The document lists 51 ideas for maximizing the chances of finding prospective employees with adequate skill acquisition and job readiness prior to graduating from school. The most practical idea is #10, which is to have an internship program. The most disruptive idea is #50, which proposes using technology like Google Glass with an earpiece to provide guidance on interactions and solve problems in real-time. The favorite idea is #46, which suggests staging a theatrical performance based on the workplace using student actors to help them better understand different roles.
The document contains a list of 74 ideas for helping students transition from school to work. The most practical idea is to create a school-work transition kit or guide with guidelines and materials like videos and workshop ideas to help students and lecturers. The most disruptive idea is to create a workspace at school where students can work autonomously on real client projects before graduating and be graded by educators and clients. The favorite idea is to create a "First Job Experience" program where students who have had their first job can mentor others and share their experiences through a web platform for students and employers.
This document provides an orientation for cooperative education students at Victor Valley College. It outlines the key aspects of cooperative education courses including requirements, staff information, course structure, and assignments. Students must have a job and complete tasks such as submitting timesheets, learning objectives, training agreements, and a homework assignment in order to receive course credit. The homework assignment, timesheets, and meeting hour requirements each count towards the student's final grade.
This document outlines the requirements and guidelines for Work Immersion, a course requirement for Senior High School students in the Philippines. Students must undergo Work Immersion in an industry related to their postsecondary goals to gain practical skills. They are expected to observe workplace behaviors, business processes, and apply their school learning. Evaluation involves creating a portfolio with documentation of their experiences, reflections, and an updated resume. The portfolio is presented and experiences are discussed to assess how Work Immersion enhances students' competence for future employment or education.
A quick, informal presentation on the basics of the DePaul University Internship Program (UIP).
UIP is an academic program open to all undergraduate majors to earn credit for their internship experience, and fulfills the Experiential Learning Requirement.
This presentation is an informal version of the full UIP Orientation webinar, updated 2018. For more information, please reach out to uip@depaul.edu or visit the DePaul Career Center.
This orientation provides Cooperative Education students with important information about the program requirements and grading structure. It outlines that students must have a job or internship to qualify, and covers the various assignments, meetings, and minimum hour requirements to earn credit. Key aspects include developing learning objectives, submitting monthly timesheets, completing one of six homework assignments, and scheduling a training agreement meeting and advisement appointment. Students' grades are based on time management, homework assignments, self/supervisor evaluations, and the instructor's overall evaluation.
The small business owner needs to impart additional skills and experience to new graduate hires, as they are not assimilating well. Suggestions include pairing new hires with mentors for a period of time to provide on-the-job training, and creating an intern program to give students experience before hiring. Another option is to embed employees as instructors in universities to help identify and recruit promising students who will be better prepared for the workplace.
The document outlines two prototypes created to address the problem of students needing work experience that complements their studies. The first prototype is a syllabus for a college subject about job seeking. Feedback noted the need for practical learning and optional status. The second prototype expands the subject to job applications, with feedback calling for company partnerships and a revised final assignment. Reflections note the importance of company support through agreements and projects that develop job skills.
Providing Students a Quality Internship - Keys to SuccessNAFCareerAcads
Providing a quality internship for every student is one of our main objectives at NAF. This interactive panel discussion will address key steps to ensure the NAF internship is a game-changing experience for every student and will clarify the role everyone – educators, employers, students and parents – needs to play. Best practices will also be shared, enabling participants to draw from their experiences and share their own perspectives.
The document contains a list of 74 ideas for helping students transition from school to work. The most practical idea is to create a school-work transition kit or guide with guidelines and materials like videos and workshop ideas to help students and lecturers. The most disruptive idea is to create a workspace at school where students can work autonomously on real client projects before graduating and be graded by educators and clients. The favorite idea is to create a "First Job Experience" program where students who have had their first job can mentor others and share their experiences through a web platform for students and employers.
This document provides an orientation for cooperative education students at Victor Valley College. It outlines the key aspects of cooperative education courses including requirements, staff information, course structure, and assignments. Students must have a job and complete tasks such as submitting timesheets, learning objectives, training agreements, and a homework assignment in order to receive course credit. The homework assignment, timesheets, and meeting hour requirements each count towards the student's final grade.
This document outlines the requirements and guidelines for Work Immersion, a course requirement for Senior High School students in the Philippines. Students must undergo Work Immersion in an industry related to their postsecondary goals to gain practical skills. They are expected to observe workplace behaviors, business processes, and apply their school learning. Evaluation involves creating a portfolio with documentation of their experiences, reflections, and an updated resume. The portfolio is presented and experiences are discussed to assess how Work Immersion enhances students' competence for future employment or education.
A quick, informal presentation on the basics of the DePaul University Internship Program (UIP).
UIP is an academic program open to all undergraduate majors to earn credit for their internship experience, and fulfills the Experiential Learning Requirement.
