DrPH Field Based Engagement School wide/Program Travel ... · The succession of field immersion...

The Harvard T. H. Chan School of Public Health DrPH Field Immersion Resource Packet

§ Field Immersion & Experiential Learning Overview

§ Field Based Engagement Program Requirements

§ Student Field Immersion Reflection Tool

§ DrPH Summer 2 Field Immersion Overview and Milestones

§ Host Organization Field Immersion Overview

§ DrPH Field Immersion Learning Agreement

§ Field Immersion Supervisor and Student Next Steps

§ Maximizing a Successful Onboarding Process

§ Mid-Point Review Discussion Guide

DrPH Field Based Engagement School wide/Program Travel Requirements

WinterSession 1: Team-BasedField Immersion

All Students: Team/Organization Commitment FormAll Students :Required HGSS Pre-Departure TravelSessionAll Students: Travel Waiver (specific to traveldomestically or internationally)All Students: Stipend Acknowledgement FormAll: *International Travel must be registered with

Harvard Travel Assist

International Students:Required attendance HIO/Visa SessionCPT Authorization as needed

Summer 2: Summer Field Immersion

All: Learning Agreement Approved by the DrPHProgram

All: Travel Waiver (specific to travel domesticor international travel)All: Required attendance at IRB SessionAll: *International Travel must be registered with


International Students:CPT Authorization as needed

WinterSession 2: ExperientialLearning Opportunity

All: Experiential Learning Proposal*Learning agreement if you are pursuing standardField Immersion onlyAll: *International Travel must be registered withHarvard Travel AssistAll: Travel Waiver (specific to travel domesticor international)

International Students:CPT Authorization as needed

DELTA Doctoral Project: Third Year

All Students: Travel Waiver (specific to travel locationnot citizenship status)All: * International Travel must be registered with


International Students:DrPH Program Visa Verification LetterCPT Authorization as needed

The Harvard T. H. Chan School of Public Health Doctor of Public Health Program Field Immersion & Experiential Learning Overview

Field Immersion Period Purpose Timeline January WinterSession 1 Team-Based Field Immersion 3 months, November-January

An intentional process of organizing to learn in a real world setting. Students stretch forward in their leadership development and intentionally focus on the foundations of teaming as they take on a project that addresses a public health challenge or issue.

International and domestic host organizations work remotely with teams of 4-5 students starting in November and host students for three weeks during the January WinterSession.

This field immersion experience is facilitated by the DrPH program and the students are provided with a modest stipend by the Harvard T.H. Chan School of Public Health to cover some expenses.

Host Organizations proposals are requested by September 20, 2016 and matches are made in early October 2016.

Summer 2 Field Immersion 8-10 weeks, May-August

Full-time individually based experience where students concentrate on developing new competencies and advancing existing skills to tackle a public health issue or challenge.

The program supports students in identifying field immersion opportunities. Students are not funded by the program for this experience.

January WinterSession 2 Experiential Learning Engagement 3 weeks, January

Students focus on strengthening tools for leadership, furthering ideas and goals regarding the DELTA Doctoral Capstone and/or integrating public health concepts and theories into practice.

Some examples can include participation in a winter session trip or formal field immersion experience, enrollment in a course that will strengthen one of the main competency domains of the program, exploration of

The second winter learning period can take on a variety of forms.

The program supports students in identifying field immersion opportunities. Students are not funded by the program for this experience.

and visits to potential organizations for the DELTA Doctoral Project, and pursuing work on a research question that is related to your DELTA Doctoral Project.

DrPH Field Based Engagement School wide/Program Travel Requirements

WinterSession 1: Team-Based Field Immersion

All Students: Team/Organization Commitment Form All Students :Required HGSS Pre-Departure Travel Session All Students: Travel Waiver (specific to travel domestically or internationally) All Students: Stipend Acknowledgement Form All: *International Travel must be registered with


International Students: Required attendance HIO/Visa Session CPT Authorization as needed

Summer 2: Summer Field Immersion

All: Learning Agreement Approved by the DrPH Program

All: Travel Waiver (specific to travel domestic or international travel) All: Required attendance at IRB Session All: *International Travel must be registered with

