Ethics and Values: The need for student awareness of workplace value systems
K. Zegwaard and M. Campbell
This derives from some changes that have taken place at the primary and secondary educational institution levels. "Values are deeply held beliefs about what is important and desirable, expressed through the ways we think and act." (New Zealand, MoE 2007).
Relative to Co-op, students are socialized to the new (?) workplace values. It can be conscious or unconscious. They are obviously expected to adhere to these. Compare to Kohlberg's stages of moral development.
Recommended principle values: integrity, respect, self-motivation, self-confidence, and responsibility. There were many "sub values".
More work is required to identify the values that are best represented in the workplace.
Nonetheless, the learning of the appreciation of ethics is what is necessary. What should students do if their values conflict? What if the workplace value system is flawed? What if there is a disconnect with the stated and actual values in the workplace?
Students need to be able to recognize their own values. The need to be able to recognize the workplace values. they need to be able to reflect on and navigate the workplace ethical issues.
Showing posts with label co-op. Show all posts
Showing posts with label co-op. Show all posts
Thursday, June 16, 2011
Collaborative Networks in the U.K.
L. Ward, University of Huddersfield; Developing and Engaging in Collaborative Networks to support Student Employability
Working from an organization that we would describe at Guelph as Teaching Support Services. Formerly associated with ASET, where the 3rd year of study is taken in industry of a 4 year degree.
There is an increasing variety of networks, locally, nationally, and internationally that they are
building. All are very non-traditional and developed at the personal level.
Their blog is:
http://theinstituteblog.co.uk
Working from an organization that we would describe at Guelph as Teaching Support Services. Formerly associated with ASET, where the 3rd year of study is taken in industry of a 4 year degree.
There is an increasing variety of networks, locally, nationally, and internationally that they are
building. All are very non-traditional and developed at the personal level.
Their blog is:
http://theinstituteblog.co.uk
Keynote from J&J, at WACE Thursday
Keynote Presentation: Maximizing the Benefits of co-operative Education at J&J
Dominic J. Caruso, VP Finance and CFO
Mr. Caruso is a former Co-op student (accounting at Drexel). He seemed to have chosen Co-op to verify his career choice for himself. Through good mentors at work and good advising through the Co-op office, he gained a better understanding of the variety and complexity of the business and the profession.
There are 114,000 employees at J&J. Engineering is fairly big at J&J...perhaps there's room for some BMEs?
Co-op students are more valuable and are engaged more deeply than interns (summer students). They bring more experience to the Co-op role and that experience is valued at the time of full-time hiring, being preferred as they stand-out. In fact, their retention rate is higher because they are making an informed decision about J&J. Significantly, they see higher performance and faster promotion rates for Co-op students.
There are seven, top-tier schools that they use (Drexel, Rutgers, etc.). They are looking for talent in Commerce, IT, engineering, etc. 40% of the 1500 new hires were Co-op students. They have noticed that there has been a decline in the number of acceptances for Co-op offerings recently. One theme from focus groups is that students are pursuing internships rather than Co-op. There is a perceived benefit to get through the Bachelor's degree and get onto Master's level study, faster.
Johnson & Johnson are very willing to work with Faculty to improve curriculum. But, they're not too sure what "real world experience" means.
In response to a question from P. Jarvie (UW), Mr. Caruso replied that J&J values students who have had multiple opportunities and experiences and therefore the more familiar model of Co-op is recognized as beneficial. They're quite satisifed when a student chooses J&J after seeing other experiences.
Dominic J. Caruso, VP Finance and CFO
Mr. Caruso is a former Co-op student (accounting at Drexel). He seemed to have chosen Co-op to verify his career choice for himself. Through good mentors at work and good advising through the Co-op office, he gained a better understanding of the variety and complexity of the business and the profession.
There are 114,000 employees at J&J. Engineering is fairly big at J&J...perhaps there's room for some BMEs?
Co-op students are more valuable and are engaged more deeply than interns (summer students). They bring more experience to the Co-op role and that experience is valued at the time of full-time hiring, being preferred as they stand-out. In fact, their retention rate is higher because they are making an informed decision about J&J. Significantly, they see higher performance and faster promotion rates for Co-op students.