This presentation is an informal version of the full UIP Orientation webinar, updated 2018. For more information, please reach out to uip@depaul.edu or visit the DePaul Career Center.
This orientation provides Cooperative Education students with important information about the program requirements and grading structure. It outlines that students must have a job or internship to qualify, and covers the various assignments, meetings, and minimum hour requirements to earn credit. Key aspects include developing learning objectives, submitting monthly timesheets, completing one of six homework assignments, and scheduling a training agreement meeting and advisement appointment. Students' grades are based on time management, homework assignments, self/supervisor evaluations, and the instructor's overall evaluation.
The small business owner needs to impart additional skills and experience to new graduate hires, as they are not assimilating well. Suggestions include pairing new hires with mentors for a period of time to provide on-the-job training, and creating an intern program to give students experience before hiring. Another option is to embed employees as instructors in universities to help identify and recruit promising students who will be better prepared for the workplace.
The document outlines two prototypes created to address the problem of students needing work experience that complements their studies. The first prototype is a syllabus for a college subject about job seeking. Feedback noted the need for practical learning and optional status. The second prototype expands the subject to job applications, with feedback calling for company partnerships and a revised final assignment. Reflections note the importance of company support through agreements and projects that develop job skills.
Providing Students a Quality Internship - Keys to SuccessNAFCareerAcads
Providing a quality internship for every student is one of our main objectives at NAF. This interactive panel discussion will address key steps to ensure the NAF internship is a game-changing experience for every student and will clarify the role everyone – educators, employers, students and parents – needs to play. Best practices will also be shared, enabling participants to draw from their experiences and share their own perspectives.
This document outlines ideas for connecting students to potential employers earlier in their academic careers. It begins with a problem statement describing the need for a way to allow students and employers to connect and exchange information over long periods of time before formal interviews. Over 50 ideas are then enumerated and organized into categories. Selected ideas include virtual micro-internships using technology like Skype to allow short internships, student work portfolios to showcase work and interests, and workshops incentivizing academics and employers to interact and foster relationships between students and potential employers.
This orientation provides information about the Cooperative Education program at Victor Valley College. It outlines the key requirements students must meet, including having a job or internship, registering for the appropriate Cooperative Education course, developing learning objectives, completing required hours, submitting monthly timesheets, and completing one homework assignment. It also describes the Training Agreement meeting students must schedule, and the Advisement Appointment near the end of the term. The Cooperative Education notebook contains all relevant forms and assignments.
The document discusses guidelines for work immersion provided in DepEd Order No. 30 s. 2017. Work immersion is a required subject in the senior high school curriculum consisting of 80-320 hours of hands-on experience or work simulation. It is intended to expose students to actual work environments and allow them to apply competencies from their specializations. Schools have flexibility in designing work immersion and can implement in-school, home-based, community-based, or industry partnership models. The order also defines key terms related to work immersion partnerships and implementation.
The document provides an overview of topics to be covered in two sessions on internships. Session I will cover process definition, benefits of internships, how to get an internship, objectives, types of programs, interview skills, and preparations. Session II will discuss roles and responsibilities, etiquette, expectations, making the most of the internship, what companies expect, learning beyond the role, outstanding interns, and completing the program.
The document outlines a 17-step workflow and toolkit for teachers implementing a Senior High School Work Immersion Program. The program involves 3 stages: pre-immersion, immersion, and post-immersion. In the pre-immersion stage, students' profiles and preferences are gathered, potential work partners are identified and selected, and memorandums of agreement are signed. Students are then prepared through training and assessments. In the immersion stage, students are deployed to workplaces and monitored. In the post-immersion stage, students, partners, and supervisors provide feedback and evaluations, lessons learned are validated, portfolios are assessed, and a culminating activity is conducted. A work plan schedules each step over 4 months from
This document discusses strategies to help recent university graduates transition into full-time employment when they are average students without strong career role models. It proposes making work experience a key part of university learning through hands-on projects with real businesses. It also suggests providing outplacement support to help students with resumes, interviews, and feedback to boost their job readiness and confidence. Additionally, it recommends developing an online system to connect job candidates with opportunities and allow graduates to share career stories and advice to expand professional networks.
Strategies for teaching entrepreneurship by Dr.Arabion and karwan Jafinafisehtaghavi
Strategies for teaching entrepreneurship:
What else beyond lectures, case studies and business plan?
from Handbook of research in entrepreneurship education
by Dr.Arabion and Karwan Jafi
The document proposes several ideas to help ease a new engineering graduate's worries about joining a company for the first time:
1. Compulsory internships would familiarize students with corporate environments and allow companies to evaluate potential hires. Colleges should reward students for quality internships.
2. Mentorship programs and ice-breaking sessions in companies would increase comfort levels of new joins and ensure they have support. Mentors should be evaluated by mentees.
