I’m sure that many of us have participated in summer internships through programs like NODA and AUCHO-I. The internship process can and should be an exciting experience for both the host institution and for the intern. It’s a time for learning, personal and professional growth and experiencing a new place. The internship can go by quickly that’s why it’s important for everyone involved to make the most out of it. Here are a few things to think about as you prepare to host or be an intern.

Image from here.

1. Make a plan-you put together a job description and now you have to make it come to life. Not everything can be based on “well whatever the intern wants to experience” the intern will want to experience EVERYTHING! It’s the fun part of being an intern. Ask yourself the following question “when this intern goes back to their school I want them to say this about our institution” Some internships have specific goals like supervision of conferences or orientation support that need to happen but I encourage you to still have a plan for what you want to have this person accomplish. On the flip side if you don’t have something that is predetermined like conferences or orientation be intentional about the projects that your intern is taking on. Make sure they can be completed or have a clear goal in mind. Don’t send them on the quests that have no answer because you want a pair of fresh eyes on a project

2. “Have you met Ted?” One of the first steps to making someone feel welcome is to provide an opportunity for them to meet the people in the neighborhood. One way not to do this is to have the intern randomly introduce themselves or lead them around from office to office. This can be an awkward encounter of the first kind. You can’t lead them around or shove them into someone’s office doorway then what can you do? You can organize a meet and greet. In the years that I supervised AUCHO-I interns I would hold a meet and greet that included bagels and a Noshbox from Einsteins and invite all of the summer staff for a brief meet the interns nibble. This enables them to meet everyone at the same time and provided informal introductions. The calendar request was for no more than 30mins. I took a few minutes and said what the internship was (explained it every year just in case someone forgot or there were new staff members) then turned it over to the interns to intro themselves and mingle. I would end the internship with a similar breakfast to say goodbye. Like a good book a proper internship should have a begging, middle and ending.

3. Buddies from around the way-Another great way to network yourself as well as provide additional resources for your intern is to connect them with colleagues around the way that are also hosting interns. When I was an AUCHO-I intern I was able to attend a regional AUCHO-I intern conference that was put together by the interns in the area. I also visited two other schools in the area while at the impromptu conference. As an intern supervisor I worked with a colleague at a neighboring institution to set up a visit day for our intern that was always well received.

4. Bye Bye Bye-Have your interns present the story of their experience to those they worked and interacted with. I was asked to do this when I was an intern, and it was one of my first outside of the classroom presentations. Being able to articulate what I did in a presentation was a valuable reflection experience. As a supervisor I had my interns do the same thing. About a week before the end the internship they would present their experience to an audience. It was a great way to hear about all the ways that they had connected with people, places and with the department. When given permission I sent the previous year’s internship presentation to the next intern as a resource.

For Interns:
1. Don’t skate to one song and one song only-be open to whatever the experience will bring you. You could be traveling to another part of the country working in a place that you know nothing about. Sit in on any meeting, hang out with people or explore on your own. Take every opportunity to soak it all in. Just being a fly on the wall can teach you a lot about how different departments work to fulfill their mission and values.

2. GOALLLLLL!- Have a clear vision of something that you want to accomplish over the summer. Make sure you share your thoughts with your supervisor so that they can help you accomplish your goal within your other tasks. You decided to do an internship so that you could grow, learn and develop your skill set. Don’t sit back and wait for this to just happen through osmosis. Be proactive in your own development.

3. “Have you met me?” As an intern it’s your perfect opportunity to set up meetings with different offices, directors and vice presidents. Student affairs people love to share the story of their journey with up and coming members of the field. By sending an email to set up a meeting or grabbing lunch you are making someone’s day because they are able to wax poetic about their experiences and offer advice.

4. Bring the beat back-You are going to learn a lot of stuff over the summer that could be helpful to your department. Make sure that you share your experiences and what you learned with your home institution. Sharing ideas and knowledge are how we in our profession continue to advance and grow.

