Brock University Co-op Programs. Employer s Guide to Managing A Co-Op Assignment

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1 Brock University Co-op Programs Employer s Guide to Managing A Co-Op Assignment Revised: August,

2 Introduction When creating a partnership with a co-op program and your business, there are a few guidelines to keep in mind to assist with making this a successful venture. We want you to receive the largest return possible on your investment. In the event that this is your first co-op hiring, this guide may prove to be very useful. However, if your company is familiar with or practices this type of experiential education, then you may want to use this guide as a reminder of the roles, responsibilities, and regulations should they get confused at any time. About Brock Co-op Programs Co-op Education at Brock has expanded from its flagship Co-op program in Accounting to 25 Co-op programs across all faculties. This phenomenal growth was fueled by an increased demand for experiential learning programs from students and employers, and by the university's goal to expand co-op program offerings. To ensure every student of the co-op stream receives the coaching and support needed to make the transition from school to work, spaces are limited. Students applying to the programs will be selected on the basis of their academic performance, skills and attributes. Choosing Brock University: Limited class enrollment ensures that appropriate time is allocated to each individual student in preparing for the transition to the workplace Niagara continues to show strong economic and job growth Work opportunities are evaluated for their academic relevance and contribution to overall skill development Co-op course programming is both relevant to employer needs and challenging Acceptance Criteria: Students applying to the Co-op stream require a minimum 80% OAC average. In some degree programs, they might also require at least one math with a 75% or other course requirements. Once admitted to a Co-op program at Brock University, students are required to maintain a certain level of academic performance to remain in the co-op option of their degree. Students in the co-op stream of a degree program are required to maintain a minimum major average of 70% and a non-major average of at least 60%. -2-

3 Co-op Stakeholder Roles and Responsibilities The general principle of a co-op work opportunity is to provide the student with meaningful experience from which they can learn and apply to their studies while he/she provides substantial contributions to the business. As the entire work term is a continual learning process, there are specific and essential roles to be filled by all stakeholders. These roles are the co-op intern the employer mentor, and the institution/school relationship manager. While the specific role of the intern may be different for every assignment, the general role is to: Fulfill a need in the workplace and perform to a set standard of productivity To remain open to learning new concepts and skills To establish him/herself as a valuable contributor to the team To conduct oneself in a manner appropriate for the business environment To accept responsibility for success and failure within acceptable reason To establish a set of learning objectives that will be shared with the supervisor to ensure consistency between learning and business needs To complete an acceptable report on the outcomes of the work term The role of the mentor/coach can be assumed by a manager, supervisor or a peer and need not be the same person for every learning activity. The mentor/coach should: Assist the intern in establishing learning objectives that meet the needs of the business while offering opportunities that are consistent with the intern s degree Advise, mentor, instruct, guide and refer the intern to appropriate resources as necessary Confirm the intern s understanding and ability to use the acquired knowledge and skills Reinforce learning through recognition and consistent feedback Periodically evaluate the intern s performance and provide a written evaluation to the Coop Office upon completion of the work term The role of the institution/relationship Manager is to: Assess the value of each work opportunity for consistency with internal policies, learning and skill building potential Assist the host employer with any/all administrative aspects of securing a Co-op student Act as a resource for the student and employer throughout the duration of the work term Provide neutral and unbiased counsel to both students and employers in cases of dispute Monitor the work term progress of each intern by means of a work-site visit Meet with both the intern and immediate supervisor to discuss progress and issues -3-