3. A suggested fresher joining program includes training, confidence-building, team-building activities, a 3-6 month training period, and assigning mentors to help new joins adjust to corporate life.
This document discusses strategies for teaching entrepreneurship beyond traditional lectures and business plans. It outlines several alternative teaching methods including simulations, games, and experiential activities. Computer-based simulations and behavioral simulations are described as ways to develop entrepreneurial skills like problem-solving, scenario generation, and opportunity seeking. The document also proposes unconventional teaching methods like using classic literature, videos, and life stories to teach entrepreneurship concepts.
This document discusses various ideas to help final year undergraduates explore more career options before selecting their first job. Some of the ideas presented include speed-dating sessions between students and company representatives, an employment program that allows fresh graduates to trial different roles at multiple companies for a week each to find the best fit, and developing an immersive simulation game that allows students to experience different jobs in various industries.
The document outlines several ideas for redesigning the school-to-work transition:
- Internship programs for teachers to better understand company needs and improve educational programs. Teachers would observe students' internships.
- A crowdsourcing platform where students, teachers, and companies collaborate to solve real business problems. Students choose problems and receive guidance. The best work gets paid.
- A coaching program where students support each other's transitions. Each student coaches another using an educator-created manual, with support from educators, employers and coaches.
How to write : Guidelines for your writing assignmentNancy Edwin
The need to write this document has been driven by two things: a) many years of experience of marking assignments at all levels and seeing the same issues crop up time and again, and b) the desire to see you all do better in your assignments by being aware of, paying attention to, and thus avoiding, simple and careless errors that result in lower marks being awarded.
Mail me at info@tutorsuk.co.uk
Visit my Web at www.tutorsuk.co.uk
How to maximise learning from your work experience processPhillip Hayes
1. The document outlines a workflow for students to gain maximum learning from work experience using the Kloodle platform. It involves creating badges to teach skills like selling yourself to employers and understanding health and safety.
2. A key part of the workflow is making work experience placements competitive by having students apply and demonstrate their value to employers.
3. While on work placements, students would learn to articulate the employability skills they develop through activities and reflections on the platform.
This document takes the concepts of social activsm and applys them to the corporate space as a tool for corporate affairs advocay, community, human resources, diversity and policy change.
Basic Job Readiness - Los Angeles Urban League (2011)Maisha L. Cannon
The document provides tips for job seekers on resume and interview preparation. It discusses key elements of a strong resume such as highlighting skills, using a visually appealing layout, and being tailored to the position. Cover letters are recommended if requested by the job posting. Interview preparation involves arriving with confidence, knowing your goals and strengths, actively listening, and having questions prepared for the interviewer. The document also lists various resources for finding job opportunities.
This document provides information and tips for becoming job ready and preparing for job interviews. It discusses the importance of work and becoming happy, fulfilled individuals. Some key things mentioned for becoming job ready include creating a desire for work, learning necessary skills, developing a plan to learn skills, setting goals, and visualizing success. The document also outlines appropriate and inappropriate attire for interviews, common sections in resumes like objective, education, work history, and skills. Lastly, it provides tips for preparing for an interview such as researching the company, practicing, making a strong first impression with a smile and firm handshake, and leaving on a positive note by thanking the interviewer.
Looking for a job? Want to help others prepare for employment? Have an existing job or work readiness program? Here's an awesome solution designed to deliver new and seasoned job seekers with job search and career development skills and knowledge necessary to gain long lasting and rewarding employment .
This document provides an overview and objectives for job coach training. It discusses the role of job coaches in Community Based Career Education (CBCE) programs which place students directly in job sites for on-the-job training with coaching. Job coaches are expected to maintain student confidentiality, demonstrate professionalism, and ensure student and staff safety. The primary goal of CBCE is to prepare students for meaningful employment.
The document provides guidance on developing a positive attitude, behaviors, and strong character that lead to job readiness. It emphasizes cultivating self-evaluation, goal setting, problem solving skills, self-discipline, customer service skills, and managing stress. Developing the right attitude, behavior, and character through communication, relationships, trust-building, and self-discipline are key to career success.
This document outlines ideas for connecting students to potential employers earlier in their academic careers. It begins with a problem statement describing the need for a way to allow students and employers to connect and exchange information over long periods of time before formal interviews. Over 50 ideas are then enumerated and organized into categories. Selected ideas include virtual micro-internships using technology like Skype to allow short internships, student work portfolios to showcase work and interests, and workshops incentivizing academics and employers to interact and foster relationships between students and potential employers.
This orientation provides information about the Cooperative Education program at Victor Valley College. It outlines the key requirements students must meet, including having a job or internship, registering for the appropriate Cooperative Education course, developing learning objectives, completing required hours, submitting monthly timesheets, and completing one homework assignment. It also describes the Training Agreement meeting students must schedule, and the Advisement Appointment near the end of the term. The Cooperative Education notebook contains all relevant forms and assignments.
