3 steps to optimize intern onboarding and training
Internships are often used to help students form a decision of where they may want to continue their career, or what field they may want to pursue. Read this blog post to learn three steps on optimizing interns and their training.
HR leaders face myriad challenges in crafting a positive candidate experience and establishing a strong culture across organizations, and there's an added twist when it comes to internship programs: this must be achieved in an exceptionally short amount of time.
"As much as Facebook is evaluating interns for their long-term potential as future employees, we know for certain that interns are also evaluating whether Facebook is where they want to launch their career," Oscar Perez, diversity recruitment and programs manager at Facebook, told HR Dive. "Interning allows college students to make more informed decisions about the type of company they want to work for and helps them crystallize a vision for the type of employee they want to be."
The intern experience trifecta
Multiple academics and learning experts echoed Perez's sentiments to HR Dive, generally suggesting that HR can find success with three steps: a short, formal onboarding; building in mechanisms for continuous skill-building; and a focus on the value of exposure to the business world.
Some formal onboarding
While some experts suggest that employee onboarding plans should cover at least a new hire's first 90 days, that's obviously not feasible for an internship that may last only 90 days.
"Something on the order of 10 to 15% is not unusual," Brooks Holtom, a management professor at Georgetown University told HR Dive. "Two or three days of up front training, and then maybe two hours a week on a Friday helps to increase both the capacity of the people but also the probability that they enjoy the work and they come back."
Still, an employer's onboarding for traditional employees may provide a roadmap, especially when it comes to the early days. This should include administrative tasks, introductions and acclimation to tasks.
"For all interns [at Facebook], the first day of their internship is spent in New Hire Orientation," Perez shared. "Where you get to hear from employees around the company on guiding principles that we anchor in as a company, critical logistical information that you'll need to navigate your time as an intern, [and] get an understanding of the other interns that will be your ‘home-base' community during your time at Facebook."
From there, interns meet their teams and learn more about the scope of their internship project, Perez continued. They also attend role-specific training on tools, expectations and critical concepts for both their role and beyond.
It may help to think about onboarding in three parts — pre-boarding, orientation and ramping up to productivity — according to Leslie Deutsch, director of learning solutions at TEKsystems. Deutsch previously shared a model for onboarding traditional employees; a similar, albeit more streamlined, structure can help when thinking about interns, she said.
"You want to give them exposure to your organization," Deutsch told HR Dive in a February interview, adding that it's important to make clear company values, mission and vision. Although, if interns are there to support a specific project or initiative, it may need to be more detailed, she said.
Pre-boarding can also be valuable, both as a way to engage the intern as a high-potential full-time candidate and to ensure they are learning as much about the company as they can before their first day. "I've seen pretty commonly [that] the onboarding and training actually starts before they even formally start the job. It's about building the relationship," Nicole Coomber, a professor of management at the University of Maryland, told HR Dive. "There are a lot of smaller interactions that happen before they come on board so that they have a lot of clarity on what they're actually doing when they get there."
Continuous, experiential training
Following formal onboarding, HR will want to focus on continuous learning, according to Holtom.
He noted that such efforts are good for building capacity and making sure that interns feel they are gaining from the experience. There are a lot of ways to deliver this kind of training, however, and it does not need to be formal or in-person; it can be worthwhile, for example, to make learning opportunities experiential.
"[Students] want to gain the experience that prepares them for the next professional opportunity and the chance to build relationships with other professionals in their field. That really sets apart a positive internship experience from a negative one," Rachel Loock, associate director of career services at the University of Maryland's Robert H. Smith School of Business, told HR Dive.
For graduate school interns, experiential learning can be particularly valuable because they are already experienced professionals that may be making a career switch. They may need to get up to speed on certain software or business concepts to successfully make that switch.
"MBA internships are often used as a ‘bridge' to pivot from one industry or function to another, Doreen Amorosa, associate dean of career services at the Georgetown McDonough School of Business, told HR Dive. "Successful internships allow MBA students to demonstrate newly acquired academic skills which enable those career transitions," she said.
SOURCE: Kidwai, A. (13 April 2020) "3 steps to optimize intern onboarding and training" (Web Blog Post). Retrieved from https://www.hrdive.com/news/3-steps-to-optimize-intern-onboarding-and-training/576014/
COVID-19 Changes Internships, Apprenticeships
As the coronavirus pandemic has put a restriction on many plans, it's also raised concerns for organizations with internship and apprenticeship programs for early career development opportunities. Read this blog post from SHRM to learn more.
