Effectiveness of Internship in Commercial Banks in Bangladesh Essay Example

officers in a hospital under the supervision of a doctor. Their responsibilities include monitoring patients' health conditions, providing treatments, and assisting surgeons during operations. Successful completion of this internship is required for graduation.

The education students also have an internship program to gain experience before starting their teaching careers. The duration of this internship period may vary but typically lasts three to four months.

Student interns work as co-teachers or teaching assistants under experienced teachers and attend their classes. They provide feedback on lessons, help evaluate students' work, and perform other related tasks. Internships are a crucial component of the degree curriculum for students in commerce, management, and business administration. Interns may choose to specialize in various functional areas of a company including human resource management, marketing and merchandising, operations, accounts and audits based on their course curriculum, career goals, and available internship opportunities. Completing an internship is a graduation requirement that holds significant value for applying theory to practice and personal growth in the Bachelor of Business Administration program. Typically done in the final semester after finishing all theoretical courses.

Most universities have career counseling and job placement sections that work closely with internship providing firms. These sections arrange internship interviews and place students in internship programs. Alternatively, students can arrange their own internships using their own connections and skills. At the end of the semester-long program, students submit an internship report to an assigned faculty member who serves as their academic internship supervisor. The performance of interns during the program is supervised by a senior employee at the internship site, who then sends an evaluation report to the academic supervisor. In Bangladesh, the commercial banking sector

is a popular choice for many students completing internships each year.

Unfortunately, internship programs do not achieve the desired results for several reasons. One major issue is the lack of an adequate structure in many cases. Intern supervisors in banks fail to establish clear goals or assign tasks for interns to complete during their program. Furthermore, there is a lack of accountability for supervisors in guiding, monitoring, and evaluating the interns' performance.

The lack of specific goals during a period of time is similar to aimless spending. Several factors can impact student learning during internships, such as the program's structure, the student's initiative, their perseverance, and their academic performance. The coordination between the academic supervisor and the internship supervisor at the bank, as well as the cooperation of bank employees, are also important. Program structure is crucial for success, including clearly defined objectives, assignments and tasks, assignment deadlines, fixed working hours, designated workstations, routine duties and responsibilities, accountability, and a supervision and monitoring system. A well-structured internship program enhances learning and greatly impacts its effectiveness.

The cooperation of bank employees plays a crucial part in facilitating learning as students are required to work with them throughout the entire internship period. This collaboration involves the interest, initiative, and enthusiasm of bank officials in showcasing their roles to interns, explaining procedures or functions, and assisting them in understanding systems, among other things. The effectiveness of the program greatly depends on the coordination between the academic supervisor (the faculty member responsible for evaluating internship performance and assigning grades) and the bank official who supervises the student at their internship site. Internships have specific objectives within the academic curriculum that may not

be fully understood or appreciated by the corporate world.

Banking practices are constantly evolving and require new modifications, skills, and expertise. Academicians may not be fully familiar with these changes. Intern supervisors in banks may find the objectives and assignments of internships assigned by academic supervisors to be out-of-date. It is important for them to maintain coordination and regular correspondence. This will facilitate learning and make the internship more meaningful.

Student quality plays a vital role in the success of an internship program, encompassing elements such as academic performance, perseverance, curiosity, and sincerity within the internship setting. A student of high-quality demonstrates self-motivation and proactively seeks opportunities to learn from their environment.

This research aims to investigate the impact of four factors on internship performance: A) The structure of the program, B) The level of cooperation between bank employees and interns, C) The coordination between the supervising bank official and evaluating faculty member, and D) Student quality.

We analyze the limitations of the internship program in commercial banks and propose strategies to improve its effectiveness. While many studies have examined internships in various industries, only a few have explored their impact on student performance. Mackinney and Finke (2004, p. 51-56) conducted a comparative analysis of student interns placed in urban Professional Development Schools and urban non-Professional Development Schools. They used five measures: commitment to the profession, real/context-based learning, reflective practice, approach to urban/at-risk learners, and self-efficacy. The study found that when considering all five measures together, there was no significant difference between the internship experiences in urban Professional Development Schools and urban non-Professional Development Schools. Howley and Marks (2006, p.

From 1176 to 1183, a study examined how students utilized

the knowledge gained from their academic coursework in language arts, mathematics, science, and computer technology during their internships. The results showed that attending career presentations and having a mentor greatly influenced the application of language arts skills during internships. Additionally, attending career presentations also had a strong positive correlation with the use of mathematics skills in internships. However, the use of science skills during internships had a negative association with female gender.

The presence of a mentor has a positive impact on the utilization of technology during an internship. Gilliey and Eggland (1989, p. 120-121) stated that learning within organizations can be defined as the acquisition of knowledge, skills, competencies, attitudes, and ideals through study and/or experience, resulting in a change of behavior. Mackey and Thomas (2004, p. 6-52) conducted an appreciative inquiry to investigate how students perceive, organize, adapt to, and benefit from their internship experiences. Interns reported that they were able to establish cognitive connections between their classroom learning and the real-world experiences they gained during the internship.

