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Student Internships Are Good for Business
Suzanne Loker and Benita Gateman Adapted from Deragisch (1998), Intern Supervisor Handbook
Apparel Industry Outreach
CORNELL UNIVERSITY Department of Textiles and Apparel 346 Martha Van Rensselaer Hall Ithaca, New York 14853-4401
TABLE OF CONTENTS
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 References What Is An Internship? ........................................ 1 What Is A Project-Based Internship? ................... 3 Benefits of Intership Programs ............................ 5 Developing An Internship .................................... 7 Deciding Who Is Right For You ......................... 15 Planning a Hearty Welcome .............................. 17 Making Your Intership Program Better .............. 19 Time Line ........................................................... 21 Final Recommendations .................................. 23 ......................................................................... 24
Appendix A Sample Application Form for Student Internships ........................................................ 25 Appendix B Suggestions for Supervising Your Intern .......... 26 Appendix C Employer/Student Agreement .......................... 27 Appendix D Supervisor Responsibilities .............................. 28 Appendix E Responsibilities of the Firm .............................. 30 Appendix F Evaluation Tool for Internship .......................... 31
Appendix G Tool for Evaluating Student Interns .................. 33 Appendix H Sample Internship Position Form ..................... 34 Appendix I Appendix J Sample Entry from College Guide .................... 35 Schools in New York State Offering Apparel Related Programs ............................... 37
Appendix K Article Outlining Laws Relating to Student Employment ........................................ 40
New Skills Network Building Career Exploration
Prospective Employees Special Projects Fresh Ideas
Strengthen Labor Pool Relationships with Schools
WHAT IS AN INTERNSHIP?
An internship is any carefully monitored work or service experience in which an individual has an intentional “learning agenda” and reflects actively on what he or she is learning throughout the experience. Internships can be paid or unpaid and can earn academic credit or not. The educational institution, the employer, and the student are involved in setting goals for the internship when a student earns academic credit. A co-op program is a derivative of an academic internship. Typically a co-op involves a long-term relationship between the school and the firm, is required for a degree and is completed either in the summer or in a designated semester. This manual focuses on internships. Internship programs are developed by firms to introduce students to their organization and operations. Interns get an inside view of the various career paths available in such firms. Firms often view internships as a recruitment tool to attract new employees, and they structure internship programs similarly to their training for entry-level managers. Internships can include training sessions, management meetings, on-the-job responsibilities, and assignments.
The primary purpose of an internship program is I conducted fabric research and development and it education. Generally, inintroduced me to a whole field I didn’t know existed. ternships that are The experience taught me that it is a great field to project-based are most successful. A single know about, for designers to use as a resource, but project can last for the not something I would want as a job. duration of the internship or an intern can complete Jamie Mihlrad ‘02 several projects in a variety of areas. It is important to help students understand how their work fits into the big picture of the organization.
What Is An Internship?
The internship period varies according to the needs established by the firm. An internship can last for any amount of time, for any number of hours per week, at any time of the year. When planning an internship, it is important to be familiar with school schedules so internships are offered at times of the year when students are available. Typically, internships are 4 to 12 week programs, run from 16 to 40 hours per week, are offered over a semester period or during the summer months (approximately June 1 to August 15), and are usually paid. Some firms that offer structured internship programs interview on university campuses and set minimum qualifications (e.g., grade point average [GPA] and major) for interviews and participation. Internships are often considered a pre-recruiting tool and interns are viewed as potential permanent employees. An intern who performs well may receive an offer to join the firm as an employee upon graduation.
Not enough time in the day? Projects forever on the back burner? Special projects unheard of? Looking for a way to refresh and energize your office?
For centuries the concept of apprenticeship was widely accepted and even required in many cultures and professions. Aspiring seamstresses and blacksmiths shadowed a masterful elder.
Apprenticeships still exist in certain fields, and the concept has been adapted to function in any industry. This experiential approach to education is known as an internship.
WHAT IS A PROJECT-BASED INTERNSHIP?
Project-based internships contribute to the student’s education and help the firm at the same time. The idea is to design a project that forms the foundation of the internship. A project that the student can complete during the internship period is ideal because it provides the student with a sense of accomplishment and closure, and the firm can use the finished product without depending on someone on staff to complete it. Of course, interns can be expected to do additional tasks (such as mailing, filing, and copying) during part of each day. The project can be defined I liked being given tasks that were by the firm or selected by meaningful to the business such as the student from a list of dealing with suppliers and buyers possibilities. The project and finishing hats. I liked it that should encourage the stuthey treated interns like employees. dent to learn about the firm, its vision, staff, products, Lucy Dunne ‘02 and customers. It should encourage the student to work independently and with others, to conduct research and analyses, and to synthesize and make recommendations. College graduates will be expected to perform these job responsibilities upon their employ, and the responsibilities of an internship should parallel those of a new employee.
