tdk-dolgozat (association internationale des etudiants en sciences economiques et commerciales) is...
TRANSCRIPT
TDK-dolgozat
Varga Anikó
Nemzetközi Gazdálkodás
2011
Be a Change Agent! – Jelentkezés és szelekció az AIESEC Magyarország
helyi bizottságaiban
Be a Change Agent! – Application and Selection in the Local Committees of
AIESEC Hungary
Kézirat lezárása: …………………...
Varga Anikó
Be a Change Agent! – Jelentkezés és szelekció az AIESEC Magyarország helyi
bizottságaiban
Az AIESEC (Association Internationale des Etudiants en Sciences Economiques
et Commerciales) a világ legnagyobb diákszervezete, amely több mint hatvanezer tagot
tudhat magáénak a világ 110 országában. Főbb profijai közé tartozik a nemzetközi
szakmai gyakorlati programok lebonyolítása, az önfejlesztés professzionálisan és
személyesen, és a vezetőfejlesztés. Minden évben több tízezer jelentkezési lap érkezik be
a szervezethez, mind a gyakorlati, mind a hosszú távú tagság, mind a vezetőségi pozíciók
miatt.
A szelekció már a promóciós üzenetek megírásakor elkezdődik: az üzenetek,
felhívások és toborzó levelek mind több, meghatározott karakterisztikákra irányulnak,
amelyek alapján az embereknek a szelekciója a későbbiekben megtörténhet. Míg a
szakmai gyakorlatra erős, higgadt, de egyedülálló, önmagát feltaláló embereket lehet csak
kiengedni, addig a tagságnak nem feltétlenül ezekkel a tulajdonságokkal kell
rendelkezniük. Ugyanez igaz a vezetőségi jelentkezőkre is: akár tagok közül kerülnek ki,
akár kifejezetten vezetőknek jelentkeznek az egyetemi diákok, olyan személyiségi
jegyekkel kell rendelkezniük, amelyek nem feltétlenül esnek bele a fentebbi két
kategóriába – természetesen átfedések mindig vannak, viszont általában ezek csekélyek.
Természetesen a promóciós üzenetek csak a kezdetet jelentik.
Magyarországon ebben a szemeszterben összesen több mint 500 jelentkezési lap
érkezett be csak tagságra jelentkezőktől, a gyakornoki programra való jelentkezés még el
sem kezdődött, de Miskolcon már 16 diák érdeklődne külföld iránt. A 12 helyi
bizottságban mindenhol a mérthez és humán erőforráshoz megfelelő számú jelentkező
érkezett (egy-két extrém eset kivételével – BGF Külkereskedelmi Kar: 76 jelentkezési
lap; Pécs: 36 db), így a Tehetségmenedzsmentes alelnököknek a szelekciónál eléggé
szigorúnak kell lennie, hogy a megfelelő emberek kerüljenek be a szervezetbe. Ügyelniük
kell, hogy ne pazaroljanak a helyi bizottságok tagjai, vezetői felesleges energiát olyan
emberekbe, akiknek a profiljába egyáltalán nem illik be a szervezet.
Dolgozatomban szeretném részletesen bemutatni mindhárom fentebb említett
irányzat jelentkezési feltételeit, szelekciós pontjait, illetve elemzését.
Anikó Varga
Be a Change Agent! – Application and Selection in the Local Committees of
AIESEC Hungary
AIESEC (Association Internationale des Etudiants en Sciences Economiques et
Commerciales) is the world’s biggest student organization, which has more than 60 000
members in 110+ countries in the world. Its main profile contains the international
internship programs, and delivering and organizing them to the students. There is an other
direction which AIESEC leads: personal and professional development. In every year
more than 10 000 application forms are received worldwide, both for internship, long
term membership and leadership positions.
The selection already starts when we are writing our promotional messages: the
articles, shout outs and Neptun-messages are written about given characteristic, which
helps us in the selection. While the interns need toughness, patience, stableness and self-
confidence, the long term members (from now on: LT members) does not really need
these skills. It is the same case for the ones who apply for Leadership position: either they
are already members or applying among the university students, they need to have such
characteristics which do not really the same as for the other two – of course there are
always similarities, but usually not so much of them. Naturally the promotion messages
are just the beginning.
In Hungary only this semester more than 500 LT member application forms has
been received, the internship program promotion have not even started, but only in
Miskolc we have around 16-20 applicants who would like to go to an internship abroad.
In the 12 Local Committees there are applicant numbers fitting to the size and the HR
capacity (there are some extremities as well: in BGF KKK they received 76 application
forms). Because of this huge amount of number the Vice Presidents responsible for Talent
Management have to be really strict regarding of the selection to decide who can be
members of the committee. They have to consider the Human resource usage despite the
fact that it may occur that the new members will quit because they will not get the
experience that they wanted, so the local committee members and leaders do not need to
invest so much energy in the members who will not be in the organization furthermore.
Table of Content
I. INTRODUCTION .................................................................................................................... 1
I. INTRODUCTION OF AIESEC ............................................................................................... 2
1. What is AIESEC? ................................................................................................................. 2
2. History .................................................................................................................................. 3
3. Structure ............................................................................................................................... 7
a) AIESEC International (AI) ............................................................................................... 8
b) Growth Networks (GNs) .................................................................................................. 8
c) AIESEC Hungary ............................................................................................................. 8
ii. Talent Management Department (TM Department) ..................................................... 9
iii. Finance Department (F Department) ....................................................................... 9
iv. Outgoing Exchange Department (OGX Department) .............................................. 9
v. Incoming Exchange Department (ICX Department) .................................................... 9
vi. Local Committee Development Department (LCD Department) ........................... 10
vii. External Relations Department (ER Department) .................................................. 10
viii. Communication Department (Comm Department) ................................................ 10
d) Local Committee of University of Miskolc (LC Miskolc) ............................................. 11
i. Local Committee President (LCP) ............................................................................. 11
ii. Local Committee Vice President for Talent Management (VP TM) ........................... 11
iii. Local Committee Vice President for Finances (VP F) ........................................... 11
iv. Local Committee Vice President for Outgoing Exchange (VP OGX) .................... 12
v. Local Committee Vice President for Incoming Exchange (VP ICX) .......................... 12
vi. Local Committee Vice President for Communication and External Relations (VP
Comm & ER) ...................................................................................................................... 12
vii. My Expansion Coordinator (ME Coord) ................................................................ 12
viii. Corporate Coordinator (Corp Coord) ................................................................... 12
II. PROGRAMS AIESEC OFFERS............................................................................................ 14
1. The old AIESEC Experience model ................................................................................... 14
2. The new AIESEC Experience model ................................................................................. 16
3. Comparison of the Experiences .......................................................................................... 17
4. The Programs...................................................................................................................... 18
a) Team Member Programs ................................................................................................ 18
i. Entrepreneurial Program ........................................................................................... 18
ii. Professional Development Program .......................................................................... 19
b) Team Leader Programs .................................................................................................. 19
i. CEED International Leadership Program ................................................................. 19
ii. Functional Leader – Middle Manager ....................................................................... 19
iii. Executive Board ...................................................................................................... 19
c) Exchange ........................................................................................................................ 19
i. GIP – Global Internship Program .............................................................................. 19
ii. GCDP – Global Community Development Program ................................................. 19
III. THE AUTHORITY OF VICE PRESIDENT FOR TALENT MANAGEMENT, THE
TALENT MANAGEMENT SYSTEMS ........................................................................................ 20
1. Talent Management Systems .............................................................................................. 20
a) Talent Planning .............................................................................................................. 20
b) Talent Marketing ............................................................................................................ 20
c) Selection ......................................................................................................................... 21
d) Induction ......................................................................................................................... 21
e) Allocation ....................................................................................................................... 21
f) Goal setting and orientation ........................................................................................... 21
g) Education & Training ..................................................................................................... 22
h) Coaching......................................................................................................................... 22
i) Fast Track ....................................................................................................................... 22
j) Succession....................................................................................................................... 22
k) Transition ....................................................................................................................... 22
l) Talent tracking and pipeline management ..................................................................... 23
m) Motivation, Reward & Recognition (R&R) ................................................................ 23
n) Performance Appraisal .................................................................................................. 23
o) Talent Review ................................................................................................................. 23
p) Heading for the Future/ Exit Interview/ Career planning .............................................. 23
2. Learning Environment ........................................................................................................ 24
a) Individual discovery and reflection ................................................................................ 24
b) Team experiences ........................................................................................................... 24
c) Learning circles .............................................................................................................. 24
d) Conferences and seminars .............................................................................................. 25
e) Mentoring ....................................................................................................................... 25
f) Virtual spaces, forums, blogs and resource sharing ...................................................... 25
3. Needed preparations – What is important to get during transition ..................................... 25
IV. THE APPLICATION PROCESS IN AIESEC HUNGARY (FROM THE SIDE OF THE
LCS) 27
1. Application generally in the books ..................................................................................... 27
2. Application in AIESEC ...................................................................................................... 28
a) Talent Planning .............................................................................................................. 28
i. Country Competency Model (CCM) based recruitment ............................................. 28