The document discusses guidelines for work immersion provided in DepEd Order No. 30 s. 2017. Work immersion is a required subject in the senior high school curriculum consisting of 80-320 hours of hands-on experience or work simulation. It is intended to expose students to actual work environments and allow them to apply competencies from their specializations. Schools have flexibility in designing work immersion and can implement in-school, home-based, community-based, or industry partnership models. The order also defines key terms related to work immersion partnerships and implementation.
The document provides an overview of topics to be covered in two sessions on internships. Session I will cover process definition, benefits of internships, how to get an internship, objectives, types of programs, interview skills, and preparations. Session II will discuss roles and responsibilities, etiquette, expectations, making the most of the internship, what companies expect, learning beyond the role, outstanding interns, and completing the program.
The document outlines a 17-step workflow and toolkit for teachers implementing a Senior High School Work Immersion Program. The program involves 3 stages: pre-immersion, immersion, and post-immersion. In the pre-immersion stage, students' profiles and preferences are gathered, potential work partners are identified and selected, and memorandums of agreement are signed. Students are then prepared through training and assessments. In the immersion stage, students are deployed to workplaces and monitored. In the post-immersion stage, students, partners, and supervisors provide feedback and evaluations, lessons learned are validated, portfolios are assessed, and a culminating activity is conducted. A work plan schedules each step over 4 months from
This document discusses strategies to help recent university graduates transition into full-time employment when they are average students without strong career role models. It proposes making work experience a key part of university learning through hands-on projects with real businesses. It also suggests providing outplacement support to help students with resumes, interviews, and feedback to boost their job readiness and confidence. Additionally, it recommends developing an online system to connect job candidates with opportunities and allow graduates to share career stories and advice to expand professional networks.
Strategies for teaching entrepreneurship by Dr.Arabion and karwan Jafinafisehtaghavi
Strategies for teaching entrepreneurship:
What else beyond lectures, case studies and business plan?
from Handbook of research in entrepreneurship education
by Dr.Arabion and Karwan Jafi
The document proposes several ideas to help ease a new engineering graduate's worries about joining a company for the first time:
1. Compulsory internships would familiarize students with corporate environments and allow companies to evaluate potential hires. Colleges should reward students for quality internships.
2. Mentorship programs and ice-breaking sessions in companies would increase comfort levels of new joins and ensure they have support. Mentors should be evaluated by mentees.
3. A suggested fresher joining program includes training, confidence-building, team-building activities, a 3-6 month training period, and assigning mentors to help new joins adjust to corporate life.
This document discusses strategies for teaching entrepreneurship beyond traditional lectures and business plans. It outlines several alternative teaching methods including simulations, games, and experiential activities. Computer-based simulations and behavioral simulations are described as ways to develop entrepreneurial skills like problem-solving, scenario generation, and opportunity seeking. The document also proposes unconventional teaching methods like using classic literature, videos, and life stories to teach entrepreneurship concepts.
This document discusses various ideas to help final year undergraduates explore more career options before selecting their first job. Some of the ideas presented include speed-dating sessions between students and company representatives, an employment program that allows fresh graduates to trial different roles at multiple companies for a week each to find the best fit, and developing an immersive simulation game that allows students to experience different jobs in various industries.
The document outlines several ideas for redesigning the school-to-work transition:
- Internship programs for teachers to better understand company needs and improve educational programs. Teachers would observe students' internships.
- A crowdsourcing platform where students, teachers, and companies collaborate to solve real business problems. Students choose problems and receive guidance. The best work gets paid.
- A coaching program where students support each other's transitions. Each student coaches another using an educator-created manual, with support from educators, employers and coaches.
How to write : Guidelines for your writing assignmentNancy Edwin
The need to write this document has been driven by two things: a) many years of experience of marking assignments at all levels and seeing the same issues crop up time and again, and b) the desire to see you all do better in your assignments by being aware of, paying attention to, and thus avoiding, simple and careless errors that result in lower marks being awarded.
Mail me at info@tutorsuk.co.uk
Visit my Web at www.tutorsuk.co.uk
How to maximise learning from your work experience processPhillip Hayes
1. The document outlines a workflow for students to gain maximum learning from work experience using the Kloodle platform. It involves creating badges to teach skills like selling yourself to employers and understanding health and safety.
2. A key part of the workflow is making work experience placements competitive by having students apply and demonstrate their value to employers.
3. While on work placements, students would learn to articulate the employability skills they develop through activities and reflections on the platform.
This document takes the concepts of social activsm and applys them to the corporate space as a tool for corporate affairs advocay, community, human resources, diversity and policy change.
Basic Job Readiness - Los Angeles Urban League (2011)Maisha L. Cannon
The document provides tips for job seekers on resume and interview preparation. It discusses key elements of a strong resume such as highlighting skills, using a visually appealing layout, and being tailored to the position. Cover letters are recommended if requested by the job posting. Interview preparation involves arriving with confidence, knowing your goals and strengths, actively listening, and having questions prepared for the interviewer. The document also lists various resources for finding job opportunities.