Being an intern and hosting an intern is a great way to continue to expand the knowledge base of our profession. When we are intentional in our planning towards being success hosts and interns everybody wins!

I’ve been attending a training lately about helping students and colleagues in crisis. The sessions have been really interesting. At one point we were talking about how to build trust with individuals who are in crisis mode. One of the tactics the facilitator was explaining was all about how we need to be honest and admit mistakes when/if we made them with such individuals. We talked about this in contrast to the opposite – which would be telling lies, deflecting answers, avoiding topics…etc. The basic premise was all about building trust which would help to diffuse the situation.

I jotted this note down:

Being honest + admitting mistakes = builds trust >>> SUPERVISION!
Obviously triggering in my mind that this also applies to supervision.

For readers who have read my blog a lot in the past, you will know that I love talking about and thinking about how I supervise & how I can supervise better. While I am not going to go out and say that I purposefully deflect or lie to those that I supervise, I do admit that I have been known to occasionally sugar coat things.

As I reflect about this concept, I think about the difference between being honest and admitting mistakes vs deflecting or avoiding topics and how this impacts those that I supervise.

I know when my supervisor (or past supervisors) say “I can’t answer that,” I respect them more. While I still really want to know the answer, I realize that they have heard my question and are being honest with me. I then respect and trust them more.

For those who know me at all, you know that I am quick to admit mistakes. I have no problem telling those that I work with and for that I have messed up. Just the other day I sent an email asking for a piece of information I had already received. Once I figured it out, I was quick to send an apology email – even pointed out that I felt foolish! For me, this is all about being honest with those that you work with.

What do you think about how this concept? Do you feel that being honest and admitting mistakes builds trust, which helps make you a stronger supervisor? How? Why?

Several years ago I was introduced to the podcasts over at Manager Tools.  Full disclosure I gain in absolutely no way from endorsing Manager Tools.  But we all collectively gain when our field is full of good, efficient and effective managers.

The folks at Manager Tools stress one tool more than any other: One-on-one meetings.  Sure – you may think – I talk to my team all the time.  This is a little different.  This is a structured, regularly scheduled (weekly is ideal) meeting with each one of your direct reports.

I have been performing structured one-on-one meetings as described by Manager Tools for 4-5 years and the time is well invested in the relationship with your direct reports.  On Thursday I asked my twitter stream “Interested in hearing from folks that have regularly scheduled 1on1s with their direct reports. Worth the time? Benefits?”  I got some great replies.

The first reply was from Gavin Henning, Senior Research Analyst in the Office of Institutional Research at Dartmouth College in New Hampshire, U.S.  Gavin indicated that one-one-ones are absolutely worth the time and said the meetings are a great opportunity to give updates and get direction from your supervisor.  He also indicated how important it is to have a consistent time to connect and the importance of both direct and supervisor contributing agenda items.

I was very grateful to get replies from hall directors to vice-president student affairs.  Although I can’t share all the comments I received via twitter the overwhelming majority where in support of one-on-ones.  Rachel Barreca, a Canadian higher education professional who has for several years worked in the United Kingdom.  Rachel indicated that the one-on-one meetings were a great way to know your direct reports better and check-in with them personally.  Rachel also described one-on-one meetings as an opportunity to solve problems, discuss professional development opportunities as well as a provide feedback and direction.

You may be thinking to yourself – I have SO many staff.  I can’t possibly meet with all of them weekly.  Why not?  As a manager or supervisor it is your job to ensure your team performs.  If you work 35, 45, or even 55 hours per week – 30 minutes with each direct report is not very much time.  Think of it like this: 10 direct reports x 30 minutes would only be 5 hours.  Only 12% of a 40 hour work week.  If you don’t currently supervise full-time staff and you have a big team of part-time staff this may be more challenging.  It may make sense to meet bi-weekly or less frequently with part-timers.  However if you have 5-8 or less full-time staff you should have no trouble finding the time if you schedule it consistently from now till forever in your calendar.

I suggest you head on over to Manager Tools to the listen to their podcast on one-on-ones.

A little one-on-one summary

Absolutely worth the time invested!

