INDUSTRIAL ATTACHMENT REPORT UNDERTAKEN AT EMBU COLLEGE OF

PROFESSIONAL STUDIES FROM 10TH MAY TO 9TH JULY 2021.

SUBMITTED BY:

NAME: MARANGA AMOS MOINDI

REG NO: B135/13991/2017

DATE OF SUBMISSION: 22/07/2021

SUPERVISOR

Mrs. Jennifer Jepkoech

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF

DEGREE OF BACHELOR OF SCIENCE IN COMPUTER SCIENCE.

The development of this report took the effort, support and guidance of a number of people

whom I would wish to thank. I also wish to pay tribute to the management and staff of Embu

College for offering me a chance to be part of them and for their unwavering support. Gratitude

to my academic supervisor Dr. Jenifer for his efforts to assess me and advice on how to improve

my skills.

I also thank my family for their support and prayers not only during my attachment period but

throughout my course. I cannot end this list without paying tribute to the entire University of

Embu department of Mathematics, Computing and Information Technology for their

constructive training and the knowledge they have imparted in me throughout the four years

training. May God bless you.

This report is compiled in partial fulfilment of Bachelor science (Computer Science) Degree at

the University of Embu and it serves to provide an overview of what the student learned during

the attachment period at Embu College for a minimum of a 8-week training. The sources used in

writing this report includes; observations of underwriting materials that has been carried out by

the company and reading from internet. The report gives a brief description of the history of the

institution and the functions performed. The institution’s complete range of services are

mentioned. Organization’s hierarchy chart and brief introduction of ICT department where the

student was attached is outlined. The duties that were assigned to the student and the knowledge

and skills that were acquired are explained in detail. Evaluation of the institution on SWOT

analysis is explained at length at the end of the report including conclusions and

recommendations for the future of the institution.

ACKNOWLEDGEMENT.............................................................................................................i

EXECUTIVE SUMMARY...........................................................................................................ii

TABLE OF CONTENTS.............................................................................................................iii

CHAPTER ONE: INTRODUCTION..........................................................................................1

1.1. History of Embu College.............................................................................................................1

1.2. Main functions and core activities of Embu College........................................................................1

1.3. Vision, mission statement and core values of the institution.............................................................3

1.3.1. Vision........................................................................................................................................3

1.3.2. Mission......................................................................................................................................3

1.3.3. Core values...............................................................................................................................3

3. Prayer.....................................................................................................................................3

1.4. Organizational structure of Embu College........................................................................................4

1.5. Duties and responsibilities of the key personnel in the organization.................................................5

1.5.1. Human Resource Department................................................................................................5

1.5.2. Finance department.................................................................................................................5

1.5.3. Medical department.................................................................................................................5

1.5.4. ICT department.......................................................................................................................5

1.5.5. Board of directors......................................................................................................................5

Role, Functions and Responsibilities of the Board......................................................................6

2.1. Introduction......................................................................................................................................7

2.2. Key functions/ activities of the department.......................................................................................7

2.3. Staff establishment of the department........................................................................................10

2.4. Student’s main objectives for the attachment exercise..............................................................12

2.5. Student’s assigned routine duties and department’s participation forums.......................................13

CHAPTER THREE: EVALUATION OF THE ATTACHMENT PERIOD.........................14

3.1. Success of the attachment exercise.........................................................................................14

3.2. Failures of attachment exercise...............................................................................................14

3.3. Skills Attained by the student.................................................................................................16

3.4. Challenges encountered by the student during the attachment period................................20

RECOMMENDATIONS............................................................................................................22

CONCLUSION............................................................................................................................23

REFERENCES............................................................................................................................24
 CHAPTER ONE: INTRODUCTION.

1.1. History of Embu College.

Embu College was established in 1995 with only a handful of lecturers and about 40 Accounting

and Secretarial students. The college was then located on the 2nd floor of a leased premises

(Njigoru Building) in Embu Town. In 2003, Embu College moved to its current premises; 300

meters behind Embu Law Courts along the Embu-Meru highway. Today Embu College boasts of

modern facilities and equipment, their student’s population has also increased and currently

stands at 1500 not to mention dozens of staffs. The institution has also diversified its academic

programs to equip the students face the dynamic job market.

The institution is also dedicated to continuous improvement of research and teaching activities as

well as in establishing an active role I the development of businesses and industries in Kenya

through attachment programs and partnership with NITA (National Industrial Training

Authority) and KUCCPS. Embu College is committed to continually pursuing to strengthen links

with multinational and international organizations for enhancement of quality learning,

innovation and knowledge.

1.2. Main functions and core activities of Embu College.

1. Socialization.

Socialization refers to a process by which individuals acquire a personal identity and learn the

knowledge, language, and social skills required to interact with others. Again, students don't only

learn from the academic curriculum prepared by teachers and school administrators. They also

learn social rules and expectations from interactions with others.

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 2. Cultural Transmission.

Besides socialization, another significant manifest function of Embu College is the transmission

of cultural norms and values to new generations. The institution helps to mold a diverse

population into one society with a shared national identity and prepare future generations for

their citizenship roles. Students are taught about laws and our political way of life through civic

lessons, and they’re taught patriotism through rituals such as saluting the flag.

3. To Keep and Maintain Co-Operation with the Society.

As education is imparted in a social institution to the social elements it should keep relationship

with the society. It is the function of educational administration to co-operate with the members

of the society in their programme as well as need their co-operation while organizing an

educational programme.

4. Development of Human Personality.

As educational administration is a process of human relationship it is much more influenced and

controlled by the various factors that are essential for having smooth administration of an

educational programme. These are: philosophical, psychological, sociological, historical and

political.

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1.3. Vision, mission statement and core values of the institution.

Embu College is determined to ensure that they continue to provide high quality and relevant

tertiary level Programs that will, in the end, help Kenyans and the world at large.

1.3.1. Vision.

To be the leading provider in quality tertiary education and training in East Africa.

1.3.2. Mission.

To provide quality education and professional training through a wide range of programs that

prepare students to face the dynamic job market.

1.3.3. Core values.

1. Discipline

Good discipline is essential component to success not only in academics, but also in many

spheres of life. At Embu College, we emphasize on societal values and morality, we aim to guide

our students to be of good conduct in and after the college.

2. Leadership.

At Embu College, we believe in professionalism, a student should embody the selfless nature of

leadership in their daily life. This will reflect in their work as a team member. It will be

conveyed through professionalism, quality service delivery, innovation, creativity and

commitment to duty.

3. Prayer.

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 In everything we do in Embu college, we seek divine intervention and believe in the power of

prayer to strengthen our desire to succeed. Since its inception, the institution has been dedicated

to support religious societies for spiritual nourishment.

1.4. Organizational structure of Embu College

CHAIRMAN, VICE CHAIR

DIRECTORS

PRINCIPAL,
DEPUTY PRINCIPAL

FINANCIAL HUMAN RESOURCE HEAD OF CAFETERIA

ASSISTANT
ACCOUNTANT
ADMIN
ASSISTANT/STUDENT MARKETING 4
RECRUITMENT OFFICERS STAFF
SUPPORT STAFF

ACCOUNTS
CLERK
LECTURERS/STAFF IN
1.5. Duties and responsibilities of the key personnel in the organization.

Embu College is organized into hierarchy with top, middle and operational management. The

institution has various departments which assist in the delivery of quality services to the students

and other clients.

1.5.1. Human Resource Department.

This department carries out the recruitment, rewards management, learning and development,

employee communications and administration.

1.5.2. Finance department.

This department involves financial policy and management including cash management,

financial accounting, system and budgetary control. It also deals with controlling of cash around

the organization.

1.5.3. Medical department

Department in charge of health insurance that is insurance that covers the whole or a part of the

risk of a person incurring medical expenses.

1.5.4. ICT department

This is department is responsible for all technological issues within the organization and as well

as ensure the smooth running of services needed by the students and staff respectively.

1.5.5. Board of directors

Comprising a well-diversified team of qualified professionals in the Kenyan business sector,

Embu College has a strong Board of directors who take keen interest in the strategy and direction

of the institution. Embu college directors comprise of;

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  Kithinji Kiragu (Chairman)

 Tom Kiragu (Managing Director).

 Paul Mugendi. (Non-Academics Director)

 Bonface Mwangi (Principal)

Role, Functions and Responsibilities of the Board.

Every organization should be led by an effective Board which exercises leadership, enterprise,

integrity and judgment in directing the corporation and which acts in the best interest of the

organization in a transparent, accountable and responsible manner.

The following are the roles and the function of the board of directors:

The Board of directors ensures the highest standards of Corporate Governance are followed.

Non-executive Directors chair the Audit, Investment, Risk and HR Committees.

They utilize professional services externally for areas requiring specialization .These include

legal, Secretarial, Financial and a host of other services. A panel of experts is maintained and

called upon for professional and expertise where required.

1. Appointment of Directors

The procedures followed in appointing directors should ensure that only the best qualified

persons who can add value to the organization as directors.

2. Disclosure of interest by directors

On appointment and on a continuous basis all directors should, in good faith, disclose to the

board for recording any business or other interests that is likely to create a potential conflict in

interest.

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 3. Succession Planning

In order to ensure continuity of the Board, the appointment of the members of the Board is

staggered and the practice of rotation of directors be applied.

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 CHAPTER TWO: EMBU COLLEGE ICT DEPARTMENT

2.1. Introduction.

Training in ICT forms the backbone for development of the ICT industry in Kenya. The ICT

industry has become the major driver in youth employment, improvement in industries,

competitiveness and ultimately the achievement of vision 2030. The school of ICT is in the front

row in developing manpower necessary for ICT development in the country, by generating

highly skilled graduands in the field. Embu College is gradually improving the ICT training

infrastructure in the college by setting up well equipped laboratories, reliable internet connection

for the students and recently have acquired new and up to date networking equipment to be used

for hands on training. In their endeavor to impact technical hands on skills to their students,

Embu College ICT has partnered with Cisco Ltd. to offer Cisco Certified Network Associate

(CCNA) and Information Technology (IT) Essentials training. The students leaving the College

are professionals in networking, computer repair and Maintenance.

2.2. Key functions/ activities of the department.

The Embu College ICT department is involved with a wide variety of activities. This comprises

of the following:

1. Information Technology Network Responsibilities.

The IT department oversees the installation and maintenance of computer network systems

within the institution. It evaluates and installs the proper hardware and software necessary to

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keep the network functioning properly. As this involves working within a budget allocated to the

department for network devices and software, the IT department makes sure that the equipment it

invests in optimally serves the needs of the institution without going over budget.

Networks can be simple or extremely complex depending upon their size and composition. In

addition to staying current on trends within business technology, Embu college IT employees

may require college degrees in a computer field to adequately handle the issues that arise in

maintaining such a network.

2. Network contingencies

Should a network system go down, the repercussions can be costly -- not just to the institution

and its operations, but outside entities that require products or services from the institution.

These outside entities could be affected and lose faith in the institution's ability to provide them

with what they need. The IT department puts a crisis plan in place that can be implemented

should the system go down. The crisis plan is designed to put the network back up quickly or

allow it to switch over to an alternate system until the necessary repairs are completed.

Through the maintenance and planning of a network system, the IT department forges

professional relationships with outside vendors and industry experts. This helps the department

employees perform their duties more efficiently as well as stay current on the latest technology

that might be beneficial to the company for which they work.

3. Application development

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Quite often, institutions see the main role of the IT department as creating the applications that

serve its core needs of an institution. The right applications allow an institution to be innovative,

more productive, efficient, and to move ahead of other institutions. In many ways, this makes the

IT department crucial in driving the institution forward.

The work necessary to create the applications that can set a business apart from the others

requires an IT department with programmers, analysts, interface designers, database

administrators, testers, and other professionals.

Embu College ICT department plays a major role in developing applications that aid in smooth

running of its activities for example admissions, fees payment and above all the website of the

institution with the students’ portal in it.

4. Communication

Most people are aware that the IT department is responsible for the success of computer

operations and other information technologies within an institution. However, as many new

forms of electronic communication have become staples of the modern office, IT departments

have been taking on a greater role in the technical side of company communication. This

includes point to point phone calls, conference calls, and video and web conferences, as well as

less direct forms of electronic communication like network drives, email systems, and secure

servers.

The Embu College IT department fully understands how these systems work and interact with

each other, and is responsible for ensuring that these systems remain operational at all times.

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 5. Institution website

The IT department is at least partially responsible for creating and maintaining the institution's

website. While the content and design of the site may be handled by another department –often

Digital marketer- IT department typically creates the code and works with other departments to

test the site for usability.

6. Technical support

The IT department provides this service for all the users who need access to the institution's

computer systems. This might entail installing new software or hardware, repairing hardware that

has become faulty, training employees in the use of new software, and troubleshooting problems

with the system or with an individual's computer.

It's apparent that not all the IT department does is apparent - it creates and maintains many

systems that go unseen or get taken for granted by employees, creates emergency response plans

to protect the business from unforeseen problems, and constantly works to improve the entire

company’s ability to function efficiently and effectively.

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2.3. Staff establishment of the department.

1. Head of Department (ICT).

Major Duties and Responsibilities:

1. Curriculum Management

 Plan, organize and discuss the specific subject area with the Director of Studies.

Discuss curriculum, assessment and reporting issues, identifying areas of concern

and devise strategies to deal with them.

 Submit an annual Department Review at the end of the school year and write a

Departmental Report at the start of each year including Department Goals and

Leadership Goals for the current academic year

 Monitor current curriculum area and be aware of current trends in Education.

 Provide guidance to staff in the design and development of curriculum.

2. Staff Management

 Build and maintain effective teams by setting clear, achievable goals, appropriate

delegation of tasks and recognizing and working with differences in strengths,

attitudes and conviction.

 Maintain open communication with all members of the team

 Motivate staff to participate in improvement of teaching and learning

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  Respond to issues raised by department staff in a timely manner

 Seek strategies to resolve conflict between staff members, staff and students or staff

and parents and refer matters when appropriate

 Maintain good working relationship with support and administration staff

 Facilitate a process so that all teaching staff are fully aware of content and

assessment requirements.

3. Administration

 Report to Director of Studies through agenda and minutes for all department

meetings

 Ensure that year level/team meetings occur regularly

 Attend Head of Department meetings

 Manage the department’s purchasing, accounts and budgeting

 Co-ordinate the maintenance of resources.

2. System Administrator.

Major Duties and Responsibilities:

 Install and configure software and hardware.

 Manage network servers and technology tools.

 Set up accounts and workstations.

 Monitor performance and maintain systems according to requirements.

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  Troubleshoot issues and outages.

 Ensure security through access controls, backups and firewalls.

 Upgrade systems with new releases and models.

 Develop expertise to train staff on new technologies.

3. Administrator.

Roles and responsibilities:

 To assess present network serves, operating systems and security layer

 To upgrade hardware and software programs

 To install and implement effective security systems

 To perform data backup and recovery processes

 To resolve issues with systems and programs.

4. Digital Marketer.

Roles and responsibilities:

 Social Networking – a digital marketer is responsible for managing the online presence

and brand of the institution. Social networking tools such as Facebook, Twitter and

Google+ allow the institution to engage with their consumers in real time and a digital

marketer is often responsible for this communication.

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  Content Strategy – Along with the design and functionality of the institution website, a

digital marketer is also responsible for all website content and for creating and

implementing the content strategy to ensure online objectives are met.

 SEO and SEM – a digital marketer is responsible for ensuring that the website is easily

found by the target audience. Optimizing website structure and content for search engines

(SEO) and/or the use of paid online advertising (SEM) are two ways the digital marketer

helps to drive relevant traffic to their website.

5. Intern.

Under the supervision of the ICT Head of department, HQ and in collaboration with other

colleagues, the intern will be asked to support the unit with the following duties:

 Assisting with troubleshooting computer hardware and software

 Assisting with cloning and Software installations and configurations

 Setting up computer workstations

 Setting up teleconference & video conference meetings

 Requesting desk phone service activations and mobile phones configurations

 Ad hoc end-user support via email, phone or in-person

 Other similar duties as assigned by Supervisor.

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2.4. Student’s main objectives for the attachment exercise.

Some of the important objectives of the industrial attachment are as follows

 To assess the interest of the student in the occupation he/she plans to undertake.

 To expose the students to work methods not taught in the University and to provide

access to products equipment not normally available in the environment of the

University.

 To provide the students with an opportunity to apply knowledge in real work situation

thereby closing the gap between University work and the actual practice.

 To make the transition from school to the world of work smoothly and to enhance student

contacts for job placement.

 To enlist and strengthen employers involvement in institutional activities and in the entire

educational process of preparing the students for employment in industry.

 To enhance industry´s satisfaction with the graduate of the Faculty in particular and the

University at large.

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2.5. Student’s assigned routine duties and department’s participation forums.

1. Helping to ensure that information and communication technology (ICT) equipment is

in good working condition and assists with maintenance and minor repairs.

2. Supporting in equipment inventory and ICT Unit record-keeping.

3. Assisting in the installation of commercial and in-house software and related upgrades.

4. Providing daily on-site support on the usage of software and hardware to the end-users.

5. Researching and retrieving the data from various sources; preparation of statistical

charts, tables and reports as required.

6. Responding to end-user needs regarding network access.

7. Performing other duties as tasked and deemed necessary for the overall delivery of the

department’s activities.

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 CHAPTER THREE: EVALUATION OF THE ATTACHMENT PERIOD

3.1. Success of the attachment exercise.

1. The training had great breadth and depth and so provided the interns with real

experience to learn a much bigger portion of the needed technology.

2. Excellent relationship and collaboration with the Technology department staff and

other staff and other staff across other divisions.

3. A lot of expertise was available. This includes, expert personnel, skill in utilizing

technology and in working with different systems, the department is often at the

cutting edge of technological innovation.

4. Availability of different vendors in the department with additional expertise.

5. Internet access. Internet is a learner’s cup of tea. Learning significantly improves

with the access to internet that enables research, access to tutorials, sharing of

resources and communication. This was provided during the internship project

with Embu College of Professional Studies.

6. The training was made easier with the provision of a desktop computer with a

user account including the institution mail. This aided the communication as well

as the practical aspects of the training.

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3.2. Failures of attachment exercise.

1. Lots of catch up necessary in preservation of an internship place.

2. Fewer technology staff due to the effect of downsizing. This affects the training in

such a way that whenever the trainer is busy or taken up by other business, the

training comes to a standstill.

3. Trainers wear too many hats. Knowledge and expertise is not always shared

evenly because the trainers are having a lot to do, sometimes one at the service

desk which to some point becomes cumbersome.

4. Poor scheduling with no time allocations. This made it hard for interns to balance

between the internship program and other activities like college activities and part

time jobs.

5. Intern incentives: Interns are students. While it is a university recommendation

that they do internship training to further their knowledge and skills it is also part

of the Corporate Social Responsibility of an organization, to empower those it

serves. The notion here is that students are faced with differing financial

conditions ranging from one intern to the other. Many times, students foot their

own bills including but not limited to; transport and lunch bills throughout the

day.

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3.3. Skills Attained by the student.

1. User experience Design(UX)

User experience design is the process of enhancing user satisfaction with a product by

improving the usability, accessibility, and pleasure provided in the interaction with the

product.

With many of the user products like the mostly used USSD interactive products, I have

gained sufficient knowledge in putting the usability, accessibility and satisfaction of the

end user at the core of any product design. This surely matches with my university

knowledge of application development, with extreme programming.

2. User interface Design.

While User Experience is a conglomeration of tasks focused on optimization of a product

for effective and enjoyable use; User Interface Design is its compliment, the look and

feel, the presentation and interactivity of the product. At the university, I have been

developing Graphical User Interfaces commonly known as GUI for different

applications, both desktop and Web based. While at the internship, I have improved the

knowledge that I had prior to the training by involving in the study and discussions of the

user interfaces of the systems used by the employees of Embu College ICT department in

their quest to develop an Embu College Application.

3. Programming.

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 Programming is a handy skill. Having done some programming here and there in the

university, I was excited with the back end Database Programming knowledge that I

acquired in the internship.

This covered the CRUD functions in a real environment i.e.

 Create: For creating Databases and Tables.

 Retrieve: Retrieving information from the database, often in information

regarding subscribers, product users and employees.

 Update: Updating employee information or student information as in student

registration information.

 Delete: Deleting information from the database/table. An example was with the

USSD Messages Database, which should be backed up and deleted if the space on

the server becomes filled up.

Furthermore, I now have an insight into USSD programming together with USSD nodes.

This acquired knowledge can now help me in designing a user program like an educational

based mobile system for viewing National results using USSD codes.

4. Networks.

At the university, I saw networks only in one dimensions: computer networks. But now, I

can boldly explain networks in the Telecom sector.

From making a call to getting a response from a server using a phone, there are several

structures in the telecom architecture (GSM and WCDMA) that make these possible. In

fact, they occur in a few seconds to the extent that no one will think of the Technology

behind them. The technology behind them is comprised of different structures that

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 broadcast signals users, collect user requests and processes the requests in a few seconds,

with profound user satisfaction.

At the same time, I have gained knowledge on computer networks while at this

internship. This covered the setting up of a Local Area Network. A simple architecture in

a small technical room involved running UTP cables to four computers. Everything

started from a basic level: terminating of cables, testing the cables, setting up the room

including the router and the switch. Much as I learnt this at the university, I have

practically learnt it in the internship program.

5. Analytical Knowledge.

Within the internship schedule, Systems were part and parcel of the training. Therefore, I

accumulated more knowledge on my prior university knowledge of System Analysis and

Design. Often, these systems were from different vendors and as a result, learning was a

larger extent due to the different unique solutions the systems provide. I was in a position

to understand the activity diagrams, class diagrams, sequence diagrams and use cases.

With this, I have an upper hand in not only designing and developing my final graduation

project, but also in designing and developing systems for clients.

6. Communication Skills.

My “People skills” has greatly improved thanks to this internship program. The mode of

communication in the training from verbal communications to mail communications have

strengthened my communication skills to a better level.

7. Organizational Skills

Organizational behavior defines how employees and employers act in organizations.

With many organizations having policies that are to be followed, it is worth noting that

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 before these policies, comes personal attitude and behavior. This training has nurtured my

understanding of organizational behavior.

8. Networking.

Technical skills are necessary but insufficient for succeeding in management. In today’s

increasingly competitive and demanding workplace, employees can’t succeed on their

technical skills alone. They also have to have good people skills.

This is exactly the positive plus I have acquired out of the technical trainings. Via the

networking, I have learnt how to work with, understand and motivate other people, both

individually and in groups.

9. Problem Solving.

Conceptual skills are vital in problem solving. From day one of the training, to the last

day, several training sessions have involved problem solving that require the mental

ability to analyze and diagnose, for a solution.

10. Professional communications.

Working in a professional setting for the first time can be very difficult to get used to. But

it is the best way to learn how to navigate the working world through real-life, hands-on

experience.

One of the most valuable skills I gained from the internship is the ability to speak with

people in a professional setting. I now know how to differentiate discussions with bosses

and the discussion with lecturers and students.

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11. Taking constructive criticism well.

Naturally, no one likes to be criticized and performance evaluation can be quite scary.

You will probably make a few mistakes and receive constructive criticism about your

work from both your colleagues and your boss. For my sake, I reminded myself that it is

not personal. It was for my own good and growth and will improve my quality of work.

Fortunately, I ended up coming out well educated and able to do activities accurately and

effectively.

12. Independence.

Often, most people think that being spoon-fed is the only way to learn, but working

independently has proved to me to be very important. My internship taught me how to

make my own decisions and doing things on my own. Being able to work independently

with little guidance is very important in the working world and I can regard it as my

biggest achievement attained during my attachment/internship program.

13. Working hard no matter what am doing.

I always worked hard even if the task at hand was small and seemed unimportant. I kept

in mind that it will help me build a good work ethic, and people will notice the effort put

in. it is not always a nice thing to be told what to do all the time. It was easier for me

because I followed the rules and instructions that my supervisor gave.

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3.4. Challenges encountered by the student during the attachment period.

1. Too much work.

It may be the fact that you are given too much work or that you feel inadequate and not

trained to do the work assigned. Because interns/attaches are just glad to get a foot in the

door, some work places may take advantage of young workers by giving them very long

hours of dull, repetitive work. This has been the case during all the time of my

attachment at this institution.

Solution: I kept in mind my long-time career and made it feel worth the effort. It was for

my own good and experience as well.

2. Adapting to the new lifestyle.

Being fresh from the campus life with the freedom that comes with it, and now getting

into a new environment must have been the worst experience drastically changing to fit in

the new environment.

Instead of waking up at ten and going to a few classes a day, I was now sitting at a desk

from as early as 8:00A.M to late in the evening, say, 5:00P.M. The hours and the new

living situation clearly made socializing more difficult than before.

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 Solution: I tried in all means to adapt to the new culture for sometimes, learnt to adhere

to the rules and regulations of the office. For example work begins at 8:30 am and ends at

4pm, I used to arrive as earlier as 7:30am to put things in place and leave at 6.

3. Receiving no feedback from the supervisor.

Having had little or no experience working in a specific career field, you will need more

guidance from your seniors. You may think that you are doing a good job, but you really

have no idea since no one has told you that they value your work or that you did well on

your last assignment. This is a big mistake many employers make and it’s hard to put

interns in this position since they are often afraid to ask if their work has been good or

something.

Solution: I engaged my supervisor after doing every assignment. Found out if there were

faults or mistakes while doing the project. In this way, I found it easy to work with them

while learning and perfecting my skills.

