INCLUSIVE INTERNSHIP PROGRAMS: A How To Guide For Employers Programs

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INCLUSIVE INTERNSHIP PROGRAMS:
A How-to Guide for Employers
OFFICE OF DISABILITY EMPLOYMENT POLICY
UNITED STATES DEPARTMENT OF LABOR

ACKNOWLEDGEMENTS
The Office of Disability Employment Policy would like to
thank the numerous people who have contributed to the
development of this Guide, which has taken a variety of
forms over several years. Nathan Cunningham, a member
of ODEP’s staff, is the primary author for the current
version of the document, which differs substantially in
both scope and focus from earlier versions.

The mention of trade names, commercial products, or organizations does not imply the
endorsement of the U.S. Department of Labor.

OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS

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TABLE OF
CONTENTS

INTRODUCTION: The Importance of Establishing Internship
Programs for Young Adults
The Importance of Internships
Building an Inclusive Workplace
The Purpose of this Guide
Guide Contents

1
1
1
2
2

CHAPTER I: The Benefits of Internship Programs
Overview
Innovative and Diverse Perspectives
Interns as Prospective Employees
Leadership Growth Opportunities for Existing Staff
Other Business Advantages of Internship Programs
Benefits to Interns

3
3
3
5
5
6
8

CHAPTER II: Laying the Groundwork for Establishing An
Inclusive Internship Program
Identifying Leadership
Determining the Mission and Goals of the Program
Determining the Need for the Program and the Role of Existing Staff
Determining the Available Resources for the Program
Promoting Inclusion

9
9
10
10
11
13

CHAPTER III: The Process of Implementing an Internship Program from
Beginning to End
Internship Timeline
Internship Application Package
Internship Application Dissemination
Training Supervisors and Staff
Applicant Review and Interviews
Selection and Placement of Interns
Accommodations
Assistive Technology
Personal Assistance Services (PAS)
Internship Orientation
Mentoring
Final Steps

15
15
16
17
18
19
20
20
22
22
23
24
25

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CHAPTER IV: Evaluating the Internship Program
The Importance of Evaluations
Steps in Designing, Constructing, and Implementing Evaluations
Evaluation Measures
Evaluation Data Collection
Evaluation Methods
Intern and Workplace Supervisor Evaluations
Obtaining an Evaluator
Synthesizing and Reporting Results
Conclusion

26
26
26
26
27
27
29
29
30
30

Endnotes

31

APPENDIX A: Resources on the Business Perspective for Hiring/Retaining
Individuals with Disabilities

33

APPENDIX B: 25 Steps Essential to Establishing a Program

36

APPENDIX C: Sample Internship Position Description

38

APPENDIX D: Disability Etiquette for the Workplace and Beyond

39

APPENDIX E: Sample Internship Orientation Agenda

41

APPENDIX F: Sample Intern Self-Assessment Form

42

APPENDIX G: Sample Internship Work Plan

43

APPENDIX H: Mentoring

45

APPENDIX I-1: Sample Intern Mid-Program Evaluation

50

APPENDIX I-2: Sample Supervisor Mid-Program Evaluation

52

APPENDIX J-1: Sample Intern Final Evaluation

53

APPENDIX J-2: Sample Supervisor Final Evaluation

55

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INTRODUCTION:
The Importance
of Establishing
Internship
Programs for
Young Adults

The Importance of Internships
Well-structured internship programs benefit both interns and employers. By
participating in these valuable on-the-job learning opportunities, interns augment
their work experience, hone important work skills, develop their career goals, and
establish connections that may prove useful throughout the span of their careers.
In turn, internships give employers access to a pool of motivated individuals who
bring fresh thinking and innovation to their workplaces. Internships can also serve
as a risk-free pipeline to meet the recruitment needs of the business, organization,
or agency. Allowing employers to assess prospective candidates prior to making a
permanent hiring decision improves the efficacy of the decision-making process and
increases the likelihood of a successful match. Internships also provide leadership
and management growth experience to the businesses’ existing staff members
who oversee the internship program and its participants. In short, there are many
business advantages to hosting internship programs.

Building an Inclusive Workplace
Building an inclusive workplace is a major facet of the modern workforce. A study
by Forbes shows that most employers recognize the benefits of diversity; 97% of
companies surveyed have a formal diversity plan in place.2 Employers strive for
diversity because an inclusive workforce drives innovation, fosters creativity, and
guides business strategies.3 Companies no longer view diversity and inclusion efforts
as separate from their other business practices. They also recognize that a diverse
workforce can differentiate them from their competitors and can help them capture
new clients and increase market share.

An internship provides
students and recent
graduates with
the opportunity to
expand and connect
classroom learning
under supervision in a
work-based context. An
internship is grounded
in experiential learning
with an emphasis on selfreflection and on-the-job
professional experience
in an occupational career
field of the intern’s
choice.1

As the topic of diversity appears throughout this guide, it signifies any number of
experiences or characteristics that people bring to the workplace. Race, ethnicity, and
sex are common factors in diversity initiatives, but it is also important to consider
sexual orientation, gender identity, age, and disability when striving towards
inclusion because they are often overlooked.4 As employers strive towards full
inclusion in the workplace, they should incorporate a comprehensive definition of
diversity that applies to all hiring practices, including internship programs.
1. “Definitions,” National Collaborative on
Workforce and Disability for Youth, accessed
April 22 2014, http://www.ncwd-youth.info/
definitions#nametaxonomy-vtn-term-I.
2. Global Diversity and Inclusion: Fostering
Innovation through a Diverse Workforce,” Forbes
Insights, last modified 2011, http://images.forbes.
com/forbesinsights/StudyPDFs/Innovation_
Through_Diversity.pdf, 12.
3. Ibid., 5.
4. Ibid., 12.

OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS

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The Purpose of this Guide
Public and private employers of all sizes can reference this guide to learn about
the benefits associated with facilitating inclusive internship programs as well as
the components to consider when designing, implementing, and evaluating these
programs. It is important to note that an internship program can vary greatly in
size from one intern in a small office to a whole group spread out across a larger
employer. As employers reference this guide, they can adapt its recommendations to
meet the goals of their specific program.
This guide also features information and resources employers can use when
promoting inclusion in their business, organization, or agency. For example,
having flexible work schedules allows more students and recent graduates of all
backgrounds to participate in the internship program and bring their skills and
perspectives to the job. This guide also details how managing accommodations for
interns with disabilities increases their overall productivity and benefits both parties.
Ensuring that internship programs are accessible for all youth, including youth with
disabilities, is a major step towards building an inclusive workplace. Reference
Appendix A at any point throughout this guide for a list of resources that can provide
further guidance on the hiring of people with disabilities.

Guide Contents
This guide explores the following points:
• The importance of establishing internship programs for young adults, including
youth with disabilities, due to the business advantages employers can derive
from them
• The initial groundwork necessary for proposing and planning an internship
program
• The major components in designing and implementing an internship program
• The process of evaluating an internship program and its participants for
continuous improvement

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CHAPTER I:
The Benefits
of Internship
Programs

Overview
Public and private employers of all sizes can recognize many benefits from
implementing inclusive internship programs. From hosting 1 intern to hiring 100, these
benefits translate regardless of scale. In particular, internships allow employers to:
• Access a pool of motivated individuals who bring fresh thinking and innovation to
the workplace
• Promote an inclusive workplace by hiring interns from diverse backgrounds,
including those with disabilities
• Meet recruitment needs by providing a risk-free pipeline of potential candidates to
access for permanent positions
• Provide leadership and management growth opportunities to existing staff who
direct or mentor interns
• Encourage existing staff to diversify their workload and skills by pursuing new
projects with assistance from interns
• Increase the productivity and retention rate of employees
• Extend visibility of their business, organization, or agency through positive public
relations associated with hiring interns
• Help develop the work experience, skills, and career goals of the nation’s future
workforce

Internship programs
allow employers to
promote innovative and
diverse perspectives in
the workplace, assess
interns as prospective
employees, encourage
leadership growth of
existing staff, reap other
business advantages, and
help develop young adult
interns in the early stages
of their careers.

Innovative and Diverse Perspectives
Employers in the modern workforce recognize the value of diverse perspectives in
their workplaces because they foster innovation and new ideas. In fact, recruiting,
developing, and retaining employees with an array of experiences and characteristics
is key for fostering a workplace that attracts top talent. Diversity on the inside
also ensures that programs, products, and/or policies are accessible and culturally
appropriate for more targeted audiences on the outside.5 Because incorporating all
aspects of diversity, including disability, can increase a company’s overall market
share, having an inclusive workplace is also an important strategy for business
success in the global economy.
Internships are one way that employers can capitalize on these benefits. For instance,
young adult interns are often extremely motivated individuals eager to both
influence and learn from their work environments. They can even bring to the table
perspectives that the business may be lacking. For example, as strategies like social
media become more and more essential to operations and outreach, young adult
interns can bring the knowledge and skills necessary to help employers in navigating
these online environments. Young adults are often at ease using platforms like
Twitter, Facebook, LinkedIn, and YouTube to the benefit of the business, organization,
or agency where they work.

5. Ibid., 3.

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Furthermore, diverse teams that include people with disabilities can be more
creative and contribute to the development of more efficient and effective business
processes.6 They can also provide insight about how customers with disabilities
perceive and interact with products and services, which can be valuable in attracting
that share of the market. In fact, people with disabilities represent a large segment of
the market. According to a report from MarketResearch.com, 54 million Americans
with disabilities make up the third largest market segment behind Baby Boomers and
the mature market, placing them ahead of Hispanics, African Americans, Generation
X, teenagers, and Asian Americans. This segment of the population also includes
approximately 3.4 million disabled veterans, 180,000 of whom are service members
returning from the recent conflicts overseas.7

“At the end of the day,
promoting diversity
is good business. In
the private sector,
employers like Wells
Fargo proactively recruit,
hire and develop diverse
employees, including
persons with disabilities,
to ensure their workforce
is representative of their
customers and to develop
their reputation as an
‘employer of choice.’”8

6. Michele Jayne and Robert Dipboye, “Leveraging
Diversity to Improve Business Performance:
Research Findings and Recommendations for
Organizations,” Human Resource Management 43,
no. 4 (2004): 409-424, http://web.mit.edu/cortiz/
www/Diversity/Jayne%20and%20Dipboye%20
2004.pdf.
7. “Number of Disabled U.S. Veterans
Rising,” Associated Press, last modified
February 11 2009, http://www.cbsnews.com/
stories/2008/05/11/national/main4086442.
shtml?source=RSSattr=Health_4086442.
8. N. Younes, “Getting Corporations Ready to Recruit
Workers with Disabilities,” Journal of Vocational
Rehabilitation 16, no. 2 (2001): 89-91.

