This textbook will provide insight and instruction in three types of internships: 1. Project-Based Team internships (Team-Based), Individual Work-Experience internships (Work-Experience), and Community-Serving internships (Community-Serving). Throughout the textbook, these three will be referred to as Team-Based, Work-Experience, and Community-Serving. When instructions relate to both Work-Experience and Community-Serving internships, they will be referred to as Individual to distinguish them from Team-Based internships. Even in an Individual internship, the intern may have co-workers with whom they work that can create a team environment. So in many cases, the textbook will refer to team/co-workers as a way to identify that the directions can be referring to a project team or an intern and their related co-workers. What follows is an introduction to the three types of internships and how they will be treated differently in this textbook.

This chapter explores the concept of personal influence and its relationship to the College-Wide Capabilities (CWCs) at Ensign College. It emphasizes that leadership and positive influence are not limited to those with official titles, but can be developed by anyone through experience and a focus on uplifting others. The chapter introduces five CWCs: Professionalism, Teamwork and Leadership, Communication, Problem Solving, and Technical Skills. To illustrate these capabilities in action, the text draws parallels between the CWCs and the contrasting leadership styles of Moroni and Amalickiah from the Book of Mormon. Examples from Alma chapters 47 and 48, demonstrate how Moroni exemplifies positive applications of the CWCs, while Amalickiah's actions represent misuse of these capabilities. The chapter concludes by encouraging readers to reflect on their own experiences with the CWCs and identify areas for personal growth.

This chapter outlines the responsibilities and expectations for interns, company sponsors, and TA coordinators in project-based internships. Interns are accountable to their sponsor, team members or co-workers, school, and their own best interests. They are expected to work 5-6 hours per week, maintain professionalism, and fully participate in project activities. Company sponsors play a crucial role in defining project goals, providing regular feedback, and supporting the intern or team throughout the semester. TA coordinators (or other mentors) assist in project management, advise on work plans, and ensure quality deliverables. The chapter emphasizes the importance of clear communication, regular meetings, and professional development for all parties involved. It also provides guidance on how interns can maximize their learning experience and how sponsors and TA coordinators can effectively support the internship process.

This chapter explores the necessity of thoroughly understanding a project beyond its initial description. Often, a project's initial goals may no longer align with the company's current objectives, or the sponsor's requests may not fully capture the underlying needs. This chapter underscores the importance of aligning the internship team's deliverables with the company’s strategic goals and the real value the project is intended to create. The chapter includes strategies for deepening the understanding of the project’s purpose through critical questioning and effective communication with the sponsor, ultimately leading to the creation of a more relevant and impactful work plan and deliverables.

This chapter emphasizes the importance of understanding the complexities inherent in communicating with project sponsors and team members/co-workers during a project-based internship. Key to this chapter is the notion that the initial project description provided by the sponsor may be perceived differently by interns due to diverse backgrounds and experiences, leading to a gap between the sponsor's intentions and the team's understanding. Through exploring communication theories and the Abilene Paradox, students will learn how to effectively decode messages, clarify objectives, and advocate for value-driven project outcomes. The chapter provides strategies to avoid common communication pitfalls and ensure that project activities align with the sponsor's true needs, enhancing both the learning experience for the interns and the project's value to the sponsor.

This chapter is designed to guide students in orchestrating and managing extensive project-based internships effectively. It emphasizes the necessity of crafting a detailed work plan that not only outlines deliverables, tasks, and timelines but also integrates tools such as Gantt charts and action registers to ensure a structured and transparent workflow. Through a step-by-step approach, the chapter outlines the development of these plans, the strategic assignment of tasks within a team/co-workers, and the pivotal role of communication with sponsors to align expectations and track progress. Essential for both educational and professional success, this chapter provides foundational skills in project management, aiming to enhance students' capabilities to manage complex projects and develop their potential in a professional setting.

This chapter provides essential guidelines on leveraging expert advice and effectively managing project sponsors. It introduces the "3 Phone Call Rule" to help readers efficiently locate subject-matter experts through a strategic calling process, enhancing their professional networking skills and project outcomes. Additionally, the chapter discusses the challenges of working with project sponsors, highlighting the need to understand and adapt to their varying management styles and communication preferences. Practical strategies are offered to address common issues such as non-responsiveness and micromanagement, enabling students to optimize sponsor relationships and project success.

This chapter emphasizes the importance of intentional relationship-building and inclusive practices in professional settings. It highlights strategies for developing and maintaining connections during internships, which can lead to future mentorship and employment opportunities. The chapter also addresses the need to create an environment where all team members can equally influence decisions and contribute, regardless of their communication style or background. It recognizes that unconscious biases often favor those who are outgoing, native English speakers, or quick thinkers, and stresses that when diverse voices are not proportionately heard, team decisions and output suffer. By implementing inclusive practices, teams can improve their dynamics, decision-making processes, and overall effectiveness.

This chapter discusses the significance and execution of a midterm report, emphasizing its role in evaluating project progress and adjusting paths forward with stakeholders. The report serves as a crucial checkpoint to confirm the relevance of project scope and deliverables, update sponsors on achievements, and propose necessary changes based on learnings. Additionally, the chapter offers insights on how to best receive critical feedback and stresses the importance of emotional resilience and avoiding negative thinking patterns towards yourself or others.

This chapter focuses on creating a final report, emphasizing the importance of developing multiple conclusions and recommendations. It outlines the components of both research-based and task & activity-based final reports, including the executive summary, methodology, findings, and next steps. The chapter emphasizes the value of hybrid conclusions and introduces tools like efficient frontier analysis and prioritization tables to evaluate and compare different options. It also provides guidance on creating specific report sections such as the executive summary, appendices, and user guides. The chapter stresses the importance of clear communication with sponsors, quantifying impact where possible, and properly citing any external resources used in the report. Overall, it aims to help students or professionals effectively communicate their project outcomes and recommendations to sponsors or stakeholders.

This chapter focuses on creating effective final presentations for professional projects, emphasizing the use of the Pyramid Principle and top-down approach favored by executives. It outlines a structured Presentation Development Process, which involves creating recommendations based on project conclusions, documenting supporting information, and developing a decision-oriented presentation. The chapter emphasizes the importance of concise, clear communication tailored for executive audiences, with key takeaways presented upfront and supported by relevant data. It contrasts this approach with traditional academic or journey-style presentations, which are often less effective for decision-makers. The chapter also provides guidance on slide design, emphasizing text-heavy slides that can stand alone for those not present at the presentation. Finally, it explains how the final presentation and report work together to meet the needs of both decision-makers and technical team members, recommending that the detailed report be distributed before the presentation to satisfy all stakeholders.

This chapter concludes a 14-week internship experience, highlighting the valuable skills and knowledge gained during this period. It emphasizes the importance of teamwork, project management, professional networking, and continuous learning. The chapter outlines key activities completed during the internship, such as defining roles, developing work plans, collaborating with teammates, and presenting findings to company sponsors. It stresses the significance of giving and receiving feedback for professional growth and encourages students to reflect on their accomplishments, impact, and lessons learned. The chapter also provides guidance on updating resumes and professional portfolios with internship experiences, using "Good, Better, Best Power Statements" to showcase achievements. Finally, it advises students to continue these reflective practices in their future careers and considers ways to give back as alumni through mentorship or project sponsorship.