Travel restrictions and social-distancing mandates prompted by COVID-19 are causing organizations to rethink their approach to apprenticeships and internships, which typically involve hands-on, in-person participation.
The National Association of Colleges and Employers (NACE) is seeing a steady push toward moving internships online or limiting them in size and duration. A quick unscientific poll it conducted April 3 with 130 of its employer members provided insight on how members are adapting their programs:
- 35 percent are making no changes to their program.
- 35 percent are reducing the length of internships by delaying the start date.
- 29 percent are moving to a virtual program.
- 20 percent are moving events such as end-of-program presentations online.
- 15 percent are reducing the number of interns.
Some organizations are considering micro-internships that condense a 10-to-12-week internship into a one-to-two-week experience later in the summer, said Bruce Soltys, head of talent acquisition sourcing strategy at The Travelers Companies based in Hartford, Conn. It has a 450-person internship program at 25 locations throughout the U.S.
He was among speakers at a panel discussion on internships that NACE hosted April 2.
"Companies might put a little bit more of an emphasis on training and development where [interns] are really focused on the learning and development piece and not so much on a personal project," Soltys said.
"From a change management perspective, we've presented the case to our senior leaders to say, 'If we have to go down this path from a virtual-work standpoint, the main question is, can this work be done virtually?' I think a lot of managers are not comfortable with the notion of interns doing the work virtually because [interns] are so new to the organization."
SAS, a computer software company outside of Raleigh, N.C., has a seven-figure investment in its internship program, said Kayla Woitkowski, a university recruiter leader for SAS who spoke on the NACE panel. Her employer is "making sure that any internship that does go virtual … the students have valuable work" to perform.
She has found, based on phone conversations with other employers, that organizations are taking one of three stances toward internships in light of COVID-19:
- Turning their internship program into a virtual one, ensuring that any work interns have been hired to perform can be done remotely.
- Canceling internships.
- Pushing back start dates.
As organizations wrestle with what to do with their internship programs, it's important that they keep in contact with the students they selected, said David Ong, panel moderator and senior director of corporate recruiting at Maximus. The Washington, D.C.-based company is a health and human services provider for state, federal and local governments.
The organization met with all interns and program associates as a group to assure them that they would keep them up-to-date on the program's status.
"It is also just a chance to keep them engaged," Ong said. "A lot of these students have [other] options."
Online tools can be an internship program's friend, according to Renato Profico, CEO of Doodle, a Zurich-based online scheduling tool.
"They can translate culture into a digital setting to make interns and new hires feel included," said Profico, who has personally invited every employee to a 15-minute virtual coffee meeting over the next few weeks. "These little things are important at a time when employee engagement and retention could dip significantly."
Apprenticeships
Changes prompted by COVID-19 will likely cause companies to be more pragmatic in how they view the role of apprenticeships, said Jennifer Carlson. She is the co-founder and executive director of Apprenti, which operates in 12 states as a fully paid technology apprenticeship program for minorities, veterans and women.
"COVID-19 is going to force companies to be more deliberate and probably see apprenticeships as an equitable pipeline, equivalent with all their talent acquisition pipelines," Carlson said. "Not all jobs in the science, technology, engineering and math fields, for example, require a college degree.
"You can take people from nontraditional [areas] and train them and create a second pipeline [for talent] using apprenticeships."
One such example is the Youth Technology Apprenticeship Camp (YTAC) in Charlotte, N.C., a major technology workforce site in the U.S. Last year, for example, home-improvement company Lowe's announced the creation of a 2,000-employee global tech hub in Charlotte.
The demand for employees with tech skills "is off the charts for these companies," said Tariq Scott Bokhari, Charlotte city councilman and founder of the Carolina Fintech Hub. The Fintech Hub created YTAC and partnered with the city of Charlotte, the Charlotte Executive Leadership Council, the Bank of America Foundation and Charlotte-Mecklenburg Schools.
Apprentices are high-school seniors who earn a credential after completing the four-week program. Those performing above a certain threshold are guaranteed acceptance into the local Workforce Investment Network training program. After successfully completing six months of training, participants are guaranteed a job as a full stack developer with a starting salary of $55,000.
The pandemic prompted a format change to the apprenticeship: It will be entirely virtual. Participants meet in small virtual breakout groups to work on their project, participate in labs, hackathons and livestream competitions and attend virtual training.