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Interns as Prospective Employees
Because interns are often students seeking permanent placements following
graduation, they are one potential pipeline for meeting the recruitment needs of the
business, organization, or agency. Employers can assess interns as candidates for
permanent positions during the risk-free period of the internship.
The National Association of Colleges and Employers (NACE)’s 2014 Internship &
Co-Op Survey demonstrates how employers use internship programs to identify
prospective employees:
• 64.8% of interns received full-time offers from employers
• 79% of interns accepted these offers
• 56.8% of co-op students10 received full-time offers, which was up from
48.8% in 2013
Employers can also leverage internships as part of their strategy for succession
planning.11 For those employers who do not yet have a plan for continuing to foster
institutional knowledge over time, internships can serve as a valuable place to start.
In fact, data on workforce projections reinforces the importance of this idea in the
coming years.
According to research conducted by the Georgetown University Center on Education
and Workforce, “between 2008 and 2018, the economy will create 47 million job
openings: 14 million new jobs and 33 million job openings to replace retiring baby
boomers. Job openings that require at least some postsecondary education or
training will make up 64% of all job openings and will include the majority of long
term career jobs.”12 The research also states that several key industries will lose most
of their postsecondary-educated workers, including those in professional, scientific,
technical services, education services, high-level management of companies and
enterprises, and those in finance and insurance divisions. According to a report from
the U.S. Government Accountability Office, 31% of the federal workforce will be
eligible for retirement in 2017.13

Leadership Growth Opportunities for Existing Staff
Internship programs can also provide employers with leadership and management
growth opportunities for existing staff who direct or mentor interns. Employers
can encourage existing staff to diversify their workload and skills by pursuing new
projects with assistance from interns.
Supervising or mentoring interns can produce the following benefits:
• Personal and professional satisfaction from facilitating a colleague’s career
development

“At Adecco, we know our
diversity and inclusion
initiatives are critical to the
future of our business. We have
seen the power of how our
diverse workforce, including
people with disabilities, is
invaluable to our company
as well as our clients. We are
proud to lead the way as we
continue to develop the diversity
of our human capital, as well as
the talent working for our over
150,000 clients, to provide better
work and a better life for all.”
Lois Cooper (2009), Vice President of
Diversity & Inclusion at Adecco USA.9
9 . “Adecco USA Recognized as Leader for
Workforce Inclusion,” Adecco Group (Melville,
NY: Adecco Group, 2009). http://www.adeccousa.
com/articles/Adecco-USA-recognized-as-leaderfor-workforce-inclusion.html?id=102&url=/
pressroom/pressreleases/Archives/Forms/AllItems.
aspx&templateurl=/AboutUs/pressroom/Pages/
Press-release.aspx.
10. A cooperative education allows students to gain
professional work experience, often compensated
with pay, as part of an academic program. Learn
more here: http://www.stevens.edu/sit/co-op/
future-students/what-is.cfm.
11. R. Bottner, Total Internship Management:
The Employer’s Guide to Building the Ultimate
Internship Program (Acton, ME: Intern Bridge, Inc.,
2009), 31.
12. Anthony Carnevale, Nicole Smith, and
Jeff Strohl, “Help Wanted: Projections of Jobs
and Education Requirements through 2018,”
Georgetown University Center on Education and
the Workforce, accessed June 2010, https://cew.
georgetown.edu/report/help-wanted/, 14.
13. “Recent Trends in Federal Civilian Employment
and Compensation,” U.S. Government
Accountability Office, last modified January 29 2014,
http://www.gao.gov/products/GAO-14-215.

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• Recognition from peers and the employer for contributing time and expertise
• Opportunities to develop interpersonal skills by exercising many of the same skills
required to effectively supervise and manage employees
• Opportunities to focus energy outside of themselves
• A deeper understanding of other employees’ experiences
• Preparation for taking on greater responsibilities and leadership roles14
Furthermore, a five year study revealed higher job retention rates among mentors.15  
Mentors were also more likely to receive salary raises and promotions.16  When more
experienced employees mentored newly hired employees, the job retention rate
of both mentors and mentees was about 20% greater than for non-participants.
Researchers calculated the return on the company’s investment in the mentoring
program at 1,000% based on the higher rates of retention and job performance
amongst mentoring participants.17

Other Business Advantages of Internship Programs
Inclusive internship programs offer many other business advantages. For example,
internships can expand visibility of the business, organization, or agency through
positive public relations with hiring interns.18  Employers also find value in the
reduced costs, increased human capital, and tax incentives associated with hiring
interns with disabilities.
The Employer Assistance and Resource Network (EARN)’s Business Case for Hiring
Individuals with Disabilities (available online at http://askearn.org/BusinessCase/
index.asp) succinctly outlines the benefits to increasing the employment of people
with disabilities in businesses, organizations, and agencies. The primary benefits are
highlighted below.
Reduced Costs – When businesses adopt inclusive recruiting and hiring practices,
they maximize their savings by:
• Reducing recruitment costs through expansion of their talent pipeline
• Avoiding productivity losses incurred from unfilled positions by having a larger
pool of qualified candidates ready to fill openings
• Reducing turnover costs with a talent pool that has high retention rates19
• Creating more efficient work processes as a result of implementing
accommodations for workers with disabilities that lead to overall increases in
productivity (Both Walgreens and A & F Woods Company report this benefit)20
• Establishing an effective and efficient accommodations process to increase the
productivity and morale of all employees21
• Leveraging corporate tax incentives, when applicable, to realize tax credits
ranging from $2,400 - $15,00022

14. E. Pardini, Be a Mentor: Program Training Guide
for Volunteer Mentors (Fremont, CA: Be A Mentor,
Inc., 2006), http://www.beamentor.org/coordfrms/
Training%20for%20Mentors.PDF, 6.
15. J. Holincheck, Case Study: Workforce Analytics at
Sun. (Stamford, CT: Gartner, Inc., 2006).
16. Mentoring & Engagement: Sustaining
Organizational Success (Triple Creek Associates,
Inc., 2010).
17. K. Dickinson, T. Jankot, and H. Gracon, Technical
Report: Sun Mentoring: 1996 to 2009 (2009).
18. M. True, “Starting and Maintaining a Quality
Internship Program,” Internship Center at
Messiah College, Technology Council of Central
Pennsylvania, 14
19. M. Lengnick-Hall, P. Gaunt, and M. Kulkarni,
“Overlooked and Underutilized: People with
Disabilities Are an Untapped Human Resource,”
Human Resource Management 47, no. 2: 255-273,
accessed 2008, http://www.shrm.org/Education/
hreducation/Documents/47-2%20Lengnick-Hall%20
et%20al.pdf.
20. Rich Donovan, “Disability: From RedHeaded Step-Child to Golden Girl,” Essential
Accessibility, accessed July 18 2014, http://www.
essentialaccessibility.com/newsletter/march/
feature.html.
21. Beth Loy, “Workplace Accommodations: Low
Cost, High Impact,” Job Accommodations Network,
accessed 2014, http://askjan.org/media/downloads/
LowCostHighImpact.pdf.
22. “Tax Benefits for Businesses Who Have
Employees with Disabilities,” Internal Revenue
Service, last modified June 12 2012, http://www.
irs.gov/Businesses/Small-Businesses-%26-SelfEmployed/Tax-Benefits-for-Businesses-Who-HaveEmployees-with-Disabilities.

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Increased Human Capital – By creating internship programs that are inclusive of
interns with disabilities, businesses can expand their hiring pool of qualified workers
and create a recruiting pipeline for future openings. Inclusive internships can also
provide a way for employers who are Federal contractors and subcontractors to
help meet their 7% utilization goal for hiring qualified individuals with disabilities
under the recently amended regulations to Section 503 of the Rehabilitation Act.23
The regulations prohibit employment discrimination and require employers to take
affirmative action in recruiting, hiring, promoting, and retaining individuals with
disabilities.24
While some interns with disabilities may need workplace accommodations, most
employers report that dollar benefits of employing people with disabilities far
outweigh dollar costs related to accommodations. The Job Accommodation Network
( JAN), the leading source of free, expert, and confidential guidance on workplace
accommodations and disability employment issues, surveyed employers who used
their site and found that 58% of all accommodations had no cost, and those that did
have a cost measured only $500 on average.25 The same employers reported several
benefits to making workplace accommodations:
• 90% of employers said they were able to hire and retain qualified employees
• 76% of employers felt accommodations were either very or extremely effective
• 71% of employers experienced increased productivity of employees
• 39% of employers had reduced workers’ compensation and insurance costs
Tax Incentives - Tax incentives can provide an added benefit for employers who
hire a person with a disability by offsetting costs associated with accommodating an
employee or making businesses accessible. These benefits include the following:
• Work Opportunity Tax Credit – up to $2,400 per year, pending reauthorization
–– The Work Opportunity Tax Credit doubles when hiring a Veteran with a
disability.
• Small Business Tax Credit – up to $5,000
• Tax Deduction to Remove Architectural and Transportation Barriers to People
with Disabilities and Elderly Individuals – up to $15,000 per year
23. Rehabilitation Act, 29 U.S.C. § 793 (1993).
24. “New Regulations: Section 503 of the
Rehabilitation Act,” U.S. Department of Labor’s
Office of Federal Contract Compliance Programs,
accessed August 17 2014, http://www.dol.gov/ofccp/
regs/compliance/section503.htm.
25. Beth Loy, “Workplace Accommodations: Low
Cost, High Impact,” Job Accommodations Network,
accessed 2014, http://askjan.org/media/downloads/
LowCostHighImpact.pdf.

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Benefits to Interns
Young adults see internships as rewarding learning experiences that help guide
future decisions and professional growth. Internships provide opportunities for
students to apply what they have learned in school to the work setting and vice
versa. Specifically, internships:
• Offer relevant work experience
• Provide a real-life context for issues they are studying about in school
• Aid in developing specific skills like resume building, work readiness skills, and
soft skills
• Help students evaluate potential career fields
• Assist with building a professional network26
Internships can serve as periods of professional experimenting as young adults are
not expected to know everything, but rather to learn continuously. Employers should
make interns feel comfortable asking questions, receiving direction and support,
and absorbing feedback. Reflection, a key element of professional growth, should be
maximized during an internship.
However, the internship opportunity is more than career exploration. Over the
course of the internship, the intern learns to maneuver inside and outside of the
work environment with confidence, gaining knowledge they can apply in the future.
There are also opportunities for learning soft skills and for positive interactions with
colleagues. In this way, interns learn to be responsible to other people, the work
itself, and the organization as a whole. Many interns, depending on maturity and
experience, also learn the importance of being on time, maintaining consistent work,
meeting deadlines, paying attention to details, and having appropriate supervisor
interactions, all of which are valuable skills for obtaining a position and for position
advancement.
The benefits discussed here are important for all interns, including those with
disabilities. In fact, a significant amount of research shows that for youth, with and
without disabilities, work experience in high school is the greatest indicator of
post-school success in employment.27 28 Work experiences for young adults with
disabilities during high school, whether paid or unpaid, unquestionably help
students acquire jobs after graduation at higher wages than their peers who lack
such opportunities.
Internship programs are designed to help young adults make informed choices
about their careers. Employers working to establish inclusive internship programs
should recognize the benefits of a diverse group of interns, including interns with
disabilities.

26. R. Bottner, Total Internship Management:
The Employer’s Guide to Building the Ultimate
Internship Program (Acton, ME: Intern Bridge, Inc.,
2009), 37-43.
27. M. Benz, P. Yovanoff, and B. Doren, “Schoolto-Work Components that Predict Postschool
Success for Students with and without Disabilities,”
Exceptional Children 63, no. 2 (1997): 155-165.
28. D. Colley and D. Jamison, “Post-School Results
for Youth with Disabilities: Key Indicators and Policy
Implications,” Career Development for Exceptional
Individuals 21 (1998): 145-160.

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CHAPTER II:
Laying the
Groundwork
for Establishing
An Inclusive
Internship
Program

Identifying Leadership
Leadership is needed to lay the groundwork for establishing an internship program.
For larger employers, leadership can consist of an entire committee that oversees the
initiative. For smaller employers, leadership may involve a single individual or small
group of individuals who work with others in the business, organization, or agency to
coordinate the program. Because consistency is key, leadership should be identified
early in the process and remain involved in the new program through its first cycle.
The process of identifying leadership for the initiative can vary from top-down to
bottom-up approaches. In some cases, senior management may choose to launch
the initiative and/or select leadership to run it. In others, employees themselves
may decide they want to host an intern or to start a formal program, and they can
bring their ideas to their supervisors and senior management. Depending on the
organization, there may be a position dedicated to leading the initiative, or it could
be a collateral work duty of one or a group of existing staff. For example, many
employers have recently begun relying on Employee Resource Groups (ERGs) to
substantively impact business development activities that seize opportunities related
to different factors in diversity and talent advancement initiatives.29 Businesses may
want to tap into entities such as these, if they exist, to help establish an internship
program or promote workplace inclusion. Ultimately to be successful, at a minimum,
there must be explicit buy-in from senior management and staff-level commitment.
For the purposes of this guide, those identified to lead the internship program will
be referred to as coordinator(s). Coordinator(s) are responsible for planning and
overseeing the program from beginning to end. In particular, coordinator(s):
• Ensure that policies and practices, both internal and external, reflect the
employer’s commitment to inclusion in the workplace, which will be explained in
greater detail in the “Promoting Inclusion” section of this chapter

Establishing an inclusive
internship program
requires a few initial
steps:
1) identifying leadership,
2) determining the
mission and goals
of the program,
3) determining the need
for the program and the
role of existing staff,
4) determining the
available resources for
the program, and
5) remembering to
promote inclusion
throughout the process.

