Supervisor Handbook: BMCC/Cisco Systems, Inc. Internship Partner Program

Author: David Kohn

Version: 1.1

Date: March 2, 2000

Table of Contents

1. WELCOME 2. PREPARING FOR THE INTERNS ARRIVAL 3. GETTING ACQUAINTED 4. PERFORMANCE OBJECTIVES FOR INTERNS

4.1 Good Work Habits 4.2 Personal Growth 4.3 Communication Skills

5. ON BEING A "GOOD" SUPERVISOR

5.1 The Rules of the Workplace 5.2 Coaching vs. Counseling

5.2.1 The Manager as Coach 5.2.2 The Manager as Counselor

6. STUDENT SUCCESS

6.1 Set Goals 6.2 Encourage Involvement 6.3 Give Feedback 6.4 Set Limits 6.5 Tips on How to Help Students Succeed at Work 6.6 Strategies for Handling Problems

6.6.1 Slow Performance 6.6.2 Personal Calls 6.6.3 Business Dress

6.7 Evaluating the Learning Experience 6.7.1 Intern Evaluation by Supervisor

7. INTERN EVALUATION BY SUPERVISOR FORM

1. Welcome The intern you are about to supervise comes from a very interesting group of people. They bring to the workplace a significant amount of energy and enthusiasm. They are ready to master new skills and apply what they learned from the Cisco Networking Academy at Borough of Manhattan Community College (BMCC). They have great expectations. They have the difficult task of juggling school, work, and family responsibilities. But these interns are often resilient, ambitious, determined, and curious. They know that workplace experience is the crucial survival skill they need if they are to have stable, fulfilling, and productive lives. As interns set off for the world of work, they are full of excitement and anxiety. No matter how well they prepare, they cannot know what will happen as they change roles from student to intern. While this transition is very exciting, it is also intimidating. Naturally, interns will look to their supervisors for help in making a smooth adjustment. They will consider themselves very lucky to find a supervisor willing to teach them the ropes and make sure they don't get lost or fall through the cracks. Acte Maldonado Dean Office of Adult and Continuing Education Borough of Manhattan Community College

2. Preparing for the Interns Arrival Supervising interns can be very satisfying and enjoyable. New interns enliven the workplace and have the energy and enthusiasm to learn, to master, and to produce. They look up to their supervisors and appreciate the attention they receive. But supervising interns can be a demanding job. It's hard to be the coach and the cheerleader at all times. It helps to have a colleague as a back up who wants to work as an alternate supervisor/mentor with your intern. Also, if you assign interns to work in teams with other employees, they will be less dependent on you and will learn about the cooperative, as well as the competitive, aspects of work. Like any newcomer, your student intern will require and appreciate the structure and support that you provide. To help you launch this placement smoothly, experience has shown us the following preliminary steps are crucial. • Have you compiled an "intern kit" of some of the basic informational materials about your organization? This might include a staff directory, organizational chart, annual report, publications, various reports and daily schedules, together with a welcoming note to the intern. • Have you designated a desk or workspace for use by the intern? Like most of us, your intern will need a sense of stability in relating to a new environment, and having a work area of one's very own provides that anchor. Some basic desk equipment and supplies will also be helpful. Most interns are timid at first about making their needs known. • Have you briefed your staff about the intern's arrival and role in the organization? Otherwise, friction can develop between the intern and those who enjoy a close personal association with you. Generally, it is important for staff to know that they, too, should provide assistance to the student and that the intern should have regular access to you.

3. Getting Acquainted After you accept a student, you should set up your own one-on-one orientation to familiarize the student with these new surroundings and to establish the rules, regulations and office protocol s/he is expected to follow. At this meeting, you can begin to build a relationship that will help both of you resolve difficult situations if and when they arise. Use this meeting to paint a realistic picture of your organization, its needs and where the student will fit in. Have them talk about themselves and their own expectations. As you go along, ask them if they understand, and if they have any questions. Their responses will give you a better sense of where their strengths and skills lay. Some students may be particularly shy and will need encouragement to open up, ask questions and participate easily in office routines. Since you will be the person a student looks up to, they will be looking to you to provide a model of what s/he can become. You might want to tell a student something about your own work history, where and when you started, where you want to go, what you like about your current job, etc. It will help them understand that there are also aspects of your job you don't like, that there are people above you and that you are not in control of all decisions that will affect you or them. Getting acquainted with interns will help you shape realistic expectations for work performance. Here are some questions you can ask in an initial orientation: • Is this your first job? • What kind of work have you had and what did you like about it? • Do you know how to get to work from your home and how long it takes during rush hour? • How do you get along with people? • Can you take suggestions from others? • Are there any problems at home that will affect your work? • Do you have any questions about working here?

