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The Significance of Work Experience
by
Diana G. Santos Engineering Student The Cooper Union for the Advancement of Science and Art
and
Frank M. Clemente Jr., Ph.D., P.E. Chief Geotechnical Engineer TAMS Consultants, Inc. New York, NY
ABSTRACT After a few years of hard work, thousands of college students across the nation graduate lacking one essential component: experience. Even though they have acquired vast amounts of knowledge in their areas of study, most students have not had the opportunity to apply their skills to real-life situations. As a college freshman, I was optimistic about finding an internship relating to my major, civil engineering. However, many of my colleagues informed me that obtaining such a job was a difficult task, especially since I had only completed my freshman year. Yet I believed that I had qualities and abilities that some employer would appreciate, and fortunately, TAMS Consultants, Inc. shared my vantage point. My employment was quite surprising because companies usually do not have opportunities for students at my level. The importance of an internship at an early stage, however, is like that of none other. It is during the first couple of years at college that students are most impressionable regarding their majors and careers. What is learned during the course of a few months may be what empowers and motivates college students for years to come. The key for employers is to acknowledge the importance of students, appraise them accordingly, and identify opportunities or needs within their firms in order to engage them. The paper presents the observations of Ms. Santos followed by a commentary from Dr. Clemente.
The Observations of Diana Santos Every year, freshman college students become more aware of the importance of understanding the "real world." Countless career workshops across the nation emphasize using one’s college years to gain experience, acquire new skills and upgrade old ones. These skills range from preparing documents and presentations to basic business etiquette. The process of refining these skills starts with performing well in school and becoming a well-rounded individual through extracurricular activities. These activities allow freshman college students to become more comfortable with themselves in a more adult environment than that of a high school. It is also through these activities that college freshmen practice the social skills frequently called for in the "real world." Furthermore, clubs and professional societies usually sponsor mentoring programs and career orientation that outline the strategies students should take to reach their occupational aspirations. Both of the aforementioned programs provide inexperienced students with insight into what is expected of them once they join the work force. Equipped with information acquired from these workshops, students inevitably begin to trace out the path that their lives will take during the next few years. They realize how imperative it is to identify their talents and to become skilled at using them. Students must also research a large assortment of topics, such as the job market and most importantly, the different applications of their majors in order to concentrate on their skills that need improvement. Eventually, these inexperienced students become more familiar with themselves and their goals. This is a key step, for in the words of the great educator, Benjamin E. Mays, "the tragedy of life doesn’t lie in not reaching your goal. The tragedy lies in having no goal to reach." It is through this identification that students begin to envision their future with a clearer perspective, as well as the role that their major plays in completing their vision. After establishing goals, creating and distributing the "first edition" of their resume, and patiently waiting, many of these students are contacted for interviews. Although everything done to reach this point is an experience within itself, this is where those "real- world" skills and experiences from inside and outside the classroom become extremely valuable. According to Hispanic Times Magazine, employers ranked real-world experiences and technical skills as the two most important factors considered during interviews. Forty-six percent of the college graduates hired from 1996-1997 had some form of pre-professional experience. Unfortunately, some college students, especially freshmen, lack familiarity with professions, as well as skills that students at higher levels have. Thus, it is here where an individual’s communication skills, academic preparation, and extracurricular activities are necessary and crucial. Within the short period of time allotted for an interview, an inexperienced student must be able to show that he/she has much more to offer than what his/her resume can display. Some employers rely strictly on the resume to choose their employees, and often fail to take other facets of an individual into consideration. Fortunately, other employers, such as TAMS Consultants, Inc., understand that there is much more to a prospective employee than that which is documented on paper. For many students, a first professional job is highly important because it is the first time in which they are given an opportunity to demonstrate maturity and to mature further from the experience. Contrary to what some adults believe, freshman college students do not visualize summer jobs or internships as resume builders. Rather, they are eager and enthusiastic to see how they are to able apply some of the skills obtained during their freshman year. Companies that offer temporary employment to students through internships or work-study programs provide students with many advantages, one of them being the countless times in which the student is allowed to illustrate the numerous qualities he or she has to offer to the employer. It is true that some of the jobs given to students are not high quality, especially if the students are not very knowledgeable in their field. Nonetheless, students have the chance to show their worth, even if it is by carrying out simple office tasks, and they are able to thus move up in rank. Moreover, some employers invest time in teaching their unskilled employees about the company and the services it provides. In some cases, the students are taught how to use advanced software programs, or how to assist professionals in more difficult and demanding tasks. Regardless of the type of work, students can gain a lot from their fellow employees and their superiors. Once employed, a college student is exposed to the world that colleagues and career counselors had spoken of previously. The value of the writing, speaking, and presentational skills they have acquired from day to day is illustrated when they are asked to do simple things, such as to communicate their job progress. Time management skills are used on a daily basis since they are likely to have more freedom and responsibility in exercising the diligence with which they apply themselves. Ethics is also an issue with which these inexperienced employees must confront. Students, who are accustomed to skip class and slack off, may find themselves in situations where they may want to call in sick rather than go to work. At other times, important decisions must be made in the absence of a manager. Regardless of the situation, the student is given a new sense of control and command different from what can be found on campus. There are also new types of relationships to form and experience. Relationships with co-workers are different from the ones with which students are accustomed. Since college students are usually the youngest employees within a company, they may find it difficult to relate to others. However, it is an excellent opportunity to learn how to interact with people of all ages. There may be times in the future when clients are far more experienced, therefore, it is important to learn how to show maturity and express self-confidence at an early age. But it is also necessary to admit to a lack of knowledge and say "I don’t know" when such is the case. These relationships also serve another purpose as it is during this time that students seek guidance. Networking is part of the process of planning your future career decisions. The contacts made at work are assets that will never lose value. By focusing on the areas of interest and the people that work in them, students can access information not found in textbooks. Co-workers offer the inside story about the positive and negative aspects of certain fields, and provide advice about what may be wise choices. While developing these connections, students are given yet another chance to sharpen skills. They must find ways to effectively communicate their opinions, interests, and goals with all types of professionals. Networking is a form of diversifying and accelerating a career path, both of which are significant to students. In some cases, such a strong relationship may develop that the student may wish to make someone their mentor. This person is usually someone who has been employed with the company for a long period of time. Mentors are often the crucial link that connects college graduates with full-time long-term employment. They aid the transition, and, sometimes become one of the most influential factors in making career decisions. A mentor helps focus a college student by providing feedback on the successes and the mistakes he or she may make. Furthermore, they usually serve as role models who embody characteristics that students may desire to have. Another lasting advantage in internships is the portfolio that a student develops while working. Students are allowed to master common office tasks, as well as carry out parts of different ongoing projects. By completing a variety of meaningful assignments, students expand their work experience. The areas and issues to which they are exposed serve as a means of acquainting them with their newly discovered abilities. All of the aforementioned benefits have incalculable consequences and repercussions in the lives of college students, especially freshmen. I began the process of finding an internship at a Career Fair held by the Society of Hispanic Professional Engineers during their annual Eastern Technical Career Conference. It was at this event that I received my first glimpse of the real world and its demands. Once secure about my major and my experience, I soon found myself slightly intimidated by older peers. However, I kept a positive attitude and never underestimated my strong qualities. I was also motivated by those who were impressed with my eagerness to look for opportunities to enrich myself career-wise at such an early stage. Several months later, I found myself mailing resumes and patiently waiting for a response from potential employers. Fortunately, within a few weeks I was interviewed and hired by TAMS Consultants, Inc.; this company saw the value in employing someone like me. TAMS Consultants, Inc. was extremely accommodating and understanding regarding my experience, knowledge, and even my summer course schedule. My supervisor, Dr. Frank Clemente, Jr., emphasized the priority that my education should have in my life. On several occasions, I was allowed to take days off in order to prepare for exams and other important course work. The hours that I worked were loosely structured, so that I would not feel pressured, or on the other hand, bored. Consequently, the trust and accommodations that I got from TAMS, made me feel appreciated and part of a team. During the months I spent with TAMS, I learned skills that I know I could not have acquired elsewhere; becoming employed was a defining moment in my life. I had not been previously employed, and the only references that I could offer were those of professors and club advisors. However, I did have a strong academic background, as well as a diverse group of activities with which I was involved; from which I had learned leadership, management, and organizational skills that could be advantageous. Undeniably, I did not know much about my major, civil engineering, and I knew even less about the area in which I would be working, geotechnical engineering. However, the tasks that I was given exposed me to the different applications of my major. My employment was focused around data received from boring logs, yet I gained knowledge in many areas. I learned how to use and interpret the data, instead of just working on database entry. On one occasion, I was accompanied to a drilling site to see where and how the information in boring logs originated. It was here where I saw the true significance of my employment. I realized that the database, which I worked on for several weeks, provided geotechnical engineers with information needed in real construction projects. Equally essential was the relationship I developed with my co-workers who amiably trained me, answered my questions, and frequently offered advice regarding my work, as well as my potential career paths. As time passed, I became aware that I had been able to gain the respect and acknowledgement of older and more experienced professionals in an area where a female college freshman might not be expected to thrive. As a result, I ended my internship enriched with new tools and enhanced talents that I am going to carry with me for many years. I became familiar with topics that I would not learn about until my junior and senior years in college. So as I look at the ever-changing job market, I feel very satisfied with the real-world training that I acquired at TAMS. Internships are vital to every student, especially to inexperienced students; they redefine goals and mold various facets of their lives.
Commentary of Frank Clemente At the time Diana Santos submitted her resume to TAMS, we had a need for someone who could perform geotechnical database entry work, which we had undertaken for a major, valued client. The work would not be technically difficult, but it required someone who was conscientious, reliable and steady. It was work that would be well-suited for a student summer internship. Although Ms. Santos had "no employment experience", her resume indicated that she had been Salutatorian at her high school, the Mary Louis Academy, and she participated in other meaningful activities such as the Student Council (which included being President), the Forensics (Debating) Team (she had been Captain) and Amnesty International (she served as President of her student chapter). This impressed me and led me to believe that she could help us with the database work, and that she had potential, with guidance, to undertake other assignments, technical or not, should such need arise. At the interview, her ability to communicate, her poise and her self-assurance convinced me that Ms. Santos could do the work we needed to be done, and that she would work well with others, which was particularly important because initially the work was to be carried out at the client’s office, where she would have to interact with the client’s staff. At the end of the interview I wasted no time in offering Diana the internship, and she started working the following Monday. I mention all this because, while she thought she had no work experience, I, having considerable work experience myself, recognized the value and initiative she showed by her participation in the aforementioned activities; whether school or club related, they showed interest, involvement and motivation. The activities that a student participates in can provide valuable experience, even if they pay no salary, by helping one to grow and qualify to get a foot in the door; and thereby undertake and build job related work experience, which does pay a salary. Of course, the summer flew by too quickly, and we were not able to give Diana as much exposure to "real-life engineering", as she has referred to it, as we would have liked, but as one can tell from her write-up, it was more than enough for her, for now. Her internship served her purpose, and that of TAMS too. We hope she doesn’t outgrow us too soon. Next summer new data will be waiting to be entered, and new experiences to learn from are promised. Finally, whether we are in academia, research, industry or engineering practice; it’s all "real life", it all counts, make the best of it - for yourself and for Society.
Acknowledgement The authors wish to acknowledge Samuel A. Leifer, Assistant Chief Geotechnical Engineer of the Port Authority of NY and NJ, without whose cooperation and trust there might not have been an internship. |
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