LEVEL OF SATISFACTION WITH THE PERFORMANCE OF USIU-AFRICA STUDENTS IN THE ORGANIZATIONS WHERE THEY UNDERTAKE INTERNSHIP. BY LUAL MANUT STUDENT ID: A RESEARCH PROPOSAL SUBMITTED TO THE SCHOOL OF BUSINESS AT UNITED STATES INTERNATIONAL UNIVERSITYAFRICA IN PARTIAL FULFILMENT OF THE REQUIREMNTS FOR THE AWARD OF BACHELOR OF SCIENCE IN INTERNATIONAL BUSINESS ADMINSTRATION. LECTURER: NDUATI GIDRAPH SUMMER 2020 i TABLE OF CONTENTS CHAPTER ONE ............................................................................................................................. 1 1.0 INTRODUCTION ............................................................................................................... 1 1.1 Background to the Study .................................................................................................. 1 1.2 Problem Statement ........................................................................................................... 4 1.3 General Objective ............................................................................................................. 4 1.4 Specific Objectives ........................................................................................................... 4 1.5 Significance of the Study ................................................................................................. 5 1.6 Scope and Limitations of the Study ................................................................................. 6 1.7 Definition of Terms .......................................................................................................... 6 1.8 Chapter Summary............................................................................................................. 7 CHAPTER TWO ............................................................................................................................ 8 2.0 LITERATURE REVIEW .................................................................................................... 8 2.1 Introduction ...................................................................................................................... 8 2.4 Extent of Satisfaction with the Accuracy of Task Results of Interns............................... 8 2.5 Extent of Satisfaction with Compliance with Organization’s Code of Conduct............ 10 2.6 Extent of Satisfaction with Time Management Skills of Interns ................................... 12 2.7 Chapter summary ........................................................................................................... 14 CHAPTER THREE ...................................................................................................................... 15 3.0 RESEARCH METHODOLOGY....................................................................................... 15 3.1 Introduction .................................................................................................................... 15 3.2 Research Design ............................................................................................................. 15 3.3 Population and Sampling Design ................................................................................... 15 3.5 Research Procedure ........................................................................................................ 17 3.6 Data Analysis ................................................................................................................. 17 3.7 Chapter Summary........................................................................................................... 18 REFERENCES ............................................................................................................................. 37 ii CHAPTER ONE 1.0 INTRODUCTION 1.1 Background to the Study In response to employers’ criticism of the lack of preparation of graduates for the world of work, several higher education institutions are executing various initiatives to help students develop employability skills, including internships (Kinash et al. 2016). The main aim of the internship is to provide an opportunity for undergraduate students to learn from practical experience and solve real-world problems in the workplace, as well as to foster mutually beneficial relationships between the industry and the university (Staehr et al., 2014). A successful internship program helps student interns to integrate their theoretical knowledge with practical experience gained through internship programs. According to the Employers’ Internship Toolkit (2005), internships are commonly used term in experiential education. Internships takes take place during different times of the year: summer, winter or spring. These may be part-time or full time internships over different durations. Typical internships are entry-level, educational jobs that can be paid or unpaid and usually give you college credit for your work (but not always). Usually, these internships last for one semester, although sometimes you can find internships that last for two semesters. Internship also provides companies with potential recruits. Rothman (2007) explained that internships are an essential part of recruitment success for many companies where a specific department often manages the internship program with the educational institutions. This ensured that internships are meaningful experiences, which develop the human capital and will result with better learning experiences for the interns. Internships are well established in the US and are becoming more common in the UK (Holyoak, 2013). In the US, internships have become a popular way to bridge the transition from education to work and in 2004, three out of four college students were competing for an internship which is a significant increase since the 1980s. In Germany 55% of university, students completed an internship in the past 12 months (Saniter & Siedler, 2014). For universities internships are 1 powerful vehicle for attracting students as well as fostering partnerships between academia and industry (Hurst & Good, 2010). Interns are generally viewed as a good source of low cost labour for industry (Galloway et al., 2014; Green et al., 2011; McKenzie et al., 2015). Interns can undertake ‘back-burner’ or valueadded projects, which might not otherwise be done (Maertz et al., 2014). Employers can utilise interns as resources during busy periods. In addition, recruitment and training costs are reduced if firms employ the interns after the internship is completed (Holyoak, 2013). The internship acts as a trial period for both the employer and the student (Elarde & Chong, 2012). Employers can assess the likelihood of a fit between a prospective employee and the organisation (Dobratz et al., 2014). Extra labor capacity and the opportunity to try out a potential future staff are the most common reason given by employer for using interns (HR Focus, 2005). Hiring interns as full time employee after they graduated can reduce recruitment and selection cost. Other than that it provides lower risk for employers as they already know the performance of the students during internship period. Hosts companies of internships ranging from large multinational corporations (MNCs) to small and medium enterprises (SMEs) as well as those providing professional and financial services, banking, hotel and real estate industries, can utilize this study to assess as to whether the factors that contribute to student satisfactions are present in the jobs and work environment they currently offer to interns. In addition, companies are better able to attract, recruit and retain top talents through the usage of the outcomes of the study. Nowadays in China, competition in job market is becoming more and fiercer. Against this background, college students have started to compete for job opportunities much earlier before graduation (Hussien & Lopa, 2018). Many students regard, internship as a bridge to employment after graduation rather than a chance to learn practical skills. To organizations who provide internships, they can get young students to help meet critical staffing needs and internships also can be a potentially effective recruitment and selection tool. In Australia, industry wants to be more involved in training and to ensure that graduates are work ready (Staehr, B. Martin, & Ching Chan, 2014). 