Wentworth Institute of Technology offers companies a variety of ways to connect with and recruit college students and recent graduates. From work programs like co-op to guest lectures and career fairs, Wentworth can partner with you to develop a sound strategy to recruit and extend your employment brand on campus.
Mónika Pogátsnik: The benefits of the Dual training for students, for compani...CUBCCE Conference
The dual training model introduced in 2015 in the Hungarian higher education has become a focus of interest. The dual education students study in the institutional academic period together with the normal fulltime students at their higher education institute, and parallel to their academic education they participate in the practical training. It gives the students an opportunity to join a specific training program at an enterprise. Being involved in specific “operational” practical tasks and project oriented work enhances independent work, learning soft skills and experiencing the culture of work.
The dual form of training can be beneficial for all three parties: the student, the company and the university. The students can gain practical knowledge during their studies, facilitating better job prospects after the training, and their income can ease financing their training as well. However, it is important to note that participation in this type of training requires a certain degree of maturity, high level of motivation, because the coordination of work and study is difficult. For companies, this form of training allows them fulfilling their need for well-trained labor, and the transfer of knowledge ensures professional recruitment. Universities expect more motivated students, a regular lively cooperation with enterprises, and higher level of social awareness, recognition and increased interest.
Mónika Pogátsnik: The benefits of the Dual training for students, for compani...CUBCCE Conference
The dual training model introduced in 2015 in the Hungarian higher education has become a focus of interest. The dual education students study in the institutional academic period together with the normal fulltime students at their higher education institute, and parallel to their academic education they participate in the practical training. It gives the students an opportunity to join a specific training program at an enterprise. Being involved in specific “operational” practical tasks and project oriented work enhances independent work, learning soft skills and experiencing the culture of work.
The dual form of training can be beneficial for all three parties: the student, the company and the university. The students can gain practical knowledge during their studies, facilitating better job prospects after the training, and their income can ease financing their training as well. However, it is important to note that participation in this type of training requires a certain degree of maturity, high level of motivation, because the coordination of work and study is difficult. For companies, this form of training allows them fulfilling their need for well-trained labor, and the transfer of knowledge ensures professional recruitment. Universities expect more motivated students, a regular lively cooperation with enterprises, and higher level of social awareness, recognition and increased interest.
Behind the Build: Create a Career Readiness Platform for Any Student, Any WhereEmily Kennelly
Kennelly, E., & Roark, K. (2020, June). Behind the Build: Designing a Low Cost Career Readiness Platform for Any Student, Anywhere. National Association of Colleges and Employers. 2020 Virtual Conference.
Professional development in IT handbook 2019 - 2020 - BCS Educational AffiliateMousuf Zaman C
The focus of this module is you. It is designed to support your professional development and to enhance your employability
in accordance with the national agenda on PDP for students in Higher Education.
We will cover the following areas:
PDP
- Professional development including planning goals, capitalising upon opportunities, monitoring performance
with the support of your PDIT Tutor and reflecting upon progress.
Employability
- Skills assessment, identification of strengths and opportunities for improvement.
- Development of career management skills.
- Familiarisation with recruitment processes, and articulation of skills.
Legal, ethical, professional and social issues affecting IT
- Awareness of legal, ethical, professional and social issues that affect working in the IT industry.
For an organisation human resource is an altogether important asset.
Skills and knowledge of people are the driving force of growth and social
development. Training and Development ensure that employees may
develop competencies and maximise their potential. The major factor
hindering employees training are time and budget. The emerging trends in
technologies require development of new skills and knowledge so as to
meet the emerging challenges. Therefore, companies are nowadays
focusing on advanced and effective training methods to train and develop
their people. E-learning is becoming a dominant tool that is widely used in
organisations worldwide for the purpose of employee training. This case
study identifies the use of E-learning for training and development
processes within the organisations being studied.
http://www.enterprisehive.com/ |Learn the power of online campus collaboration to boost student success and retention. Understand the ways campus communities connect, network, and thrive with social platforms.
Skills Challenges in Europe: Food for Thought from North Carolina Community Colleges: Presentation for UNC Center for European Studies Fall Lecture Series 2012, Beyond the Euro Crisis
The Jan/Feb 2010 edition of the CNEPDC newsletter created for regional PA ABLE programs and featuring a selection of current resources to support transitioning to work and post-secondary education and training.
