My internship plan

(1) Audit accounting job responsibilities: 1 person 1. Responsible for the setting and changing of various fund accounting accounts, and the setting and changing of various fund items. 2． In accordance with the financial system and the relevant regulations and management measures and requirements of the college, conduct the review of various funds, prepare accounting entries, print accounting vouchers, and check cash and bank statements with the cashier every day to ensure that the accounting information is legal and accurate , true and complete. 3. Responsible for cleaning up and collecting various current accounts. 4. Strictly control the budget and do not handle expenditures beyond the budget. 5. Responsible for printing and binding the general ledger, detailed ledger, and project ledger of various funds. 6. Responsible for the storage, inquiry and transfer of accounting documents, account books and other accounting materials. 7. Responsible for the review and payment of salaries, allowances and teacher remuneration for various personnel in the college. 8. Responsible for the accounting of fixed assets of the college and checking the accounting of fixed assets with relevant departments to ensure that accounts, cards, items, etc. are equal. 9. Responsible for preparing quarterly and annual accounting statements and writing instructions. 10. Complete other tasks assigned by department leaders. (2) Charge accounting position responsibilities: 1 person 1. Specifically responsible for the hospital's fee declaration work. Declarations related to business, social services, agency fees, charging items and standards within the hospital shall be reported and applied for approval in a timely manner with the consent of the hospital leaders and the Finance Department. 2． Responsible for organizing the annual collection and settlement of student tuition, accommodation fees and hot water bills. 3. Responsible for organizing the collection and settlement of students' textbook fees and material fees each semester. 4. Before the start of each school year, with the cooperation of the Ministry of Education and Engineering, we will make preparations for admission fees for students of all grades, obtain new student fee materials and data in a timely manner, and entrust banks with withholding and payment work. 5. Responsible for providing student payment information to the bank, checking the bank's student payment data, printing invoices and filling in accounting vouchers for the verified student payment system. 6. Responsible for providing relevant information on student debt arrears to leaders and relevant departments in a timely and accurate manner, and organizing collection work. 7. Responsible for handling inquiries about student payment status, and handling the clearing of tuition fees, accommodation fees, and teaching material fees for students who withdraw, resume, or suspend their studies. 8. Responsible for handling various types of fees charged by the college and making settlements in accordance with relevant regulations of the college. 9. Responsible for the annual review of fees. In accordance with the relevant regulations of the price, finance and audit departments, the annual inspection and certificate renewal of the charging items of our hospital shall be carried out in a timely manner. 10. Responsible for calculating and handling the withholding and payment of personal income tax for college employees and other related tax declaration work. 11． Responsible for implementing and inspecting the receipt, safekeeping, cancellation and other bill management work of the hospital's fee bills. 12． Complete other tasks assigned by department leaders. (3) Infrastructure accounting job responsibilities: 1 person 1. Responsible for the accounting work of the college’s infrastructure construction (including loans and self-financed infrastructure). 2． In accordance with relevant regulations, abide by the infrastructure approval system, and review and allocate funds according to the progress of the project. 3. Responsible for printing the infrastructure general ledger and detailed ledgers. 4. Responsible for preparing monthly, quarterly and annual infrastructure reports, statistical reports and explanations. 5. Responsible for clearing current accounts in a timely manner and providing relevant data to leaders. 6. Responsible for binding infrastructure vouchers and reports. 7. Assist in reviewing various tasks of accounting positions. 8. Complete other tasks assigned by department leaders.

In recent years, as the employment situation has become increasingly severe, there is a saying circulating in society: Undergraduate students are not as employable as higher vocational students, and higher vocational students are not as employable as secondary vocational students. Indeed, according to statistics, the one-time employment rate of college graduates in my country has been hovering around 75% in recent years, while the one-time employment rate of graduates from secondary vocational schools (including vocational high schools, technical secondary schools, and technical schools) has already exceeded 95%. Skilled "blue-collar workers" trained by secondary vocational schools for the front lines of enterprise production have become the new favorite for employment. There are schools where demand for graduates exceeds supply. Contrary to the "difficulty in finding employment" among college students, employment among secondary vocational students has become increasingly popular. The employment situation of secondary vocational school graduates nationwide (excluding Xinjiang) in 2006 announced by the Ministry of Education shows that the number of students graduating from secondary vocational schools (excluding graduates from technical schools) in 2006 was 3.6425 million, and the number of employed students was 3.4825 million people, the employment rate is 95.60%. The "2007 National Vocational College Student Employment Quality Report" survey shows that the employment rate of vocational college graduates has shown an increasing trend year by year, and the employment rate of secondary vocational schools has remained at around 95% for three consecutive years. In 2006, the employment rate of secondary vocational schools reached 95.6%.