When designing potential projects for interns, consider suggestions from your staff. Choose the good ideas that would help your firm but haven’t been possible to complete with existing staff. Or look at your My internship was a mixed long-range plans and identify action steps that experience. I was the first intern will get you there. Design an internship project at the company and they weren’t that is based on one of the action steps. If the sure what to do with me. project seems too big for one intern, build a team of interns or a team with several staff members and an intern to complete the project.
What Is a Project-Based Internship?
Here is a list of some of the projects that Cornell students in apparel design and apparel and textile management have completed during their internships: • Developed this guide for internship development for firms to use. • Developed a newsletter for a firm’s customers. • Designed a prototype for a functional shoe. • Sourced apparel items for a season’s fashion show. • Wrote specification sheets for a season’s apparel line. • Worked with buyers of a retail firm. • Worked as store manager intern with a retail firm. • Conducted a team project with interns at a retail firm.
BENEFITS OF INTERNSHIP PROGRAMS
1. Employers have the opportunity to
• Train and work with a potential employee without the long-term legal and financial formalities. • Employ highly motivated, young, qualified professionals with fresh ideas and perspectives at low cost or no cost. • Observe the work of prospective employees to find the best talent before everyone else.
I learned that we actually use information that we learn in school in the industry. The experience was great. Every firm has their own way of doing things with certain standards. It is really a team process. You have to work with shipping, seamstresses, pattern makers, and other designers. Melissa Vaccaro ‘01
• Access resources and expertise at colleges and universities through student interns. • Enhance and facilitate recruiting efforts (internships are more cost-effective in the long run than straight recruiting, and a large percentage of interns eventually become full-time, permanent employees of the company for which they interned). • Gain assistance for special projects and daily responsibilities. • Bring new ideas to the staff and offer an opportunity for personal and professional development through the supervision of a future professional.
Benefits Of Internship Programs
Communicating these benefits to all levels of the company’s management and staff is important to sell them on the idea of an internship program. A commitment from all employees is necessary to ensure the program’s success.
I was exposed to Public Relations. I learned that I wanted to work more with managing the product rather than with people. Julie Hundert ‘00
2. Students have the opportunity to
• Explore various career paths. • Develop new skills that, like leadership skills, cannot be learned from any textbook. • Experience intellectual and personal development. • Gain a competitive edge when conducting a search for a fulltime job upon graduation. • Establish an important network of contacts and possible mentors in the desired field. • Attain excellent references useful in applying for jobs in the future.
3. The U.S. textile and apparel industry has the opportunity to contribute to the overall education of young people entering the industry.
• Strengthen the applicant pool by increasing the numbers of experienced college graduates. • Attract qualified employees. • Improve the industry’s ties to colleges and universities. • Enhance understanding of the industry through broad exposure received by interns • Increase global competitive advantage by increasing the number of experienced managers entering the workforce.
DEVELOPING AN INTERNSHIP
1. Does your firm have what it takes?
• Decide whether your firm has the time, money, space, and commitment to add a member to your team for a period of time. • Consider the costs of an internship program, for they may outweigh the benefits. • All levels of the organization is need to make strong commitment to provide the student intern with realistic work experiences and an overall high-quality experience.
I was almost there long enough to see the process for one entire season. I saw not just what an assistant designer does but the entire design office and merchandisers, even the vice president of the division. My internship gave me a perspective about what happens in the design process and how many people are involved in it. Mario Roman ‘00
Things to think about before hiring interns.
Why do you want an intern at your organization? Who else needs to agree to sponsor interns? What duties or projects will the interns have? Are they appropriate for a college student? What education or experiences would be ideal? Acceptable? What training will be necessary? Who will train and supervise the interns, and do they have the skills and interest to do so? How many weeks and hours will you need the interns and are there other projects or duties if initial ones are completed? Where will the interns be located?
Developing an Internship
I developed my artistic skills during my internship. I saw the design process including the ways buyers’ suggestions change the final designs. I sat in on print-buying meetings and buying meetings and learned how to put together a presentation board for buying meetings and the design department. Janel Fung ‘00
What departments can provide an internship?
• Apparel design • Pattern development • Product development/planning • Apparel production • Sourcing textiles and materials • Quality assurance (textile and garment testing) • Merchandising management • Management • Marketing • Distribution • Human resources • Production • Costing • Logistics • Information technology • Finance and accounting
How do you create a successful structure?
• Set realistic and achievable goals.
• Set goals for the intern and the program • Have the intern set goals for him or herself too; this must be done with assistance from a professor or mentor when for credit.
Developing an Internship
• Create projects that set the intern and program up for success.
• Ensure that projects have a significant connection with the company’s mission and allow the students to use their college education. • Give interns self-contained projects so you do not have to consider how the projects will be continued after the interns leave. • Realize that projects can take many forms • Projects may be a small piece in a larger project that the company is working on, or they may be something uniquely designed by the student. • Typically, interns are more successful if they are working on projects that are in areas of interest to them, so give them some options or room to tailor the internship to their learning goals.