• Manage the application production, dissemination, and review process
• Select and place interns in the workplace
• Train supervisors on topics like developing work plans with interns
• Inform interns of housing and transportation options available upon relocation
• Troubleshoot concerns arising between supervisors and interns
• Manage the review and evaluation of interns, supervisors, and the program as a whole
• Maintain relationships with key stakeholders like organizational staff, universities
and high schools, community organizations, and past, current, and future interns
• Continue to update management as the program unfolds
• Ensure the inclusive workplace strategy of the business, organization, or agency is
utilized throughout the duration of the program

29. “7 Ways to Enable Your Employee Resource
Groups Into a Powerful Advancement Platform,”
Forbes, last updated 2012, http://www.forbes.com/
sites/glennllopis/2012/06/18/7-ways-to-enableyour-employee-resource-groups-into-a-powerfuladvancement-platform/.

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Depending on the amount of time coordinator(s) need to invest, employers may want
to detail the commitment in writing or as a specific performance goal.

Determining the Mission and Goals of the Program
Coordinator(s) must initially work with management to determine whether
identifying and articulating formalized mission and goal statements would be
foundational to the internship program’s success. For smaller or less formal
programs, this step may be impractical and/or unnecessary.
At its core, the mission statement outlines the reasons for establishing the program,
which are consistent with the values of the business, organization, or agency and
can also reflect the viewpoints of staff or interns as time goes on. The goal statement
then guides the objectives and activities of the program in keeping with the mission
and/or expectations that various stakeholders have for program implementation and
impact. A thorough discussion of organizational goals and the ways in which they
translate into program objectives and activities is important; however, coordinator(s)
should keep in mind that having too many goals for one program can prevent a clear
understanding of the program’s purpose.
Coordinator(s) should become confident articulating the program’s mission and
goals to senior management and other stakeholders like staff, workplace supervisors,
universities and high schools, and prospective interns.

Determining the Need for the Program and the Role of
Existing Staff
Internship program coordinator(s) should facilitate a conversation about the specific
areas of need interns could address within the business, organization, or agency.
Meetings and surveys are useful tools for hearing from relevant stakeholders,
like potential workplace supervisors. When coordinator(s) get a sense of senior
management’s interest or particular use/need for interns, they can begin to identify
what qualities prospective interns will need and relate these back to the overall
mission and goals of the program.
Assessing the need for the program hinges upon the availability of workplace
supervisors to work directly with interns. The workplace supervisor is typically the
employee who requests an intern or is assigned one as part of his/her work duties.
This person has the primary responsibility for providing guidance to the intern on
work assignments throughout the internship. Depending on the organization, this
may involve the development of a formalized intern position description outlining
specific work tasks and assignments, or it may be handled much more informally.
For smaller programs, the workplace supervisor may also serve as coordinator and
combine the duties of both roles into one position. Employers, and often senior

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management, can determine what distribution of responsibilities best serves their
needs.
While the intern may work with and take direction from various employees, the
workplace supervisor is the person who assigns and supervises the day-to-day
work of the intern, though the coordinator(s) may perform these functions in some
programs. Supervisory responsibilities include:
• Orienting the intern to specific work assignments, office schedules and procedures,
and the team of employees or other interns who will work together
• Developing an internship work plan with the intern that outlines the intern’s
assigned tasks, timelines, and learning objectives
• Ensuring the intern has a work space, supplies, equipment, information, and any
other resources he or she needs to perform the assigned work
• Encouraging and approving the intern’s participation in opportunities outside
of the workplace (e.g., professional development activities, events, meetings,
networking)
• Providing feedback to the intern on work and progress towards goals at mid-term
and final evaluation
• Conducting an exit interview with the intern
Existing staff, whether supervisors or those involved in the application and hiring
process, should also remember to foster a relationship of trust and respect for
confidentiality with interns. While personal information may be collected as it
relates to the position or hiring process, this information should remain secure,
as would be the case for personal information related to full-time employees.
Furthermore, interns and employees with disabilities should feel comfortable
disclosing and requesting accommodations without fear of coworkers gaining access
to this information. Everyone, including new interns, should be aware that trust
is a valuable part of the business, organization, or agency where they work. This
strategy ultimately solidifies the importance of workplace inclusion and is something
coordinator(s) should make all staff aware of.

Determining the Available Resources for the Program
As part of the initial planning, coordinator(s) should also consider how the program
fits into the budget and available resources of the business, organization, or agency.
Senior management is likely responsible for allocating the time and money necessary
to shape the desired program. If identified needs cannot be met within available
resources, management will have to establish priorities, which may mean sharing
interns or limiting the number of interns hired. The assessment of available resources
should incorporate time for planning and evaluation within the overall timeline,
which will vary depending on the length of the internship.

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One major factor to consider as part of the budget is whether or not the internship
program will compensate interns through pay and/or course credit. Pay may not be
the central motivation for interns,30 but it is considered a best practice because it
can attract a wider array of candidates to the business, organization, or agency.31 The
following are some factors to consider when determining compensation for interns:
• The quality of an intern’s experience is not necessarily diminished because the
internship is unpaid. Nevertheless, the quality and number of applicants may be
reduced because financial need prevents some highly qualified students from
pursuing unpaid opportunities.
• In a for-profit organization, it is common for employers to offer a stipend or hourly
wage. The advantage of a stipend is that an organization can avoid adding shortterm workers to the payroll. Nevertheless, be sure to determine and satisfy any
federal and state income tax requirements related to paying interns.
• If a for-profit organization chooses to use unpaid interns, the organization must
ensure that interns are considered trainees under the Fair Labor Standards Act (see
below).
• In some fields such as computer science and information systems, paid internships
are the norm because students bring specialized skills to the hiring organization.
Students majoring in these fields are in high demand and may have the luxury of
choosing the best offer.
• In the not-for-profit sector, internships are commonly unpaid. For the most part,
students interested in working with not-for-profit organizations are aware that
these may be volunteer positions.
• In the case of unpaid internships, it is common for interns to work part-time so
they can earn money through another job.
• Not all students can receive academic credit for internship/co-op experience.
Students need to check with their academic department to learn if credit
arrangements can be made.
• Given the limited duration of internships, the out-of-pocket costs associated with
compensating interns may produce a strong return on investment and “payout”
over the long run in the form of lower recruiting costs and reduced turnover.

30. R. Bottner, Total Internship Management:
The Employer’s Guide to Building the Ultimate
Internship Program (Acton, ME: Intern Bridge, Inc.,
2009).
31. J. Cunningham, Building a Premier Internship
Program: A Practical Guide for Employers,
(Bethlehem, PA: National Association of Colleges
and Employers, 2004).

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Some employers may already have policies and guidelines on what interns should be
paid, or they can find this information through online searches. The following intern
wage ranges are examples from Rutgers University:32
• Computer Science/Engineering: $18 - 25/hr
• Business: $15 - 25/hr
• Liberal Arts: $10 - 25/hr
In order for private sector employers to understand whether or not interns must be
paid at least the minimum wage under the Fair Labor Standards Act, the Department
of Labor has released the following resource: http://www.dol.gov/whd/regs/
compliance/whdfs71.pdf. This fact sheet details the six criteria for determining
situations in which for-profit companies can hire interns without compensation.

Promoting Inclusion
The fifth step to laying the groundwork for an inclusive internship program is to
ensure that workplace culture embraces diversity in all forms, including disability. To
meet this goal, coordinator(s) should assess the extent to which the employer already
promotes inclusion within its workplace culture and hiring strategies, while also
identifying where there is room for improvement.
Coordinator(s) should be prepared to recommend adjustments to senior management
as necessary because their endorsement of diversity in the workplace is critical.33
These recommendations can center around ensuring that the business, organization,
or agency is prepared to take on the logistics of an inclusive internship program.
In particular, physical, technological, and attitudinal barriers to hiring interns or
employees with disabilities must be eliminated.
Physical and technological environments must be made accessible to all interns,
including those with disabilities. Employers should consider the following factors:
• Fire alarms and emergency exit plans that can be utilized by employees with
various disabilities
• Entrances/exits, hallways, restrooms, work spaces, and desks that are universally
accessible
• Operating systems, software applications, and telecommunications products that
are conducive to the productivity of all employees
Reframing attitudes towards employees with disabilities may also be necessary
to promote inclusion in the workplace. There may be some employees within the
organization who exhibit negative attitudes towards employees with disabilities
based upon stereotypical thinking and assumptions about what people with
disabilities can and cannot do. These attitudinal barriers often impede meaningful
communication between people with and without disabilities and are often passively

32. “Internship Program Development 101,” Career
Services, accessed August 19 2014, http://careers.
rutgers.edu/page.cfm?page_ID=315.
33. “Global Diversity and Inclusion: Fostering
Innovation through a Diverse Workforce,” Forbes
Insights, last modified 2011, http://images.forbes.
com/forbesinsights/StudyPDFs/Innovation_
Through_Diversity.pdf, 15.

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learned, so unlearning them takes effort and interaction.34 Staff can begin avoiding
stereotypes by thinking of people with disabilities first and foremost as people.
In this way, language has much to do with influencing attitudes. Person-first language
emphasizes that people with disabilities are “people first,” rather than being defined
by their disability. It is the most prevalent way to refer to people with disabilities in
professional settings today.
Using the principle of person-first language and engaging in the use of positive
language is an important part of the larger effort to change perceptions of people
with disabilities in the workplace and thereby promote inclusion. Coordinator(s)
should encourage discussions around disability awareness and attend to issues
that may emerge. Disability awareness training sessions are one tool for dispelling
misconceptions or low expectations about workers with disabilities. Consultants
are available to provide assistance and can be located through online searches.
Whatever strategy is used, holding only one session is probably not going to be
effective. Sessions should be repeated often. For an example of a training module
that addresses diversity and the workplace culture, see http://www.transcen.
org/DandD/intro.html. See Appendix A for a list of organizations that can help
businesses hire and retain young adult interns and people with disabilities.

34. A. Miller, “Best Practices for Formal Youth
Mentoring,” The Blackwell Handbook of Mentoring:
A Multiple Perspectives Approach, (Malden, MA:
Blackwell Publishing, 2007), 307-324.

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CHAPTER III:
The Process of
Implementing
an Internship
Program from
Beginning to End

Internship Timeline
Determining the timeline for the internship program is an important process. The
table below details a suggested schedule for a summer program.
Table 1: Sample Internship Timeline
Month

Task

October

• Identify coordinator(s) to lead the program
• Ensure the workplace is inclusive and accessible for everyone
• Identify the need for the program by connecting with senior management and
potential workplace supervisors
• Determine the budget, resources, and scale of the program along with optional
mission and goal statements
• Compile the internship application package

November
& December

• Disseminate the accessible internship application package to colleges and
universities, internship websites, social media, and local career fairs
• Determine the form, scope, and methodology that will be used in conducting
the evaluation (see Chapter IV)

January

• Close the application period and begin to review candidates with input from
workplace supervisors
• Schedule phone interviews to screen candidates

February

• If necessary, schedule an additional round of interviews
• Notify selected interns
• Train workplace supervisors

March

• Manage accommodation requests
• Compile and disseminate program or logistical information to interns with
input from workplace supervisors

April

• Prepare workplaces and orientation materials for interns

May

• Welcome interns and conduct orientation and training, which can include
important activities like mentoring

June & July

• Maintain communication with interns
• Conduct mid-term evaluation between interns and supervisors

August

• Conduct final evaluation, exit interviews, and anonymous surveys

September

• Contact former interns to assist in recruitment of future interns

After carrying out the
initial steps, employers
can continue the process
of implementing, running,
and evaluating an inclusive
internship program. See
Appendix B for a complete
list of steps to follow.

