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ABSTRACT

This document is an industrial internship report done at the Information Technology


department of Chitungwiza Central Hospital situated along Batanai Road At No. 245,
Chitungwiza. The internship period was from 02 March 2015 to 30 January 2016. This
report was submitted by Tendai Majimisi in partial fulfilment of the requirements of a
Bachelor of Business Management and Information Technology Honours Degree at The
Catholic University of Zimbabwe. The main aim of industrial attachment was to give the
student a platform to practise all the theoretical concepts developed in her education in a
work environment. This report summarises the work carried out and the experience gained
during the period of internship. This report seeks to provide an analysis of the fulfilment of
the student`s expectations. During the internship period the student worked as an assistant
IT administrator. The IT department was more concerned with networking from planning
and managing the Local Area Network (LAN), application installations, configurations,
troubleshooting of hardware and software issues, day-to-day IT administration and help
desk rather than programming and systems development. Responsibilities also included
server data loading, security, performance monitoring and backup and recovery. Work
observations revealed the need for organizational structures and processes to be well
defined and the need to keep abreast with latest IT trends to maintain a competitive
advantage and increase process efficiency. Motivational and team building habits have to
be continually encouraged and educational institutions should work with the industry to
fully equip students with relevant industrial standard material and provide liaison for
internship placements. The student critically analysed the practical work and aligned it
with courses done at college. The author also analysed the challenges faced on applying
theoretical aspects and challenges at the work environment. Finally, recommendations were
suggested as to what can be done to improve attachment programmes to CCH, students and
the Catholic University.

AKNOWLEDGEMENTS
I would like to acknowledge God the Almighty for his grace and strength during the entirety
of my industrial attachment period. Great thanks to the Chitungwiza Central Hospital for
giving me a memorable and fruitful opportunity to carry out my internship at their reputable
organisation. I would like to thank the Information Technology department for nurturing me
during my internship period. I wish to extend my heartfelt gratitude to the following people
Mr Tichaona Clemence Makoonde the IT manager for his exceptional management skills and
overwhelming support and my immediate supervisor the Assistant IT manager Mr Tafadzwa
Ronald Gandiwa for his guidance and constructive criticism.
I would also like to thank my fellow attaches Alice Mabvuu (BTTC), Mangandah Nazombe
(MSU), Courage Wairesi (KUSHPIK), Tinotenda Meki (HPC), Terrence Nyamhondera
(YASC), Nomsa Chiriro (CUZ) and Yolindah Chiramba (HIT). Without their support and
friendship life would not have been the same, they made my life at Chitungwiza Central
Hospital enjoyable and their encouragement was invaluable.
I would also like to extend my appreciation to my lecturers in the Faculty of Commerce at
the Catholic University of Zimbabwe for their advice, encouragement and morale.

To all I extend my gratitude.

DEDICATION

I would like to thank the Almighty God who has given me this opportunity and has guided
me through the challenges faced throughout my industrial attachment period. Thank you
Lord.
I would also like to give my highest dedication to my husband Dr Sosten Ziuku who through
this course encouraged me more than ever not to give up but strive along, he was my light in
my darkest hour and gave me support (financial and social) that has given me strength during
those difficult moments. Your love and support is greatly appreciated, if not for myself I
would do this for you! To my four babies Tadiwanashe, Makomborero, Tinevimbo and
Makanakaishe and to my mother Albertina Majimise for your prayers and inspiration I love
you all!

Table of Contents
ABSTRACT............................................................................................................... i
AKNOWLEDGEMENTS............................................................................................. ii
DEDICATION.......................................................................................................... iii
LIST OF FIGURES................................................................................................... vi
LIST OF ABBREVIATIONS....................................................................................... vii
CHAPTER 1: BACKGROUND TO ATTACHMENT........................................................1
1.1 INTRODUCTION............................................................................................. 1
1.2 CHITUNGWIZA CENTRAL HOSPITAL...............................................................1
1.3 BRIEF HISTORY OF CHITUNGWIZA CENTRAL HOSPITAL.................................1
1.4 VISION, MISSION AND PHILOSOPHY OF CCH.................................................3
1.5 CORE VALUES............................................................................................... 3
1.6 ORGANISATIONAL CULTURE..........................................................................4
1.7 SERVICES OFFERED...................................................................................... 6
1.8 PREVIOUS ACHIEVEMENTS BY THE ORGANIZATION......................................6
1.9 CHALLENGES FACED BY THE ORGANIZATION................................................6
1.10 IN DEPTH ANALYSIS OF THE IT DEPARTMENT IN THE FINANCE DEPARTMENT
........................................................................................................................... 7
1.11 ROLES AND FUNCTIONS OF THE IT MANAGER AT CCH................................7
1.12 ROLES AND FUNCTIONS OF THE IT ATTACHES AT CCH...............................9
CHAPTER 2: LITERATURE REVIEW........................................................................10
2.1 INTRODUCTION........................................................................................... 10
2.2 REQUIREMENTS FOR INDUSTRIAL ATTACHMENT.........................................11
2.3 WHAT ARE THE BENEFITS AND ADVANTAGES OF INTERNSHIP OR
INDUSTRIAL ATTACHMENT? ..............................................................................11
2.4 INTERNATIONAL PERSPECTIVES ON INDUSTRIAL ATTACHMENT..................14
2.5 EXAMPLE OF AN INDUSTRIAL ATTACHMENT PROGRAMME..........................16
2.6 EXAMPLES OF WORK EXPERIENCE PROGRAMS..........................................18
2.7 CONCLUSION.............................................................................................. 20
CHAPTER 3: METHODOLOGY................................................................................21
3.1 INTRODUCTION........................................................................................... 21
3.2 PROCEDURES FOR COLLECTING DATA........................................................21
3.3 ADVANTAGES OF USING THE QUESTIONNAIRE...........................................22
CHAPTER 4: PRESENTATION OF INUSTRIAL EXPERIENCES...................................23
4.1 INTRODUCTION........................................................................................... 23
4.2 TASKS REQUIRED TO BE DONE BY ATTACHES AT CCH.................................23
4.3 TASKS PERFORMED DURING THE ATTACHMENT PERIOD.............................25
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4.4 THE MAJOR LESSONS LEARNT ARE AS FOLLOWS:.......................................35


4.5 CHALLENGES FACED AND SOLUTIONS........................................................36
4.6 RELEVANCE OF THEORY TO PRACTICE........................................................36
4.7 PERSONAL EVALUATION..............................................................................37
4.8 KEY SKILLS DEVELOPED.............................................................................. 38
4.9 EXPECTATIONS VS REALITY.........................................................................39
4.10 IDEAS IMPLEMENTED TO THE ORGANIZATION..........................................40
4.11THEORETICAL SKILLS WITH DIRECT PRACTICAL APPLICATION...................41
CHAPTER 5: SUMMARY, RECOMMENDATIONS AND CONCLUSIONS......................43
5.1 INTRODUCTION........................................................................................... 43
5.2 SUMMARY................................................................................................... 43
5.3.1 RECOMMENDATIONS TO THE STUDENTS.................................................43
5.3.2 RECOMMENDATIONS TO THE CATHOLIC UNIVERSITY OF ZIMBABWE.......44
5.3.3 RECOMMENDATIONS TO CCH..................................................................44
5.4 CONCLUSION.............................................................................................. 45
BIBLIOGRAPHY..................................................................................................... 47
APPENDIX 1: APPLICATION LETTER FOR ATTACHMENT.........................................50
APPENDIX 2: SAP LOG IN FORM...........................................................................52
APPENDIX 3: TERMINATING CAT 6 CABLES...........................................................55
APPENDIX 4: CHANGING IP ADDRESSES..............................................................57
APPENDIX 5: WORK ALLOCATION DURING ATTACHMENT.....................................59
APPENDIX 6: INTERVIEW QUESTIONS...................................................................60

LIST OF FIGURES
Fig 1.1 CCH Organogram
Fig 4.1 Interaction Processes at CCH
Fig 4.2 General User Problem/Solution Flowchart
Fig 4.3 Printer Sharing

LIST OF ABBREVIATIONS
BTTC:

Belvedere Technical Teachers College

Cat 6:

Category 6 Ethernet cable

CCH:

Chitungwiza Central Hospital

CSS:

Central Computing Services

CUZ:

Catholic University in Zimbabwe

EPI-INFO:

Expanded Programme on Immunisation Information-

HIT:

Harare Institute of Technology

HPC:

Harare Polytechnic College

ICT:

Information and Communication Technology

IP Address:

Internet Protocol Address

ISO:

International Standards Organization

KUSHPIK:

Kushinga Phikelela Polytechnic College

LAN:

Local Area Network

MSU:

Midlands State University

NGOs:

Non-Governmental Organisations

PRD:

Production

QMS:

Quality Management System

RGN:

Registered General Nurse

RJ45:

Registered Jack 45

SAP:

Systems Application Programs

SPSS:

Statistical Packages of Social Sciences

SU:

Super User

UTP:

Unshielded Twisted Pair

WRL:

Work Related Learning

YASC:

Young Africa Skills Centre

CHAPTER 1: BACKGROUND TO ATTACHMENT


1.1 INTRODUCTION
The student, Tendai Majimisi did her industrial attachment at Chitungwiza Central Hospital
from March 2015 to January 2016. This was done in accordance with the Catholic University
of Zimbabwes policy that after two years of theoretical education a student reading for the
Bachelor of Business Management and Information Technology Honours Degree (BBM&IT)
should go on industrial attachment for a period of 12 months. The student does the industrial
attachment on an organisation of his/ her own choice but which is also approved by the
university. This is done so that the student applies the skills and knowledge learnt and
achieved during the two years of theoretical studies. This helps the student to develop skills
through the use of tools or equipment to perform tasks that are related to their field of study
and be moulded into competent graduates. The university supervises the student in
collaboration with the host institution. Assessment of the student is done in the form of:
WRL301 Academic Supervisors Report
WRL302 Employers Assessment Report
WRL303 Work Related Learning Report
This is the reason why the writer came to Chitungwiza Central Hospital to be trained in order
to get practical skills in her chosen field of Business Management and Information
Technology.