Harvard Travel Assist International Students: CPT Authorization as needed

WinterSession 2: Experiential Learning Opportunity

All: Experiential Learning Proposal *Learning agreement if you are pursuing standard Field Immersion only All: *International Travel must be registered with Harvard Travel Assist All: Travel Waiver (specific to travel domestic or international) International Students: CPT Authorization as needed

DELTA Doctoral Project: Third Year

All Students: Travel Waiver (specific to travel location not citizenship status)

All: * International Travel must be registered with Harvard Travel Assist

International Students: DrPH Program Visa Verification Letter CPT Authorization as needed

DRPH FIELD IMMERSION Learning Goals Reflection Tool

The succession of field immersion experiences plays a significant role in the DrPH program. Candidates have the opportunity to develop proficiency in each of the core competencies of the program, across a broad range of public health work settings. There should be an explicit focus on strengthening skill sets around the Enabling Change competency domains specific to: leadership, management, communication and innovation.

Leadership behaviors are learned overtime and often require the right stretch. In each immersion

experience, you should expect to adapt to new ways of thinking and behaving in the context of working on a strategic public health project(s). These real world experiences will not only provide you with new ways of translating public health research into effective policies, programs and initiatives to improve individual and population health outcomes but also transfer directly to your professional career goals upon graduation.

Complete this form for personal use at least 3-6 months preceding a required immersion experience.

The insights you gain will be helpful in framing clear exploratory conversations around field immersion with individuals in your academic network including your executive & peer coaches, advisors, faculty and Assistant Director of Field Practice, especially as you plan to engage organizations to secure a placement.

Step 1: Identify Your Skills and Strengths

Think about what you learned in past work experiences. Identify the skills, knowledge, and experiences that you bring to your work for the upcoming field immersion experience. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Step 2: Areas for Growth/Stretch What skills would you like to hone, refine and strengthen and how do they relate to the competencies of the program? What do you need to do to grow professionally? Please relate your answers to both the Mastering Foundational Knowledge and the Enabling Change Competencies of the program i.e. Leadership, Management, Communication, and Innovation Thinking. (Review the competencies of the DrPH program) ________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________ Step 3: What is important to you in a work setting? What organizational mission and goals are of interest to you? What would you like your function to be? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Step 4: Geographic Career Interests Domestic/International or Both—Explain ________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________ Step 5: Craft Individual Goals & Objectives What do you personally hope to achieve and how will you stretch forward? Before each immersion experience, you should map out your learning goals and objectives around a minimum of 3-5 competencies and think about the ways in which you hope to master your learning in a practice setting. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Step 6: Investigate the Landscape of Opportunities and Contacts Identify a network of people who can provide you with information and referrals to those in a position to offer a field immersion opportunity that will enhance your development as a public health professional. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

A final note to consider: if you find yourself gravitating to the work you feel most comfortable with or most familiar to you, stop and ask yourself what more? What projects/roles may make you feel uncomfortable, what areas are you less familiar with, which sectors could you use more exposure to and ultimately how can this experience widen your lens.

DrPH: Summer 2 Field Immersion Overview & Milestones Purpose: Learning by doing is a critical focus of the DrPH program and its succession of Field Immersion Experiences. Practice allows students to see situations in new ways, develop new competencies and develop an understanding of their identity as it relates to leadership.

Each student engages in the learning process, and takes on responsibilities and tasks that develop new as well as advance existing skills with the support of a qualified Field Supervisor, colleagues in the host organization, and external stakeholders who contribute to the proposed project.

The high level goal is to engage in the activity and work with clear intention to improve competence and continuously correct yourself as you stretch forward. What will be the distinguishing features of each field immersion that allow you tap into your intellectual curiosity and learn given the context of each applied experience? Field immersions allow students to demonstrate advanced public health skills and leadership competencies that translate into effective policies, programs, and initiatives across community, government, private industry or other institutional settings relevant to public health and healthcare.

Year 1 Milestones Timeframe The DrPH program will identify and cultivate relationships with employers over the course of the academic year.

Ongoing

Students schedule meetings with their Academic Advisor and the Assistant Director of Field Practice to define goals, determine interests, and clarify objectives for a Summer 2 Field Immersion Experience.

We recommend using the Learning Goals Reflection Document to form the basis of these conversations.