Once a week interns met together with speakers and we met other interesting people in the office regularly. The internship exposed me to the fashion industry and taught me a lot about the workings of the museum and organizational management. Laura Blau ‘02
• Establish minimum requirements for applying to the internship that complement the projects to be assigned:
• Minimum grade point average (GPA)-often 2.5 or B average-, specific field(s) of study, course work completed. • Application form (See Appendix A), application letter, portfolio, test(s), interview(s). • Certain dates, number of weeks, number of hours that must be completed.
[Note: Some schools establish minimum requirements for an internship if academic credit is being earned; be sure to inquire whether school requirements are compatible with your minimum requirements.] • Establish time lines that complement students’ schedules:
• Determine when the internship will begin and how long it will last. • Tailor the time line to meet the needs of the intern and the company. • Set deadlines for application, interviewing and notification. • Coordinate the time line with the school calendar (school year calendars can be obtained from the career services office at each university). See Appendix A for a list of schedules for New York State schools offering apparel programs.
Developing an Internship
• Decide on a preferred method of remuneration for interns, such as:
• Credit hours • Hourly or weekly wage • Stipend, a one time amount paid to student • Other benefits: housing, transportation, meals, benefits, discount on merchandise • No remuneration
[Note: when considering whether to pay your intern, remember that a paid position
• Reminds interns they are entering the “real world” and they should treat the internship like a job. • Implies a commitment on the part of the sponsoring organization to make the internship meaningful. • Helps students offset the loss of income from other part-time jobs and helps justify an internship to parents who are often bearing much of the financial cost for college and who may discourage students from doing upaid internships.]
• Determine the supervisory structure that will work most smoothly in your firm. Some firms have an overall internship supervisor who is not the person the intern reports to every day. In small firms, the supervisor arranges the internships and is the daily contact. If you have more than one intern, it is good to plan times for the interns to meet together, perhaps with a common supervisor. See Appendix B. • Decide whether to have supervisors or mentors. The intern supervisor may or may not serve as a mentor, but it is wise to assign mentors with broader responsibilities than supervision. Mentors provide guidance, supervision, and friendship to the interns, formally and informally.
• At least one mentor should be assigned to each intern; having the intern report to one mentor minimizes the risk of interns being diverted to nonpriority projects or tasks. • The task of the mentor should be to provide clear guidance and structure to help the intern learn and carry out all activities. • Mentors are particularly important in helping interns adjust. • Mentors are often recent graduates (they remember what it’s like to be new), though they can be experienced supervisors.
Developing an Internship
• Successful mentors are enthusiastic about the mission of the internship program, understand its operating procedures, have an appropriate level of technical expertise and encourage students to develop in that area, have good interpersonal skills, and are comfortable with providing ongoing written and verbal feedback-both positive and negative. • Mentors must recognize and address problems as they arise during the internship.
• Set regular meetings with interns.
• Meetings should be pre-planned and expected so the intern can prepare for them. • Meetings should occur at least once a week or at regular intervals. • Realize that some questions cannot wait until a meeting date and that questions should be answered immediately if necessary.
• Develop lists of student, supervisor, and firm responsibilties (See Appendices C,D, E). • Evaluate the internship (see Appendix F).
• Evaluation can be completed by the student intern, the supervisor, mentor, or both supervisor and mentor, others interacting with the student intern.
• Evaluate the student intern (See Appendix G).
• Evaluations can be completed in many ways, such as a series of evaluations (written, verbal, or both), mid-term and final evaluation, weekly progress reports. Good mentors give their students written and verbal feedback on an ongoing basis throughout the work assignments, journals of daily or weekly reflections of interns, or staff feedback.
National career nets
• Advertise on national career nets. • To post an internship notice on these systems, an employer must fill out an on-line form or fax/mail a “Summer Internship Position Form.” (See the example form in Appendix H and I.) • Some pages often used by college students are
• www. idealist.org • www.internshipprograms.com Many colleges and universities have a link from their career services web page to this site. It is an effective way for an employer to promote an internship program to millions of students worldwide. It is a free internship program posting for employers. For a small fee, a web development team will create and design an internship program web page that can be added to an employer’s web site.
Developing an Internship
• www.career.cornell.edu This is the job search engine for Cornell University, and many universities have similar pages.
• www.jobtrak.com This is one of the largest on-line job listing services. Cornell University has a partnership with this national service. Descriptions and application procedures are posted by regional, national, and international employers. Positions are posted within 24 hours of initial contact. The first listing is free and then there is a small fee to the employer for this service, but the benefits outweigh the cost since over 400 universities and their students currently make use of JOBTRAK. • www.monster.com
Internship Publications often used by college students
• Princeton Review: The Internship Bible and Top 100 Internships • Posted online at www.review.com and www.vaultreports.com Free to post both the Internship Bible and Top 100 Internships. Deadline: April 30 for September publication. You can also send a letter to apply to the top 100 Internship Bible; the authors have discretion on firm listings. Send internship description to: Princeton Review c/o Publishing: The Internship Bible 2135 Broadway • Peterson’s www.petersons.com Contact Peterson’s at (609) 243-9111 and ask for the editor of the Internship Guide. Ask that a survey be sent to you. There is no charge to be in the book. Deadline is around April for a September publication. You can also post a listing on-line at www.petersons.com/career/postform.html. Note: on-line listing is fee based. You get a price quote after you have entered your entire listing.
