1993.
Adams, Howard G., Mentoring: An Essential Factor in theDoctoral Process for Minority Students, The GEMProgram, Notre Dame, IN, 1992.
Adams, Howard G., Successfully Negotiating the GraduateSchool Process: A Guide for Minority Students, The GEMProgram, Notre Dame, IN, 1985.
Adams, Howard G., "Interning Your Way to ImprovedEmployment Options,"
Burke, Ronald J. and Carol A. McKeen, "DevelopingFormal Mentoring Programs in Organizations,"Business Quarterly, Winter 1989, pp. 76-79.
Cheslik, Francis E., "Professional Internships: The Use ofa Valuable Learning Experience," 39th AnnualMeeting of the International Communication Associa-tion, San Francisco, CA, May 25-29,1989.
The GEM Handbook, 2nd edition, The GEM Program,Notre Dame, IN, .
Janis, Joan, "Your First Job Interview," Minority Engineer,April/May 1992, pp. 12-13.
Kelsick, Kathryne J. and Chenits Pettigrew, Jr., interview-ing: A Technical Perspective, Engineering/SciencePlacement and Career Planning Office, University ofCalifornia at Los Angeles, Los Angeles, CA, .
Landis, Raymond B., Academic Gamesmanship: Becoming a"Master" Engineering Student, National Action Coun-cil for Minorities in Engineering, Inc., New York, NY,1987.
Lindo, David K., "Judged by the Cover Letter," MinorityEngineer, April/May 1992, pp. 9-11.
Mason, Gail E., "Assessing Internships as ExeperientialLearning: The Views of Interns, On-Site Supervisors,and Intern Coordinators," 76th Annual Meeting ofthe Speech Communication Association, Chicago, ILNovember 1-4,1990.
Ross, Roseanna G., "Managing the Site Visit: Communi-cation Issues Strategies for the Internship Direc-tor," Confernece of the Minnesota Association forField Experience Learning, Minneapolis, MN, March1987.
Shufelt, Gary, "Steps to a Better Resume," MinorityEngineer, April/May 1992, pp. 7-8.
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AUTHORS
Alyssia j. Parris is a Recruiter/Counselor at theNational Consortium for Graduate Degrees forMinorities in Engineering and Science, Inc. (GEM)which is headquartered at the University of NotreDame in Notre Dame, Indiana. Ms. Parris received aB.A. in English and a Masters of Arts and SocialScience in Education and Counseling fromBinghamton University. As an advocate for educa-tion, Ms. Parris has extensive experience with NewYork State's community agencies. During her gradu-ate studies at Binghamton she was actively involvedwith the Educational Opportunity Program to counselstudents on the necessity of higher education. Whilein New York City, she functioned as a liaison with thestate universities for academically and economicallydisadvantaged students. Ms. Parris coordinated "TheCollege Club" to identify and motivate intermediatestudents with the potential to set goals for highereducation.
Howard G. Adams is executive director of the Na-tional Consortium for Graduate Degrees for Minori-ties in Engineering and Science, Inc. (GEM) which isheadquartered at the University of Notre Dame inNotre Dame, Indiana. Adams received the Ph.D.degree from Syracuse University in Higher EducationAdministration. His main area of research is thedemocratization of graduate education. He haswritten and lectured extensively on issues related tothe identification, recruitment, retention and gradua-tion of minority students in graduate education. He isauthor of Successfully Negotiating in the Graduate SchoolProcess: A Guide for Minority Students; Mentoring: AnEssential Factor in the Doctoral Process for MinorityGraduate Students; Making the Grade in Graduate School:Survival Strategy 101; and Focusing on the CampusMilieu: A Guide for Enhancing the Graduate SchoolClimate. From 1989-1991 Adams served as a memberof the U.S. Congressional Task Force on Women,Minorities and the Handicapped in Science andTechnology. Prior to joining GEM, Adams served asVice President for Student Affairs at Norfolk StateUniversity in Norfolk, Virginia where he had previ-ously served as Director of Alumni Affairs.
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This is GEM
GEM is an acronym used to identify the National Consortium for Graduate Degrees forMinorities in Engineering and Science, Inc., a tax-exempt, non-profit corporation headquar-tered at the University of Notre Dame in Notre Dame, Indiana. Originally created as anoutgrowth of corporate and university concerns to increase the number of underrepresentedethnic/racial groups who enter and complete the engineering master's degree, today GEMoperates programs and conducts activities that address the underrepresentation of ethnicminorities in engineering, science and mathematics from pre-college to the doctorate.
Chartered in 1976, GEM is jointly sponsored by 75 university and 85 employer members. Itis governed by a Board of Directors comprised of one GEM representative for each universityand each employer member. The Board is responsible for policy and serves as the legalrepresentative of the Consortium.
On September 1, 1989, the National Consortium initiated operation of the GEM Center forGraduate Education for Minorities. Through the Center, comprehensive nationwide pro-grams have been established to identify, recruit and enroll minority science and engineeringstudents in graduate programs leading to an advanced degree. The Center serves as the huband focus for six GEM program components:
1) GEM M.S. Engineering Fellowship Program;2) GEM Ph.D. Engineering Fellowship Program;3) GEM Ph.D. Physical/Life Science Fellowship Program;4) Database Clearinghouse/ Research Component;5) The JOURNEY Project - a guidance counseling series of videotapes to motivate
students toward careers in science and engineering; and6) "Why Graduate School?" - an annual nationwide teleconference designed to pro-
vide students with information on making the decision to pursue graduate studiesand on selecting, gaining admission, financing arm completing a graduate program.
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BEST COPY AVAILABLE
The GEM CenterP.O. Box 537Notre Dame, Indiana 46556(219) 287-1097
This publication was printed and is being distributedwith the support of a grant from Union Carbide Corporation.
