LINDA K. GIBSON
Pacific Lutheran University, Tacoma, Washington
DEBORAH L. ANGEL
Weyerhaeuser, Tacoma, Washington
Developing co-op students is a shared responsibility, as employers and universities collaborate in blending classroom learning with work experience that relate to students' academic and career goals. In larger firms there may be a co-op program coordinator who can offer training and developmental activities. However, firms without such a coordinator must rely on the supervisor, or perhaps co-workers, for helping students develop as professionals. If supervisors are reluctant to take on this responsibility, it will be difficult to have a strong, developmental co-op program.
A formal mentoring component for cooperative education can add an effective, yet cost efficient, way of involving others beyond the supervisor in student development activities. Sharing developmental responsibilities whenever possible is important - to enrich co-op student experiences and remove the potential obstacle of overburdened supervisors.
In support of such a component, Murray (1991) suggests that mentoring helps bridge the gap between in-class learning and real world application and should be part of a larger developmental effort, making an ideal complement for co-op programs.
The Weyerhaeuser Information Technology Intern Program has had a planned mentor component since 1991. Recently, one supervisor in the Weyerhaeuser program summed up the importance of a mentor for co-op development by saying:
"I feel that a mentor will either 'make or break' the intern. A good mentor is really the key to the intern' s level of success."
Other companies with co-op programs - such as Hughes Aircraft Company (a General Motors Corporation subsidiary with headquarters in Los Angeles) and the Jet Propulsion Lab - have also had positive experiences using mentor programs. The literature describing these three mentor-intern programs suggests the following outcomes for students who have been mentored: faster integration into the work place for new co-ops, improved co-op job satisfaction, and increased productivity and retention of co-op employees (Gibson & Angel, 1993; Hanson, 1993; Michalski, 1993).
In addition, research shows that while students consistently rate technical knowledge as the top ranked item learned as a co-op, they list learning communication skills and learning to work as a team member as the next most important (Hanson, 1993). While co-op programs stress developing technical and job content' skills for students, their long term effectiveness could be enhanced by also stressing the development of "softer" skills that ease the transition from student to employee and individual excellence to team work.
Aid in Making Transitions. At Weyerhaeuser IT, we have found that mentors are extremely helpful to co-ops in making such transitions. The following dialog between an intern (Pat) and his mentor (Dan) illustrates this well.
| Pat: | I had some experience at the University, but nothing like what I was expected to do at Weyerhaeuser. |
| Dan: | I helped him to adjust … for example, having his antennae in or out … not reading more into people's comments. |
| Pat: | He also encouraged me to ask questions and talk to my bosses a lot … and that was really helpful for me because when I first came here, I had the impression that people didn't have much time. |
| Pat: | In my next job, I know that I will start ahead of somebody else because of my internship and mentor. It isn't like what you expect in the workplace … there are lots of adjustments to make. |
Changes Required. A mentor program can be an effective tool to help individuals through such periods of transition - from the classroom to the workplace (Murray, 1991). Some significant differences between being a student and becoming an employee include:
| Student | Employee |
|---|---|
| Highly Competitive Environment Individual Efforts Required Success Depends on Self-efforts Frequent Grading Feedback Questioning Seen as Weakness Clear Expectations (Syllabus) | Operating in Cooperative Environment Expected to Work in Teams Team Goals Demand Input from All Less Obvious/Infrequent Feedback Need to Know Answers to Do Job More Ambiguous Guidelines |
Mentors can help in coaching students on making these transitions and becoming effective team members - as well as fulfilling the more traditional developmental roles of helping in passing on technical skills and knowledge. In addition, mentors can help familiarize students with the organization and its "way of doing things" so that they can become productive and "up to speed" as quickly as possible. Satisfied co-op students are more likely to stay with the organization in the long-run.
Although some supervisors may at first want to fill the mentor role as well, feedback from former interns shows that having two different people is better - a supervisor and a mentor. Comments from three recent student exit evaluation forms illustrate the value of using two people.
"From my two internships, I feel that the supervisor and mentor should not be the same person. As an intern, I needed to ask of someone other than the person assigning me tasks."
and …
"My experience probably would have been better if I had had a mentor other than my supervisor."
and …
"Separating the roles of mentor and supervisor seems to work well. My mentor was more like a friend. I did not feel bad about asking questions."
While, in some circumstances having only one person fill both roles may seem more convenient or easier, Weyerhaeuser's experience supports separating the roles.
Differentiating Roles. Mentors and supervisors should communicate regularly concerning their co-op students' needs and avoid inappropriate overlap or conflict in their responsibilities. There needs to be a clear differentiation between the supervisor and mentor roles to avoid potential conflict. This is not difficult when the objectives of the two relationships are kept in mind.
The Supervisor focuses more on the current job, its duties and requirements:
The Mentor, on the other hand, focuses primarily on the student's professional development, taking time to offer …
Student Perceptions. Most co-op students understand their relation-ships with mentors and supervisors as quite different, seeking to "please the boss" while feeling more free to ask questions and learn from a mentor. On the one hand, they want to carry out their assignments, while on the other they seek to gain professional and personal development.
One Weyerhaeuser co-op (Jennifer) put it this way:
"The group's manager was my supervisor, and at first I was nervous about asking questions such as: am I supposed to do this, how should I react, and how much work am I supposed to get done. But I felt comfortable asking my mentor, who was not so immediately above me."
Students may want to minimize any weakness, avoid possible mistakes, and display only their accomplishments to the supervisor, but they need opportunities to discover and strengthen weaknesses, learn from their mistakes, and emulate a role model. These are roles that a mentor can more appropriately fill.
