Many of us in public, academic, school, and
special libraries find ourselves supervising
student workers. This article will examine
different aspects of the student employee
experience, from the hiring process to
bringing students into the organization to assessing the mutual benefits gained from hiring student workers

Davis, Alberta

Okada, Emily

Stinnett, Rebecca

Swinson, Bara

IUPUIScholarWorks

Indiana Libraries, Vol. 24, Number 1 47MANAGING STUDENT EMPLOYEESby Alberta Davis, Emily Okada,Rebecca Stinnett, and Bara Swinsonany of us in public, academic, school, andspecial libraries find ourselves supervisingstudent workers. This article will examinedifferent aspects of the student employeeexperience, from the hiring process tobringing students into the organization to assessing themutual benefits gained from hiring student workers.THE HIRING PROCESSIt should seem fairly straightforward to have anapplicant fill out an application, submit to a briefinterview, and then either be hired or not hired. Butwhat if your organization is complex, with manydepartments and supervisors? How do you make surethat everyone is following the recommendations for fairhiring practices, filling out the necessary paperwork,and making periodic performance evaluations?At Indiana State University’s (ISU) CunninghamMemorial Library, every department independentlyhired students for a variety of chores ranging fromchecking out books, shelving, mail sorting and delivery,cataloging, answering questions at the reference desk,etc. Prospective student employees would roam thelibrary looking for service desks. They fill out a varietyof applications with little idea of what the job entails.Like the author of a foodservice article, some studentstruly believed, “They are looking for easier jobs, like thelibrary, where they can get studying done” (Blake,1997, p. 42). Another problem besides unrealisticexpectations of a cushy job, was that many studentswere not notified when their applications were re-jected.To make the whole process less chaotic, thelibrary’s administrative office created a comprehensivehandbook that could be used by every department’sofficially designated student coordinator. The StudentEmployment Handbook, contained in a 3-ring binder,has the following sections:· Introduction (states the purpose of the handbook)· Hiring Procedures (posting jobs, applications,interviewing do’s and don’ts, telephone referencecheck form, Affirmative Action policies, internationalstudent guidelines including how and where to get aSocial Security card,),· Evaluations (schedule for doing them, criteria,sample filled out form)· Payroll (sample time report, adjustment timereport, Work Study explanation and award conver-sion chart, pay periods and pay dates)· Student Hours (limitations, overtime policy)· Bi-Weekly Temporary Employees (a way to hire astudent for the summer following graduation,sample “Intent to Hire” form)· Rehiring Students for Fall (the correct form andexamples of certain codes that must be included)· Releasing Students (this ends the active job recordfor a student for a particular department—and,needless to say, requires a form to be filled out)· Managing Student Budget (allocations, recordkeeping)· Blank forms (blanks of the forms illustrated in theabove sections)In addition, jobs, with job numbers and detaileddescriptions, are posted simultaneously at HumanResources and on the library job board. A student cannow fill out a single application at the library, and acopy of this application will be made for the studentcoordinator for each job in which the student hasindicated an interest. The student coordinator looks atall applications for the job number, selects severalprospects for interviewing, and then notifies theAdministrative Office student coordinator of the statusof each student (hired/not hired). The office takes careof student notifications and all direct communicationwith Human Resources and Payroll. Periodic meetingsare held with student coordinators to discuss issuesand clarify processes. Since the questions are some-times referred to the library dean or to Human Re-sources, minutes of the meeting plus the answers toquestions are e-mailed to the student coordinators.Indiana Libraries, Vol. 24, Number 148At first there was some awkwardness with adjustingto the formality of the postings, the requirement ofmultiple interviews (i.e., not hiring the first person thatwalked in the door), and the rigid reporting lines ofthis new system (only a designated student coordinatorcould sign forms or ask questions of the Administrativestudent coordinator). The workload of the Administra-tive student coordinator increased in many ways(coordinating job postings, photocopying applications,notifying students) but decreased in others (not havingto answer the same questions about all our variousforms, having forms filled out correctly, etc.) Theoutcome is that students experience a more profes-sional approach to hiring, and the library benefits bythe retention of qualified student workers due to thegreater attention given to the interview and evaluationprocess.SELECTING AND INTERVIEWINGOnce the hiring process is resolved, it is time toreview more closely which students are hired and why.Since student assistants keep the library functioningand do everything from staffing the circulation desk toshelving the books to opening the library, it is impor-tant to reflect upon hiring issues. Like any other work,hiring the right person is very important but it is farfrom an exact science.To hire the right student it is important to under-stand your own perspective about hiring studentemployees. When you are hiring a student what do youlook for? Are you only looking for someone to work thehours you need or do you also look for someone who isresponsible and reliable, accurate and efficient? Perhapsin some instances you get what you look for. That is, ifyou are only looking for a warm body to work the eightto midnight shift perhaps that is what you get, just awarm body. David Baldwin, author of SupervisingStudent Employees in Academic Libraries, takes adifferent view. He states, “Probably the most importantpart of your job as a supervisor is hiring the rightperson for the work (Baldwin, 1991, p. 66).”First, make sure to have an adequate pool ofdiverse applicants. This can often be achieved byactively recruiting student workers. Recruit studentworkers by participating in job fairs on campus or inhigh schools and post vacancy notices in areas wherestudents are likely to congregate. Make sure that yournotice capitalizes on what makes your library anappealing place to work.Secondly, take time to write a job description thatconveys what the work entails, what skills are needed,and what schedule is required. Explain any specialqualities that may be needed for the job, a readingknowledge of Spanish, for example.Thirdly, since most students do not have extensivework experience, use applications that not only askabout the applicant’s prior work experience but alsoabout volunteer experience, background, and specialskills.Once you have carefully written job descriptionsand ensured that job applications ask pertinent ques-tions, be sure that when students turn in their applica-tions you read them carefully and thoughtfully.Once applications are received and you havecarefully read them all, you must decide whom tointerview. You should compare the applications withthe job description and decide which students best fillyour needs. Even if this job is a student’s first workexperience, he or she may still be a good employee. Arethey involved in sports or volunteer work or do theymake good grades? Any of these may indicate that thestudent is ready for that first job. Once you have chosenwhich students to interview, you should notify thestudents and set up interview times.When interviewing prospective student employees,it is best to have more than one staff member partici-pate in the interview. Having someone else’s perspec-tive on the candidate helps insure that different aspectsof the student are considered.When interviewing the candidate, ask questionsand give tests that help ascertain if the student has theskills and knowledge you need. Although testing issometimes viewed in a negative light, testing forspecific skills such as expertise on software can bebeneficial. Of course, just because a student does nothave specific skills does not mean he or she cannot betrained later. You should decide before the interviewingprocess if you have the time to train a novice or some-one with limited skills.During the interview make sure to ask questionsthat encourage the student to do more than answer yesor no. Listen closely to the answers. If students do notexpand on areas of interest to you, be prepared to askmore in-depth questions. Encourage the student to askyou questions.Before the interview ends, give the candidateinformation about the library, its goals, and what theculture of the library is like. For example, is there adress code? After the interview, check references. Manyemployers skip checking references, but you may bemissing valuable information by omitting this step.Now it is time to decide which students to hire.Again, you should compare the applications with thejob description and decide which students best fill yourneeds. This decision should be made in concurrencewith others who sat in on the interview. You shouldIndiana Libraries, Vol. 24, Number 1 49keep in mind what Barbara I. Dewey said about hiring.Although she was not talking specifically about studentemployees, it is still holds validity for this process.Dewey explains,The decision to hire should not be based on initialimpressions, gender, race, appearance, facileconversation style, or stylish manner. It should bebased on appropriate background, educationallevel, work experience, and relevant personalcharacteristics that have been carefully defined bythe employer in advance of the screening process.The final decision process draws on all materialcollected from the candidate including the resultsof the interview. This careful process shouldprovide the institution with a reliable matchbetween position and candidate and allow theinstitution the opportunity to present a favorableimage of itself while conducting the job search.(Dewey, 1987, p. 96)In summary, to hire the right student for yourneeds, you need to actively recruit students to ensureyou get a diverse pool of applicants, have an accurate,detailed job description, carefully screen and interviewcandidates, and check references.BRINGING STUDENT WORKERS INTO THEORGANIZATIONTeam player, reliable, punctual, responds touneven workflow, pays attention to detail, showsinitiative, learns quickly, flexible and creative withincontext, self motivated, takes pride in work. These arejust some of the characteristics of the ideal studentemployee. Indeed, these are characteristics of the ideallibrary professional. In some libraries, student employ-ees are professionals-in-training, people who plan tobecome librarians or library staff. In many other librar-ies, student employees will enter other professions, andwe hope they will return to use and support the library.In either case, our challenge as supervisors of studentemployees is to bring the students into the organiza-tion, to help them understand how their jobs fit intohow the library works. The student employee whounderstands the big picture becomes the ideal studentemployee.How can we meet this challenge? By doing whatlibrarians do best: providing information and commu-nicating. First, build a strong foundation by makingyour expectations clear and by helping the studentemployee develop reasonable expectations for the job.This starts with a clear and accurate job description. Itis a good idea to review the job description on a regularbasis to be sure it reflects the job as it changes overtime. A statement of core principles and generalperformance expectations can also help the studentemployee understand his or her role in the organiza-tion. Most new student employees do not really under-stand how a library works. An organization chart andthe mission statement can help, as can a brief overviewof the library’s history. Consider providing each studentwith a copy of an orientation manual that contains theinformation described above and that also includes thenames, titles and responsibilities of people the studentemployee should know (administrators, supervisors,co-workers).A formal orientation to the library, including a tourof the entire facility with a behind-the-scenes look of allunits, is as important as the training you develop tohelp the student learn the specific job he or she is hiredto do. This orientation helps the student understandwhat a library really is, how things get done in theorganization, and how his or her job contributes to thewhole. This formal orientation welcomes the newemployee to the organization and establishes theimportance placed on the job and on the individualwithin the organization.Next, build on this foundation by providing guid-ance to promote understanding and confidence. Moststudent employees cannot make the rules, yet theymust abide by them. Therefore the rules are veryimportant and understanding policies and procedurescan help build confidence. The clear and timely com-munication of information is crucial to bringing andkeeping the student employee in the organization.Knowing a policy or a procedure provides only partof the picture. Understanding the reasons for a particu-lar policy and understanding how procedure relates topolicy completes the picture. Be certain that studentsare familiar with and understand the reasons for anyand all policies that affect their jobs. Make sure theyhave access to copies of all policies, but especially thosethat directly impact their jobs. Review all the proce-dures students must follow and make sure they areclear and unambiguous. Provide written copies of anyprocedure that students have to follow. Help studentemployees make the connections between mission andpolicy and between policy and procedure.Another challenge for the supervisor/manager is todevise effective communication strategies. We are allfamiliar with the staff meeting, written memos andother tried and true methods of disseminating informa-tion to staff. Today we can also take advantage of e-maildistribution lists or listservs to encourage two-waycommunication.The impact of a role model on confidence and teambuilding is often overlooked. Every single library staffmember that a student employee observes is a rolemodel -- negative or positive. The challenge for theIndiana Libraries, Vol. 24, Number 150manager is to find ways to foster good relationshipsbetween regular and student staff. Be sure that otherstaff members know what your expectations of studentworkers are and encourage the staff to develop aworking relationship with students based on mutualrespect.Finally, an assessment or review separate from anevaluation of job performance can be an importantmanagement tool. It is important to step back on aregular basis to ask, “How are we doing? How can wedo better?” Of course, this will be most productive if thefirst two steps described