STUDENT EMPLOYMENT EXPERIENCE: PHASE ONE
STUDENT LEARNING/ PROFICIENCY ASSESSMENT
This form is designed to help supervisors evaluate the learning and related proficiency
of student employees in the Office of Student Life. A complementary self-assessment is
available for student employees to complete.
The results of the supervisor and student self-assessment can be used as tools for
reflection and discussion between supervisors and employees, to identify training
opportunities, to identify employee goals, and many other uses.
GENERAL INFORMATION
Date Completed:
Person Completing:
Supervisor Name (if different):
Student Name:
Student OSU Name.#:
Student’s Expected Graduation (Sem/ Yr):
Student Life Unit/ Functional Area:
Student Job Title:
How long has the student been employed in this role?
Ο less than one semester
Ο less than one year
Ο 1-2 years
Ο more than 2 years
Is the student a manager or lead?
Ο Yes
Ο No
JOB-SPECIFIC LEARNING AND PROFICIENCY
Consider the student’s position description and the key knowledge and skills that are
necessary for success in this role. Use the tables provided to articulate the student’s
primary position responsibilities, the associated learning competencies, and evaluation
of their knowledge (K), skills (S), and overall proficiency (P).
For most student positions, there will be 2-4 primary responsibilities. An example has
been provided.
POSSIBLE RESPONSES:
NEW –
Student has no knowledge of the responsibility (K)
Student does not/has not had opportunity to execute the tasks of the responsibility (S)
Student is unsuccessful in this responsibility (P)
EMERGING –
Student recognizes what knowledge is necessary (K)
Student is learning to execute the tasks (S)
Student makes frequent mistakes or relies on peers/ supervisor for assistance (P)
PRACTICING –
Student has gained necessary knowledge (K)
Student executes tasks successfully on a regular basis (S)
Student is self-sufficient at work and supports peers (P)
MASTERING –
Student seeks new opportunities to learn, and teaches others (K)
Student executes tasks accurately and seeks opportunities for innovation (S)
Student performs in a consistent, near perfect manner (P)
** EXAMPLE ** EXAMPLE ** EXAMPLE ** EXAMPLE **
PRIMARY POSITION
RESPONSIBILITY:
Deliver outstanding customer service to variety of audiences
(students, staff, faculty, community members)
LEARNING
COMPETENCY
ADDRESSED:
(SELECT ALL THAT
APPLY)
LEARNING,
APPLICATION, AND
INTEGRATION
INTERPERSONAL
COMPETENCE
KNOWLEDGE
REQUIRED:


KNOWLEDGE
RATING:
NEW
BEHAVIOR/ SKILLS
REQUIRED:



BEHAVIOR/ SKILLS
RATING:
OVERALL
PROFICIENCY
RATING:
NEW
EMERGING
PRACTICING
MASTERING
NEW
EMERGING
PRACTICING
MASTERING
CRITICAL THINKING
INTRAPERSONAL
AND PROBLEM
DEVELOPMENT
SOLVING
HUMANITARIANISM
PRACTICAL COMPETENCE
AND CIVIC
ENGAGEMENT
Familiarity with layout of facility
Familiarity with resources and services provided by unit
EMERGING
PRACTICING
MASTERING
Ability to make positive eye contact
Effective verbal/ interpersonal communication
Ability to use technology to search for information to answer
customer questions
PRIMARY POSITION
RESPONSIBILITY:
LEARNING
COMPETENCY
ADDRESSED:
(SELECT ALL THAT
APPLY)
LEARNING,
APPLICATION, AND
INTEGRATION
INTERPERSONAL
COMPETENCE
CRITICAL THINKING
AND PROBLEM
SOLVING
HUMANITARIANISM
AND CIVIC
ENGAGEMENT
INTRAPERSONAL
DEVELOPMENT
NEW
EMERGING
PRACTICING
MASTERING
NEW
EMERGING
PRACTICING
MASTERING
NEW
EMERGING
PRACTICING
MASTERING
PRACTICAL COMPETENCE
KNOWLEDGE
REQUIRED:
KNOWLEDGE
RATING:
BEHAVIOR/ SKILLS
REQUIRED:
BEHAVIOR/ SKILLS
RATING:
OVERALL
PROFICIENCY
RATING:
LEARNING COMPETENCY BEHAVIORS AND SKILLS
For this set of prompts, consider the student’s ability to perform the behaviors and skills
listed. These transferable behaviors and skills are based on the Student Employment
Experience six learning competencies.