There are seven, top-tier schools that they use (Drexel, Rutgers, etc.). They are looking for talent in Commerce, IT, engineering, etc. 40% of the 1500 new hires were Co-op students. They have noticed that there has been a decline in the number of acceptances for Co-op offerings recently. One theme from focus groups is that students are pursuing internships rather than Co-op. There is a perceived benefit to get through the Bachelor's degree and get onto Master's level study, faster.
Johnson & Johnson are very willing to work with Faculty to improve curriculum. But, they're not too sure what "real world experience" means.
In response to a question from P. Jarvie (UW), Mr. Caruso replied that J&J values students who have had multiple opportunities and experiences and therefore the more familiar model of Co-op is recognized as beneficial. They're quite satisifed when a student chooses J&J after seeing other experiences.
Wednesday, June 15, 2011
U.S. Labour Market Observations...Plenary Session
(from the Plenary Session, delivered by the Assistant Secretary of the Federal Dept. of Labor, Jane Oates, and Dr. Paul Harrington, Prof., Center for Labor Market and Policy, Drexel)
Note, that there are 345 delegates in attendance from 22 countries.
During the recession, the decrease in the employment to population ratio of 16 to 19 year olds went from 37 to 28%. For those with Bachelor degrees, it went from 81% to 75%.
Dr. Harrington went on to speak about "mal-employment", where graduates are not in employment situations relevant to their area of study. For Bachelor-degreed students from engineering, math, or computer science it was 18%. In Humanities, Commerce, Arts, and Science it was greater than 30%.
The mean annual earnings for the mal-employed drops dramatically from about $68k/a (engineering) to $37k/a. The same is true for Masters-level graduates.
There are in other words, earnings premiums for finding relevant employment. It can be as much as 86% for engineering versus 17% for non-relevant roles. In business disciplines, it can be as much as 65% versus 15%.
Another observation, relevant to Co-op and building relations with employers, the Universities are welcome, stable sources of talent that are trusted. Employers do not put as much trust in individual letters of reference. They want to build long-term relationships in order to have predictable access to the labour market. This can mean that they need to have relationships that afford the potential to speak about student candidates with university personnel, where the longer-term relationship is paramount. They wish to know that they can learn about candidates from the university and know that the guidance they will get is secondary to sustaining the relationship. That's a different way of saying that they want us to know our students and "guide" employers accordingly. This is, in my opinion, a difficult and challenging situation for all of us on many fronts.
Note, that there are 345 delegates in attendance from 22 countries.
During the recession, the decrease in the employment to population ratio of 16 to 19 year olds went from 37 to 28%. For those with Bachelor degrees, it went from 81% to 75%.
Dr. Harrington went on to speak about "mal-employment", where graduates are not in employment situations relevant to their area of study. For Bachelor-degreed students from engineering, math, or computer science it was 18%. In Humanities, Commerce, Arts, and Science it was greater than 30%.
The mean annual earnings for the mal-employed drops dramatically from about $68k/a (engineering) to $37k/a. The same is true for Masters-level graduates.
There are in other words, earnings premiums for finding relevant employment. It can be as much as 86% for engineering versus 17% for non-relevant roles. In business disciplines, it can be as much as 65% versus 15%.
Another observation, relevant to Co-op and building relations with employers, the Universities are welcome, stable sources of talent that are trusted. Employers do not put as much trust in individual letters of reference. They want to build long-term relationships in order to have predictable access to the labour market. This can mean that they need to have relationships that afford the potential to speak about student candidates with university personnel, where the longer-term relationship is paramount. They wish to know that they can learn about candidates from the university and know that the guidance they will get is secondary to sustaining the relationship. That's a different way of saying that they want us to know our students and "guide" employers accordingly. This is, in my opinion, a difficult and challenging situation for all of us on many fronts.
Tuesday, June 14, 2011
Observations and Learning from WACE 2011
I'm attending the World Association for Co-operative Education at Drexel University in Philadelphia, PA, USA. I'd like to offer for your review what I'm seeing, hearing, and learning as I join in with practitioners from around the world.
I'll put up various postings as the days proceed.
Bruce
I'll put up various postings as the days proceed.
Bruce
Friday, January 28, 2011
First Day of Interviews
So much goes on behind the scenes to make career opportunities blossom for university students. There's a great team developing opportunities with the employer community and others dedicated to the logistics of bringing the parties together.