Developing an Internship
• Women’s Wear Daily Fax all the text for the ad to (212) 630-4634. A representative will be assigned to you and will call you back with the exact price of the ad. Approximate Prices: $13.30/line for 1 day $11.75/line for 3 days $10.75/line for 5 days • Bobbin Call (800) 845-8820 $165 for a 1 inch standard ad $165.00 for 50 words on www.bobbin.com (1/2 off with print ad)
Host an open house or class field trips at your firm to introduce or reintroduce your company to faculty and students
Notes For Future Reference
Date Experience Recommendation
DECIDING WHO IS RIGHT FOR YOU
• Interns should be as carefully chosen as permanent employees. • Look at your goals for the program and decide what type of person with what skills is the best match and could be most successful. • Grade point average (GPA) is one criterion to use, but it does not have to be the main one; involvement in campus and community activities and demonstrated experiences such as class projects are other possible criteria to use in selection. • Consider academic preparedness along with initiative, attitude, and assertiveness of the student. Research suggests that students who are aggressive in making their wants and needs known and approach every situation as a potential learning experience are successful interns. • Letters of reference, resume, cover letter, portolio, personal interviews, and phone interviews can give key insights into the work ethic and knowledge base of the candidate.
I think that someone from the Textiles and Apparel Department would probably have enough experience to work on the business end of a textile company. But I don’t think our apparel design students would be prepared for the textile design side since it is so technical with specifications related to interior textiles. Madie Schwarz ‘99
Notes For Future Reference
Date Experience Recommendation
PLANNING A HEARTY WELCOME
1. Before Arrival
• Send out information to help with issues such as housing, public transportation, and community information: places to shop, worship, special events, areas of interest, and areas to avoid.
• Housing is typically the largest issue; you may want to consider contacting local universities for sublet information, leasing a property for the interns and then subletting to them, arranging for student interns to house sit for permanent employees who are away on long-term work assignments, asking students if they have family in the area with whom they could reside, or locating a reliable local rental agency or web site.
• Start the payroll process and check on insurance requirements. • Complete identification card forms and set the appointment for ID pictures. • Obtain workspace, phone, and set up voice mail and e-mail. • Secure access passes. • Order basic office supplies and a company telephone directory. • Establish computer terminal, passwords, log-in procedures. • Inform the group that someone new is coming. • Assign or obtain a volunteer to be a mentor. • Inform the school internship program of the hire date, supervisor’s name, salary, and phone number.
• Be aware that the introduction of the student to co-workers and the work environmental is critical. There are many ways to go about doing this effectively, but make sure you always provide interns with information on
• The office, such as keys, photocopiers, telephones/voice mail systems, fax machines, computer, e-mail, where to get supplies.
Planning a Hearty Welcome
• The job they will be doing, including specific tasks, relevant equipment, expectations, and time lines. • How their performance will be evaluated and how often evaluations take place. • Company policies, including benefits and payroll (time cards and periods), if applicable; company diversity, sexual harassment policies, insurance, and complaint procedures. • Attendance issues such as lunch, breaks, staff meetings, working overtime, sick days, inclement weather policy, and vacation policy. • The work facility, including where to find a cafeteria or break room, bathroom, medical/nurse’s office, library, smoking area, company credit union or bank, and security personnel. • Where and when they are scheduled to get their ID photo taken and how to get access to the building and the hours it is open.
• It is also important that interns meet their co-workers and gain a sense of everyone’s responsibilities.
• Review the intern’s position on the organizational chart. • Introduce the intern to the work group and support staff; perhaps schedule a five minute meeting with each. • Introduce the intern to the other work groups with which she or he will interact. • Introduce the intern to other interns in the department. • Introduce the intern to the mentor; they should arrange to meet or have lunch together. • Give the intern the freedom to explore; this will be the most effective way to become involved and informed.
• Make sure that interns have lunch plans or other informal meetings for the first week they are at the site. Encourage people in the department to meet and talk with interns, and include them in departmental activities. • Schedule a regular meeting time with the intern for the first day or within the first week.
MAKING YOUR INTERNSHIP PROGRAM BETTER
• Build relationships with schools and interns to increase the number of students who are aware of your program. • Use previous interns as spokespeople, who will publicize your program both in an organized manner and in formal and informal settings.
• Schools • Identify specific professors in your field of interest who have a broad understanding of the “academic” aspects involved in providing internships; develop relationships with them. • Use university staff in departments with majors interested in your industry, career services offices, and offices coordinating internship sponsorships to make your program stronger. Appendix J lists New York Colleges offering apparel-related programs.
• Study your own program’s outcomes and then compare your findings from previous years with those of similar organizations or with information available from relevant professional organizations. • Many companies track information such as
• Conversion of student workers into full-time employees. • Repeat departmental requests for student interns. • Increases or decreases in productivity when interns are present.