Statistics show that the employment destination of graduates is: 2.5504 million graduates are employed in enterprises and institutions of various ownerships, accounting for 73.23% of the number of employed students; 361,900 graduates are legally engaged in self-employment, accounting for 73.23% of the number of employed students; 10.40% of the number; 570,100 graduates entered various higher-level schools, accounting for 16.37% of the number of employed students. The distribution of employment in each industry is as follows: the number of graduates engaged in the primary industry is 254,500, accounting for 7.31% of the number of employed students; the number of graduates engaged in the secondary industry is 1,341,500, accounting for 7.31% of the number of employed students; 38.53% of the total; the number of graduates engaged in the tertiary industry was 1.8864 million, accounting for 54.16% of the number of employed students. The situation of local, non-local and overseas employment is as follows: the number of graduates employed in the province (region, city) is 2.1924 million, accounting for 62.95% of the number of employed students; the number of graduates employed in other places is 1.2720 million, accounting for 62.95% of the number of employed students; 36.53% of western provinces find employment in other places, especially in economically developed southeastern areas, about 70%; the number of graduates seeking employment abroad is 18,100, accounting for 0.52% of the number of employed students. The employment channels are as follows: the number of graduates recommended for employment by schools was 2.7432 million, accounting for 78.77% of the number of employed students; the number of graduates recommended for employment by intermediaries was 339,000, accounting for 9.74% of the number of employed students; the number of graduates employed through other channels The number of graduates was 400,300, accounting for 11.49% of the number of employed students. The specific employment situation of each major is: processing and manufacturing majors have the best employment situation at 97.55%, followed by civil and water conservancy engineering, commerce and tourism, transportation, and information technology majors, with employment rates of 96.80% and 96.44 respectively. %, 96.26%, 96.10%; in majors such as resources and environment, energy, finance, and social welfare affairs, the employment rates are all above 95%, which is at the average level of the employment rate of secondary vocational school graduates; medicine The employment rate of health, culture, art and sports majors is lower than the national average, but higher than 90%; the employment rate of agricultural majors is the lowest, at 89.75%. In terms of the number of graduates, information technology majors have the largest number of graduates, 884,700, accounting for 24.29% of the total number of graduates; followed by processing and manufacturing majors, with 789,500 graduates, accounting for 21.67% of the total number of graduates. The majors with the smallest number of graduates are resources and environment and energy majors, with 45,400 and 55,100 graduates respectively, accounting for 1.25% and 1.51% of the total number of graduates respectively. Survey data shows that the average monthly salary of graduates from secondary vocational colleges is 1,386.1 yuan, 57% of graduates have a monthly income of less than 1,000 yuan, and about 19% of graduates have a monthly salary of 1,500 to 2,000 yuan. The "2007 National Vocational College Student Employment Quality Report" also shows some worrying phenomena hidden in the high employment rate of secondary vocational students. First, the employment rate of counterparties is not high, only 30%. The proportion of professional counterparts (including two indicators: "very professional counterpart" and "professional counterpart, but not exactly the same") is between 20% and 30%. Nearly 60% of secondary vocational school graduates believe that “the major is not relevant at all”, while 15% think that “the major is not relevant at all, but it is partially relevant”. Second, the labor contract signing rate for vocational school graduates is less than 15%. The report shows that the labor relations of vocational college graduates are mainly de facto labor relations, and the labor contract signing rate is less than 15%. Most secondary vocational school graduates have not signed a formal labor contract with their employer. Except for graduates who have not signed a labor contract because they are in the probation period, there are also secondary vocational school graduates who are formal employees of the employer but have not yet signed a labor contract. As high as 58.62%. Third, employment stability is poor and “job-hopping” is relatively frequent. Judging from the survey results, secondary vocational graduates have poor loyalty to their first employment unit. When secondary vocational school graduates were asked "How many years of service do you expect in your current workplace?" more than 90% of secondary vocational school graduates answered at most one year.

1. Frequently Asked Questions about Career Planning for Secondary Vocational School Students Since 2006, the author’s school has organized students to participate in the Changzhou Vocational School Student Career Planning Program for three consecutive years. In the design competition, the selected student works have achieved excellent results, and the school has won the Outstanding Organization Award from the Changzhou Education Bureau for three consecutive years.

However, in the process of guiding the career planning of secondary vocational students, the author found that there are some common problems, which lead to blind employment and employment frustration of secondary vocational students. These problems are mainly manifested in the process of understanding self-resources, analyzing career opportunities, clarifying career choices, formulating action plans and implementation, evaluation and feedback, etc. The most prominent among them is that the understanding is not objective enough, and the planning and implementation are somewhat divorced from reality and are idealistic. The tendency is specifically reflected in the following aspects: 1. Weak awareness of career design At present, although the issue of career planning for secondary vocational students has received more and more attention, it is far from being truly popular. According to a recent survey by our school, more than 70% of secondary vocational students have not thought about and planned their careers, and have not yet realized the importance of career planning and its significance to their own life development and employment. This seriously hinders the career development of secondary vocational students. 2． Insufficient self-understanding: Secondary vocational students are young and have little experience. Most secondary vocational students do not understand their professional interests, professional personality, professional abilities, etc. They do not know what kind of job they like? What work can you or cannot do? What skills and expertise do you have? What are your own strengths and weaknesses? These have seriously affected the correct choice of career direction and career goals for secondary vocational students when making career planning. 3. Lack of perceptual understanding of future careers. According to surveys, secondary vocational students currently obtain career information mainly through the Internet, talent recruitment markets, employment guidance courses and related lectures. Although there is a large amount of information, secondary vocational students cannot experience the real state of the workplace. , without a true understanding of the occupation that will be pursued and the potential requirements of the occupation for practitioners. Not knowing the gap between one's own knowledge, skills and attitudes and the requirements of the target profession for practitioners, and knowing the gaps between one's own professional abilities, professional attitudes and professional skills is an important basis for formulating learning goals and plans. This situation results in secondary vocational students lacking corresponding goals and pertinence when formulating career development plans, causing secondary vocational students to develop slowly while feeling good about themselves. 4. Uncertain Career Goals According to our school’s recent survey on the career choices of secondary vocational students, 5.69% of secondary vocational students chose national institutions, and 21.87% of secondary vocational students chose public institutions. According to the actual situation, the probability of state units and public institutions recruiting secondary vocational students is very slim, but 27.75% of secondary vocational students still regard them as their first choice for employment units. This shows that among secondary vocational students, they value remuneration, seek stability, and are afraid of competition. There is still a huge market for psychology. 13.21% of secondary vocational school students choose Chinese and foreign companies, and 40.77% of students choose to find employment first and then start a business. On the one hand, this shows that most secondary vocational students have relatively high achievement motivation, but on the other hand, it reflects that secondary vocational students do not clearly understand what kind of work they are suitable for, are easily affected by external interference, and do not have a firm belief in career choices. The uncertainty of career goals affects the targeted cultivation of professional qualities of secondary vocational students during their schooling and hinders their future career development.

5. Lack of conscious quality cultivation After formulating career plans, action becomes the key link. Secondary vocational students should consciously cultivate themselves according to the plan and improve their own qualities and abilities in all aspects to achieve their career goals. The reality is that after many secondary vocational students formulate their career plans, they do not follow the plan to cultivate their own qualities and abilities in all aspects to achieve the determined career goals. Instead, they write one thing and do another. The plan has become a dead letter, and it is difficult to implement the career plan, which affects their employment and career development. 6. The main manifestation of not working hard subjectively and looking for reasons objectively is that some secondary vocational students lack self-motivation and do not implement plans even if they are made. They either make excuses for themselves or find ways to ask others to help. When problems arise, blame others and complain about social injustice. Such secondary vocational students lack the motivation to be motivated and learn. Most of them have not considered the reasons for choosing the career goal, the ways to achieve the goal, the abilities required to achieve the goal, the appropriate training and the necessary education; The planning did not consider the possible assistance and possible resistance to achieving this goal. 7. Overly idealistic goal setting Although secondary vocational students can learn about industries, occupations and other information through some channels, they are unable to experience the real professional environment, which leads to some idealization when formulating career goals. According to a recent survey by our school, secondary vocational school students have relatively high expectations for their future. 35.76% and 25.51% chose "senior managers" and "entrepreneurs" respectively, while only 20.96% chose "skilled workers".

From a realistic point of view, the mainstream of secondary vocational graduates in the future should take the technical route, and the proportion of becoming "senior managers" and "entrepreneurs" after all is very small. This positioning is too idealistic, irrational, and has too high an opportunity cost. It is good to have lofty ideals in career planning, but unrealistic pursuits often lead to greater disappointment. Secondary vocational students should make career plans based on their professional knowledge and practical abilities, and have a positive and pragmatic attitude, starting from the lowest level to accumulate experience.

8． The plan is not very operable. When some secondary vocational students formulate their career plans, they have high dreams and idealize their careers. The result is "high hopes and even greater disappointments." The reason is that the plan is out of touch with your actual situation and is not very operable. The reason for this situation is that on the one hand, secondary vocational students do not know themselves well enough, and on the other hand, their career plans are not specific enough. There is no actual professional experience from the current employees. The plan is vague and general, and there are problems such as no specific steps to complete the plan and no definite time to complete the plan. For example, some people set a goal of exercising interpersonal communication skills, but they do not specify how to exercise, how to improve it, what level to achieve, etc. Therefore, this is a vague goal and is not implemented thoroughly enough. 9. Due to the lack of feedback, the formulated plan became a "flower in the mirror". Some secondary vocational students did not have any feedback to correct this step. If you do not evaluate the implementation of your plan every night and arrange things for the next day, you should insist on reflecting on the behavior of the day every night. Some secondary vocational students oversimplified this part. They just mentioned that if they failed to implement the original plan, they would engage in other jobs, and did not explain why they chose this career as their second choice. Therefore, there are some tendencies in the career planning process of secondary vocational students: simplification of self-understanding, generalization of environmental analysis, idealization of career positioning, ease of plan execution, and omission of feedback and corrections. 2. Discussion on countermeasures to provide guidance on career planning for secondary vocational students. To solve the ideal problem of career planning for secondary vocational students, we must start from many aspects. From the secondary vocational school students themselves, they must first adopt a proactive attitude, and the society and employers must also extend a helping hand of care and help. As a school, it is the unshirkable responsibility to change the traditional employment guidance work ideas as soon as possible and actively explore the A new way of career planning guidance for vocational students. 1． Popularize career education and help secondary vocational students establish correct career planning concepts. The ancients said: "Everything will be successful if it is forewarned, and it will be ruined if it is not forewarned." With the rapid development of society, career planning has become an important task that everyone has to face. First of all, secondary vocational schools must recognize the importance of career planning for secondary vocational students and school development, and establish an educational philosophy that focuses on the all-round development of students, develops students' potential, and takes the sustainable development of students as the first priority. Secondly, schools must do a good job in publicity and education, especially educating and guiding secondary vocational students to establish the following four important concepts: First, the concept of self-responsibility. Career planning is related to personal development prospects. Don't expect others (including your parents) to be responsible for you; the second is a realistic concept. Career planning is both ideal and realistic. It is the product of a compromise between ideal and reality. Do not pursue the so-called "best plan". When your interests and hobbies cannot be realized immediately, you must learn to adopt flexible methods; thirdly, concepts that match each other. Don’t just consider how the industry, enterprise, and career match you, but also how you match each other; the fourth is the concept of lifelong exploration. Career planning is a process, not a result. No career can be planned in one go. You must learn to adapt to changes and take contingency measures in a timely manner. 2. Strengthen various social practice activities for secondary vocational students and deepen their knowledge and understanding of their future careers. Participating in social practice is an important way for secondary vocational students to understand society, understand the profession and deepen their own understanding. It is necessary to organize more visits, inspections and internships for secondary vocational students to enterprises, factories and other places, so that secondary vocational students can have a more realistic perceptual understanding of the majors they study and the careers they may engage in in the future while understanding the society. Through these professional and vocational visits, inspections and practices, secondary vocational students not only psychologically accept the work they are going to do, but also further clarify the direction of their future efforts. Therefore, schools should increase efforts to establish social practice, professional internship and employment bases, so that secondary vocational students can visit and practice at the base from the first semester of entering school, until finally organizing and arranging secondary vocational students to relevant jobs Go to work and exercise. 3. Carry out career consultation to help secondary vocational students reasonably determine their career goals.

Career goals refer to people's strong pursuit and yearning for their future career, as well as their conception and planning of their future professional life. Determining career goals is the driving force for success, one of the key points in formulating career planning, and a guarantee for the smooth career development of secondary vocational students. Schools can help students position themselves for career development by providing career consultation. Career assessment can provide relatively objective evaluation and development suggestions, which has reference value for students. However, in the process of career counseling, career assessment is only the basic basis. It is also necessary to rely on the rich theoretical knowledge and practical experience of career counseling teachers, and use other informal assessment methods to help secondary vocational students develop clearly based on the students' actual situation and the external environment. direction. At present, the career guidance teachers in secondary vocational schools are mainly political and moral education teachers transferred through self-study, and the number of professional teachers is small. These conditions have affected the development of career assessment and career consultation work. Therefore, schools should speed up the necessary practical training in career assessment and career counseling for career guidance personnel, including full-time teachers, head teachers, psychological counseling teachers and teachers from other subjects, to meet the growing needs of secondary vocational students for career planning. 4． Supervise secondary vocational students to carry out conscious quality cultivation and improve their execution ability. In order to avoid the formulation of career plans becoming mere formalities, secondary vocational students should be urged to implement their career plans well. First of all, guide secondary vocational students to clarify their learning goals and master a solid professional foundation and good self-study ability. Secondly, it is necessary to cultivate the comprehensive abilities required by students’ careers. Generally, emphasis should be placed on cultivating practical operational abilities, lifelong learning abilities, psychological adjustment abilities, creative abilities, social abilities and self-promotion abilities that meet social needs. In addition to assessing graduates' professional knowledge and skills, employers also consider their comprehensive abilities and qualities. To this end, teachers need to frequently check the implementation of the career planning of secondary vocational students and urge secondary vocational students to carry out conscious quality cultivation, so as to promote the continuous improvement of the quality of secondary vocational students and the smooth development of their careers. 5. Actively seek connections with social resources to jointly promote the career planning and development of secondary vocational students. We have noticed that the career education of secondary vocational students is not just a matter of school. How to effectively integrate social education resources is an important breakthrough in providing career planning guidance for secondary vocational students. Schools must learn to utilize and develop at least the following three social resources: First, strengthen cooperation with employers. In addition to striving for professional internship and employment opportunities for secondary vocational students, schools can work with employers to develop professional quality and vocational skills training courses for secondary vocational students, and hire human resources managers from employers to serve as guest lecturers and career mentors to provide It provides convenience for secondary vocational students to learn about enterprises and contact people in the industry in advance; secondly, it is to strengthen cooperation with relevant government departments and the talent market. Establish a communication platform through government matchmaking to strive for a favorable policy environment and information support; the third is to strengthen communication and contact with alumni. Alumni are a very important resource for us to provide career planning guidance for secondary vocational students, especially the successful ones. Their experience and experience are very convincing to current secondary vocational students, and their suggestions are also helpful for the school to improve career guidance. practical significance. All in all, adhering to an open and cooperative attitude, making full use of and developing a wide range of social resources, and constantly exploring new ways are necessary prerequisites for us to provide career planning guidance for secondary vocational students. In short, a series of problems existing in the career planning of secondary vocational students require the joint efforts of society, schools, teachers and secondary vocational students themselves (including their parents) to solve. With the joint efforts of all parties, we will promote the comprehensive self-understanding of secondary vocational students, personalized environmental analysis, practical career positioning, gradual implementation of plans, and flexible feedback and correction, so that secondary vocational students can take themselves seriously and achieve success. career and gain a satisfying life.

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