The bloom opened today. We've got a full house of employers and students who are all trying to make the best decisions for themselves.
It brings a real refreshment to the air through the energy that exudes from the overall excitement. Yes, students may be more on-edge than employers since they look at the mountain from the bottom, while the hiring people feel it through their obligation and willingness to make the right selection and keep their team moving up the mountain.
At the risk of forcing the metaphors together, everyone should recognize that flowers in the meadow on the mountain are what it's about.
The bloom opened today. We've got a full house of employers and students who are all trying to make the best decisions for themselves.
It brings a real refreshment to the air through the energy that exudes from the overall excitement. Yes, students may be more on-edge than employers since they look at the mountain from the bottom, while the hiring people feel it through their obligation and willingness to make the right selection and keep their team moving up the mountain.
At the risk of forcing the metaphors together, everyone should recognize that flowers in the meadow on the mountain are what it's about.
Monday, November 22, 2010
Is it confusing to be an intern?
We seem to use the term "intern" for a lot of different categories. I think in Canada, according to the CAFCE guidelines, there's a pretty clear definition. But, when I look at all the different situations that interns wind up in, I wonder if we're doing a favour for students and employers, let alone ourselves the practitioners, in letting loose the many different interpretations.
My most prominent (negative) image and the one which I like to have you imagine least, is the intern in the U.S. television/motion picture industry. Time was that the interns in these roles were compensated and given challenging, productive opportunities. I think those same challenges may still be there, but they've let themselves slide down the slippery slope, greased by the demand from the students and the abundance of roles, to the point where students are not paid. When that happens it means that the engagement of and by the student is lessened. Following this to the logical conclusion, the employer does not see the need to have a student work (and learn) in their workplace if they're not engaged. There are likely many flavours to this story, but I'm describing the most bitter tasting one.
Interns can contribute to their employer post-graduation, pre-graduation, and any number of different ways. Internships often mean that a student is working more than the usual four- or eight-month terms. It's often 12- or 16-months. I think these are very good for the employer and moderately so for the student. It has to be managed well. Ideally the student is progressing through a cycle of roles in that time span. The point being to engage them in all different ways so as to enable them to contribute best and learn optimally. Obviously this is more the case for a series of four-month work-terms...where different employers/supervisors are involved.
This is not meant to be an extensive categorization of what it means to be an intern.
When you hear "intern", be open to the different interpretations.
My most prominent (negative) image and the one which I like to have you imagine least, is the intern in the U.S. television/motion picture industry. Time was that the interns in these roles were compensated and given challenging, productive opportunities. I think those same challenges may still be there, but they've let themselves slide down the slippery slope, greased by the demand from the students and the abundance of roles, to the point where students are not paid. When that happens it means that the engagement of and by the student is lessened. Following this to the logical conclusion, the employer does not see the need to have a student work (and learn) in their workplace if they're not engaged. There are likely many flavours to this story, but I'm describing the most bitter tasting one.
Interns can contribute to their employer post-graduation, pre-graduation, and any number of different ways. Internships often mean that a student is working more than the usual four- or eight-month terms. It's often 12- or 16-months. I think these are very good for the employer and moderately so for the student. It has to be managed well. Ideally the student is progressing through a cycle of roles in that time span. The point being to engage them in all different ways so as to enable them to contribute best and learn optimally. Obviously this is more the case for a series of four-month work-terms...where different employers/supervisors are involved.
This is not meant to be an extensive categorization of what it means to be an intern.
When you hear "intern", be open to the different interpretations.
Friday, November 19, 2010
Career Trajectories
We often speak to Co-op students about their career trajectory. Keeping in mind that the possibility for one work-term that doesn't suit a student can happen, students generally are developing their career sense, if not a definable progression, during the three or so years they're in Co-op. So, when they're finished and graduated how does this continue?
Take a research scientist...as a Co-op student you would hope they get a few good stints in the lab. Perhaps they even get to explore some notions and ideas under a good mentor. Will they ever have the rapid rise in capabilities and exposure to personal development that happens in the crucible of the work-term? If they commence work in a research lab, post-graduation, will they be drinking the same amount from a fire hose or just a water fountain?