1.2 CHITUNGWIZA CENTRAL HOSPITAL


The provision of good quality health services is a basic human right which every government
should strive to provide to its people. To this end, each government is expected to build
medical care institutions whose main goal would be to provide quality health services to all
people regardless of their sex, race, colour, religion or economic status. These institutions are
not profit making, but simply provide the public with affordable health services for the
betterment of the society. One such institution in Zimbabwe is the Chitungwiza Central
Hospital.

1.3 BRIEF HISTORY OF CHITUNGWIZA CENTRAL HOSPITAL


Chitungwiza Central Hospital (CCH) is located about 30km South East of the city of Harare
in a dormitory town called Chitungwiza. It was opened in April 1986 as one of the eight
general hospitals in Zimbabwe and is a government owned institution which provides health
and social work services for both adults and children in surgical, medical, maternity,
emergency, dental, ophthalmology, opportunistic infections treatment and care. It also
provides paramedical services such as laboratory and radiology investigations as well as
counselling and rehabilitation.
The institution later upgraded to central hospital status in September 2005 to become the fifth
central hospital in the country. It is a four hundred bedded institution and a referral centre for
Mashonaland East province. The hospital offers tertiary level health care services to a
population of approximately 1.5 million people from Chitungwiza and other surrounding
areas. The hospital also has a School of Nursing which helps in training nurses for the
hospital and other institutions. Laboratory technicians are also trained at the hospital.
The introduction of ISO 9001 Quality Management Service (QMS) in 2006 added a new
dimension to the business as the development led to standardisation of all hospital processes
and clarity of roles at all levels and functions within the hospital. The ISO QMS Certification
attained in March 2008 helped to consolidate the Chitungwiza Central Hospital brand and
propel it into an innovative hospital. The institution is committed to provision of quality
health services and sustaining them through continuous improvement.
A hospital management system, Systems Application Programme (SAP) was introduced at
Chitungwiza Central Hospital in 2013 to cater for patient management, materials
management, financial intelligence and human capital management modules. This is a pilot
project which will be established to all other central hospitals if it is implemented
successfully at Chitungwiza Central Hospital.
Chitungwiza Central Hospital provides employment to people from Chitungwiza and nearby
cities. There are approximately 1200 employees including students who are on attachment.
The hospital has partnered with Doves and Baines Imaging Group to provide quality
diagnostic services to its patients. Chitungwiza Central Hospital has managed to regularly
attract medical practitioners who have made the goal of providing quality health easily
attainable. The doctors range from the Chinese, Cubans, Congolese and other medical
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practitioners from various countries who all get together to form a vibrant medical team that
strives to provide quality health.

1.4 VISION, MISSION AND PHILOSOPHY OF CCH


Vision

To have the highest possible quality of life for the community.

Mission statement

To provide quality health services, which are promotive, preventive, curative and
rehabilitative, advocating and facilitating the provision of cost effective services in a
conducive environment indiscriminately.

Philosophy of Chitungwiza Central Hospital


The patients receive quality health care that is cost effective, competitive, and based on the
latest technology available.

That preventative measures are provided to restore and maintain the health of

customers in a holistic approach.


That patients are treated with respect and dignity.
That patients confidentiality and privacy is preserved.
That health information is disseminated to the patient.
That cooperate government principles are adhered to.

1.5 CORE VALUES


The ISO Certified medical institution fulfils its mission by adhering to the following values:

Commitment
Skill
Fairness
Dignity
Integrity
Customer focus
Transparency
Quality health care

The implementation of QMS ISO 9001:2000 helps to advance the core values of CCH and
assure that the vision, mission and philosophy of the institution are fulfilled.
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1.6 ORGANISATIONAL CULTURE


A culture refers to the norms and values that are upheld in an organisation in keeping up with
the organizations' objective. There are a number of cultural aspects that make Chitungwiza
Hospital unique to other medical institutions. These are:
Educational culture-The institution encourages employees to enhance their education in line
with their duties at work. The Central hospital reimburses fees for some employees as long as
the studies of the employee were approved by the institution.
Orientation- Part of the induction process involves new attachs being introduced to each
and every department. This makes it easier to build relations with the other employees.
Knowledge Sharing- Chitungwiza Central Hospital has an open door policy towards
employees and stakeholders. The staff is very cooperative and knowledge is disseminated
to students willingly.
Dress code -All administration and white collar staff are expected to wear formal clothing
from Monday to Thursday. Casual clothing may be worn on Fridays. All medical staff and
general hands have a prescribed uniform to be worn at all times.

Fig 1.1 CCH organogram

1.7 SERVICES OFFERED


The hospital provides medical services for both adults and children in surgical, medical,
maternity, emergency, dental, ophthalmology, opportunistic infections treatment and care. It
also provides paramedical services such as laboratory and radiology investigations as well as
counselling and rehabilitation. The hospital has a vibrant four star laboratory which provides
services such as FBC, U&Es, CD4 count to mention just a few. An outline of the medical
services provided by the hospital.

1.8 PREVIOUS ACHIEVEMENTS BY THE ORGANIZATION


The hospital attained the ISO certification in 2008 and then again re-certified in 2013 after an
audit assessment. This is its greatest award which has been maintained even up to date. Other
notable achievements include, but not limited to, introduction of renal unit in 2011,
widespread computerization program for staff and hospital departments in 2011, and
introduction of the E-government program (SAP) in conjunction with 23rd Century in order
to have digitalized hospital services. The SAP program is currently on a trial run.

1.9 CHALLENGES FACED BY THE ORGANIZATION

The perennial and erratic water suppliers the town council faces does affect the
hospital though a number of boreholes sank are built at the hospital to arrest the

situation
Erratic electricity power suppliers which affect the smooth running of the hospital

at times.
Most of the staff members for example RGNs are not trained to use computers so

they had to be trained on how to use the computer in order to use SAP.
There is a high staff turnover due to low remuneration and motivational levels.
This affects the organizations rhythm and operations. This has resulted in the
institution failing to retain its highly qualified and experienced staff and hence
becoming a breeding ground for so many private institutions and organizations,
leaving a strain on the remaining workforce.

The freezing of posts by the

Ministry of Finance is also giving a burden on the hospital funds as some of the

new staff is being paid their salaries by the hospital fund.


Despite the catchment area being large, it is equally true that it is also financially
challenged such that debtors are from remote places like Epworth, Mayambara
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village, Seke and surrounding farms where there are no clear addresses to make
follow up, hence most debts are written off.
Even though CCH is a public health organization it faces competition from private health
service providers such as Citimed Hospital which is located about 1.5 kilometres from the
hospital, Makoni 24 hour Clinic and others.

1.10 IN DEPTH ANALYSIS OF THE IT DEPARTMENT IN THE


FINANCE DEPARTMENT
The BBM&IT students report to the students Assistant IT manager, who reports to the IT manager
and eventually the accountant as depicted in the CCH organogram shown in previous pages. The IT

department was launched in 2010, and over the past years it has grown so much. Its mandate
is:

To ensure that all of the hospital procedures are computerized, not only medical
operations, but also administrative procedures

To increase the network points to enable full implementation of SAP

Promote computer literacy among end users of the various application software used at
the hospital

To ensure data security through periodic backups, protection from viruses and user
authentication control.

To ensure that the department`s operations are implemented according to ISO standards.

1.11 ROLES AND FUNCTIONS OF THE IT MANAGER AT CCH.


1

Manage information technology and computer systems


Plan, organize, direct, control and evaluate the operations of information

systems and electronic data processing (EDP).


Develop and implement policies and procedures for electronic data processing

and computer systems operations and development.


Meet with managers to discuss systems requirements, specifications cost and

time lines.
Hire and manage information systems personnel and contractors to design
develop implement operate and administer computer and telecommunication

software, networks and information systems.


Control the computer systems budget and expenditure.

2. Ensure technology is accessible and equipped with current hardware and software

Troubleshoot hardware, software and network operating systems.


Be familiar with all hardware and software.
Be familiar with network operating system.
Provide orientation to new users of existing technology.
Train staff on potential users of existing technology.
Provide individual training and support on request.
Recommend and support information access.
Maintain hardware and software resources.

3. Monitor maintain and ensure possible maximum access

Troubleshoot all technology issues.


Maintain log/ list of all required repairs and maintenance.
Recommend purchase of technology resources.
Research current and potential resources and services.
Provide network access to all staff and students.
Install workstations.
Setup and connect hardware.
Load all required software.
Provide network accounts and passwords as required.
Ensure security.
Install and maintain passwords.
Input and maintain IP addresses.
Advise staff of security breach and or change in passwords or security status.
Ensure installation of lockout programs.
Identify and prepare hardware for disposal when appropriate.
Ensure hardware is stripped and secured before disposal.

4. Perform other related duties as required during working hours


Roles and functions of the IT Assistant Manager are just the same as those of the IT manager
except he will be doing all these jobs under the instruction of the IT manager. If the IT
manager is not around for any reason then the assistant IT manager would step in as the
acting IT manager.

1.12 ROLES AND FUNCTIONS OF THE IT ATTACHES AT CCH


The IT student reports to the IT Assistant Manager, the IT Manager and the Finance Director
and:

Assisting in assembling and configuring network components including cabling


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Assisting in installing and troubleshooting software and hardware


Assisting in establishing network users, user environment and network security
Assisting in network technical support
Carrying out any job assigned by the supervisors

Write down any problems and report to the assistant IT manager

Politely communicate to any individual you come across when carrying out your
work.

CHAPTER 2: LITERATURE REVIEW

2.1 INTRODUCTION
This chapter covers background to industrial attachment, history of work experience
programs and various approaches to industrial attachment to develop a deeper understanding.
Literature will be reviewed from journals, policy papers, the internet and any other material
relevant to this report.
Industrial attachment is a hands on experience acquired by a student working in a firm/
industry that is relevant to his or her line of learning, done after completing the mandatory
period of learning theory at a college. It is done to give the students a practical appreciation
of their profession before returning to the college to complete their studies.
(www.strathmore.edu/apo/attachments/industrial attachments).
An Industrial Attachment is a structured, credit-bearing work experience in a professional
work setting during which the student applies and acquires knowledge and skills. It involves
the application of learned skills in an organization related to the students' major. An Industrial
Attachment should challenge the student to examine the values of the organization involved
in the experience, and to assess the student's education as it relates to the Industrial
Attachment (www.strathmore.edu/apo/attachments/industrial attachments).
Industrial Attachment was introduced to inspire the students with practical and technical
skills as a partial fulfilment to the award of a Bachelor Degree and to introduce the students
into working life. The training time allows the students to link the theoretical principles
learned in the first two years in order to attain the Bachelor Degree. It gives to the students
the practical knowledge and skills and the work environment philosophy, to use their skills
and principles learned in class and to serve the institutions and the society in general
(www.career.arizona.edu/student/finding an internship).
According to Ochiagha (1995) practical knowledge is learning without which mastery of an
area of knowledge may be too difficult to achieve. Practical knowledge involves developing
skills through the use of tools or equipment to perform tasks that are related to a field of
study. No society can achieve meaningful progress without encouraging its youth to acquire
necessary practical skills. Such skills enable them to harness available resources to meet the
10

needs of society. It was against this background that Industrial Training was introduced in
Zimbabwean tertiary institutions.

2.2 REQUIREMENTS FOR INDUSTRIAL ATTACHMENT.


In most tertiary academic institutions at the end of their 2nd year of undergraduate study,
students must participate and complete a minimum requirement of 12 months industrial
attachment at one service site of their own choice and which is appropriate to the university.
They must collect an Introduction Letter or Application Letter from their Faculty attachments
coordinator. (See appendix 1)

Apply for attachment at an organisation of their own choice


If they are successful the human resource department will hire them.
The student will let the university know if they have started their attachment

2.3 WHAT ARE THE BENEFITS AND ADVANTAGES OF INTERNSHIP


OR INDUSTRIAL ATTACHMENT?

1.

Gain work experience and transferable skills- Students all have their educational

experience in common. What stands out to employers is those students who also have work
experiences by the time they graduate. This automatically makes them more marketable; as
they may require less training and are assumed to be able to handle more responsibilities. In
addition to the specialized field skills, transferable skills are generally required at any job,
e.g. communication/interpersonal skills, computer proficiency, and team work.
2.

Possibly earn course credit- Some degree programs incorporate a work opportunity

into a requirement for graduation by giving course credit for the work experience. Other
programs have an internship as an elective course for credit.

3.

Possibly earn money- Some organisations may give students some form of

remuneration according to their terms, some may provide lunch depending on the companys
policy.
4.

Be able to experience a prospective career path- Most students enter college with

an idea of a major or career path and most students end up changing their minds. Exploring
is a very important part of the academic process, and gaining a work experience is a great
11

way for students to acquaint themselves with a field they are looking to learn about. By the
time of graduation, the students have confidence that the degrees they are receiving are the
right ones for them.
5. Gain practical experience, by applying methods and theories learned in classes- Many
people learn best by being hands on. But everyone can benefit from seeing the things that
they have been learning in class, put to action; whether its in a chemistry research lab, a
marketing development meeting, or a substance abuse counselling session.
6. Network with professionals in your field, for references and future job opportunitiesIts all about who you know, student interns are surrounded by professionals in the industry
that they are seeking access to. Its more than just about getting a grade, earning credit, or
making money. This is an opportunity to learn from everyone, ask questions, and impress
them with your eagerness. These people can be future colleagues or can be the connection to
your first job. Internships are an excellent way to branch out from your university course into
the industry in which you are studying and expand your list of contacts, from universitybased lecturers and tutors to people who are currently working in the industry. Most
internships will enable you to work closely and develop professional working relationships
with a specific manager and team within the organization, as well as meet a range of people
in other departments and outside the company.
If you play your cards right and are lucky enough to be in the right place at the right time then
you may find yourself being asked to stay on in a more permanent role, but even if you dont,
you will hopefully finish your internship with a great reference from your main mentor and a
range of potential referees. These references and referees will be invaluable when you are
looking for a full-time job, so always remember to ask. You should also try to remain on good
terms with your internship contacts and touch base with them from time-to-time; they will be
more likely to keep you in mind for other positions that crop up in the industry and hook you
up with those hard-to-come-by opportunities.
7. Develop new skills and refine others- Students can learn their strengths and weaknesses
by creating learning objectives and receiving feedback from their supervisors. This is a
unique learning opportunity that may never be gained as a working adult. Embrace the
mistakes that youll make and the many things that you wont know. Ask questions, observe,
and take risks.

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8. Gain confidence in your abilities- Practice makes perfect. If youve learned about a
specific technique in the classroom, youre able to test it out in the world of work. Then,
youll be much more equipped with the technique.
9. You can gain an unforgettable life experience- While the career you end up working in
may be a bit more down-to-earth, internships allow you to explore all the possibilities and
come away with an experience that you will never forget. While a full-time job may be hard
to come across in certain areas and organisations, many companies are willing to take on an
intern. An internship could allow you to take a look into professions and organisations that
youve only ever dreamed of. You could find yourself interning at a sporting club and
attending matches and events, chasing the biggest story of the year with a news crew,
interning for a renowned fashion designer or coordinating a prestigious event such as fashion
week. You may even opt to look beyond your local city, and complete an intensive internship
over university holidays at an organisation interstate or overseas.
10. You can convert your academic knowledge into industry skills- While many TV
shows portray interns as minions who perform mindless errands like fetching coffee and
sandwiches, internships involve so much more. You might actually be surprised with the
amount of responsibility that you are entrusted with. Interns are often given specific
individual tasks and responsibilities, as well as being designated roles within a team working
on a project.
For many students university can be quite theoretical and an internship is their first
opportunity to apply their knowledge to the real world. The experience will not only help you
to develop the skills needed to work in your industry; working on real projects for a real
organization will also give you the interpersonal skills that you need to work effectively with
others and confidence in your own abilities. You may find that longer internships allow
you to work on projects from start to finish and give you a more in-depth experience of an
organization. If you have the spare time then a month-long intensive internship or a part-time
internship over six months or a year may be a better option.