2 For Botswana, The Faculty of Business at the University of Botswana runs a ten-week internship programme which places students with organisations during the vacation period (Mgaya & Mbekomize, 2014). Students are assigned both a faculty supervisor who will visit them at the workplace and a supervisor from the host organisation. Since 2005 the number of internships has declined because there are fewer host organisations in the programme. A survey of 176 host organisations revealed that 90% were willing to continue to participate in the programme, but over 80% did not have capacity to take on more interns (Mgaya & Mbekomize, 2014). In addition to cost savings, the following benefits for host organisations were identified: fulfilling corporate social responsibility, enhancing corporate image and gaining new ideas. Host organisations stated that while they enjoyed several benefits from interns such as new ideas and lower recruitment costs, they also sacrificed time and resources by training the interns. Employers desire more commitment and effort from the university, particularly in terms of finding internship opportunities for students rather than encouraging students to solicit interest from firms (Mgaya & Mbekomize, 2014). Employers averred that the ten-week internship was too short to enable interns to acquire meaningful work experience. Internship has been imbedded in many Kenyan universities as there is a common understanding that it will help prepare graduates entering the workforce. Given its importance, internship has been part of the curriculum with a certain amount of credit hours allocated. The internship programs normally run between three to six months. Internship provides an opportunity for interns to obtain a first-hand experience in the real working world. According to Calloway & Beckstead (1995), the internship experience expose students to practical skills, improve their social relationships, motivate future learning and enhances their social personality. Additionally, these students will also have the opportunity to discover their job interests and objectives under a professional mentor (Chen, Hu, Wang & Chen, 2011). Internship program is compulsory for all senior students at United States International University –Africa. The duration of the internship is 12 weeks (1 semester) and the students are compulsory to return to the university and complete their final semester before they graduated. The university believes that internship program is useful to facilitate students learning opportunities outside classroom. These experiences provide the opportunity to apply classroom theory into real working environment thus enhancing students’ academic and career goals. The internship office 3 under the Careers and Placement Department assist students in preparing resume, interview skills and guidance on how to survive during internship. The students need to find internship placement on their own based on their preferred location. Students are allowed to choose any organisations that are related to their field of study. However, over the past years, the university has actively identified key players in various segments of the industry in pursuit of helping secure attachment for students. The present study seeks to understand the perception of USIU interns by the employers who offer them the internship opportunities. 1.2 Problem Statement Internship programs provide valuable benefits to the sustenance and growth of the organization. For instance, organizations are able to cut on human resources budget, employers can learn from students’ fresh perspectives, and they can manage to evaluate upcoming talent (Lam & Ching, 2014). Based on these benefits, leading organizations have collaborated with top universities to offer internship opportunities to the students. In addition, the high number of fresh graduates joining labour market, estimated at 30,000 yearly, implies that the corporate sector devices strategies contribute to the Kenyan government’s effort of combating unemployment crisis in the country (Attanasio, Kugler, & Meghir, 2018). Fundamentally, organizations offering internship opportunities are primarily concerned with getting the best out of the interns. For the management of these organizations, a very important factor is gaining satisfaction from the work of these interns. However, little is known about the level of satisfaction with these interns. Therefore, the present study aims at establishing the level of satisfaction with the performance of USIU-Africa students in the organizations where they undertake internship. 1.3 General Objective The main objective of this study is to establish the level of satisfaction with the performance of USIU-Africa students in the organizations where they undertake internship. 1.4 Specific Objectives 1.4.1 To determine the extents to which organizations which give USIU-Africa students’ internships are satisfied with the accuracy of task results. 4 1.4.2 To determine the extents to which organizations which give USIU-Africa students’ internships are satisfied with the compliance with organization’s codes of conduct. 1.4.3 To determine the extent to which organizations which give USIU-Africa students internship are satisfied with the time management skills of the interns. 1.5 Significance of the Study 1.5.1 Employers and Internship providers Comprehensive understanding by the university and host companies of the factors affecting internship satisfaction will ultimately provide opportunities for better developmental experiences for students, making their internship experience a satisfying and meaningful one loaded with a wide-array of benefits that will assist them throughout their careers. It will also give direction to employers in ensuring students are placed in companies with these good criteria besides fostering relationships with outstanding companies towards fulfilling the objective of preparing students to gain maximum potential benefits from their internship. 1.5.2 University and Career Placement Departments This study is significant to the university’s team of educators who develop, incorporate and administer internship programmes for the very first time into the Faculty of Business and Finance’s curricula. Findings will provide pointers for a more effective structure of internship. Employer’s feedback is important in preparing the students for the industry by developing a better programme structure and subjects offered. It is indirectly improving the lecturers’ teaching methods and skills. 1.5.3 Policy Makers The government of Kenya through the department of labour and youth affairs might find this study insightful in understanding on exactly what shapes employers’ satisfaction towards industrial attachment and internship programs. Therefore, the government can be better placed in adopting friendly policy framework that guides internship programs for better outcomes. 1.5.4 Academia and Future Researchers 5 Findings from this study will bridge the existing empirical gap on factors influencing employers’ satisfaction with internship programs. In addition, the study provokes direction for further research in the same area. 1.6 Scope and Limitations of the Study The study is focused on over 156 organizations that have partnered with USIU-Africa to offer students with internship opportunities. The study was conducted between June 28 and July 15 and data was mobilized through online data collection tool of survey monkey. The study’s limitations could emanate from demographics as it will focus on organizations that offer USIUAfrica students internship opportunities. The internship providers might have a range of expectations prior to recruiting the interns; however, the study will only assess the three variables of job accuracy, time management, and compliance with the code of conduct. Lastly, biasness from the respondents could hamper the objectivity of the findings. The researcher plans to control bias in this study through the actions of being neutral. The respondents will not be asked to give identifying information. 1.7 Definition of Terms 1.7.1 Internship The internship is a fixed period of time during which a newly recruited worker, employee or student is trained practically in his/her specialty. 1.7.2 Internship Satisfaction Internship satisfaction is defined as a set of psychological attitudes towards the work done by the worker/trainee. In the process of professional adaptation and self-identification, an important role is played by the labor activity motivation and the labor satisfaction. Satisfaction with the internship depends on the correspondence of the outcome of the work with the trainee's internal needs. 1.7.3 Job Accuracy 6 Job accuracy entails the quality of performing work assignment with correctness and precision in relation to the set standards. 1.7.4 Time Management TM is a process to managing time according to the requirements of different assignments and activities with the goal of ensuring organisational success and maximizing benefits by utilising, saving and not wasting time or energy (Sahito et. al, 2016). Effective TM involves using time in an optimal way to increase productivity and success. It requires managing work schedules to achieve organisational goals through advanced planning, organisation and implementation. 1.7.5 Code Conduct An employee code of conduct is a legal document that provides guidelines on acceptable behaviors of individuals in an organization. The employee code of conduct defines acceptable behavior and social norms that individuals in an organization should adopt on a day-to-day basis. 1.8 Chapter Summary This study will consist of five chapters. Chapter one is the introduction which revolves more on the background, problem statement, research objectives, significance, and scope of this study. Chapter two includes the literature review where relevant literatures were reviewed and expressed clearly and understandably. Chapter three describes on the research methodology which includes the research design, data collection method, sampling design, research instrument, construct measurement, data processing and data analysis. 7 CHAPTER TWO 2.0 LITERATURE REVIEW 2.1 Introduction The chapter presents review of existing prevailing studies in line with the study’s research objectives; first, it offers literature with regard to the extent of Satisfaction with the Accuracy of Task Results of Interns. Next is literature about the extent of Satisfaction with compliance with organization’s code of conduct; and lastly, literature entailing the extent of satisfaction with time management skills of interns. 