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Immerse Yourself With Intention

By  Laura N. Schram

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Most graduate students do not have the luxury of time to devote to lots of career exploration activities that aren’t directly relevant to their scholarly commitments (course work, dissertation writing, teaching and so on). The vast majority of graduate students can’t take time off to pursue an internship opportunity, and the few who are able to do so might take advantage of such an opportunity just once in their graduate careers. Yet, as Paula Di Rita Wishart noted in her previous “Carpe Careers” column on job experience , an internship is not the only way to explore your career interests in an experiential way and to make professional connections.

You can accomplish that by immersing yourself for a relatively short period of time in a new professional context. In immersives , as we call them at Rackham Graduate School, students spend a day or two learning more about the workplaces, projects, research and other opportunities involved in a specific career context. Immersives give students the chance to network with and visit an organization of interest to them, as well as to engage in its work.

For example, our immersive students conduct practice teaching for the university teaching and learning center, write short grant reviews at our state humanities council, participate in the local community foundation’s annual community meeting, or design a lesson plan for a university museum tour. Students typically participate in those experiences after they’ve narrowed their career interests a bit as a next step beyond informational interviewing. Or they use them as an opportunity to just dive in and explore something that piques their interest to see if it’s a good fit with their career values, interests and skills.

Similarly, after an exciting informational interview, you might want to engage in some kind of activity at an organization -- to participate in or even contribute to a community event, to provide advice or analysis on a specific project that intrigued you, or to attend a public advisory board meeting to see how an organization runs. You do not need a structured program to do this, and we frequently encourage students who have an organization they’ve already connected with in mind to design their own immersive.

That said, engaging in something like an immersive for several hours or even a day does not necessarily mean you’ll learn from the experience. Those of you who teach will know this from your experience as an instructor. You design a great active learning activity for your students, only to find when you assess their learning at the end of class that some of the students still didn’t get it. Maybe they didn’t do the reading, they didn’t have some essential prior knowledge, they were distracted, or they were unmotivated and passively engaged in the activity. Whatever the reason, experience doesn’t always translate to learning.

For example, after spending a half day at a museum to learn more about museum research careers, one of our earliest immersive participants confided in me that she didn’t get the most out of the time she had there and felt it was a missed opportunity. What was missing?

As someone who has been shepherding students through these experiences for several years now, I would like to share four best practices I’ve learned to immerse yourself most productively so that you leave such experiences with greater career clarity and ideas about your next steps.

Engage Actively

If you want to go beyond the information you can gain from an informational interview, you need to do more than observe passively or ask questions. Students often fall back on shadowing to learn more about a job, and there’s nothing wrong with that. But what task can you complete during a brief shadowing experience to get a firsthand sense of the skills needed for this work? You should offer to take on a concrete assignment for a specific project or activity, such as analyzing data or text, designing something, conducting topic research, or facilitating a small piece of a larger event.

Meet a Need

Of course, in your own career development, your primary goal is to gain marketable experience and clarity on your professional goals. However, a successful immersive typically results when a student thinks beyond their own professional needs and designs a mutually beneficial experience with an organization or a professional mentor. In our most impactful immersives, a student identifies a need that an organization has and contributes her expertise to meet that need. Organizations will be much more likely to let you sit in on an important meeting, volunteer at an exciting event or have access to information on an emerging project if you can contribute to their organizational goals and needs. As you think about where you might want to explore and engage in a short-term professional experience, ask yourself, “What distinct skills can I contribute that will meet this organization’s needs?”

The student I mentioned earlier who didn’t get the most out of her museum visit confessed to me that she just didn’t prepare. She didn’t research the organizational mission, she didn’t read the staff biographical profiles online, she didn’t think about whom she wanted to meet with individually while she was there and she didn’t investigate what museum research typically involves. You don’t need to invest a ton of time in preparing -- remember, the goal here is to gain a bit of experience in a field that piques your interest yet not spend significant time away from your scholarly work. But you should set aside one hour to apply your well-honed research skills to prepare for the experience so that you make the most out of the short time you have at an organization. Prepare questions, research the organization’s mission and staff, and read at least one relevant article about the field or organization.