13

2.4 INTERNATIONAL PERSPECTIVES ON INDUSTRIAL


ATTACHMENT
Various studies have shown that there are a lot of benefits obtained from industrial attachment
programs with much cooperation between the host organization and the institution involved.
These include a belief in ones self and the ability to interact with others (Gillin et al., 1984;
Wilson, 1974), acquisition of practical knowledge (Williams et al., 1993), gaining of enough
knowledge that would assist in getting employment (Clark, 1994; Sharma et al., 1995).The
university plays the major role in assessing the students. It goes out of its way in visiting
students throughout the country wherever they are attached. There is therefore minimum
interruption to the organizations involved. The organizations are highly involved in the
selection of the students and in doing so they identify the skills needed from the student. A
highly competitive selection process is done to select the best person for the programme
(Clements, 2010).
The arrangement for students to be put in various organizations for a learnership program is
an academic requirement for students to gain practical knowledge. If employers have prior
knowledge of the student expectations of their organizations they are better placed to assist
the students for successful entry into the industry. (Waryzack Robert (1999). It is now well
understood that training or education without practical skills are not sufficient for a person to
effectively discharge his/her duties in any work environment. Schneider (1910), Barbeau and
Stull (1990) stated that there are aspects of every profession that cannot be learned in the
classroom, but must be learned where the profession is practiced Industrial attachments
for credit are widely practiced and recognized by many universities. They are generally
under the guidance of the university and specific grading system is employed to capture the
performance in this area of study. A pass/fail decision is made depending on the performance.
A lot of questions are raised for the for credit framework. These include issues to do with
guidance by the academic institution, framework for awarding marks and more importantly
whether there is sufficient ground to measure the academic performance based on the time
that is spent on attachment. (Dodge et al, 2003). Green (1997) outlined that most companies
do not employ students on attachment out of kindness but they find them as cheap labour or
free labour. There is a lot of proof in literature that industrial attachments enhance students
skills.
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Nill(2003) rightfully puts it in the study of final year business studies students he found
that 82 -97 percent of the group felt they had increased their skills on placement, particularly
in the area of self-confidence, time management, verbal communication and working on
ones own initiative.
Students on attachment should strive to acquire relevant market skills that are now essential.
These are the ability to communicate, being able to properly manage time, to be able to
believe in ones self and the ability to get on going on ones own (Gill and Lashine, 2003;
Dennis, 1996). A number of students now join small companies which have little scope for
graduate training. (Connor, 2008) Currently there are serious reservations on the skills
acquired by graduates for institutions of higher education and the industrys needs. There is a
perceived mismatch. Haupt (2003) outlines that there is a gap of what the institutions of
higher learning are producing and what the industry needs. Industrial attachments programs
are a marketing forum for various universities. The more students do well the more they
market their respective universities and therefore ultimately the more reputable their
universities become. The universities eventually are able to attract high calibre students.
Tertiary and higher education institutions, particularly universities are responsible for the
production of well-grounded graduates who are highly qualified to meet industry expectation.
Joshua Ayakwa (2012) in one of his researches on students placements indicated that
development of their skills and exposure to the work environment is the main reasons for
tertiary institutions or organizations to place their students. They are also exposed to the
responsibilities expected in their areas of interest and some organizations take in trainees in
order to beef up their workforce and to be able to identify potential employees from the
students. According to career services (2004) students must develop core marketable skills
for them to be able to compete favourably for available positions. These skills are
communication, time management and belief in ones self. They are now very relevant for
industry.
Industrial attachment experiences are beneficial to students since they enhance their
theoretical training (Hughes and Moore, 1999).The experience increases self-confidence and
also provide an opportunity to link with professionals in their respective fields. (Van Dorp,
2008 p.23). Journal of Instructional Pedagogies An investigation of the effectiveness of
industrial attachment, page 6 says Accounting firms expose students to various companies
15

and assignments, therefore those who join them acquire significant experience and skills.
(Ford et al, 1992).The attachment period exposes students to various working relationships
with their seniors and peer workers and in the process they get to learn about the type of work
that they are involved in. For example learning in accounting is not just about accounting
concepts and conventions. It is also not about realigning courses to the expectations of the
accounting profession or the desire to conform to some other controlling body. (Watty, 2005;
Doost, 1999). It is about the application of theory to practice.
2.5 EXAMPLE OF AN INDUSTRIAL ATTACHMENT PROGRAMME
Strathmore Industrial Attachment programme
A site supervisor (a qualified professional) and a faculty supervisor (usually from the
department of the student's major) are responsible for supervising the intern. The faculty
supervisor, in consultation with the site supervisor and the student, is responsible for
maintaining the academic quality of the Industrial Attachment. Maintaining the academic
nature of the Industrial Attachment is essential because academic credit is awarded for the
experience that is volunteering and work-for-pay, although worthwhile experiences may not
be academically sound (www.strathmore.edu/apo/attachments/industrial attachments).
The Industrial Attachment Relationship is as follows:
Industrial Attachment Site: The organization providing the Industrial Attachment
opportunity.
Site/Host Supervisor: The person at the Industrial Attachment site who is directly
responsible for the intern and his/her substantive work experience.
Student interns are supervised by a staff person employed by the site organization. Typically,
the site supervisor has experience and expertise in the area in which the student is interning.
Host supervisors are responsible for interviewing interns, determining qualifications for the
position, orienting interns to the organization, supervising, directing, and evaluating their
work. The ideal host supervisor will serve as a mentor, sharing the pros and cons of a career
in the field and giving suggestions for entering the profession. S/he will also have sufficient
experience in the field to draw from and will share that experience with the student intern.
The host supervisor meets with the intern on a regular basis to guide performance, answer
questions, and provide background information and resources related to the intern's work. No
16

written forms are required by SU for this periodic feedback, but they are encouraged to
provide an evaluation in written form at the end of the internship. A host supervisor may also
help by recommending ways to enhance the intern's learning.
Intern: The student intern is responsible for selecting the attachment. The intern is also
responsible for meeting with the host supervisor prior to the internship to clarify expectations
and responsibilities, complete a Details Form, working the required number of hours, seeking
out supervision on site as needed, and completing the academically-related tasks which are
agreed upon by SU and intern (such as a journal, supplementary research, and a paper). In
addition, the intern maintains high standards of professionalism while at the internship site.
Faculty Supervisor: The faculty member responsible for visiting and addressing issues
raised by the attach and/or site supervisor based on the student's performance and
completion of previously agreed upon assignments and marking the Industrial Attachment
Report. The relationship among the student, the site supervisor, and the faculty supervisor is
perhaps the most influential factor in determining the success of the Industrial Attachment
experience. This partnership exists in order that the attach will achieve the learning and the
rewards that result from this experience.
Faculty attachments coordinators role
The Faculty attachment coordinator ensures that students are supervised during the internship
and updates the assessment marks on AMS.
Termination of Industrial Attachment
If the intern, site supervisor, or faculty supervisor is unable to continue or complete the
internship, participants must be notified immediately. Cancellation of a credited internship is
processed by the Faculty attachment coordinator.

Four methods to building a learning capability were identified by Clements (2010). These
are;
Making sure that students interact with industry activities during their period of study.
Introducing new talent to organizations through industrial attachment programs.
Offer on the job experience opportunities
17

Interact with the community


Assist current employees to increase the skill level and knowledge base
Institutions of higher learning are always seeking for ways to ensure that students apply
their acquired knowledge to practice, this way they learn by doing. (Clements, 2010).

2.6 EXAMPLES OF WORK EXPERIENCE PROGRAMS


Lawal (2002), quoting Francis Bacon, describes a professional as one who has mastered
certain specialized intellectual techniques, and adds that it was the intellectual content which
came to distinguish the profession from the medieval craft. According to him, increased
specialization of skills means that the term profession is now used for certain occupations
which enjoy prestige and which give esoteric service. Such professions include architects,
surveyors, doctors, librarians and information scientists, and engineers, among others.
Nature and Scope of Students Industrial Work Experience Scheme (SIWES)
SIWES is a skill development program designed to prepare students of universities,
polytechnics/monotechnics, and colleges of education for transition from the college
environment to work (Akerejola 2008). Oyedele (1990) states that work experience is an
educational program in which students participate in work activities while attending school.
This work experience program gives students the opportunity to be part of an actual work
situation outside the classroom. SIWES is a cooperative industrial internship program that
involves institutions of higher learning, industries and the government. Students that
participate in this work experience program include those studying library science,
engineering, vocational, technological, and related courses in institutions of higher learning.
SIWES forms part of the approved minimum academic standards in these institutions.
SIWES is a core academic requirement carrying four credit units. This requirement must be
met by all students in library and information science before graduation. It is also compulsory
at National Diploma (ND) level and is scheduled in the NBTE curriculum. The training
program is undertaken in the third year of a four-year degree program.
Eze (1998) points out that government has recognized the importance of SIWES through the
establishment of the Industrial Training Fund (ITF). The ITG was established in 1971 and
was charged with human resources development and training. Following the establishment of
18

ITF, SIWES commenced in 1974 with the aim of making education more relevant and to
bridge the yawning gap between the theory and practice of engineering, technology, and
science-related disciplines in tertiary institutions in Nigeria. The specific objectives of
SIWES were summarized by the federal government in its Gazette of April, 1978 as follows:

To provide an avenue for students in institutions of higher learning to acquire

industrial skills and experiences in their course of study

To provide students with an opportunity to apply their knowledge in real work and

actual practice.

To make the transition from school to the world of work easier and to enhance

students contacts for later job placement.


The Work Experience Program (WEP) is an internship program that provides participants
with the opportunity to gain knowledge and develop skills and work habits that increase the
potential for employment success. The interns are given the opportunity to experience real
world on the job training to help them seamlessly progress from the internship environment
to independent employment and self-sufficiency.
WEP interns receive benefits through the Department of Job & Family Services, such as food
and/or cash assistance. In order to maintain these benefits, they must engage in work
readiness activities, such as an internship. Once an intern is identified as appropriate for a
particular site, a resume is sent to the site supervisor for consideration. After interviewing the
intern, the site supervisor decides if this person is well suited to the position. If the intern is
appropriate for the site, a work schedule is developed. The site supervisor is responsible for
instructing and supervising. Interns sign a Commitment Agreement indicating their
obligation to the WEP site. Site visits and evaluations are conducted on a regular basis. Job
responsibilities can change as the intern becomes more acclimated to the position.
The Work Experience Program (WEP), a work program administered through the Division of
Human Resources, provides individuals for work assignments within New York City DOE
administrative sites and schools. The goal of WEP is to restore participants to the
independence of self-support by helping them improve skills they already possess and
develop new abilities. WEP participants will be available at no cost to the school or office.

19

2.7 CONCLUSION
This chapter has focused on what researchers have said in relation to industrial attachment.
Researchers say individuals who undergo industrial attachment perform better at workplaces
after completion of their training programs than those without such exposure. It is desirable
for training institutions to send freshman on industrial attachment for a certain period of their
training as this gives them a practical appreciation of their profession.

20

CHAPTER 3: METHODOLOGY

3.1 INTRODUCTION
This chapter focuses on the methods by which the student collected her data for the industrial
attachment report and to justify why the student used these particular methods.

3.2 PROCEDURES FOR COLLECTING DATA


When compiling this report the students industrial attachment log book was used, minutes of
the hospital management meetings were examined, interviews with prospective interns for
year 2016 were used, questionnaires and the students own observations were also included to
make this report.
The student logbook was used as it is a guide between the student and the supervisor on
practical areas to be covered during industrial attachment. The logbook was completed by the
student on a weekly basis, was endorsed by the attachment supervisor and the Human
Resources department on a monthly basis. The students attachment logbook is a very reliable
way of record keeping. The information can be stored as a hard copy or electronic copy and
can be retrieved at any time if need be. This helps as information is easily accessible unlike
trying to memorise all the practical work done during industrial attachment, the human mind
tends to forget easily and one is left with sketchy details of the areas covered during
industrial attachment.
The student log book is a summary of the duties and responsibilities which were assigned to
the student during the entire duration of the work related learning period. Topics covered
range from orientation and induction, hardware and software troubleshooting and
maintenance up to the handover to the new incoming IT interns of 2016.
Minutes of the management meetings were examined as this gives insight on how the hospital
is run and the various stages that are taken in decision making.

21

Questionnaires were used to collect information for the report. The participants were third
year students who were on attachment. A total of 13 questionnaires (to all third year students)
were distributed and 10 were returned fully completed (representing 79.23 per cent). The
purpose of the questionnaires was to determine the students views of the industrial
attachment. The questionnaires also included provisions where the students would put
statements about their experiences which would be used to determine if the programme added
any value to the students education and also challenges students faced while on industrial
attachment. For these questionnaires, the other elements examined were left as open ended.
After all the information was availed, the responses were subjected to SPSS software for
critical analysis. Students perception on attachment, challenges faced during attachment and
general recommendations were captured and analysed. The recommendations would
generally capture issues that the students would want to see improved on.

3.3 ADVANTAGES OF USING THE QUESTIONNAIRE

It enables faster and efficient collection of factual based data from large numbers of

people
It is low cost in terms of time and money
Inflow of data is quick and from many people
Data can be collected at a time and place of convenience
It is more convenient for the target audience because many are unwilling to participate

in methods involving long time commitments such as interviews and focus groups
Data analysis of closed questions is relatively simple and easy to use
Respondents anonymity is assured
There is lack of interview bias

22

CHAPTER 4: PRESENTATION OF INUSTRIAL


EXPERIENCES
4.1 INTRODUCTION
The purpose of the work related learning was to get the student exposed to the real
Information Technology Industry, so that he/she attains work experience and become an
Information Technology (IT) professional. The trainee had a number of objectives or areas
she wanted to cover during the period of internship. These were inspired by the theory she
had learnt in the two years at university. She expected to cover the following areas:
Programming, human resource management and accounting.

4.2 TASKS REQUIRED TO BE DONE BY ATTACHES AT CCH


1. Network setup and maintenance

Setting up network components, servers and clients

Understanding the operation of network components such as satellite, modems, fibre


optic cable, switches, and routers.

Configuring network settings and enforcing security.

Troubleshooting network problems

Laying cables and cable termination

2. Sub netting network components

Broadcasting and sharing network resources

Adding devices to the network.

Data transmission

Domain administration.

3. Backup

Undertaking backup

4. Hardware maintenance

Managing hardware components e.g. printers, scanners, photocopiers and desktops


23

Troubleshooting hardware errors

Repairing and upgrading hardware

5. Software

Installing different software

Systems security and malicious software

Managing application programs

Upgrading software

Users support

Website development

Write down any problems and report to the assistant IT manager

Politely communicate to any individual you come across when carrying out your
work.

24

Fig 4.1 Interaction processes at CCH

4.3 TASKS PERFORMED DURING THE ATTACHMENT PERIOD


Help Desk Tasks/Duties
A new IT internship student at Chitungwiza Central hospital, is tasked with simple daily
activities such as help desk activities. They involve compiling user requests and problems,
assigning them to the IT service team or solving them instantly on the phone as they come.
Help desk tasks include:

Direct user support (technical or general)


Proactive problem troubleshooting and testing
Basic hardware maintenance IT asset register (tracking and updating IT equipment)

25

Repairing, movement of equipment around the plant and installations of software

applications.
Basic connection of computers in various offices.
Monthly reporting writing

SAP (Systems Applications Programs)


The implementation of SAP is a true reflection that the government of Zimbabwe is in line
with the advance in technology. SAP (System application program) is a German based
application system that is used by 75% of the government Ministries, with the one at
Chitungwiza Central hospital being the pilot project in all government owned medical
institutions. The integrated hospital solution SAP has the following modules:

Patient management
Materials management
Financial intelligence
And human capital management

Under SAP, all the hospital activities from patients admissions, treatment and payments right
up to the asset register management were to be done through SAP, with the author having
been afforded the great opportunity to participate in uploading the asset register on SAP.
Unfortunately, most of the hospital staff are not computer literate and training workshops had
to be done for the staff to familiarize them with computers. The student was responsible for
teaching the staff about computers. These lessons included the use of Microsoft Office
Packages and other applications. The student also created email addresses for those super
users who did not have email addresses since they were needed for communication purposes.
More workshops were done for the staff to equip them with knowledge of how to use the
SAP Hospital Management system.
The Government gave Twenty Third Century Company (SAP Consultants) the green light to
start training hospital staff on how to use the Hospital Management System. The company
worked with the Chitungwiza Hospital's I.T department to introduce the new system to the
hospital. The student assisted the SAP consultants in gathering information on all hospital
procedures in accordance with ISO standards as well as creating a blueprint that will serve
the hospital as the initial Hospital Management System. The student was also assigned the
task of hosting the SAP consultants as well as the super users from each department while
they met on a weekly basis. It was the student's responsibility to ensure that the projector was

26

properly connected and working during workshops when the system was being introduced to
the super users.
Clinical officers and other staff members who were unable to use computers were trained.
The student attended the training of super users and change agents. People where trained on
how to login into the system, and on how to use the system according to each department and
their respective module. There were many modules for different departments. For instance
the HR module for payroll and staff records, the records module for patients record,, assets
register module for compiling assets, stores and procurement module for procuring goods and
equipment.
SAP was implemented at Chitungwiza Central hospital as a pilot project for all government
owned medical institutions. The student assisted the SAP consultants from Twenty Third
Century in gathering information on all hospital procedures in accordance with ISO standards
as well as creating a blueprint that will serve the hospital as the initial Hospital Management
System. The students SAP duties were as follows:

Technical Support
Data Capturing(see appendix 2)
Liaising with Twenty Third Century Consultants
Assisting in Resetting SAP user passwords
Educating Staff on how to improve their efficiency when capturing Data.

DHIS 2
Is the district health information software used to collect, summarise and report hospital
statistics to the ministry of health.
PASTEL
Used for debtors management. It creates queries, invoicing and receipting debtors. Duties of
the Student were:
Helping the debtors department with PASTEL queries.
Locating Pastel Server on End user debtors points
Resetting Pay net and Pastel user accounts under the close supervision of the IT Manager
HITRAC
Used for human resources management
It links the hospital to the parent ministry of health human resources.
PAYNET
Used in expenditure department to link the hospital with CBZ bank for bank to bank transfer
to hospital creditors.

27

EPI INFO 7
Previously used in records management for patient admissions before SAP was used at CCH.
EPI INFO 7 which is a public domain suite of software tools designed for the global
community of public health practitioners and researchers. It provides for easy data entry form
and database construction, a customized data entry experience, and data analyses with
epidemiologic statistics, maps, and graphs for public health professionals who may lack an
information technology background. The trainee provided technical support to EPI INFO
users which was used at the Antenatal Clinic.

Server administration
The Hospital is currently using Microsoft Server 2008.The student duties were as follows:

Creating User Accounts for User authenticity


Joining Computes on active Directory
Resetting Passwords in case someone forgets his password
Active Directory Domain Control

Setting up government emails


The Hospital is using a webmail email facility from the Government of Zimbabwe. The
Email

is

accessed

when

one

visits

the

government

site

or

alternatively on

www.gisp.gov.zw.The student was actively involved in educating and advising staff through
memos and workshops on how to use the government email and its importance to the
organization.
Data Backup
Data security and integrity remains one of the greatest functions of I.T. and as such measures
were put in place to back up crucial systems and data files. Backup serves as a safeguard of
information in the event of data loss due to events such as fire, theft, viral attack and
hardware and software failure. Backup of all departmental information was done after every
two months. The student would also create a backup schedule in line with ISO standards and
Procedures
Maintaining /updating the electronic billboards

28

The IT Department worked hand in hand with the Public Relations department to update and
maintain the electronic billboards. Electronic billboards and electronic signs were typically
used to deliver advertising and informational messages to people in the waiting room.
Quality Management System
The student was the IT department focal person and she was responsible for anything that
was related to ISO. ISO 9001QMS was developed by the International Organisation for
Standardisation (ISO), a worldwide federation of national standards bodies representing some
130 countries. This required the standardisation of all hospital processes and clarity of roles at
all levels and functions within the hospital. The IT Procedure Manual stated that every job
had to be recorded. The source documents used are as follows:

CCHIT/DOC01- Computer Maintenance Sheet Describes various tasks completed

by the IT personnel and the degree of completion.