Ballard and Carroll (2005, p. 11-17) conducted a study in the United States on internship practices in family studies. They explored various aspects including procedures, supervision, purpose, benefits, integration with coursework, and evaluation. The study found that the highest ranked benefits of internships were the ability to apply theory to practice and personal growth and development.

Additionally, Callanan and Benzing (2004, p. 82-89) examined the relationship between completing an internship assignment before graduation and finding employment in a career-oriented job afterwards.

According to Young and Baker (2004, p. 22), completing an internship assignment is connected to finding career-oriented employment. The authors emphasize the significance of maintaining academic rigor in

internship experiences. They discuss the importance of achieving specific learning outcomes through various activities, reflective student engagement, multiple assessment measures, and clear definitions of stakeholders' responsibilities. Furthermore, Young and Baker (2004) suggest implementing appropriate academic exercises to bridge the gap between classroom theory and professional practice. Mackey and Thomas (2004, p.) highlight that employers consider internship programs as the most effective recruiting method.

Macks (2004) states that internships offer both students and employers the chance to evaluate their compatibility, as well as allowing students to explore their chosen field, make informed career choices, and gain practical experience (Simon, 2003). Additionally, Rubin (2000) highlights that internships provide experiential education opportunities for students to learn and immerse themselves in diverse cultures.

Brown (2004, p. 377) and Crutsinger and Tas (2005, p. 66) both emphasize the significance of personal experiences and interactions in the work environment for students' informed career decisions. They also stress the importance of internships in bridging the gap between education and industry, providing students with realistic insights into job opportunities.

Methods

The methods used in this study involved studying a target population with specific characteristics. These characteristics included: 1) All interns being students of private universities in Dhaka city, 2) Interns being students of the BBA program, 3) The internship program being present in these private universities for at least the last two years, 4) Interns completing their internships in commercial banks in Bangladesh, 5) Completion of the internship program being recent, and 6) No participation in any training program for bank employees during the internship program to avoid influencing internship performance and undermining chosen factors.
We selected five private universities randomly

and collected 10 interns randomly from each university, resulting in a total sample size of 50. Approximately 120 BBA students from these five universities had recently completed their internships in commercial banks.

A set of 20 multiple choice questions was developed to assess the performance of interns. These questions were created in collaboration with senior bank officials from various commercial banks. The objective was to evaluate the knowledge that these officials deemed important for an intern to have after completing a three-month internship program at the bank. Several factors influence the overall evaluation of an intern's performance at the end of the program.

The study focused on performance as the dependent variable, which was measured using a 20 multiple-choice question (MCQ) test. Each question was worth one mark, and the test had a duration of 20 minutes. The study examined four factors with different variables. The first factor, program structure, included six attributes: maintaining fixed working hours, wearing formal dress, having a fixed workstation, being monitored by a reporting boss, receiving instructions and task assignments, and having a performance feedback system. The second factor was cooperation and it had three attributes.

The text discusses various factors and attributes related to the performance of bank officials and students in an internship program. These factors include enthusiasm, clarity of explanation, and initiative demonstrated by bank officials, as well as communication between supervisors and the structure of the program. Meanwhile, the student quality is determined by attributes such as a strong work ethic, sincerity towards the internship, and cumulative grade point average. In order to evaluate these factors and attributes, a set of fourteen statements was designed, with each statement

aimed at measuring a specific attribute.

The evaluation of attributes, except for one, relied on the responses of interviewees to related statements using a 5-point Likert scale. A score of 5 represented a highly positive attitude or agreement with the statement, while a score of 1 indicated a strongly negative attitude or disagreement. Out of these fourteen attributes, one was the Cumulative Grade Point Average (CGPA) of the intern. The rating for CGPA did not utilize a Likert scale but was transformed into a 5-point scale to maintain consistency.

The value of each factor was determined by summing the points assigned to its different attributes on a 5-point scale. For instance, there were six attributes for the structure factor and a respondent rated them as 3, 2, 4, 5, 2, and 2. The total score for these attributes determined the overall value of the structure factor.

, 18 indicated the value of the structure out of 30 (= 5 X 6). The total value of each factor was converted into a five-point scale, so 18 out of 30 would now be 3 out of 5. Converting all the values to a standard 5 point scale made it easier to compare the factors. We assigned equal weight to each attribute of each factor, assuming their equal importance.

The dependent variable, Performance of intern, was converted into a 5 – point scale. Table – 4 in appendix - 1 was derived based on the values of four factors against the performance value. The relationship between the dependent and independent variables is modeled as follows: P = ? + ? 1C1 + ? S + ? 3C2 + ? 4Q +

? i, where P is the dependent variable or Performance of intern, ? is the Y intercept, C1 is the X1 variable or Cooperation, ?1 is the coefficient of C1, S is the X2 variable or Structure, ?2 is the coefficient of S, C2 is the X3 variable or Coordination, ?3 is the coefficient of C2, Q is the X4 variable or Quality of student, ?4 is the coefficient of Q, and ?i is the regression error where i = 1,2,3,4. The null hypothesis H0: R2pop = 0, which means that ? 1 = ? 2 = ? 3 = ? 4 = 0 and no independent variables have any influence on the performance. The alternative hypothesis H1: R2pop ? 0, which means that at least one independent variable has influence on the performance. Multiple regression analysis was conducted to determine if any independent variable influences the performance and to what extent.

