Student Employee Training and Onboarding Guide

Use this guide to provide a consistent, welcoming onboarding experience while establishing clear expectations for attendance, communication, timekeeping, job performance, and professional behavior.

Student employees may not begin working or completing job-related training until they have received employment authorization. All required training must be recorded as time worked.

Supervisor Onboarding Checklist

  • Confirm the student has been hired for the correct position in Augie Works.
  • Confirm the student has received employment authorization.
  • Verify the student’s approved start date, pay rate, and expected weekly hours.
  • Establish a work schedule that does not conflict with the student’s classes.
  • Prepare the student’s workspace, equipment, system access, and training materials.
  • Review the position, responsibilities, schedule, and workplace expectations.
  • Explain and demonstrate the student’s initial responsibilities.
  • Show the student how to record time in TimesheetX.
  • Explain attendance, absence, and communication procedures.
  • Provide early feedback and schedule a check-in during the first two weeks.

Before the Student Begins

Confirm Employment Authorization

Before scheduling the student’s first shift:

  • Confirm that the student has been hired for the correct position in Augie Works.
  • Confirm that the student has received employment authorization.
  • Do not allow the student to work or complete training while authorization is pending.
  • Verify the student’s approved start date, pay rate, and expected weekly hours.
  • Make sure the schedule follows applicable work-hour limits and does not conflict with the student’s classes.
  • Confirm that the student knows how to access TimesheetX.
  • Make sure the student understands that Paycor is used for payroll information, tax forms, and direct deposit.

Students should not be asked to repeat employment verification or payroll paperwork for each new campus position. Contact Student Employment if the student’s authorization or payroll status is unclear.

Prepare the Workspace and Tools

  • Prepare the student’s workspace, equipment, login credentials, and materials.
  • Arrange access to necessary software, keys, files, or department systems.
  • Identify any safety, privacy, or confidentiality training the student must complete.
  • Identify who will provide training and who can answer questions when the supervisor is unavailable.

Plan the Initial Training

  • Schedule time for a first-day welcome and orientation.
  • Identify the tasks, systems, policies, and safety procedures the student must learn.
  • Decide which responsibilities should be taught first.
  • Prepare written instructions, examples, checklists, or reference materials for recurring responsibilities.
  • Allow enough scheduled work time for instruction, practice, and questions.
  • Decide how the student will record time based on the approved method for the position.

Do not expect a student to learn a position by observing briefly and then working independently. Build training into the student’s first several shifts.

Day One: Welcome and Orientation

Welcome the Student

  • Welcome the student and introduce team members, supervisors, and key contacts.
  • Provide a tour of the workspace, restrooms, break areas, supplies, and emergency exits.
  • Explain the department’s purpose and how the student’s work contributes.
  • Help the student understand that their role is a meaningful part of the department’s work.

Review the Position

  • Review the job description and primary responsibilities.
  • Explain how assignments will be given and prioritized.
  • Identify who supervises the student and who can answer questions.
  • Clarify what the student should do when work is completed or priorities are unclear.
  • Explain how performance and progress will be reviewed.

Establish Workplace Expectations

Discuss expectations for:

  • Attendance and punctuality
  • Communication and responsiveness
  • Completing assigned work carefully and on time
  • Asking questions when instructions or priorities are unclear
  • Reporting mistakes, concerns, or timekeeping problems promptly
  • Appropriate use of phones, headphones, and personal devices
  • Respectful and inclusive workplace behavior
  • Confidentiality and responsible use of information
  • Appropriate use of work time, equipment, and technology
  • Department-specific attire, safety, and workplace practices

Do not assume that students already understand workplace expectations. Explain expectations directly and provide examples relevant to the department.

Review Scheduling and Absences

  • Confirm the student’s regular schedule.
  • Make sure work hours do not conflict with scheduled classes.
  • Explain how schedule changes will be handled.
  • Explain who the student must contact when late or absent.
  • Specify which communication method to use and how much notice is expected.
  • Explain what to do if an emergency prevents advance notice.
  • Review any limits on weekly work hours that apply to the student.