CCHIT/DOC02- Backup schedule- includes disks and hard drives on which hospital

data is stored.
CCHIT/DOC03- Computer distribution list- a detailed list of the inventory, the

computers and the printers.


CCHIT/DOC04- Department weekly job plan
CCHIT/DOC05- IT requisition form had to be filled for every job that had been done.
CCHIT/DOC06- Report sheet- Every phone call was also recorded
CCHIT/DOC07- Computer maintenance schedule

The trainee made sure that all these documents were in order as per the ISO 9001:2008
regulations.
Data analysis using SPSS
Data from the Laboratory and the Antenatal Clinic was analysed using SPSS
Networking
Network configuration was one of the main tasks of the student. This job involved laying
CAT 6 network cables in the ceiling. After laying the cables, the next step was to terminate
the cables. The student was taught how to terminate UTP Cat 6 network cables. Termination
of cables required the use of a crimping tool (see appendix 3).
Changing IP Addresses
29

The student was responsible for assigning IP addresses when a computer or a laptop was not
connected to the internet. In the case of an IP address conflict the student would also change
the address. The student was supposed to know all the numbers by head (see appendix 4).
Technical User Support
User support is the most persistent of service requirements, and covers virtually all aspects of
I.T. service provision, and other users additional requirements.
Other tasks included:

Teaching computer illiterate staff how to use computers


Dealing with printer paper jams and printer servicing
Repairing and assembling computers
Writing memorandums and weekly reports for the department

General user/ problem solution flowchart

USER CALLS

Can the problem be solved


on the phone?

no

yes

Assist the user via


the phone

Go to user and work


on the problem
.Research if
necessary.

Was the problem solved?

no

yes
30

Consult supervisors
Record the job as done and
fill the necessary
documentation

Fig 4.2 General user problem/solution flowchart used in IT

Pastel System Failure


Pastel users would be helped by the I.T crew. The Debtors department used the Pastel system.
The student was responsible for any queries from the department which was usually a
situation that the users were failing to log in to the Pastel system. The users would fail to
login to the system due to the fact that the server would have hibernated. The first thing the
student would do was to check if the server was on. If it had hibernated, the student would
switch it on and try to log in to the Pastel system after a few minutes. If the server was on, the
student would now try to locate the server. This would sometimes work but sometimes it
would require the student to first reboot the machine and then try to log in again and it would
work.
User password expired
User password usually expired and the user would fail to log into the computer. The student
would access the Active users and directories on the server and right click on the user whose
password has expired. The student would then select the Reset password option and reset the
user's password. The user would now be able to login to their computer.
Data Backup
Backup of all departmental information was done as per two monthly routine. The backup
process would take place during working hours. Memorandums would be distributed to each
department that owned a computer to get ready for the backup process. Backup was done on
DVDs and external Hard Disk Drives. The information would also be saved on the server and
on the desktop. At first the student was assisted to do the back-ups but as time went on, the
student was able to carry out the process by herself.
Software Maintenance

31

The issue of viruses was actively learnt on the server thus making maintenance complex yet
tiresome. Web root antivirus software was installed on the server and all the other computers
at Chitungwiza Central hospital with the operating system which was installed on the server
being Microsoft Server 2008. Mainly, it were issues of just switching on the server when it
hibernated, as well as using the additional virtues of web root which enabled us to shut down
the computer where we felt the user was abusing the internet. The server usually hibernated
after two days and this was a setback to the Pastel accounting system users whose functioning
completely depended on this server.
Repairing of computer hardware
Computers purchased by the hospital were repaired by the I.T department. The machines that
were donated by other organizations for example NGOs were not fixed by the student when it
came to any change in hardware. The student was only allowed to perform software changes
on these computers. Most computers that came for repair had common problems such as:
1. Machine did not respond to power. Usually the problem of a computer not responding to
power would be resolved by replacing the power supply with a new one.
2. Hard drive crushed. This would be due to one of the following: system files may be
corrupted due to viruses infecting the computer or it may be due to physical failure of the
hard disk drive. The first step was to try to boot the machine in safe mode.in this state the
student would be able to boot the machine and access everything. The student was then able
to perform the necessary tasks for example scan for viruses using antivirus or performing
system recovery.
The process would delete recently installed programs but documents and other files and
folders would not be affected. Sometimes the student would go to the local disk (usually C)
and right click, go to properties, click on tools and check the disk for errors. This would be
done through safe mode. The system would start to check for errors and fix them. This would
solve the problem in some machines.
If the machine failed to boot using safe mode, the student would be prompted to use a
bootable flash disk which contains an operating system like Windows 7. Using this disk, the
student might choose the repair option. The student would launch start up repair and if this
repair did not work after rebooting the machine, the student would have no other option but
to format or partition the hard drive. Formatting would erase all the information on the hard
drive so the student would opt for the partitioning option. Using this option meant that all the
32

files and folders would be stored in Windows Old which was the previous operating system
but all the programs will be deleted and reinstall by the student.
After partitioning, the student would then install all the application packages needed by the
user and reinstall any missing drivers. The student would then go to Windows old, open the
user's folder, copy all the documents from the old desktop to the new desktop, from the old
documents to the new documents and so on.
3. Network card not functioning. The student would first check if the network card is
correctly installed, uninstall it and reinstall it. If it does not work still, the student would
request for a new one.
4. Resistors on mother board burnt. When resistors on a motherboard were destroyed usually
the motherboard would be replaced by a new one.
Printer servicing
The student was responsible for attending to printers in every department. The kind of
activities in which he was involved in; included:
1. Installation of printer drivers. The student installed the required printer drivers for every
printer and if the printer drivers were not available, it was the duty of the student to download
the drivers from the internet.
2. Printer sharing. The student managed to master the task of allowing the users in each
department to share only one printer. This was done as follows:
Right click on the printer in Devices and Printers
Click on Printer properties and the following will pop up:

33

Fig 4.3 Printer sharing


Click on share this printer and type in the Share name. The student did not have to click on
additional Drivers since the computers were running the same version of Windows.
After sharing the printer, the student would then go to another computer on the network and
got to the Network. The student would then identify the printer that was shared, right click on
it and choose to connect to it.
Paper Jams. The student dealt with paper jams that were experienced once in a while by the
users. The student would just open the printer door, remove the cartridge and remove the
paper and try to print again.
Assembling of new computers

34

The hospital would buy new computers every now and some would be donated to the
hospital therefore the student was therefore assigned to putting together the machine and
install the necessary software and applications.
Activating Windows
Usually some personal computers that came with the clients to the workshop were not
running genuine Windows therefore it was the duty of the student to activate Windows. Any
computer that did not run genuine windows would display a black screen or a warning that
said This copy of windows is not genuine would be seen on the right corner of the screen.
At start up, the user would be prompted to activate windows. The software that the student
used to get rid of this problem were:

CW or CHEW.WGA
WAT (Windows Activation Tool)
Windows 7 Activator

After running one of these activators, windows would be activated and no more activation
messages would appear and the user would be able to personalise their desktop background.
Internet and IP Addresses
There were two kinds of connections that the computers at the hospital could be connected to.
These were wireless network connection and local area connection. Usually the laptops were
the ones connected to the wireless network and the desktops were connected to the local area
network though some had wireless connection. The ones that used local area connection were
supposed to use Ethernet network cables which were plugged onto the machine. On the ones
that used wireless connection, the Wi-Fi adapter needed to be switched on. If there was no
connection, it would be represented by a red x on the internet icon. The student would first
verify that there is connection, whether local area or wireless. The student would also check if
the connection is enabled. If not, the student would have to right click on the connection and
enable it. In order for a computer to be able to access the internet well, it needed an IP
Address to be assigned on it.

4.4 THE MAJOR LESSONS LEARNT ARE AS FOLLOWS:

Basic communication skills- The student learnt how to communicate with different
people from different departments of the hospital and also learnt how to deal with
different situations accordingly.

35

Team player- The student learnt the importance of working as a team to achieve a
given task and to appreciate the various skills that she did not possess that were
brought in by other fellow attaches from different academic institutions.

The student got an appreciation of how management interviews and selects


prospective IT interns.

Software installation- The student learnt how to install different software according to
the needs of the machine and how to install the updates to that software.

Joining users on the domain- The student learnt how to join users on the domain and
to reset their passwords which was all done on the server.

Data recovery- The student performed data recovery on flash disks and on hard drives
using Recuva software and also by performing system recovery on the hard drive of
the affected machine.

Data backup. Performed backup on every machine in each department using external
hard disk drives and DVDs.

Network configuration. Troubleshoot any network problems and assigned IP


addresses for different machines.

I.T. Policy and Procedure Adherence. The student followed the procedures that were
used by the IT department to solve any of the IT related problems

System Analysis and Research. Performed analysis of the Pastel Accounting System
and researched on how to solve different issues concerning IT

Server Administration. Made sure that the server was functioning well every day since
it determined the functionality of every computer in every department.

4.5 CHALLENGES FACED AND SOLUTIONS.


Adjusting to business environment- Coming from an entirely theoretical background, the
student found problems adjusting to industry life at the beginning of the attachment period.

36

Solution- This challenge was overcome by having a positive attitude towards the industry
and towards fellow workmates. The organization also helped by giving the student proper
induction and fellow workmates were also warm-hearted and friendly.
Learning speed- During the first months of attachment the writer had to learn some
processes and master them within a very short period as some tasks needed to be
accomplished urgently. As a result she was prone to mistakes and consequently could not
meet some deadlines.
Solution- The writer had to learn from her mistakes and try not to repeat them when assigned
similar tasks.
Lack of co-operation- In any network of activities cooperation is vital. The student faced
problems with other sections when they failed to co-operate. This slowed completion of
assigned tasks and sometimes the blame was even put on the student.
Massive power cuts- which the whole country have experienced in August, September and
October has also affected the SAP program because in order to use SAP the user should be
connected to the LAN and without power you cannot use SAP and this would create a
backlog of work.
Solution- Generators are on standby to provide power but some of them also fail and this will
also add to the work backlog.

4.6 RELEVANCE OF THEORY TO PRACTICE


In this chapter the writer is going to assess the significance of theory learnt in the first two
years of the degree program to what is being practiced in the real business world.The student
is now equipped with a more realistic view of work and the business environment. Most of
the courses learnt in the Business Management and Information Technology Honours Degree
really helped during the internship period. Students are exposed to management, business
ethics and languages, which gives them a wider scope of business organizations and how they
are run or should be run. This course prepares candidates to meet the demands in the modern
business environment with wide knowledge of business management, technical skills and
capacity to harness and implement IT strategies taking advantage of emerging technologies
On successful completion of the course, graduates should be able to:

37

Apply knowledge of computing and mathematics appropriate to the discipline.

Analyze problems, and provide solutions to IT based problems.

Effectively communicate information, ideas, problems and IT-based solutions.

Demonstrate professionalism, ethics, legal, security and social responsibilities as well


as best practices and standards and their application in Information Technology fields.

Analyze the local and global impact of computing on individuals, organizations, and
society.

Apply current technical concepts and practices in the core information technologies to
solve IT problems.

.
Job opportunities after finishing this course are: Systems analysts and designers , Systems
developers , Network administrators , Database developers/ and administrators , Managers of
IT departments , Project managers , Researchers in IT field and any other disciplines, Trainers
in IT field, Computer Service Representative, IT Consultant, Customer Support Coordinator,
Data Specialist, Data Processing Manager, Help Desk Analyst, Human Resources Info.
Specialist, Information Officer, Instructional Technology Designer, IT Specialist, Systems
Consultant, Technical Analyst, Technical Evaluator, Technical Researcher, Technical Writer
and Future CEOs of companies.

4.7 PERSONAL EVALUATION


Prior to the industrial attachment the trainee had some principal weaknesses mainly because
of lack of experience. At the start of the industrial attachment her confidence in judgement
was low and she could not help facing the risks associated with flawed decision making.
Time management and meeting deadlines proved to be a very big challenge at the onset of the
attachment period. The trainee however developed in terms of confidence, independence and
decision making and also learnt the importance of managing good relations with
management, fellow workers as well as the general public.

38

Personal development- The internship exposed the student to the work environment which in
turn led to gaining advanced intellectual skills which cannot be obtained theoretically. As a
result, it helped the writer to observe and apply practically universally accepted professional
ethics of integrity, objectivity and independence which will propel the writer into a
prospective business and ICT personal in the near future.

4.8 KEY SKILLS DEVELOPED


1. Workload Handling- There was a lot of work to be done most of the times such that
ordering and effective handling of work became an inevitable skill to learn. In some
situations, while working or helping certain operational users, a superior would arrive
simultaneously with a technical problem, forcing the student to prioritize and consider
urgency of the help. Grouping workload in terms of urgency helped a lot in managing the
workload efficiently and effectively.
2. Effective communication -The student learnt communication skills in interacting with
users at all levels in the organisation. Users presented their issues on the phone and they also
came to the IT office so the student had to know how to handle each query in a polite tone.
Some users got offended while trying to help them so it was important to communicate in a
way which did not leave tempers flaring between the two parties.
3. Hierarchy of authority-The organizational structure is a clear depiction of the flow of
authority. I learnt that these lines of authority must be respected and followed to avoid
conflicts within the organization. The writer duly respected the clear reporting structure in the
department and organization as a whole.
4. Ability to manage and supervise others-The student got the chance to manage and
supervise other attachs in the ICT department when the supervisors were not around. This
was very beneficial as it improved my leadership skills as well.
5.Ability to work under pressure- Management of pressure and urgency of work were
developed to cope up with the workload, not only did I have to deal with the assigned duties
but also attending to various issues which were raised by end users of applications.

39

6. Eager to get Good Results- The student was always desperate to get tasks carried out
soon as possible at first, but as she became accustomed to the surroundings the desperation
turned into eagerness and enthusiasm, with most of the task assigned being successfully
completed.

7. Decision Making - The student developed decision making skills through sharing views
and ideas. She also exercised autonomy in diagnosing and solving some technical issues.

8. Electronic marketing- This was used when updating the electronic billboards, used by the
hospital as an advertisement strategy and so inspirational informational and other educative
information was broadcast to patients.

4.9 EXPECTATIONS VS REALITY.


Having acquired relevant knowledge theoretically, working in an industry is an opportunity
which the student was looking forward to.
The student expected work to be easy and flowing.
Having been taught how to carry out tasks, it turned out that applying theoretical knowledge
to practical situations was complex. More often than not, what you expect and know
theoretically does not apply in practice. Practicability is a process which is not easily
mastered like theoretical learning, you begin to understand by receiving an instruction and
carrying out that instruction and it can be quite an experience.
The student expected to be continuously trained.
After being trained to carry out duties the student expected to be continuously trained but
only got a once off training. Sometimes the attach would have to go and solve issues on her
own capacity and would call the IT Specialist for assistance over the phone.
The student expected to be constantly monitored and supervised at work with little autonomy
to decide as a student. The student found that reality forced the student to be creative and
make major decisions as she was sometimes left in charge of the other interns when the
supervisors were not around.
40

The student expected to find everything available


Chitungwiza Central hospital is a large and reputable medical institution. Therefore, the
student expected to find readily available tools and equipment, required documents,
materials, protective clothing among other necessities needed to carry out the duties. This was
however not the case, and on numerous occasions the materials had to be ordered from the
stores department and then the stores department would avail them for use.
The student expected my work to be centred on computers only
The student discovered that administration was part of the job and for example had to look
for quotations to buy IT equipment, repaired and maintained computer hardware, ordering
and collecting items from the stores, processing the payments to suppliers and also keeping
record of equipment in use.
The student expected to be exposed to all the business systems
The fact that Bachelor of Business Management and Information Technology encompasses
both business and computers, the student expected to be rotated to all the other departments
which have anything to do with my studies such as accounts, stores, human resources, quality
assurance internal audits and public relations. This was not possible because all these
departments had interns majoring in their respective departments and there was no room to
manoeuvre.
The student expected to get some form of remuneration
The student found out that attaches or interns at CCH are not given any form of remuneration
and breakfast and lunch are not even catered for. The student would bring packed lunch to eat
during the lunch break. However once the student got to understand that money was not part
of the terms of attachment the student got used to the idea and this did not affect her
commitment to work.

4.10 IDEAS IMPLEMENTED TO THE ORGANIZATION


Innovation means more than implementing new ideas to the organisation. It can be about
improving ideas which were already there. The trainee suggested that the interns carry out
morning computer assessments rounds daily to give information technology support to all
departments thus fulfilling the main objective of the department. Each intern was assigned his
or her own departments to deal with. The student was the ISO QMS 9001 focal person for the
41

IT department. The student participated in the creation and implementation of the Quality
Management System documentation for the department .With the supervisors assistance the
student helped in creating the IT Procedure Manual which stated all the Information
Technology policies. Every job which is carried out has to be documented in the computer
maintenance sheet and calls are recorded on a form called a report sheet. Requisition sheets
had to be filled in before the department carried out any job.

4.11THEORETICAL SKILLS WITH DIRECT PRACTICAL


APPLICATION
Principles of Management - Dealing with people at any level requires a profound
knowledge of this module. The writer found it integral in raising her points of views as well
as reacting to colleagues' and client problems. The writer had the privilege of observing
management and administration principles in action due to the interaction with managers,
mainly due to the short organization structure. There is direct correlation between principles
learnt and what actually happens on the ground in organizations. A notable application is that
of the principles of coaching and mentorship the writer observed being applied on her, by her
superiors.

Communication Skills- Effective communication is of prominent significance to


organizational success and well-being. This involves proper flow of messages up and down
the organizational hierarchy. Basic communication practices the writer was able to put into
action involved report writing, taking down meeting minutes, memos and how to adapt and
work with people from different cultures and with different backgrounds. As a result the
author was able to fit in properly in Chitungwiza Central hospital's business practices. The
skills learnt from this module were applicable, and even earned the writer respect from fellow
attachs. It benefitted the author from dress code, getting along with people from diverse
backgrounds, to presentation, the writer found the benefits from these skills invaluable as she
was able to fit in well into the Chitungwiza Central hospital corporate culture.

Models of Database and Database Concepts- This course is all about how to manipulate
databases. Chitungwiza Central hospital`s workforce do not have full access to the database,
42

as the database is centrally controlled at Central Computing Services (CCS) by the


government. The author however applied the subject in managing user accounts, extracting
reports from the major applications used by the organizations accounts department which
uses PASTEL as well as configuring the network for PASTEL. The author however felt that
the module is not catered for significantly during the attachment period. All this having been
said and done, a better understanding of business practicalities as far as database concepts are
concerned was gained.

Computer Architecture- The knowledge gained from this module assisted in repair and
maintenance of computer hardware. A lot of hardware faults had to be attended and we also
had to replace hardware components such as slotting a memory chip (ram) on the
motherboard.

Data Communications and Computer Networks- Under this module we went through
different types of computer network components. Therefore during the work related learning
period I came across components such as switches, routers, hubs and fibre converters. Using
the knowledge gathered from this module it was easier to fully grasp how these components
operate and it was very handy during network troubleshooting and cabling.

Organisational behaviour
This module covered the different kinds of human behaviour found on organisations, possible
reasons that may cause these kinds of behaviour and how management can use this
knowledge to the benefit of the organisation. For example how teams are formed and how to
manage those teams. This knowledge helped the student when she was put in charge of a
project team during industrial attachment.
Programming- this helped the student when developing websites.

43

CHAPTER 5: SUMMARY, RECOMMENDATIONS AND


CONCLUSIONS
5.1 INTRODUCTION
In this chapter the writer will give a summary of the industrial attachment report, give
recommendations to the students, the Catholic University and Chitungwiza Central Hospital
respectively. Conclusions are made based on the industrial attachment experiences that were
encountered during the internship period.

5.2 SUMMARY
The work-related-learning period of the degree program has greatly helped the trainee in
applying into practice the theory learnt at university. This gave the trainee the opportunity to
understand the theoretical concepts and be proficient in applying them within the context of
the course subject. Moreover, the trainee did not get only the technical knowledge, the
attachment period also provided intellectual development in management context. The trainee
also developed in terms of confidence, independence and decision making and also learnt the
importance of having good relationship management with peers and management as well as
the general public. The trainee managed to maintain a well-balanced and professional
relationship with her peers as well as managers, such that she was not afraid to confront or
assist in any situation that she felt needed clarification.
In addition, the work experience enabled a feel of cultural changes in ways that cannot be
taught. Being in a real situation also provided a degree of insight into the extent of business
costs something that is also difficult to fit into the curriculum. Gains were technical,
professional and social and it will be both in the short term and long term. The trainee was
exposed to various aspects of the IT industry and was able to visualize more realistically the
expectations of the real world.

5.3 RECOMMENDATIONS
5.3.1 RECOMMENDATIONS TO THE STUDENTS
Although monetary rewards are very low, and in some cases non-existent, students must be
encouraged to give all their best and work to the best of their capabilities, since they are not
44

only learning but also marketing themselves to the organisations to which they are attached.
Students must also play an ambassadorial role on behalf of the University, which makes it
easier for future students to be attached, the student therefore beseech each, and every one of
the attaches to be exemplary and diligent in their internship endeavours.

5.3.2 RECOMMENDATIONS TO THE CATHOLIC UNIVERSITY OF


ZIMBABWE
1. Continuous Review of Courses. All courses should be designed and reviewed periodically
to ensure that students turn out to be world class Information Technology experts who are
well acquainted with latest technologies as well as competent managers in the modern
environment. This can be achievable through regular interaction with the Academic
Institution's partners in the industry for them to update it on what skills their looking out for
in graduates. By ensuring that the University is always in tangent with what is required on the
job market, then courses can be continuously designed to ensure that CUZ graduates can
meet such criteria.
2. Frequent Communication. The writer also recommends that the University and the
company to which the student is attached should communicate frequently. This will help keep
the university fully informed about the students behaviour and conduct at work.
Communication would also keep the university informed about the students movement, for
instance when a student has been deployed to another province or outside the country on
business errands.
3. Securing of industrial attachment places. The university needs to properly plan for the
students industrial attachment program. Most students were greatly inconvenienced when the
places for industrial attachment could not be secured in time. The university should represent
the student in sourcing attachment places .The University should make employment contracts
with different companies in order to avoid a situation whereby students may go for months
without being attached.

45

5.3.3 RECOMMENDATIONS TO CCH


1. Industrial attachment rotational programme -The student also feels that there should be
a clear industrial attachment rotational programme which ensures students are rotated to
different departments. The organization should at any given time have ample staff so that the
rotation of students does not affect the operations of any department. Students on attachment
must rotate in other departments
2. Software in-house development- SAP system for Chitungwiza Central Hospital for
example is controlled from Central Computing Services (CCS). This may lead to less
knowledge for students regarding the management and program source code of the system. If
the software is developed by the CCH IT department, this development will go a long way in
human capital development.
3. Shortage of tools and equipment- The Information Technology department should have
adequate tools to carry out their duties. Currently the department improvises on tools like
screw drivers, punch down tools to mention but a few.
4. Need for office space- The Information Technology department should have more office
space because at the moment there is only one office for the manager, the assistant manager
and all the interns on attachment. An IT workshop would come in handy since the office
becomes congested at times.

5.4 CONCLUSION
The period of Industrial Attachment with Chitungwiza Central Hospital was an immeasurably
valuable experience, which nurtured the student into a more capable professional. Skills have
been gained technically, professionally and socially. This training has helped in gaining
enormous technical knowledge and insightful experiences in a real working environment.
There were adequate opportunities to put theories and principles learnt in the undergraduate
courses at the Catholic University into practice.
In conclusion the work related practical working environment helped a lot in personal and
academic development as a student. The students time at Chitungwiza Central Hospital was
interesting and very educative and a deep understanding of ISO was gained. The Work
Related Learning period equipped the student with the appropriate experience in the crucial
fields of:

46

Systems Administration
Hardware maintenance
User Support administration
Database management
Network Administration
Systems Analysis
Business communication
Organisational behaviour

The trainee has also gained vast experience from the systems and software used at CCH
primarily SAP, PASTEL, Epi info and SPSS .The skills acquired during the internship period
blended together with the theoretical knowledge learnt will be invaluable in moulding the
trainee into a competent graduate.

47

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www.career.arizona.edu/student/finding an internship).
www.czacentralhospital.co.zw
.(www.gooduniversitiesguide.com/au)
www.strathmore.edu/apo/attachments/industrial attachments)

50

APPENDIX 1: APPLICATION LETTER FOR


ATTACHMENT
Dear Sir/Madam
Tendai Majimisi is a Second year student reading for the four year Bachelor of
Business Management and Information Technology degree at this University.
During the third year of the degree, students are attached to industry to gain
practical experience.
She is seeking attachment for the year 2015 at your company. The University
would be very grateful to you if you could help her. The student will be free to
begin in December 2014 and will be required at college in February 2016.
The following are the courses covered in the first and second years of study for
this degree:
First Year 1st semester
IT101 Introduction to Computers
BM101 Foundations of Management
BM102 Communications for Business
BM103 Principles of Marketing
BM104 Financial Accounting for Business 1A
BM105 Principles of Economics
2nd semester
IT102 Computer Mathematics
IT103 Fundamental of computer organisation and architecture
IT104 Introduction to Programming (C)
BM106 Quantitative Analysis for Business
BM107 Financial Accounting for Business 1B
IT105 Operating Systems

Second Year 1st semester


IT201 Data Communications and Computer Networks

51

IT203 Models of Databases and Database Design


IT204 Internet and Web Design (PHP, HTML, Dream Weaver)
BM201 Corporate Finance 1A
BM202 Organizational Behaviour
BM203 Managerial Accounting for Business
2nd semester
BM201 Corporate Finance 1B
IT202 Introduction to OOP Using Visual Basic. NET
IT205 Project 1 (Systems Analysis and Design Project)
IT206 Software Engineering
BM204 Business Law
BM205 Business Research Methods

52

APPENDIX 2: SAP LOG IN FORM

SAP MAIN MENU

53

SAP DATA SCREEN

54

55

APPENDIX 3: TERMINATING CAT 6 CABLES

1.

In order to terminate cat 6, the trainee used RJ45


terminating tips, and an RJ45 compatible crimping tool.

The next step was to strip the jacket off from the cable.
2.

Using the stripping blade on the crimping tool, the trainee


would strip about an inch of the jacket from the cable. She
was careful not to press too hard and cut the wires inside.

Once the jacket had been removed there are 4 pairs of wire.
3. Each pair consists of a solid coloured wire and a white wire
with a stripe of the same colour as the solid coloured wire.

4.

Next she untwisted each pair of wire to make them easy


to rearrange.

5. It is best practice to stick to a standardized wiring


scheme, but the most important part is that you're
consistent on both sides of the cable. The T568A
standard wiring scheme is a good standard pinout to
use when wiring your cat 5. Order the wires from left

56

to right in the order light green (white with green


stripe), green, light orange, blue, light blue, orange,
light brown, and brown.

If the wires are coming too far out of the jacket the tip
6.

won't be as secure on the wire. Use the wire cutting


tool on the crimper to trim the wire back to about a
half-inch.

The trainee would then slide the tip over the wires with the
7a.

light green wire being in the top pin if the tip is held like in
the picture. Once the cable was slid into place there was need
to make certain that everything was well placed.

57

APPENDIX 4: CHANGING IP ADDRESSES

58

59

APPENDIX 5: WORK ALLOCATION DURING


ATTACHMENT

60

APPENDIX 6: INTERVIEW QUESTIONS

61

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