As Jennifer's mentor (Terry) said:
"The mentor has responsibility for developing the intern as a professional. I was able to help find what things she needed to learn."
Additional roles. A mentor can supplement the supervisor's role by adding an additional perspective to problem solving and being another person to answer the many questions new co-ops need to ask. The extra time and attention given by the mentor can add to feelings of being welcomed, valued, and recognized - which often lead to improved performance and quality of effort (Phillips-Jones, 1993). The mentor can take time to listen, explore any frustrations the student may be having, give advice, or add more challenge - either directly or in concert with the supervisor - by suggesting modifications to the assignment. Thus the coop can be more fully used, both initially and over time.
Of course, there are some areas of overlap between supervisors' and mentors' roles as, for example, when both provide coaching and role modeling for co-ops. This is why it is essential in the early phase of co-op orientation that the three participants (co-op, supervisor, and mentor) meet together to set clear expectations for each part of the experience.
Dr. Linda Phillips-Jones (1993), a researcher on formal mentor programs, reports that the second largest obstacle, after time constraints, to good mentoring is fuzzy expectations. Roles, responsibilities, and goals need to be clearly outlined for all parties and put in writing at the beginning of the program.
The Weyerhaeuser Information Technology (IT) Intern Program emphasizes the importance of setting clear expectations. In our experience, mentors wanted supervisors to have training and guidelines so that they would know what to expect from mentors and how mentoring relates to supervision. Likewise, we found that students needed to be clear about what is expected of them, what they would like to gain from the coop experience, and the role mentors play in that experience.
Student Expectations. Some typical co-op expectations often noted on the co-op learning agreements for the Weyerhaeuser IT program are as follows:
However, students also have unwritten expectations that are perhaps even more important than the specific learning goals listed on their learning contracts. These unspoken desires, often typical of the "twenty-something generation" (Solomon, 1992), are for:
Mentors Meeting Student Expectations. Co-op students have many different learning objectives and developmental goals. Mentors are effective in helping to fulfill these goals because they have additional time and attention to devote to students. They take co-ops "under their wing" and aid in:
A mentor, then, can be a valuable aid in setting realistic expectations and goals and in fulfilling both the written and implied goals for the coop experience.
In the Weyerhaeuser IT Intern Program, initial training sessions are held for mentors, supervisors, and students where student expectations, the objectives of mentoring, differences between the roles of supervisors and mentors, and IT's expectations for the students are discussed. The supervisor, mentor, and student discuss assignments, establish the framework for the mentor relationship, complete the student co-op learning contracts, and communicate in writing the expectations of all parties.
Agreement Between the Parties. An assignment form has been developed for the supervisor to use to clarify duties and expectations for the co-op student. At the top of the form the supervisor lists basic information about the location of the assignment and key resources available. The remaining space is used to describe co-op duties and expectations.
A "Mentoring Goals Worksheet" has been developed for the mentors to use to establish the framework for their relationship with co-ops. The form includes the date, participants' names, and provides space to fill in the frequency of meetings and desired outcomes. Each mentor and co-op decide on their own outcomes and development goals, based on the needs of the co-op and the time and personal limitations of the mentor.
Mentors may need to take the initiative in discussing the logistics of the relationship (e.g., how often to meet, etc.). They also should have in mind some goals, topics, and activities to suggest. If they feel that their time is too limited to handle all of the responsibilities of being a mentor, they may want to become a partial mentor or part of a "mentoring team." Several work areas at Weyerhaeuser have used two or more mentors for a given co-op. This makes the co-op feel even more valued!
Overall, the Weyerhaeuser IT Intern Program has been greatly enriched by the addition of formal mentoring, and the mentoring component has been successful in promoting the professional development of co-op students. Students have expressed high praise for their mentors and enthusiasm for the mentoring program - as have mentors and supervisors. The following sampling of student comments on program evaluation forms during 1993 is illustrative of students' feelings about the developmental aid received from mentors.
"My mentor
… did a great job … from my first day I felt welcomed and my opinions valued.
… was almost the only source of education I needed. He teaches by setting a great example.
… a wonderful role model, never made me feel intimidated, was always there to support me and I could always talk to her about anything, whether it was work related or personal, helped to show me Weyerhaeuser, its environment and people!
… helped me gain valuable perspective on my environment, corporate culture at Weyerhaeuser, and my career .
… provided fresh perspectives on my problems, helped me prioritize my work, and consistently provided me with new challenges … was a good resource .
… was always available to listen and coach … was one of the main reasons my internship was enjoyable and rewarding."
Student development is a responsibility shared by schools, faculty advisors, employers, supervisors, co-workers, co-op coordinators, and, increasingly mentors. This support network ensures a good co-op experience and allows students to make the most of the opportunity.
Students have to take ultimate responsibility for their development by completing agreements, developing expectations and goals, and carrying out job duties and learning tasks. However, designated mentors can help students design more appropriate learning agreements, develop more realistic goals and expectations, and have more meaningful co-op experiences.
One intern summarized the tremendous value of having a mentor this way:
"My mentor played a major role in my internship experience. Without her help, I know it would have taken a lot longer for me to understand the corporate culture, and I would not have learned as much. This part of the program is crucial to its success. I hope mentors will continue to be chosen carefully and educated about their role … so they can continue to be an integral part of the internship program."
Mentoring has proven to be a very beneficial addition for the Weyer-haeuser IT co-op program. Other co-op programs could benefit by offering this component to their co-op students.