Fall- Spring

Students interested in self-initiating their field immersion

experience should use the Host Organization Field Immersion Overview and Job Post Form as guides.

Fall – Spring

DrPH program posts occasional opportunities for the Summer Field Immersion

January – April

Connect with Harvard Chan faculty, alumni, advisor, speakers for informational conversations in your areas of interest on an on-going basis and schedule appointments with Office of Alumni Affairs and Career Advancement (OAACA) for coaching, updating resume, networking, interviewing skills and additional resources.

We recommend also recommend attending OAACA career fairs, treks and other events to make direct connections with employers.

September – April

Prior to any field immersion, International students should consult with the Harvard International Office to inquire about visa or letter of affiliation requirements as well as information about Curricular Practical Training/Optional Practical Training, and approval criteria.

Elizabeth Capuano 617-495-2789 Requires 3 weeks to provide CPT approval

All students should review criteria for IRB approvals. Research with human participants includes not only medical or biological but also surveys, interviews and records review.

Leslie Howes, 617-432-2153 Prior Approval requires 1-2 month

Field Immersion Work Plan Proposal should be submitted to the Assistant Director of Field Practice for approval. AD of Field Practice will review and, as needed, work with the student to improve the proposal.

April Field Immersions must be completed between May - August.

Discuss Entry Plan and HR Requirements with Host Organization.

Discuss with Host Organization once Learning Agreement is approved

Field Immersion Summer Preparation Session Professionalism and Goal Setting Enabling Change Year 1 Session

Spring

Review and complete all Health and Safety Requirements, register travel with Harvard Travel Assist and Submit Travel Waivers. (Will be distributed in April)

May

Submit field immersion deliverables.

Students and Host Organizations are asked to complete an evaluation of their field immersion experience.

Cohort Field Immersion Seminars on the summer experience will be scheduled in Fall 2017. TBD

End of Summer August - September

https://www.globalsupport.harvard.edu/travel-tools/harvard-travel-assist

Host Organization Field Immersion Overview

The Harvard DrPH Program The Harvard Doctor of Public Health (DrPH) prepares candidates for leadership positions so that they can make a difference in the fields of public health and health care. This professional and applied, three year multidisciplinary degree provides candidates with advanced training in public health along with mastery of skills in management, leadership, communications, and innovation thinking within a highly collaborative, small cohort learning environment.

Who are DrPH Students? DrPH students are public health professionals, diverse in backgrounds, disciplines, and experiences, interested in accelerating their career paths toward senior leadership roles of high impact in the public health and healthcare arenas. Upon completion of this advanced program our graduates will have a high degree of capabilities and skill sets across all program related competencies, especially leadership. They will be well positioned and experienced as leaders to translate public health research into effective policies, programs, and initiatives that dramatically improve individual and population health.

Succession of Field Immersion Experiences Field immersions are an integral part of the uniquely designed Harvard DrPH program. The program seeks to ensure that candidates have experiences to execute strategic public health projects while collaborating with senior public health practitioners as a way to develop and demonstrate advanced public health and leadership competencies in a real world setting.

The curriculum includes three stages of field immersions and experiential learning engagements over the course of the degree program: Winter Year 1: January Team-Based (program facilitated and funded, 3 weeks), Summer Year 2 (full time, 8-10 weeks) and Winter Year 2: January Experiential Learning and DELTA Capstone Preparation (3 weeks).

The program shares the responsibility with students for identifying organizational partners interested in hosting doctoral students for field immersions. The educational experience requires students to research potential sites, network with public health agencies/organizations, and arrange meetings or calls to design learning opportunities that support the student’s individual learning goals in the application of the program’s advanced enabling change competencies. (DrPH competencies define a more advanced level of scholarship and practice than associated with the MPH or other related master’s degrees).

The program seeks to collaborate with a broad range of organizations to request project proposals for the Winter 1 and Summer 2 field immersion experiences. However, students are expected to identify and build organizational relationships for the DELTA Doctoral Project 8 month field-based experience, with some coaching and assistance from the program staff and faculty.