Skills development is not just about training people for employment; it must also empower people to create opportunities to make a living for themselves. Low levels of education and training, as well as the lack of standardised, appropriate and accredited training, are key constraints to enabling people to create their own opportunities.
A learnership is a work-based education and training programme that is linked to a qualification registered on the National Qualifications Framework (NQF) with the South African Qualification Authority (SAQA). Learnerships are occupational directed programmes that consist of both structured theoretical learning and practical workplace (on-the-job) experience. The duration of a learnership is approximately twelve months, and results in a full national qualification. CTU has over 14 Registered ICT Learnerships up to NQF Level 5 and 6.
At CTU the learnership best practice is identified as follows:
• All training is Instructor Led
• Learners attend training 4hrs per day (morning / afternoon)
• Learners attend workplace for the rest of day
Various other options can be offered, however CTU suggests the 6 months theoretical sessions and 6 months’ workplace experience as the best alternative to the above method.
Learnership groups smaller than 20 will fall into the Full-time Career Programme commencing in the month of February each year, groups larger than 20 are not restricted to specific starting dates and can be customized according to client’s needs.
For companies who successfuly complete and submit a workplace skills plan and annual training report and include learnership programmes within the plan, submit a letter of intent to their relative SETAs receive grants to fund these methods of learning. Employers can receive even further funding incentives when implementing learnerships, via tax relief (rebate) for each learnership agreement entered into.
CTU developed and registered Skills Development Programmes (SDP’s) specifically for learners whom would like to up-skill themselves whilst earning credits towards National Qualifications. The Learner will study certain electives, enabling them to gain valuable training in the various SDP’s. CTU assists the Learners with building of Portfolios of Evidence (POE’s) whilst the Learner is working and gaining Workplace Experience too. CTU has registered the SDP’s with the relevant SETA’s, thereby adhering to legislation governing SDP’s. Assessing and Moderating of the Learners POE is also part of the learning experience, enabling credits to be claimed.
The Skills Development Act (No. 97 of 1998) recognises the provision of skills programmes as the most dynamic feature of the emerging education and training system in South Africa. The role of a skills programme is for the development, up-skilling and multi-skilling of human resources. The provision of skills programmes also assist workplaces to develop meaningful career and learning pathways for their employees in a highly accessible manner. This in turn leads to the improvement of workplace practices, employability and mobility of the South African working force.
This trade skills gap infographic from Bosch Power Tools NA gives an excellent overview of the deficit in skilled workers that are available to US construction industry firms. The infographic explores the causes of the lack of skilled workers for the construction industry as well as which sectors are most at risk. The infographic also goes into detail on how Bosch and SkillsUSA have been working together to address this shortage and how the construction industry can begin to rebuild for the future.
Visit http://www.BoschTools.com for more.
Good practice mentoring trainees guide 2009WERDS_NZ
Good Practice Mentoring Guide (2009)
This guide was developed primarily for ITOs in conjunction with the Industry Training Federation. The guide has useful tips for companies and for individual mentors. With a focus on literacy and numeracy support, the guide explains what mentoring is, discusses the issues and identifies the steps in mentoring. The guide is also posted on the ITF website. The guide was developed partly as a result of research undertaken for JITO and has been used by a number of ITOs
A primer on building an employer relations program in a college career services setting. Originally presented at the 2008 Conference of the Mountain Pacific Association of Colleges and Employers.
Behind the Build: Create a Career Readiness Platform for Any Student, Any WhereEmily Kennelly
Kennelly, E., & Roark, K. (2020, June). Behind the Build: Designing a Low Cost Career Readiness Platform for Any Student, Anywhere. National Association of Colleges and Employers. 2020 Virtual Conference.
Professional development in IT handbook 2019 - 2020 - BCS Educational AffiliateMousuf Zaman C
The focus of this module is you. It is designed to support your professional development and to enhance your employability
in accordance with the national agenda on PDP for students in Higher Education.
We will cover the following areas:
PDP
- Professional development including planning goals, capitalising upon opportunities, monitoring performance
with the support of your PDIT Tutor and reflecting upon progress.