Notes For Future Reference
Date Experience Recommendation
Year Before (assuming a summer internship)
• Establish a list of schools that offer programs that will fill your needs. • Obtain school calendars and establish dates for the deadlines, interviews, and internship
• Create your internship manual. • Decide how many interns your firm can support. • Get approval from everyone in the firm who needs to approve or support interns.
November-May (year before)
• Ensure that all materials are submitted on time to internship guides, university career offices, university departments, and on-line job guides.
November-January (year before)
• Create a list of potential projects for the intern to complete. • Create an orientation and pre-arrival package. • Identify mentors for interns and train them.
(Many students have spring break now)
• Interview prospective interns. Decide who is right for the position(s).
• Inform students of their selection. • Send out pre-arrival package. Set up requirements for interns (desk, voice mail, payroll, ID cards). • Schedule orientation meetings with staff and mentor.
May-August (Internship period)
• Set up weekly meetings with the intern • Evaluate the intern regularly. • Follow up with the intern, offer a position or internship for the following year.
• Start with one intern. • Involve as many employees as possible. • Add interns and mentors when the firm becomes more familiar with the process. • Use past interns as recruiters to build your internship program • Use the internship program as a public relations or marketing tool for your firm. • Identify future employees through your internship program.
Deragisch, M. (Ed.). (1998). Intern supervisor handbook. Boulder: University of Colorado at Boulder, Career Services. Rohlk, L. (1998, December). Internships get high marks. Incentive, 172 (12), 79–80. Anonymous. (1997, Winter). The law and student employment. Journal of Career Planning & Employment, 57 (2), 58. Marken, L. (1999, April 5). Set up internships carefully for maximum benefit. InfoWorld, 21 (14), 90. Division of Labor Standards On-line: www.labor.state.ny.us/html/workprot/ lsdists.htm Bourland-Davis, P. G., & Graham, B. L. (1997, Spring). Defining a public relations internship through feedback from the field. Journalism & Mass Communication Educator, 52 (1), 26–33. Beard, F., & Morton, L. (1999, Winter). Effects of internship predicators on successful field experience. Journalism & Mass Communication Educator, 53 (4), 42–53. Cates-McIver (1998, October). The value of internships and co-op opportunities for college students. Black Collegian, 29 (1), 72–74. Patterson, V. (1997, Winter). The employers’ guide: Successful inter/co-op programs. Journal of Career Planning & Employment, 57 (2), 30–34. Brooks, J. E., & Greene, J. C. (1998, Fall). Benchmarking internship practices: Employers report on objectives and outcomes of experiential programs. Journal of Career Planning & Employment, 59 (1), 37–39.
Appendix A Sample Application Form for Student Internships
Today’s Date Name Address Proposed dates for Internship
School Address (if different from above)
(Until what date?)
Phone (Home) Phone (School) e-mail College Major Current College Class Cumulative GPA Expected Graduation Date
Personal Goals for Internship
Related Courses Completed
Related Work Experience
Attach a one-page narrative describing the types of information, skills, and strategies that you hope to learn during the internship and explaining why you are interested in working for [fill in your business name].
Appendix B Suggestions for Supervising Your Intern
Receiving a warm introduction to the company, its systems, and its policies can help the intern feel part of the team. • The relationship between supervisor and intern should be that of both manager/employee and teacher/student. • For many interns this experience is their introduction to the professional workforce. They will be learning on many levels: educational, professional, emotional, and social. They will come to learn and understand a great deal about organizations during this internship. • If you employ more than one intern, offer them a chance to get together. Such occasions enhance company loyalty and give the interns a chance to compare experiences. • Describe corporate resources that may be of value to the intern such as the library, staff meetings, formal training programs, departmenal experts, a ride board, and company newsletters. • Tell the intern about relevant corporate policies and procedures such as personnel and payroll paperwork and deadlines, safety procedures, or involvement in community volunteer activities. • Be sure you have approved the Required Employer/Student Agreement Form (RESA) before the second week of the internship. This ensures that you both have a common understanding of the expectations, goals, specific duties and assignments, expected learning, and evaluation criteria. This agreement sets the internship on a positive course from the beginning. • Give interns frequent feedback. They are used to constant evaluation in the academic world. • Remember that good internships include orientation, training, supervision, and evaluation.