Host Organization Criteria We seek long-term collaboration with a broad range of organizations and individuals who are leaders in the field and invested in the professional development of public health professionals. Host organizations can expect DrPH students to contribute to projects and frameworks around organizational capacity, service delivery, and, ultimately, consumer and public health outcomes. Organizations can be NGO’s, for-profits, or government, either US domestic or international. Specifically, we are looking to partner with cross-sector organizations that are:

Influential in the public health or healthcare arenas. Invested in the value and purpose of the experiential student learning experience in a

real-world environment. Complex enough to provide purposeful and challenging opportunities that tie to the

curriculum and experiential modules of the degree. Specifically, learning and exposure for the student should focus on the program’s Enabling Change Competencies that include Leadership, Management, Communication and Innovation.

Committed to identifying a supervisor and providing strong mentorship to the student during their experience.

Interested in considering monetary compensation for the student during their immersion period.

Role of the Field Supervisor/Professional Mentor In partnership with the school or student, the organization should identify a qualified supervisor/professional mentor, with an advanced degree in the following areas: public health, medicine or other related field with significant public health experience, who oversees the strategic projects in which the student is engaged and provides ongoing feedback. The supervisor should agree to the following expectations: Provide an orientation to the setting, procedures and policies, guidelines around safety

and security, and access to appropriate professional development opportunities located within the organization.

Meet weekly with and actively guide the student in developing his/her leadership capacity and provide the student with exposure to senior leaders in action, and strategic and fiscal considerations that influence the organization.

Sign a Field Immersion Learning Plan completed in collaboration with the student and submit to the Assistant Director of Field Practice for approval.

Willingness to communicate with the Assistant Director of Field Practice for occasional check-ins during the student’s experience.

Provide the school with an evaluation of the student’s performance at the conclusion of the field immersions. The survey allows for a description of the student’s overall performance and quality of deliverables.

Criteria for Field Immersion Multi-level Projects The scope of a multi-level project should be more than an opportunity for additional work experience. The projects should be designed so the student has principal responsibility, working with others in the organization, and it should require a significant contribution and completion of a critical deliverable that will allow for the advancement of the student’s learning goals and the organization’s strategic plan and mission. The strategic projects completed and recommendations made by DrPH students are high quality, innovative and provide mission critical value to organizations. General examples of possible Field Immersion Projects: Research and assess the challenges in addressing a particular health problem; Design a community intervention; Develop a strategic plan for use of assets and resources (public libraries, hospitals, faith-

based organizations, academic institutions, federal grants, fellowship programs) to improve health in a community;

Lead the measurement of key business and health outcomes and design strategies for improvement;

Create a public health advocacy or advertisement campaign;

Gather relevant information specific to public health policy issues and develop policy

recommendations; Analyze, develop and recommend an organizational structure that leads to new pathways

or solutions to existing problems or inefficiencies; Develop a formalized training assessment tool and plan to address specific needs of an

organization; Provide technical support and training to community-based organization; Develop a financial or business plan for a new community program or service; Assess the impact of health systems on population health outcomes.

Field Immersion Postings should include the following: Background on organization history, mission, work culture Location Duration Identification of Senior Level Supervisor/Mentor Title of Role and Key responsibilities, tasks & deliverables Qualifications/Skills Required Compensation/stipend Field Immersion Learning Plans The Learning Plan serves to guide the doctoral student through the field immersion experience and is also the basis for assessing field performance. We require learning plans to make explicit the expected outcomes of the field immersion experience as tied to the professional goals of the student and program. The content of the learning plan including start/end date, location and full-time work hours is created in collaboration between the student and the host organization field supervisor and should align organizational needs and projects, the students learning goals, and additional leadership and management professional development opportunities. Learning plans should be completed one-two months prior to the field immersion experience, signed by the student and supervisor and submitted for final approval to the Assistant Director of Field Practice. The Learning Plan may be modified, if needed, during the field immersion experience. Evaluation At the end of the field immersion, the organization supervisor will be asked to complete an evaluation of the student’s performance. The Assistant Director of Field Practice will facilitate the overall field immersion requirements including the approval of learning agreements, check-ins and evaluation follow-up. Financial Compensation for Students The program does not provide funding to students for the Summer 2 or Winter Session 2 field immersion/experiential learning experiences. The Harvard T.H. Chan School of Public Health encourages employers to offer paid experiences to the students who work for them. However, for cases in which this is not possible, the Assistant Director for Field Practice is happy to work with employers to determine a form of compensation beneficial to both the employer and the student. Please note, under no circumstances should the Learning Agreement or field immersion requirements be altered as a condition of a compensated field immersion without the approval of the Assistant Director of Field Practice. Benefits to the Organization Hosting Harvard DrPH students is mutually beneficial for the student and organization. In addition, your investment in the leadership expansion of the public health workforce not only contributes significantly to the success of your organization but also to the public health arena overall. Some of these benefits include:

Students who can help to expand the vision and mission of your organization’s profile. Executing on a scope of public health work that is strategically significant and fills a void

within your organization. Increase your in-house staff mentoring and leadership skills by hosting a student. Extra resources to your organization at a cost lower than hiring a full time employee. Students bring the network of the Harvard T.H. Chan School of Public Health and its

community.

DrPH Field Immersion Learning Agreement

Overview and Instructions The student and field supervisor will develop a Learning Agreement in the weeks preceding the start of the field immersion experience. The Learning Agreement should identify the individual learning needs and deliverables of the student as they relate to the strategic priorities of the host organization. Next Steps 1. Field supervisor and the student sign the completed Learning Agreement. 2. Student submits the signed Learning Agreement for approval to the Assistant Director of Field Practice by

Wednesday, April 27th. 3. Assistant Director of Field Practice reviews the Learning Agreement and provides feedback to the student as

needed for any revisions. Upon initial approval or following further revisions, the Assistant Director of Field Practice signs the Learning Agreement and keeps a copy for the student’s file.

Student Name:

Organization Name and Address:

Field Supervisor and Mentor Contact Information (if different): (Name, credentials, contact details)

Project Title:

Brief overview of the Project’s Background, Significance, and Goals:

Objectives of the Project:

Instructions: Please write objectives and goals here that are specific, measurable, acceptable, realistic and time-bounded.

Learning Objectives Specific to the Student

Instructions: List 3-7 learning objectives that relate both to the student’s individual learning objectives and to the DrPH Learning Competencies. The objectives also should be achievable during the course of the summer. Should include objectives related to: • Enabling Change Competencies (e.g. leadership, management, communication and innovation) • Advanced Public Health Knowledge (e.g. analyze state of and determinants of population health outcomes, develop partnerships that will increase use of evidence in public health practice, interpret qualitative and quantitative data, and recommend policies, programs and services)

Project Work Site Location(s) and Resources:

Instructions: Please specify arrangements for student workspace location(s), whether travel is required, student access to information, personnel (who the student be interacting with), data, and other materials necessary for completion of the project. If special permission is required for access to data, records or clients, has permission been arranged?

Final Product/Deliverables

Instructions: Please describe the final deliverable(s) that the student will be responsible for contributing to the organization.

Human Subjects Review:

Please review HSPH webpage for more details on IRB approvals. http://www.hsph.harvard.edu/ohra/irb-operations/ After reviewing the IRB criteria, please indicate if the project will require an IRB review and specify why or why not.

Project timeline: The 320-hour experience, full-time work over a minimum of 8 weeks, is required of all students during the second summer. Field Immersion hours must be completed between May 15, 2017 and August 18, 2017.

Start Date: End Date:

Field Immersion Hours:

Please describe the mutually agreed-upon method for keeping track of hours worked.

Supervision:

Please describe the mutually agreed-upon process for consistent supervision and mentorship.

Student Expectations

• Maintain a work schedule agreed upon with the field supervisor. • Complete the specified tasks of the project, including written assignments and oral presentations. • Meet with the site supervisor regularly to discuss progress on project and leadership goals and objectives. • Execute on all project deliverables. • Complete an evaluation of the field immersion experience. • Advise supervisor and/or DrPH program staff of any conflicts which could impact deliverables or other aspect of the

Learning Agreement. • Maintain professional conduct in all interactions with the field supervisor and other employees or business partners of the

host agency. • Serve as representatives of the Harvard T.H. Chan School of Public Health community and abide by the code of conduct

for students.