Reflect on What You Learned

Just as preparation before an experience will help you to get the most out of immersing yourself, reflection afterward is extremely important in identifying lessons learned and next steps. Perhaps the experience crystallized an important insight for you, or you discovered an important skill that is required for the work that you need to develop further. You may even have discovered that the organization was not a good fit for some reason, in which case it is valuable to think through why and what that means for your interests going forward. Pick up your journal or open up your individual development plan -- wherever you are tracking notes or thoughts on your own career development -- and set aside time to reflect on the following questions:

• What stands out to you from your experience, and why is that important for your career clarity?
• What benefits did you gain (values engaged, skills acquired, knowledge learned) as a result of this experience?
• What do you see as your next step(s)?

Even better, I’d encourage you to process these questions together with a graduate career counselor, a professional mentor or a trusted peer to integrate the experience into your broader career development.

Immersives are an excellent way to get a taste of a career area that intrigues you. If you apply these four best practices, you will set yourself up to get the most out of the experience and make progress in your career exploration process.

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My Expectations In Work Immersion Essay For Students

Work immersion is an essential part of the learning experience, providing students with a unique opportunity to apply theoretical knowledge in a real-world context. As I prepare for my upcoming work immersion, I am filled with anticipation and expectations. This essay outlines my personal expectations, which include gaining practical skills, understanding workplace dynamics, enhancing my interpersonal skills, and preparing for future career opportunities.

Table of Contents

Essay On My Expectations In Work Immersion

Acquiring practical skills.

One of my primary expectations during this work immersion is acquiring practical skills. While classroom learning provides a strong foundation, it often lacks the hands-on experience necessary to fully understand the nuances of our chosen field. I hope to perform tasks that allow me to practice and improve the skills I have learned in class. This could range from technical abilities specific to my field of study, to more general skills such as time management or problem-solving.

Understanding Workplace Dynamics

Workplaces have their own unique cultures and dynamics that can greatly differ from the academic environment. During my immersion, I expect to gain a deeper understanding of these dynamics. This includes learning about hierarchies, communication protocols, decision-making processes, and teamwork. By observing and participating in these dynamics, I hope to become better prepared to navigate future professional environments.

Enhancing Interpersonal Skills

Interacting with colleagues, superiors, and clients requires a different set of interpersonal skills than interacting with classmates and teachers. I anticipate that my work immersion will give me the chance to develop these skills. Through collaboration and networking, I aim to improve my communication, negotiation, and conflict resolution abilities. These skills are invaluable in any professional setting, regardless of the specific industry or job role.

Preparing for Future Career Opportunities

Finally, I view my work immersion as an opportunity to prepare for future career opportunities. This involves not only honing my practical and interpersonal skills, but also building professional relationships and gaining industry insights. I expect to meet professionals who can provide guidance, offer career advice, and potentially open doors to future job opportunities. Moreover, by observing the industry first-hand, I can better understand its trends and challenges, which will be beneficial when making my career decisions.

In conclusion, my expectations for my work immersion are centered around learning and growth. I anticipate acquiring practical skills, understanding workplace dynamics, enhancing my interpersonal skills, and preparing for future career opportunities. While I recognize that challenges may arise, I am confident that this experience will equip me with valuable tools and insights as I embark on my career journey. Ultimately, I view this work immersion not merely as a requirement to fulfill, but as a stepping stone towards my professional development and success.

Hello! Welcome to my Blog StudyParagraphs.co. My name is Angelina. I am a college professor. I love reading writing for kids students. This blog is full with valuable knowledge for all class students. Thank you for reading my articles.