2.4 Extent of Satisfaction with the Accuracy of Task Results of Interns Work characteristic are a set of variables related to employee activities at work. Lord and others quote studies that found that an important predictor of job or traineeship satisfaction was the similarity between trainees' skills and the associated task characteristics (Judge, Thoreson, Bono, & Patton, 2012). Other factors influencing the satisfaction are the identity of the task, the skills, the importance of the task, the autonomy and the feedback. Skills are related to a range of activities and talent. Identifying the task is the extent to which the trainee manages to complete the task from start to finish. The importance of a task affects the extent to which the performance of the task is important to others, the autonomy is related to the freedom and relative independence the trainee has in planning and performing the tasks assigned to him, and the feedback - obtaining clear and direct information from the direct supervisor of how the employee manages the tasks. According to Gupta and Burns (2010), positive internship experience, positive work environment, improved job prospects, new skills, comforts with work environment and communication skills contribute to students’ satisfaction towards their internship experience. In addition, Marinakou and Giousmpasoglou (2013) identified that professional environment, learned a lot, interesting work, good supervision, made valuable contacts, felt like part of a team, made good money, flexible schedule, new skills, self-knowledge and meaningful task do influence interns’ satisfaction with the internship experience. 8 Marinakou and Giousmpasoglou (2013) study identified factors that contribute to student satisfaction from this working and learning experience. In section two, students were asked to evaluate work experience during their internships. There are meaningful tasks, relevancy to students’ studies, relevancy to students’ interest, supervision, availability of staff, new knowledge, new skills and self-knowledge. Section three examined the student’s employability options and section four measured the overall internship experience, for example the students’ likes, dislikes and expectations from their internships. Furthermore, a study explored by Sassnett and Ross (2016), found that internship performance, skills, preceptor responsibilities, faculty coordination and quality of internship plays a crucial, important and significant role to satisfaction. Gault, Leach, and Duey (2010) sought to determine the factors affecting hospitality students’ satisfaction with their internship programs. This study employed an online questionnaire as the data-gathering instrument. The results of the study showed that feedback, autonomy, university supervisor support, academic preparedness, flexible working hours, student self-initiatives, location, and skills variety are imperative factors contributing towards internship satisfaction. The findings of the current study provide important practical implications for both university and internship host companies. According to Jacob et al., (2006), the ability to benefit from on the job training, ability to work in a team, motivation and problem solving skills are plus attributes sought after by employers thus having them in place before an internship stint would be beneficial. Thus, it is important that the university ensure that students going for the placement fulfil some minimum criteria in terms of technical knowledge and soft skills in order that they are able to perform any assigned task. Meeting competency requirements would enable the students to confidently shift from classroom knowledge to the real world applications, thus making the internship stint more enriching. It is important also that the university choice of placement sites fits the objectives of the internship programs. Companies engaged in the placement programs at best would be those that are committed in providing the experience. 9 2.5 Extent of Satisfaction with Compliance with Organization’s Code of Conduct Every organization has a standard of conduct, whether it knows it or not (Kim & Miller, 2008). One way or another, explicitly or implicitly, every organization communicates its values, acceptable criteria for decision-making, and its ground rules for behavior. An increasing number of organizations realize the importance and benefits of explicitly communicating their values and guiding principles in a published code of conduct or ethics. Such a code, which helps build a values-driven organization, typically deals with an organization’s underlying values, commitment to employees, standards for doing business, and its relationship with wider society. A well-designed code of conduct can provide the context for programs designed to improve organizational performance. Organizations that fail to establish and implement a code of conduct and to embed their organizational values could experience lower productivity, higher turnover, increased transaction and agency costs, and increased exposure to legal action. This failure will ultimately increase the cost of capital (Singh, 2017). Thus, successfully implementing a code of conduct within a values-based organization is increasingly perceived as a competitive asset and advantage. In a study by Somers (2008), the presence of corporate codes of ethics was associated with less perceived wrongdoing in organizations, but not with an increased propensity to report observed unethical behavior. Further, organizations that adopted formal codes of ethics exhibited value orientations that went beyond financial performance to include responsibility to the commonweal. In contrast to corporate codes of ethics, professional codes of ethical conduct had no influence on perceived wrongdoing in organization nor these codes affect the propensity to report observed unethical activities. Professionalism is a critical component of compliance with the organization’s code of conducrt.it ranges from the dress code of company, remaining prompt to work and remaining prepared for the day, following through with plan, committing to the boss and the coworkers, and observing organizations’ communication guidelines (Mowday & Steers, 2004). This includes understanding and abiding by any confidentiality agreements at work at all times. Properly scheduling your vacation days (in case your company grants you any) and notifying your 10 employer promptly when absence from work is required (i.e. sick days, vacation and personal requirements). As an intern, the company’s code of conduct remains valid throughout the internship period (Newman, Kinney, & Farr, 2004). This imply that the intern is able to live up to the standards set by your home university including all rules and living up to its mission statement. Another component is a statement regarding each employee’s personal responsibilities to uphold the code of ethics (Mortensen, Smith, & Cavanagh, 2009). This may contain information regarding both the legal and moral consequences if an employee violates the code. The requirement to report any violators is normally a component of the ethics code’s personal responsibility. This is meant to show that it is not sufficient to merely adhere to the values and principles but to help ensure every employee supports the code of ethics by reporting violators. Any laws or regulations may be referred as rules to adhere to as part of daily business interactions. The Sarbanes-Oxley Act- which was enacted as a direct result of the Enron case, in which executives falsified financial records to overstate the company’s worth- details what financial reporting a company must do (Erwin, 2011). Compliance to all financial reporting and any licensing requirements such as ISO 9000 by the International Organisation for Standardization can be documented, along with the expectation that all licenses will be maintained and legal regulations met (Holme, 2008). Mortensen, Smith, and Cavanagh (2009) probed a crucial assumption underlying much of the ethics theory and research: do managers perceive ethical behavior to be an important personal job requirement? A large sample of managers from a cross-section of industries and job functions indicated that, compared to other job duties, certain ethical behaviors were moderate to somewhat major parts of their jobs. Some noteworthy differences by industry, organization size, tenure and job function were also found. These findings underscore the importance of ethics for business education. They also have implications for manager selection, training, and development by organizations. Erwin (2017) investigated the importance of code content in determining code effectiveness by examining the relationship between code of conduct quality and ethical performance. Companies 11 maintaining high quality codes of conduct were significantly more represented among top CSR ranking systems for corporate citizenship, sustainability, ethical behavior, and public perception. Further, a significant relationship was observed between code quality and CSR performance, across a full range of ethical rankings. These findings suggest code quality may play a crucial role in the effectiveness of codes of conduct and their ability to transform organizational cultures. Ogegah (2017) assessed the effects of organization ethical conducts on the employees performance. The study concluded that the effects of work place ethics on organizational performance such as; programs that promote good ethics in an organization, incentives that will improve on employee’s ethical standards and aspects of ethics and performance. 