Supervisor Expectations • Develop and agree to facilitate the field immersion experience. • Provide adequate working space and office resources for the student as needed. • Develop an entry plan with the student that facilitates immersion into the organization and your work. • Provide the student with an orientation to the setting and organizational culture, procedures and policies, and guidelines

around safety and security. • Meet with the student regularly to provide necessary guidance and supervision, as well as establish and maintain project

goals, objectives and timeline. • Identify other experiences, outside of the field immersion, that will expose the student senior leaders, decision making and

organization management and/or professional development opportunities. • Complete an evaluation of the student (DrPH program will contact you when it is time to complete these forms). • Advise DrPH program staff and/or student of any conflicts which could impact the student’s project.

DrPH Program Expectations

• Confirm with the student and Field Supervisor that the proposed experience will meet the field immersion requirement. • Maintain communication with the student and site supervisor throughout the experience, as needed, including addressing

any concerns or problems. • Work with the student and site supervisor to request formal feedback on the progress of the field immersion at the

completion of the field immersion.

• Track and evaluate the student’s progress and completion of course requirements.

Agreement: I have participated in the development of the Field Immersion Learning Agreement and agree to conditions specified above. If it is necessary to change any of the specified conditions, I agree to make the changes known to each of the persons whose signatures appear below. Signatures

Role Name Signature Date (MM/DD/YYYY)

Student

Field Supervisor

Assistant Director of Field Practice

*Signatures can be digital or handwritten.

1

Harvard T.H. Chan School of Public Health | DrPH Program Office 708 Huntington Avenue | Boston, MA 02115 | 617.432.2238

Doctor of Public Health Program: Supervisor and Student Field Immersion Guide Purpose of Field Immersions Learning by doing is a critical focus of the Harvard T.H. Chan School of Public Health DrPH program and its succession of Field Immersion Experiences. Each student engages in the learning process, and takes on responsibilities and tasks that develop new as well as advance existing skills with the support of a qualified Field Supervisor, colleagues in the host organization, and external stakeholders who contribute to the proposed project. Public health work environments include not-for-profit organizations, hospitals, local health departments, government agencies, consulting firms, pharmaceutical companies, and for-profit firms. General Criteria for Field Immersions The principle objective of the field immersions is for students to develop and demonstrate advanced public health skills and leadership competencies across community, government, private industry or other institutional settings relevant to public health and healthcare.

• Must be full-time for a minimum of 8 weeks or longer by mutual agreement. A total of 280 hours must be completed by the student under the director supervision of a field supervisor.

• The supervisor must be a public health practitioner qualified to evaluate the student’s professional competence and supervise the student throughout the project.

• Field Immersion Placements must offer a new learning experience within the public health context. Students benefit from working within an organization and not remotely or on isolated projects.

• Complete one or more specific projects (working with others in the organization) that are aligned between student interest and of strategic need to the organization.

• Students identify the public health skills and enabling change competencies relevant to their area of interest that are most beneficial to their career advancement. Students apply these skills and competencies in concert with knowledge gained from academic coursework.

• Build practical experience and accomplishments in ways that enhance the student’s professional credentials.

Maximizing a Successful Onboarding Process The Harvard T.H. Chan School of Public Health Doctor of Public Health (DrPH) field immersion arm of the program seeks to develop successful and mutually beneficial relationships with host organizations. The DrPH program commits to providing communication and support as needed to the supervisor and student to ensure a fruitful and mutually rewarding experience. As a first step, we encourage an Onboarding Strategy that helps students adjust to the social and performance aspects of their field placement quickly and smoothly. Research has shown that all new and temporary employees benefit greatly from this intentional process. See following document for further detail.* Completion of Project Deliverables During the final week of the immersion, the student should formally present their deliverables and close out any agreed upon work responsibilities before departure from the organization. Within a week of the student’s departure, the program will send an evaluation form to the host organization supervisor(s) to request feedback and an assessment of the student leadership, quality of deliverables and performance overall. At the start of the fall semester and as part of the culmination of this experience, the students participate in a return reflection session with DrPH staff and faculty. Through the Enabling Change

2


Course, students will engage in professional self-assessment and critical reflection around their leadership development and public health projects. Next Steps The field immersion requirement is administered and tracked by the DrPH Program. Below are the suggested and required next steps following the approval of the Learning Agreement.

• Shortly after the placement begins, the program will send an email to check-in with the student and supervisor separately to confirm the placement is off to a good start.

• The program recommends a mid-summer review between the supervisor and student and will send a reminder to the supervisor asking them to meet with their student to discuss how the field immersion is going and to review - and if necessary, adjust - the field immersion learning objectives.