The above timeline is merely a sample and can be altered to fit the needs of the
business, organization, or agency. For example, internships are typically summer
positions that last 2-3 months, but they can also occur during spring or fall semesters
on a full- or part-time basis. Internships can also last a full year and include recent
graduates. In fact, longer internships provide greater opportunity for both employers
and interns to reap the benefits discussed earlier in this guide. Because it takes time
to acclimate to a new workplace environment, interns who stay longer might have a

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greater impact. However, student interest and availability are generally tied to school
terms, which makes summer internships the most common option.35 Either way, this
timeline shows that employers should begin planning well in advance to successfully
run their inclusive internship program.

Internship Application Package
The internship application package should reflect the mission, goals, and needs
laid out by the business, organization, or agency. It is important to attract the right
candidates for open slots by being clear and up front about expectations and job
duties in the position description. The application should also be made accessible
online to attract a diverse applicant pool, and potential applicants should be made
aware that reasonable accommodations will be provided, if requested, in the
application process, interviews, and during employment in the event they are hired.
Employers who provide the opportunity for applicants to disclose at these various
points are demonstrating their willingness to include people with disabilities in their
internship programs.
In particular, the online application should include:
• Name and location of the business,
organization, or agency

• Contact information

• Mission statement

• Technical knowledge or skills
requirements

• Position title
• Internship position announcement,
including the knowledge, skills, and
experience requested
• List of additional application package
components, such as resumes, writing
samples, transcripts, or letters of
recommendation

• Education requirements

• Languages spoken
• Desired Training and professional
development opportunities as part of
the job
• Travel requirements

• Duration

• Requests for accommodation needs
in order to conduct the interview and/
or fully participate in the work of the
internship

• Salary or other compensation

See Appendix C for a sample.

• Work hours

• Application process details, including
a projected timeline

35. “Model Internship Guidelines,” NASPAA
Newsletter, October 2003.

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Internship Application Dissemination
It is important to strategically disseminate the internship application package to
audiences that will be a good fit for the business, organization, or agency. Employers
can utilize existing networks or build relationships with new partners through
advertising their program. They can post the position description on their own
website and on other career or internship websites, and they can email it out to
career centers in colleges or universities. Maintaining contact with former interns is
another great way to make local or national connections that can serve as pipelines
for future recruitment.
Examples of general dissemination platforms include:
• Colleges and universities

• Internship websites

• Career centers and fairs

• American Job Centers

• Employer’s website and social media
platforms

• Chambers of Commerce
• Human Resources Councils

Examples of dissemination platforms targeting applicants with disabilities include:
• Workforce Recruitment Program
• Career Opportunities for Students with Disabilities
• USBLN Business Leadership Networks
• Disability.gov
Employers can communicate information about the internship program in many
formats. A catchy flyer or newsletter blurb, a page on the website, a social media
post, and a table at a career fair or conference are all great mediums for information
dissemination. Employers should make sure to include the following information in
their publicity efforts:
• Brief overview of the business, organization, or agency
• Description of the internship program or position
• Pertinent dates in the application process
• Point of contact or ways for interested candidates to learn more
Disseminating the application and any accompanying materials should prioritize
access and ease of use by all interested candidates, which often entails distributing
copies online in accessible formats. The Partnership on Employment & Accessible
Technology (PEAT) is a national technical assistance center with resources that can
help employers understand how to develop, procure, and implement technology that
is accessible for everyone. This focus includes making sure that online applications
meet the needs of all potential candidates in order to tap into the most extensive and
diverse pool of talent.

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Training Supervisors and Staff
Given their day-to-day interaction with interns, workplace supervisors play a central
role in any successful program. For this reason, training workplace supervisors prior
to the internship ensures a more productive experience overall as expectations
are laid out clearly from the beginning. Training workplace supervisors in person is
ideal, but there are also programs that provide guidance through online formats or
informational briefs. Online training proves to be an especially valuable strategy for
certain activities and can be used privately with no time constraints.
As discussed in the last chapter, it is important for coordinator(s) to involve
supervisors as they assess the need for hiring interns. Training can provide an
opportunity for supervisors and other stakeholders to translate these identified
needs into program goals, which can in turn assist supervisors in identifying the
work they will assign to interns during the program. In setting work assignments,
supervisors should also consider giving interns the opportunity to identify their own
developmental goals, and to the extent feasible provide them with assignments
compatible with working towards those goals.
Supervisors should be prepared to communicate information about the intern’s work
assignments in an initial meeting with the intern. Depending on the organization,
this could consist of completing a formal work plan or a more informal list of tasks
that can be edited or added to throughout the program. All intern assignments
should be connected to both clear and concrete learning objectives and core
competencies, which professionals in that particular field of work need.36
Some supervisors may require guidance on managing interns, which could also be
covered during in-house training or through a supplementary leadership training
session carried out by a third party. These trainings often cover management
strategies that:
• Support the professional growth of the employee
• Create a medium for regular communication between supervisors and interns
• Promote opportunities for praise and encouragement of excellence
• Set high expectations from the beginning
• Establish expectation of accountability
• Instill some level of independence and autonomy within interns
• Reinforce the importance of professional relationships within and outside
of the office37
Creating an inclusive culture should be a recurring theme that permeates all
training activities. Ensuring that workplace supervisors and other key stakeholders
understand the importance of disability etiquette and accommodations in the
context of all business processes are key strategies for effectively making disability

36. R. Bottner, Total Internship Management:
The Employer’s Guide to Building the Ultimate
Internship Program (Acton, ME: Intern Bridge, Inc.,
2009).
37. Richard Pierce and James Rowell, “The 10 Keys
to Effective Supervision: A Development Approach,”
Rising Sun Consultants, accessed August 17 2014,
http://www.risingsunconsultants.com/images/
white_papers/PDFs/Supervision-Short.pdf.

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part of the business, organization, or agency’s overall diversity strategy. While
accommodations are covered in the next section related to the selection and
placement of interns, disability etiquette and awareness training should focus on
increasing knowledge and understanding about the following:
• The importance of promoting inclusion within existing staff through various
workplace discussions, projects, professional growth opportunities, and
organizational initiatives
• The need to have the same expectations of employees and interns with disabilities
as those without disabilities and to focus on their accomplishments, interests, and
goals rather than whether or not they have disabilities
• The process that will be used in fulfilling interns’ requests for accommodations and
educating supervisors on how to handle these discussions as they arise during the
program
• The importance of respecting interns’ sharing of ideas about how the business
or agency and its employees could be more inclusive or sensitive to persons with
disabilities
• Steps that should be taken to respect confidentiality in order to build a culture of
trust between all parties involved in the program
In addition, general information on disability etiquette can be useful for all program
stakeholders. Appendix D is an information sheet that can be used in information
packets given to all participants at orientation or training meetings. It provides
important introductory information on disability awareness and is valuable as a
prevention measure. This information sheet is modified from Communicating
With and About People with Disabilities, available on ODEP’s website at
http://www.dol.gov/odep/pubs/fact/comucate.htm. See Chapter IV for further
details.

Applicant Review and Interviews
When the deadline for receipt of applications has passed, coordinator(s) and
workplace supervisors can begin the review process. Using a standardized form for
multiple reviewers is key for maintaining fairness and consistency.
Employers should schedule in-person interviews whenever possible, but an initial
phone interview can suffice for a process with multiple rounds or a large applicant
pool. After employers select the candidates they would like to interview, they should
reference the section in the application regarding accommodations and provide them
if needed. In addition, employers should be aware that some interns may disclose
additional accommodation needs during the interview that they did not disclose on
paper. Disclosure can be a challenging process for job seekers with disabilities, and
employers should remain respectful and open. At the same time, employers should

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be aware of the circumstances in which they can and cannot make disability-related
inquiries during the hiring process. See Q&A: Enforcement Guidance on DisabilityRelated Inquiries and Medical Examinations of Employees Under the Americans with
Disabilities Act (http://www.eeoc.gov/policy/docs/qanda-inquiries.html).
A standardized list of questions should be used in all interviews and should gauge
the strengths, interests, skills, and experiences of candidates. Questions can be
tailored to specific duties or follow-up from answers given during the interview,
and interviewers should always give candidates an opportunity to ask questions of
their own.
Examples of pertinent interview questions include:
• What do you know about our business, • How would you describe your ability to
organization, or agency?
work on a team?
• Why are you interested in interning
here?
• What knowledge or experience do you
have that is relevant for this position?

• How will this internship align with
your personal and professional goals
moving forward?
• Do you have any questions for us?

• What strengths and/or weaknesses do
you see in yourself?

Selection and Placement of Interns
Placing interns in the workplace depends on the needs of the business, organization,
or agency and the skills and experiences that interns bring to the table. Hiring should
be a good fit for both parties involved.
After concluding the interviews and follow-up discussions, employers are prepared to
make final selections and placements. Notifying selected candidates can include the
following information:
• Offer letter

• Orientation location and details

• Contract

• Organizational regulations

• Placement details

• Dress code and work schedule

• Contact information for workplace
supervisors

• Housing
• Transportation

Accommodations
At this stage in the process, some selected interns who had not done so previously
may disclose a need for reasonable accommodations. Accommodations are
the modifications or alterations made to a classroom, a workplace, or another
environment that allow access for people with disabilities. An individual can
request reasonable accommodations either orally or in writing, and individuals who
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need reasonable accommodation are responsible for making their needs known
to their employers. Because employers must be prepared to address reasonable
accommodation requests in a timely manner, it is imperative that coordinator(s)
detail the process for providing reasonable accommodation in the training provided
to workplace supervisors and other key stakeholders.
Accommodations should be individualized and based on the person’s needs and
not assumptions about their disability. Examples of reasonable accommodations
include providing interpreters, readers, or other personal assistance, modifying job
duties, restructuring work sites, providing flexible work schedules or work sites, and
providing assistive technology or other workplace adaptive equipment.
Numerous federal laws address the legal aspects of accommodations. These include
the Americans with Disabilities Act Amendments Act, Individuals with Disabilities
Education Act, Section 188 of the Workforce Investment Act, and Section 504 of
the Rehabilitation Act. Within many communities, teachers and rehabilitation
professionals have expertise in developing accommodations for individuals
with disabilities. An excellent resource for information about accommodations
is the Job Accommodations Network ( JAN), which employers can access online
at www.AskJan.org. JAN represents the most comprehensive resource for job
accommodations available.
Most accommodations are quite simple. Table 2 gives examples of the more common
accommodations.
Table 2. Common Accommodations in Classrooms, Assessment Settings, and
Workplaces38
Type of Accommodations

Description

Presentation Accommodations

Information read aloud
Sign language
Braille
Large print
Directions clarified
Assistance from another person

Presentation Equipment
Accommodations

Magnification
Amplification
Noise buffer
Templates
Audio/video cassettes
Lighting/acoustics
Computer or other machinery

Response Accommodations

Communication device (symbol boards, talking boards)
Computer or other machinery
Spell checker
Brailler
Tape recorder
Calculator

38. M. Thurlow, A. House, C. Boys, D. Scott, and J.
Ysseldyke, “State Participation and Accommodation
Policies for Students with Disabilities: 1999
Update (NCEO Synthesis Report 33),” National
Center on Educational Outcomes (Minneapolis:
University of Minnesota, 2000), accessed
July 12 2005, http://www.bibliopedant.com/
HEcX89PKAWIEWUM89COm.

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Type of Accommodations

Description

Scheduling Accommodations

Extended time
Extra breaks
Multiple sessions
Flexible work time (such as around medication schedule)

Setting Accommodations

Number (individual may work better alone or in small groups)
Place (individual may work better at home or at an
off-site setting)
Proximity (individual may need to be closer to instructor,
restrooms, etc.)

