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PASFAA CONFERENCE October 25, 2011 2:15pm Sheraton, Station Square
Presentation Student Employment Best Practices • Pati Kravetz, Associate Director, Experiential Learning and Student Employment, Career Center • Elaine Taillon, Associate Director of Student Financial Aid, Enrollment Services
Agenda Introduction Best Practices, Part 1: The Essential Steps • Treat Jobs as Real Jobs 5. Policies & Guidelines • Know the Student Population 6. Training & Orientation • Create and Post Jobs 7. Effective Supervising • Hiring & Payroll 8. Performance Review & Feedback Best Practices, Part 2: Making the Connection • Learning is Essential • Desired Compentencies • Encourage Reflection • Strive for Engagement • Federal Work Study Program, Part 3 • Program Participation Agreement (PPA) • Transfer of Funds • Carry Forward/ Carry Back • Federal Share Limitation • FWS/FCS at Carnegie Mellon • NSEA SEE Training
Introduction Preparing students for the future A college education is an experience like no other. Part of this education includes preparing students to apply that experience in ways that will lead to successful and fulfilling professional lives after graduation. A natural place for this preparation is through student employment and you, the supervisor, are an important part of this. This Student Employment Best Practices guide will equip student employee supervisors with the essentials for creating and developing a quality on and off campus student employment program.
Best Practices, Part 1 The Essentials
1. Treat Student Jobs as Real Jobs FACT: Working on campus is the #2 activity that college students participate in, second only to attending classes. Make student employment a high impact activity by focusing on more than just the work product. • Experiential Learning – Apply academic knowledge through hands-on experiences in the work place. • Professional Development opportunities to develop and enhance skills and competencies. • Engagement with campus life and the institution.
2. Know the Student Population Millenials (1982-2002) • Collaborative team work • Achievement driven • Want meaningful work and NEED feedback Communication Variations • Language (international) • Expression Students with Disabilities • Undetectable • Limitations Students with Psychological Issues • Depression, anxiety, stress, etc.
3. Create & Post Job • All jobs should be posted to ensure equal opportunity for all eligible students • The job title should accurately reflect the job • Job descriptions should: Be current and state the job duties, hours, pay rate, qualifications, and have learning objectives • Serve as a communication device between the employer and employee. • Once the job is filled, the posting should be removed • All applicants should be contacted regarding hiring decisions.
4. Hiring & Payroll: Job Application • All applicants should complete, sign, and date a job application. • The job application should be referred to during the interview process along with the job description and the resume • The interviewer should ask the same questions of all applicants
Hiring & Payroll: Interviewing • Questions should be job related or about work experience • Questions can be about working style and characteristics • Be prepared with a list of questions to ask of all candidates • Conduct the interview in a quiet, private space • Give an accurate perspective of your office and the job • Leave time for questions • Give a time frame when a hiring decision is to be made
Hiring & Payroll • Formally offer the job to the student, either in person or by email • Clearly define pay rate, work schedule and expectations • If hiring a new student employee, instruct student to complete an I-9 form and W-4 form • Explain your Payroll Systems options (i.e. Direct deposit, check etc) • PA 30-New beginning January 2012 (EIT collection)
Hiring & Payroll: Statement of Confidentiality Agreement • A Statement of Confidentiality form should be signed by all employees and be on file in the office where the student works. • This form states that students may not share or disclose any confidential information or records, whether it be seen or heard while at work. It also states that violation of this agreement results in immediate dismissal.
