| |
Addressing Concerns About Attendance
and/or Performance
Coaching Overview
Four-Step Coaching Process
Steps 1 & 2 - Preparing for a Discussion
with the Student
Step 3 - Discussing the Concern(s)
with the Student
Step 4 - Following up with the Student
Coaching Overview
Supervisors should attempt to resolve a student attendance
or work performance issue before considering terminating
the student. The resolution of the performance problem
should begin with some form of "coaching," or discussion
of the concerns with the student, followed by a period
of time in which the supervisor expects to see the student
improve in the area of concern. If the student does
not improve within the agreed-upon time frame, the supervisor
may either terminate the student or continue with the
coaching process.
NOTE: This process does not apply to situations that
involve "gross misconduct," i.e. harassment, misuse
of University facilities, time sheet fraud, etc. These
cases should be reported immediately to the Work-Study
Manager (for Work-Study students) or Sr. Assistant Director
of Student Employment (for non-Work-Study students).
The following guidelines are intended to help supervisors
resolve concerns about students' attendance or performance
before they become serious enough to warrant termination.
Please feel free to contact the Work-Study Manager or
the Sr. Assistant Director of Student Employment directly
for guidance on addressing performance concerns.
back to top
Four-Step Coaching
Process
STEP 1 - Identify the specific concern(s).
STEP 2 - Identify what is influencing the behavior(s)
and the impact of the behavior(s).
STEP 3 - Discuss the concern(s) with the student.
STEP 4 - Follow up with the student.
back to top
Steps 1 & 2 - Preparing
for a Discussion with the Student
Consider the following questions will help you to identify
exactly what behaviors are problematic, and may help you
to determine why these concerns have arisen. The more
specifically you respond to each point, the more effective
your discussion with the student is likely to be.
- What actions do I observe that indicate a problem?
- What about this student's behavior impacts our work/department
adversely?
- In what ways is the student's behavior negatively
impacting our work/department?
- What would this student do (or stop doing) that
would convince me that he/she has resolved the problem?
- Does the student know what my expectations are?
- Does the student know how to perform the job/meet
my expectations?
- Arrange a meeting with the student, informing him/her
of the purpose of the meeting.
back to top
Step 3 - Discussing
the Concern(s) with the Student
- Describe specifically and objectively the behavior(s)
you have observed, and explain the impact of the behavior(s).
Focus on observed behavior(s), not the student's attitude
or personality.
- Give the student an opportunity to respond to your
concerns.
- Try to get agreement that a problem exists and a
commitment from the student to improve in the area
of concern.
- Explore alternative solutions. Ask for the student's
suggestions.
- End the meeting by summarizing the discussion, reviewing
the next steps, and offering encouragement.
- Document the discussion.
A few additional tips.
- Hold the meeting in a private place. Don't address
the problem(s) in front of others, and ensure that
there will be no interruptions.
- Allow as much time as it will take to complete the
discussion.
- Make sure your emotions are under control.
- Provide a balance of positive and negative feedback.
- Try not to give too much feedback.
- Decide ahead of time what minimum action you will
accept as a result of the discussion.
back to top
Step 4 - Following up with the Student
- Has the student taken the steps that were agreed
upon during the discussion? If not, go back to the
discussion stage and/or issue a written warning
to the student detailing the concerns and potential
repercussions of failure to improve in relevant areas
(e.g. termination).
- Verbally recognize any improvement.
back to top
|
|