4. Performance Objectives for Interns

Working as an intern is more than just an information gathering exercise. Intemships emphasize the ability to firnction effectively as an integral part of an organization. Specifically, your intern should be able to demonstrate each of the following: 4.1 Good Work Habits • Promptness - in arriving at the internship, in completing assignments, etc. • Appearance - appropriate dress and grooming. • Dependability - in meeting commitments. • Discretion - respecting confidentiality of situations. • Sensitivity - relating well to a variety of people. • Flexibility - reacting to new and unanticipated situations. • Independence - ability to work without constant supervision. • Accuracy - ability to follow directions, be attentive to details, obtain information and convey it accurately. • Maturity - seriousness in approach to the internship. • Creativity - ability to generate alternative solutions to problems. • Attitude - a positive outlook on the assignment, a willingness to undertake tasks. 4.2 Personal Growth • Increased awareness of one's own skills and abilities in relation to present and future goals. • Increased sense of self-confidence. 4.3 Communication Skills • Increased ability to write fluently and precisely. • Increased ability to speak with confidence and maturity.

5. On Being a "Good" Supervisor Working with interns unfamiliar with the workplace may give you a chance to reexamine your beliefs about "good" supervision. If you are an experienced supervisor, you may no longer consciously think about how you do what you do. Supervising the work of others is natural to you by now, and the people who work for you know what to expect. However, students need an outline of what they can reasonably expect from a supervisor and which aspects of this "training you personally believe to be most important. Your views on the mutual responsibilities and obligations of supervisor and intern make it clear what you will and will not do for them; how you interpret the rules and apply the consequences when they are broken; and when and how you want to be approached for help or advice. Students should be told that they are expected to act professionally at all times, and that there is a distinct difference between one's professional and personal lives. Students often blur this distinction. They need help and guidance in learning professional behavior. Students should also be told that supervisors will stand up for interns if they are unfairly criticized, and that you will stand up for them if they are harassed, bullied or discriminated against because of age, race, sex, disability or ethnic origin. 5.1 The Rules of the Workplace Interns often need to be told things about the workplace that you probably assume "everyone knows." Here are some questions you may need to answer — even if students don't ask them: • Who depends on the work I do? What happens if I don't produce? What is the value of working quickly? • What happens if I have more than one supervisor? if my supervisor changes? • What is the dress code? • Do I need to sign in? punch in? • What should I do if I can't make it to work? What is company time? personal time? • How much time can I spend on my break? • What are the rules concerning personal phone calls? 5.2 Coaching vs. Counseling All new employees need help adjusting to new systems and processes. The trick is discovering what kind of help they need. Interns must not only learn the way the organization wants its tasks done, but they must continually acquire knowledge and skills and maintain the attitude that contributes to the success of the organization.

In figuring out how to pass along the basic organizational knowledge and the motivation for continuous learning and skill development while encouraging appropriate behaviors, the manager must determine what methods are required to ensure success. A manager can use either coaching and counseling in training and leading their employees. The trick is deciding when coaching is the answer and when counseling is required. To make this determination, you should ask, "If the employee's life depended on it, could he or she do the task?" If the answer is no, the issue is one of skill deficiency, and coaching is the method required. If the answer is yes, then an attitude problem exists, and counseling becomes important. 5.2.1 The Manager as Coach Clearly, when new employees come on board, good coaching makes the entry easier. The BMCC staff began this by assisting the students to understand what will be expected of them on the job. As supervisor, you can continue this by making clear your expectations of the intern. This may require you to expand your capacity as manager to be more of a coach. Coaching (or training) can be described as a lively and involving procedure with four basic steps: • Prepare the employees: put them at ease; find out what they already know; build employees' interest; put them in a position to learn. • Demonstrate the operation: tell them what you're going to do; show them how to do it; tell them why you do it that way. • Get employees involved: have employees perform the operation; correct as needed; repeat as necessary. • Follow-up: let them perform on their own; ask them questions about the task; tell them where they can go for help if they need it; check back regularly. From this basic procedure, the manager's next hurdle involves the tricky notion of delegation of power and authority. Here are some tips to help you express the pieces of delegation clearly and simple: • Delegation: clarify what results employees are expected to achieve; clarify level of authority being granted: identify and review relevant policies and procedures; share necessary knowledge, skills, or experience; point out potential problems; determine method of reporting back; give employees feedback on performance; reward employees as deserved. 5.2.2 The Manager as Counselor

If new, or seasoned employees, appear to have an "attitude" problem, the manager must do the job of counselor - not coach. Here are some tips: • Prepare for the discussion: the objective is to change performance, not personality; give them time to think through the problem; arrange a comfortable place to meet; keep calm. • Define the Purpose of the Discussion: State purpose of the meeting at the outset (no small talk); keep it low-key. • State the Problem: outline problem in an objective, factual, nonjudgmental manner; don't put employees on the defense; state only the facts; if using conjectures, identify them as such; state what happened, not how you feel about it; describe, not evaluate. Example: "You're a poor planner." vs. "When you plan, I notice you do it on a daily basis, but don't tie it in with a weekly set of priorities." • Get Employees' Side: ask an open question; ask a directed question. Example: Employee: "That puzzled me." You: "What about it puzzled you?" • Remain silent: after you have asked a question, keep quiet; remaining silent after an employee's statement will encourage further statements. • Indicate a Neutral Understanding • Restate or Reflect What Was Said. • Watch Out for Conversation Stoppers: closed question. "Do you agree with that?"; leading question. "You can certainly see why this policy makes sense."; phrases that challenge. "That's ridiculous!" • Help Employees Develop a Solution: help them evaluate their ideas; don't tell them what they must do; they must be committed; actions should be specific. • Follow-up with Attention and Words of Encouragement. In looking at the steps in counseling, it's easy to see how miscommunication could occur if the problem isn't diagnosed accurately.

6. Student Success 6.1 Set Goals Formulate goals with students and ask them what they would like to accomplish and then tell them what you think would be a reasonable and measurable set of goals for them to work toward. For work experience to be a learning experience, students need to be given tasks that make demands on their intelligence and their skills. Whenever possible, shape the job's requirement to take advantage of the particular talents of each student. 6.2 Encourage Involvement Interns have a lot of energy. They need to be active participants, not passive observers. Encourage their involvement and give them enough work to test their capacity. When the pace of work changes and there is little for them to do, help them learn another skill. Consult with BMCC staff to find creative learning strategies for "downtime." 6.3 Give Feedback Interns need to hear you say how they're doing. Like other workers, they thrive when they know their efforts are valued, even if they don't succeed at everything they do. That is why it's important to give them feedback, to identify their strengths and talents, to help them accept mistakes as part of the learning process, and to encourage them to persist and master new skills. Feedback is most useful when it is frequent, honest and constructive. Here are some things you can do: • Meet each student on a regular basis • Review what each of you sees as progress • Define areas that still need improvement • Make concrete suggestions for improvement • Concentrate on what's right with them instead of what's wrong • Write a list of things to work on in the following weeks 6.4 Set Limits As a supervisor, you will undoubtedly encounter some younger students with problematic behaviors, attitudes or expectations. They may come in late, not listen carefully when you are talking, "forget" what it was they were asked to do, refuse an assignment, use unprofessional language, or ignore a repeated request to change their behavior.

Sometimes, it is merely their need for self-expression that gets in the way of being effective members of a work team. Other times, they want to get attention or avoid being tested on their performance. Whatever the underlying reason, expect times when your buttons will be pushed and your limits (and patience) tested. As soon as you feel that you are being put to a test or drawn into a power struggle, let that student know that you can and will hold the line, enforce the rules, and let them know of any consequences. Although they won't ever say so, younger students want someone who can see through brashness and manipulation. They actually feel relieved when you set the limits for acceptable and unacceptable behavior, and make them take responsibility for their actions. Even if they feel angry or disappointed, there are acceptable and unacceptable ways of expressing feelings and solving problems at work. Here is an approach to selling limits you may want to try: • Be firm but friendly • Resist the temptation to lecture • Explain what acting responsible is in a similar situation • Find a consequence that is logically related to the misbehavior • Keep anger and hostility out of the discussion • Encourage any signs of improvement • Be willing to go through the process a few times • Contact the BMCC staff for help and advice Your role as intern supervisor should never become a burden. If the student does not correct inappropriate behavior, or is a drain on the organization in any way, dismissal of the student should be considered a viable learning tool - a reality check, a "real-life" consequence. This will ultimately help the student deal more constructively with future work experiences. 6.5 Tips on How to Help Students Succeed at Work Even the most motivated student needs help from you to do their personal best on the job. These are some important things only you can provide: • Specific and realizable goals to work toward • Tasks which promote new skills • Enough work to keep them involved • Feedback on their progress, strengths and talents • Clear boundaries for acceptable and unacceptable behavior • Effective ways to cope with inevitable frustrations and problems • Open channels of communication with you

6.6 Strategies for Handling Problems One of the goals of student intemship programs is to teach interns how problems are handled in the workplace. As a problem develops, ask the students to name it, find its source, and work to solve it. Encourage the student to take responsibility for figuring a way out of the dilemma, and discuss his or her options. Creative problem solving is a skill that can be learned. Such challenges and problem solving help students learn how to think productively. When students are not fulfilling their responsibilities, it is very important to let them know that problems of attitude or behavior will not be ignored. Develop a strategy, that you think will be appropriate and effective to remedy these problems. Consult the BMCC staff for advice and follow-up. Here are some techniques for addressing problems that deal with business skills, demeanor, dress and language. 6.6.1 Slow Performance Learning works best when people have a chance to go over their mistakes and correct them. This is especially true on the job. Here are some things you can do. • Find out where the problem lies; is the task unclear or too difficult? • Go over the instructions again and see if there is an improvement. • Change the task, giving alternative responsibilities. • If you see that a student cannot meet your schedule, assign some work that is less crucial. 6.6.2 Personal Calls "Kathy doesn't seem to take work seriously. She thinks she can come in late, talk on the phone with her friends and take long lunches. She thinks the workplace is an extension of school." State that there are strict limits on personal calls. State that personal calls are always interruptible by work demands. Make sure the student has enough to do at all times, thereby lessening their temptation to chat on the phone with friends. 6.6.3 Business Dress "George has style but what he wears is just not appropriate in the workplace. He sticks out like a sore thumb and it's really hurting his chances here."

Be clear about the dress code from hair down to shoes. As an example, point out someone whom you think understands business dressing. Remember that some of the interns have limited clothes budgets. Compliment them when they dress appropriately. Give recognition for their attempts to change. 6.7 Evaluating the Learning Experience When a student is about to leave your workplace, a formal exit interview can help put this experience in perspective, giving them a detailed picture of where they have been, what they have accomplished, and where they can expect to go from here. It is also a good way to say thank you and good-bye, and to wish them well for the next round of experiences which will shape them and add to their knowledge of life and the role of work. You might want to give students an opportunity to evaluate their own performance as well, with a written self-evaluation. The answers should be treated confidentially, a matter of trust between the two of you. Here are some suggested questions that will make the evaluation meaningful. • What have you learned? • How would you grade yourself? • Did you enjoy this job? • How would you evaluate your own work behavior? • Where do you need to improve? • What was the hardest thing for you during the intemship? • Do you have any suggestions to make this intemship better? 6.7.1 Intern Evaluation by Supervisor BMCC requires you to complete the Intern Evaluation by Supervisor Form (See section 7). This form will allow you to provide feedback on the intern and also give you a chance to comment on the overall intemship partner program. This form should be sent to the Program Coordinator upon the completion of the intemship.

7. Intern Evaluation by Supervisor Form

BMCC/Cisco Systems, Inc. Intern Evaluation by Supervisor Form

1. For each of the following skills/traits, please rate the intern compared to other interns you have had or compared to other students of a similar age and academic background (please check the appropriate box for each skill/trait, where 1 = lowest and 5 = highest).

1 2 3 4 5 Writing Academic, learning ability Leadership Self confidence Drive to achieve Understanding of others Attitude Work productivity Quality of work Professionalism Motivation

2. Rate the intern on how often he/she demonstrates the following personal characteristics while working with others (please check the appropriate box for each characteristic, where 1= never and 5 = always).

1 2 3 4 5 Enthusiastic Alert Pleasant Team player Exercises good judgment Shows Initiative Dependable Cooperative Resourceful Creative Thorough

3. Do you have any overall comments, observations or suggestions that the BMCC faculty need to know for academic or personal career counseling of this intern?

4. Do you have any recommendations for how we may better prepare students for

professional employment in your organization (specifically, are there subject areas that need to be strengthened?)

5. Do you have any recommendations on how the administrative aspects of the intemship program could be improved?

6. Would you request another BMCC intern?

Yes No Maybe

7. Do you wish this report to be withheld from the intern?

Yes No

8. Attendance

Regular Irregular Days Missed ______

9. Punctuality

Regular Irregular Number of Days Late _______

10. Has the intern been offered a permanent professional position?

Yes No If no, what prevented the intern from being hired? ______________________________ ___________________________ Supervisor Signature Date

BMCC/Cisco Internship Partner Program Intern Orientation Form Name:______________________________ Date:____________________ Internship Organization Name:_____________________________________________________________ Internship Phone:____________________________ E-mail:______________ Supervisor’s Name:_______________________________ Describe below the work responsibilities you have been assigned at your internship. Pay close attention to those responsibilities that may be different from those you specified on your learning contract. Indicate 3-5 professional goals you have set for this work experience. 3. What experiences on the job have related to your classroom instruction?