We conducted a Chi-square test to determine if the interns' responses were random or not. Additionally, we performed an analysis of variance to observe the differences in performance, structure, cooperation, coordination, and student quality among five universities. The Significance F value obtained was 0.0000367, which is significantly lower than 0.05 or even 0.

01. The results indicate that at a 5% significance level, the null hypothesis can be rejected. This suggests that factors such as structure, cooperation, coordination, or student quality have an impact on the performance of interns in the internship program. The variable X4 or Student Quality has the most significant p-value of 0.000006, indicating that the quality of the student has a significant influence on their performance in the internship program.

The

p-values for the other variables are not significant as they each exceed a value of 0.05. The R2 value is 0.428. A lower explanatory power of the regression model suggests that there may be other factors that can also impact intern performance. However, this provides an opportunity for future research in this area.

The p-value of the Chi-square test is 0.0 which confirms that none of the responses made by the interns are random. In addition to this, a analysis of variance was conducted to determine the variation in performance, structure, cooperation, coordination, and student quality among five universities. However, many interns are not provided with a fixed work station or desk and face frequent interruptions. Furthermore, the feedback system by bank supervisors for monitoring intern performance is inadequate. In conclusion, the internship program serves as a bridge between classroom theory and corporate practice, offers opportunities for skills development, and provides exposure to the professional environment.

The internship program at Commercial Bank in Bangladesh is seen as a highly advantageous sector for business graduates who are eager to pursue a professional career. In order to achieve this goal, many students willingly participate in the internship program offered by the bank. A well-structured and goal-oriented internship program can greatly contribute to the students' future success in their chosen profession. However, the value of this program has not been given sufficient attention by both academics and the corporate world. As a result, in most cases, the program fails to provide the desired level of knowledge and skills enhancement. This paper aims to not only explore the impact of various factors on internship performance but also brings attention to the

importance of this program for academicians, university authorities, bank officials, students, parents, and society as a whole. Although our research focused solely on recent interns, we strongly believe that future studies should continue to investigate the impact of new variables on internship performance.

We have discovered that the performance of internships can be greatly affected by the quality of the students involved. Our research has shown that there may be additional factors beyond cooperation, coordination, and structure that can impact internship performance. Therefore, based on our findings, we highly advise enhancing the collaboration between the academic supervisor and bank supervisor. It is crucial for them to collaboratively develop the program and determine the specific skills the intern should acquire while working at the bank. The bank supervisor should also take responsibility for guiding, monitoring, and supervising the interns.

He should participate in the evaluation and grading of interns' performance using a transparent policy. As part of improving the program structure, the Bank authority should provide interns with a dedicated work station or desk that matches their role. This will create a conducive working environment and enhance productivity. The Bank supervisor must not only give instructions and assign tasks to interns, but also provide regular feedback for them to improve their performance. By implementing these changes, the internship programs in commercial banks in Bangladesh can effectively benefit students.

References

1. Ballard, S. M. & Carroll, E. B. (2005). Internship Practices in Family Studies Programs. Journal of Family and Consumer Sciences, v97 n4 p11-17. 2005.
2. Brown, S.

< p > C. (2004). Where This Path May Lead: Understanding Career Decision-Making for Postcollege Life. Journal of College Student Development, 45(4), 375-390.<

li > Callanan, G.

& Benzing, C. (2004). Assessing the Role of Internships in the Career-Oriented Employment of Graduating College Students.

W. & Eggland, S. A. (1989).

According to Gilley, J.W. in his book "Principles of human resource development" (p. 120-121), there are certain fundamental principles that govern this field.

& Maycunich, A. (2000).
& Hawley, J. D. & Marks, H. M.

(2006). Student Use of Academic Knowledge and Skills in Work-Based Learning.

(2005). Continuation of the Study of the Benefits of a Human Internship Through Appreciative Inquiry. Paper presented at the Academy of Human Resource Development International Conference (AHRD) (Estes Park, CO, Feb 24-27, 2005) p46-53 (Symp. 2-2) McKinney, S. E. & Finke, J.

A. (2005).

• A Comparison of the Internship Experience for Students Interns Placed in Different Urban School Environments. The Professional Educator, v27 n1-2 p51-57 Fall-Spr 2004-2005
• Rubin, S. (2000). Developing Community Through Experiential Education.

New Directions for Higher Education, 109(3), 43-50.

The article "Linking Classroom Theory to Professional Practice: The Internship as a Practical Learning Experience Worthy of Academic Credit" was written by Baker, R. E. in

2004, and it was published in the Journal of Physical Education Recreation and Dance, volume 75, issue 1, on page 22, in January 2004.