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Work Immersion Program – Philippines

Context: In the Philippines, youth unemployment continues to play a role in hampering meaningful economic development. In July 2020, the number unemployed Filipinos aged 15–24 was estimated at 4.6 million. This was 2.1 million higher than in July 2019, largely due to the impact of the COVID-19 pandemic on the education and employment sectors, and adverse effects on students’ transitions to enter the work force.

Implementation of programme/ initiative: Since 2017, the Work Immersion Program for senior high school students has been implemented by the Filipino Government’s Department of Education (DepEd) and supported by The Asia Foundation’s Coalitions for Change (CFC), working alongside national and local government agencies, private and public enterprises and nongovernmental organizations. The Program is offered as a pre-requisite to graduation to Grade 11 and 12 students, aged 15–18, of DepEd public schools, private schools, state colleges and universities, and technical-vocational institutions. Due to the lack of knowledge, skills, and work experience that puts students at a disadvantage, as part of the programme, DepEd has made it a requirement for them to attain hands-on experience through work simulation of their chosen track to give them greater opportunities to apply their knowledge and capabilities. Participating students are trained, having close mentorship in their work environment with industry supervisors for a period of 80–320 hours during their two years of study. Learners cannot exceed eight working hours per day, anytime between 06.00-18.00 hours. To prepare for Work Immersion, learners have to take four specialized subjects where they can gain experience in a work environment related to their field of specialization. This aims to better equip senior high school students for college, work or business; develop life and career skills; and have attitudes, appreciation and respect for work. It also allows them to have a smooth transition from school to work after they gain valuable experience.

Main challenges: The 2018 Program report outlined certain inconsistencies; in particular there were suggestions of variations in workplace effectiveness of the Program, including with regard to relationships between Work Immersion supervisors and learners. In different areas of work, the number of tasks assigned to students varied; for instance, learners in Accountancy, Business and Management learned a lot during their experience in a bank setting, as well as future employment opportunities, whereas those in the General Academic Strand reported that they were only given minimal duties. Therefore, more years, along with adjustments in the Program are likely to be needed to show more coherent effectiveness of the Program.

Results achieved: Since its operation in the school year 2017—2018, over 390,000 senior high school students have undergone the Work Immersion Program, with 60 per cent subsequently becoming employed. To date, the Program has been achieving good results, for instance, with a high passing rate in National Certification for tourism-related specializations and graduates joining the workforce right after graduation.

Moving Forward: Looking ahead, Work Immersion will help the DepEd Bureau of Curriculum Development recognize the need for a curriculum in more education institutions that responds to local government and industry priorities. DepEd is looking to identify more companies willing to provide immersion opportunities and venues for student learning at the local level, and find linkages with industry partners for greater support in enhancing skills and training.

Replicability: The Work Immersion initiative demonstrates how national and local governments and industries can better coordinate and learn from each other through close collaboration in designing curricula and learning materials that will help senior high school graduates compete in high-growth, high-value and high-employment sectors. DepEd intent to pay close attention to changing job markets and provide relevant training and work experience programmes shows the importance of adjusting to industry expectations and better preparing youth for the world of work. The Program thus provides useful lessons in showing how to help reduce youth unemployment by increasing the number of more-skilled young candidates that join the workforce and boost development in the economic sector and beyond.

Acknowledgement: 

This good practice was kindly prepared by Ms. Alysha Brahmantiara Putri.

References:

https://asiafoundation.org/publication/work-immersion-real-world-experience-at-senior-high/

https://www.pressreader.com/philippines/sunstar-pampanga/20190507/281603831898716

https://mb.com.ph/2020/02/08/work-immersion-for-shs-not-suspended-deped/

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Date: January 29, 2021

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Student’s work immersion: A journey through S&T

• BusinessMirror
• March 11, 2018
• 4 minute read

Work immersion sounds stressful for senior high-school students. Yet, as part of the K to 12 curriculum, we science, technology, engineering and mathematics (Stem) students were required to gain relevant learning experiences through actual work. We were assigned to specific partner institution, business organization or establishment parallel to our specializations in order to help us reinforce our knowledge from classrooms and enhance our skills.