Assistive Technology
Assistive technology (AT) is a specific type of accommodation. As defined by the
Assistive Technology Act of 2004, assistive technology refers to “any item, piece
of equipment, or product system, whether acquired commercially, modified, or
customized, that is used to increase, maintain, or improve the functional capabilities
of individuals with disabilities.” The range of support can include computer screen
readers and magnifiers, closed captioning, alternative keyboards, and other special
software and equipment that makes information devices more accessible. It can also
include mobility devices and other independent living equipment that is specially
designed to increase an individual’s ability to perform daily living or work related
skills.
There are dozens of non-profit and for-profit organizations that manufacture or sell
assistive technology equipment, and nearly all of them have web sites. Each state
has an organization responsible for promoting and supporting the use of assistive
technologies. A listing of state contacts can be found at http://nichcy.org/stateorganization-search-by-state, www.ncwd-youth.info, or www.fctd.org. The
website for the Family Center on Assistive Technology (FCTD) at http://www.fctd.
info has information on assistive technology and a newsletter featuring interviews
with experts.

Personal Assistance Services (PAS)
Some individuals with disabilities may require Workplace Personal Assistance
Services, or PAS. The Job Accommodation Network states the following:
“Workplace Personal Assistance Services (WPAS) include work task-related assistance,
such as the use of a reader for business documents not otherwise available
electronically, a sign language interpreter for company meetings or trainings, and
help lifting or reaching work-related items. WPAS may include personal care-related
assistance such as helping an employee to access the restroom, eat or drink at work,
or travel for business purposes.”39

39. L. Orslene, L. Batiste, C. Fullmer, and M.
Gamble, “Personal Assistance Services (WPAS) in
the Workplace,” Job Accommodation Network,
accessed March 29 2010, https://askjan.org/media/
downloads/PASDocument.pdf.

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Sometimes an employer may not be aware that the intern requires PAS. Though it
is the responsibility of the intern to make this request known, it is the responsibility
of the employer to create a space for soliciting these requests, whether through the
processes of application, interview, selection, or a combination of the three.
In many cases, if the intern requires PAS to perform tasks associated with the
job, the employer should pay for PAS as a reasonable accommodation or ask for
some on-site assistance from other employees (for example, asking a co-worker
to copy the meeting notes for someone unable to write). Some larger employers
will provide personal assistance on the job as an ADA accommodation. For most
moderate and small employers, however, this may not be considered a “reasonable”
accommodation.
Remember that PAS enable the person with a disability to perform the essential
functions of their job. This does not mean that the personal assistant works for the
organization; they work for the person with a disability. It is critical that employers
create an environment within their agency or organization that separates the need
for a personal assistant from the ability of the person with a disability to perform
their job responsibilities. Tips for supervisors employing interns with disabilities who
utilize PAS in the workplace include:
• Do not ask the PAS to complete work for the individual with a disability.
• If there are concerns about the PAS’s tasks, discuss it with the intern.
• Do not emphasize the presence of the personal assistant—he or she should not be
treated as an employee of the organization.
To learn more about WPAS, how to implement it as an accommodation, and
how to understand it in accordance with the Americans with Disabilities Act and
guidance issued by the Equal Employment Opportunity Commission, please see this
information from JAN: http://askjan.org/media/pas.html.

Internship Orientation
Internship programs of all sizes should open with an orientation that helps to
acclimate interns to the workplace and clarify expectations from the start.40
Coordinator(s) and other stakeholders should present an overview of the workplace
structure and culture, and they should also detail important milestones during
the program, like events or evaluations. Because orientation sets the tone for new
interns, it should be carefully planned and reflective of the business, organization, or
agency as a whole.
To increase the organization’s appeal to top talent, information about developmental
opportunities available to interns should also be provided during orientation. For
example, if the business provides mentors or sponsors recreational activities such
as sports leagues or happy hours, this type of information could be shared as could

40. R. Bottner, Total Internship Management:
The Employer’s Guide to Building the Ultimate
Internship Program (Acton, ME: Intern Bridge, Inc.,
2009).

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information about training or skills development opportunities such as resume
writing, interviewing, and networking. Coordinator(s) should also encourage interns
to get involved in affinity groups or outside organizations that meet their personal
and/or professional interests. In addition, orientation can serve as a time for interns
to complete a self-assessment of their personal and professional goals, which they
can then use to track their accomplishments during the internship.
See Appendix E for a sample orientation agenda. See Appendix F for a sample selfassessment. After orientation, interns will begin their assignments by meeting with
their workplace supervisors, as discussed above. See Appendix G for a sample work
plan that supervisors can meet with interns to fill out.

Mentoring
Making mentorships part of the internship program can help make the program
attractive to prospective talent. It is a common practice in private and public sector
workplaces—not only for interns, but also for newer employees or employees being
trained for a new or specialized job. Employees who receive ongoing training,
support, and encouragement from a mentor report greater job satisfaction, an
important factor in increasing employee retention and productivity. The practice
of reverse mentoring can also benefit existing staff, especially those further along
in their careers, by giving them access to young interns and employees with “fresh
eyes, open minds, and instant links to the technology of our future.”41 In this way,
mentoring can be a valuable part of the recruitment of employees and interns and
can set some internship programs apart from others.
In addition, mentors and mentees form positive workplace relationships, often
across generations and peer groups, which makes mentoring a valuable component
of any diversity strategy as it can bring together people from different backgrounds
or departments. At the same time, due to the small number of women, minorities,
and people with disabilities who hold leadership positions, some employees who are
minorities may seek mentors in order to connect with peers of similar backgrounds
and find a place in the workplace culture of the business, organization, or agency. As
one individual explains, “When you’re part of a minority group, often you don’t know
the networks to help you advance or how to get yourself in front of the people who
make decisions.”43
While some programs may have formal matching components and a required number
of interactions between mentors and mentees others are much less formal. For
employers interested in including a formal mentor matching component to their
internship program, see Appendix H.

A KPMG employee
explained how mentoring
benefits the company as
follows: “It has resulted
in higher employee
satisfaction, lower
turnover, and professionals
who are better aligned
with the organization and
feel part of the team.”42

41. Lisa Quast, “Reverse Mentoring: What It Is
And Why It Is Beneficial,” Forbes, accessed August
19 2014, http://www.forbes.com/sites/work-inprogress/2011/01/03/reverse-mentoring-what-is-itand-why-is-it-beneficial/.
42. D. Owens, “Virtual Mentoring,” HR Magazine 51,
no. 3 (2006), http://www.freepatentsonline.com/
article/Review-Business-Research/272616383.html.
43. K. Tyler, “Cross-Cultural Connections: Mentoring
Programs Can Bridge Gaps between Disparate
Groups,” HR Magazine 52, no. 10 (2007), http://
www.shrm.org/Publications/hrmagazine/
EditorialContent/Pages/1007agenda_diversity.aspx.

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Final Steps
Formally concluding the internship program can be important for instilling a sense
of appreciation within interns and for acknowledging the important contributions
they have made. The final chapter focuses on these steps, but important pieces to
remember include:
• Facilitating an exit interview between interns and supervisors, or in more
formalized programs, the completion of a final self-assessment
• Asking interns to complete a program evaluation in the spirit of continuous
improvement
• Requesting a written summary of the status of all projects, especially those the
intern was unable to wrap up
• Maintaining contact information for future communication with past interns
As the internship program ends, employers can think of past interns as alumni. As
was discussed earlier in this chapter, past interns returning to their school or original
place of residence can serve as ambassadors who recommend the program to future
participants. Employers may use email listservs, social networks, or newsletters to
keep alumni in the loop. At the very least, employers can maintain a database with
the contact information for past participants. Collecting success stories is another
benefit to employers because they represent valuable material for future promotion
and continuation of the internship program itself.

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CHAPTER IV:
Evaluating
the Internship
Program

The Importance of Evaluations
Evaluating the internship program on a regular basis will help employers connect
more effectively with students and provide the best opportunities for discovering
future talent. To the extent feasible, the evaluation should assess the success of the
program by examining its impact on key stakeholders, including interns, workplace
supervisors, other staff, and the business, organization, or agency as a whole.
In addition, documenting success can go a long way towards making the business
attractive to prospective interns and career service professionals who recommend
such programs.45 Evaluations ultimately provide valuable feedback that can help
facilitate continuous improvement of the program and improve the company’s return
on investment over time.

Steps in Designing, Constructing, and Implementing
Evaluations
A well-designed evaluation should meet the reporting, accountability, and continuous
improvement needs of the business, organization, or agency, and it can prevent the
overlap of tasks, limit data duplication, and improve reporting capacity. As part of
the initial planning, coordinator(s) should consider how to construct and implement
evaluations to best meet the needs of the employer hosting the program. The
following steps can help guide this process:

Among the final steps
to consider when
implementing an
internship program is
evaluation. Depending on
the size and scope of the
program, the evaluation
process can take many
forms as discussed below.
Regardless of the form
that it takes, evaluation is
strongly recommended for
employers of any size that
recruit and hire interns.44

1. Gauge senior management’s commitment to a formal or informal evaluation
infrastructure.
2. Determine which evaluation measures to track.
3. Develop a system or method for collecting and managing the results of
evaluations, also known as evaluation data.
4. Synthesize evaluation data for future use.

Evaluation Measures
For both formal and informal evaluations, success hinges upon the identification
and tracking of certain measures. These measures offer insight into how the
program is meeting or falling short of expectations and are thus critical to program
improvement.
Some qualitative measures include:
• Intern Evaluations: Allow interns to assess the program, their supervisor,
and the business as a whole. Giving them an opportunity to reflect can help
future programs better meet the needs of interns. Use positive stories for
future marketing pieces. Use constructive feedback for continuous program
improvement.

44. R. Bottner, Total Internship Management:
The Employer’s Guide to Building the Ultimate
Internship Program (Acton, ME: Intern Bridge, Inc.,
2009).
45. Ibid.

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• Supervisor Evaluations: Measure how a program can more effectively meet the
needs of staff through factors like increased morale, productivity, and flexibility to
take work in new directions. Use data to fine-tune professional development and
training needs for staff involved in future programs.
• Outcomes: Determine how the program achieved or fell short of stated goals.46  
• Benefits: Assess the extent to which the benefits outlined in Chapter I of this guide
were reflected through implementing the internship program.
Some quantitative measures to consider evaluating include:
• Application Rate: Measure the extent to which application rates increase or
decrease.
• Conversion Rate: Measure the rate at which interns are converted to full-time
employees.
• Retention Rate: Measure the rate at which interns hired full-time remain at the
business compared to employees without a prior internship at the business.
• Supervisor Retention: Measure the rate at which supervisor repeatedly request
interns.
• Performance Ratings: Compare ratings amongst employees and consider adjusting
the intern selection process to address gaps.47  

Evaluation Data Collection
After determining applicable evaluation measures, it is important to begin thinking
about how data around these measures will be collected. Having a well-designed
system in place to both record and store data is an integral component to effective
evaluation of the internship program. When designing a data collection system, begin
by asking the following:
• What information needs to be collected?
• How should the data be collected?
• What are the sources of data collection?
• What are the steps that need to be taken to ensure privacy and confidentiality?
Data describing an internship program should include separate assessments of the
individuals involved and of the overall program performance. Thus, there should be
data on the program as a whole, the workplace supervisors, and the interns. When
these data sources are combined, they present a more complete view of the program.

Evaluation Methods
Decisions about the evaluation format that best serves the company’s needs should
be made early on. As discussed above, how the evaluation will be conducted and

46. Michael True, “Starting and Maintaining a
Quality Internship Program,” Technology Council
of Central Pennsylvania, accessed August 25
2014, http://www.virginia.edu/career/intern/
startinganinternship.PDF.
47. “Employer’s Guidebook to Developing a
Successful Internship Program,” Nebraska
Department of Economic Development,
accessed August 25 2014, http://
neded.org/files/businessdevelopment/
internne/EmployerGuidebook_
DevelopingSuccessfulInternshipProgram.pdf.