• Students and supervisors will receive a Summer Field Immersion Evaluation Survey a day or so before the conclusion of the placement. We recommend the supervisor and student meet to discuss the completion of project objectives and an overall evaluation. This provides the student with an experience similar to performance evaluations that typically occur in the workplace.

3


Maximizing a Successful Onboarding Process Supervisors serve as the go-to person for offering advice, providing direction around the work responsibilities and product, providing support in social and political terms, and coordinating much of the on-the-job training that will help students get started in their new role, whether the supervisor is delivering the training or if he/she is delegating that to another person on the team. This process prevents students from struggling to figure out precisely what is expected and to understand the norms of their new workplace. The faster students learn the knowledge, skills and behavior to function effectively as well as feel welcome and prepared for their placement, the fast they will be able to successfully contribute to the organization’s mission. Onboarding Plan We suggest an orientation period and a written onboarding plan developed by the supervisor and student in the days leading up to or first few days of the placement. A document, or roadmap, that outlines the specific timeline, goals, responsibilities and support available to the student will help them succeed because it spells out what they should do and what assistance they can expect. The most effective onboarding plans are usually written and communicated to all members of the team.

Supervisors help to facilitate the following action steps prior to the student’s arrival to the workplace: o Organize a meeting between the student and HR to complete required paperwork (if required by

company policy) and to secure building keys or access prior to the start date. o Provide the student with a workstation and resources necessary for their role. o Provide an introduction to key policies and procedures, including workplace health and safety,

and security plan. o Propose a staff member to serve as a mentor for the first few days or weeks of the work

experience. o Facilitate initial appointments with individuals that the student should meet in order to hit the

ground running. o Engage in regular meetings and encourage feedback through the field placement experience.

Feedback Students are expected to make a commitment to their learning through the execution of agreed upon responsibilities and deliverables with the supervisor and organization. Accepting supervision and incorporating feedback are critical to the learning and growth process for the student.During the onboarding process, feedback can be a two way street. Information seeking and feedback are productive ways for a student to adjust to their new work environment, learn the ropes quickly, share missteps and course correct when needed. Students Conversation Guide Useful questions to ask during onboarding conversations to set expectations and facilitate your learning experience.

o Can you describe the work culture? o What do you see as high priorities? Lower priorities? Current untouchable topics? What resources

are available to invest against these priorities? o Which departments do we interact with frequently throughout the organization? How do we

interact with them? Who will be my primary contacts in those departments? o What is the best way to communicate with you, including mode, manner, frequency and how to

deal with disagreements? o What industry resources will help me learn more about our company and industry?

4


Students should play a role in facilitating their own onboarding by building strong relationships with colleagues and stakeholders by following the recommendations below:

Useful strategies include: • Gathering information and managing first impressions by making time to engage in small talk with colleagues. • Invest in relationship development by arranging informal social interactions, such as lunches or coffee breaks. • Participating in voluntary company functions. • Building a relationship with a supervisor by taking on new responsibilities, seeking frequent feedback and successfully completing assignments.

1 This document is informed by SHRM Foundation’s Effective Practice Guideline Series: Onboarding New Employees, Maximizing Success, pages 1-37. Talya N. Bauer, Ph.D


Summer Field Immersion -Maximizing a Successful Onboarding Process The Harvard T.H. Chan School of Public Health Doctor of Public Health (DrPH) field immersion arm of the program seeks to develop successful and mutually beneficial relationships with host organizations. The DrPH program commits to providing communication and support as needed to the supervisor and student to ensure a fruitful and mutually rewarding experience. As a first step, we encourage an Onboarding Strategy that helps students adjust to the social and performance aspects of their field placement quickly and smoothly. Research has shown that all new and temporary employees benefit greatly from this intentional process. Supervisors serve as the go-to person for offering advice, providing direction around the work responsibilities and product, providing support in social and political terms, and coordinating much of the on-the-job training that will help students get started in their new role, whether the supervisor is delivering the training or if he/she is delegating that to another person on the team. This process prevents students from struggling to figure out precisely what is expected and to understand the norms of their new workplace. The faster students learn the knowledge, skills and behavior to function effectively as well as feel welcome and prepared for their placement, the fast they will be able to successfully contribute to the organization’s mission. Onboarding Plan We suggest an orientation period and a written onboarding plan developed by the supervisor and student in the days leading up to or first few days of the placement. A document, or roadmap, that outlines the specific timeline, goals, responsibilities and support available to the student will help them succeed because it spells out what they should do and what assistance they can expect. The most effective onboarding plans are usually written and communicated to all members of the team.