Hiring & Payroll: Personnel File A personnel file should be kept for all student employees in the hiring department’s office. • It should include the following: • Application • Written or emailed offer letter • Resume (if submitted) • Confidentiality Agreement • Statement of Understanding form • Performance reviews and evaluations • The following documents are maintained separately in Payroll: • W-4 form • I-9 form and supporting documentation • Payroll deduction or Direct Deposit forms
5. Policies & Guidelines Be aware of your University's policies, procedures and statements: 1. Student Employee Eligibility (work-study/non work-study, student status, work periods) 2. EEO/AA Policy3. Sexual Harassment Policy and training4. On-the-job-injuries 5. FERPA6. Verification of Employment / Getting or giving References
6. Training & Orientation • Professional expectations of student employees • Define mission of department or program • Communicate job responsibilities (have copy of job description) • Discuss training schedule • Introduce faculty, staff, and other student employees • Provide office tour • -- Clarify off-limits space(s) • -- Present overview of departmental or program and student employment policies
Training Session • Engage students in the learning process (interactive) • Deliver consistent job training -- Job Specific -- Office specific • Discuss departmental or program policies -- Attendance -- Scheduling -- Dress Code -- Timesheets - when due and how to complete • Review evaluation process • Outline what constitutes termination
On-Going Training • Keeps the work place current • Improves and sustains student employee performance • Creates specialized training -- as necessary • Addresses specific topics such as: -- Diversity -- Sensitivity -- Confidentiality
7. Effective Supervising • Models professional behavior in the work place • Ensures a high quality work experience • Communicates with students at their level and ways in which they respond best (ex. Facebook, email, twitter, blog) • Provides students with “big picture” of the departments’ mission and the importance of their role • Provides appropriate oversight and feedback • Addresses problems as they arise • Acts as a mentor and motivator
Reasons Student Employees Leave • Find more satisfying/career related employment • Unclear policies and expectations • Lack of training • Heavy coursework obligations • No recognition • Increase in pay elsewhere
8. Performance Review & Feedback • Should be done once per year. A copy should be given to student and a copy should be placed into their department personnel file. • It should be used as a positive and effective means for communication between the employer and employee. • Both the student and the supervisor should discuss the evaluation results and formulate goals for the future. NOTE:This is confidential information and should be kept in a secure location.
Progressive Discipline The Discipline Process • Constructive feedback • Provide counseling to improve work • Offer additional training • Verbal Warning • Written Warning • Termination, if necessary
Reasons to Terminate • Excessive absence or tardiness • Refusing to fulfill job responsibilities • Violation of code of student conduct • -- Forging payroll or timesheet records • -- Breach of confidentiality agreement
Termination Protocol Send formal email message to student Provide reasons for termination – concrete examples Do Discuss • How student was not fulfilling employment responsibilities • Do Not Discuss • Personality traits, physical characteristics, psychological issues, incriminating but unsubstantial claims
Best Practices, Part 2 Making the Connection
1. A Learning & Professional Development Opportunity • Development and growth central to the student experience • Set Mutual Goals & Desired Competencies • Experiential Learning Focus -- transformation of the experience • Add Learning Outcomes to guide the experience Example: Career Peer Mentors at Carnegie Mellon CPDC
2. Desired Competencies InterpersonalCustomer Service, Conflict Resolution, TeamworkCommunication(verbal and non-verbal)Instructing, Presenting, Writing, EmailLeadershipDecision Making, Delegating, SupervisingOrganizationalTime Management, Multitasking, Planning
3. Encourage Reflection Qualifies the student employment experience through the student’s pre-determined objectives: • Knowledge Objectives • Skill Objectives • Values Objectives
Student Reflection Knowledge Objectives “What do you hope to learn from your student employment experience?” Skills Objectives “What skills do you hope to acquire or strengthen through training, practice, and observation as a student employee?” Values Objectives “What personal values, commitments or assumptions do you hope to explore, deepen, or clarify through your student employment experience?”
Student Reflection Example Example: Undergraduate Student Design MajorKnowledge Objectives“I want to apply my design skills to real projects to include in my portfolio of work.”Skills Objectives“I want to learn to work with clients.”Values Objectives“Can I succeed as both an individual designer and as a member of a team?”
4. Keys to Engagement • Effective Management: Fair and consistent treatment of student staff • Two-way Communication: Evaluation and Feedback • Clear Policies and Practices: Expectations and Performance • Motivation • -- Student Recognition Programs (ex. Student Employee of the Year, Student Employee Appreciation Lunch) • -- Solicit student ideas and recommendations • -- Include students in office celebrations • -- Provide opportunities for advancement
The Federal Work-Study Program • Program Participation Agreement (PPA) Requirements • Transfer of Funds • Carry Forward/Carry Back • Federal Share Limitation • Federal Work-Study and Federal Community Service Programs at Carnegie Mellon University • NSEA Student Employment Essentials(SEE) Training
Program Participation Agreement (PPA)Requirements: Under the Program Participation Agreement, schools participating in the Federal Work-Study (FWS) Program must: • Make FWS employment reasonably available, to the extent of available funds, to all eligible students; • Award FWS employment, to the maximum extent practicable, that will complement and reinforce each recipient’s educational program or career goals; • Assure that FWS employment may be used to support programs for supportive services to students with disabilities; and • Inform all eligible students of the opportunity to perform community services and consult with local nonprofit, government, and community-based organizations to identify those opportunities.