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the extent of its formality can vary greatly depending on the size and scope of the
program and resources available to support the evaluation process. In general, there
are two types of evaluations to consider:
• Formative evaluations, which involve collecting and reporting feedback on an
ongoing basis to shape and fine-tune program implementation
• Summative evaluations, which involve reporting the outcomes and results of the
process at the end
Formative and summative evaluations can be as formal as written surveys every
few weeks and at the end of the program, or they can be as informal as check-ins,
lunches, or exit interviews with supervisory staff and interns. Other types to consider
include soliciting feedback to questions, using a rating scale, conducting focus
groups, or structuring interviews with interns, workplace supervisors, coordinator(s),
and other stakeholders.
Obtaining written feedback is an effective way to determine satisfaction at various
stages of the program. Most workplace supervisors and interns complete evaluation
forms no fewer than two times during the internship experience. These forms
provide an opportunity to assess the amount and quality of intern work assignments
and the intern’s progress and challenges. This assessment helps supervisors better
understand how to optimize productivity and efficacy of the intern’s outputs to the
employer’s benefit. They can also help coordinator(s) gauge the effectiveness of
training provided to the supervisor as well as the overall quality of the supervisor’s
and intern’s experiences in the program, which is important for making decisions
about improvements, attracting future participants through success stories, and
boosting company morale. Evaluations for interns and supervisors can be based
off of existing employee evaluation forms (see Appendix I and Appendix J). These
forms can also include scales for participants to rate their satisfaction with the above
categories or measures.
Structured one-on-one interviews often gather detailed information that is more
likely to provide an accurate reflection of program effectiveness, albeit from the
perspectives of the individuals interviewed. Depending on the size of the internship
program, it may be possible to interview all stakeholders. If not, interviewing a
representative sample of participants can provide beneficial information for making
program improvements. The richness of the information gathered and the willingness
of the employees to talk candidly depends on the quality of the questions and the
skill of the interviewer.
Focus groups can provide a richness of information that surveys cannot and are
especially valuable for getting intern feedback. It is also recommended that focus
groups be used to periodically solicit feedback from the supervisors and mentors
on how the program is developing and how to meet challenges. Focus groups tend
to take less time than focused interviews, but there is a lack of privacy as well as

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the possibility that participants will influence each other’s responses. The value
of information collected during a focus group depends on the composition of
the participants, the quality of the questions, the skills of the facilitator, and the
accuracy of the information being recorded. Coordinator(s) should use caution when
generalizing the findings of focus groups. There is embedded bias, and the findings might
only be the perspective of a particular group of people at a particular moment in time.

Intern and Workplace Supervisor Evaluations
Evaluations ultimately give interns and workplace supervisors the opportunity to
reflect critically on their experience, from evaluating their own performance to
the program and employer as a whole. While interns are generally treated as and
supervised much like new employees, their temporary placements allow them to
more readily offer an honest and detailed assessment regarding the workplace
supervisor, the internship coordinator(s), and the program or business as a whole.
At the same time, workplace supervisors, especially repeat participants, can offer
valuable perspective on continuous program improvement.
Evaluation data should give a total picture of the successful and challenging
aspects of the program, and the relationship of the supervisor to the intern is a key
component here. An intern’s evaluation of the internship program might include
observations of the supervisor and the direction given to the intern. Receiving
ongoing support and feedback regarding their role in the internship program benefits
the workplace supervisor’s own professional growth. Again, this is an ideal training
and learning situation for rising managers and leaders within the organization, but
seasoned leaders can also benefit.
For a sample of mid-term and final evaluation forms for both the intern and the
workplace supervisor, see Appendix I and Appendix J.

Obtaining an Evaluator
There are many free or low-cost resources available to help companies develop
evaluation systems and/or do the evaluations, including colleges and universities,
private sector business management, consulting firms that provide pro bono
services, and retired executive organizations like Senior Corps, which has information
available online at http://www.seniorcorps.gov/. Large employers pursuing a more
formalized evaluation process may want to consider hiring an independent evaluator
to assist them in designing intern evaluations and interpreting their results. Smaller
programs, however, may not find this desirable or necessary, and will instead utilize
knowledge and evaluation expertise that exists in-house.
For employers pursuing a formal evaluation process, an evaluator can be a useful
contributor. Choosing an external evaluator for the internship program offers many
benefits. It reduces the perception of bias associated with self-evaluation data, and

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it presents insights and data from an impartial observer. The latter encourages more
self-reflection by the stakeholders. If the business is large, a viable alternative is
to use the evaluation department within the organization. Staff are trained to be
impartial, and they might not have contact with the internship staff or be familiar
with the program. For more information about how to obtain an external evaluation,
read the Northwest Regional Education Laboratory’s article Evaluation, which is
available online at http://www.nwrel.org/evaluation/overview.shtml.

Synthesizing and Reporting Results
After evaluations have been conducted, their results should be reviewed and
synthesized in such a way that is conducive to future use. For example, evaluation
results can be used to inform key stakeholders (participants, funders, board
members, staff, career service professionals, etc.) about the program and its
successes. In addition, they can help the company in marketing its program and
making it appealing to interested parties. Evaluation data should be packaged in
a way that attracts increased awareness and funding for the internship program,
whether within the business or outside of it. In this way, senior management may
benefit most from a write-up of summative data.

Conclusion
As described earlier in this chapter, evaluation is important because it can benefit
employers through providing data on program improvement or success stories that
can attract future candidates or serve as promotional materials for the business,
organization, or agency. Internal use of evaluation data can give employers a
competitive edge.
In addition to these advantages, employers hosting inclusive internship programs
should recognize and capitalize on how their involvement fits into the big picture.
This external use of evaluation data is key because it can help to build the
evidence base around the benefits of inclusive internship programs that were laid
out in Chapter I. Lack of data remains a major barrier to increasing employment
opportunities for people with disabilities. At a summit entitled “Disability and
Business: Best Practices and Strategies for Inclusion,” considering why more
corporations are not employing people with disabilities, one speaker concluded
that the chief obstacle is lack of data. As such, employers need more evaluation
studies and research studies to demonstrate the value of internship programs for all
youth, including youth with disabilities. By doing so, employers can demonstrate the
value of training and hiring people with disabilities for the talents they bring to the
workplace as interns and as full-time employees.

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ENDNOTES

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APPENDIX A:
Resources on
the Business
Perspective for
Hiring/Retaining
Individuals with
Disabilities

US Chamber of Commerce (Institute for a Competitive Workforce
[ICW]): Employment of People with Disabilities
See http://icw.uschamber.com/.
The Institute for a Competitive Workforce (ICW) promotes high educational standards
and effective workforce training systems that are aligned with each other and with
today’s rigorous business demands.
ICW is a non-profit, non-partisan, 501(c)3 affiliate of the U.S. Chamber of Commerce,
promoting the rigorous educational standards and effective job training systems
needed to preserve the strength of America’s greatest economic resource—its
workforce.
Undertaken in collaboration with Virginia Commonwealth University, this five-year
project focused on barriers related to the employment of individuals with disabilities.
ICW promoted materials, participated in national conferences and roundtables,
convened experts, and disseminated information to chambers and their business
members so they could better understand the facts and the resources available to
support the employment of individuals with disabilities.

The Department of Labor (DOL) Office of Disability Employment
Policy (ODEP)

Internships can serve
as a pipeline to meet
recruitment needs, and
employers may choose
to make full-time offers
following the period of the
internship. The resources
listed there can help
employers understand how
to achieve full inclusion
through the hiring and
retention of employees
with disabilities in their
workplace.

See www.dol.gov/odep
The Department of Labor’s Office of Disability Employment Policy (ODEP) was
established by Congress in 2001 to bring permanent focus to disability employment
within the U.S. Department of Labor (DOL) and across the Federal government more
broadly. ODEP provides national leadership by developing and influencing disability
employment-related policies and practices to increase the number and quality of
employment opportunities for people with disabilities. ODEP provides the following
programs to help employers find qualified applicants with disabilities:
• ODEP’s Employer Assistance & Resource Network (EARN)
–– See: www.askearn.org.
–– The Employer Assistance & Resource Network (EARN) is a free service
that connects employers looking for quality employees with skilled job
candidates. EARN provides the business case for hiring people with
disabilities and relays the message that recruiting and hiring people with
disabilities is a sound management strategy used by successful agencies
nationwide.
• ODEP’s Job Accommodation Network ( JAN)
–– See http://askjan.org/.

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–– The Job Accommodation Network facilitates the employment and retention
of workers with disabilities by providing employers, employment providers,
people with disabilities, their family members, and other interested parties
with information on job accommodations, self-employment, small business
opportunities, and related subjects.
• ODEP’s Workforce Recruitment Program (WRP)
–– See http://www.dol.gov/odep/wrp/.
–– The Workforce Recruitment Program for College Students with Disabilities
(WRP) is a recruitment and referral program that connects federal and
private sector employers nationwide with highly motivated college students
and recent graduates with disabilities who are eager to prove their abilities
in the workplace through summer or permanent jobs.
• See also ODEP’s Business Strategies that Work: A Framework for Disability
Inclusion at http://www.dol.gov/odep/pdf/BusinessStrategiesThatWork.pdf.
• See also Recruiting, Hiring, Retaining, and Promoting People with Disabilities;
A Resource Guide for Employers, a product of the multi-agency Curb Cuts to
Middle Class Initiative, at http://www.whitehouse.gov/sites/default/files/
docs/employing_people_with_disabilities_toolkit_february_3_2015_v4.pdf.

DOL’s American Job Center Resources on Benefits to Hiring
Workers with Disabilities
See http://www.careeronestop.org/businesscenter/recruitandhire/
hiringadiverseworkforce/workers-with-disabilities.aspx.
This American Job Center page links to resources that are helpful for businesses
looking to hire people with disabilities.

Social Security Administration Work Site – Information for
Employers on Hiring People with Disabilities
See http://www.ssa.gov/careers/dib.html.
The employers section provides information about employing people with disabilities.
Employers will find information about how to become an Employment Network, the
Americans with Disabilities Act, tax incentives, referral services, and helpful links
to resources on the Department of Labor’s Office of Disability Employment Policy
website.

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Society for Human Resource Management (SHRM)
See http://www.shrm.org/.
The Society for Human Resource Management (SHRM) is the world’s largest
association devoted to human resource management. Representing more than
200,000 individual members, the Society’s mission is to serve the needs of HR
professionals by providing the most essential and comprehensive resources available.
As an influential voice, the Society’s mission is also to advance the human resource
profession to ensure that HR is recognized as an essential partner in developing and
executing organizational strategy. Founded in 1948, SHRM currently has more than
550 affiliated chapters and members in more than 100 countries.

U.S. Business Leadership Network (USBLN)
See http://www.usbln.com/.
The U.S. Business Leadership Network (USBLN) is the national organization that
supports the development and expansion of BLNs across the country, serving
as their collective voice. The USBLN recognizes and promotes best practices in
hiring, retaining, and marketing to people with disabilities. They have numerous
publications, case studies, and products available online and for distribution.

VCU RRTC on Workplace Supports and Job Retention
See http://www.worksupport.com/.
The purpose of the Virginia Commonwealth University (VCU) RRTC on Workplace
Supports and Job Retention is to study those supports that are most effective in
assisting individuals with disabilities with maintaining employment and advancing
their careers. The primary stakeholders for this project are persons with disabilities,
with an emphasis on those who are unemployed, underemployed, or at risk of
losing employment. The secondary stakeholders include rehabilitation professionals,
families, and persons working in business and industry.

Institute for Community Inclusion Resources for Employers
See http://www.foremployers.com/.
ForEmployers.com uses technology and flexible design strategies (or universal
design) to bridge the needs of the business community and the employment needs of
people with disabilities. The site provides straightforward solutions and information
that addresses everyday human resource issues, especially as they relate to current
or future employees with disabilities.

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APPENDIX B:
25 Steps
Essential to
Establishing
a Program

The following is a list of important steps internship program coordinator(s) should
follow as they establish and implement the program. Depending on the size of the
employer and the program, some steps may need to be modified or rearranged.

