Maximize Your Internship: A Strategic Approach for Career Success

Abstract

Institutional Affiliation: Book Report: Making the Most of Your Internship: A Strategic Approach Introduction In Making the Most of Your Internship: A Strategic Approach, Ryan K. Gower and Michael A. Mulvaney describe the internship process and how learners can best benefit from the program. The authors indicate key issues associated with searching for an internship and the overall experience from the program. Gower & Mulvaney (2012) indicate that an internship is a continuation of the college learning process and offers a real life experience to the issues that students face in their future employment. Consequently, internships are opportunities for the students to access skills on how they can best perform in an actual workplace. Learners should use the program to focus on their skills and advance their awareness of the expectations they have for their jobs. An internship shapes the learner’s career path and prepares the students for the opportunities they should expect in the future. It is critical that learners use the programs to focus on their careers and be productive members of the agencies offering them with the interships. Key Takeaways from Each Chapter Gower & Mulvaney (2012) demonstrated the role of experiential training and the advantages offered by internship to further this goal. Placing students in real-life situations where they are required to apply the skills learnt in the classroom offers them an opportunity to advance their knowledge on careers. Experiential education has become a key part of the learning pedagogy and an accepted step in the process of college education in the United States. The first chapter further demonstrates that students are the key beneficiaries of internships since they gain experience when working with companies other than learning in the classroom. Gower & Mulvaney (2012) provide the example of swimming and comparing practice to placing a management student in a business environment. Even with information about how processes work in a company, lack of practical knowledge could impair the performance of a graduate in a real job. Companies also benefit when offering internships since they have access to cheap and inexpensive labor. However, students are the greatest beneficiaries from internships since they have opportunities to work with qualified individuals who have been in the field longer. The first chapter of the book demonstrates the symbiotic relationship between students and the companies that offer them internships. The best internship opportunity is one that is aligned to the career and professional development goals of the students. Gower & Mulvaney (2012) offer students information on how to choose the best firm to seek an internship based on the goals and individual needs of the student. In the second chapter, the authors advise students to avoid seeking opportunities in areas where they feel most comfortable. Seeking convenience such as the location of the company could deter the learners from accessing the best opportunities from internships. Secondly, the chapter describes the individual analysis process that allows the learners to gain the best from their projects (Gower & Mulvaney, 2012). The assessment process must consider personal interests, the company, and the tasks available for the students during the time of the placement. Moreover, the students must consider the overall environment of the placement to ensure that the agency’s culture is aligned to the individual expectations and career needs. The work environment and culture could have significant implications on the capacity of the students to meet their needs in the organization. Students must seek internships in organizations that will promote their ideals and expectations about a supportive work environment. The relationship between the individual assessment and the future career of the student is closely demonstrated in the third chapter of the text book. Gower & Mulvaney (2012) describes the process of formalizing the internship plan and how it affects the future of the student’s career. The preparation for an internship determines the direction that the professional career of the individual will take after graduation. Therefore, the plan must be formalized since the individual will require constant reference to their original goals. The third chapter further demonstrates the role of an internship purpose statement in linking the internship to professional career interests. According to the authors, the key goals of the internship programs must accommodate the professional aspirations of the individual student. After years of traditionally acquired education, students should have an idea of their future careers and the paths they will adopt in their lives. The book shows that the internship links the learning process to the careers that the learners expect to have after completing their studies. Lastly, the chapter insists on the essence of the internship process in determining the aspects of the learning process not covered in the school. After the internship, students resume their college studies with clear knowledge of the learning aspects they need to in the class prior to their careers. The exposure students receive during their internships aligns their college education to their professional goals and objectives. Gower & Mulvaney (2012) evaluate the internship selection process in chapter four and demonstrate key considerations made by students and agencies. A key aspect indicated in this chapter is the alignment between the interests of the agency and those of the students seeking internships. The learners must understand the considerations the companies will make when considering the individuals qualified for available slots for an internship. Additionally, the chapter provides a list of work related and personal aspects that affect the internship agency choices of the students (Gower & Mulvaney, 2012). For instance, some issues include the tasks assigned to interns by the agency, financial benefits, or the proximity of the company to their homes. Students are likely to access internship positions when their goals align with the objectives of the agencies providing internships. The chapter further demonstrates that not all the companies where students apply will offer a positive feedback. Therefore, the students must be willing to accept the outcomes of their application process and seek alternatives when their agency of choice does not respond with a positive feedback. Chapter five describes the communication process required before students can access an internship in an agency. In particular, a cover letter and a descriptive resume play essential roles in ensuring that the students have access to an internship. According to the chapter, there is no particular approach that will make a company accept an application for internship from any student. The goal is to communicate clearly about the individual’s goals and aspirations in relations to the opportunity. Additionally, the chapter demonstrates the importance of a cover letter in creating the right impression to the employer. It is critical to demonstrate the enthusiasm the applicant has in getting back to their job or career prospects (Gower & Mulvaney, 2012). A cover letter and a resume must be written in the appropriate format to ensure that they convey the interests the author has in accessing a job opportunity and in this case the internship. When such communication is unavailable, it makes it harder for the student to receive a positive consideration for the opportunity of their interest. Students experience the greatest pressure when they are invited for interviews by their prospective agencies. Gower & Mulvaney (2012) noted that adequate preparation is critical if an individual expects to secure a place in the agency after the interview. Self-awareness and knowledge about the agency are essential during the preparation process since it determines the anticipations of the interviewers. Chapter six demonstrates the role of active participation in an interview to facilitate the likelihood of admission. Moreover, the chapter demonstrates that understanding the nature of the agency is critical in the preparation process for the interview. Among the different types of approaches to an interview, some companies prefer one over the others based on their interests on interns. Gower & Mulvaney (2012) show that some companies may offer structured interviews while others consider behavioral approaches. The interviewees should be prepared for the type of interview they will expect from an agency. Lastly, the chapter demonstrates that learning about the company’s organizational structure is essential when attending an interview. While a prospective intern may not need to memorize such a structure, such information may be applicable in responding to interview questions. Gower & Mulvaney (2012) demonstrate the challenges associated with the selection process in the next chapter. In particular, it is expected that prospective interns will have anxiety since they may be aware of the agency’s decision for days or weeks. Chapter seven demonstrates the importance of adequate preparation in dealing with anxiety after the first interview. Learning the expectations of the agency during the selection process is critical in preparation for the selection. The chapter demonstrates that some companies require individuals to fill in forms while others offer the alternative of another interview during selection. Lastly, the chapter shows that students may be required to make a decision especially when they have applied for selection in multiple companies. It is critical that the prospective interns manage the offers available and pending prior to the decision-making process. For instance, a student may have to choose between a current internship offer and a better option that is pending. The authors offer a discussion of the experience students have during an internship in chapter eight of their book. Gower & Mulvaney (2012) noted that the internship should be modeled based on the goals of the students which may be separate for those of their teachers. After the introduction of the traditional learning process in the classroom, the teacher sets the goals of the course. However, the internship requires the...