This document provides information and tips for becoming job ready and preparing for job interviews. It discusses the importance of work and becoming happy, fulfilled individuals. Some key things mentioned for becoming job ready include creating a desire for work, learning necessary skills, developing a plan to learn skills, setting goals, and visualizing success. The document also outlines appropriate and inappropriate attire for interviews, common sections in resumes like objective, education, work history, and skills. Lastly, it provides tips for preparing for an interview such as researching the company, practicing, making a strong first impression with a smile and firm handshake, and leaving on a positive note by thanking the interviewer.
Looking for a job? Want to help others prepare for employment? Have an existing job or work readiness program? Here's an awesome solution designed to deliver new and seasoned job seekers with job search and career development skills and knowledge necessary to gain long lasting and rewarding employment .
This document provides an overview and objectives for job coach training. It discusses the role of job coaches in Community Based Career Education (CBCE) programs which place students directly in job sites for on-the-job training with coaching. Job coaches are expected to maintain student confidentiality, demonstrate professionalism, and ensure student and staff safety. The primary goal of CBCE is to prepare students for meaningful employment.
The document provides guidance on developing a positive attitude, behaviors, and strong character that lead to job readiness. It emphasizes cultivating self-evaluation, goal setting, problem solving skills, self-discipline, customer service skills, and managing stress. Developing the right attitude, behavior, and character through communication, relationships, trust-building, and self-discipline are key to career success.
Participate in a discussion regarding job readiness program components designed for your community as well as an introduction to a proven Job Readiness curriculum.
Culture differentiates good organizations from bad ones and is composed of shared beliefs, values, actions, and feelings. A strong culture has an explicit set of widely shared values and principles, while a weak culture has many subcultures and few shared norms or traditions. Factors like an influential leader who establishes core values and a sincere commitment to operating according to those values contribute to a strong culture. When implementing strategy, an organization must consider whether to change its culture, change the strategy, or find a way to align the two. All organizations have some level of politics due to differing views among members, and understanding power dynamics and how to build consensus is important for effective strategic management.
Chapter 3 the environment and corporate cultureJoy Villasenor
This document discusses the organizational environment and corporate culture. It describes the external environment as consisting of the general environment, which affects organizations indirectly, and the task environment, which affects organizations directly. The general environment includes factors like the technological, socio-cultural, international, and economic dimensions. The task environment includes customers, competitors, suppliers, and the labor market. The document also discusses the internal environment within an organization's boundaries, as well as how organizations adapt to their environments through boundary-spanning employees, partnerships, and mergers/joint ventures. Finally, it defines corporate culture as the key values, beliefs, and norms shared by organizational members.
Corporate culture a source for competitive advantageWalid Saafan
This document discusses the role of corporate culture in building and sustaining competitive advantage. It covers how culture influences strategy, decision making, behaviors and performance levels. When a culture is valuable, rare, imperfectly imitable and sustained over time, it can be a source of competitive advantage for an organization. The presentation also examines how culture can be assessed and potentially changed to meet evolving needs.
They say Culture eats Strategy for breakfast. This is true because the biggest leadership challenge to improving an organisation's internal environment is culture. Without a supportive culture even the most brilliant strategy will not get implemented successfully. Without cultural allignment to changing landscape, at best you will get compliance and with it stress, dysfunctional waste and entropy.
The document discusses driving corporate culture in today's marketplace. It provides background on Neddy Perez, the founder of D&I Creative Solutions, who has over 20 years of experience in human resources and diversity and inclusion management. The presentation objectives are to help understand why corporate culture initiatives often fail, key workplace trends, how to leverage internal resources to identify and transform culture, and how to align diversity and inclusion efforts with cultural changes. It provides tips on conducting research internally through employee surveys, interviews, and data to understand the existing culture and subcultures in an organization.
This document contains 27 ideas for improving the education system and making graduates more work-ready. Some of the key ideas proposed are:
1) Having schools partner with local colleges and colleges partner with local industries to create a continuous mentorship program between students, graduates, and employees.
2) Having new graduates at companies spend their first week observing project work to gain awareness of the work before receiving training.
3) Creating interactive online experiences for new hires to learn about a company's culture and work practices before joining.
The document proposes various ways to improve career preparation and the transition from education to work, such as:
1) Having companies provide intermediate jobs for new graduates to ease the transition to full employment.
2) Forming partnerships between companies for their professionals to rotate through different organizations and jobs, gaining a broader perspective before returning.
3) Requiring students to do an internship abroad to gain global experience.
