Exploitation of graduate trainees

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Exploitation of graduate trainees

Question1

The persistent economic uncertainty coupled with tenuous business growth has forced employers to come up with ways of cutting costs. The issue brings into focus unpaid intern, who come with free labor, light administrative responsibilities an no work-related accountability. Graduate trainee is young and highly educated graduates from tertiary education institutes who, in spite of strong motivation, unsuccessfully find permanent employment (Fragoulis & Phillips, 2008). Many of them find themselves in repeated traineeships as a substitute for developing a career path. Majority of graduates seems to be beginning their careers with a traineeship as an alternative strategy and a stepping-stone for permanent employment.

The questionable aspect in the whole aspect is the alleged graduate trainee exploitation in relation to low pay coupled with short-term employment with no eminent career opportunities. Instead of being offered fair labor market entry, highly competent graduates are purportedly being exploited under traineeship pretext .Companies often like happy employees because they are more efficient and committed to working for the company for a long time. This means they should often their best in hiring and compensation ensuring they conform to the labor laws of their country (Fragoulis, Valkanos & Florou, 2008). Employment of graduate trainees and exploiting them is unacceptable in that they should be properly compensated like any other employee in the company.

Question 2

The job characteristics model, by Hackman and Oldham seems to be founded on the concept that the task given to them remains a key in relation to employee motivation. A boring and repetitive job tends to stifles employee motivation in terms of efficient performance, while a challenging job boosts motivation. Variety, independence and decision power are three ways of ensuring the given job is challenging. The two ways that can help to ensure the objective is achieved at the Foy and Pirelli is addition of variety and challenge.

Graduate trainees have to be given responsibility that they can relate to and monotonous. This is essential as a means of intrinsic motivation, which entails making work motivating in itself contrary to being a means to an end (Fan, 2012). At the same time, the trainees need to be given a chance to either fail or succeed in the task in relation to sufficient freedom. This entails the capability to make changes and integrate the learning gained while working for the company. A graduate trainee needs to understand the outcomes to offer them knowledge on the level of success in their work, which in turn gives them a chance to learn from their mistakes. Secondly, this would help them to connect emotionally with the outputs of the customers thus provide further rationale for the work.

Question 3

The new Foy and Pirelli is not friendly to the employees because of exploitation cases of graduate trainees. There is a need for the company to change their tactic if they want to enjoy maximum productivity form the employees (Fragoulis, Valkanos & Florou, 2008). It is important to treat employees with respect because they form the backbone of the company. There is often a direct association between employee productivity and the level of motivation by an employer. It is important to note that graduate students are also workers and therefore have their own rights. They need fair wages, a conducive job environment and good rapport with the management if they are to attain their best both the good of the company and them.

References

Fragoulis, I., & Phillips, N. (2008). The benefits of experiential learning in corporate training: Trainees’ attitudes and beliefs.Training & Management Development Methods, 22(5), A107-A119,R12. Retrieved from http://search.proquest.com/docview/202598147?accountid=458Fragoulis, I., Valkanos, E., & Florou, P. (2008). Trainees’ perceptions of the quality and effectiveness of in-house education and training techniques. Training & Management Development Methods, 22(4), A45-A63. Retrieved from http://search.proquest.com/docview/202582150?accountid=458Fan, J. (2012). On chinese trainees and interns in japan*. Beijing Law Review, 3(2), 56-63. Retrieved from http://search.proquest.com/docview/1027216520?accountid=458