Bokhari thinks the altered format will continue in some way after the pandemic is over. With the virtual setup, overhead costs are lower, so more students can be accommodated. It also mirrors what he thinks will be the new reality for work.
"I think things will change forever after this, but it will probably be some mixture of physical and virtual [format]. We want this experience … to mimic the real-life workforce environment. I think the real-life workforce environment is going to change."
SOURCE: Gurchiek, K. (13 April 2020) "COVID-19 Changes Internships, Apprenticeships" (Web Blog Post). Retrieved from https://www.shrm.org/ResourcesAndTools/hr-topics/organizational-and-employee-development/Pages/COVID19-Causes-Changes-to-Internships-Apprenticeships.aspx
Beware the Legal Pitfalls of Managing Unpaid Interns
With many college students and recent graduates trying to start a career, their first step to getting introduced to what their degree can hold for them is working as an intern to learn different roles and to learn how a business operates. The U.S. Department of Labor (DOL) has raised concerns regarding what makes an intern an "employee" or a "trainee". Read this blog post to learn more about the guidelines that pertain to bringing an intern or a "trainee" into the workplace.
A college student or recent graduate is eager to make an impression. So is the early-in-career professional who’s been laid off by another company. You placed them both in an unpaid internship program because you want to give your company a chance to evaluate them as future employees. What could go wrong?
At job sites across the United States, interns not paid or earning less than minimum wage are given all sorts of jobs: answering phones, loading paper in the copiers, managing company social media campaigns.
But, federal guidelines released by the U.S. Department of Labor (DOL) in April 2010 raise concerns that employers might decide to provide fewer internship opportunities. The guidelines, which apply to “for-profit” private-sector employers, define what makes an intern an “employee” as opposed to a “trainee.” If a court or government agency decides that interns’ work qualifies them as employees, the company could face penalties that include owing back pay; taxes not withheld; Social Security; unemployment benefits; interest; attorneys’ fees; plus liquidated damages, defined by federal law as double the unpaid wages.
Six Standards
The DOL’s Wage and Hour Division lists six factors to use in determining whether an intern is a trainee or an employee under the Fair Labor Standards Act (FLSA).
- The training, even though it includes actual operation of the facilities of the employer, is similar to what would be given in a vocational school or other educational institution.
- The training is for the benefit of the trainees.
- The trainees do not displace regular employees, but instead work under their close observation.
- The employer that provides the training derives no immediate advantage from the activities of the trainees, and on occasion the employer’s operations may actually be impeded.
- The trainees are not necessarily entitled to a job at the conclusion of the training period.
- The employer and the trainees understand that the trainees are not entitled to wages for the time spent in training.
If all of the factors listed above are met, then the worker is a “trainee,” an employment relationship does not exist under the FLSA, and the act’s minimum wage and overtime provisions do not apply to the worker.
Federal and state labor departments are cracking down on unpaid internships “due to a concern that paid jobs are being displaced and to increase payroll tax revenues,” says employment lawyer Terence P. McCourt of Greenberg Traurig in Boston.
With so much at stake, it’s a good time for HR professionals to review their companies’ internship policies to ensure that they are in compliance with government requirements.
Legal Exposure
The DOL standards state that most nonexempt individuals “suffered or permitted” to work must be compensated for the services they perform for an employer unless certain conditions are met. In general:
- The internship program must be similar to training that would be given in an educational environment, such as a college, university or trade school.
- The intern and the employer must both understand that the intern is not entitled to wages.
- The company must receive no immediate advantage from the internship and in fact may find its operations disrupted by the training effort.
- The intern must not take the job of regular employees.
Unpaid Programs on the Rise
Despite the risks, unpaid internships appear to be on the rise. In a May 2010 survey by Internships.com, an online clearinghouse for companies and would-be interns, two-thirds of the more than 300 college and university career center professionals who responded said that overall internship postings on their campuses increased from 2009 to 2010. However, more campuses reported lower numbers of paid internships than those reporting increases.
“Unpaid internships do appear to be on the rise,” says attorney James M. Coleman of the labor and employment law firm Constangy, Brooks & Smith LLP in Fairfax, Va. Whether the rise is in “reaction to the difficult economy and an effort to save on labor costs is not completely clear.”
Companies can protect themselves by having the college intern ask his professor for academic credit for the internship. Employers should coordinate with an intern’s school to determine requirements mandated by the educational institution, experts say.
An internship is more likely to be viewed as training if it provides interns with skills that can be used in multiple settings, as opposed to skills that are specific to one employer’s work environment.