The document outlines ideas for improving collaboration between employers and educators to better prepare students for entering the workforce. It suggests having employers teach portions of classes to provide a real-world perspective. It also proposes building mini-campus satellites within corporate areas so students are immersed in a work environment. Additionally, it recommends industry offering onsite services like childcare and social clubs to help students adjust to working full-time.
1. Professional to student mentor programs would be the most practical option as mentors who recently graduated can best communicate the current challenges students will face in transitioning to professional life and guide them.
2. Implementing design thinking into student outcomes would be the most disruptive option as it takes an outcomes-based approach to best prepare students for challenges in transitioning from school to work by serving students and employers.
3. Career handbooks would be my favourite option as they could educate students on what each industry and profession involves to inform course decisions, and discuss challenges, successes, and downs periods of professional life.
Ideate : List of ideas for improving hiring processprashantladdha
The document lists ideas for improving the efficiency and efficacy of a hiring process without compromising quality. It begins by explaining that the ideas are listed in the order they occurred to avoid judging them and to see if any patterns emerge. It then provides the problem statement of hiring multidisciplinary engineers. The bulk of the document consists of 53 specific ideas for streamlining the hiring process through methods like identifying weak/high time consumption areas, reducing interviews, pre-screening candidates, using referrals/interns, maintaining databases of top performers, and increasing use of automation/AI.
The Importance Of an Internship In Relation To Job MarketabilityAmanda Walker
Internships provide work-integrated learning experiences that help students learn about a career field from professionals, decide if a field is a good fit, gain new skills, and enhance their resumes. They are important because experiential learning allows students to apply classroom knowledge while supervised, without full employee responsibilities. Internships benefit both students and employers - students can earn higher salaries after graduation with internship experience, while employers gain motivated workers and a pipeline for recruiting. Students should utilize resources like internships.com, faculty referrals, and online searches to find and apply for internships with customized cover letters and resumes.
Hunter needs a better way to retain top interns to ensure the future skill set of the company. The document provides several ideas to improve intern retention: 1) ensure interns have a robust experience with real projects and access to executives; 2) create an ongoing community for interns beyond the summer; and 3) follow and stay engaged with interns until graduation by allowing participation in future events and connecting them with mentors. Additional ideas include tapping interns as ambassadors at their schools and setting aside jobs each year for new graduates with non-traditional signing bonuses.
The director of a private preschool is looking for ways to help recent graduates learn independently and manage their own professional development, as they currently rely too heavily on explicit instruction. Several solutions are proposed to address this issue:
1. Require student teaching and formal mentorship programs to give new teachers more experience before and after they are hired.
2. Partner with universities to incorporate more practical experience, self-assessment, and opportunities for peer learning into early childhood education programs.
3. Improve the hiring process to identify candidates who are suited for independent learning and mentorship, and consider alternative hiring models like short-term contracts.
4. Create formal training and mentoring programs once hired to teach self-
How might we find out ways to motivate students and enable them to start up w...Yordanka Dimitrova Ivanova
The document proposes various ideas to motivate and enable students to transition from school to work. Some of the key ideas proposed include: 1) Creating a platform for tech companies to hire students as beta testers to gain work experience from home; 2) Designing a program for employers to mentor high school students for a week to expose them to the working environment; 3) Organizing monthly "First Friday" networking parties for young entrepreneurs and students to make professional contacts. The document explores many approaches focused on hands-on learning opportunities and connecting students directly with potential employers.
The document lists 52 ideas for motivating and enabling students to transition from school to work. It selects 3 ideas to highlight: 1) Creating a platform for tech companies to hire students as beta testers, which would provide a flexible work environment and experience; 2) Developing a program for employers to mentor high school students for a week to expose them to the working world; 3) Organizing monthly "First Friday" young entrepreneur networking parties to help students make professional contacts in a fun environment.
1. Professional bodies could create YouTube videos demonstrating what various careers are really like to alleviate assumptions.
2. Pay should be equalized across careers so people choose based on passion rather than pay.
3. Applications should map university courses to real world skills and career outcomes to help students choose courses based on interest.
This document outlines several proposals to address two related problems: ensuring the interior design program admits students who are genuinely interested in and suited for the field, and motivating and inspiring enrolled students to pursue careers as professionals. Some key suggestions include engaging industry professionals to interact with prospective and current students; providing real-world projects, field trips, and internship opportunities; enhancing counseling, mentoring, and social support for students; and revising curriculum and teaching methods to emphasize hands-on learning and ensure relevance to industry needs. The overall goal is to admit the right talent and help all students develop a strong understanding and passion for interior design as a career.
The document proposes 50 ideas to boost the confidence of college students for their first job. The three ideas selected are:
1) Include a course in personal development, as this could be easily implemented in colleges.
2) Have companies create their own colleges to directly mold students according to their needs, which would hugely impact the hiring process.
3) Start actual hiring of college students in their final year so teachers can help them prepare for the workplace.