Initial Steps:
1. Consider hosting an inclusive internship program. This idea can originate from
senior management or any staff level within the business, organization, or
agency.
2. Consult with senior management, if they are not already involved, to begin
exploring the possibility of an initiative.
3. Identify coordinator(s) to lead the initiative from beginning to end.
4. Remember to promote the employer’s inclusive workplace strategy from the start.
5. Determine the mission statement and goals for the program, which should be in
line with values and expectations of the business, organization, or agency.
6. Determine the need and available resources for the program, including budgetary
allocation (if any), staff capacity to oversee interns on a daily basis, and areas
where interns could be most useful.
7. Pay particular attention to factors such as pay, space, supervision, and technical
support provided for interns.
8. Present the above findings to senior management, if they are not coordinator(s)
themselves, to officially decide the size and scope of the initiative and that the
needs and available resources are compatible.
9. Finalize which staff members will serve as workplace supervisors for interns.

Launching the Program:
10. Compile the internship application package.
11. Disseminate the package to targeted stakeholders or general lists.
12. Ensure the workplace is inclusive and accessible for everyone. Make adjustments
as necessary.
13. Close the application period and review candidates with input from stakeholders
like workplace supervisors.
14. Schedule phone interviews to screen candidates and establish systemized
interview process to ensure consistency.
15. Schedule additional rounds of phone or in-person interviews as necessary.
16. Notify selected interns.
17. Train workplace supervisors on managing interns and finalizing the tasks they will
work with interns to accomplish.

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18. Compile and disseminate program and logistical information to interns with input
from key stakeholders.
19. Prepare workplaces, including the process of making accommodations, and
orientation materials for interns.
20. Welcome interns and conduct orientation and a first meeting between supervisors
and interns. Expectations and regular communication should be laid out clearly
from the start.
21. Maintain communication with interns as necessary, including the promotion of
opportunities for interns to take advantage of outside the program.
22. Conduct mid-term evaluations between interns and supervisors.

Final Steps:
23. Conduct final evaluations, exit interviews, and anonymous surveys.
24. Conduct formal evaluation process with reviewer and plan changes to future
programs.
25. Contact former interns to assist in recruitment of future interns.

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APPENDIX C:
Sample
Internship
Position
Description

XYZ Corporation
1234 Main Street, Cape Girardeau, MO 63703
Position Description: Sales and Marketing Intern
Effective Date: Summer 2015
Our Sales and Marketing Department is looking to fill 3 sales and marketing
internship positions for summer 2015. Marketing, PR, or related majors are
encouraged to apply. XYZ Corporation provides a number of services to the
entertainment industry, from trailer cutting to online rebates to in-store signage
fulfillment. We have been streamlining the entertaining business for five decades and
are continuing to marry technology advancements with cost savings opportunities
for our clients. This position consists of a flexible 20-40 hour per week schedule, pays
$12/hour, and offers academic credit.
Qualifications:
• MUST BE current Junior or Senior college student
• Minimum 2.8 GPA (applicants may attach an explanation if they do not meet this
criterion)
General responsibilities include, but are not limited to:
• Create a marketing plan for our newest product line
• Create monthly newsletters, press releases, and update our client database
• Assist with XYZ promotions, festivities, and events
Skills Desired:
• Superior written and oral communication skills
• Basic knowledge of MS Office and database management
Application Process:
Submit cover letter and resume to:
Bob Smith, Marketing Director
XYZ Corporation
1234 Main Street
Cape Girardeau, MO 63703
573-555-1234
robertsmith@xyzcorp.com
XYZ Corporation values diversity and is committed to being an equal opportunity
employer. Candidates from all backgrounds, including people with disabilities,
are encouraged to apply. Please contact us directly with questions that may arise
throughout the application process, including but not limited to inquiries related to
accommodation needs.
Modified from https://www.internmatch.com/guides/sample-internship-job-description.

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APPENDIX D:
Disability
Etiquette for
the Workplace
and Beyond

General Interaction
• When introduced to people with disabilities, it is appropriate to offer to shake
hands. People with limited hand use or an artificial limb usually shake hands.
• When offering assistance, wait until the offer is accepted or rejected. If accepted,
listen to the person and/or ask for instructions. Asking questions about how best
to assist is fine. If rejected, do not feel insulted or offended; it just means the
individual does not need assistance.
• Be considerate of extra time it might take for some people with disabilities to
complete certain tasks. Give unhurried attention to people who have difficulty
speaking. Do not pretend to understand, and ask for repetition if you do not.
• Be aware that many people can have disabilities that are not apparent. Just
because you cannot see a disability does not mean it doesn’t exist.
• Greet a person who is visually impaired by telling the person your name and where
you are. When you offer walking assistance, let the person take your arm and then
tell him or her when you are approaching inclines or turning right or left.
• Respect all assistive devices (e.g., canes, wheelchairs, crutches, communication
boards, service dogs, etc.) as personal property. Unless given specific and explicit
permission, do not move, play with, or use them.
• Don’t pet a service or companion dog while it’s working.
• Make community events available to everyone. Hold them in accessible
locations. When planning a meeting or other event, try to anticipate specific
accommodations a person with a disability might need.  
• Living with a disability is an adjustment that most people have to make at some
point in their lives and does not require exaggerated compliments or pity.
• Relax. Anyone can make mistakes. Offer an apology if you forget some courtesy.
Keep a sense of humor.

Conversations
• People with disabilities usually do not want to discuss their disability as a first
topic of conversation.
• Use a normal speaking tone and style. If someone needs you to speak in a louder
voice, he or she will ask you to do so.
• Speak calmly, slowly, and directly to a person who has a hearing impairment.
Don’t shout or speak in the person’s ear. Your facial expressions, gestures, and
body movements help in understanding. If you’re not certain that you’ve been
understood, write your message.
• Asking personal questions about someone’s disability is unprofessional. Inquiries
should be limited to information necessary to provide accommodations.

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• Remember that people with disabilities, like all people, are experts on themselves.
They know what they like, what they do not like, and what they can and cannot do.
• Using common expressions (“See you later,” “I’ve got to run now,” or “Have
you heard about…?”) is fine even if these phrases are at odds with the person’s
disability. People with disabilities use these phrases regularly.
• People with disabilities may be accompanied by a personal assistant or a sign
language interpreter. Always direct your communication to the individual with a
disability and not to the companion.
• Avoid excessive praise when people with disabilities accomplish normal tasks.
Avoid terms that imply that people with disabilities are overly courageous, brave,
special, or superhuman.

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APPENDIX E:
Sample
Internship
Orientation
Agenda

Organizational Background

Internship Program Structure

• History

• Expectations for interns

• Values

• Pertinent dates and events

• Structure

• Guidance for interacting with
supervisors

• Aspects that set this organization
apart from others with similar
missions
• Population targeted by the work of
this organization
• Common acronyms in day-to-day work

Organizational Culture

• Details on evaluation and exit
interviews

Intern Development Activities
• Self-Assessment forms (Appendix F)
• Resume writing
• Networking

• Overview

• Mentoring

• Time and attendance

• Skills acquisition

• Dress code

• Trainings available  

• Holidays and closures
• Lunch and other breaks
• Sick leave policy
• Emergency evacuation protocols
• Pay and reimbursement procedures
• Codes for building entry or operating
machines like copiers
• IT assistance
• Confidentiality/security policies
• Policies on sexual harassment,
personal calls/emails, appropriate
relationships/behaviors
• Tour of the space as necessary

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APPENDIX F:
Sample Intern
Self-Assessment
Form

Interns may complete this self-assessment form on their own during orientation.
They may choose to seek input from their supervisors as it relates to professional
development needs and goals, but doing so is not necessary. The purpose of this
activity is to help interns identify how their goals translate into expectations for the
work of the internship and other opportunities like mentoring.
Coordinator(s) of programs without formal mentor matching components may
choose to exclude the column on mentoring or frame it in such a way that interns
understand mentoring is still a valuable activity they can pursue on their own.
Intern’s Goals

Expectations for the
Internship/Supervisor

Expectations for Mentoring

My immediate professional
goal is:
What I need to learn right now
to succeed at work is:
What I want to do at work
right now is:
My long-term career interest
or aspiration is:
What I need to pursue this
long-term career interest is:

My primary expectations for my internship are to:

My primary expectations for mentoring are to:

Worksheet modified from Federal Workplace Mentoring Primer - http://askearn.org/fed-fwm.cfm?pg=fed_
focused_stage1.

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APPENDIX G:
Sample
Internship
Work Plan

Name of Business, Organization, or Agency:
___________________________________________________________________________
Quarter/Semester: ______________ Year: _______ Expected Work Schedule:
Start Date: ______________________
End Date: ______________________
Intern’s Name: ______________________________ Major: _________________________
Graduation Date: ____________________________ Hours Per Week: _________________
Supervisor’s Name: __________________________ Days Per Week: __________________
Goals:
1.
2.
3.
Short-Term Assignments:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Long-Term Assignments:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Suggested topics for follow-up conversations:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Mid-Term Evaluation Due Date: ________________________________________________
Final Evaluation Due Date: ____________________________________________________
Intern’s signature: ___________________________ Date: __________________________
Supervisor’s signature: _______________________ Date: __________________________

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Work Plan Assignments
Tasks

Assigned By

Due Date

Reviewed

Completed

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APPENDIX H:
Mentoring

Employers who choose to host a formal mentor matching component as part of
their internship program may reference this section to learn about the details of a
successful process.

Mentoring Approaches
Mentoring is an important one-on-one relationship that can have a significant
impact on the career growth and exploration of interns. Although the one-on-one
relationship seems to work best for most people, mentoring can occur in a variety of
forms. For example, employers may want to include a different approach or model
for a specific job, task, or activity during the internship experience. The following are
some examples.48
Traditional One-on-One: This approach pairs a single individual with another
individual. Programs typically utilize an extensive matching process to ensure the
pair has the potential to form a strong, long-term relationship. A key advantage of
the one-on-one mentoring approach is that it enables partners to develop trust and
ensures consistent support provided the mentoring partners bond effectively at the
onset and commit to working together for a significant period of time.
Peer Mentoring: An intern is matched with a peer within the organization—usually
a professional in a more entry-level position who provides support and guidance
to the intern. Peer age is not important; by definition, peers are individuals from
a like group where members have “equal standing.” Peer mentoring is typically
designed to match employees who share a lot in common. Closeness in age can be an
important part of peer mentoring, but a successful match can be made even if there
is a significant age difference.49 A common goal is to use the mentor’s experience
and knowledge to influence the intern in a positive way. Peer mentors are usually
co-workers who can orient the intern to the organization, the department, or the
new position, while assisting them in navigating new procedures, policies, and office
politics. The most effective peer mentors are those who take a genuine interest in the
success of the intern, a new co-worker. The peer mentor should be willing to share
knowledge and provide support and guidance in order to facilitate the new intern’s
integration into the workplace.
Group Mentoring: One or more experienced professionals provide guidance
and support to a group of interns; the mentors and interns typically participate in
structured group activities. Group mentoring has become more common in settings
where recruiting a sufficient number of volunteers for one-on-one mentoring is
difficult.50 Unlike one-on-one mentoring, many group mentoring activities focus
more on peer interaction with the mentor acting as a group facilitator. Consequently,
fewer group mentoring relationships result in a deep connection between mentor
and intern.51

48. Rebecca Hare, “Plotting the Course for Success:
An Individualized Mentoring Plan for Youth with
Disabilities,” National Consortium on Leadership
and Disability for Youth, accessed May 15 2014,
http://www.ncld-youth.info/Downloads/mentor_
guide.pdf.
49. J. Timmons, M. Mack, A. Sims, R. Hare, and J.
Wills, “Paving the Way to Work: A Guide to CareerFocused Mentoring for Youth with Disabilities,”
National Collaborative on Workforce and Disability
for Youth, accessed May 15 2014, http://www.ncwdyouth.info/paving-the-way-to-work.
50. Ibid.
51. Ibid.

