{"id":1335,"date":"2025-03-24T08:43:57","date_gmt":"2025-03-24T12:43:57","guid":{"rendered":"https:\/\/www.bu.edu\/seo\/?page_id=1335"},"modified":"2025-04-01T12:29:45","modified_gmt":"2025-04-01T16:29:45","slug":"tips","status":"publish","type":"page","link":"https:\/\/www.bu.edu\/seo\/supervisors\/supervising\/tips\/","title":{"rendered":"Tips for Supervisors"},"content":{"rendered":"<div class=\"bu_collapsible_container \" aria-live=\"polite\" data-customize-animation=\"false\"><h5 class=\"bu_collapsible\" aria-expanded=\"false\"tabindex=\"0\" role=\"button\">Orienting Students<\/h5><div class=\"bu_collapsible_section\" style=\"display: none;\"><\/p>\n<p>For many students, their college job is their first work experience. What seems obvious to you may not be so to your new student employee. An informal orientation to help them adjust to the department and the job might include:<\/p>\n<ul>\n<li>Letting other employees in the department know who the student is and when he or she will be starting to work.<\/li>\n<li>Meeting briefly with the student on their first day to:\n<ul>\n<li>Review job responsibilities (even if you discussed them during the interview).<\/li>\n<li>Explain department layout.<\/li>\n<li>Outline basic office policies and procedures.<\/li>\n<li>Show the locations of fax, photocopier, restroom, etc.<\/li>\n<li>Introduce department staff.<\/li>\n<\/ul>\n<\/li>\n<li>Creating a \u201cworkplace guide\u201d or other written resources about the department\/college\/unit. You might include:\n<ul>\n<li>Description of offices in your building.<\/li>\n<li>General expectations of students, especially department-specific expectations.<\/li>\n<li>Dress code.<\/li>\n<li>Timesheet procedure.<\/li>\n<li>Smoking policy.<\/li>\n<li>Commonly used phone numbers.<\/li>\n<li>Other important policies and procedures.<\/li>\n<\/ul>\n<\/li>\n<li>Offering a group orientation or training session, if you have more than one student in the department.<\/li>\n<li>Reviewing the University\u2019s<span>\u00a0<\/span><a href=\"https:\/\/www.bu.edu\/em\/prepare\/emergency-operations-plan\/\" target=\"_blank\" rel=\"noopener noreferrer\">emergency procedures<\/a><span>\u00a0<\/span>with the student.<\/li>\n<\/ul>\n<p><\/div>\n<\/div>\n\n<div class=\"bu_collapsible_container \" aria-live=\"polite\" data-customize-animation=\"false\"><h5 class=\"bu_collapsible\" aria-expanded=\"false\"tabindex=\"0\" role=\"button\">Training Students<\/h5><div class=\"bu_collapsible_section\" style=\"display: none;\"><\/p>\n<p>Thoroughly-trained student employees perform their jobs well, become assets to your department, and make your job easier. The time you spend training your students is an investment that pays in the long run.<\/p>\n<p>Remember: you do not need to be an experienced trainer in order to deliver effective training sessions for your students. We are here to help make this part of your job easier. <a href=\"\/seo\/about\/contact-us\/\">Contact us<\/a> if you need further help.<\/p>\n<h5>Training Students on Specific Tasks<\/h5>\n<p>When training students, keep in mind that tasks you find familiar may be new to them. Consider how to break a procedure into explainable steps, as well as how the task fits into the \u201cbig picture.\u201d<\/p>\n<p><strong>Preparing to Train<\/strong><\/p>\n<ol>\n<li>Identify the best procedure for performing the task.<\/li>\n<li>Analyze the task: identify steps involved, key points, areas of difficulty; define performance standards.<\/li>\n<li>Prepare the workplace.<\/li>\n<\/ol>\n<p><strong>Ten Steps of Training<\/strong><\/p>\n<ol>\n<li>Explain the task to the student, as well as its purpose and how it fits into the \u201cbig picture.\u201d<\/li>\n<li>Find out what the student already knows about the task.<\/li>\n<li>Demonstrate and explain the task, step-by-step, at a reasonably slow pace. Identify performance standards for the task. (Sometimes a written procedure is helpful.)<\/li>\n<li>Emphasize any key points.<\/li>\n<li>Demonstrate the task a second time.<\/li>\n<li>Ask the student questions about his or her understanding of the task.<\/li>\n<li>Allow the student to practice the task.<\/li>\n<li>Give frequent, specific, and accurate feedback on the student\u2019s performance of the task.<\/li>\n<li>Have the student continue to practice until the task is done according to the standards discussed in step 3.<\/li>\n<li>Allow the student to do the task independently, but encourage further questions. Check the student\u2019s procedure and results periodically, tapering off over time.<\/li>\n<\/ol>\n<p><\/div>\n<\/div>\n\n<div class=\"bu_collapsible_container \" aria-live=\"polite\" data-customize-animation=\"false\"><h5 class=\"bu_collapsible\" aria-expanded=\"false\"tabindex=\"0\" role=\"button\">Additional Student Training Resources<\/h5><div class=\"bu_collapsible_section\" style=\"display: none;\"><\/p>\n<p>You may use the following training resources as handouts for student training sessions, or use the information in them to create your own training materials.<\/p>\n<ul>\n<li><a href=\"\/seo\/files\/2025\/03\/workingworld.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Working World 101<\/a><br \/>\nAccountability, reliability, professionalism, initiative, and communication.<\/li>\n<li><a href=\"\/seo\/files\/2025\/03\/bubasics.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">BU Basics 101<\/a><br \/>\nFERPA, BU Policy on Computing Ethics, and accurate reporting of hours worked.<\/li>\n<li><a href=\"\/seo\/files\/2025\/03\/customerservice.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Customer Service 101<\/a><br \/>\nGeneral customer service issues, including dealing with difficult situations.<\/li>\n<li><a href=\"\/seo\/files\/2025\/03\/exercisesuggestions.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Suggestions for Training Exercises<\/a><br \/>\nGeared toward supervisors who are planning student training sessions; exercises correspond to the above \u201c101\u201d modules.<\/li>\n<li><a href=\"\/seo\/files\/2025\/03\/additionaltrainingtips.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Additional Training Tips<\/a><br \/>\nScheduling issues, paying students for training, facilitation tips, and links to free training resources on the web.<\/li>\n<\/ul>\n<p><\/div>\n<\/div>\n\n<div class=\"bu_collapsible_container \" aria-live=\"polite\" data-customize-animation=\"false\"><h5 class=\"bu_collapsible\" aria-expanded=\"false\"tabindex=\"0\" role=\"button\">Positive Feedback and Reinforcement<\/h5><div class=\"bu_collapsible_section\" style=\"display: none;\"><\/p>\n<p>Positive feedback motivates students and encourages them to continue doing their jobs well. Positive feedback is most effective when you:<\/p>\n<ul>\n<li>Recognize a specific action\/behavior.<\/li>\n<li>Give it as soon as possible after the student\u2019s good work occurs.<\/li>\n<li>Deliver it in a sincere manner.<\/li>\n<li>Direct it toward an individual rather than a group.<\/li>\n<li>Adapt it to the student\u2019s style\/preference.<\/li>\n<li>Keep it proportional to the work being recognized.<\/li>\n<\/ul>\n<p>It is also a good idea to express general appreciation to your student employees for the outstanding support that they provide. Ways you might do this include:<\/p>\n<ul>\n<li>Celebrating<span>\u00a0<\/span><a href=\"\/seo\/supervisors\/national-student-employment-week\/\">National Student Employment Week<\/a>. Supervisors receive information\u00a0during the spring semester\u00a0regarding this important event.<\/li>\n<li>Nominating excellent student employees for<span>\u00a0<\/span><a href=\"\/seo\/supervisors\/soty\/\">Student Employee of the Year<\/a>. Supervisors receive information in January regarding the nomination process.<\/li>\n<li>Sending students thank-you notes, or creating a large thank-you note, signed by all staff members, to display in the department.<\/li>\n<li>Creating awards or certificates to give to your students. (Best Customer Service, Most Professional, Most Likely to Show up in a Snow Storm, etc.)<\/li>\n<li>Providing students with letters of recommendation for their job searches.<\/li>\n<li>Offering occasional \u201ctreat breaks\u201d such as popcorn, candy, cookies, etc.<\/li>\n<li>Celebrating the birthdays of student staff members.<\/li>\n<\/ul>\n<p>Be creative!<\/p>\n<p>For more information on the topic of positive feedback, see<span>\u00a0<\/span><em>Bringing Out the Best in People,<\/em><span>\u00a0<\/span>by Alan Loy.<\/p>\n<p><\/div>\n<\/div>\n\n<div class=\"bu_collapsible_container \" aria-live=\"polite\" data-customize-animation=\"false\"><h5 class=\"bu_collapsible\" aria-expanded=\"false\"tabindex=\"0\" role=\"button\">Performance and Attendance Concerns<\/h5><div class=\"bu_collapsible_section\" style=\"display: none;\"><\/p>\n<p>Supervisors should attempt to resolve a student attendance or work performance issue before considering termination. Begin with some form of \u201ccoaching.\u201d Discuss your concerns with the student and set a timeframe within which you expect to see improvement. If the student does not improve by the end of that time, you may either proceed with <a href=\"\/seo\/supervisors\/supervising\/termination\/\">termination<\/a> or continue the coaching process.<\/p>\n<p style=\"padding: 10px; margin-right: 5px; border: 1px solid #cccccc;\"><strong>Important:<\/strong> This process does not apply to cases of gross misconduct (harassment, misuse of University facilities, timesheet fraud, etc.). These cases should be reported immediately to the Work-Study Manager (for Work-Study students) or Student Job Service Manager (for non-Work-Study students).<\/p>\n<p>The following guidelines are intended to help supervisors resolve concerns about students\u2019 attendance or performance before they become serious enough to warrant termination. Feel free to contact the Work-Study Manager or the Student Job Service Manager directly for guidance.<\/p>\n<h5>Four-Step Coaching Process<\/h5>\n<p>STEP 1 &#8211; Identify the specific concerns.<br \/>\nSTEP 2 &#8211; Identify what is influencing the behavior, and its impact.<br \/>\nSTEP 3 &#8211; Discuss your concerns with the student.<br \/>\nSTEP 4 &#8211; Follow up with the student.<\/p>\n<div style=\"padding-left: 25px;\"><strong>Steps 1 &amp; 2 &#8211; Preparing for a Discussion with the Student<\/strong><br \/>\nIdentify exactly what behaviors are problematic, and determine their cause, using the question below as a guide. The more specifically you respond to each point, the more effective your discussion with the student will be.<\/p>\n<ul>\n<li>What actions do I observe that indicate a problem?<\/li>\n<li>What behavior adversely affects our work\/department?<\/li>\n<li>How does the behavior negatively affect our work\/department?<\/li>\n<li>What should this student do (or stop doing) to convince me that he or she has resolved the problem?<\/li>\n<li>Does the student know what my expectations are?<\/li>\n<li>Does the student know how to perform the job and meet my expectations?<\/li>\n<\/ul>\n<p><strong>Step 3 &#8211; Discussing the Concern(s) with the Student<\/strong><br \/>\nArrange a meeting with the student, informing him or her of its purpose.<\/p>\n<ul>\n<li>Describe specifically and objectively the behavior you have observed, and explain its impact on the work\/department. Focus on observed behaviors, not the student\u2019s attitude or personality.<\/li>\n<li>Give the student an opportunity to respond to your concerns.<\/li>\n<li>Try to get agreement that a problem exists as well as a commitment from the student to improve.<\/li>\n<li>Explore alternative solutions. Ask for the student\u2019s suggestions.<\/li>\n<li>End the meeting by summarizing the discussion, reviewing the next steps, and offering encouragement.<\/li>\n<li>Document the discussion.<\/li>\n<\/ul>\n<p>A few additional tips:<\/p>\n<ul>\n<li>Hold the meeting in a private place, and ensure that there will be no interruptions. Never address problems in front of others.<\/li>\n<li>Allow as much time as it will take to complete the discussion.<\/li>\n<li>Make sure your emotions are under control.<\/li>\n<li>Provide a balance of positive and negative feedback.<\/li>\n<li>Try not to give too much feedback.<\/li>\n<li>Decide ahead of time what minimum action you will accept as a result of the discussion.<\/li>\n<\/ul>\n<p><strong>Step 4 &#8211; Following up with the Student<\/strong><\/p>\n<ul>\n<li>Has the student taken the steps that you agreed upon? If not, go back to the discussion stage <strong>and\/or<\/strong> issue a written warning to the student detailing the concerns and potential repercussions of failure to improve in relevant areas (e.g. termination).<\/li>\n<li>Verbally recognize any improvement.<\/li>\n<\/ul>\n<\/div>\n<p><\/div>\n<\/div>\n\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1183,"featured_media":0,"parent":223,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/www.bu.edu\/seo\/wp-json\/wp\/v2\/pages\/1335"}],"collection":[{"href":"https:\/\/www.bu.edu\/seo\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.bu.edu\/seo\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/seo\/wp-json\/wp\/v2\/users\/1183"}],"replies":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/seo\/wp-json\/wp\/v2\/comments?post=1335"}],"version-history":[{"count":11,"href":"https:\/\/www.bu.edu\/seo\/wp-json\/wp\/v2\/pages\/1335\/revisions"}],"predecessor-version":[{"id":1607,"href":"https:\/\/www.bu.edu\/seo\/wp-json\/wp\/v2\/pages\/1335\/revisions\/1607"}],"up":[{"embeddable":true,"href":"https:\/\/www.bu.edu\/seo\/wp-json\/wp\/v2\/pages\/223"}],"wp:attachment":[{"href":"https:\/\/www.bu.edu\/seo\/wp-json\/wp\/v2\/media?parent=1335"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}