Interns should be “allowed to observe aspects of the employer’s operations, such as job shadowing, without needing to perform services at all times,” McCourt says. He adds that an intern should not supervise regular employees or other interns, and the company should define the arrangement clearly and in writing, specifying that there is no expectation of a job offer at the conclusion of the internship.
HR professionals and lawyers say it may be useful for companies to keep written records of what an intern expects to gain from an unpaid program. Attorney Oscar Michelen of Sandback & Michelen in New York City suggests preserving memos, e-mails and other documentation covering what each intern does, such as attending scheduled training sessions and luncheon meetings with regular employees, and what type of training and supervision will be provided.
SOURCE: Taylor, S. (17 January 2020). "Beware the Legal Pitfalls of Managing Unpaid Interns" (Web Blog Post). Retrieved from https://www.shrm.org/hr-today/news/hr-news/pages/managingunpaidinterns.aspx
Talent test-drive: Micro-internships may benefit students and employers alike
Micro-internships are project-based internships that are emerging as a way for students to get a foot in the door and for employers to test talent before hiring someone on. Continue reading this blog post to learn more.
"Micro-internships," or project-based internships, are emerging as a way for students to get a foot in the door and for employers to test talent before making a commitment.
Lasting just days or weeks, micro-internships can create a more meaningful experience, too, according to Jeffrey Moss, CEO of Parker Dewey, a platform that enables such arrangements. Rather than longer programs that involve a fair bit of busy work, micro-internships often focus on one, substantive project.
This could have an intern writing a blog post or compiling research, for example, he said. For many companies, these are tasks that are important, but don't always get done. "It gives the career professional or student early insight into what the job is really about," said Moss, "and manager buy-in is high. Rather than a department head trying to create an interesting day or weeks full of intern work, micro-interns get specific projects done for the manager."
For employers looking to test drive talent, Moss said, micro-internships offer insight into the way a person works. Projects are tangible and can demonstrate how someone executes instructions. For students or career re-launchers, they offer a chance to showcase their talents as they grow. "They develop an authentic relationship with someone who may be their manager down the road," said Moss. "They're paid for their work and get real-world experience for their resume, typically in a few days or weeks, and generally done remotely."
The ability to work remotely creates a more democratic system for interns, as well. Students who don't have access to large markets or businesses can still get a foot in the door. For underserved populations, that access could be a key factor in their career trajectory.
Immediate gratification
Adam Rekkbie was an undergraduate at Bentley University when he learned about the opportunity to do project work through Parker Dewey. He emailed HR Dive from Peru to talk about his experience: "I figured this would be a good way for me to earn a little extra money while also expanding on my skills and learning more about different industries," he said.
Generally, employers choose students to work on a project, building a relationship with them and offering help along the way, Moss said.
Rekkbie has completed nine projects to date, and they run the gamut: market research, creating a business plan for a doctor, migrating and cleaning up data, product research and more.
Everybody wins
Rekkbie said the arrangement was a win-win for him and the employers. As a full-time student, he enjoyed the flexibility of working around his schedule. He also said he gained insight into a broad range of industries while still making money.
And employers say the fast access to high-quality talent is invaluable. Ryan Sarti, director of marketing and sales operations at Sturtevant Richmont, is a convert. In a one-person department, he told HR Dive, there are lots of projects that are high priority, but bandwidth is limited. With micro-internships, he can spell out what he needs and when and then choose among candidates; "I can organize a project quickly, hand it off with minimal time and feedback, and get really good high quality work done."
Larger companies are using these as a way to test potential employees, Moss said. Microsoft, for example, is using micro-internships for immediate support and early access to talent.
Growing the talent pool
Feedback throughout the project is open-ended. Sarti said he likes to give and get detailed comments. Interns ask good questions, he said, and the more feedback you give, the more they grow. That's critical because, after all, they may be working with you one day, he said.
Rekkbie noted the networking opportunities, too: "I have had a couple clients I did work for come back to me and ask for help on additional projects because of how satisfied they were with my initial work," he said. "These clients also provide me with valuable insights related to careers."
And while students may not snag a job directly from the internship, Moss said, they'll be better able to articulate to other employers the direct experience they have.
SOURCE: O'Donnell, R. (28 May 2019) "Talent test-drive: Micro-internships may benefit students and employers alike" (Web Blog Post). Retrieved from https://www.hrdive.com/news/talent-test-drive-micro-internships-may-benefit-students-and-employers-ali/555487/