2.6 Extent of Satisfaction with Time Management Skills of Interns Time management is all about goal setting, careful planning and prioritizing tasks. These skills are considered as very important for health science students as they are required to do multitasking, acquire not only discipline-based knowledge and skills but also engage in other academic activities and research as well (Saniter & Siedler, 2014). According to Arun and Srikumar (2017), one of the most valuable tools for the hotel industry is efficient and effective time management. This would include how they allocate and spend time for the regular as well as adhoc tasks in each and every department. It is imperative that time management is a required skill for any role in any department that will boost the productivity, ensure customer and employee satisfaction. It is understood that time management is not an easy skill and there are various factors influencing proper time management. The factors would include but not limited to unplanned day, unpleasant tasks, employee drop-ins, lack of manpower and coordination, social media, handling calls and mails etc., these issues are to be analyzed as it is crucial for any organization to keep up the time management skills to complete tasks and achieve target on time. Time management skills are considered as very important for internship students as they are required to do multitasking, acquire not only discipline based knowledge and skills, but also engage in other academic activities and research as well. Alzalet and Sandybayev (2015) sought to find out the time management’s effect on the employee performance. The research was 12 conducted on National Oil Corporation (NOC) of Libya; it was done through handing out the questionnaires to middle and line managers of the company. The results showed that there is positive connection between the time management and performance of the employee. Njagi and Malel (2017) examined the effects of time management strategies on the performance of selected parastatals in Kenya. Further correlation coefficient revealed that there exists a positive correlation of 0.674 between time management performances. Correlation also showed that there is low positive relationship of 0.337 between the understanding of time bound performance that is measurable. The researchers conclude that time management and work performance are directly related and there is need. Ultimately, the effectiveness of organizations comes down to the effectiveness of time usage, which is the concern of many managers. The management of time is an issue which is fundamental to job performance. In the past attention to the relationship between time and job performance was restricted to manual workers, and then, by means of organization and methods, to clerical workers. The consideration of time utilization for managerial and professional grades has not received much attention until recently. Abraham, Velladath. Elman, and Sobri (2018) explored and compared time management skills of first year undergraduate medical students and allied health science students. Analysis of the data revealed that there was no statistical difference between the total mean scores of both groups (MMMC: 3.2 (0.51); SOAHS: 3.2 (0.39), p-value >0.9). Comparison of mean score value of domains between the groups indicated similar and the statistically insignificant values for TP and TA domains for both groups whereas a high, however statistically insignificant mean score for TW, for SOAHS students compared to MMMC students. Ten and nine items had a mean score value below 3, for SOAHS and MMMC students respectively, out of which five items were common for both groups (TP3, TP4, TA2, TA6, TW4). Twehues (2018) explored how time management and the perception of control over time contribute to undergraduates success in college. Extant literature suggests that students who are more involved on-campus with academics, extracurricular activities and employment opportunities achieve greater success in college due to higher levels of perceived time management skills. Further, it suggests that college success does not rely solely on students' time 13 management behavior, but more on their perception of control over time, regardless of the amount of involvement in both school-related and nonschool-related activities. Adeojo (2016) sought to determine the effect of time management on high organizational performance using Lasaco Assurance Plc. as a case company. The study brought out the differences between effective time management and time management. It was discovered that the organization has already implemented time management, but it was not effective enough. In conclusion, effective time management is a great tool for obtaining high performance; thus helping organizations to control their financial future and improve productivity. 2.7 Chapter summary The chapter focused on literature review on skills development and the internship programme. Furthermore, it provided a critique of the related literature on this study, to ensure that there is no duplication of research studies as well as find out what other scholars are saying in investigating a similar research problem. The next chapter presents the methodology, which was used, in accomplishing the study. 14 CHAPTER THREE 3.0 RESEARCH METHODOLOGY 3.1 Introduction The central focus of this chapter is to outline the method to be used for the collection of data, presentation and analysis of data. This chapter will also discuss more on population, sample, sample size, sampling technique, source of data, research instruments, data analysis and statistical tool employed to test for the strength of relationship. This chapter will also cover the type of methodology to be used in this research work, the criteria for selecting the methodology is solely based on the problem that is found in this research and structured research questions. 3.2 Research Design According to Okezie (2008), research design is defined as a “scientific plan, drawing or scheme indicating the picture and functioning or workings of the research process before it is engaged in” while Asika (2013) sees it as “the structuring of investigation aimed at identifying variables and their relationships to one another.” The first step in developing a research design is, of course, to determine what it is that is to be explored, discussed, analysed and possibly explained. This study explores the factors that influence the level of satisfaction of organizations which offer internships to USIU-Africa students. It utilizes descriptive research design. Descriptive research design offers several advantages; The possibility to observe the phenomenon in a completely natural and unchanged natural environment. Secondly, the opportunity to integrate the qualitative and quantitative methods of data collection. 3.3 Population and Sampling Design 3.3.1 Target Population According to Asika (1991), a population is made up of all feasible elements, subject or observation relating to a particular phenomenon of interest to the researcher. This will consist of the management and staff of organizations offering internship opportunities to USIU-Africa students. 3.3.2 Sampling Design 3.3.2.1 Sampling Frame The sampling frame defines the portion of the population from which the sample is selected (Pinilla, 2004). The sampling frame for the present study involves a list of organizations which 15 have partnered with USIU-Africa to offer the latter’s students with internship opportunities. The list was provided by the University’s Internship Coordination Unit. 3.3.2.2 Sampling Technique Population sample according to Wimmer and Dominick (2000) is a subset of the population that is the representative of the entire population. The sample size was limited to 156 employees of organizations offering internship opportunities to USIU-Africa students. Simple Random sampling was used to efficiently and carefully observe the population. This is to ensure equal opportunity of everybody being represented considering that staff is homogenous in terms of function. 3.3.2.3 Sample Size According to Greenstein (2011), a sample is the collection of elements drawn from the population that is studied. The study used census, that is, all the organizations offering internships opportunities will take part in the survey. The sample included members of the Executive Management, Senior Management, Middle Management, Junior Management, Operational Staff, Mentors and Graduate Interns. A study sample size was drawn from a list of 156 internship partners with USIU-Africa. 3.4 Data Collection Methods Collection of data can be defined to be a technique used in gathering empirical research data. This process typically stipulates how information is gathered and there are six major and essential methods of collecting data which are as follows; Questionnaires, focus groups, tests, observation, interviews and secondary data (Teddlie & Tashakkori, 2009). For the purpose of the research, questionnaire was used. The questionnaire were close ended questions and had answer options like (Strongly agree, Agree, Undecided, Disagree, Strongly Disagree). It was divided into two sections which are as follows: Demographic data and Research questions. The main use of questionnaire is acquiring more information about the intended project and it can be used for various reasons in a research study. According to Wilson & Maclean (2009), questionnaire gives researcher more insight into collecting data information from a vast amount of people and also greatly useful in bringing about data that are numerical and can be well explained. Questionnaire 16 also has some disadvantages which are as follows; there is the aspect of time constraint because they consumed a great amount of time to fully give an accurate outcome, the issue of fine tuning is also in question because some data may fail to provide accurate answers in the aspect of limited response so therefore they have to be refined (Cohen et al 2011). Questionnaires are useful in the aspect of comparing results together, very easy to comprehend and they give a clear picture of what has been researched and also the outcome. Recipients of questionnaire are forced to provide accurate and truthful answers because there is no personal interaction with the researcher; thus, they had the free will to give accurate responses. The questionnaire were sent to the respondents electronically via respective organization’s official email address.’ 