a. Team member program .......................................................................................... 29
b. Team leader program .............................................................................................. 31
c. Exchange ................................................................................................................. 32
ii. Job Description based recruitment ............................................................................. 33
b) Talent Marketing, Promotion ......................................................................................... 33
c) Application Form ............................................................................................................ 34
V. THE SELECTION OF THE APPLICANTS .......................................................................... 36
1. Selection generally in the books ......................................................................................... 36
2. Selection in AIESEC .......................................................................................................... 37
a) Application Form ............................................................................................................ 37
b) Interview for Team members .......................................................................................... 37
c) Interview with Exchange Participants ............................................................................ 38
d) Get to know AIESEC events............................................................................................ 39
i. Induction Camp .......................................................................................................... 39
ii. Central Newie Education Weekend (CNEW) ............................................................. 41
e) First weeks ...................................................................................................................... 42
i. Allocation ................................................................................................................... 42
ii. Motivation to participate at team events .................................................................... 42
iii. Performance ........................................................................................................... 43
f) Training and Educational AIESEC Conference in Hungary (TEACH): ........................ 43
VI. Conclusion .......................................................................................................................... 44
Table of Tables
1.Table: Transition flow of an elected VPTM .......................................................................... 26
2.Table: Needed competencies for Entrepreneurial Programs ............................................... 29
3.Table: Needed competencies for Professional Programs ..................................................... 30
4.Table: Needed competencies for Team Leader Programs .................................................... 33
5.Table: Needed competencies for Exchange .......................................................................... 33
6.Table: Agenda of AIESEC Debrecen-Gödöllő-Miskolc Camp, 2011 Autumn ..................... 41
7.Table: CNEW Agenda, 2011 Autumn ................................................................................... 42
Table of Pictures
1. Official definition and picture of "What is AIESEC?" ......................................................... 2
2. AIESEC in the year of establishment, 1948 ......................................................................... 3
3. AIESEC in the year 1969 ..................................................................................................... 4
4. AIESEC in the year 1990 ..................................................................................................... 5
5. AIESEC in the year 2008 ..................................................................................................... 7
6. Structure of AIESEC ............................................................................................................ 7
7. The Growth Networks ......................................................................................................... 8
8. AIESEC Hungary Structure ................................................................................................. 11
9. AIESEC Miskolc Structure ................................................................................................... 13
10. The old AIESEC Experience model (till 2011) .................................................................. 14
11. The new AIESEC Experience Model .................................................................................. 16
12. Application flow (in books) ................................................................................................ 27
13.Change in number of members .......................................................................................... 35
14. Selection flow (in books) .................................................................................................... 36
15. The Role of TEACH .......................................................................................................... 44
1
I. INTRODUCTION
Starting my first university year I got into contact with the organization called
AIESEC. I applied to them and I became a member. I have tried myself in almost every
area which can be found in the Local Committee of Miskolc and I truly became an
AIESECer. After 6 months there came the opportunity to apply for Executive board
member and I decided to catch the chance. I knew since my joint that I want to be the
Vice President responsible for Talent Management – I wanted to work with people, to
help them, to develop them. I knew instantly that HR is my new interest, and I can frankly
say that I can imagine myself as being a top HR manager by some global organizations.
So I applied for the position and I got elected.
The last months starting from July concerned about the processes I will write
about in this paper. Since then I have experienced a lot and spent more time with these
thing than anything. I have experienced the hard process of planning, the brainstorming
regarding the promotion and the joy of making an Application Form and then see it fill
out – by 28 brave applicants, who wanted to change their university year, who wanted to
have some experience besides their studies. I have prepared and delegated around 30
interviews, concerned about the applicants and their motivation, and organized
Assessment Centre games, and a wonderful AIESEC Induction Camp together with the
Local Committees of Debrecen and Gödöllő. I have chaired a Central Newie Education
Weekend and trained and educated the enthusiastic new members of the local committee.
With these experiences I wanted to share my opinion about these processes,
because I made some conclusions, and have some development points to be made. As my
best hope, this paper will be the written acknowledgement of the experiences AIESEC
has provided me with my special area in the local committee and also it can provide an
inside look for the external people about the whole process of the application and
selection in the organization.
After getting through these months I have a really complex opinion about the
processes, I have seen the best and the worst parts of it, but mainly I would like to
emphasise the bad things, which are really need to be developed and need to be thought
through again by the Vice Presidents for Talent Management.
2
I. INTRODUCTION OF AIESEC
1. What is AIESEC?
14. Official definition and picture of "What is AIESEC?"
Source: http://blog.aiesec-suceava.ro/wp-content/uploads/2010/10/image008.gif
AIESEC has 63 years of experience in developing high potential youth into
globally - minded responsible leaders. Present in over 110 countries and territories and
with over 64,000 members, AIESEC is the world’s largest student-run organization.
Focused on providing a platform for youth leadership development, AIESEC offers
young people the opportunity to participate in international internships, experience
leadership and a global learning environment. What makes AIESEC unique is the youth-
driven impactful experience that it offers to its members. AIESEC is run by young people
for young people.
Our members are part of an exciting, driven global network. They are able to
contribute to societal change while exploring their own vision for a positive impact on
society. We are supported by thousands of partner organizations around the globe who
look to AIESEC to support the development of youth and to access top talent through our
global internship program. Our alumni are leaders within their organizations and
3
communities. They use the experience, skills and inspiration AIESEC has provided them
to be agents of positive change within today’s society.
2. History
In the beginning years of the Association Internationale des Etudiants en Sciences
Economiques et Commerciales (AIESEC), activities as exchange were usually
traineeships, study tours and the exchange of information on studies. Local Committees
were organizing the Traineeships during the months of November or December through
careful selections and training occurred during the following summer. The receiving
committee members played an important role: they completed the whole experience by
serving as a point of contact for trainees with the economic and cultural life of the
locality. The efforts to become the association for better organization could also be seen
after the congress in Copenhagen (1952) addressing uniform procedures and employment
contracts for exchange.
The annual growth of exchange was 22%, it was progressing well but there was a
huge concern for the quality of exchanges and thus the AIESEC Summer School Training
Programmes (SSTP) were introduced in 1966. It was a step of expansion from the
‘traditional' traineeship exchange programmes and gave more impactful experiences to
the exchange participant. SSTPs engaged a limited amount of selected trainees, each
undergoing unique training and education but in a common field or topic on a project.
Every week they took time off from their firms to meet for lectures and group discussions
15. AIESEC in the year of establishment, 1948
Source: http://www.youtube.com/watch?v=humx5nbzdqc
4
and at the end of their traineeship period, joint and individual reports were produced. By
the end of 1969, 22 SSTPs were successfully carried out in eleven different countries.
In 1967, work began on a program called Student Traineeship Exchange System
(STRES) for an effective and fair approach to help flow and standardization of
information. Exchange numbers have already reached the 4500 mark and matching that
large group of students to the diverse purpose of traineeships was stretching the capacity
of AIESEC.
To meet this need, an international committee of Electronic Data Processing (EDP) made
up of AIESEC members was put together to create and implement a new computer
matching program. STRES was developed by students from the Massachusetts Institute of
Technology with the help of IBM donated computers. They applied for a great task of
translating forms into something the computer could understand while letting exchange
controllers to familiarize with the codes and procedures involved. The Paris International
Congress in 1969 saw people for the first time, anxiously waiting until the early hours of
the morning for matching by the mainframe computer with punch cards in deciles.
A shift of focus to member education and talent development occurred in the
1970's to prepare AIESEC members for a future in the business environment. The new
structure of the global association as a whole led to the emergence of International Theme
Programmes (ITP). Eventually, these became a formal part of AIESEC.
Pioneers to this new initiative were the programs; “Management Education in the
80's” (1976-1978) and “International Trade” (1978-1980). Under the idea of the
16. AIESEC in the year 1969
Source: http://www.youtube.com/watch?v=humx5nbzdqc
5
international theme, projects were run independently in a local, national and regional
level in recognition of the rapidly changing world. There was not a really international
theme with involvement of all committees including those involved in researching the
theme. Nevertheless, awareness across nations was attained through the engagement of
students, business people, academia and the community.
AIESEC Global Seminar Series (AGSS) was initiated in 1988, in the attempt to
meet the challenges of tomorrow head on and become a change agent. AGSS then
became World Theme Conference (WTC) event. This series of seminars was
communicated with the objective of educating youth and gathering their opinions on
issues related to sustainable development, such that they would be able to have an impact
on society through their combined voice, and later in life as leaders.
At the end of this the 80s, AGSS and ITP merged to become the Global Theme
Programme (GTP). GTP had a similar aim to AGSS, but with a more proactive approach,
an example of a GTP theme being “Entrepreneurship and Corporate Responsibility: New
Opportunities for Global Development”. The program at a point was functioning almost
as a separate organization within AIESEC itself.
Improving in Information technology in the 1990's saw the ongoing development
of communication and exchange tools. The emergence of the AIESEC Global
Information Systems (AGIS) contained new internet technology to connect operations
across the globe. Further developments included the use of file type protocol (FTP) to
17. AIESEC in the year 1990
Source: http://www.youtube.com/watch?v=humx5nbzdqc
6
retrieve materials, Internet Relay Chat (IRC) to run real-time online meetings, and open
access to the international website www.aiesec.org to 70 countries. Such changes meant
that the International Traineeship Exchange Program (ITEP) was managed online, and
also a large portion of local committee budgets were now freed up from the costs of
physical communications. AGIS would later become known as "Insight".
The advantage of using the internet to send data, and continuous matching was
able to take place, (previously matching was done at specified times) meant a huge
development during the history of the organization. Unfortunately the successes of Insight
were outnumbered by issues with the system, so it became clear that a new version was
required. Insight II was born, and ended up being used for several years until the initiation
of Insight XP in 2004.
The introduction of Issue-Based Experiences (IBXPs) began as a way to ensure
that young people who have identified an interest for a particular issue have the
opportunity to live an experience that not only enables them to gain general leadership
skills, but also expertise on a particular issue. This process represents what AIESEC
offers to its members; experiences to support them in developing needed competencies to
lead positive change and a strong interest and knowledge in one of the key topics of the
world that needs positive leadership.
AIESEC Learning Networks (LNs) are part of IBXPs, consisting of: Finance,
Education, HIV/ AIDS, Corporate Responsibility, and Entrepreneurship. AIESEC
members get the chance to lead teams and go on international internships, while
organizations benefit from access to AIESEC's membership base.
In the 2000's, the organization saw an increase in exchange numbers with over
5000 students sent on internship in 2008. The introduction of development internships, as
a new innovative pool of exchanges, added to the diversity of experiences offered. During
this period of time the introduction of further management and measurement tools for
exchange have supported countries to increase the number of exchange experiences they
are providing.
7
AIESEC International
Western Europe - North
America
Central-Eastern Europe
AIESEC Hungary
Miskolc Local Committee
Middle East - North Africa
Africa Iberoamerica Asia Pacific
The 60th anniversary celebrations of 2008 saw AIESEC celebrating the history
and achievements of 60 years of activating youth leadership in over 100 countries and
territories.
3. Structure
Being the 3rd
biggest Non-Governmental organization in the world AIESEC has a
kind of complicated and multi-levelled structure, which has been formed during the years
and some positions are still changing from year to year. It moves on three levels:
international, national and local level.
18. AIESEC in the year 2008
Source: http://www.youtube.com/watch?v=humx5nbzdqc
19. Structure of AIESEC
Source: Own Compilation
8
a) AIESEC International (AI): As the main leader of the whole organization
AIESEC International has a diverse and wide-spread structure. Because of being
the international leadership body of the whole organization they have leaders of
wide-choices of areas and teams as well: they are taking care of the countries and
the international initiatives, they are the ones who follow-up the countries and
help the national leaders understand and implement the new ideas.
b) Growth Networks (GNs): The world of AIESEC is divided into areas, so called
Growth Networks. Every growth network has a responsible from AIESEC
international, usually a person who is from the given region. The regions are:
20. The Growth Networks
Source: Own compilation
c) AIESEC Hungary: The national level is divided into two groups: the Member
Committee (MC) of AIESEC Hungary is the leadership body of the whole
country. They are the ones who plan the up-coming year of the country during
their transition period, they make the changes in the systems, they decide on the
initiatives and projects which can be implemented in the local committees in the
next term. The other group is the National Support Team which members are the
supporters of the local committees, the connection between the MC and the local
committees.
Western Europe -
North America
Central-Eastern Europe
Africa
Middle East - North Africa
Asia Pacific Iberoamerica
9
Positions and departments:
i. The leader of AIESEC Hungary is the Member Committee President
(MCP). He is the final responsible for all of the work done by the Member
Committee Vice Presidents (MC VPs). He represents the country and he
makes the final decisions. He has to coordinate the Member Committee
Vice Presidents together and has to lead them with responsible decisions.
He represents the country to AI.
ii. Talent Management Department (TM Department) – The leader of the
department is the Member Committee Vice President for Talent
Management (MC VP TM). She is the one who is responsible for HR
(Talent Management) systems and processes, for membership and
leadership development. To the TM department also belong two TM
coordinators who help to make the functional meetings, communicate the
initiatives and the opportunities and also coach the VP TMs in the local
committees and help them implementing the plans and initiatives.
iii. Finance Department (F Department) – The leader of the department is the
Member Committee Vice President for Finances (MC VP F). He is the
responsible for financial and legal operations and compliance in AIESEC
Hungary. He has one other member in the Finance department who helps
him to deal with the VP Fs from the local committees and their financial
situation.
iv. Outgoing Exchange Department (OGX Department) – The leader of the
department is the Member Committee Vice President for Outgoing
Exchange (MC VP OGX). He is the one responsible for planning and
controlling the flow of sending Hungarian students to internships around
the AIESEC countries. He has to control the action of the VP OGXs from
the local committees, with the help of the OGX coordinators from the
department.
v. Incoming Exchange Department (ICX Department) – The leader of the
department is the Member Committee Vice President for Incoming
Exchanges (MC VP ICX). She is responsible for planning and controlling
the flow of international students coming to Hungary and having places to
work for. She leads two Incoming Exchange Coordinators (ICX
10
Coordinators) (and an Incoming Exchange Manager (ICX Manager)1) to
provide the needed help for every local committee VP ICXs.
vi. Local Committee Development Department (LCD Department) – The
leader of the department is the Member Committee Vice President for
Local Committee Development (MC VP LCD). She is the responsible for
the operations in the local committees of AIESEC Hungary. She leads the
team of Local Committee Coaches (LC Coaches) who help directly to the
local committees to be as developed as possible.
vii. External Relations Department (ER Department) – The leader of the
department is the Member Committee Vice President for External
Relations (MC VP ER). He is responsible for the business and
governmental relations of AIESEC Hungary, he is the one who (together
with the External Relations Managers (ER Managers)) networks with the
new and existing partners.
viii. Communication Department (Comm Department) – The leader of the
department is the Member Committee Vice President for Communication
(MC VP Comm). She is the responsible for the external image and the
appearance of the organization. Along with the Communication
Coordinators, she is the one who make the plans and initials for the
promotions and coordinates the marketing activities of the local
committees.
The department members who are not MC members called the National Support
Team (NST). They are the helping body of AIESEC Hungary, they are the ones
who mainly in contact with the local committee VPs.
1 The main difference between Coordinators and Managers is that the Managers do not deal with local
committees.
11
d) Local Committee of University of Miskolc (LC Miskolc): The 8th
Local
Committee (LC) in Hungary, established in 1987 (just like the Faculty of
Economics). The LC is well-known for being the outstanding one, to go against
the flow not fearing the consequences. The leadership body always changes,
trying to fit to the number of members.
Positions and teams:
i. Local Committee President (LCP) – She is the responsible for the
decisions and work of the Vice Presidents (VPs) in the local committee.
She is the representative of the LC in the national events and for the
external partners (e.g. university) as well. She coordinates the Leadership
body of the LC together.
ii. Local Committee Vice President for Talent Management (VP TM) – She is
the responsible for the HR/TM systems in the local committee, the
development and motivation of the members and the learning cycle. She
provides the needed educations and trainings (cooperating with the
national level) and controls the operations related to the membership.
iii. Local Committee Vice President for Finances (VP F) – She is the one
responsible for the financial and legal operations in the local committee.
MCP
MC VP TM
TM Coordinator
TM Coordinator
MC VP F
Finance Coordinator
Finance Coordinator
MC VP OGX
OGX Coordinator
OGX Coordinator
MC VP ICX
ICX Coordinator
ICX Coordinator
ICX Manager
MC VP LCD
LC Coach
LC Coach
LC Coach
MC VP ER
ER Manager
ER Manager
ER Manager
MC VP Comm
Comm Coordinator
Comm Coordinator
21. AIESEC Hungary Structure
Source: own compilation
12
She makes the contracts, the compendium of the local committee, she
handles the accounting and make the official quarterly closing
iv. Local Committee Vice President for Outgoing Exchange (VP OGX) – She
is the responsible for the students who go to internships abroad: she makes
the promotion together with the VP Comm and her team, and she controls
the flow of the preparation as well. She is the one who is in contact with
the international co-operators and the local committee.
v. Local Committee Vice President for Incoming Exchange (VP ICX) – She is
the responsible for the international students who willing to come to
Miskolc for an internship. She leads a project called My World project
with a team (MW team); this project is dealing with higher educational
institutes to accept voluntary interns.
vi. Local Committee Vice President for Communication and External
Relations (VP Comm & ER) – She is the one responsible for the
appearance, promotions, marketing activities, external relations and event
organizing in Miskolc. She leads the Communication team who help her a
lot and together they fulfil the initiatives from the Comm department.
Middle Management (MM):
vii. My Expansion Coordinator (ME Coord) – She is the one leading the My
Expansion Project and team. Their work is similar like the My World
team, but they are dealing with lower educational institutes and non-
governmental organizations to accept voluntary interns.
viii. Corporate Coordinator (Corp Coord) – She is the one leading the
Corporate team whose work is to deal with organizations and companies to
accept professional interns for a longer time-period.
13
22. AIESEC Miskolc Structure
Source: Own Compilation
LCP
VPTM VP F VP OGX
OGX team
VP ICX
MW team ME coord
ME team
Corp coord
Corp team
VP Comm & ER
Comm team
14
II. PROGRAMS AIESEC OFFERS
The organization itself stands for 2 reasons: to grant people an international
learning platform and to help them develop personally. For this it is a great help to have
some kind of a structure to tell about the experiences, the flow of the membership or just
the flow of the systems, which comes after which.
That is the reason AIESEC has the “AIESEC Experience” model. It is a complex
model, with steps connected to each other and this way the people who connected to us
can have some kind of an idea what steps leads to where in this experience. The
organization tries to stay as refreshed and as up-to-date as it can be, but still there are
some gaps which should be filled, thought again.
1. The old AIESEC Experience model
AIESEC has recently changed their Experience model, since they wanted to
give people opportunity to get to know the organization without being in it. The
old model had a real flow, which contained most of the states written below. It
was kind of an unfortunate structure, even though if someone stayed at all of the
stages he/she got the true AIESEC Experience.
23. The old AIESEC Experience model (till 2011)
Source: http://aiesec.ch/about/xp/
15
Step 1. Introduction to AIESEC: This is the step where the newly inducted
members get a view about the organization; they get some idea about what we do,
what are our main priorities, main drivers. This is mostly during the interviews
where they hear about us and start to visualize what they will do in the
organization, what is interesting for them. This step also contains the Induction
camp, where they have their first AIESEC conference-experience with all the
global mindsets and discussions about world issues. Basically they get introduced
to the organization, just like the name of the stage says it. And here we can
mention the Induction Day and CNEW (Central Newie Education Weekend) as
well.
Step 2. Taking Responsibility: At this stage the members are fully inducted into
AIESEC: they have the needed educations and trainings to take part actively in the
life of the local committee. They are allocated into teams and have regular team
meetings, working day and working hours. They are organizing together informal
events and go to conferences. They have admission to the official systems
(Myaiesec.net, CRM, etc.) and have the life of an average team member in
AIESEC.
Step 3/1. Leadership Role: After taking the responsibility for enough time - during
the member gain the necessary skills and mindset – AIESEC gives the opportunity
to be a leader. The organization is set to activate the leadership potential in each of
its members and it is ready to give the wide choice of opportunities to make it
come true. There are several type of leadership positions: Task force leader,
Organizing Committee President (OCP), Project manager, Middle manager,
Executive Board member, Member Committee member, etc.
Step 3/2. Exchange: Even if someone arrives from the TR stage or the LR stage it
is important to them to live fully the AIESEC Experience – which is not complete
without going to exchange. Some people takes the opportunity and goes to
exchange as much times as possible and they always come back the good
memories, the experiences and the personal development. Because of the wide
choice of exchange opportunities – not just in countries, but profiles- it is really
16
easy for everyone to find his/her dream place with the dream job. With these
experience, the exchange work experience they are really prepared to get the job
which they want to have, because they have some advantages opposite to the
applicants who had their traineeship in Hungary.
Step 4. Heading for the Future: Unfortunately AIESECer years cannot last forever
and the members who participated at all stages have to leave the organization and
start their life with the gained experiences. At the exit interview we prepare
everyone with a career planning and a summarization of their experience to give
them more and more motivation to make their future as good as they can. With the
gained experiences and networks it is not a hard thing to get to the company they
want to work for and they have already the needed skills to do the best as they
can.
2. The new AIESEC Experience model
I have mentioned in the previous paragraph that the Experience model has
changed during the last year. Right now is the first year to use it in the practice: to
make the selection and induction based on this model is really easy, and people
who want to join have more opportunities. The only problem is to integrate it into
the local committees, to have it shown to the oldies, and have them understand it.
24. The new AIESEC Experience Model
Source: http://aiesecupm.blogspot.com/2011/07/aiesec-experiences.html
17
Phase 1. Engagement with AIESEC: In this phase the outsiders are introduced to
the world of AIESEC and the different programs they can be part of in order to
gain an integrated international leadership experience. They learn about the WHY,
HOW and WHAT of AIESEC and it will empower them to pick their
path/program to kick start the AIESEC Experience. It can be a class visit, an
information session, a chat by the information desk or other events where
AIESEC and its motives mentioned.
Phase 2. Experiential Leadership Development: The main programs of the
organization are run here. We provide team and international internship
experiences. This is the core service center where the members can learn and gain
everything from the global leadership network of AIESEC.
Phase 3. Life-long Connection: A lifelong connection will ensure the essence of
positive change throughout an AIESEC member’s life. In this way, AIESEC
presents each of its alumni a platform for continuous growth thus enabling them to
make a constant positive impact on society.
3. Comparison of the Experiences
The main difference between the two experience models is the flexibility. It
means that while in the old model it was unimaginable for someone to be a leader
right when he/she joins AIESEC, right now this opportunity is given (LC BME
and LC KVIK are already gave that opportunity to cca. 10 new leaders.) A
member can come in and out of the different type of groups easily and have a wide
choice of opportunities.
Now people do not necessarily need to be a member of AIESEC to get to
know it, to get some engagement to the organization. I have already mentioned if
someone just only heard a presentation about the organization, or a class visit
where any of our activities been mentioned it means that the person is somehow
engaged to us.
Also the programs the organization is offering get into one big label, the
Experimental Leadership Development. Every activity a person can do in AIESEC
18
is providing him/her getting a better leader, getting closer to have a leadership
opportunity.
The Heading for the Future stage morphed into the Life-long Connection
stage. It has more positive sounding, because it means that the ex-members, the
alumni stay connected to the organization for a life-time and not just quits the
organization without a trace. Also the people, the organizations and the partners
we have good relationship with are in this stage: we count on them in the up-
coming years, count on their support and that they want to stay in touch with us to
have a common benefit from each other’s activities.
Because of the change in the Experience there came a change in the
structure as well. There are full-time members, part-time members and volunteers
as well. These labels of the membership came from the type of the teams they can
join into.
The name of the exchanges changed as well. While in the past years we
counted the internships in one group and four little groups, in the new structure we
divide them into Global Internship Program and Global Community Development
Program. The second one is the volunteer program (in the old model it was the
Development Traineeship), and they decided to divide it from the other programs
people can apply for, because the main cause of this program is to bring cultural
understanding among the people of the world.
Summarizing the change between the two models we can say that we have
some main changes, which can be useful but hurtful as well. The main goals and
the main profiles of the AIESEC Experience have not changed though. Its main
goal and main challenge is to give the members the fullest experience they can
gain during the time they are participating the organization’s everyday life.
4. The Programs
a) Team Member Programs
i. Entrepreneurial Program: The program which members are
directly contribute to the exchange numbers of the local committee.
Under this program the three complex groups belong. The
19
members of these teams has to contribute to all of the steps needed
in the given area, they are the general membership.
ii. Professional Development Program: The members in this program
mostly contribute to only one step, one segment at the given areas.
The positions in this program mainly are for a short time period.
b) Team Leader Programs
i. CEED International Leadership Program: The aim of the program
is to provide an international and a Leadership experience for the
participants at the same time. It creates an opportunity for personal
and professional development, and makes it possible for the LC to
collect and share Good Case Practices from other LCs.
ii. Functional Leader – Middle Manager: The goal of the program is
to support functions, other Team Leaders and Members working on
GIP and GCDP programs within the LC. The program ensures the
proper preparation, selection, education and follow-up members of
the Leadership Program as Functional Leaders (coordinators,
managers, etc.)
iii. Executive Board: Maintain the sustainability of the Local
Committee by electing a final responsible Executive Board for its
one year strategic management and program execution.
c) Exchange
i. GIP – Global Internship Program: It contains three types of
professional internships: Technical Traineeship for the students of
the Mechanical Engineering and Informatics faculty, Management
Traineeship for the students of the Faculty of Economics and
Educational Traineeship for the students who study to be teachers.
ii. GCDP – Global Community Development Program: This
internship basically is a voluntary one which means that the
applicants go to a country from the existing 110+ AIESECer
countries and they receive accommodation and food for their
work. It is commonly a 6-8 week long journey.
20
III. THE AUTHORITY OF VICE PRESIDENT FOR TALENT
MANAGEMENT, THE TALENT MANAGEMENT SYSTEMS
In every leadership level in the structure (even local, national or international
level) there is a Vice President responsible for Talent Management. He/She is one of the
most important leaders who can always be found. Some local committees have a whole
team for the Talent management, but in Hungary this area is a one-man work. He/She has
to be very up-to-date related to the trends in Hungary: needs to be in contact weekly with
the National TM department to have the latest information. Most important to have these
information in the application and selection period.
But they have other obligations to have, other knowledge to possess. They have to
build their whole work around the Talent Management systems: they all connected to
each other, and their network is the insurance to a working local committee. They have to
be clear on the level of working by the time they are getting into their terms: they are
having heavy situations and handle the systems in the last month of their elected being.
1. Talent Management Systems
a) Talent Planning: This is a process that identifies current and future human resources
needs for an organization to achieve its goals. It means forecasting an organization's
future demand and supply for employees, based on its business needs. Talent
planning, then, has two dimensions: planning for the required numbers of qualified
and competent members and planning for the people management practices that will
enable the organization to meet its business goals, i.e. more AIESEC experiences,
more issue based experiences, more people on leadership roles etc. better. Goals:
Membership numbers, Leadership numbers, Outgoing Exchange numbers, Leadership
& Exchange numbers, pipeline for the year.
b) Talent Marketing: It is about ensuring that we attract proper people into the
organization. It is also about promoting opportunities to the non-AIESECers and
among current members. The talent marketing is happening with the Vice President
for Communication; VP TMs define the needed characteristics in the needed human
resource and together with the VP Comm they write the messages with the punctual
content that will attract the right people. The opportunities that been promoted:
internship, long-term membership, leadership opportunity (both for new and current
members), and conferences. Goals: right people doing the right activity, motivation &
21
engagement alignment, filled positions, (inter)national opportunities: conferences,
internship, CEED. (CEED= opportunity to visit another local committee and teach
them something in which the CEEDer is good (development CEED) or learn
something in which the other local committee is good (learning CEED).)
c) Selection: We have to ensure to have right people in organization and on different
positions. First of all we need to know the profile of people that we are looking for.
That is way we can define selection on different stages in AIESEC. Selection into
Organization, Selection for Leadership Role as also Selection for Exchange. We are
assessing competencies, skills of people, checking their motivation and aspiration.
Goals: right people doing the right activity, higher retention, effective teams,
competent people.
d) Induction: This is the time when we are providing basic information about AIESEC,
supporting new members to begin exploring their own role in the world. Moreover
helping them understand the specific opportunities AIESEC offers to an individual.
Also motivating new members to take on responsibility and move forward in
AIESEC. Providing needed knowledge which will be used during next steps. Goals:
integrated members, engagement and motivation of members, right person doing the
right activity, effective and successful people, results on the areas
e) Allocation: This is the time when you should have right people on right place at right
time. Our role is to create such Job Descriptions which will be challenging for
members. It is about matching competency development and functional needs as well
as topics (issues and strategies) interests. Goals: effective teams, results on the area,
position, fulfilled goals, plans.
f) Goal setting and orientation: This is the process when members are planning their
future and set goals which they want to achieve thanks to being in AIESEC. It
happens mostly at coaching meetings, and they follow-up the goal setting in every
month to see where the member get to during this time period. Goals: conscious
development (personal, professional), ensured pipeline - fulfilled positions, result
oriented people, motivation in the organization.
22
g) Education & Training: They increase the skills and knowledge of our membership
through a mix of theoretical and experience-based learning. Continual education and
training is important for members to perform their roles effectively, to get the most
personal development out of their AIESEC experience, for an organization to move
towards the achievement of our goals and results. It works best when it is based on
needs of members. Goals: effectiveness, plan realizations, knowledge, credibility.
h) Coaching: Coaching is a relation between two people to set and achieve common
goal, support each other and create a synergy effect between their personalities,
knowledge and attitudes. Coaching is a tool to stimulate and measure development of
both coach and coachee. If we have a coach to help us achieve our goals, we can
accomplish much more. We are held accountable to the goals we create and are
motivated along the way to complete what we set out to do and find our own solutions
to any challenges in our way. Overall, it is a method to see great results, but with the
added benefit of personal learning and motivation along the way. Goals: competency
development, team dynamics, self sufficiency, results personally, on area.
i) Fast Track: Fast Track is a process in which you define stars and your talent pool in
local committee and provide them with special opportunities and responsibilities
according to their competencies, interests and potential. It also includes the shorter
cycles for members who are on their exchange stage or leadership position just within
less than 6 months after they have been recruited. Goals: quick adaptability,
integration, competent to deal with responsibility, practice in specific area, able to
fulfill leadership position or functional area.
j) Succession: To build a successful organization - the key element is to have good and
talented leaders who are capable to lead the organization through all the ups and
downs, challenges and little win to success. We have to identify our positions, review
our Membership, Develop potential candidates and empower the Talents. Goals: filled
positions, areas, leadership numbers.
k) Transition: Transition is the process through which we assure the transfer of the
strategic direction, knowledge, information and experience, from the current decision
makers to the elects. We need to pass over all the information so that the incoming
23
leaders are able to perform at their best in their responsibilities. Goals: prepared
elected members, sustainable knowledge, effective and self confident leaders,
members.
l) Talent tracking and pipeline management: The process is how our members flow
from one role to another during their AIESEC Experience with the objective of
increasing their development. The goal of Talent Pipeline Management is to make
sure we have the right people in the right roles (efficient allocation) at the right time
(effective flow). Goals: fulfilled positions - leaders, Exchange, leadership and
exchange numbers, enough capacity on the needed areas, continuity and
sustainability, right person doing the right activity.
m) Motivation, Reward & Recognition (R&R): The process is an organizational process
to ensure that members/local committees/countries are recognized and rewarded for
having a great performance. For the organization it ensures that right things get done
in right way and that the goals are achieved. It also ensures competition and quality
for those who strive to achieve excellence. Goals: individual and organizational goals
alignment, retention, pipeline is ensured, leadership positions filled, every area is
perspective.
n) Performance Appraisal: Performance appraisal is a process of assessing, summarizing
and developing the work performance and competency development of members. It
ensures that we track, guide and develop performance of our members regularly. It
provides constant feedback and new opportunities for every member to reach his
goals and development full potential. Goals: clear picture about own performance and
development, input for R&R, plan fulfillment.
o) Talent Review: The tool that enables you to measure the state of development of your
people. At the end these results will reflect the kind of experiences that you are
offering in your local committee/ member committee and improvement that you can
make. Goals: move people to stages, areas, positions, leadership, leadership and
exchange numbers.
p) Heading for the Future/ Exit Interview/ Career planning: The stages for members
who are planning not to take any further active LC/MC responsibilities in AIESEC
24
until they decide on their future (after AIESEC) steps in moving into Alumnus stage.
Heading for the Future stage might differ in time for different individuals. During this
time members are capturing their experience and plan the next steps. Goals:
individual career in society, closed AIESEC experience, right people in the
organization, professional and personal development, motivation and engagement,
leadership, leadership and exchange pipeline, numbers fulfilled.
2. Learning Environment
Every organization or institution has its own learning environment. The learning
environment consists of different elements, practices & learning methodologies, all of
them supporting personal and organizational development and growth. Learning
Environment in AIESEC supports the development and personal growth of our members
throughout their AIESEC Experience. Development of our members has a direct impact
on the development and growth of the whole organization. Our learning environment
consists of six elements described below.
a) Individual discovery and reflection: During every day there are so many
experiences we live. Sometimes we have to think about these experiences and rate
them, over-think them to gain learning points from them. Personal reflection –
either by ourselves, led by a leader or in a team- can be really good, because
sometimes unexpected results can come out. It is the task of VP TM and the team
leaders to provide space for individual discovery and reflection.
b) Team experiences: One of the main experiences in AIESEC are the team
experiences. It is easy to work on your own, but to achieve success with a group
of bonded people is a challenge. Each person in a team is different and special.
Each leader has to make steps to provide as good team experience for his
members as possible. First of all, it is important to make a selection of the
members that should be in your team. Not all personalities fit together. Team
building is the next step, then vision building, creating team rules and principles.
c) Learning circles: Gaining and deepening knowledge in a specific topic in order to
increasing the holistic world view is one of the goals in AIESEC. When member
discuss or work on a certain topic for several times in a row, you can call this a
learning cycle. The topic for it should be selected according to the interests of the
members in the LC and the needs of the environment (partners etc.). As TM and
25
EB in the local committee, you should encourage members to start a learning
circle and provide them with the resources needed for that.
d) Conferences and seminars: When people think of their AIESEC experience and
the good time that they had in AIESEC, many of them think of conferences and
seminars that they attend within AIESEC. At conferences and seminars, members
gain functional and soft skill knowledge, network and live the AIESEC culture. It
is the task of TM to offer the right workshops to their members and guide them on
their way.
e) Mentoring: Personal discovery and reflection can be guided by a mentor. When a
mentor asks the right questions, a mentee can gain new insights and different
perspectives on her/his life. It is important that the mentor and the mentee have a
personal connection to each other.
f) Virtual spaces, forums, blogs and resource sharing: AIESEC is the international
platform. With myAIESEC.net our members all over the world can connect and
exchange knowledge easily and 24/7. TM and all team leaders have the
responsibility to make their members active members on this international
platform. Here can be found a lot of interesting and useful forum topic, documents
and educations which helps the members (and also the leaders) in their area in the
upcoming challenges.
3. Needed preparations – What is important to get during transition?
I have already written about the process of transition. The word itself means in
progress, being in the process from one condition to the other. It is the time period for all
of the leaders to get the information, the experiences and the GCPs (good case practice)
from their predecessors. Here they learn about the future-to-dos, the ideas and the state of
the areas. In one side it is really important to know these steps, to get to know the
country’s profile and to get to know the status of the other local committees in the
country, but the other important role of this process, this system is to understand the
context and get to the point when someone has to start planning his/her upcoming period,
to get new, innovative ideas for their term – even if it is only for 6 months, or a year.
For a VP TM the most important thing is to get the clear status of the local
committee. It is not just about the status of the members, their knowledge, their skills,
their already held trainings and educations, but also their relationship among each other
and they future goals. Besides the members the VP TM has to see the organization as a
26
whole; he/she has to have the clear picture about the connections between the areas, the
processes and the people as well. They need to know the systems – not just the TM
systems, but the others which are used every single day in the organization. It is also
needed to know how to cooperate and with whom from the fellow VPs and the President.
Right know a transition for a VP TM in Miskolc lasts appr. 15 hours. It contains
average 6 meetings, but it is only just the education part; after that comes the part called
“On the Job” transition. It may contain already an allocation task or agenda managing and
even if it needed session preparation for working days or educations.
Transition flow of an elected VPTM
1. table
Date Parts of the Transition Details
First
meeting Role of the TM General Role and understanding
History
Stakeholdres
People management part1 AIESEC XP packaging
TM processes-overview
Second
meeting TM planning+ Plan management
People management part2 systems
Third
meeting People management part3-Systems 17 processes-planning
Fourth
meeting
Learning Environment
Talent Development
L, M, L&X management with our
tools
Fifth
meeting
Adminitration, information and
follow-up systems
Tools for ppl management
Myaiesec.net
CAT
Press
BSC, KPI,PI
Sixth
meeting Others Competencies-GCP,CCP
Cross functionalities
AIESEC Way and XP
Refreshing
Summarizing Source: Own Compilation
27
IV. THE APPLICATION PROCESS IN AIESEC HUNGARY
(FROM THE SIDE OF THE LCS)
1. Application generally in the books
25. Application flow (in books)
Source: own compilation
In the literature the application process has a specific flow, the flow which
is followed by the organizations, with less or more similarities to the given model.
The basic steps are the same – we can name them anyway we want to – the
meaning of them is the same.
“Human resource planning assists organizations to recruit, retain, and
optimize the deployment of the personnel needed to meet business objectives and
to respond to changes in the external environment. The process involves carrying
out a skills analysis of the existing workforce, carrying out manpower forecasting,
and taking action to ensure that supply meets demand.” (Csordás [2009] p.14.)
Job Analysis is not just the identification of the major job requirements,
where we define the most important duties and responsibilities of the position, but
also is the identification of knowledge, skills and abilities. We are collecting
information of the job requirements in order to identify the experiences and other
qualifications of the possible candidates.
HR Planning
Job Analysis
Person Specification
Job Description
Job Advertisement
Application Form, CV
28
Person specification has the special property that it contains the required
and desired performable profiles and characteristics of the applicants to work
satisfactorily. Nowadays a person’s specification is based on so called
“competencies”.
Job Description is the document where the employer clarifies the
expectations towards the employee, it defines the measures of the job performance
and helps both the employer and the employee an easier way to follow-up the
activities needed be done.
“The Job Advertisement is selling the job and the company to the reader.”
(Csordás [2009] p.21) Basically it means an advertisement in a newspaper, on the
internet, etc.
Application Form is made by the company to be filled out by the
applicants who are interested in the given job. It mainly contains the datas of the
applicant and questions their motivation to join the company. The CV is almost
everywhere needed to be attached, because the companies get the information
from the applicants’ background from this document.
2. Application in AIESEC
a) Talent Planning
In AIESEC it is really important to know the demand for the needed HR.
That is why it is compulsory to gather inputs from the team leaders, and discuss
the needed characteristics, the needed people to the given positions, team
memberships. In the beginning it is mainly a work best to be done alone, and
when the VP TMs have finished the planning, the brainstorming and make the first
version of the plan it is brought to feedback to the leadership body of the LC.
They decide on whether the VPTM should improve some things, think them again,
or it is ready to be the base of the promotion during the up-coming weeks.
This year two type of recruitment are the national level initiatives:
i. Country Competency Model (CCM) based recruitment: During the
planning for CCM based recruitment it is must to be aware of the national
level model, the Country Competency Model. In this model there can be
found 5 main types of competencies, which can be divided into 5-5 more.
From this model it is easier to choose the needed characteristics to the
29
given teams, because in the Job Descriptions can already been found the
characteristics which are necessary.
This type of recruitment is commonly used during the Autumn and Spring
promotion, which are organized every year in the mentioned time periods.
The type of programs which we recruit people for:
a. Team member program
Needed competencies for Entrepreneurial Programs
1. table
Entrepreneurial Programs
GIP GCDP
Profile of the member
General:
o Entrepreneurial outlook
o Global mindset
o Proactive Learner
o Emotional Intelligence
o Social Responsibility
General:
o Entrepreneurial outlook
o Global mindset
o Proactive Learner
o Emotional intelligence
o Social Responsibility
ICX:
o External Approach
o Effectiveness
o Relationship Management.
o Ambitious Performance
o Pro-activity
o Creative Problem Solving
o Communication Skills
o Interested in sales
ICX:
o External approach
o Pro-activity
o Creative problem solving
o Effectiveness
OGX:
o Ambitious Performance
o Empowering
o Openness
o Networking
OGX:
o Networking
o Openness
o Developing others
o Interpersonal development
30
o Interested in HR,
international relations
o Interested in HR,
international relations
Source: own compilation
Needed competencies for Professional Programs
2. table
Professional Programs
Name of Program Profile of the member
Trainee Buddy program Openness, networking, problem solving,
empathy
Sales program Pro-activity, creative problem solving,
ambitious performance, relationship
management, Selling and negotiation
skills, Confidence, Handling objections,
AIESEC knowledge
International Cooperation - Matching Ambitious performance, active listening,
team work, empathy, relationship,
Knowledge on myaiesec.net and other
tools for matching, English knowledge,
Communication skills
EP interviewers - Selection Active listening, empathy, responsible
decision making, ability to use
knowledge, Communication skills, Basic
AIESEC knowledge, exchange,
Availability – flexibility
Cultural preparation for EPs -
Exchange Preparation Day
Integrity, Openness, Team Work,
Developing others, Communication
skills, Knowledge on
exchange/international experience,
Exchange or other international
experience
Event Organising Creative problem solving, proactivity,
ambitious performance, flexibility,
31
Multitasking
Promotion - marketing Ability to use knowledge, Analytical
thinking, Driving commitment, External
approach, Innovative, crazy ideas,
marketing knowledge
IT development Creative problem solving, team work,
flexibility, ability to use knowledge, IT
knowledge, knowing what attracts people
- in case of promotion materials
Inkind Pro-activity, creative problem solving,
ambitious performance, Selling skills,
Selling training
Logistic – Organizing Committee
Member
Effectiveness, flexibility, analytical
thinking, Looking through the processes,
Precise, can coordinate can drive
Bidding - alternative sources Ambitious performance, creative problem
solving, driving commitment, pro-
activity, Writing and communication
skills, Being up-to-date in the issue
Trainings Self-driven learning, self-awareness, pro-
activity
Administration Analytical thinking, effectiveness,
creative problem solving, IT knowledge,
working in the background
Career management - mentoring Self-awareness, self-driven learning,
driving commitment, effective listening
Source: own compilation
b. Team leader program
Needed competencies for Team Leader Programs
3. table
32
Team Leader Programs
Name of Program Profile of the member
CEED - International Leadership
program
Competencies that are required to
participate in the Team Leader program
and CEED
Project leader: MM-entrepreneurial Global Mindset: Team work,
Adaptability, Entrepreneurial Outlook:
Effectiveness, Relationship Management,
Emotional Intelligence: Empowering,
Proactive Learner: Self-awarenes, Ability
to use knowledge, ICX GIP: sales skills,
OGX: GIP, GCDP: HR knowledge
Executive Board all 5 core competencies, High level of
AIESEC understanding and knowledge
on the functional areas, management and
leadership, TM: experience on HR, F:
financial&accounting knowledge, Sales:
sales skills, Comm: marketing studies, P:
team management
Source: own compilation
c. Exchange
Needed competencies for Exchange
4. table
Exchange
Profile of Exchange Participants
Entrepreneurial Outlook Creative problem solving, Effectiveness
Emotional Intelligence Integrity, Effective listening
Global Mindset Openness, Networking, Team work,
Flexibility, Adaptability
Social Responsibility External approach
Proactive Learning Self-awareness, Ability to use knowledge
33
Source: Own compilation
Disadvantages of the method: In my opinion it is really hard to know what
characteristics are really needed in a person to be successful, to be at the right place in
AIESEC. The given profiles are not guarantee that the person will be able to fulfil other
behavioural expectations, even if he/she has the perfect profile to be an AIESECer at the
given area.
Also a problem is to make the promotional messages based on the characteristics
understandable, to think with the head of the targets to make them interested. Most of the
people do not really get the messages, they not interested and they do not even know they
have these characteristics, just after they spend some time in the organization. To attract
them is really hard and unfortunately we have the only shots with the Neptun-messages
and the class visits – only the experts can give the right messages to the given targets.
ii. Job Description based recruitment: The JD based recruitment is somehow easier
to make, to plan and to realize. The leaders write the Job Descriptions for the
promotion, with these JDs we can promote the opportunities, so the students can
get a materialized advertisement, a materialized document to themselves what
they can do and what they have to do in how many hours. It is better, because it
not says the fluffy things but the strict facts connected to the works.
Disadvantages of the method: It is possible that some things are change during the
weeks of promotion and when the applicants get into the organization they have to face
the fact that maybe they have more things to do than they were expecting.
Other problem could be the variety of opportunities. It is really hard to reduce the
JDs (and the recruitment) just for the really needed teams, and the leaders have to cancel
their plans if their team is not among the important ones who contribute to the ultimate
success of the LC.
b) Talent Marketing, Promotion
The Talent Marketing and Promotion is the key factor of the success of the
recruitment. In this period the VP TM and VP Comm works together to define the
target groups for each and every characteristic to each and every faculty they are
34
interested in. They discuss the opportunities, the messages, the content of the
promotion and the key points to mention to each target group.
After the discussion the VP Comm with her team plans the whole promotion.
They are defining the on and offline channels, where-what-how and the time of the
acts during the promotion. They are solving the needed things, like classroom
reservation, contacting teachers because of class visits, AC games, etc. They make
trainings, preparations based on the promotion, where they prepare the LC members
with the needed information and the messages.
Disadvantages of the method: At first it is really hard to define the messages based on
the competencies. They take hours, days to discuss and to make them understandable for
the outsiders as well.
The promotion part is really a risk-factor. Even though the members get
educations and trainings based on the promotion, how to promote, what messages do we
mediate to whom and what not to mention, the newies who make promotion for the first
time cannot participate with full knowledge and it is really a handicap. They cannot ask
people randomly, they cannot answer the questions and cannot speak in front of lot of
people. If they are left alone in the information desk just for 5 minutes they can eject
beneficial applicants.
c) Application Form
Application forms (AF) are one of the most important milestones in the
recruitment, the measure of success of the promotion. It is the document which
questions can measure the interest and the mindset of someone. Basically the role of
it to help the decision of the VP TM whether the applicant is worth to be interviewed
or AIESEC just is not the organization for them.
Do not misunderstand it is not always a KO criteria, but there are some
applicants whom statements already tell about the personality of him/her and if the
answers are really against the AIESEC norms it is easier to check. Also the language
skills are measured too – even though the language knowledge is no compulsory to
be an AIESECer, it is better if someone has at least base language knowledge.
Disadvantages: People do not really like to fill out hundred miles long questionnaires
and it is the same for an application form as well. If they see that it is more than 2 pages
35
long and they have to write a lot they lose their motivation to fill it and they give up on
application – except for some really motivated ones.
The above mentioned is the reason that it is really hard to make quality
Application Forms which can truly measure the applicants interest, mindset and
personality. Only the really poorly written Application Forms do not lead to a personal
interview.
Also when people fill the AF they do not really know the organization just heard
some words about it. So at first it is really hard to check whether their answers contain
something which can show the things which are interesting for them in the organization.
26. Change in number of members
Source: Own Compilation based on AIESEC Hungary Annual Report 2010-2011
320
470 461 500
0
100
200
300
400
500
600
2007-2008 2008-2009 2009-2010 2010-2011
Membership
36
V. THE SELECTION OF THE APPLICANTS
1. Selection generally in the books
27. Selection flow (in books)
Source: own compilation
The upcoming parts of the selection also similar to the ones the
organizations use – the changes of course are optional; they are based on the
culture of the organization and the position of the applicants.
“Screening (or Shortlisting) is a process of eliminating from further
consideration applicants who lack appropriate qualifications, or who are too
highly qualified, based upon data from application forms (CV-s), references,
psychological tests, etc (predictors). The screening process may be extended over
several stages, eliminating further applicants at each stage.” (Csordás [2009]
p.24.)
References and test are the optional steps, the optional opportunities. They
are depending on the position again.
Interviews have the purpose to see whether the candidate is suitable for the
job and has an accurate picture of the job. During the interview the interviewer
and the applicant exchange their information, mostly about the applicant – his
"Shortlisting"
References
Tests for SL candidates
Interview
Assessment Centres
37
background, his life overall (at least the part which has relevance connected to the
organization, to the job.)
Assessment Centres are a more days long event where the applicants has to
fulfil tasks in different situations – working alone, working in a team, solving case
studies, stress interviews, etc. During the AC the real personality of the applicants
can be observed and based on this information it is easier to decide about them.
2. Selection in AIESEC
Selection in AIESEC is a manifold process with 5 (or 6, depends on LC)
checkpoints. It is really important to only leave the applicants who are totally in
the profile of AIESEC and vica versa. The members who cannot behave as the
organization requires but is not selected can cause big problems in the upcoming
periods both internally and externally. That is why the checkpoints are spread into
almost 1,5 months time period, so the VP TM along with the leaders can observe
the applicants.
a) Application Form: The first selection point which is already mentioned in the
Application chapter is the Application Form. The basic definitions and means are
already written there.
Also a written selection form is the motivational letter. It is mainly used during
the Professional programs where it is not needed to be a full-time member of the
organization. For them mainly it is about the work, the area they want to work on,
and with their motivation written it is easier to decide whether they can attend an
interview or not.
b) Interview for Team members: Both for entrepreneurial and professional programs
it is based on the CCM and the CCM Selection guide. The CCM selection guide is
a document where the TM department and the TM Working Group members
collected useful questions connected to the given competencies.
The Flow of the interview: At first the VP TM arranges on time and place with the
applicant vie telephone (or rarely in e-mail). She prepares the applicant with a brief
explanation of the interview: why it is important, what inputs do we need during it, how
we can get to know the applicant.
38
At the interview it is easier to start with a short ice-breaker: how the applicant feels
themselves, how was their day, what they had to lunch – just to ease them up a bit. After
that a short pre-summarization of the interview: what will happen? why it is important?
etc – the same as in the phone, maybe a bit further explaining.
The first thing is the introduction of the organization, telling about the areas, the teams
and the opportunities to get to the interest of the applicants, to make them already wander
about their possible success.
The interviewee always asked about the 5 core competencies, with various questions. At
first talking about their self-awareness, some easier question where we can measure their
mindset about themselves and their behaviour. After that the questions are about the
previous experiences – work, team, international experiences. This leads to the working
behaviour of the applicant the adaptability, flexibility and at the goal orientation. In the
end come some questions about self-effectiveness and a simulation task – based on the
answer given to the question which teams are they interested in.
Disadvantages: Generally we get the needed information about people based on the
answers but some of their hidden behaviours, bad nature just come out during the camp,
the work or worse after some months.
Also a problem is the under-qualification of the interviewers. Generally the VPTM
teams up with one of her leader peers and they make together the interviews, but at first
neither of them is an expert and because of the rotation of the helpers the VP TM always
has to be the one who is the stable one interviewer.
The interviewees during the interviews are really shy and try to answer as good as
they can so sometimes they make up things. It could be a problem during the allocation in
the induction camp, because if the interviewee in real life a harsh, leader type and he gets
into a team with another leader type it can occur problems in the team.
c) Interview with Exchange Participants: For exchange participants the VP OGX
arranges the meetings because she is the one in connection with the applicants.
The interview for them has a same flow, but here the questions mainly aim the required
competencies defined in the previous chapters. The interview here – opposite to the TMP
interviews – are fully in English, so the English knowledge of the participant here can be
observed. For GCDP EPs it is the point where they knowledge is decided and based on
39
this results they are uploaded with the “good” or “excellent” English knowledge label.
For the GIP EPs it is only a selection point as well.
Here during the interview an observation sheet must be filled where the interviewees are
evaluated based on their answers and due to this sheet it is decided whether the applicant
can go to an internship or not.
Disadvantages: Similarities with the previous one: the applicants are shy, try to be as
perfect as possible and they can say unreliable things.
Also the English language is hardening it because they cannot express themselves
as good as in Hungarian. They can get disturbed and confused around the interviewers
questions and because of it fail the whole interview, defeating the chance to go abroad.
d) Get to know AIESEC events: These events main goals are the same: to observe,
evaluate and decide on the applicants – whether they should stay and get in to
given teams, or have them exited.
i. Induction Camp: This is a 3 days long event where the applicants have the
opportunity to already start the networking with other LCs’ new members and to
get to know the whole concept of AIESEC. These 3 days contain educations and
simulations based on the heard information, to observe the capabilities of the
newies, and to get some information connected to them.
During these days they are allocated into home groups with 2-2 facilitators (facis)
to observe and help them, and they get through the tasks and discussions together
with the team.
It is the first conference experience, and the first international experience, because
there is always a foreigner chair, the sessions are in English and there are party
delegates for the Saturday night party who are interns.
The agenda is well-built, over-thought and every session is building on each other
in order to their continuing. Every session has a Session outline made by the
responsible facilitators, and handed to the other facis to get them to know the
session flows.
40
Agenda of AIESEC Debrecen-Gödöllő-Miskolc Camp, 2011 Autumn
5. table
Source: own compilation
Agenda
Friday Saturday Sunday
8:00 8:30
Getting to the site
Breakfast Sleep-in
8:30 9:00 Breakfast
9:00 9:30 Morning Plenary
9:30 10:00 Morning Plenary
10:00 10:30
Structure XP Talks 10:30 11:00
11:00 11:30
11:30 12:00
Program simulations Career planning
12:00 12:30 Check-in
12:30 13:00 Lunch break
13:00 13:30 Opening plenary Lunch Closing Plenary
13:30 14:00
14:00 14:30
Team Building Program simulations
Travelling home
14:30 15:00
15:00 15:30
15:30 16:00
16:00 16:30 AC
16:30 17:00 Homegroup time
17:00 17:30 Break
17:30 18:00
Get to know AIESEC
Break
18:00 18:30 LC Time
18:30 19:00
19:00 19:30 Dinner
19:30 20:00 Dinner
20:00 20:30 Evening plenary
20:30 21:00 LC Time
Preparation for evening fun 21:00 21:30
21:30 22:00 Evening plenary Evening fun
22:00 22:30 Evening fun
22:30 23:00
Party - Boat race 23:00 23:30 Party
23:30 0:00
41
Disadvantages: The main disadvantage is the fact that even though the facilitators get a
training how to be a good faci, but it still not guarantee the fact that someone could get
the newies to the mindset they should be or he/she could ask the right questions – which
is needed for a good faci. Also an unexperienced, not prepared faci can really harden their
pairs work, because the only one who is right as a faci has to lead all of the conversations
and has to act like he/she has a homegroup with one more person (his/her faci pair)
In the camp people can get really engaged, even the ones who turn out to be not
the best material to be an AIESECer. Also a good relationship can form between the
newies and the facis and it is really hard to say to get someone out. This is why the
facilitators need to get to know the applicants but cannot really befriend them, because it
makes everything harder.
The newies can get attracted to an area but after some days they can easily change
their minds and it is hard to make the allocation to get them satisfied and to get them in
the right area.
ii. Central Newie Education Weekend (CNEW): The CNEW is a stricter, more
operative event in the life of the newie AIESECers. There are some things to be
repeated but also a lot of operative things to get to know. They get legal
education, education about the LC, the TM systems and also training regarding the
area where they are allocated.
Here the simulations are not as easy as in the Induction Camp, because they have
to get the fact that they can have harder tasks, harder partners to be convinced.
This team is engaging the teams and the members and already education and train
them usefully, so they can get to the work with the knowledge they have to have
to be successful.
The agenda is decided by the LCP and VP TM, but of course the leadership body
has chance to feedback it as well.
42
CNEW Agenda, 2011 Autumn
6. table
Friday
9:00 9:30 Opening 9:00 9:30
9:30 10:00 Team Building 9:30 10:00
10:00 10:30 Quiz 10:00 10:30
10:30 11:00
Our LC
10:30 11:00
11:00 11:30 11:00 11:30
11:30 12:00 11:30 12:00
12:00 12:30 Lunch
12:00 12:30
12:30 13:00 12:30 13:00
13:00 13:30 Legal 13:00 13:30
13:30 14:00 Branding
13:30 14:00
14:00 14:30 14:00 14:30
14:30 15:00 Sales training 14:30 15:00
15:00 15:30
Training+Simulation
15:00 15:30
15:30 16:00 15:30 16:00
16:00 16:30 16:00 16:30
16:30 17:00 16:30 17:00
17:00 17:30 Closing 17:00 17:30
Source: own compilation
Disadvantages: Some members just get the idea on this day during the simulations that
they are not really interested in the area they are allocated to and want to change. They
make the whole structure and allocation collapse and the leaders have to re-think the
whole allocation of the LC.
e) First weeks
i. Allocation: The newies are allocated into teams after the Induction Camp
so they can get their first team meetings and get to know each other and
the team leaders as well. They can experiment the area and start to
simulate with the leader so they can get feedbacks and can be prepared to
the CNEW and the most important to the TEACH conference (further
details of it can be found lower).
ii. Motivation to participate at team events: At first it is really hard to engage
the team members and get them understand that the team meetings and the
working days are important and it is advised to participate on them. The
team leaders have the responsibility and the challenge to get the members
43
Soft skills
development
• Team Identity Creation:
• Personal Responsibilty
• Collective Responsibility
• Adaptability
• Feedback Manage
ment skills
development
• Analysis
• Planning
• Controlling
• Accountability
• Team Managent
Practical skills
development
• Negotiation
• Networking
• Marketing
• Matching
used to the fact that they have to appear in order to get the expected
AIESEC experience.
iii. Performance: The teams start to work with the newly motivated members
and they start to gain their first successes and failures. There are teams
whose work is shown in a shorter time-period but also there are ones
whose work show in longer time-periods. For the newies it can decline the
motivation to see the other team success so it is really important to have
the team leaders sane and get the teams motivated.
f) Training and Educational AIESEC Conference in Hungary (TEACH):
The TEACH conference is one of the biggest conferences in AIESEC
Hungary, made for the newies mainly. It is the platform where every newly
inducted members of AIESEC Hungary participates and get the conference
experience which most of the time engages them finally to the organization.
The main goal of TEACH is to teach the newies through practical and
tangible experiences, to give them the experimentation of the national and
international sense of AIESEC. They are networking with each other in their home
groups, their facilitator and also with the international and national participants
outside the homegroup.
They gain intense practical knowledge and experiences through games,
simulations and reflections. Basically they are simulating the year of a Local
Committee while getting team experience.
28. The Role of TEACH
Source: own compilation
44
VI. Conclusion
As I have experienced already two regular recruitment & induction processes (one
as a promotion team member, the other as a VPTM) I have a lot of experience regarding
this issue. I have seen the positive and the negative sides as well, I have heard the
feedbacks and I have lived through the integration and education of the new members.
Everyone in the LC had participated actively and tried to help the oldies and the newies as
well to get used to the situation of being in AIESEC.
The most important things that I have experienced are that planning can happen all
the time as exactly as it can, but there are always occurring problems which for the people
are not prepared. Also it is really important to have a number in front of us, so we can
have the measurement of our successes and we know what we are striving for. I have
learnt it is not an option to give up and let things happen: everyone must strive for the
goals they set for themselves.
And I have learnt the things that should be developed regarding application and
selection and induction as well. Just like the fact that we cannot really define the target
groups we want to attract with our messages because each and every people are different,
they have different goals, different interest. So it is not obligatory that an International
Business student only can be interested in being an ICX member, because they have to
negotiate in their future probably. We have to have worst case scenarios planned as well
and we have to have plans from a to (at least) z. We also have to really consider the
planned messages, what we want to advertise, and what characteristics we are require for
the applicants.
We need to prepare shorter Application Forms which unfortunately cannot really
measure the KSAs (Knowledge, Skills, Abilities) of the applicants, because the longer the
application form the better the quality of it. We need to have interviewer trainings and
simulations regarding to it, because no one is really an expert interviewer in the
beginning: at first help by the TM Department is needed to have quality interviews. We
have to consider the language of the interviews, and have to count with the consequences
that the interviewees are not that shy someone who they show themselves.
As for the induction period, the get to know AIESEC period in the Induction camp
it is really needed to have expert facilitators, because they are the ones who decide the
final applicants who can be members of the organization, of the local committee. So it is
not enough to have a Facilitator training, but it is also needed to have the ability to
facilitate someone by nature. It is really rare and if someone do not have this than they
45
have to develop it and use it, because without it the applicants can slip into the
organization without real observation and seeing their true personality, their true minds
and their true behaviour.
Also the evaluation and the allocation have to be really consequent and throughout,
because we have to count with the sympathy of the homegroup facis and we have to count
with the mind-changing of the applicant. Also there is a part where they are writing their
sequence of the desired areas and keeping it in mind is really important, because of the
retention we need to fulfil their wishes – based on the personalities we got to know.
So we can say that there are a lot of crucial points we need to pay attention for and
there are a lot of decisions which are needed to be made by the responsible persons.
These decisions are not always the best ones, but everyone is trying to get the most out of
it, so we need to be prepared and need to be persistent to get through this 4 months long
period. Fortunately there is another round starting from January.
46
VII. ATTACHMENTS
The below attached files, documents are really good examples for the wide-spread
areas of only just the application and selection process. These documents mostly born
from experience, I created them, or part of the national initials from the TM department.
These are really useful documents because during the needed periods they are not needed
to be made again, but maybe just developed a bit. So it is quite good and useful to have
some of the predecessors’ files. It is also part of the transition to transfer the most
important documents.
The Attached Files, Documents:
1. Country Competency Model
2. Competency Assessment Tools (based on CCM)
3. Application Form Autumn 2011, Miskolc
4. Job Descriptions for Recruitment
5. Member Interview Guide
47
VIII. SOURCES
1. Tamás Csordás MBA PhD – Human Resource Management Course Material,
2009, University of Miskolc
2. AIESEC History video: http://www.youtube.com/watch?v=humx5nbzdqc
3. AIESEC Hungary Annual Report 2010-2011
4. Own documents