4 Co-op As A Learning Process In keeping with the idea of the work term as an on-going learning process, we have identified a few competencies which we hope will be developed in our students. We see these characteristics as great assets for both the students and your firm if developed properly. This list is not limited to its contents and we encourage you to tailor the development process to the specific needs of your business. The core attributes we seek to develop in our students are: Critical Thinking - The knowledge of business development and problem solving techniques and the ability to identify opportunities, plan and develop business in support of unit s objectives and company strategies. Influence/Negotiation - The knowledge of influencing and negotiating techniques and the ability to gain commitment and support for desired objects. Teamwork - The knowledge of principles of effective group behaviours, and the ability to contribute fully to, and help build, strong, cohesive teams. Leadership - The knowledge and ability to develop and maintain high levels of enthusiasm, motivation and commitment leading to the achievement of a desired vision, values and superior performance. Personal Motivation - The emotion and desire to operate by will and cause a person to act. It is the driving power arising from personal temperament or constitution. Initiative/Creativity - The knowledge of problem-solving and decisionmaking techniques, and the ability to generate new solutions to problems, decide on a course of action, and begin implementation of new decisions. Learning Guide The next step is to create a template or guide that you, the employer, and the student can use to become aware of the student s learning priorities, set goals for those priorities, look for learning materials, and monitor the learning process. This section will highlight many resources which can be tapped to assist with fostering the learning process. This section will assist the intern and mentor in planning a learning strategy which will address the questions what learning options can I choose from? and how will I learn new knowledge or skills? A helpful tip is to be flexible and consider a variety of learning options. The following charts can be used as a helpful model to organize the learning objectives and procedures of the aforementioned competencies. While these charts can help organize the learning strategy, it is important to set aside a specific amount of review time each day or week to refer back to the guide and monitor performance. Scheduling the planned review time in a daily planner is essential to ensuring that is regarded as an important activity. Influence -4-

5 How can this be learned? Know and Understand: Development seminars by the company or University Audio and/or Video company resources Coaching by leader in the field./on the job training - A variety of influencing and negotiating strategies and techniques. - How to ask questions in order to get involved. - How to build strategic coalitions. - How to get connected to influential people in the firm. - Needs of people you will be negotiating/dealing with on a daily basis. Be able to: - Use personal power and Company values to persuade others. - Negotiate always seeking mutual gain ( win-win ) - Be skillful in dealing with resistance - Utilize structured presentations or plans to deliver arguments or case - Plan in advance for potential reactions from audience Critical Thinking -5-

6 How can this be learned? Know and Understand: Company training manuals Market reports Company Audio/Video Resources On the job training - Current events and trends in the marketplace. - How and when to act on windows of opportunity in the marketplace. - Various market positioning and awareness techniques. - Accountability and consequences of poor decision making. - Principles and practices of business development - Own market segment/client base - Sources of information on the firm s strategies and objectives. - A variety of problem solving techniques. - A variety of people management and development techniques. - Amount of company resources available for solving problems. Be able to: - Look at problems as a -6-

7 series of tasks - Evaluate alternatives - Use common sense to analyze a situation - Develop new approaches to problems of a similar nature Teamwork How can this be learned? Know and Understand: Team Building seminars Placement on on-going project teams Company Audio/Video resources - Theories of how people behave in groups -Techniques to facilitate group behaviour and support positive interaction. - How to delegate responsibility within a team effectively - The goal and direction of the team. - The team s role in the organization as a whole. - How to monitor a team s progress and keep the team members focused. - Effective communication techniques. Be able to: - Recognize other s -7-

8 contributions and share successes - Does what is expected of him/her to meet team objectives - Play both leadership and participant roles as needed. - Ensures that team or coach is always aware of relevant information Leadership How can this be learned? Know and Understand: Situational Leadership activities The Seven Habits of Highly Effective People Company Audio/Video tapes - A variety of leadership styles and their impact on others - How to promote the firm s vision, values and performance drivers in the workplace - The values of the culture of the company s workforce. - Group dynamics and the behavioural norms of teams. - How to lead by example. - Effective communication through various media. - The responsibility of -8-