The document outlines various ideas to strengthen the connection between industry and education. It suggests making education more practical through compulsory internships for students, mentorship programs within companies, and encouraging student participation in industry competitions. This would help students gain real-world experience and exposure to potential employers, while also giving companies means to identify and interact with promising talent. The goal is to mold students' skills in a corporate environment and facilitate interaction between industry and academia.
This document discusses various training methods that can be used for on-site and off-site employee training programs. It identifies several on-site methods including orientation training, on-the-job training, apprenticeship training, coaching, mentoring, computer-based training, and job rotation. It also discusses several off-site methods such as lecture, audiovisual techniques, videoconferencing, role playing, games and simulations, and computer-assisted instruction. The document provides details on how each method can be implemented and their advantages for different types of training objectives.
Hiring managers need a way to hire candidates with both soft skills and job-specific skills quickly so they can be productive contributors. Some ideas are structured interviews exploring soft skills, partnering with universities to emphasize soft skills training, internships to test candidates, and developing standardized methods to assess skills based on experience. Other suggestions include simulated skills testing, clear expectations setting, and social media recruitment. The overall goal is finding well-rounded candidates equipped to transition smoothly into productive new roles.
This document discusses various training methods that can be used for on-site and off-site employee training programs. It identifies methods for on-site training like orientation, on-the-job training, apprenticeships, coaching, mentoring, and job rotation. For off-site training it discusses lecture-based learning as well as audio-visual, videoconferencing, role-playing, simulations, and computer-based instruction. The document provides details on how each method can be implemented and their advantages.
This document discusses various training methods that can be used for on-site and off-site employee training programs. It identifies methods for on-site training like orientation, on-the-job training, apprenticeships, coaching, mentoring, and job rotation. For off-site training it discusses lecture-based learning as well as audio-visual, videoconferencing, role-playing, simulations, and computer-based instruction. The document provides details on how each method can be implemented and their advantages.
The document summarizes the process of prototyping solutions for employers to recruit graduates. It discusses empathizing with employers' need to hire flexible graduates. 50 solutions were brainstormed and two were prototyped: 1) a sponsorship/trainee program where employers pay tuition and receive a graduate required to work for them for 10 years, providing career security and job training, and 2) encouraging common research projects between universities and businesses to generate interested graduates and collaboration opportunities. The prototypes were tested and details were provided on how each could benefit both graduates and employers.
This idea allows students to gain practical experience and receive feedback on their progress towards employment. It gives students agency in their preparation and allows companies to evaluate potential hires.
1. 50 Ideas to maximize chances of finding prospective employees with adequate skill acquisition
and job readiness prior to the end of their schooling
Most practical idea:
#10 Have internships.
Most disruptive idea:
#50 Google Glass + earpiece + vote up: Use something like Google Glass + earpiece. Glasses
scan environments, objects, or process discussions and then the linked earpiece provides
guidance on what to say or do. Glasses also able to detect uncertainty or frustration and
provide answers. Solutions can be voted up or down based on their effectiveness to make better
suggestions in the future.
Your favorite idea:
#46 Stage a theatrical performance based on your workplace using students as actors. To
prepare their roles they have to do character research by interviewing their real-life
counterparts. During the actual performance improvisation is encouraged based on those
character interviews. After the performance, the students share with the audience insights from
their character interviews.
Full list
1. Like the military (ROTC), have a program that partners with universities where you pay for
education and people are required to work for your company for a certain number of years after
that. This ensures job security for the student, and gives the employer flexibility to tailor parts
of the curriculum to their needs.
2. Like law schools, sponsor summer interns that will be offered jobs at the end of the summer
based on their performance for the year following graduation.
3. In partnership with universities, organize job fair as a part of freshman orientation where
employers pass out a “job readiness checklist” of extracurricular learning opportunities and
experiences that they think would best prepare students to work for them.
4. Freshman orientation job fair “job readiness checklist” could be distributed to all universities
(or select universities with relevant departments) and for an application, rather than a CV and
cover letter you include the filled-in checklist, signed by employer or professor along with other
materials or reflection papers.
5. Company opens their own university.
6. Job positions are filled by faculty nomination rather than direct applications from job
seekers.
7. Organize with local university and other similar companies a job exploration class for the
first semester of college where you are required to create a plan for getting specific kinds of job
experience during university or graduate school.
2. 50 Ideas to maximize chances of finding prospective employees with adequate skill acquisition
and job readiness prior to the end of their schooling
8. Change traditional interview technique so that interviews last a week and you can experiment
having someone actually at the office working.
9. Partner with universities to create a course based in the workplace, similar to student
teaching or what happens in some hospitality programs.
10. Have an internship program for current students only.
11. Have recruitment process formatted like American’s Top Model/Top Chef incorporating
relevant project-based tasks and the person who wins gets the job. This recruitment activity
would take place the last semester of college.
12. Company assigns mentors and tutors to promising students that coach them on
professional skills.