Appendix C Employer/Student Agreement
Name:________________________________________________________ Home Address:______________________________________________ University:__________________________________________________ Faculty Contact:_____________________________________________ Address:___________________________________________________ Phone:_______________________________E-Mail:_______________
Name:_______________________________________________________ Supervisor:__________________________Title:___________________ Mentor(s):__________________________________________________ Address:___________________________________________________ Phone:__________________________E-Mail:____________________
Learning Objectives and Goals for the Internship
Describe the nature of your internship, your responsibilities, and special project assignments and list major goals:
Describe what you hope to learn from this work experience:
Appendix D Supervisor Responsibilities
Six steps for successfully supervising internship students:
1. When you hire the student explain • What equipment is provided by the company. • What equipment is provided by the student. • Standards for appearance. • Salary, benefits, and overtime pay. • Starting date and ending date. • Use of company car. 2. Consider providing the following information to students who are new to your area: • Special features of the area. • Where to live, shop. • Areas of the city to avoid. • Estimated housing costs. • Special events. • Social activities and opportunities. • Public transportation and parking. • Cultural and social musts. 3. When the student begins work • Introduce the student to office personnel, including "key players". • Identify the person who will assign work and supervise the student. • Explain the chain of command. • Indicate who to go to if there is a problem. • Identify a mentor for the student. • Explain office policy, including adherence to work hours, overtime, time sheets, and sick leave. • Include the student in departmental activities. 4. At the beginning of each work period • Review previous co-op work and curriculum record with the student. • Review previous academic work with the student. • Assign meaningful and challenging work. • Establish a learning plan with the student. Identify at least three specific and measurable learning objectives to be mastered during the work period. • Tell student what is needed, why, when, and the format expected. Explain how the student's work will be evaluated, by whom, and when.
5. Schedule several reviews throughout the work period to • Monitor the student's general performance. • Measure progress toward meeting learning objectives. • Make adjustments to the learning plan and assignment as needed. 6. Near the conclusion of each work period, meet with the student to • Review the work period. • Review and evaluate the student's learning objectives. • Identify skills developed during the work period and skills that need to be developed. • Suggest academic courses that could be helpful. • Consider next work period and identify a tentative set of learning objectives.
Appendix E Responsibilities of the Firm
The employer/supervisor agrees to:
• Provide each school with a written, comprehensive job description of each position available to the institution in question. • Assure that interns will not be held financially responsible for training, materials, or other items required to perform the job required by the internship. • Notify each intern’s school that one of its students is employed at your organization. • Provide professional-level work experience related to students' majors and career goals. • Provide workers' compensation insurance for all paid interns as required by state law. • Be clear about salary and pay periods on the job announcement to avoid unmet expectations. • Include interns in the company’s general liability insurance policy while on site or working for your organization. • Orovide orientation, training, safety instructions, and work site supervision for interns. • Evaluate interns' performance at the end of the work assignment and provide a written summary of evaluation.
Appendix F Evaluation Tool for Internship
To be completed by intern and/or supervisor/mentor. Can be used by sponsoring firm and student intern’s school. Name: Internship Sponsor: Each student internship is evaluated by the student and a supervisor/mentor. You should be as candid as possible in evaluating the quality of the internship. Your evaluation will help in the success of future internships. 1. Describe the learning objectives for your internship. Major:
2. Were the learning objectives met? Please explain.
3. What skills did you learn?
What, if anything, did you learn that was not part of the learning objectives plan?
What did you learn that you can apply to your course work (or next internship)?
6. What did you learn or experience that might help you in your career?
Please comment on the quality of the supervision (or work).
What did you like best and least about your assignment?
9. Please list three ways this internship could have been improved.
10. Overall, how would you rate your internship? Poor = I Fair = 2 Good = 3 Very good = 4 Excellent = 5
Appendix G Tool for Evaluating Student Interns
Student Name: Employer: Work Period: Major: Location:
Brief description of intern’s duties and responsibilities:
What accomplishments did the intern achieve during the internship?
Suggestions for improvement (job skills, attitude, communications, course work):
Additional remarks/comments on intern’s performance, strength, and skills:
Immediate Supervisor’s Name: Title: Department/Division: Signature: Date: Phone:
Appendix H Sample Internship Position Form
Job Announcement date: Closing Date for Applications: Company Name: Address:
Web Site: Phone: Contact Person: Phone: Work Schedule Start Date: Hours/Week: Fax: Title: E-Mail:
❏ Full time
❏ Part time
End Date: Salary:
Special Project Descriptions:
Selection Criteria (majors, grade point average, work experience, etc.)
Appendix I Sample Entry from College Guide
Arkville, NY (US) Description Children's wear manufacturer is interested in 2+ people to do apparel design, product development, and web site design for this summer. Position will involve print design, web site development, apparel designing, pattern making, and product development. The Gerber CAD system will be used.
Compensation: Paid internship, housing is provided.
Arkville, NY (US) Description Children's wear manufacturer is interested in visual display. This is a year round internship. Responsibilities include assisting the visual presentation managers with administrative duties as necessary.
This includes assisting in compiling of visual workbooks by • Resourcing textiles and fabrics. • Researching and cataloging photography. • Resourcing and cataloging visual inspiration. • Resourcing and cataloging all relevant merchant information. • Assisting visual managers with market photography, tools and cataloging. • Managing and replenishing necessary tools. • Tracking production with printing resources. • Managing distribution and additional relevant materials. Qualifications: Candidate must have computer skills including Microsoft Word, Excel and Powerpoint, and working knowledge of researching on the Internet using Internet Explorer. Candidate must have managerial skills including the ability to multitask and work independently. The candidate must be able to proactively approach projects and time manage with exemplary follow through skills. This candidate should have an interest in fashion and decorating and current trends as well as a general business understanding of a retail environment.