Employability
- Skills assessment, identification of strengths and opportunities for improvement.
- Development of career management skills.
- Familiarisation with recruitment processes, and articulation of skills.
Legal, ethical, professional and social issues affecting IT
- Awareness of legal, ethical, professional and social issues that affect working in the IT industry.
For an organisation human resource is an altogether important asset.
Skills and knowledge of people are the driving force of growth and social
development. Training and Development ensure that employees may
develop competencies and maximise their potential. The major factor
hindering employees training are time and budget. The emerging trends in
technologies require development of new skills and knowledge so as to
meet the emerging challenges. Therefore, companies are nowadays
focusing on advanced and effective training methods to train and develop
their people. E-learning is becoming a dominant tool that is widely used in
organisations worldwide for the purpose of employee training. This case
study identifies the use of E-learning for training and development
processes within the organisations being studied.
http://www.enterprisehive.com/ |Learn the power of online campus collaboration to boost student success and retention. Understand the ways campus communities connect, network, and thrive with social platforms.
Skills Challenges in Europe: Food for Thought from North Carolina Community Colleges: Presentation for UNC Center for European Studies Fall Lecture Series 2012, Beyond the Euro Crisis
The Jan/Feb 2010 edition of the CNEPDC newsletter created for regional PA ABLE programs and featuring a selection of current resources to support transitioning to work and post-secondary education and training.
Skills development is not just about training people for employment; it must also empower people to create opportunities to make a living for themselves. Low levels of education and training, as well as the lack of standardised, appropriate and accredited training, are key constraints to enabling people to create their own opportunities.
A learnership is a work-based education and training programme that is linked to a qualification registered on the National Qualifications Framework (NQF) with the South African Qualification Authority (SAQA). Learnerships are occupational directed programmes that consist of both structured theoretical learning and practical workplace (on-the-job) experience. The duration of a learnership is approximately twelve months, and results in a full national qualification. CTU has over 14 Registered ICT Learnerships up to NQF Level 5 and 6.
At CTU the learnership best practice is identified as follows:
• All training is Instructor Led
• Learners attend training 4hrs per day (morning / afternoon)
• Learners attend workplace for the rest of day
Various other options can be offered, however CTU suggests the 6 months theoretical sessions and 6 months’ workplace experience as the best alternative to the above method.
Learnership groups smaller than 20 will fall into the Full-time Career Programme commencing in the month of February each year, groups larger than 20 are not restricted to specific starting dates and can be customized according to client’s needs.
For companies who successfuly complete and submit a workplace skills plan and annual training report and include learnership programmes within the plan, submit a letter of intent to their relative SETAs receive grants to fund these methods of learning. Employers can receive even further funding incentives when implementing learnerships, via tax relief (rebate) for each learnership agreement entered into.
CTU developed and registered Skills Development Programmes (SDP’s) specifically for learners whom would like to up-skill themselves whilst earning credits towards National Qualifications. The Learner will study certain electives, enabling them to gain valuable training in the various SDP’s. CTU assists the Learners with building of Portfolios of Evidence (POE’s) whilst the Learner is working and gaining Workplace Experience too. CTU has registered the SDP’s with the relevant SETA’s, thereby adhering to legislation governing SDP’s. Assessing and Moderating of the Learners POE is also part of the learning experience, enabling credits to be claimed.
The Skills Development Act (No. 97 of 1998) recognises the provision of skills programmes as the most dynamic feature of the emerging education and training system in South Africa. The role of a skills programme is for the development, up-skilling and multi-skilling of human resources. The provision of skills programmes also assist workplaces to develop meaningful career and learning pathways for their employees in a highly accessible manner. This in turn leads to the improvement of workplace practices, employability and mobility of the South African working force.
This trade skills gap infographic from Bosch Power Tools NA gives an excellent overview of the deficit in skilled workers that are available to US construction industry firms. The infographic explores the causes of the lack of skilled workers for the construction industry as well as which sectors are most at risk. The infographic also goes into detail on how Bosch and SkillsUSA have been working together to address this shortage and how the construction industry can begin to rebuild for the future.