13. Have a pre-work bootcamp for students straight from school.
14. For the first year of working, only give work assignments in the same structure as school
assignments are given.
15. Incorporate mandatory study halls for new employees where they learn about work skills:
management, teamwork
16. Do research on what skills exactly are lacking and tailor training first to remediation in
those areas.
17. Make an app that simulates a real work environment where you have to successfully
complete a certain number of games within a certain amount of time to apply for the position.
(If someone did not have a smart phone they could make it available at the public library or
something). Keep track of correlation between results and employee performance for future
hiring.
18. Sponsor a seminar series at different colleges where you talk about what’s really expected
of new employees.
19. Have undercover employees assigned to schools to audit classes with students to get a
better sense of their personality, skills and other important qualifications and they recommend
students for jobs after graduation.
20. Commission an interactive youtube series on the skills necessary for the school-work
transition, where you must complete real world assignments after watching the videos. Require
this series to be watched and the activities to be completed prior to interviewing.
21. Have applicants interview in groups and work on solving problems together. Select based
on the method of problem solving and interpersonal skills rather than if they solved the
problem correctly or not.
3. 50 Ideas to maximize chances of finding prospective employees with adequate skill acquisition
and job readiness prior to the end of their schooling
22. Facebook ad for job position targeted to people about to graduate with previous work
experience.
23. Increase starting salary to be able to afford more-qualified applicants.
24. When new employees from school are hired, they have to seek out a current student to
share their insights about what they’re learning about work that they didn’t learn in school
during their first year of work.
25. Select new employees the way college sports recruiters find new athletes. Go to classes or
activities that demonstrate the kinds of skills needed for work success (like seminars,
practicums, student government, clubs) and select students from there and invite them to
interview.
26. Don’t interview candidates, randomly select three individuals—a combination of classmates
and professors—to interview on behalf of candidate asking them to give examples of times they
exhibited behaviors useful for success in the workplace.
27. Scholarship for local students so they can work for work experience not to support family.
28. Marketing blitz. Research on differing salaries for graduates with prior work experience vs.
those without.
29. Partner with popular entertainment places (TV station, movie theater, pool, etc.). if they
host an intern, the intern can go for free when they aren’t working.
30. Start company club on university campuses that act like micro companies and acts as a
potential feeder into your company. (Think Model UN)
31. Run a cafe stall on campus and only hire student workers.
32. Let new employees try out different positions so you find the place where they fit best.
33. Use headhunters.
34. Pay relocation expenses for applicants who studied in better school systems that included
practicums/residencies/internships.
35. Institute probation periods after hiring.
36. Hire new graduates as temp-to-perm.
37. Offer job training workshops at the beginning of each school year for “grade” level.
38. Make scenario based interviews.
39. SIMS 5: The Workplace.
4. 50 Ideas to maximize chances of finding prospective employees with adequate skill acquisition
and job readiness prior to the end of their schooling
40. Sponsor events and have students work as volunteers for it. Enough volunteer hours moves
them up in the hiring queue.
41. Have someone prank interviewees when they come in for interviews (think boiling point TV
show or those prank radio station calls). How they responded determines if they get hired.
42. Since employer is looking for certain attitudes, qualities, and skills, have prospective
applicants fill out a lengthy questionnaire and apply E-Harmony-like dating site algorithm to test
compatibility.
43. Start young! Have a Scouts/4-H type program that teaches job skills and runs up through
high school. In college, senior scouts can lead their own scout group teaching job skills for a
specific industry.
44. Offer flexible (and drastically reduced, if needed) hours to students so it doesn’t conflict
with their school schedules.
45. Pay for employees at lower levels without education who have been at the company for a
while to go back to school which may open up higher positions for them when they are
finished.
46. Stage a theatrical performance based on your workplace using student actors. Do prepare
their roles they have to do character research by interviewing their real-life counterparts.
During the actual performance some improvisation is encouraged based on those character
interviews. After the performance the students share with the audience insights from their
character interviews.
47. Write a Job Readiness column for the school newspaper.
48. Have Trainee/Open House week where students, whether they are about to graduate or not
occupy all the positions in the workplace and are coached by staff for the first half of the week
and left to themselves the last half of the week,observed, and given feedback. Students are
encouraged to participate as many times as they like while they are still students.
49. Create an electronic dictionary of work scenarios and responses where someone types in a
work situation, sets certain parameters and the appropriate action and explanation comes up.
As staff solve novel problems they can add them to the dictionary and include enough
keywords/metadata so it can be applied in other situations.
50. Use something like Google Glass + earpiece. Glasses scan environments, objects, or
process discussions and then the linked earpiece provides guidance on what to say or do.
Glasses also able to detect uncertainty or frustration and provide answers.
51. Whatever they did to Derek Zoolander to get him to attempt to kill the Prime Minister of
Malaysia. But for work.