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Student Employment Office
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Best Practices for Employers

Creating a job description

The first step to finding the right students is creating a good job description. An effective job description gives applicants a deeper understanding of the position, setting clear expectations for their potential employment.

A job description should include:

  •  The general purpose: This provides a concise, high-level overview of the role, level, and scope of responsibility consisting of 3-4 sentences.  It provides a basic understanding of the job and a concise summary of why the job exists and how it makes an impact.
  • Duties and responsibilities: What does the job entail? Be sure to include as many details as possible about each task.
  • Qualifications: Provide a detailed list of skills, knowledge, course work/classes, experience, etc. required to do the job. Be sure to note if the qualifications are required or preferred.
  • Learning outcomes: Tell students what they will learn while working in this job. Just a quick summary of the hard skills like public speaking, note taking, using different software or lab supplies, creating promotional materials, etc. are all helpful for students to know. Defining what students will learn will attract the best candidates for the job.

Once you’ve posted a job on JobLink, you’ll be emailed every time a student applies. Please review each resume and plan to interview students who meet the qualifications of the job. While selecting the right candidate is the primary purpose behind the interview, keep in mind that the interview process is an important learning opportunity for your student candidates. It will provide them with experience, confidence, and will be an important step in obtaining post-graduate employment.

Once hired, students are now employees for the University. Many of the same policies and procedures apply. See our policies page for more information.

Preparation

Create a list of questions to ask candidates. Choose open-ended behavioral questions (“Tell me about a time when…”) or closed questions which require just a “yes” or “no” answer (“Can you edit photos for web publication?”).

Be specific with your questions and don’t make assumptions about a student’s ability or skills.

Ask questions that will gauge how well a student will fit in the organizational culture. For example, “Do you prefer working independently or in a team?” and “What did you like most/least about your last position?”

Keep in mind that some students will have no work experience. In these instances, ask questions that will give you work-related information based on the student’s extracurricular activities. For example, ask about a time when they had to take a leadership role on the science bowl team or about a time when they had to deal with a challenging customer volunteering at the school theater on the weekends.

Remember that employers are legally prohibited from asking questions related to any protected class (e.g., race/ethnicity/nationality, sex/gender/sexual orientation, marital/family status, disability, or religion). A seemingly innocent question like “Tell me about your name” can be construed as discriminatory, so be sure to keep your questions job-related.

The Interview

Break the ice

Many students are nervous when interviewing for a position. Devote a few moments at the beginning to put the applicant at ease with some small talk. Questions like “What year are you?” and “What are your aspirations after graduation?” are good ways to break the ice. Some students will arrive dressed professionally while others will wear more casual clothing. Don’t let this deter you from hiring the candidate that will be the best fit. Give students the benefit of the doubt when it comes to their attire.

Provide basic information

After some small talk, provide some information on the department, essential job functions, dress code, your supervisory style, and any other factors you deem important. Be clear about expectations and confirm the student’s understanding. Some typically discussed factors are:

  • Work schedule
  • Rate of pay
  • Training to be provided
  • Employment period, anticipated start and end dates
  • Federal work study program eligibility
  • Personal conduct
  • Description of job responsibilities (beyond the ad)
  • Hiring decision timeline
Ask your questions

Ask your interview questions and try to make it a conversation. Listening to their responses and following up with a relevant question is an easy way to guide the interview toward a conversation. After you have obtained basic information, you might need to ask further questions to ascertain specific skill levels (e.g., beginner or intermediate Excel level; advanced Photoshop or just the basics?).

Be sure to avoid discriminatory questions such as “Do you think a skinny guy like you can lift 75 pounds?” or “Will your disability prevent you from doing a key part of the job?” Think about your intent and rephrase your question in a legal way, like “This job requires the ability to regularly lift boxes of up to 75 pounds. Are you able to do this?” And finally, keep politics and religion out of the interview. If a student is wearing a political button or piece of clothing that is not appropriate for the workplace, bring it up in relation to the job dress code.

Finish off by asking the student if they have any questions. Thank the student for their time and reconfirm the hiring decision timeline.

Hiring

When you decide which student(s) to hire, you can report the hire in JobLink. You must let the student know they are required to complete their I-9, WTPA, and Missed Meal Period Acknowledgment.

It is also the department’s responsibility to train the student how to use UKG for time entry. Remember that student employees are University employees; all the same labor laws apply.

Lastly, it is good practice to notify the students who have not been selected.

Compliance

You must help your student employee(s) meet all compliance requirements at the federal, state, and University levels before they can begin work.

I-9 (Federal requirement)

The I-9 form is a federal requirement for employment eligibility and is completed in two parts. The student can complete Part I of the I-9 on their own. Part II requires the student to present their documents to verify identity either with the HR Service Center (Brooks Landing).

Wage Theft Prevention Act (State requirement)

Students must acknowledge their wage and sign the Wage Theft Prevention Act (WTPA).

New Hire Orientation (University post hire requirement)

The University requires that all student employees complete the new hire orientation in MyPath. The training is compensable and must be completed upon hire during the department on-boarding process.

Compliance Resources

The human resource compliance page has a series of resources for employers, including:

Performance Management

Performance management is a continuous process of assessing progress, providing ongoing coaching, feedback, and setting goals. Student employees should receive annual written performance assessments at the end of the academic year

Performance expectations

Student employees are required to demonstrate the competencies (knowledge, skills, abilities, appropriate behavior, etc.) necessary to perform their specific job as outlined in their job description.

Performance gaps

If a student employee is not meeting the expectations of their position, it is important for supervisors to take actions that help the student succeed by:

  • Connecting directly with the student employee and describe the unacceptable performance, behavior, etc., using specific work examples.
  • Identifying the desired performance, behavior, etc. necessary to allow the student to succeed in the position.
  • Following the discussion with a confirming email that captures the conversation and outlines the agreed-upon acceptable performance, behavior, etc. that will allow the student to succeed along with the time frame allowed for improvement.

If improvement has not occurred within the time frame allowed, connect directly with the student and create a formal written action plan that identifies the specific performance issue, the expectation/competency, etc. that must be demonstrated, the action that the student must take to address the performance gap, the assessment method (observation, etc.) used, the frequency of discussing progress to date, and the timeline expected for improvement.

A student may be terminated if they are not able to meet the expectations of the role within the time frame outlined.

Corrective discipline

Some types of misconduct may warrant efforts at corrective discipline, while others are severe enough to warrant immediate termination.

Some workplace behaviors may violate the University’s Standard of Student Conduct.

Contact the Office of the Dean of Students at (585) 275-4085 to learn more about the judicial process for students.

University of Rochester, Personnel Policy & Procedure Manual, Policy 154

Timekeeping

Student employees are considered hourly, non-benefited employees and are required to enter time minute-to-minute. Each department handles time entry and management differently and it is the department’s responsibility to train students on how to clock in and out.

Students often hold multiple positions with the University. Teaching students how to clock in and out in correctly will help eliminate timekeeping and approval errors. Ask your students about their other positions to ensure there are no scheduling conflicts, or possible accruals of overtime pay.

Students who work more than six consecutive hours must receive a 30 minute meal period. Meal periods are automatically deducted.

Supervisors should be aware of a student’s class schedule. Working during class time is not permitted, even if class is canceled.

Learn more about timekeeping rules and policies for hourly staff.

Terminations

When a program is complete or a student has graduated, taken a leave of absence, or resigned, you must terminate them in Workday. Submitting this request will remove the student’s record from UKG and provide an accurate employment history.