3.5 Research Procedure Before conducting the research, the researcher applied for research approval from Chandaria School of Business’ Institution Research Board (IRB). After receiving approval from IRB to conduct the study, the researcher sent the letter to the selected respondent organizations. Upon receipt of the IRB approval, the chosen organization provided the researcher with contact information for the individual employees. After obtaining the contact information for the staff, the researcher prepared and email the individuals who represent the population and who meet the criteria. The responses were using an Internet survey program named Survey Monkey and postal mail. The surveys were returned via mail were placed into the Statistical Package for the Social Sciences (SPSS) for processing. Prior to the main study, a pilot survey was conducted, and a critique sheet was used to increase the survey’s validity and reliability (Sawyer, 2008). 3.6 Data Analysis Data analysis encompasses of all the aspect of showing or representing activities that are been done (Coffey & Atkinson, 2005). Data information that are been collected through the process of quantitative research methods are thoroughly examined and streamlined because of some errors that may arise. The whole percentage of this data information is based on the questionnaires, according to Yin (2003), data analysis entails the use of categorization, tabulation, examination; all these tools helps in representing data information that are been collated. Data analysis has to be carefully done so as not to make any unwanted mistakes. Before that, what to analyze and the reason for it must be understood firstly. The method that was used for analysis of data through 17 questionnaire administration to the respondent involved the use of a statistical technique. Descriptive statistics was carried out with the aid of statistical package for social sciences (SPSS) to analyze the data collection. Crosstabluation helped to determine if a statistical correlation between satisfaction with students on internship and internship involvement is present. The findings and the analysis output was presented in the form of tables and figures. The study observed ethical guidelines and principles that regulate social surveys. First, permission to involve employees was obtained from the management of selected organizations which offer USIU-Africa student internships. Babbie & Mouton (2011) explain that no one must be forced to participate in the research. The researcher explained to all respondents that they have the right not to participate in the study and that they can withdraw their participation at any time if they feel uncomfortable with the direction taken by the study. The respondents were informed that their confidentiality was respected. Babbie and Mouton (2001) explained confidentiality as a situation where a researcher can identify a given person’s response but promises not to do so publicly. 3.7 Chapter Summary Chapter three explained the research methodology used and the type of data analysis. The targeted sample size if 156 organizations which have partnered to offer USIU-Africa students with internship opportunities. The study used descriptive research design and quantitative to analyse collected data from the 156 research respondents. The chapter also outlined the ethical consideration and protection of participants. The net chapter presents results and findings in line with the specific objectives. 18 CHAPTER FOUR 4.0 RESULTS AND FINDINGS 4.1 Introduction The chapter is about the results and findings regarding the It begins by presenting the demographic characteristics of the organizations that offer internship opportunities to USIUAfrica students. The subsequent sections focus on research objectives as follows; Extent of Satisfaction with Job Task Accuracy of Interns Extent of Satisfaction with Compliance with Organization’s Code of Conduct . Extent of Satisfaction with the Time Management Skills of Interns . thereafter, the proceeding section present a correlation analysis before making summary of the findings. 4.2 Response Rate Table 4.1 indicates the response rate for the study. In total, 156 questionnaires were administered via online google forms, out of which 115 were adequately filled and emailed back. This translated into a response rate of 74%. Table 4.1: The Study’s Response Rate Target Sample Size 156 100% Frequency Percent 4.3 Response Rate 115 74% Background Characteristics 4.3.1 Type of the Organization The results in Figure 4.1 indicates that majority of the organizations that offered USIU-Africa students with internship opportunities were operating in the private sector (52%), this was followed by those operating in the non-governmental sector (31%), and only 17% were linked to the public sector. 19 Type of Organization NGO Private Sector Public Sector 17% 31% 52% Figure 4.1: Type of the Organization 4.3.2 Sector of Operation The results in Figure 4.2 demonstrates that nearly half of the organizations participating in the study were operating in banking, insurance, and financial sector, 31% were from humanitarian sector, 15% healthcare, and 7% were operating in immigration. Sector of Operation Humantarian Banking, insurance, & Finance Healthcare Immigration 7% 14% 31% 48% Figure 4.2: Sector of Operation 4.3.3 Presence of Interns Policy 20 The findings in Figure 4.3 demonstrates that majority of the organizations had put the intern’s policy in place. However, nearly a quarter of them lacked existing comprehensive policy to guide internship programs. Intern Policy Yes No 22% 78% Figure 4.3: Intern Policy 4.3.4 Number of Years Interns Policy has been in Existence The results in Figure 4.5 demonstrate the number of years that the intern policy had been in place. It was revealed that the majority of the organizations (37%) had adopted the policy in the past 1-5 years, followed by 33% of the organizations which had adopted the policy 6-10 years, 21% had the policy 11-15 years ago where only 10% had the policy for the past 16 years and above. 21 Number of Years of Intern Policy Above 16 10% 11_15 21% 6_10 33% 1_5 37% Figure 4.4: Number of Years Intern Policy has been in place 4.3.5 Period of Partnership It was necessary to establish the number of years that organizations had partnered with USIUAfrica to offer students with internships. More than half of the organizations had established partnership with USIU-Africa for the past 1-3 years, 24% had worked on the relationship 4-6 years, 14% had in partnership with USIU-Africa for the past 7-9 years while only 8% had the relationship for more than 10 years as shown in Figure 4.5. Number of Years of Partnership 56% 24% 1_3 4_6 13% 8% 7_9 10 and above Figure 4.5: Number of Years of Partnership 22 4.3.6 Factors Considered in Recruitment of Interns The study further determined the factors that recruiting organizations considered in selecting students for internships. 54% of the organizations identified skills and competency as the major determinant, 21% identified age, 18% stated gender while 7% were influenced by the nationality of the internship applicant. Factors Considered in Recruitment of Interns 18% Gender Nationality 7% 54% Skills and Competency Age 21% Figure 4.6: Factors Considered in Recruitment of Interns 4.3.7 Availability of Capacity Building The findings in Figure 4.6 demonstrate the availability of capacity building opportunities in organizations offering internships to USIU-Africa students. 34% of the organization stated scarce, followed by 28% who argued that the opportunities were moderately available, 11% stated that they were readily available while only 6% stated that they were not available. 23 Opportunities For Capacity Building 34% 28% 11% Readily Available 6% Moderately Available Scarce Not Available Figure 4.7: Opportunities For Capacity Development 4.4 Extent of Satisfaction with Job Task Accuracy of Interns 4.4.1 Tasks of interns Performing clerical duties: It’s almost a guarantee you’ll be taking memos, maintaining files, organising, sorting, creating PowerPoint presentations, drafting reports, and the like. Managing social media and emails: You may be asked to handle the company’s social media accounts, write emails to customers, talk to clients on the phone, and similar duties. Event handling: Interns are often asked to oversee the scheduling of appointments, organising conference rooms, and taking care of the food and drink. Research: Interns fresh from a university education have a great deal of up-to-date knowledge. Your organisation may put this knowledge to good use by placing you in a research role. You may be asked to assist in streamlining an organisation’s work process in some way. 4.4.2 4.4.3 Measuring Accuracy of Tasks Descriptive Statistics The study aimed to establish the extent to which organizations providing internships were satisfied with accuracy of interns on their job assignments. 38% of the respondents agreed that interns performed their tasks within he assigned time frame. Secondly, 34% of the respondents strongly agreed that interns fully conformed to the job assignment procedures and requirements. Similarly, 33% of the respondents agreed that interns carried out quantitative tasks with high degree accuracy. 