Visit http://www.BoschTools.com for more.
Good practice mentoring trainees guide 2009WERDS_NZ
Good Practice Mentoring Guide (2009)
This guide was developed primarily for ITOs in conjunction with the Industry Training Federation. The guide has useful tips for companies and for individual mentors. With a focus on literacy and numeracy support, the guide explains what mentoring is, discusses the issues and identifies the steps in mentoring. The guide is also posted on the ITF website. The guide was developed partly as a result of research undertaken for JITO and has been used by a number of ITOs
A primer on building an employer relations program in a college career services setting. Originally presented at the 2008 Conference of the Mountain Pacific Association of Colleges and Employers.
Sharing How Access to Resources Empowers...
The SHARE Network is all about access to resources!
The NEMO Workforce Investment Board is committed to providing quality services to the residents of Northeast Missouri. No matter what economic conditions we find ourselves in, we want to ensure that our services are fully accessible to those that need them.
The NEMO WIB supports many locations through its traditional workforce development system along with non-traditional partnerships with Faith Based and Community Based Organizations throughout Northeast Missouri.
The Northeast Region has been heavily involved in the SHARE Network Project since the beginning. These efforts are lead by key staff throughout the Region. Training and outreach has been and continues to be provided throughout the region to promote the use of the online Resource Directory and the development of SHARE Network Access Points (SNAPs). The region is using these SNAPs to provide Missouri Career Center services and access to other resources in all areas of our 16 county Region.
Contact me today to find out more about how you can be a part of this movement!
SHRM Survey Findings, Part 1 - Employing People With Disabilities: Practices ...Cyndi Johns
The Society for Human Resource Management (SHRM) has released the first in a series of 3 studies conducted in collaboration with, and commissioned by, the Cornell University ILR School Employment and Disability Institute. The first report looks at practices and policies related to recruiting and hiring individuals with disabilities based on findings from a survey of SHRM’s membership. Sixty percent of respondents worked for U.S.-based companies; the rest worked at multinational companies.
Nearly two-thirds (61%) of organizations include people with disabilities explicitly in their diversity and inclusion plans and 58% indicate training HR staff and supervisors on effectively interviewing people with disabilities. Nearly one-half (45%) of organizations found that training HR staff and supervisors on interviewing people with disabilities to be very effective in the recruitment or hiring of people with disabilities.
The easiest way to grow your membership is not to lose existing members. Utilizing the right member retention strategies can have a massive impact on your organization.
During this webinar, Janine Springer, IOM, Customer Success Manager at WebLink International and former CFO of the Rogers-Lowell Chamber of Commerce, will share strategies you can use to improve member retention by making sure that your members are engaged and committed to your organization's purpose.
This platform ensures a rapid match of students and companies. The global internships train students and unlocks a global network of relations with the world's most exciting companies
This proposal introduces a request that the Fox School of Business requires BBA students to complete an internship before graduating from Temple University.
Advantages of Cooperative Education Programs: 1. Real-World Application of Knowledge 2. Building a Robust Professional Network 3. Enhanced Career Readiness 4. Clarifying Career Goals
Presentation about The Internship institute -- a non-profit focused on best practices in internships that help individuals, organizations and economies prosper.
1. Wentworth Institute of Technology
Boston, MA
EMPLOYER RELATIONS
COLLEGE RECRUITING
COOPERATIVE EDUCATION
2. Founded in 1904, Wentworth Institute of
Technology is an independent, co-
educational nationally ranked institution
offering career-focused education through
At Wentworth Institute of Technology, the cooperative
14 bachelor degree programs in areas such
education (co-op) program is an essential component of as architecture, computer science and
every student’s learning experience. We are proud to be one systems, construction management, design,
of the few schools in the nation with such a strong engineering, engineering technology,
environmental science, and management.
commitment to co-op. For over a century, Wentworth has been a
leader in technical education known for its
Wentworth students and graduates have developed and
academic excellence, community service,
applied the knowledge and skills needed for the success of and support for the economic growth of the
your company. Our three-part approach to education— region. For more information, please visit
www.wit.edu.
career-oriented classes, hands-on labs and studios and
cooperative education—prepares students and graduates to By The Numbers
make an immediate impact on your business.