above are taken because allparties involved in this assessment must share goalsand objectives. This assessment can be an individual(manager and employee) or a group (manager andemployees) process. This does not have to be formal.The purpose again, is to bring the student employeeinto the organization in a genuine way.STUDENT WORKERS AND LIBRARIES:MUTUALLY BENEFICIALHiring student employees can be beneficial to boththe student and to the library. The students profitbecause they have an opportunity to gain job skills aswell as money. In the direct employer-employeerelationship, student employees must learn to balance awork schedule along with school and other obligations.They may soon find that communication and actionshave a different set of consequences in a work setting.Also student employees often have a flexible workschedule and a pleasant work environment. Working ata library is also a great resume-builder. But often whatis offered to student employees goes beyond all of this.When describing what she liked best about her job, onestudent employee said she felt that her opinions andquestions mattered. She was treated with respect as aperson in a way that many of her peers in other em-ployment did not receive (Swinson, 2003).Student employees, however, are not the only onesto benefit by this working relationship. As a first or earlyemployer, libraries have the opportunity to provide apositive new work experience. Librarians and supportstaff have the opportunity and obligation to serve asgood role models in a positive work environment.Student employees have immediate contributions thatthey bring to a library. They have fresh eyes to troubleshoot new or existing procedures. Positive adjustmentscan follow simple questions such as, “Why do we doclaims returns in such a time consuming way?” Studentemployees view our work environment through differ-ent lenses. Informed by what they learn from us,student employees can help us develop and grow sothat the library remains vital and relevant. Studentsshare their technical knowledge with staff. Studentsalso use their resourceful problem-solving skills toresolve daily occurrences and can bring practicalapplications of new technologies to the work place. Theadvantage might be as simple as teaching a keyboardshortcut, or as sophisticated as setting up a spreadsheetto compile foot traffic statistics. Libraries also gainbetter service for patrons, a more congenial workplace,and a chance to influence the attitudes and work habitsof future colleagues or patrons. In addition, studentemployees are a rich resource pool for potential users,new librarians, and political funding/support. Studentemployees gain a respect for and a better understand-ing of the work of libraries. They know the collectionsand services that can be available and will feel comfort-able accessing such resources. With few undergraduateprograms for future librarians, libraries can be a greatfirst training ground for new professionals. Libraries areoften able to select the best and the brightest of com-petitive candidate pools, so very likely future librarytrustees, company CEOs, or local legislators are shelv-ing in the stacks or checking out material at circulation.CONCLUSIONWhile administrative structure may need to beexpanded to fit the unique student employee experi-ence, working with student employees is in many wayssimilar to working with other library staff. It is stillimportant to hire the right person for the right job andto help him or her feel an integral part of the organiza-tion. Although this may be time consuming, it is worththe effort because of the numerous benefits receivedfrom our association with student employees.REFERENCESBaldwin, David. (1991). Supervising student employeesin academic libraries. Englewood, CO: LibrariesUnlimited, Inc.Blake, Kathy. (1997). Making the grade: Colleges findways to attract student workers. Nation’s RestaurantNews 31/46, 42.Dewey, Barbara I. (1987). Library jobs: How to fillthem, how to find them. Phoenix, AZ: Oryx Press.Swinson, Bara. Interview conducted at Monroe PublicLibrary, December 19, 2003. Bloomington, IN.ABOUT THE AUTHORSThis paper was a combined effort that grew out of apreconference presented at ILF 2004, SupervisingStudent Employees in the Library.Alberta Davis Comer is associate dean of the library,Cunningham Memorial Library at Indiana State Univer-sity.Indiana Libraries, Vol. 24, Number 1 51Emily Okada (okada@indiana.edu) is the librarian forreference services and the associate head of IU-Bloomington Libraries’ Information Commons Under-graduate Services.Rebecca Stinnett is circulation supervisor atCunningham Memorial Library at Indiana State Univer-sity.Bara Swinson is the circulation department manager atthe Monroe County Public Library in Bloomington.Nancy Watkins is the supervisor of interlibrary loan atCunningham Memorial Library at Indiana State Univer-sity.

Managing Student Employees

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Managing Student Employees

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