9 leading a project team from its creation. Be able to: - Take responsibility for ones own actions and explain rationale for actions taken - Positively challenge people and procedures - Think about future oriented objectives and goals - Recognize the good work and effort of others - Adapt leadership behaviour to fit the situation Personal Motivation How can this be learned? Know and Understand: Access to Evaluation Materials Access to company standards materials Company Audio/Video resources University or on-site seminars and workshops - The importance of rewards and recognition for good work. - That work being done is meaningful and contributes positively to the company. - Rights of passage and acceptance into the company culture - Career Goals - Personal limits and abilities -9-

10 Be able to: - Have a standard for superior work - Create opportunities for others to critique and measure their work - Maintain positive attitude - Commit to trying new ideas Initiative/Creativity How can this be learned? Know and Understand: Company Audio/Vide o Resources On the Job Training Seminars and Workshops onsite or at a University - Processes for systematically identifying, analyzing and generating solutions to problems - Implementation methods and tools. - The responsibility of leading a team project. - New ways to improve existing systems within the company. - How to gain access to company resources. - What influential people will be able to help with your plan? - A commitment to change Be able to: -10-

11 - Work with minimal supervision and, if necessary, create work - Offer new approaches to problems - Seek opportunities to improve upon existing procedures and standards - Use academic training to create new possibilities for improved business outcomes Potential Assignments and Projects for Co-Op Students Conducting comprehensive review of competitors in the marketplace. Design and conduct telephone or in person surveys to assess market data. Prepare corporate tax returns. Review tax assessments. Assess the adequacy and effectiveness of financial controls and compliance with such controls. Assist in the external audits of general ledger accounts. Project Management of District and store level projects of retail outlets. Development of manuals, databases and presentations targeted towards specific focus groups. Support services for Office Development, Management, Sales, Marketing, and Finance departments. Human Resource policy writing. Various Information System duties including initializing perpetual inventory systems. Managing accounts and price setting. Job Posting and Selection Process 1. Your organization will provide the Co-Op office with a job description which will be posted to our electronic job board for co-op students. The posting should describe: the nature of the work, required competencies/skills/attributes of the candidates, appropriate contact information, department/company profile or website, location of the job, and salary expectations. 2. Students will view available postings and submit their resumes via the Job Board or directly to the employer s website if indicated. 3. Upon receiving the resumes, candidates will be selected for interview. The Co-op Office staff will assist you with arranging interviews, either on campus or on site. 4. Job offers may be made through the Co-op Office, at which time, students will have 48 hrs. in which to respond. -11-

12 Students will work for a 16 week, paid work term. The work terms will begin at the start of May, September and January. The benefits for the students will be learning on the job and developing meaningful experience which they can relate back to their academic studies. The benefits to the employer include a year-round access to a pool of qualified and creative students, recruitment and strategy support, and government wage and subsidy programs just to name a few. Orientation Checklist for Your New Hire Making a good first impression is always a key requirement of an organization s retention strategy. Providing a sense of belonging will be a critical element in setting the tone for the remainder of the work term. A welcome student is a productive student on the first day. The following checklist should help you plan in advance for the arrival of your co-op student. Review the Managing a Co-op Assignment - Manager s Reference Guide. Prepare a work station/cubicle complete with stationary and supplies. Ensure necessary computer hardware, software and passwords are available. Arrange for any telecommunications requirements including voic if applicable. Have a complete listing of contacts, phone directory and organizational chart. Appoint someone as the back up coach in the event of any unforeseen absence throughout the work term. Be sure required keys or security passes are acquired for the student s arrival. If time permits, a special welcome or team introduction session is a nice touch. Contact the student a few days prior to start date to answer any questions or last minute concerns that might arise. Advise switchboard of the necessary contact information. Find as much company reading materials as possible such as policies, manuals, and ensure new employee is on appropriate distribution lists. Plan to spend as a minimum, ½ day with the new recruit. Employer Checklist for Critical Dates of the Work Term The First Day Plan for a brief tour of department facilities including stationary room, printer and photocopier facilities and lounge. Conduct a staff introduction walk-about. Provide a brief background about the company both verbally and with written information available. Clarify standards surrounding dress code, breaks, work hours, etc. Cover all appropriate safety issues. Have employee complete all necessary payroll information. Provide employee with a job description or performance targets on the first day. Set clear expectations around performance, responsibilities and priorities. Have relevant departmental memos or newsletters available. Describe what the first week on the job will involve by identifying work activities. Set a meeting time once a week to begin with follow-up on progress and status. Week One -12-

13 Discuss student s experience and provide feedback on the week s activities. Discuss any questions or concerns. Discuss any expectations for the upcoming months and assignment. Provide input and guidance into the student s personal development plan. Review the performance evaluation tool provided with the co-op student and set measurable targets for success jointly. Months Ahead Review project or assignment results regularly and provide feedback on performance. Continue to work with student on achieving new levels of success. Provide student with as many opportunities to really understand the business. (e.g., allow students to sit in on client meetings, compile industry/company information, etc.) Participate in work site visit with Co-Op staff representative from Brock University. Final Week Complete co-op performance evaluation and review with your student. Finalize any arrangements for student to return for personal items or outstanding compensation. Be sure to collect all security passes and keys as needed. Solicit or encourage feedback from the student about their experience. Student Evaluation Guide As a co-op employer, you have to ensure the student s performance is fairly assessed. The co-op student s on-the-job progress is also monitored by the Co-op office at Brock University. This is usually a mid-point meeting between the student and a co-op placement officer. Employers are encouraged to evaluate the student s with the following criteria. Interest in Work High interest in job and very enthusiastic More than average amount of interest and enthusiasm Satisfactory amount of interest and enthusiasm Interest spasmodic, occasionally enthusiastic Little interest or enthusiasm Initiative Self starter - asks for or suggests new jobs Acts voluntarily in most matters Acts voluntarily in routine matters Relies on others, must be told what to do Usually waits to be told what to do next Organization and Planning -13-

14 Does an excellent job of planning and organizing work and time Usually organizes work and time well Does normal amount of planning and organizing More often than not fails to plan and organize work effectively Consistently fails to organize and plan work effectively Ability to Learn Exceptionally quick Judgement Quick to learn Average Rather slow to learn Very slow to learn Uses exceptionally good judgement decisions based on thorough analysis Uses good common sense usually makes good decisions Judgement usually good in routine situations Judgement often undependable Poor judgement/ jumps to conclusions without sufficient knowledge. Quality of Work Very thorough when performing work, errors very few if any Usually thorough, good work, few errors Work usually passes review, has normal amount of errors More than average amount of errors for a trainee Work usually done in a careless manner, makes errors often Quantity of Work Highly productive More than expected amount of productivity Expected amount of productivity Less than expected Very slow Dependability Can always be depended on in any situation Can usually be depended on in most situations Can be depended on in routine situations Somewhat unreliable, needs above average checking Unreliable Relations with Others -14-

15 Always works in harmony with others, excellent team player Congenial and helpful, works well with associates, seen as an asset in further operation and harmony in work group Most relations with others are harmonious under normal circumstances Occasionally difficult eg. Tends to antagonize others or tends to be overly quiet Difficult eg. frequently quarrelsome and causes friction or overly quiet and withdrawn having and adverse effect on the group Communication-Written Always clear, easily understandable and organized Normally very clear, easily understandable and organized Satisfactory, usually clear and understandable Occasional difficulty in writing clearly and understandably Not clear to the extent that it causes confusion and interference with the performance of work Evaluator s Signature: Date: Overall Performance: Excellent Satisfactory Unsatisfactory Improvement since last work term/evaluation: Marked Significant Slight No change/not applicable This evaluation has been discussed with the student Yes No Would you offer this student employment in the future Yes No Student Comments: Student Signature: Date: We hope this guide has proven to be helpful. We recognize the extremely dynamic nature of the business world and are constantly looking for ways to update and improve our support services for the co-op program. If there is any confusion with the contents or any suggestions for improvement of this manual please feel free to contact the Co-op Office at or by phone at , ext

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