28% of the respondents strongly agreed that interned developed feedback report with least typo errors. Lastly, 41% of the respondents agreed that interns had always adhered to 24 accuracy standards set by the organization in their day to day assignment. The results are shown in Table 4.2. Table 4.2: Satisfaction with Job Task Accuracy of Interns StDe Variables SD D N A SA Total 3 24 38 23 100 % % % % 6 21 34 34 100 % % % % % 16 32 33 11 100 % % % % % 4 50 14 28 100 % % % % % 7 31 41 11 100 % % % % Mean v The interns perform their tasks within the assigned time frame with limited need for extension of deadlines 11% % 3.57 0.55 3.85 0.62 3.24 0.75 3.57 0.61 3.37 0.83 The interns fully conform to the job assignment procedures and requirements. 5% The interns carry out quantitative tasks with high degree accuracy 8% The interns develop feedback reports with least typo erros 4% Interns are always adhering to accuracy standards set by the organization in their day to day assignment. 10% % KEY: SD- Strongly Disagree, D- Disagree, N- Neutral, A- Agree, SA- Strongly Agree, STDev Standard Deviation 4.5 Extent of Satisfaction with Compliance with Organization’s Code of Conduct The study further aimed at establishing the extent of satisfaction with intern’s compliance with the organization’s code of conduct. Majority of the respondents 36% strongly agreed that internes strived to lead by example in their conduct of business within the organization. However, 19% of the respondents disagreed that interns always reflected the ethical aspirations of the organization. Thirdly, 43% of the respondents agreed that intern’s dress code reflected the standards of the organization regarding the style of dress code. Majority of the respondents were neutral when asked whether interns demonstrated high professionalism standards while interacting with clients. Lastly, 25% of the respondents strongly agreed that interns were 25 sensitive to cross cultural values and respect for multiculturalism. The findings are demonstrated in Table 4.3. Table 4.3: Satisfaction with Compliance with Organization’s Code of Conduct Variable Interns strive to lead by example in SD their conduct of business in the organization premises D 4% 20 % 12% 19 % N A 30% 36 % 23% 28 % 23% 43 % 49% 21 % SA Total Mean StDe v 10% 100 % 3.28 0.66 17% 100 % 3.19 0.57 24% 100 % 3.77 0.45 4% 100 % 2.93 0.39 Interns are always reflecting the ethical aspirations of the company while interacting with the organization’s stakeholders. The intern’s dress code reflects the standards of the organization about dress code. 3% 7% 10% 16 % Interns are always demonstrating high professionalism standards while interacting with the clients Interns are sensitive to cross cultural values and respect for 38 100 6% 8% 23% % 25% % 3.69 0.45 KEY: SD- Strongly Disagree, D- Disagree, N- Neutral, A- Agree, SA- Strongly Agree, STDev multiculturalism Standard Deviation 4.6 Extent of Satisfaction with the Time Management Skills of Interns On the last objective, the study sought to determine the extent of satisfaction with the with time management skills of USIU-Africa student interns. Twenty seven percent of the respondents strongly agreed that interns were less distracted by the work environment while on duty. In addition, 21 % of the respondents agreed that interns strived to deliver quality work within stipulated deadlines. Thirdly, 22% of the respondents strongly agreed that interns strived to 26 deliver quality with minimum instances from procrastination. Also, 32% of the respondents a strongly agreed that interns always tracked time spent on each assignment while 38% remained neutral when asked whether interns strived to prioritize their assignments on urgent tasks. Moreover, 38% of the respondents indicated that at individual level, interns valued selforganization to help maximize job output. Lastly, 30% of the respondents strongly agreed that interns tended to schedule their tasks to enhance peak performance. The findings are indicated in Table 4.4. Table 4.4: Satisfaction with the Time Management Skills of Interns Variable Interns are less distracted by the work environment while on duty SD D N A 13% 19 % 19% 22% 14% 13 % 43% 11% 7% 29% 18% 14 % 17% 14% SA TOT AL MEA N StDev 27% 100 % 3.30 0.43 21% 10% 100 % 2.99 0.78 31% 22% 100 % 3.45 0.93 18% 32% 100 % 3.32 0.67 4% 38% 23% 20% 100 % 3.31 0.68 9% 15 % 18% 20% 38% 13% 6% 23% 28% 30% Interns strive to deliver quality work within the stipulated deadlines. Interns strive to deliver quality with minimum instances for procrastinations Interns are always tracking time spent on each individual job assignment Interns strive to prioritize their assignments, evaluating their responsibilities on important and urgent tasks. At individual level, interns value self –organization to help maximize on efficiency. Interns tend to schedule their 27 100 % 100 % 3.64 0.72 3.57 0.53 tasks to enhance peak performance. KEY: SD- Strongly Disagree, D- Disagree, N- Neutral, A- Agree, SA- Strongly Agree, STDev Standard Deviation 4.7 Correlation Analysis The study performed a Pearson Correlation analysis between the independent variables, these were the factors that influence the level of satisfaction with the interns and the actual satisfaction levels among organizations offering internship opportunities to USIU-Africa students. The findings in Table 4.5 illustrates that the correlations were all strong positive and significant. In detail, task accuracy had the highest positive and significant correlation ( r= 0.913, p<0.05), followed by compliance with the organization’s code of conduct (r= 0.895, p<0.05), and lastly, time management ( r= 0.792, p<0.05). Table 4.5: Multiple Correlation Analysis Correlations Task Time Compliance Satisfaction Accuracy Management with Code with of Conduct Interns Pearson 1 Correlation Task Accuracy Sig. (2-tailed) N 115 Pearson .792* Correlation Time Management Sig. (2-tailed) .034 N 115 Pearson .895** Correlation Compliance with Sig. (2-tailed) .006 Code of Conduct N 115 Pearson .913** Correlation Satisfaction with Sig. (2-tailed) .004 Interns N 115 *. Correlation is significant at the 0.05 level (2-tailed). 28 .792* .895** .913** .034 115 .006 115 .004 115 1 .622 .709 115 .135 115 .075 115 .622 1 .938** .135 115 115 .002 115 .709 .938** 1 .075 115 .002 115 115 **. Correlation is significant at the 0.01 level (2-tailed). 4.8 Chapter Summary The chapter provided the results and findings regarding the satisfaction of organizations with interns from USIU-Africa. The findings revealed that all the three variables that were tasted; accuracy of job tasks, compliance with the organization’s code of conduct, and time management, all had strong positive influence on satisfaction level of the organizations offering internship opportunities to USIU-Africa students. CHAPTER FIVE 5.0 DISCUSSION, CONCLUSION, AND RECOMMENDATIONS 5.1 Introduction The chapter is focused on the discussion of the findings in respect to the specific research objectives. The chapter also makes conclusions on the obtained findings ad results before making suggestions for improving the current status of satisfaction with USIU-Africa students on internship. 5.2 Summary of the Findings 5.3 Discussion 5.3.1 Extent of Satisfaction with Job Task Accuracy of Interns On the first specific objective, the study aimed to establish the extent to which organizations providing internships were satisfied with accuracy of interns on their job assignments. It emerged that interns performed their tasks within he assigned time frame. Secondly, the study revealed that interns fully conformed to the job assignment procedures and requirements. The study further revealed that students agreed to perform all tasks assigned to them by the employer as outlined in the job description. Students abided by posted work schedules and job rotations. The study agrees with Sassnett and Ross (2016) who found that internship performance, skills, preceptor responsibilities, faculty coordination and quality of internship plays a crucial, important and significant role to satisfaction. It is vital that organizations offering internship 29 opportunities take time to train interns so they can know how to perform tasks. Training brings about accuracy because practice makes perfect. Knowledge is crucial in performing any task, and it instills focus and priority on the right action. Though training can be expensive, it is important to note that trained employees grow the business and their career as well giving the very best to the company. Moreover, taking accurate productivity measurements can mean more than simply counting the number of products made or sold, or services performed. Most interns perform several tasks, some of which will be easier to measure than others. Employees should meet with their supervisors at regular intervals to discuss their progress and to solve problems as they occur. Measuring productivity throughout the year helps employees to stay focused on their goals. Productivity can be quickly calculated with productivity software or on a spreadsheet, revealing the number of products an employee produces or contributes to in a given time period. Those numbers are then averaged out to reveal productivity gains or losses over time. Job accuracy can be assessed on the basis of poor, needs improvement, meets requirments, exceeds requirments. For poor job, the intern would have made frequent errors that are harmful to business operations. In addition, The supervisor/department head has received numerous complaints about the quality of work. The quality of work produced is unacceptable and it does not complete required paperwork. On the contrary, an outstanding task has less than a 1% error rate on work product. The level of accuracy is excellent., and quantity of work produced is outstanding. It is hard to think of a job where accuracy is irrelevant, so if you can think of one then please let me know. Just take a moment and think about your job and duties that you perform on a daily basis. How important is it that you are accurate at what you do? Chances are that your answer would be ‘very important’... and if not, then maybe it’s time for you to start hitting the bullseye. To be accurate and precise at work is what helps a company grow, profit, and function efficiently. Accuracy can also help a company when it comes to knowing their budget, employee expenses and projections for revenue. Delfgaauw and Souverijn (2014) assert that a company can improve their image and brand when it comes to being accurate. Precision plays a huge role when it comes to how the community views your ethics. If your company is providing 30 inaccurate information then some could have the perception that your company is being unethical, unprofessional and/or not trustworthy. This is obviously not a good thing to have reflected back on you and your company. Delfgaauw, J., & Souverijn, J. (2014). Team Incentives, Task Assignment, and Performance: A Field Experiment. Discussion Paper Series Iza DP No. 11228 Bloch (2013) prefers to measure productivity only by whether the work assigned actually gets done. She believes that because personal and professional lives are increasingly blending and overlapping, it's most accurate to base productivity measurements on completion of tasks, "not minutes spent at the office." Bloch (2013) tracks productivity by breaking down projects down into individual tasks. These are then assigned to employees best able to handle them. This continues until the projects are complete. Berry (2017) agrees that the best productivity measurements are about "keeping an eye on outcomes" and employee progress, instead of onthe-job habits and behavior. Glendenning, T. (2017). Why Work Accuracy is Important and How OnTheClock's Time Cards Can Help. Buttner, E. E., Lowe, K., & Billings-Harris, L. (2012). An empirical test of diversity climate dimensionality and relative effects on employee of color outcomes. Journal of Business Ethics, 110, 247–258. Choudhary, A. I., Akhtar, S. A., & Zaheer, A. (2012). Impact of transformational and servant leadership on organizational performance: A comparative analysis. Journal of Business Ethics, 116, 433–440. Festing, M., & Schafer, L. (2014). Generational challenges to talent management: A framework for talent retention based on the psychological-contract perspective. Journal of World Business, 49, 262–271. Torstein, D.S. & Olsen K. (2015). The Role of Employee Task Performance and Learning Effort in Determining Empowering Managerial Practices: Evidence From a Public Agency. Review of Public Personnel Administration 36(1); 419- 452 Torstein and Olsen (2015) found that supervisor perceptions of subordinate task performance and learning efforts are important in predicting their use of the two empowerment practices. In particular, public managers are more likely to delegate work to employees they perceive as higher performers but more likely to consult with employees who they perceive as exhibiting greater learning effort. Pradhan, R.K. (2016). Employee Performance at Workplace Exploratory factor analysis revealed three distinct factors of employee performance that constitute the new scale: task performance, adaptive performance, and contextual performance (TAC). Reliability study on the sample reported significant internal consistency on the total scale (a = 0.80) along with the three subscales (a ranging from 0.80 to 0.91). 31 An individual’s ability to acclimatize and provide necessary support to the job profile in a dynamic work situation is referred to as adaptive performance (Hesketh, & Neal, 1999). Earlier studies have found that once the employees derive a certain amount of perfection in their assigned tasks, they try to adapt their attitude and behavior to the varied requirements of their job roles (Huang et al., 2014; Pulakos et al., 2000). An effective adaptive performance necessitates employees’ ability to efficiently deal with volatile work circumstances (Baard, Rench, & Kozlowski, 2014), for example, technological transformations, changes in one’s core job assignment, restructuring of organization and so on. Evolutions of various new occupations as an offshoot of technological innovation need employees to engage in fresh learning and get oneself adaptable with changes in an efficient manner (Griffin, Parker, & Mason, 2010; Hollenbeck, LePine, & Ilgen, 1996). The employees are also expected to adjust their interpersonal behavior in such changed circumstances to work successfully with a wide range of peers and subordinates. In the context of wholesome work performance, Griffin, Neal, and Parker (2007) cited that job proficiency may aid for task performance, but adaptability and proactiveness to one’s job role is important to address uncertain business environments. Zareen, M., Razzaq, K/ & Mujtaba, B.G. (2014). Job Design and Employee Performance: the Moderating Role of Employee Psychological Perception. European Journal of Business and Management, 5(5); 311-320 The findings of the study show that the internship could be made more effective, if synergy is formed between the polytechnic and organizations that receive the students’ for training in the areas of: working environment, knowledge transfer across context, organizational participation and internship reporting. The findings of this study can be used by another Polytechnic Malaysia. Besides that another variables can be included for future research Yaakob, H., Mat Ail, K., & Radzi, N.F. (2018). The Effect of Internship on Job Performance: An Assessment of Students’ Perception. International Journal of Scientific & Engineering Research 9(7); 378- 392 5.3.2 Extent of Satisfaction with Compliance with Organization’s Code of Conduct The study further aimed at establishing the extent of satisfaction with intern’s compliance with the organization’s code of conduct. The findings revealed that internes strived to lead by example in their conduct of business within the organization. It was established that intern’s dress code reflected the standards of the organization regarding the style of dress code. However, to a lesser extent, interns reflected the ethical aspirations of the organization. The study demonstrated that students agreed to abide by all policies, rules, and regulations of the employer and by the policies outlined in the organization’s Professional Code of Conduct. Interns are expected to show courtesy and respect for their fellow interns and employees in the organization. Also, interns were expected no to take part in any facilitate discrimination of any 32 kind, including, but not limited to, discrimination based on gender, race, national origin, ethnicity, age, religion, sexual orientation, disability, handicap, or intelligence. Interns have a responsibility to be ethical from the moment they have their first job interview. They must be honest about their capabilities and experience. Interns who comply with the organziation’s code of conduct are perceived as team player rather than as individuals. They develop positive relationships with coworkers. Their supervisors trust them with confidential information and they are often given more autonomy as a result. Interns who are caught in lies by their supervisors damage their chances of advancement within the organisation and may risk being fired. An extreme case of poor ethics is employee’s theft. In some industries, this can cost the business a significant amount of money, such as restaurants whose employees steal food from the storage locker or freezer. Interns shall not engage in any form of sexual harassment. Sexual harassment includes sexual conduct, or conduct with sexual overtones. Second, good ethics codes can focus public servants on actions that result in doing the right things for the right reasons. Ethical behavior should become a habit and effective codes allow both bureaucrats and elected officials to test their actions against expected standards. Repeated over time this kind of habit becomes inculcated in the individual and ingrained in the organization. Many organizations realize that good conduct and integrity contribute to marketplace success. Facilitating ethical behavior in organizations can help both to safeguard reputation and to convey a commitment to responsible practice to both society and regulators. A well-designed code of conduct can provide the context for programs designed to improve organizational performance. Organizations that fail to establish and implement a code of conduct and to embed their organizational values could experience lower productivity, higher turnover, increased transaction and agency costs, and increased exposure to legal action. This failure will ultimately increase the cost of capital. Thus, successfully implementing a code of conduct within a values-based organization is increasingly perceived as a competitive asset and advantage. Maintaining your professionalism Professionalism is key throughout your stay here in Germany. Again, we want you to enjoy your time, see new places, experience new things and above all have a wonderful summer, but the highest priority of every intern throughout the summer is learning and understanding the next phase of career-oriented maturity. • Learn the proper dress code of your company. • Be prompt to work and prepared for what will often be eight to nine hour work days. • Follow through with plans and commitments to your bosses and co-workers. If you commit to an event or meeting and do not attend this will reflect poorly upon you. • Communication is the biggest key to your success. Communicate when you have a problem with a task. Communicate your plans and commitments. Listen to your co-workers. Be respectful. Ask questions. Give your 5.3.3 Extent of Satisfaction with the Time Management Skills of Interns 