Review TimesheetX

Show the student how to:

  • Access TimesheetX through Augie Works.
  • Select the correct position before recording time.
  • Use the mobile clock-in and clock-out function if it is enabled for the position.
  • Enter time manually if that is the approved method for the position.
  • Record unpaid breaks when applicable.
  • Review entries for accuracy.
  • Correct or report a missing or inaccurate entry.
  • Submit the timesheet by the payroll deadline.

Reinforce the following requirements:

  • Every position has a separate timesheet.
  • Students must record all time worked, including required training, under the correct position.
  • Students may not work off the clock.
  • Students may not record time for another person or ask someone else to record time for them.
  • The same shift should not be recorded using both the mobile clock and manual entry.
  • Students must report timekeeping problems promptly.
  • Supervisors may not ask students to report fewer hours than they actually worked.

Train for Successful Performance

Explain the Purpose

Students learn more effectively when they understand why a task matters. When introducing a responsibility:

  • Explain how the task supports the department.
  • Describe who depends on the work and how it will be used.
  • Identify important standards, deadlines, or risks.
  • Explain what a successful result looks like.
  • Connect the task to the student’s broader responsibilities.

Understanding the purpose helps students make better decisions when situations vary from the examples used during training.

Demonstrate Each Task

Provide a complete demonstration before asking the student to perform an unfamiliar task:

  1. Explain the desired outcome.
  2. Show the task from beginning to end.
  3. Describe each step as it is completed.
  4. Point out common mistakes and how to avoid them.
  5. Explain when the student should stop and ask for assistance.
  6. Show the student where to find instructions or supporting information.

Avoid introducing several unfamiliar procedures at once. Divide complex responsibilities into smaller parts.

Provide Guided Practice

After demonstrating a task, allow the student to complete it with support:

  • Ask the student to explain the steps in their own words.
  • Observe the student completing the task.
  • Provide correction and clarification as needed.
  • Allow the student to repeat the task.
  • Gradually reduce supervision as the student demonstrates understanding.
  • Confirm that the student knows what to do when an unexpected situation occurs.

Questions such as “Does that make sense?” rarely confirm understanding. Ask the student to demonstrate the task or explain what they would do in a specific situation.

Use Clear Instructions

When assigning work, clearly explain:

  • What needs to be completed
  • Why the work is needed
  • When it is due
  • What a successful result looks like
  • Which resources or tools should be used
  • What decisions the student may make independently
  • When supervisor approval is required
  • What the student should do after completing the assignment

Provide written instructions or a checklist for detailed or recurring responsibilities. Update these materials when procedures change.

Support Different Learning Needs

Students vary in their experience, confidence, communication styles, and preferred ways of learning. Use multiple training approaches when appropriate:

  • Verbal explanations
  • Written instructions
  • Demonstrations
  • Guided practice
  • Checklists
  • Examples of completed work
  • Screenshots or short reference guides
  • Opportunities to take notes
  • Follow-up review

Avoid interpreting a request for clarification as a lack of ability or effort. Clear training benefits everyone.

Week One: Build Confidence and Consistency

Reinforce Core Responsibilities

  • Review daily and recurring responsibilities.
  • Provide additional opportunities to practice department procedures.
  • Clarify deadlines, priorities, and quality standards.
  • Check the student’s work early enough to correct misunderstandings.
  • Review what the student should do when a task is complete.
  • Revisit procedures that are complex or used infrequently.

Check Understanding

Use practical questions rather than asking only whether the student understands. For example:

  • “Walk me through what you would do if you were going to be late.”
  • “What would you do if you forgot to clock in?”
  • “Who would you contact if I were unavailable?”
  • “How would you decide what to work on next?”
  • “What information from this position must remain confidential?”

Correct misunderstandings early and review procedures as needed.