Purpose: To develop and strengthen a professional relationship with your direct reports.

Format: 10 minutes for them, 10 minutes for you, 10 minutes for the future (coaching, professional development, growth, etc)

What are your thoughts on one-on-ones?  If you have tricks and tips for one-on-ones please leave them in the comments.

 Chad Nuttall is Manager, Student Housing Services (CHO) at Ryerson University in Toronto, Ontario, Canada.

It’s that time of year again… no, not spring (though it is), not tax season (already taken care of, refund received and spent), not baseball season (I am SO excited for my Cubbies, knowing full well that my hope for a strong season is likely misguided).

No, it’s time for performance evaluations.  Love it or hate it, the end of the year evaluation rolls around every April (or so).  And you deserve to have one. And to give them to those you supervise.

Personally, I dislike having these pro forma discussions every 12 months.  I don’t like having them with my supervisor, and I don’t like having them with those I supervise.  Further, having to review the last twelve months of my calendar, one-on-one meetings, agendas, etc., in an effort to account for major accomplishments, contributions, collaborations, or milestones, is a daunting task.

Then, to have all of those things summed up in a two-page, circle-a-number-and-provide-some-detail form, seems like a lot of effort driven by some anxiety and hope that I’ve done everything expected of me.

I do not like the yearly performance review.  I do not like it, Sam-I-Am.

What I do like, however, is ongoing performance feedback.  When those I supervise do a good job, I recognize it right then with the person, and then again at a staff meeting (to me, public praise, while possibly embarrassing, gets people the recognition that they so rightly deserve).  When something has gone awry – say, a poor attitude, work ethic, or programmatic debacle – I address it immediately.  It’s the only way that changes and growth can be made in the short-term and have results for the long-term.

The department in which I work uses a three meeting approach to the formal performance evaluation process.  In June I meet with my supervisor and go over personal and professional goals for me for the next academic year.  We discuss what I want to be doing, what my supervisor would like to see occur, my own development, and new things that I can do for the organization.  In November, we meet again, and we revisit the goals we agreed upon, add to them, change them, update them and otherwise see how things are progressing.  Then, in April, I receive my two-page form and have a long discussion about what I’ve done well and areas I need to focus on so that I can continue to develop.  This is a fabulous formal process.

Informally, I invite and welcome feedback all the time, and I freely give it as well.

So, as you prepare to give and/or receive your feedback for the year, some things to think about for the next year…

• Positive feedback should be given early and often, privately and publicly.
• A problematic behavior should not be discussed for the first time at the end of the year evaluation.
• Keep a running list of accomplishments, presentations, publications, collaborations, committee involvement, etc., so that when you need to account for the work beyond your work, you can do so pretty easily.  I do this for me, and I do it for those I supervise as well (in case they don’t), and it is a great conversation piece.
• Use the performance evaluation as an opportunity to expand skills and to prepare for the next step in your career.

To me, it boils down to this: everyone deserves feedback.  Yes, we need it.  Sometimes we don’t want it.  But it is owed to us as professionals to know how we’re doing at any point in time, to be recognized for the wonderful things that we do, and to have shortcomings brought to light so they can be addressed, remedied, and reconciled.

What other tips do you have for approaching the performance evaluation?  When do you prefer to receive feedback?  What’s the most effective feedback you’ve received, and what did you do with it?

Matt Pistilli coordinates evaluation and administration for Student Access, Transition and Success Programs at Purdue University.

When I heard a student affairs administrator make this statement awhile back, it gave me pause.

She explained that big budget cuts at her institution a year or so ago meant she had had to find ways to accomplish the university’s mission with fewer staff members. She began the process by assessing employees’ strengths relative to their positions. As a result of her assessment, she kept some employees where they were, she moved a couple to positions she determined to be a better fit for their talents and skills, and she let others go (with several months’ notice and assistance with their job searches).

The competencies she displayed—building and maintaining trust, assessing people and situations well, and making difficult (even painful) decisions without pause—are invaluable.

“Releasing an employee troubles, disturbs, and unsettles every leader,” writes Phillip Clampitt and Robert DeKoch in Transforming Leaders Into Progressmakers: Leadership for the 21st Century (2011, p. 166).

Therefore “cutting your losses [is] . . . an act of judgment and courage,” they concluded.

In higher education, the phrase “cutting your losses” sounds insensitive and incongruent with our culture of learning. Instead, we teach, correct, guide, and motivate . . . sometimes indefinitely. We may convince ourselves that “if only I were a better supervisor, then he/she would be a better employee.” And so we try yet another approach and give the employee more time.

The costs of keeping marginal employees, of course, can be very high. Their actions (or inaction) can affect recruitment and retention of students, the learning environment, risk and liability, and customer service. They also can affect morale, as other employees compensate for deficits or create ways to work around them.

What does it take to be able to handle challenging personnel decisions well? How can we develop these traits and/or skills? What are your thoughts about the statement: “We cannot afford mediocre employees”?

Our students deserve our best, including courageous leadership. How are we building and sustaining our value to our campuses?

Lisa Tetzloff is the Director of the Office of Student Life at the University of Wisconsin-Green Bay.

Over the past twelve years in my current job I have had the great fortune to work with some great people who have moved on.  These folks have moved out for many reasons and all of them were great reasons including love, money, promotion, new challenges or a better institutional fit.  (note: none, so far, have left with the “royal flush” of change to all of these things!).

Regardless of the circumstances, Liz Gross’ post reminded me of how important the idea of letting people “leave with grace” is from the supervisor’s perspective as well.  As a supervisor you are definitely impacted by the departure of one of your staff, so let’s talk about the role you play in letting a staff member leave.

A graceful exit for your staff member may start with you, or it may not.  I hope for your sake that your staff member has told you they were on the job market before the point where they resign.  If you are the first person with the news, be sure that the news stays just with you.  You may need to share it with your supervisor depending on the circumstances, but be sure that you’re not the one sharing it with anyone on your staff.  If the person considering leaving shares it, that is their decision.  You, as a supervisor, need to maintain the trust that the staff has in you as the potential keeper of their career news someday.

When a staff member informs you they are leaving, an honest and balanced response is the goal. No one expects you to be a robot, but overly emotional reactions at this point aren’t helpful either. As far as notifying people, we know that news of resignations travels fast. Work to determine the best approach for informing those who need first-hand information and gently urge your staff member to do it quickly. As an aside, be sure to respect the need for your students to hear news first hand information just as we expect for our colleagues.  In many cases, they will be hit harder with the impact of the person’s departure.

For the group, your role is to slow down the “what happens next” questions. You may not have answers and shouldn’t feel pressured to respond.  You also don’t want to miss the chance to assessment of roles and responsibilities.  Sadly, in our field it typically takes someone’s departure to really allow us to change things up. Don’t forget to look for opportunity in all of this.

For the individual, work to negotiate realistic departure time frames. Some may disagree, but I think the “new” institution has the upper hand here. Expecting someone who has just accepted a new job to be excessively pushy in negotiating an extremely long time frame is just unreasonable.  Granted, there will be unique circumstances like major events or the end of a semester that may factor in.  If it does, try to get creative if you have to, but know that extended departures are difficult for all involved.  After you know someone is leaving, everyone just needs to get started on the next steps.

For the individual leaving, talk about a plan for transfer of knowledge. You have even more responsibility to assure that things are left “well” than the departing employee. I know many supervisors who just leave it up to the departing staff member, but then the supervisor gets stuck with results that may not meet expectations. Talk to your staffer about what meetings you want them to stop attending and why, just so you can lessen the awkwardness of involvement in future planning.  Do this with kindness and respect for their prior contribution and know that it will make their departure easier if they don’t have to ask your permission to skip meetings.

Speaking of goodbyes, ask the staff member what kind of farewell celebration they are comfortable with.  Not everyone wants a big hoopla and not everyone is comfortable with combination student/staff gatherings.  You may want to avoid the awkward farewell cake in the conference room in the name of a group of close coworkers meeting after work for a dinner. Or, you could go with hoopla and I have a great, long list of fun ideas to share for that too.

On the last day of work, be sure that you expect nothing other than transfer of files, changing of passwords, and goodbyes.  In addition, for your staff member’s sake, I hope that this is the last day of your work related conversation with your staff member.  So many student affairs people are so kind to offer help after they leave, but out of respect for their transition to the new job it’s a good idea to work to avoid it except in emergency situations.  This day is when your relationship with your employee can be unburdened by supervisory roles and shift into one of those great friendships rooted in professional connections or… not. (awkward silence).

I am proud to have seen many great staff members pass through our department during my time at my institution and know that so many of them are at new places doing great things.  I am lucky to stay in touch with most of them, I believe in part to a focus on letting them leave on the best possible note.  (and also partially thanks to Facebook, let’s be honest!)

What did I forget on this list?  What other things should supervisors do to help staff members make graceful exits?

Thanks to everyone who participated in today’s #SAchat focusing on Managing Up. This week, our chats produced over 1,000 comments from over 100 student affairs professionals,  graduate students and undergraduates interested or working in the Student Affairs field!

In case you missed it, below is a quick recap. If you haven’t yet participated in an #sachat, learn more here.

Full Transcripts
(Feel free to add your own comments if you missed the entire chat, a few questions, or comments today!)

DAYTIME:  View as a Google Document

EVENING:  View as a Google Document

Today’s Top Contributors

@jpkirch
@reyjunco
@ChrisMacDe
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@cindykane

Here’s to another successful set of #sachats!  What are some other topics you would like to see us cover?  Please let us know your ideas and feedback to keep #sachat growing strong.

Until we next week, (if you haven’t already done so) please make sure to LIKE our growing Facebook Page, currently over 2,800 and adding new #studentaffairs friends every day!  Thanks for your continued support!

I supervise. I’ve been supervising for years. Because “practice makes perfect,” I’d like to say I’m a great boss. Truth be told, I have had some gold-star moments…and some less-than-stellar ones.

Supervision is hard, and despite its complexity most of us don’t receive any formal training. Rather, we jump (or are pushed) blindly into the pool, and we flail. Because supervision involves two people, our on-the-job education means we’ll occasionally drag someone underwater with us.

Mistakes (and apologies) are an unavoidable part of it all. Human interactions, by nature, involve miscommunication, misperceptions, and imperfect decisions. It’s not a hopeless endeavor, however. We can become stronger by assessing how we handled each situation afterward and by reworking our supervisory strategies when we misstep.

Many years ago a mentor recommended I write about my supervisory experiences in a journal: What happened? How did I feel? What was the most important thing? How will I handle a future situation differently in order to achieve different results? It helped. It still helps. Just recently I ended a reflection by writing: “Next time I need to make sure [a particular staff member] knows I’m hearing what she’s saying by checking in with her while we talk.” In other words, “Listen, Lisa.”

Observing other supervisors may inspire helpful reflections too. Have you ever heard this: “You’ll learn as much from bad supervisors as from good ones”? I’ve learned:

1) Communication is a powerful thing—in most cases, more is better;
2) Running from difficult conversations usually results in bigger problems (which often involve more people); and
3) There are times for group problem solving and times for supervisors to act alone.

Supervising well requires humility and regular thinking. New York Times columnist David Brooks recently commented that consistently successful leaders believe progress comes “through a series of regulated errors. Every move is a partial failure, to be corrected by the next one. Even walking involves shifting your weight off-balance and then compensating with the next step.”

What supervisory missteps have you learned from—either yours or those of others? What wisdom can you share with those who are about to take on this role for the first time? For newcomers, what are your hopes?

Guiding and overseeing people present great challenges and rewards. Look around you for the good and not so good, make time to reflect, and cut yourself some slack. Dive in.

Lisa Tetzloff is director of student life at University of Wisconsin-Green Bay