33 On the last objective, the study sought to determine the extent of satisfaction with the with time management skills of USIU-Africa student interns. The findings revealed that interns were less distracted by the work environment while on duty. In addition, interns strived to deliver quality work within stipulated deadlines. Also, interns strived to deliver quality with minimum instances from procrastination. The time management method determines employee productivity by recording how they use their work time. Accurate measurement will reveal how much time is spent on accomplishing work duties in a timely way, as well as how much time is lost to illness or excessive time off, non-work-related conversations, and distractions such as texting and social media. Though this method can help employees and managers set goals for reducing time losses, the bigger your business gets, the harder it can be to accurately measure the time management of individual employees. Gault, J., Redington, J., Schlager, T., (2000). Undergraduate business internships and career success: are they related? Journal of Marketing Education 22 (1), 45–53. Abderrahman Hassi & Giovanna Storti, (2011). Organizational training across cultures: variations in practices and attitudes. Journal of European Industrial Training, Vol. 35, Iss: 1, pp.45 – 70. Shaketange, L., Kanyimba, A., & Brown, E, (2015). Time Management's Effect on Efficiency of Employees Performance. A Case of National Oil Corporation The results have shown that there is positive connection between the time management and performance of the intern. The rating scale for Performance Planning and Review is made up of five factors: Poor, Needs Improvement, Meets Requirements, Exceeds Requirements, and Outstanding. Any factor rated poor or needs improvement MUST have performance comments. For any factor, performance comments should support the rating given. Dependability is the ability of being where he/she should be doing what he/she is supposed to do. Interns with poor time management often calls in to work without prior approval, resulting in excessive unscheduled absences. They also leave the work area unattended to run personal errands, they are frequently late to work, they frequently leaves work early. There are those nterns who need improvement on time management; they occasionally in to work without prior approval, resulting in unscheduled absences, occasionally arrives late to work, Sometimes does not make sure all work is completed before leaving for the day, Occasionally leaves work early. For those who meet the time maangent reuirments; they consietly arrive to work on time., they make sure work area is covered at all times. They have no unscheduled absences, except for documented emergencies. For those who exceed time amangemennt requirments; have good attendance record, they can always be counted on to work overtime when necessary without complaint. Lastly, there are interns who are outstanding in time management, they are always at work and on time, they never miss work without prior approval and appropriate notification, and they have Has had no unscheduled absences during the rating period. 34 Nauman, S. & Hussain, N. (2018). Gauging the Effectiveness of Six-week Internship Duration in Business Education in Pakistan: Implications for Policy and Practice. Journal of Education and Educational Developement It was revealed that even though the majority of the interns thought that a six-week time period was not enough for them to achieve their learning objectives, the review of the literature and intern interviews discovered that the internships were not designed effectively and therefore could not deliver the desired results in the specified time. Twehues, A. (2013). "Success and the Balance of Commitment and Time: Effects of Perceived Time Management Control on College Student Performance" . Journal of Vocational Education & Training, 63(4), 575-592. Adapting time management techniques from the medical and nonmedical literature may improve physician time management habits. These techniques can be divided into four categories: (1) setting short and long-term goals; (2) setting priorities among competing responsibilities; (3) planning and organising activities; and (4) minimising ‘time wasters’. Efforts to improve time management can increase physician productivity and enhance career satisfaction. 5.4 Conclusion 5.4.1 Extent of Satisfaction with Job Task Accuracy of Interns Job accuracy is the measure of intern’s performance and it directly affected the outcome of employer’s satisfaction levels. Performing a task in a manner that meets required threshold is the ingredient of high job accuracy. Organizations assess intern’s accuracy on the job by evaluating their actions more often. The study concludes that interns demonstrated moderate level accuracy on both qualitative and quantitative job tasks. 5.4.2 Extent of Satisfaction with Compliance with Organization’s Code of Conduct A code is a central guide and reference for employees to support day-to-day decision making. A code encourages discussions of ethics and compliance, empowering employees to handle ethical dilemmas they encounter in everyday work. It can also serve as a valuable reference, helping employees locate relevant documents, services and other resources related to ethics within the organization. While interning at your site, you are representing not just yourself, but the university and your fellow students, both current and future. Whether you do well or not at your site may have implications far beyond your current situation. You are governed by the employer's employment policies, practices, procedures, dress code, and/or standards of conduct. 5.4.3 Extent of Satisfaction with the Time Management Skills of Interns Time management skill is considered very important for internship success and better quality of life. An active lifestyle provides structure and purpose to daily schedules, which offers a need for effective time management. Nearly half of the interns had inadequate time management. By practicing time management skills, students gain higher levels of perceived control over time. 35 This perception enables students to handle requirements according to deadlines more effectively, which leads to improved internship performance. 5.5 Recommendation 5.5.1 Recommendation For Improvement 5.5.1.1 Extent of Satisfaction with Job Task Accuracy of Interns On their part, interns should strive to take up more job responsibilities and tasks. The work may feel uninspiring initially. That is understandable. But if you can demonstrate enthusiasm and perform without complaining, you’ll slowly but surely work your way to the good stuff. It is important for the interns to interact with people in many different branches of the company so they can acquire a variety of skills to match their interests. It is thus recommended that the educational institutes should work with the host organizations to make sure that the internships that are offered to the interns are effective and fruitful. Therefore, the first and the foremost for the educational institutes to do is to make sure that the interns are aware of the objectives of their internship. Next, the educational institutes and the host organizations should exactly know what will be the domain of work of the interns and how will the given objects be achieved in the sixweeks’ time period. 5.5.1.2 Extent of Satisfaction with Compliance with Organization’s Code of Conduct Organizations need to link all intern with mentors. Mentors will help interns in effective transition into the organizational culture including compliance to the existing code of conduct framework. Interns need to accept feedback and constructive criticism from the people around them. They should never forget they are there to learn new ways of thinking, so they cannot always count on previously conceived ideas to guide them. Learning new ideas is one of the most important guiding principles of internship program. To avoid any misunderstanding, it is recommended that you obtain clarification regarding such matters from your employer when you begin your assignment. 5.5.1.3 Extent of Satisfaction with the Time Management Skills of Interns Interns need training on effective time management practices. Different organizations have different approaches and tools for examining time management. Therefore, as part of the induction training, interns should be tipped on the time management practices utilised by the organizations they are in. also, interns need to take serious the assigned tasks, they should treat internship as any other paying job since internship programs are vital in the building of their future career prospects. Students must be self-motivated to be successful. They must acknowledge their needs and wants, and then identify how they plan to achieve their goals. This 36 motivates students to success and the balance of commitment and time adapt their current behavior, which enhances their perception of time. Through both the perception and practice of time management, students are able to achieve a better internship performance while balancing additional responsibilities. The interns must distinguish between important and unimportant tasks, the interns should determine the goals before starting the work, the managers must delegate some tasks to subordinates, and the interns pay attention to complete their work on time, 5.5.2 Recommendation For Future Research The present study was limited to the interns from a single university. It is important to conduct a study with a larger sample pool involving multiple universities to help validate the present fidings. 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