For us, a group of six students, we were engaged with the Department of Science and Technology (DOST).

Foremost, we learned that the DOST is the premiere science and technology (S&T) body in the country, in charge with the mandate of providing central direction, leadership and coordination of all scientific and technological activities, and of formulating policies, programs and projects to support national development.

DOST Biliran, officially called Biliran Provincial Science and Technology Center (DOST Biliran-PSTC), is one of the six provincial centers of the DOST-Eastern Visayas located inside the campus of Naval State University.

As we commence the work immersion on February 6, little did we know that an exciting adventure was about to begin. A journey that would make us realize that science is not a mere concept taught inside a classroom and make us gaze in amazement how these scientific concepts are applied in the world.

Initially, we were oriented with the nature and mandate of the institution, as well as the staff who would function as our advisers and supervisors as we initiated our training.

Furthermore, our work environment had become comfortable with the friendly, approachable and cheerful nature of the staff which was essential for us to effectively absorb all the knowledge and acquaint ourselves with the work of DOST personnel.

As we progressed and became acquainted with the work and processes in the DOST, we were assigned to make a variety of reports, such as Technology Needs Assessment (TNA), Yolanda Recovery and Rehabilitation Program (YRRP) Monitoring and even a Small Enterprise Technology Upgrading Program (Setup) Project Proposal.

But the most exciting part of our work immersion was the “travels.”  Going to different towns and barangays around Biliran was a delightful experience for us not just because we saw the beauty of this island dubbed as “Undiscovered Paradise,” but also since we have learned new techniques on how to handle businesses and technologies that are being used to help local enterprises grow.

We were introduced to new experiences and tried new products from DOST -assisted projects.

We have also learned about the concept of Project Deployment of Early Warning System for Disaster-Prone Areas. The project is undertaken in cooperation with the Advanced Science and Technology Institute; the Philippine Atmospheric, Geophysical and Astronomical Services Administration; and the DOST regional offices, and its role in mitigating the impacts of disasters in the province.

We visited the different installation of hydro-meteorological devices, such as the automated rain gauge (ARG) in Barangay Talustusan, Naval, Biliran.

ARG is an instrument used by meteorologists to gather and measure the amount of liquid precipitation over a set period of time.

We have also visited the Water Level Monitoring System (WLMS) installed at Pitogohan Bridge in Almeria. The instrument is essential in monitoring the rate of change of water level of the river where it is installed.

Moreover, we have also visited the early warning device installed in Barangay Santo Niño in Naval, which functions as a receiver of data from the WLMS on Caraycaray Bridge. It issues a particular warning level to alert all nearby areas in cases of an impending flood.

In Barangay Villaconsuelo in Naval, we were introduced to a YRRP Project, the Coconut Sugar Processing Facility.

The primary raw material of making this coconut sugar is the collected coconut sap, which is heated and stirred continuously until it solidifies and powdered. This is considered a healthy sugar because it has low glycemic index and is preferable for persons with diabetes.

One of our most challenging travel was when we held a TNA of the Eces Compunix Center in Biliran town.

We were assigned to interview the supervisor of the business and gather the information to accomplish the specific task assigned to us: to contribute in formulating a Setup project proposal.  Setup is DOST’s program that helps micro, small and medium enterprises to adopt technology innovations to improve their business.

Another travel engagement brought us to Culaba town to visit another YRRP Project, the Fish Processing Facility.

We have found out that the area designated for the installation of the fish dryer that is part of the facility to be established must be cleared as soon as possible because the project is among those YRRP projects scheduled for assessment by the National Economic Development Authority regional inspection group.

Though the travels are sometimes exhausting, we really enjoyed them along with DOST personnel.

We have learned how technological and scientific concepts are applied in the real world—all for the convenience of humankind. As the quote says: “Experience is the best teacher”, and nothing compares to the knowledge that it gave us.

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