4. Afraid of asking questions.

All of a sudden, there’s an influx of work, and I finally have the chance to prove myself.

My supervisor gives me a project, but the directions don’t quite make sense, or am

having trouble seeing the bigger picture. Am not sure of where to begin and where to

finish. I most often felt the pressure of being an independent and self-sufficient worker,

but it’s so much better to clarify uncertainties.

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 Solution: My supervisor always advised me that the most important rule was to never

assume something’s right. That I should always check if am not sure. Follow this rule

too. You will avoid silly mistakes by doing this. Ask, ask, and ask! It’s your right as an

intern and it’s their duty as a supervisor. They will be impressed that you care about

doing it right the first time or learning more about the field.

5. My work may not be used.

My boss gives me a project that I do it perfectly with a lot of dedication and energy. But

it ends up never being published (used), getting lost on their desk.

Not only is this frustrating because of my seemingly wasted time and effort, but it made

me less motivated for projects in the future.

Solution: I tried not to look at it as wasted time and effort. Instead, I saw it as an

experience booster. I kept a list of the tasks and projects I had accomplished during my

time as an intern/attachee. Writing them down will help me remember the experiences I

have had and give me the sense of completion I need to push on.

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 RECOMMENDATIONS.

Information technology is a hands on course. It requires practical hands on experience for those

yet raw students without what employers may refer to as “Work experience”. For a course of this

kind, any institution offering it would love to see its students get accepted in a company that

reflects the use of modern technology.

The issue is not just getting an internship/attachment place. The best issue lies within the

question “is the company, organization or institution capable of giving the much needed

technological, hands on an employee experience to the intern?” Whether or not, this question is

very valid in the field of Information, Communication and Technology (ICT).

To many students, it doesn’t matter. What many need is the approval of the final attachment

report, and they think all is well with them. No! That isn’t the case with technology and those

who want to be successful gurus. The biggest puzzle remains “Which

organization/company/institution can give quality hands of attachment and internship?”

In the context of Kenya, such organizations/companies/institutions are numbered! It is worth

noting that the country has few-to-point companies and institutions with technology

infrastructure where students easily get attached so as to get the quality hands-on experience.

These few that exist are not always enough to accommodate huge number of internship and

attachment seekers. So, as a result, internship requisitions should always be done earlier so as

follow ups are made and one can just land to the organization that gives that handy experience.

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With the above said, organizations always have corporate department. Therefore, as a

recommendation, organizations should embrace a culture of supporting the country’s institutions

via their Corporate Social Responsibility programs. For instance, it could be thankful, if an

organization approaches the University of Embu and says “Look, we have 12 intern positions

with our ICT department”. Much as organizations should do this, learning institutions also need

to keep in touch with relevant organizations and link them with their students as attachment

training becomes readily available for all students.

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 CONCLUSION

As if the time span for the internship should be extended to a further three months, I must

confess that the time I have spent interning with Embu College resulted in one of the best

learning and working experiences in the field of Information Technology in my life. Not only did

I gain practical skills but also had the opportunity to meet many experienced and fantastic people

both in and out of the field of Information and Communications Technology.

The atmosphere and staff at the ICT department office were always welcoming, making me feel

right at home. Additionally, I felt like I was contributing to the institution by assisting the non-

technical staff in their day to day work logs as well as doing the daily tasks of my trainers as part

of the training. The ready-to-help staff in the ICT department have always been by my side,

letting me have the opportunity to learn and interact at any time during the training.

While I was also able to learn a lot from normal office life, I enjoyed being associated with video

graphics and logo design which are used in advertising the institution on social media platforms

and to the public through TV.

Finally, the internship was fun and therefore I would encourage Embu College to continue giving

students this opportunity, not only as a requirement from their college for the award of a degree,

but also as part of a strong corporate social responsibility plan towards strengthening and

building the skills of young people in the institutions and societies around the country, making

sure they are presented with opportunities that shape their future for whatever carrier they intend

to fore take.

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 REFERENCES.

1. Rachet, B. (2014). Swot Analysis of Apple Inc. Docs. School Publications.

2. Susanto, H. (2016). Revealing the Role of ICT for Business Core Redesign. Available at

SSRN.

3. William, S., 2007, Data and Computer Communication, 8th edn, McGraw-Hill, New

York.

4. Behrouz, A., 2007, Data communications and networking, 4 th edition, Pearson Prentice

Hall, New York.

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