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Virtual Mentoring: A contemporary model commonly used when face-to-face
interaction is not possible or is impractical. Like traditional mentoring, virtual
mentoring approaches typically involve one-on-one matching; however, the
individuals communicate using electronic methods such as e-mail and instant
messaging. Virtual mentoring may be especially suitable for organizations with offices
and employees in different geographical locations. As electronic communications
replace face-to-face interactions more and more in the modern workplace, virtual
mentoring is also becoming more commonplace. Occasional face-to-face interactions
are advised, where possible, to develop a trusting, personal relationship.
Flash Mentoring: This form of mentoring pairs an intern seeking leadership
development with a more senior professional from the intern’s field of interest
in a one-time, one-hour, coaching session. In this rare instance, the mentoring
relationship does not require a long-term commitment from the mentor. This
form of mentoring was developed for the purpose of connecting up-and-coming
professionals with senior level professionals who have limited time to devote to
mentoring.
Cross-Generational Mentoring: This form of mentoring involves pairing a person
from one generation with a person from a different generation with the purpose of
helping both individuals learn about the perspectives and experiences of the other.
Cross-generational mentoring recognizes that both older and younger generations
have many things they could teach and learn from each other. Cross-generational
mentoring can benefit both individuals by increasing their ability to work and
communicate effectively with individuals of a different generation. Cross-generational
mentoring may be especially useful in today’s multi-generational workplace in which
generational differences pose both challenges and opportunities.
Cross-Organizational Mentoring: This form of mentoring involves pairing a
person from one organization with a person outside the organization where he or
she is interning. This approach is most commonly used in a traditional one-on-one
mentoring program to provide an intern with guidance and perspective from a senior
level professional outside their own workplace. This approach is also useful for
programs that seek to match interns from a particular minority group (ex: women,
African Americans, Asian Americans) with senior level professionals from the same
minority group when there are a limited number of senior level professionals of the
same minority group.

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The Role of Mentors
Workplace supervisors can serve as mentors after the internship ends, but it is a good
idea for interns to build professional relationships with others inside or outside the
business, organization, or agency. Doing so allows interns to expand their professional
network and explore other workplaces or career fields of interest to them.
The following guidance about the role of mentors has been adapted from the Federal
Workplace Mentoring Primer from the Institute for Educational Leadership.
A mentor will devote significant time to helping young adults take their skills and
knowledge to the next level. The guidance and support given by a skilled professional
to a young adult entering the workforce is one of the best ways to prepare him or her
for positions of greater responsibility.
Recruiting Mentors: It is important to be candid about expectations when
recruiting mentors. Prospective mentors need to know what is required of them
in terms of time, resources, and duties. The mentor’s work supervisor or direct
manager should also be informed about the mentor’s commitment. Management
will determine the required arrangements for handling the mentor’s current work
load and for a backup person to assume the mentor’s work responsibilities at other
intervals as needed.
Mentor Characteristics: The essential characteristics sought in a mentor include
the following:
• Willingness to commit time to his or her mentoring responsibilities
• Sincere interest in helping young adults grow professionally and accomplish
professional goals
• Strong interpersonal communication skills, including the ability to listen and
respond thoughtfully to the concerns and questions of others
• Willingness and patience to provide guidance and coaching, including
constructive feedback and encouragement
• Sensitivity to cultural diversity and personal differences by realizing that
mentoring often deepens participants’ individual sense of being valued
In practice, mentoring may fall to less experienced staff who may not be ready to
assume additional responsibilities; however, management should realize that this is
an opportunity to hone the skills of an employee in line for promotion. It is also an
excellent opportunity for an organization to look for staff from underrepresented
groups who would benefit from a supervised leadership role. Thus, there should
be an organization-wide appeal to staff from underrepresented groups, including
employees with disabilities, to encourage their participation as mentors. No one,
however, should be coerced into volunteering.

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1. Targeted Recruitment: Targeted recruitment of mentors is most appropriate
for formal internship programs with a small group of interns hoping to develop
specific skill sets. These interns should be matched with professional staff with
those skills and experiences. If possible, allow interns to request one-on-one
support that matches his or her individual goals and needs.
2. Untargeted Recruitment: When mentors do not need to have targeted
skills, coordinator(s) can solicit recommendations from specific department
heads and employees, as well as send an organization-wide email explaining
the qualifications and expectations sought in a mentor along with a mentor
application form. If a mentor or an intern specifically requests to be matched
with a person from a similar background or cultural perspective and the request
is appropriate, every effort should be made to find a suitable candidate.
After the program has been in operation for some time, former mentors can assist
with recruitment of new mentors. Testimonials from previous participants can also
be very effective in illustrating the value of mentoring to others in the recruitment
process. Coordinator(s) can hold “brown bag” lunches to introduce next year’s
program, wherein the previous mentors and interns talk about their experiences. An
organization-wide “kick-off” meeting, which incorporates positive testimonials from
both mentors and mentees could also be valuable.

Mentoring Relationships
Successful mentoring relationships depend on many factors, such as reciprocity,
learning, relationships, partnership, collaboration, mutually-defined goals, and
development. These are essential to the success of mentoring relationships.52
Availability and willingness by the mentor and the mentee to enter into a giveand-take relationship indicates compatibility, the foundation of most positive
relationships.
Mentoring requires a mentor to be directive and supportive without being
overbearing and dictatorial, while the intern should listen and follow through on
the professional advice he or she receives. The mentor should assist the intern in
achieving his or her goals, and both mentor and intern should be willing to share
personal experiences, interests, and concerns. The mentor must regularly meet with
the intern to talk with and listen to him or her even if there is no pressing agenda
item to discuss.53 Common characteristics of successful mentoring relationships
include:
• Mentors and interns make a long-term commitment to working together
(throughout the internship term)
• Mentors take time to build trust and respect with their interns

52. L. Zachary and L. Fischler, The Mentee’s Guide:
Making Mentoring Work for You (New York: John
Wiley and Sons, 2009).
53. Rebecca Hare, “Plotting the Course for Success:
An Individualized Mentoring Plan for Youth with
Disabilities,” National Consortium on Leadership
and Disability for Youth, accessed May 15 2014,
http://www.ncld-youth.info/Downloads/mentor_
guide.pdf.

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• Mentors and interns set high, clear, and fair expectations for themselves and
their mentoring partners
• Mentors and interns meet or communicate with enough regularity to develop a
strong relationship
Time Spent with Interns: The National Mentoring Center recommends
mentoring partners interact 4 to 10 hours per month for face-to-face mentoring
while e-mentoring programs recommend 30 to 60 minutes of online interaction or
communication per week.54
Internship programs of all sizes can also incorporate events or encourage interns to
pursue opportunities outside the program. Examples of events or activities include:
• Observing presentations relevant to specific duties or by other offices in the
business, organization, or agency
• Attending lectures by experts on areas of interest
• Participating in internal and external training programs
• Networking at professional events  
• Joining social group outings
• Volunteering  
Ensuring that all events and activities are accessible for everyone is an important
point to keep in mind when including interns of all backgrounds in the program. For
example, events should be planned at times and locations that are convenient and
accessible for everyone. Some interns may require excusal from certain events for
religious reasons, and others may have dietary needs or require accommodations like
sign language interpretation or captioning to fully participate. These different needs
are an important part of the valuable perspectives a diverse pool of interns brings to
the workplace.

54. Ibid.

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APPENDIX I-1:
Sample Intern
Mid-Program
Evaluation

Date: ______________________________________________________________________
Intern’s Name: ______________________________________________________________
Workplace Supervisor’s Name: ________________________________________________
Major: _____________________________________ Graduation Date _________________
Supervisor’s Name: __________________________ Days Per Week:__________________
Describe your current internship responsibilities:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Evaluate on a scale from 1 (never) to 5 (always) how much you agree with the
following statements.
Evaluation Questions

1

2

3

4

5

1. There’s a good balance between menial
tasks (administrative work) and contentfocused assignments.
2. The internship experience is consistent
with how it was described to me by the
supervisor and/or coordinator(s).
3. Multiple individuals seem invested and
interested in my progress and learning.
4. I feel like I can ask questions and get the
answers I need to do my job.
5. I’ve been able to stretch myself and take
opportunities to work outside of my
comfort zone.
6. I receive feedback frequently and in a
constructive format.
7. I feel valued by my team, supervisor, and
the organization.
8. I feel like I’m making valuable connections
to use in my future career or jobs.
9. I feel supported by the internship
coordinator(s).
11. I feel supported by my workplace
supervisor.
12. I feel supported by my mentor (if any).

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What overall challenges did you face in your internship?

What was the most rewarding aspect of your internship experience?

How, if at all, can this internship program be improved for future interns?

Intern’s signature: ___________________________ Date: __________________________
Supervisor’s comments (to be completed separately):

Supervisor’s signature: _______________________ Date: __________________________

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APPENDIX I-2:
Sample
Supervisor
Mid-Program
Evaluation

Date: ____________________Intern Name: ______________________________________
Supervisor’s Name: __________________________________________________________
Supervisor’s E-mail: __________________________ Supervisor’s phone: ______________
Internship Start Date: ________________________ Internship End Date: _____________
Please rate the following statements below based on the intern so far. Check the
appropriate rating from 1 (poor) to 5 (excellent):
Intern’s Performance Review

1

2

3

4

5

Intern’s job performance
Intern’s attendance
Intern’s attitude
Supervisor availability to answer intern’s
questions
Regularly scheduled meetings with intern
Intern’s willingness to ask for help
Job duties in line with original objectives
Intern is developing skills related to career
field of interest
Intern is meeting expectations
Intern is receiving necessary training/
resources to do the job well

Additional comments or concerns:

Intern’s signature: ___________________________ Date: __________________________
Supervisor’s signature: _______________________ Date: __________________________
Modified from https://careernetwork.msu.edu/_files/PDF/InternState-MidEvalSupervisor.pdf.

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APPENDIX J-1:
Sample Intern
Final Evaluation

Date: ______________________________________________________________________
Intern’s Name: ______________________________________________________________
Workplace Supervisor’s Name: ________________________________________________
Major: ________________________ Graduation Date ______________________________
Describe your current internship responsibilities:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Evaluate on a scale from 1 (never) to 5 (always) how much you agree with the
following statements.
Evaluation Questions

1

2

3

4

5

1. There was a good balance between
menial tasks (administrative work) and
content focused work assignments.
2. The internship experience was consistent
with how it was described to me by the
supervisor and/or internship coordinator.
3. Multiple individuals were invested and
interested in my progress and learning.
4. I felt like I could ask questions and get
the answers I need to do my job.
5. I was able to stretch myself and take
opportunities to work outside of my
“comfort zone.”
6. Feedback was given frequently and in a
constructive format.
7. I felt valued by my team, supervisor and
the organization.
8. I felt like I made valuable contributions
for future career growth.
9. I made valuable connections to use in my
future career or jobs.
10. I felt supported by the internship
coordinator.
11. I felt supported by my workplace
supervisor.

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What overall challenges did you face in your internship?

What was the most rewarding aspect of your internship experience?

How, if at all, can this internship program be improved for future interns?

Intern’s signature: ___________________________ Date: __________________________
Supervisor’s comments (to be completed separately):

Supervisor’s signature: _______________________ Date: __________________________

OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS

54

APPENDIX J-2:
Sample
Supervisor Final
Evaluation

Date:_____________________ Intern Name: ______________________________________
Supervisor’s Name: __________________________________________________________
Supervisor’s E-mail:__________________________ Supervisor’s phone:______________
Internship Start Date: ________________________ Internship End Date:______________
Please rate the following statements below based on the intern. Check the
appropriate rating from 1 (poor) to 5 (excellent):
Intern’s Performance Review

1

2

3

4

5

Intern’s overall performance
Intern’s attendance
Intern’s attitude
Supervisor availability to answer
intern’s questions
Regularly scheduled meetings with
intern
Intern’s willingness to ask for help
Job duties in line with original
objectives
Intern was challenged by work
Interning developed skills related to
career field of interest
Intern met all expectations
Intern received necessary training/
resources to do the job well

Discuss the improvements made by the intern:

Additional comments or concerns:
Intern’s signature: ___________________________ Date: __________________________
Supervisor’s signature: _______________________ Date: __________________________
Modified from https://careernetwork.msu.edu/_files/PDF/InternState-MidEvalSupervisor.pdf.

OFFICE OF DISABILITY EMPLOYMENT POLICY INCLUSIVE INTERNSHIP PROGRAMS: A HOW-TO GUIDE FOR EMPLOYERS

55

www.dol.gov/odep



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