Entry from www.petersons.com
New York Life Insurance Company Anchorage (US) Candidates must: • have an address in AK • have a GPA of at least 2.8 • have earned at least an Associate's Degree • have graduated between May, 2001 and May, 2002. Description Interns will help individuals and/or businesses prepare for their futures with the products they offer. The interns will be responsible for scheduling appointments, meeting with clients, analyzing client’s information, and after licensing making product recommendations and providing ongoing service. They will work in personal and business markets. They can focus on a variety of areas, such as estate conservation, retirement funding, and employee benefits.
Qualifications: New York Life is looking for a successful, well-rounded, fulltime student in good academic standing. Juniors, seniors and graduate students may apply. Special skills helpful for the intern to have: It is beneficial for a student to have good communication skills, to be self-motivated and independent, to be well organized with good time management skills and to be entrepreneurial minded. Training: Interns will be taught by full-time trainers who are extremely proficient in teaching the knowledge and skills needed to get off to a fast start. Mentoring Program—an opportunity to work with successful agents and managers who will assist you in developing a clientele. Compensation: Hourly compensation during initial training, and after licensing commission base pay in the field. Description of the learning experience that this internship will provide for the student: This internship will allow the student to gain real business experience in helping individuals and/or businesses prepare for their futures. In addition to developing networking and business relationship skills, the student will gain valuable insight into their current and future situations. The program is flexible, and therefore, accommodating to a student’s rigorous class and activity schedule. In order to maintain a good balance between school work and internship responsibilities, an intern needs to develop good time management skills. Further, the students will have exposure to the entrepreneurial side of business and can determine if this career is right for him/her. Last, but not least, one will have an opportunity to earn money. MAY LEAD TO FULL-TIME and after two years of demonstrated success as an agent, you may be eligible for a career in MANAGEMENT. 36
Appendix J Schools in New York State Offering Apparel Related Programs
Fashion Studies Department, Box P, Cazenovia, NY 13035 Contact: Karen J. Steen (315) 655-7101 Web Site: www.cazcollege.edu/Programdes/fashion.htm Two year programs in: • Fashion Design • Fashion Illustration • Visual Merchandising
Department of Textiles and Apparel, MVR Hall, Ithaca, NY 14853 Contact: Anita Racine (607) 255-1931 Web Site: www.human.cornell.edu/TXA/ Four year degree programs in: • Textile and Apparel Management • Textile and Apparel Design • Textile Science Approximate schedules: Summer Session: June–August 10 Fall Semester: August 25–December 15 Spring Semester: January 20–May 18
Fashion Institute of Technology
7th Ave. at 27th St., New York, NY 10001 Contact: Helen Xenakis, Internship Director, (212) 217-7973 c/o Internship Center--Room A606 Web Site: www.fitnyc.suny.edu Four year degree programs in: • Advertising • Fashion Design • Fine Arts • Menswear • Business • Industrial Technology/Textiles (Note: each of these programs has branches as well) Approximate schedules: Fall Semester: August 28–December 18 Winter Session: January 4–January 24 Spring Semester: January 30–May 22 Summer Semester: June–August
Fashion Department, 290 N. Rd., Poughkeepsie, NY 12601 Contact: Heather Osgood, Fashion Department Director Phone: (845) 575-3000-2124 Web Site: www.marist.edu/fashion/ Four year degree programs in: • Fashion Design • Fashion Merchandising Approximate schedules: Summer: May 24–August 2 Fall Semester: September 1–December 18 Spring Semester: January 20–May 14
Human Ecology, Box 1417, Tarrytown, NY 1417 Contact: Dianne T. Meranus, Fashion Internship Director Phone: (914) 332-8216 Fax: (914) 631-8586 E–mail: email@example.com Web Site: http://srweB1.marymt.edu/academics/fashion Contact: Internship Coordinator for Marymount College Phone: (914) 631-3200 ext. 477 Four year degree programs in: • Fashion Design (internships typically in New York City) • Fashion Merchandising (internships typically in White Plains) Firms sponsoring internships must reimburse interns for travel. Internships are usually two or three days per week throughout the semester and just for seniors. Approximate schedules: Summer: June 2–August 6 Fall Semester: September 5–December 22 Spring Semester: January 29–May 31
Family, Nutritional & Exercise Science, 306 Remsen Hall, Flushing, NY 11367-1597 Contact: Elizabeth D. Lowe (718) 997-4150 Web Site: http://www.qc.edu/FNES/textile Four year degree joint degree program with Fashion Institute of Technology Approximate schedules: Summer: June 5–August 15 Fall Semester: August 31–December 22 Spring Semester: January 28–May 31
Oneonta State University College
Human Ecology, Human Ecology Building, Oneonta, NY 13820-4015 Contact: Dr. Loraine Tyler (607) 436-2705 Web Site: www.oneonta.edu/~huec/emphases.html Four year joint degree programs with Fashion Institute of Technology in: • Textile Development and Marketing • Apparel Production and Management • Fashion Buying and Merchandising • Fashion Design • Textile Design
Buffalo State University College
Nutrition, Hospitality & Fashion, 306 Caudell, Buffalo, NY 14222-1095 Contact: Dr. Cherry M. Searle (716) 878-5716 Web Site: www.buffalostate.edu/~fashion/ Four year degree programs in: • Fashion Design • Fashion Merchandising • Product Development • Textiles for Industry Approximate schedule: Summer: May 30–August 12 Fall Semester: August 30–May 12 Spring Semester: January 24–May 11
Department of Retail Management and Design Technologies, 224 Slocum Hall, Syracuse, NY 13244-1250 Contact: Karen Bakke (315) 443-4635, (315) 443-4644 Web Site: chd.syr.edu/chd/ECR.html Four year degree programs in: • Fashion Design • Retailing • Textile Design Approximate schedules: Summer: May 22–August 10 Fall Semester: August 28–December 19 Spring Semester: January 15–May 10
Appendix K Article Outlining Laws Related to Student Employment
Anonymous. (1997, Winter). The law and student employment. Journal of Career Planning & Employment, 57 (2), 58.