Enrollment: 3,141 full-time students
I am very happy you are considering recruiting at
Gender:18% female
Wentworth. The following pages describe our co-op program
and ways to recruit both students and graduates. ALANA: 15%
International: 5%
Greg Denon Geographic: 37 states and 50
Director, Career Services countries
3. Majors For curriculum details, visit
Design
Architecture
Industrial Design WWW.WIT.EDU
Interior Design
Management
Construction Management
Facilities Planning & Management
Management
Project Management
Engineering & Engineering Technology
Civil Engineering Technology
Computer Engineering Technology
Electromechanical Engineering
Electronic Engineering Technology
Mechanical Engineering Technology
Computer Science
Computer Network & Information
Systems
Computer Science
Environmental Science
Building Construction
4. Employer Services
Wentworth offers employers a variety of ways to recruit
students and graduates for co-op and full-time job
opportunities.
LeopardLaunch — LeopardLaunch is Wentworth’s online job
posting and recruiting system. It allows employers to register a
company profile, post unlimited co-op and full-time jobs for
free, search for and review resumes of potential candidates and
schedule career events and on-campus interviews. To register,
visit www.wit.edu/hiring/.
On-campus interviews — On-campus interview dates can be
scheduled at your convenience. Career Services can work with
you to arrange your interview day, promote your jobs, and
schedule students.
Information sessions — Company information sessions are
an excellent way to distinguish your organization and raise
awareness of your company and its culture.
Career fair — Held each spring, the Wentworth career fair
attracts over 500 job seekers for co-op and full-time positions.
It is an excellent way to recruit highly prepared students to
your company.
5. In addition to recruiting services, we can work with you on several career activities to raise awareness of both
your company and your industry, and to enhance our student learning experience.
Speaking Opportunities
Career Services can arrange
for guest lecture presentations
and workshops addressing
general job search skills as well
Mock Interview Day
as industry-specific knowledge.
Each fall, students practice
Some recent corporate presen-
interviewing with employer
tations covered:
volunteers. The volunteer
The Work, Concerns and provides direct feedback to the
Open house and site tours
Leadership of Women in student on their interview. This
Design highly successful program has Open houses and site tours are
improved the interviewing a great way to get students to
How to Succeed at Career
skills of hundreds of students. see your business first-hand.
Fairs
Great Expectations: Incor-
porating Values when
Choosing an Employer
6. Cooperative Education Co-op Cycles*
January—April
For over 30 years, Wentworth students have made their mark on
Recruiting begins in September
industry through our cooperative education (co-op) program. Each
year over 1400 students complete a co-op job making Wentworth May—August
one of the largest co-op programs and the only mandatory co-op Recruiting begins in February
program in New England. September—December
Recruiting begins in May
Participation in Wentworth’s co-op program allows you:
Co-op Duration
To access candidates with up-to-date skills
To have flexibility in addressing staffing needs with highly 12—16 weeks and through the
prepared short-term employees last day of classes
To build the talented workforce you need 32+ hours per week
Recruit once, Hire twice—nearly 40% of Wentworth
Co-op Compensation**
graduates accept a post-graduation job from a co-op employer
To help a student gain experience $12—$16 / hour
To provide a realistic view of your company * Details on co-op cycles are available
To build and expand your partnership with the institute at www.wit.edu/hiring
An experienced staff of co-op advisors will work with you to develop ** Compensation is typical but not
required to participate in Wentworth’s
co-op positions and recruit talented students.
co-op program.
7. Cooperative education is strategy that integrates classroom
learning with productive work experience. Co-op is tied very
closely to a students academic and career interests; where they
can build on their professional experience. These are real jobs
that typically pay wages.
The ideal co-op supervisor:
Understands that co-op is a part of a student’s education
Has content knowledge that will be useful to a co-op student
Has a genuine interest in others and the ability to communi-
cate effectively
Is patient, empathic, and tolerant
Sets high expectations
Provides frequent and constructive feedback
Co-op employers:
Provide the student with meaningful work and projects
Provide the student with formal (two written evaluations)
and informal feedback throughout the co-op
Consult with Career Services regarding a student’s work
Abide by federal and state employment laws and regulations