Consider a marketing student. They see four different studios and four different organizational structures, perhaps. This in the span of three years. Is that going to happen to them again...even with the shuddering thought that they will have to bounce from job to job due to economics?
Co-op is a steep learning curve for many reasons. First, you have to learn to know yourself and sell this notion on paper. Then, you have to adjust and perform in a new working and learning world for four months and return to apply that new knowledge in class. That point isn't really expected in the conventional working world...but maybe it should be...in the sense of sharing knowledge with your team.
Have any of us thought about the rapid adjustment and the need to internalize the change that goes on in the person of a Co-op student...likely not from the vantage point of our rather more shallow, later in the career, learning curves.
Take a research scientist...as a Co-op student you would hope they get a few good stints in the lab. Perhaps they even get to explore some notions and ideas under a good mentor. Will they ever have the rapid rise in capabilities and exposure to personal development that happens in the crucible of the work-term? If they commence work in a research lab, post-graduation, will they be drinking the same amount from a fire hose or just a water fountain?
Consider a marketing student. They see four different studios and four different organizational structures, perhaps. This in the span of three years. Is that going to happen to them again...even with the shuddering thought that they will have to bounce from job to job due to economics?
Co-op is a steep learning curve for many reasons. First, you have to learn to know yourself and sell this notion on paper. Then, you have to adjust and perform in a new working and learning world for four months and return to apply that new knowledge in class. That point isn't really expected in the conventional working world...but maybe it should be...in the sense of sharing knowledge with your team.
Have any of us thought about the rapid adjustment and the need to internalize the change that goes on in the person of a Co-op student...likely not from the vantage point of our rather more shallow, later in the career, learning curves.
Thursday, July 15, 2010
Letterman and Productivity
This is for Co-op students on work-terms who are wondering about their productivity. There's a fun little piece that's been circulated that puts "how to be successful on your work-term" in a Letterman count-down format. It talks to things like, finding a mentor, being a sponge (for learning), etc. If you haven't seen it, contact your Coordinator or let me know (brwilson@)...it's both funny and encouraging.
I wanted to put one of those points in perspective as a way to encourage your success. I visited a student at a bank, who was working on some project-based opportunities. She's been very productive and I think you'd attribute it to, I certainly did, her capabilities for one, her interest in succeeding, and her manager's support for finding new challenges.
Think about those...you're capable, you want to accomplish things, and if you've established a good working rapport with your manager, you should have their support to do more.
It's capability and initiative.
Have a great work-term.
I wanted to put one of those points in perspective as a way to encourage your success. I visited a student at a bank, who was working on some project-based opportunities. She's been very productive and I think you'd attribute it to, I certainly did, her capabilities for one, her interest in succeeding, and her manager's support for finding new challenges.
Think about those...you're capable, you want to accomplish things, and if you've established a good working rapport with your manager, you should have their support to do more.
It's capability and initiative.
Have a great work-term.
Monday, July 12, 2010
Summer Work-terms in Germany
I've just finished the third of three Site Visits with Co-op students who are working in Germany. They went over on the RISE (www.daad.de) program, which is typically for Science and Engineering students.
My observations are that the students have changed their lives. They're now more aware of other cultures and more interested in where their lives and careers go, from an international perspective.
Yes, they get to travel...duh! They're doing a great job of creating photo essays and keeping journals, too. This is the legacy of what they've done.
The jobs themselves, overall, are relatively challenging not least of all because they're relatively short duration...90 days, typically. Will they learn alot? Yes...everyone learns a tonne in the first 30 days, no matter what you're doing or for how long.
It's great. Consider it. Check out RISE.
Bruce
Assistant Director
Co-operative Education and Career Services
University of Guelph
www.recruitguelph.ca
My observations are that the students have changed their lives. They're now more aware of other cultures and more interested in where their lives and careers go, from an international perspective.
Yes, they get to travel...duh! They're doing a great job of creating photo essays and keeping journals, too. This is the legacy of what they've done.
The jobs themselves, overall, are relatively challenging not least of all because they're relatively short duration...90 days, typically. Will they learn alot? Yes...everyone learns a tonne in the first 30 days, no matter what you're doing or for how long.
It's great. Consider it. Check out RISE.
Bruce
Assistant Director
Co-operative Education and Career Services
University of Guelph
www.recruitguelph.ca
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