Transfer of Funds FWS transfer to FSEOG • Up to 25% of your gross FWS allocation can be transferred to your FSEOG allocation. FWS transfer to Perkins • Up to 25% of your FWS allocation can be transferred to your Perkins Loan allocation. Note: The maximum total transfer of FWS funds to FSEOG and/or Perkins is 25%. FSEOG transfer to FWS • Up to 25% of your FSEOG allocation can be transferred to your FWS allocation.
Carry Forward/ Carry Back Carry Forward • Your school may carry forward up to 10% of the current award year’s allocation to the following award year. Carry Back • Your school may also carry back up to 10% of the current award year’s allocation to expenses incurred in the previous award year. Limitations • Transferring FWS funds to FSEOG; • Federal share of wages in private for-profit sector jobs; • Job Location and Development (JLD) program.
Federal Share Limitations • Maximum of 75% of a students wages in general • Exceptions: • 50% for students working for a private for-profit organization. • 100% for students: • performing civic education and participation in community service projects • Reading and math tutors for pre-school or elementary school children • Math tutors for students through the 9th grade • Family Literacy activities that provides services to preschool or elementary age children.
90% for students: • Employed at a private nonprofit organization or a federal, state, or local public agency, not including the school itself. • The school does not own or operate or control the organization. The school must keep a signed statement on file signed by both the agency and school they have no such relationship. • Family Literacy activities that provides services to preschool or elementary age children. • The school selects the organization on a case by case basis and the selection is done by the school’s normal process of selecting potential employers. • The organization or agency must be unable to pay the non-federal share and must keep on file a letter from an official of the agency stating such. • The 90% federal share is limited to no more than 10% of the students paid under the FWS program. The 10% is calculated using the total number of FWS students paid during the current award year. Reading, Math and Family Literacy students are exempt from the 10% limitation.
Non Federal Share of FWS earnings • Must be at least 25% except as previously noted • School may use any resource available to pay it’s share of FWS earnings including: • School funds • Outside funds (i.e. off-campus agency) • If the student is employed by a private, for-profit organization, that organization MUST provide the nonfederal share. • Noncash Contributions • Programs sponsored by Federal Agencies such as the National Science Foundation or the National Institutes of Health.
Carnegie Mellon University FWS and FCS Programs 2010-11 Award Year: • Federal Work-Study Allocation • Gross Compensation • # of students employed in the FWS Program • Federal Community Service Expenditures • # of FCS Employers • Off-Campus Undergraduate • On-Campus Undergraduate • Heinz College • # of students employed in the FCS Program • Federal Share of FCS Expenditures
NSEA Student Employment Essentials (SEE) TrainingNational Student Employment Association (NSEA) What is SEE Training?Two one-day, professional seminars that will teach you the skills critical to the success of every student employment professional as well as to your university's student employment program. These "hands-on" workshops immerse participants in all aspects of running a successful student employment office and provide a framework for you to sharpen existing skills and acquire new ones. Training sessions are offered in each of NSEA's four regional organizations- Western, Midwest, Northeast, and Southern - throughout the year.
What topics are covered? Track A - Legal Issues in Student Employment • Employment Regulations • Developing Training Programs • Employing International Students • I-9s and W-4's • Interviewing and Selection • FERPA Track B - Job Development and FWS in Student Employment • Federal Work Study (FWS) - Program Management and Administration • FWS - Student Eligibility • FWS - Job Location and Development (JLD) Administration • Marketing Your Student Employment Program • FWS - Allowable Employment • FWS - Off-Campus Programs • FWS - Community Service.
Training Schedules See individual training dates and locations on theNSEA calendar. Please contact the appropriate Regional Training Coordinator listed below for complete information. Regional Training Coordinators: Midwest Association of Student Employment Administrators (MASEA)Judy BrownCoordinator, On-Campus Federal Work Study ProgramCareer Services CenterXavier University3800 Victory ParkwayCincinnati, Ohio 45207-2131513-745-4880 NorthEast Association of Student Employment Administrators (NEASEA) Teri CorsoDirectorCareer ServicesCollege of St. Elizabeth2 Convent RoadMorristown, NJ 07960PHONE: (973)290-4266 For more information contact Carolyn Thorpe, NSEA Training Coordinator, (561) 237-7280.
Resources Best Practices ResourcesCarnegie Mellon CPDC Student Employment Website: www.cmu.edu/career/studentemp/ Carnegie Mellon Human Resources Website:www.cmu.edu/hr/ Contact Information for Student Employment Best Practices TrainersPati Kravetz email@example.com Elaine Taillon firstname.lastname@example.org 412.268.1947