Supervisors help to facilitate the following action steps prior to the student’s arrival to the workplace: o Organize a meeting between the student and HR to complete required paperwork (if required by

company policy) and to secure building keys or access prior to the start date. o Provide the student with a workstation and resources necessary for their role. o Provide an introduction to key policies and procedures, including workplace health and safety,

and security plan. o Propose a staff member to serve as a mentor for the first few days or weeks of the work

experience. o Facilitate initial appointments with individuals that the student should meet in order to hit the

ground running. o Engage in regular meetings and encourage feedback through the field placement experience.

Feedback Students are expected to make a commitment to their learning through the execution of agreed upon responsibilities and deliverables with the supervisor and organization. Accepting supervision and incorporating feedback are critical to the learning and growth process for the student. During the onboarding process, feedback can be a two way street. Information seeking and feedback are productive ways for a student to adjust to their new work environment, learn the ropes quickly, share missteps and course correct when needed. Students Conversation Guide Useful questions to ask during onboarding conversations to set expectations and facilitate your learning experience.

2 This document is informed by SHRM Foundation’s Effective Practice Guideline Series: Onboarding New Employees, Maximizing Success, pages 1-37. Talya N. Bauer, Ph.D


o Can you describe the work culture? o What do you see as high priorities? Lower priorities? Current untouchable topics? What resources

are available to invest against these priorities? o Which departments do we interact with frequently throughout the organization? How do we

interact with them? Who will be my primary contacts in those departments? o What is the best way to communicate with you, including mode, manner, frequency and how to

deal with disagreements? o What industry resources will help me learn more about our company and industry?

Students should play a role in facilitating their own onboarding by building strong relationships with colleagues and stakeholders by following the recommendations below:

Useful strategies include: • Gathering information and managing first impressions by making time to engage in small talk with colleagues. • Invest in relationship development by arranging informal social interactions, such as lunches or coffee breaks. • Participating in voluntary company functions. • Building a relationship with a supervisor by taking on new responsibilities, seeking frequent feedback and successfully completing assignments.

1

Harvard T.H. Chan School of Public Health | DrPH Program Office 7 08 Huntington Avenue | Boston, MA 02115 | 617.432.2238

Doctor of Public Health Program: Mid-Point Discussion Guide The Harvard Chan DrPH Program encourages the student and supervisor to meet about halfway through the field immersion for a mid-point review conversation. The Midpoint Review is a time for reflection and feedback and helps ensure that the field experience is on track in providing a valuable learning experience for the student, and that the student is making a solid contribution to the organization. In addition, the Midpoint Review can help troubleshoot any unforeseen challenges or barriers while ensuring that the student is progressing around the stated learning goals and project objectives detailed in the Learning Agreement. This is a good opportunity to discuss whether the activities, timeline and/or deliverables of the project need revision. Below are a few questions that may help guide your discussion.

1. Are there any ongoing orientation needs to the organization that would be helpful to the student?

2. Discuss what the student has accomplished to date. Any early successes? Unexpected challenges or obstacles encountered that have impacted the progress of the project?

3. Any updates on the process of accomplishing the project objectives as described in the

Learning Agreement? Opportunities for new ideas?

4. Are there additional integration meetings, professional development or shadowing of senior leadership opportunities available to the student?

5. Constructive feedback on hard skills, soft skills and key metrics that can be strengthened

during the field immersion period?

6. Based on the amount of time left in the placement, discuss project refinement, additional priorities or priority shifts and final goals.

7. If follow up from the DrPH Program is needed, please do feel to reach out to: Jennifer

Betancourt, DrPH Assistant Director of Field Practice [email protected]

mailto:[email protected]

DrPH Field Based Engagement School wide/Program Travel ... · The succession of field immersion...

Documents

Transcript of DrPH Field Based Engagement School wide/Program Travel ... · The succession of field immersion...