The laws concerning the employment of students, including laws on wage requirements and liability, are discussed. Employers are not required by law to pay interns who qualify as learners/trainees. Copyright College Placement Council, Incorporated Winter 1997
Four thousand years ago, the Code of Hammurabi, the list of dos and don'ts that governed the ancient Babylonians, included rules for apprenticeships. What do today's laws say about student employment in the 20th century? According to Rochelle K. Kaplan, general counsel for the National Association of Colleges and Employers, employers need to be aware of: * Recruiting and selection procedures—Equal employment opportunity laws apply to the hiring of interns and co-op students. Select students for your program based on their qualifications, rather than on gender, race, color, national origin, religion, or disability. * Wage requirements—Employers are not required by law to pay interns who qualify as learners/trainees. The U.S. Department of Labor (DOL) offers six criteria to help employers determine trainee status. The criteria state that students cannot displace regular employees; they are not guaranteed a job at the end of the internship; both employer and students know that students are not entitled to wages during the internship; interns must receive training from the firm; training must be hands on experience with equipment and processes used in the industry; and the training must primarily benefit students, not the company. In addition, students generally do not have to be paid the minimum wage when they will receive course credits for their work; when the employer has a letter or other document from an intern's school stating that the internship is educationally relevant; when learning objectives are clearly identified; when the intern spends no more than 50 percent of his or her time doing work that's also done by your employees; and when the intern is supervised by a staff member. Co-op students, on the other hand, typically do not meet the DOL's criteria for learner/trainee, and thus paying co-ops is standard practice among employers. However, employers must decide if they want to offer fringe benefits to co-op students. Employers are not legally bound to offer fringe benefits. The Cooperative Education Association recommends setting policy prior to interviewing students to avoid misunderstandings. 40
* Liability—Employers should check their state's workers' compensation law to see if it has been interpreted to include interns and co-op students as "covered employees." If an intern/co-op is deemed to be an employee under workers' compensation law, the company is responsible for paying his or her medical benefits and wages. Kaplan recommends covering interns under workers' compensation insurance even when you may not be required by state law to do so. Workers' compensation insurance limits an employer's liability for job injuries. General liability insurance does not limit liability. Intern and co-op students are generally not eligible for unemployment compensation, although Kaplan reported that rulings in cases in New York and Illinois have granted compensation to students. Most state laws exempt students who work as part of an education-related program. * Safety—In certain work environments, it is paramount that the employer explains the company's safety policy and records in the student worker's record that the procedures have been reviewed. Kaplan noted that companies that generally have good safety records do not see an increase in safety problems from the presence of students at a work site. * Termination and learning agreements—In most companies, student workers are at-will employees who can be terminated for poor performance or other reasons during the course of their assignment. All the employer needs to do is tell the student why it is terminating him or her and notify the school. It is up to the school to decide, based on whatever agreement it may have with its students, whether it will assign the student to another company. * Harassment—Employers are liable if a student worker experiences harassment while on the job. Employers should review their companies' guidelines for appropriate workplace behavior and complaint procedures with interns and co-op students. Remind regular employees that company guidelines apply to students and that the company expects them to treat students appropriately. Thus far, there have been no harassment based lawsuits brought by students. However, there have been many harassment complaints filtering in to colleges and universities from students.
This publication is issued to further Cooperative Extension work mandated by acts of Congress of May 8 and June 30, 1914. It was produced with the cooperation of the U.S. Department of Agriculture; Cornell Cooperative Extension; and College of Agriculture and Life Sciences, College of Human Ecology, and College of Veterinary Medicine at Cornell University. Cornell Cooperative Extension provides equal program and employment opportunities. D. Merrill Ewert , Director. Alternative formats of this publication are available on request to persons with disabilities who cannot use the printed format. For information call or write the Office of the Director, Cornell Cooperative Extension, 365 Roberts Hall, Ithaca, NY 14853 (607-2552237). MTS00507 40 K 5/01
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