Provide Early Feedback

  • Recognize something the student is doing well.
  • Address mistakes or concerns promptly and privately.
  • Use specific examples to explain what should continue or change.
  • Clarify the expected standard.
  • Allow the student to ask questions and try again.
  • Recognize improvement and increasing independence.
  • Document significant attendance, conduct, or performance concerns.

Correcting an error does not require treating every mistake as a performance problem. Repeated or significant concerns should be documented and addressed through the appropriate performance-management process.

Week Two: Reinforcement and Coaching

Conduct a Check-In

Ask the student about:

  • The schedule and workload
  • Tasks that remain unclear
  • Tools or systems that require more practice
  • Challenges affecting attendance or task completion
  • Support needed from the supervisor or department
  • Skills the student is beginning to develop

Reinforce Accountability

  • Review attendance, punctuality, and reliability.
  • Confirm that time is being recorded accurately.
  • Review the student’s follow-through on assigned work.
  • Clarify priorities during busy or unsupervised periods.
  • Revisit communication expectations when needed.

Set Short-Term Goals

Establish one or two specific goals for the next several weeks. Goals might include:

  • Learning a department procedure
  • Completing a recurring task independently
  • Improving accuracy or efficiency
  • Strengthening communication
  • Taking greater responsibility for prioritizing work
  • Developing a transferable professional skill

Build Independence Gradually

Increase responsibility as the student demonstrates readiness:

  1. The supervisor explains and demonstrates the task.
  2. The student practices with direct guidance.
  3. The student completes the task while the supervisor observes.
  4. The student completes the task independently and reports the result.
  5. The student handles routine variations and knows when to request help.
  6. The student helps improve the process or train others, when appropriate.

Independence should be based on demonstrated understanding and performance, not simply the amount of time the student has held the position.

Ongoing Support, Feedback, and Development

Maintain Regular Check-Ins

  • Check in frequently during the first several shifts.
  • Continue periodic conversations throughout the term.
  • Review workload, scheduling, performance, and development.
  • Adjust training when responsibilities or systems change.
  • Make it clear when and how the student should ask for help.

Provide Timely Feedback

  • Recognize reliable work, improvement, and meaningful contributions.
  • Address concerns early, specifically, and constructively.
  • Explain the expected behavior or performance standard.
  • Give the student an opportunity to respond and improve.
  • Document recurring or significant concerns.
  • Contact Student Employment before ending employment because of performance or conduct concerns.

Connect Work to Professional Development

Help the student identify the skills being developed through the position, such as:

  • Communication
  • Teamwork
  • Reliability
  • Problem-solving
  • Technology
  • Customer service
  • Organization
  • Leadership
  • Initiative
  • Time management
  • Adaptability

Periodically ask the student to identify what they have learned, how they have improved, and how they could describe the experience in a résumé, interview, or future application.

Review and Improve Department Training

Periodically consider:

  • Which procedures frequently cause confusion
  • Which mistakes could be prevented through clearer instructions
  • Whether written materials reflect current practices
  • Whether students receive enough practice before working independently
  • Whether different trainers provide consistent information
  • What questions new student employees ask most often
  • What departing student employees recommend changing

Use this information to improve instructions, checklists, examples, and future training.

Supervisor Reminders

  • Confirm employment authorization before any work or training begins.
  • Record all required training as time worked.
  • Never permit off-the-clock work.
  • Teach both job duties and workplace expectations.
  • Demonstrate tasks before expecting independent performance.
  • Provide written guidance for detailed or recurring work.
  • Check understanding through practice and explanation.
  • Maintain schedules that do not conflict with classes.
  • Monitor hours and review timesheets carefully.
  • Approve accurate timesheets by the payroll deadline.
  • Give feedback early and specifically.
  • Address attendance, performance, or conduct concerns promptly.
  • Apply expectations fairly and consistently.
  • Protect confidential student and institutional information.
  • Contact Student Employment when authorization, payroll, timekeeping, or performance questions arise.

A supervisor’s role extends beyond assigning work. Effective supervision helps students build skills, confidence, judgment, and professional habits that will remain valuable beyond the position.