POSSIBLE RESPONSES:
RARELY –
The student never does this, or only when asked to by someone else
The student is not good at performing this behavior
SOMETIMES –
The student has started to do this occasionally
The student is making progress in performing this behavior
OFTEN –
The student regularly puts this into practice in different situations
The student consistently performs this behavior at a good level
ALMOST ALWAYS –
The student does this all the time in everyday situations
The student performs this behavior at an excellent level
Learning, Application, and Integration
1.
Applies information learned in order to be successful at work.
RARELY
SOMETIMES
OFTEN
ALMOST ALWAYS
2. Uses multiple search tools to find the information needed (for example,
Internet, manual, peers, staff).
RARELY
SOMETIMES
OFTEN
ALMOST ALWAYS
3. Connects ideas learned outside of their job to their work as a student
employee.
RARELY
SOMETIMES
OFTEN
ALMOST ALWAYS
Critical Thinking and Problem Solving
4.
Evaluates problems by analyzing possible solutions before taking action.
RARELY
5.
OFTEN
ALMOST ALWAYS
Uses reflection as a tool to consider new ideas and perspectives.
RARELY
6.
SOMETIMES
SOMETIMES
OFTEN
ALMOST ALWAYS
Applies creative thinking to solve problems.
RARELY
SOMETIMES
OFTEN
ALMOST ALWAYS
Intrapersonal Development
7.
Uses personal strengths to accomplish tasks.
RARELY
8.
OFTEN
ALMOST ALWAYS
Makes decisions by balancing personal and organization values.
RARELY
9.
SOMETIMES
SOMETIMES
OFTEN
ALMOST ALWAYS
Demonstrates dependability by doing what they say they will do.
RARELY
SOMETIMES
OFTEN
ALMOST ALWAYS
Interpersonal Competence
10.
Treats others with respect.
RARELY
11.
OFTEN
ALMOST ALWAYS
Collaborates with others to accomplish tasks.
RARELY
12.
SOMETIMES
SOMETIMES
OFTEN
ALMOST ALWAYS
Leads by empowering others to take action toward goals.
RARELY
SOMETIMES
OFTEN
ALMOST ALWAYS
Humanitarianism and Civic Engagement
13.
Shows appreciation for diversity in people and their identities
RARELY
14.
OFTEN
ALMOST ALWAYS
OFTEN
ALMOST ALWAYS
Shows appreciation for diversity of ideas.
RARELY
15.
SOMETIMES
SOMETIMES
Maximizes resources by using them in sustainable ways.
RARELY
SOMETIMES
OFTEN
ALMOST ALWAYS
16. Is actively engaged in giving back to the community (for example, campus,
local, or global).
RARELY
SOMETIMES
OFTEN
ALMOST ALWAYS
OFTEN
ALMOST ALWAYS
OFTEN
ALMOST ALWAYS
Practical Competence
17.
Sets effective personal goals.
RARELY
18.
Achieves personal goals.
RARELY
19.
SOMETIMES
Communicates in a clear and concise manner.
RARELY
20.
SOMETIMES
SOMETIMES
OFTEN
ALMOST ALWAYS
Maintains a healthy personal balance among their commitments.
RARELY
SOMETIMES
OFTEN
ALMOST ALWAYS
REFLECTION AND SUMMARY
THIS STUDENT EMPLOYEE’S GREATEST STRENGTHS INCLUDE:
THIS STUDENT EMPLOYEE’S GREATEST LEARNING OPPORTUNITIES INCLUDE:
THE FOLLOWING TRAINING OPPORTUNITIES ARE RECOMMENDED FOR THIS STUDENT:
** Job-Specific Performance:
(For example, office policy or procedures, customer service standards)
** Learning Competencies and/or Topics:
(For example, workplace ethics, peer-to-peer leadership)
OTHER SUMMARY COMMENTS: