academic center supervisor

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SUPERVISOR MANUAL

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TABLE OF CONTENTS

Table of Contents........................................................................................................................ 2

Office of Student Development in Residential and Student Service Programs……………..3 About OSD...………….....…....…………………………………………………………............…4 About Academic Services…....……………………………………………....………...................5 Other RSSP Resources..........................................................................................................6 Contact List …...……………………………………………………………………........................8

Academic Services Center: Resources & Services…………………...........………….……….9 Academic Services Center Overview……………………………………………........……….10

Expectations............................................................................................................................ ….13

APC/Student Supervisor Expectations............................................................................ ..14 Ethics & Professionalism................................................................................................. ..15

Administrative Responsibilities..................................................................... ........................ ..16

Meetings..................................................................................................................... ....... 17 Time Sheets & Pay Checks................................................................................................18 Academic Services Policy for Student Staff Vacation & Sick Leave………...........….........20 Publicity.………………..…………………………………………………………………...........21 Student Staff Evaluation Procedures……….………………………….….…..…………........23

Policies............................................................................................................................. ........ ..24

Shift Substitution.............................................................................................................. ..25 General Student Staff Personnel Policies...……………………………………………..........27 UC Berkeley Campus Policies and Regulations…….…………………..……….……..........28

Staff Development…………………………………………………………………………….............29

Disciplinary Procedures……………………………………………………………………..............32

Student Staff Corrective Action and Release Guidelines....................................................33 Academic Services Assistant Discipline Grid…………………………………………............36 Res Hall Peer Advisor Discipline Grid…………………………………….…..………….........37 Marketing Assistant Discipline Grid………………………………………...…………….........38 Tutor Discipline Grid……………………………………………………….…..…………..........39 Student Supervisor Discipline Grid...……………………………………………………..........40 Letters of Information: Overview and Guidelines….…………………………..………..........41 Letters of Information: Template and Samples.………………………….……..…................43

Academic Services Center Emergencies................................................................................. 46

Emergency and Resource Numbers.................................................................... 47 General Emergency Procedures.......................................................................... 48 Maintenance Emergency......................................................................................50 Emergency Management Areas...........................................................................51 Being Prepared in the Academic Services Center............................................... 52

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Office of Student Development in Residential and Student Service Programs

Office of Student Development

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About OSD

Mission The Office of Student Development (OSD) is responsible for the development and implementation of orientation and transitional programs for students and their families at the University of California, Berkeley. OSD also creates residential communities that facilitate personal development and intellectual growth, which align well with Student Affairs (Divisional) and UC Berkeley (Institutional) missions. This mission provides the framework from which goals are set and implemented.

OSD undertakes the operation of campus-wide orientation programs for all new students (CalSO); oversight of university-owned residential communities of approximately 6000 students and a family housing community of over 3000 residents; academic support services to all residential students, including theme programs, with a special focus on targeted populations; as well as safety and security of all residential students.

Vision Every day, we strive to become the preeminent student development program in higher education, serving as the Gateway to the Academy.

Values The foundation for the services we offer is in the values we hold as an organization: academic success; a supportive and developmental transition for students and their families; shared community living and cooperative learning; optimal leadership opportunities for a diverse student body, and a practice of inclusion and social justice in all we do. By definition, what underlies both our philosophic and pragmatic approaches is our reliance upon theoretical assumptions in the fields of College Student Personnel and Higher Education.

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ABOUT ACADEMIC SERVICES

Vision Residence halls at UC Berkeley are welcoming, engaging, inclusive and intellectual communities where students learn fundamental study, social and technological skills necessary for personal growth and academic success at Cal.

Mission Through student living communities, Academic Services facilitates academic engagement, intellectual connection and collaborative learning among new UC Berkeley students.

Services and Resources Available An Academic Services Center is located in each residential unit, where well-trained student and professional staff provide a variety of academic support services and resources, including academic advising, tutoring, study areas, technology services, special programs and information about other campus resources. Academic Services also supports faculty interaction programs, including Resident Faculty, and collaborates with Residential Living and several academic departments to offer seven distinct residential Theme Programs.

Within Academic Services you will find:

a learning community which features one-on-one, small-group, and workshop-based academic support for undergraduate Cal residents;

an inclusive community representative of the enriching diversity on campus, welcoming to and committed to serving all Cal students, regardless of cultural background, religion, political affiliation, socio-economic status, race, gender, sexual orientation, generation, or ability;

a professional community of highly qualified (1) student and professional staff dedicated to customer service, equity and inclusion; (2) trainers (both peer and professional) committed to cooperative and dialogic teaching and learning, (3) faculty who teach seminars, participate in training sessions and hall programs, deliver guest lectures and live in the residence halls; and (4) scholars (both student and professional) who participate in and contribute to the learning-center field by attending, hosting and presenting at conferences, keeping abreast of scholarship and trends in the field, and advocating for residents� academic needs; and

a campus community networked with other academic departments and student services, aware of and responsive to specific academic issues on campus.

Learning Outcomes Through active participation in our programs and services, we expect that students will: Connect intellectually with their peers in the residence halls Make positive personal connections with faculty Develop a stronger sense of identity as scholars Identify options for future careers and academic pursuits Build their knowledge of campus and community resources

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Other RSSP Resources

Residential and Student Service Programs

http://housing.berkeley.edu

Interim Associate Vice Chancellor�s Office

Finance Early Childhood

Education Programs Housing & Dining

Services Human Resources Information

Technologies Office of Student

Development

Office of Student Development

http://housing.berkeley.edu/student/

Academic Services Family Programs New Student Services Residential Living Community

Development & Inclusion

Judicial Affairs Planning & Research

Cal Dining

http://caldining.berkeley.edu

Residential Dining Campus Restaurants Meal Plans Menus Nutrition Environment Catering

New Student Services

http://nss.berkeley.edu

Orientations: CalSO Summer bridge Welcome Events Resource (official

student handbook)

Theme Programs

http://www.housing.berkeley.edu/livingatcal/ themeprograms.html

African American Asian Pacific American Casa Magdalena Mora Global Environment

Theme House (GETH) Native American

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Unity House: Exploring Diverse Genders and Sexualities

Women in Science and Engineering

Residential Computing

http://rescomp.berkeley.edu

Computing help Technical support Network and Internet

connection Be Secure Software

Residential Living

http://www.housing.berkeley.edu/resliving/

Resident Directors Living at Cal Life in the ResHalls Health & Safety CalParents

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STUDENT SUPERVISOR CONTACT LIST

Office of Student Development in RSSP: RSSB Building: 2610 Channing W ay, 3rd floor, 643-3213 Director, Academic Services: Troy Gilbert, [email protected] (Interim) Assistant Director, Academic Services: Annalyn Cruz, [email protected]

Supervisors

Name Phone Email Unit 1 CS Carlos Osuna (323) 947-3867 [email protected]

Unit 2 CS Brandon Vu (714) 453-8870 [email protected]

Unit 3 & MMC CS Sally Kim (925) 872-0496 [email protected] Unit 4 CS Corinne Ng (510) 304-8428 [email protected] Unit 5 CS Megan Messerly (949) 315-1019 [email protected]

TPS (Chemistry) Bryan Pine (818) 321-4951 [email protected] TPS (Physics) Nicholas Brady (562) 334-6604 [email protected]

TPS (Math) Matthew Piercy (951) 805-8405 [email protected]

TPS (Writing) Hayley Helm (714) 287-7943 [email protected]

Marketing Contacts Name Phone Email U3, MMC, CKC Web Stephanie Wei (408) 329-3017 [email protected]

U3, MMC, CKC Design Janet Lee (408) 892-9854 [email protected]

U1, U2, U4 Web Aditya Kaulagi Please use email [email protected] U1, U2, U4 Design Noah Kang (510) 421-7729 [email protected] Social Media Contact Fiona Hannigan (310) 663-4232 [email protected]

Center InformationCenter Telephone Fax Staff List

Unit 1 (510) 642-2840 (510) 643-4909 [email protected] Unit 2 (510) 642-6125 (510) 643-9154 [email protected] Unit 3 (510) 642-8452 (510) 643-4950 [email protected] Max Martinez Commons TBD TBD [email protected] Unit 4 (510) 643-6540 (510) 643-8419 [email protected] Unit 5 (510) 643-0646 (510) 643-0647 [email protected]

Academic Program Coordinators Unit 1 Jason Anthony (510) 643-3420 [email protected] Unit 2 Kelly Morr (510) 642-8673 [email protected]

Unit 3 & MMC Legacy Lee (510) 642-1727 [email protected] Unit 4 Roxanne Villaluz (510) 642-2907 [email protected] Unit 5 Maria Padilla (510) 643-0917 [email protected]

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Academic Services Centers

Supervisor Manual

Academic Services Center: Resources & Services

10 ACADEMIC SERVICES CENTER OVERVIEW

The Academic Services Center offers a wide range of technology services to residents to enhance their academic experience at UC Berkeley. All services are free, except for printing. Recommendations of additional resources that would be useful at the Academic Services Center are encouraged for further assistance to residents.

Services & Resources

Peer Advising College of Letters & Science Academic Advising (Finding Your W ay program) Events with Residential Faculty (Unit 1, 2, CKC, MMC) Tutoring Binding Laminating Copying Black and White, and Color Printing Faxing Headphones Paper cutters General office supplies

Center Policies

Please read these important Academic Services Center policies. Your access to the Academic Services Center is a privilege. Don't lose it by violating the following code of conduct:

1. Sharing your password or printing account is not allowed. 2. Eat and drink in designated areas only (policy may vary by unit). 3. Personal hardware cannot be connected to the Center�s network (including laptops, hard

drives, ZIP drives, and printers). If you have a personal hardware need, ask a staff member for assistance.

4. You are expected to comply with the instructions of the Center�s staff, including leaving on time and evacuating the center in case of an emergency fire alarm.

5. Academic use of center resources is prioritized over personal use. 6. The Center is a place of study and scholarship. If another student or staff member tells

you that your behavior is noisy or disruptive, you must stop. 7. Using the Center to play games is allowed at specially designated events but not during

regular open hours. 8. You are expected to observe these as well as all residence hall and University policies

when using any of the Center�s services. Please note that you are also limited by the following quotas:

3 Binding Combs per week

11 Center Supervisor (CS) Under the supervision of the Academic Program Coordinator, the Center Supervisor is responsible for the coordination and management of the activities of one residential Center, including technical and administrative duties. Under the supervision of the Academic Program Coordinator, the CS is responsible for the selection, training, supervision, and evaluation of 8 to 12 Academic Services Assistants.

Academic Services Assistants (ASA) Academic Services Assistants work under the supervision of the Academic Services Center Supervisor and the Academic Program Coordinator. During regularly scheduled shifts, ASAs provide customer service support to students using the Academic Services Center. ASAs help find answers to students’ questions, monitor access to the facility, complete administrative tasks, prepare advertising that promotes the Center, assist residents with software application, and plan and execute programs/events in the centers.

Academic Advising Academic and career peer advising is available in the residence halls from experienced Residence Hall Peer Advisors.

Res Hall Peer Advisors (Peer Ads) Under the supervision of an Academic Program Coordinator, Residence Hall Peer Advisors answer basic questions about all colleges as well as questions regarding general campus resources for students. In addition, Peer Advisors provide general information to undergraduate residence hall students regarding University and college requirements and procedures, offer career and graduate school information and facilitate various academic and career-related programs each semester. Each Peer Advisor offers two hour weekly drop-in office hours in their Academic Services Center as well as two hours of weekly tabling advising sessions in each respective Dining Commons.

Finding Your Way (FYW) Academic Advisors The Finding Your W ay Academic Advisors assist with academic advising for freshmen students and first-semester transfer students in the College of Letters and Science. Each residential unit has assigned FYW advisors that hold weekly office hours in the residence halls throughout the academic year. Additionally, the advisors create programs to help students achieve academic success and provide guidance for students to get the most out of their time at Cal.

Tutoring in the Residence Halls Tutors provide a variety of resources to help engage students in the learning process: drop-in tutorial services Sunday through Thursday 8-10 p.m. at each center; programs such as writing workshops, facilitated review sessions, and a plethora of study strategies and resources designed to support and encourage lifelong learning and student success.

Tutoring Program Supervisors (TPS) Four Tutoring Program Supervisors work with the tutoring program APCs to help hire, train, and supervise tutors in four subject areas: chemistry, math, physics, and writing.

Tutors Under the supervision of the Academic Program Coordinators (APCs) and the Tutoring Program Supervisors (TPSs), tutors provide drop-in services to students living in the residence halls. During regularly scheduled evening shifts, tutors assist residents with their coursework and academic assignments, provide study tips, and promote student success. Tutors also work with the APCs, TPSs, ASAs, and RAs to provide intentional programs designed to provide students with specific strategies and skills students can use across curriculums and within subjects. Tutors work in one of the following four subject areas: chemistry, mathematics, physics, or writing.

12 Marketing & Communications The Marketing & Communications team supports programming and events in Academic Services and Residential Living. They maintain brand identity, develop and implement comprehensive marketing campaigns, and oversee the website and social media spaces for the department and individual units.

Web Developer and Web Designer The web developer and designer are responsible for the front-end and back-end functionality of the new myhome.berkeley.edu website. They also serve as the technical contacts for all of Academic Services in terms of adding content to the website. They are available for training at the permission of the APC. Marketing Designers Marketing designers are responsible for the visual look of all departmental marketing materials, as well as the branding of Academic Services and Residential Living. They will provide resources for AS staff to use to develop their own signage, and are available for workshops or training, but only do direct design work for department-wide events. If you believe your event qualifies, please contact your APC. Student Online Community Manager The Student Online Community Manager is responsible for overseeing social media spaces, including groups and pages on Facebook, and Twitter accounts. He or she is available for workshops and training.

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Supervisor Manual

Expectations

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APC/STUDENT SUPERVISOR (TPS/CS) EXPECTATIONS

Student Supervisor Expectations Student supervisors will be under the supervision of the APC and will implement the

Tutoring Program and the centers’ services to the best of their abilities. Student supervisors will work with APCs to hire and train staff throughout the semester. Student supervisors will be available and accessible to the staff. Student supervisors will ask questions to their APC when unsure about policies, procedures

and decisions. Student supervisors will acknowledge staff accomplishments. Student supervisors will be administratively organized and will keep notes on staff issues,

problems, and successes. Student supervisors will hold their staff accountable (i.e. attending meetings and shifts on

time). Student supervisors will discuss staff disciplinary matters with his/her APC before

proceeding into disciplinary action. Student supervisors will be open to receiving feedback from APC. Student supervisors will respond to e-mail or phone messages from APC and staff members

in a timely manner (i.e. within a 24 hour period). Student supervisors are expected to save and maintain files in an organized manner. The services offered in Academic Services Center will only progress with suggestions for

improvement. Therefore, student supervisors will speak with their APCs and make constructive suggestions!

Student supervisors must keep their bCal (Google) calendar up to date with class schedules and other commitments.

APC Expectations

The APC will provide the student supervisor with everything he/she needs to be a

successful supervisor, including but not limited to training, information, support, ideas, resources, and mentoring.

The APC will be accessible (in-person, by phone, or e-mail) to the student supervisor. The APC will allow the student supervisor, in general, to do all the front-line management of

the program and staff within Center parameters. The APC will hold the student supervisor accountable for task completion. The APC will be sensitive to the student supervisor’s needs as an employee and a student

and adjust task deadlines, meetings, etc. accordingly. The APC will follow up on the student supervisor’s requests within 24 hours. The APC will inform the student supervisor of important issues affecting the Academic

Services Centers.

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ETHICS AND PROFESSIONALISM

Ethical Standards for Student Supervisors As a student supervisor you are an employee of University of California, Berkeley. Your

actions are an example to other students. Know all rules, policies, and regulations, which govern the students of UC Berkeley and the

Academic Services Center. Adhere to these rules. Carry out to the fullest any responsibilities that you assume as part of your supervisory

position. You will have access to confidential information. This includes staff disciplinary action and

staff selection procedures, such as interview questions and screening criteria. Keep it confidential.

When discussing confidential information (information about students or staff, problems,

etc.), do so in a private setting where you cannot be overheard. Familiarize yourself with University policies regarding use of university resources: http://ethicscompliance.berkeley.edu/ResponsibilitiesGuide/topics/MisuseofUniversityResources.shtml

You are in a position of leadership and authority, placed there because you have the

maturity, experience, leadership background and wise judgment to exercise authority. Live up to this trust at all times.

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Supervisor Manual

Administrative Responsibilities

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MEETINGS

All staff meetings are mandatory, and you are expected to arrive prepared and on time. Staff Meetings Student staff meetings take place on W ednesdays from 6pm-7pm (5-6:30pm for Marketing staff, 5pm-6pm for Peer Advising staff, Tuesdays 6:10-7:10 pm for Tutoring staff). This is a time for you and your staff to gather and discuss updates on the job. These meetings are also a time for you to do staff development exercises and activities that help you develop professionally and build a strong team. You are expected to create the agenda and facilitate staff meetings.

One-on-ones You and your APC will meet every week. During your one-on-ones, you can discuss updates on your area of responsibility, receive feedback on specific areas of job performance and let your APC know what s/he can do to be a more effective supervisor. Student supervisors are responsible for creating an agenda for these meetings.

Student Supervisor Meetings All student supervisors will meet once a month. These meetings are led by the APCs.

Student Supervisors will also conduct one-on-one meetings with their staff members at least once a semester prior to evaluations to check in, set goals, and provide constructive feedback. These meetings should not take the place of a disciplinary discussion which should happen at the time of the disciplinary incident. These one-on-ones will allow the staff member to have a sense of what will occur during evaluations. There should be no surprises during the evaluation meeting.

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TIME SHEETS & PAY CHECKS

Time sheets are centrally generated. The APCs will provide student supervisors with staff time sheets at the beginning of every month. Time sheets are due once a month. It is the supervisor�s responsibility to distribute, collect, and check all staff timesheets. The supervisor should announce when time sheets are due at staff meetings and print a due date on time sheets, which is a few days before the end of the pay period. The APC will provide student supervisors with this date. After verifying the accuracy of staff timesheets, student supervisors should place their initials next to the total hours worked. The APCs will sign under the “supervisor�s signature” section of the time sheet.

Deadlines

Time sheets are distributed at least one week before they are due. Time sheets must be turned in by the due date shown. Student supervisors should turn in staff time sheets to the APC. Pay day is the eighth of each month, unless the eighth falls on a weekend or holiday; in that

case, pay day is the last working day before the eighth. If a staff member has recently been hired, it will take between four to six weeks to receive the first paycheck due to initial paperwork processing.

If time sheets are turned in late, paychecks will be delayed for several weeks. Staff members with questions about paychecks should contact the APC directly.

Declaring Hours

Staff members should write in the date, day of the week, start time, and end time for each

period worked. Declare time to quarter hours as decimals, not fractions (for example, 2.25, 2.5, or 2.75). In the blank space to the right of the “vacation” column, ASAs, Peer Ads, and Tutors should

write in a brief description of how they spent their time (“Study Session,” “DC Advising hours,” “Unit 2 shift,” “Created Flyer” etc.).

Marketing Assistants and all supervisors must include a separate table with their time sheets with a detailed description of how they spent their time (for example, “created log-in database for tutors,” “worked on theme program flyer,” etc.).

Student Supervisor Expectations

Supervisors should verify that for each timesheet, the following information is provided:

(1) Dates and days for time worked (2) Time in and time out (3) Number of hours worked (4) Shift differential hours (5) Description of duties in blank space to the right of “vacation” column (6) Staff�s signature

If any of the above information is missing, the supervisor should ask the staff to complete the information before turning in the time sheet to the APC.

If the supervisor finds a mistake on a staff member�s time sheet, he/she can change the number of hours and the total hours, and initial where the changes were made. The supervisor must e-mail the staff member to inform him/her of the change and cc the APC.

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The student staff should total their own hours by writing the total hours worked in the row marked “Totals.”

The student supervisor checks the totals by re-adding the hours worked and writing the totals in the box marked “Office Use Only.” The supervisor places his/her initials next to the totals listed in the “Office Use Only” box.

Student supervisors do not sign the time sheets. Encourage staff to photocopy their time sheets and keep for their own records.

Breaks

Students working 0 to < 3 hours do not get a break Students working 3 to < 6 hours get one 15 minute paid break Students working 6 to 8 hours get two 15 minute paid breaks, and one unpaid 30 minute

meal break. One paid 15 minute break must be before the meal, the other 15 minute break after.

Students may not work more than 8 hours per day. Break periods and/or the meal period may not be combined. Breaks may not happen immediately at the beginning or end of a shift. Students must work

at least 15 minutes--and it is strongly suggested that they work 30 minutes--before taking a break.

Shift Differential

Hours worked after 5:00 pm may be eligible for shift differential (extra pay) if they meet the

following criteria: o Staff work 4 hours or more after 5 pm

Example 1: 4 pm – 8 pm shift does NOT qualify even though it is a 4 hour shift because only 3 hours are worked after 5pm.

Example 2: 5 pm – 9 pm shift does qualify because those 4 hours are after 5pm.

Example 3: 4 pm – 9 pm does qualify because 4 hours are worked after 5 pm. All 5 hours of the shift are paid at the shift differential rate because 4 hours were worked after 5 pm.

o The 4 hours after 5 pm must be consecutive hours. *Please note that student staff may not work more than 20 hours per week.

Paychecks

Paychecks can be obtained in two ways:

(1) Receive paychecks by mail. (2) Direct Deposit. Staff choose this option when they fill out their hiring forms or on

http://blu.berkeley.edu The APCs will keep a copy of all time sheets in case a staff member ever has a question.

How do I get my last paycheck? (If you leave your position with Academic Services):

Your APC will provide you with a separation form. Indicate on the separation form where your last paycheck should be sent.

(If you have direct deposit you should indicate that on the form). Turn the separation form in to your APC who needs to sign the form under the manager’s signature.

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ACADEMIC SERVICES POLICY FOR STUDENT STAFF VACATION & SICK LEAVE

Only professional staff, not student staff, accrues vacation and sick leave. As such, students will never have to fill out the “vacation” and “sick leave” columns of each month’s timesheet. In the case that student staff members need to miss their shifts due to sickness or personal emergencies, they must find another student staff member to cover any missed shifts. The student staff members must provide the name of the student covering the shifts to the student supervisor and the APC at the time of the request.

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PUBLICITY Publicizing the Academic Services Center at the beginning of the year is critical to the success of our programs and services. All residents will receive a magnet during move in with center hours and information about the tutoring, advising, and resident faculty programs. The Marketing Team will provide you with many of the materials you need to properly represent Academic Services, including name tags, common signage, and staff photos. They will also periodically be in contact with new materials and instructions for their display or distribution. CSs - we are asking that you assign at least one ASA to be a marketing liaison to ensure the proper distribution of these materials. Sometimes there may be editing required. As such, we will hold a marketing workshop during training which will cover photoshop basics, use of the website and social media spaces, and other essentials. Please send any ASAs you would like to have these skills to the workshop on Friday, 8/17 from 5-6pm. It is your responsibility to advertize any programs in your center (including game nights.) The Marketing Team will provide guidelines, but you are responsible for creating and distributing materials, and for otherwise getting the word out. It is very important to advertize your programs, generally two weeks in advance. Publicity Ideas and Resources:

Create an event on myhome.berkeley.edu Create a poster and put it up in the center and other common areas Distribute poster in residence halls (Touch base with Program Assistants/RDs to learn how

to do this in your unit.) Visit Hall Association meetings Table in the dining common or in front of your center (APC will have info on how to table in

DC) Create a custom desktop background (*creating good desktop backgrounds will be

discussed at the marketing workshop.) Add the event details to the pop up for your unit (*info on how to edit the popup will be

discussed at the marketing workshop.) Add announcement to unit calendar or advertize it on one of your white boards/chalk

boards.

Supervisor Manual

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Academic Services Center student staff will be evaluated once every semester. Evaluations are an opportunity for personal and professional growth, allowing staff to see how well they have performed in their position and to set future goals. Every semester, the student supervisor will formally evaluate each staff member under the supervision of the APC.

Procedures The evaluation of staff consists of three parts:

1. Peer Feedback

Feedback is gathered from student staff peers and others as appropriate. 2. Student Supervisor Evaluation

The supervisor evaluates performance of student staff. 3. Self Evaluation

The staff completes a self evaluation form . Evaluation Meeting The process culminates in an evaluation meeting with each staff member. In the evaluation meeting, the student supervisor will compile the results of the peer feedback, the student supervisor evaluation, and the self-evaluation. This is a good opportunity to discuss how the position is going, how s/he can improve future performance, and continue to develop professional skills. Upon completion of the meeting, the student supervisor will create a final copy of the evaluation that s/he and the student staff member will both sign. This becomes a part of the staff member�s file.

Reappointment Student staff wishing to continue their employment with the Office of Student Development for another academic year will need to apply for reappointment. Performance evaluations are used to determine potential for reappointment.

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ACADEMIC SERVICES CENTER TECHNOLOGY EXPECTATIONS

CalAgenda Expectations All Student supervisors are given CalAgenda accounts

Always keep your CalAgenda up to date Use CalAgenda to schedule meetings with APCs and colleagues

APC Volume Expectations All student supervisors have access to the APC Volume via Remote Desktop. In doing so:

Create and establish a CS/TPS/PAS/MS folder to facilitate file-sharing and save files in appropriate folders.

Personnel files should be kept within APC�s folder. Do not store non-work related items on the APC Volume. Share resources but also contribute. After creating something, save it in the volume for

other supervisors or future supervisors to benefit from. All documents should be closed immediately after editing to allow access to others.

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Policies

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SHIFT SUBSTITUTION

Employees of Academic Services Center are expected to work all scheduled shifts and/or office hours and to find a substitute if they cannot work a shift. Academic Services Center employees may not ask non - Academic Services Center staff to cover their shift. Whenever possible, Center employees are expected to plan in advance when requesting a substitute and making every effort to find a substitute. Staff members must inform their student supervisor promptly of any arranged shift substitutions.

Non-emergency shift substitution procedures 1. At least one week before the shift:

Tutors send an e-mail to the Academic Services Center tutoring staff in their subject area requesting a substitute.

ASAs e-mail their staff list. If they cannot get a substitute from their unit staff within one day, then, with CS approval, they can e-mail the staff lists at other units.

Peer Advisors must e-mail the Peer Advisor e-mail list to find a substitute. 2. As soon as a substitute is found, the staff member sends an email to notify his/her student

supervisor. 3. If no one agrees to cover the shift, the staff member is still responsible for working

his/her normal shift. Student supervisors can agree to cover a shift. If this occurs, the student supervisor should inform his/her APC.

Shift substitution in emergency situations An emergency is an unforeseen situation in which a staff member is suddenly unable to work a shift. Realizing that s/he has not studied enough the night before a midterm is NOT an emergency. Academic Services Center staff should plan ahead when they have exams and follow the procedures for “non-emergency” substitutions.

Examples of emergencies include: car/bicycle/motorcycle accident sudden, significant injury to self any illness requiring immediate attention from a physician or mental health professional sudden, significant damage to personal property a sudden, significant family crisis

Emergency shift coverage procedures 1. The staff member calls his/her student supervisor immediately. If the student supervisor

cannot be reached, the staff member calls the APC. As soon as the student supervisor or APC has been contacted, s/he will assist the staff in obtaining coverage for the shift and post signs if the shift needs to be canceled or re-scheduled.

2. If tutors or peer advisors cannot reach their student supervisor or the APC, they may call other staff to find a substitute. If a substitute cannot be found, they must also call their center for the ASA to post a sign in the center, on APC office door, or in a classroom, to inform residents that the tutoring session or advising hours have been canceled or re- scheduled.

3. As soon as the staff member has found a substitute, s/he should notify the student supervisor by phone or email of the substitution. The center staff member should also let the student supervisor know when s/he will return to work.

4. If the staff member cannot contact the student supervisor or APC on the night of emergency, then the staff member must contact the APC or student supervisor by e-mail, phone, in-

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person, by the next morning to explain what happened (and to let the supervisor know that s/he is okay).

Transfer Request

If at any time a staff member wishes to be transferred to another unit, s/he must submit a Transfer Request Form to his/her Student Supervisor and APC. Transfers will only be approved when there are vacant positions available and Student Supervisor and APC at the current and requested unit both agree to allow the transfer. Please request the form from your APC if you request for a transfer.

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GENERAL STUDENT STAFF PERSONNEL POLICIES Being a Role Model Student staff is expected to observe all University and residence hall policies and to encourage others to do the same. Failure to serve as an appropriate role model in this area may result in probation or a review in one�s employment status. Proper Dress Code Student staff in Academic Services represents not only the Academic Services Centers but also the Office of Student Development. Dress code is a fundamental component of professionalism in the workplace. It is therefore expected that student staff members follow proper policies.

Official attire, Academic Services polo and name tag, should be worn during all shifts. Polos and name tags should be visible at all times. Polos should be clean and wrinkle-free. Student staff members must wear full-length pants. No shorts or cropped, capri pants are allowed. As per federal safety regulations mandated by OSHA, student staff members must also

wear closed-toe shoes. No sandals or flip-flops are allowed. Dress code policies during staff meetings and other individual meetings with student or

professional staff will be decided by the student staff’s supervisors. Failure to comply with proper dress code policies will result in disciplinary actions determined by student staff’s supervisors.

Loyalty It is highly encouraged that staff members exhibit loyalty and support one another. Never criticize a staff member or program in front of residents and/or other staff members. Always discuss these matters in private with the supervisor. A good rule of thumb is praise in public, criticize in private.

Conduct As an Academic Services Center Staff member and an employee of the university, one is expected to abide by the rules and regulations of the university, the community, and the state. To do otherwise can compromise one�s integrity in the eyes of the students, faculty, and staff. If there are any questions about what situations or conditions might result in a review of one�s employment, please feel free to ask the Academic Program Coordinator or the Director of Academic Services.

Student Staff and OSD Title Academic Services Center staff members represent the Office of Student Development and employee titles should not be used when expressing public opinion or support, as personal opinion may not necessarily reflect the feelings or opinions of all student staff. Letters to the editor, advertisements, posters, etc. should not contain employee title without prior approval from the supervisor. DO NOT speak to the media under the guise of an employee from Academic Services unless approval has been received from the supervisor. Rather, refer media to professional staff.

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28

UC BERKELEY CAMPUS POLICIES AND REGULATIONS

All Academic Services staff is expected to understand and abide by all UC Berkeley campus policies and regulations. In addition to the general University conduct regulations, residence hall community members (including all Academic Services staff, even those who do not live in the halls) are responsible for adhering to Residence Hall Conduct Policies. The Residential Conduct Code is published in Bear Necessities: Guide to Living on Campus at UC Berkeley, available online at http://www.housing.berkeley.edu/student/Bear_Necessities_Guide.pdf. A paper copy of the guide is kept in each Academic Services Center.

Academic Services staff should also be familiar with and refer students to the Residential Computing Appropriate Use Policy regarding appropriate use of computing resources on campus (http://www.rescomp.berkeley.edu/about/policy/).

To learn more about UC Berkeley campus policies and regulations, visit the Student Affairs website at http://students.berkeley.edu/uga/, where links can be found to the following codes and policies (as well as many others):

Berkeley Campus Code of Student Conduct http://students.berkeley.edu/uga/conduct.asp

Berkeley Campus Policy on Sexual Harassment http://ccac.berkeley.edu/policies.shtml

Berkeley Campus Student Policy and Procedures Regarding Sexual Assault and Rape http://ccac.berkeley.edu/assault.shtml

Berkeley Campus Student Grievance Procedure http://students.berkeley.edu/uga/grievanc e.stm

Berkeley Campus Policy on Student Registration Blocks and Lapses http://registrar.berkeley.edu/Acad/acadforms/BlockingPolicy.pdf

University Policies on Appropriate Use of University Resources http://ethicscompliance.berkeley.edu/ResponsibilitiesGuide/topics/MisuseofUniversityResources .shtml

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29

Supervisor Manual

Staff Development

30

STAFF DEVELOPMENT

Staff Development After the initial fall training, student supervisors may want to give their staff the opportunity to interact outside of the typical shifts. Staff developments (“staff devos”) are often a good opportunity to combine training and team interaction. To plan a staff development, the supervisor should coordinate with the staff to choose a time during which everyone is available. Some ideas include having a picnic, going out to lunch, and catching a movie (the staff does NOT get paid for staff development activities) on your own time. Staff development activities can take place during scheduled meeting times or on arranged dates outside of meetings.

Other ideas include facilitating staff meetings at a restaurant or café (staff members pay for their food but are paid for their time since the meal is also a meeting), attending sporting events, attending a performance or event which involves a fellow staff member, etc. Please note that staff CANNOT be paid for admission to attend particular events. Therefore, it is highly encouraged to be inclusive of others� financial needs. Please keep this in mind when planning various events. Consult with the APC if there are any questions regarding this matter.

Another great idea for staff development is to have a question of the week or a short "ice breaker" at the beginning of each meeting. Give staff members the opportunity to come up with staff devos they are interested in and put them in charge of coordinating them. Empower staff members by allowing them opportunities to grow both professionally and interpersonally.

Talk to fellow supervisors or the APC to develop ideas for staff developments and creative ways to fund and execute them.

IDEAS FOR STAFF APPRECIATION

1. Kudos: Give everyone a kudos bar. People turn to the person on their left/right and tell them “kudos” for something good that the person did.

2. Candy pass: Give out different kinds of candy to everyone (i.e. milky way, snickers,

m&ms). People turn to the person on their left/right and tell them something related to the candy. For example, “thanks for always making me „snicker� during the meeting.”

3. Envelope of love: Give everyone an envelope and tell them to write their name on it.

Also, provide everyone with small slips of paper which equal the amount of people in the group (i.e. group of 12 gets 12 slips of paper). Have everyone pass the envelope to their left/right. Each person should write down on the slip of paper a positive adjective of the person on the envelope. When done with the adjective, pass the envelope on to the next person. Repeat until everyone receives their own envelope. Either have them seal the envelopes and open them at another time or have them look at what their colleagues think of them.

4. Talking behind your back: Have everyone tape a piece of paper to their back.

Everyone walks around and writes a nice message about the person on the paper behind their back. Each person should write something on everyone�s back.

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5. Pat on the back: Divide the group up into 2 groups. Have one group form a circle facing each other and ask them to close their eyes. The other group should be standing on the outside. Ask the group to tap someone on the shoulder if the statement applies to them. When done, have groups switch places. Statements include: tap someone who has taken a shift for you, who you admire, who you want to get to know better, who makes you laugh, who does a good job.

6. Staff member of the month: Have the staff vote for someone who ought to be staff

member of the month. Have a sign or bulletin board in the office/ CENTER/academic center with pictures of the staff members of the month. Use it as wallpaper on the computers.

7. Secret Admirer: Have staff members write their name on a piece of paper and put

papers in a hat. Everyone draws a name (can�t be their own). Then give them a time period (i.e. a week) to do 3 nice things for that person. At the staff meeting, have people try to guess who their secret admirers are.

8. Evaluations: Recognize and note the good things that people do while performing their

jobs! 9. Other ideas: Special breakfast, lunch, dinner, dessert reception Bring food to staff meeting Have residents fill out cards or sign a poster thanking staff Take out a thank you ad in the newspaper Put up banners in the Academic Services Center thanking staff Finals packets Little gifts in mailboxes Thank you cards/notes Letters from the “higher-ups” thanking staff members Wear an “I Love My Staff” homemade t-shirt or button Incentive program with “tickets” for good deeds and raffle at end of semester

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32

Supervisor Manual

Disciplinary Procedures

33

STUDENT STAFF CORRECTIVE ACTION AND RELEASE GUIDELINES

Introduction According to Personnel Policy 61, student staff members are considered casual-restricted employees and may be released at any time. However, by employing students, it is recognized that there is a need to be flexible and need to help student employees develop their skills and a sense of personal responsibility. Therefore, student staff should be given expectations in the initial stages of work to improve their performance, attendance, or behavior. All corrective actions are handled informally until release, and should follow the set forth guidelines. These steps should be followed to improve job performance (for these procedures “performance” will be used to also describe attendance and behavior) and compliance with established work rules and expectations. Effective informal corrective action should be designed to correct infractions of the University, RSSP, and Office of Student Development (OSD) policies, and to prevent such infractions in the future. The sequence of steps taken under this informal corrective action procedure is as follows: Coaching/counseling, informal discussion, letters of information, employment review, and release

from appointment. This approach will allow the individual to monitor his/her progress in correcting the infraction(s) from the established policies and expectations.

There may be instances where the violation by the staff member is of such a serious nature that initial steps can be eliminated. The staff member may be subject to an immediate employment review or release regardless of the staff member's prior record. Such situations may include, but are not limited to theft, assault, and breaking policies with residents.

At any time, supervisors may communicate to their staff member by bringing to attention the concern. While this originally may not be part of any informal corrective action, it could become so at a later point in time.

When a student is employed by multiple units within OSD, inappropriate conduct discovered in one position may impact the student�s employment in other positions. When a student is found to have violated provisions of his/her job description, the supervisor of that position will notify the supervisor of any other position within OSD of the violation. The secondary supervisor will determine if the inappropriate behavior is also a violation of the job description and determine if that behavior affects the student�s position in the organization.

When others are present at or affected by an incident, the best practice is to collect a written statement from the witness to quote from. The written witness statement can be handwritten or typed and the witness should date and print his/her name and sign the statement. If the witness requests that his/her name not be disclosed, tell him/her that complete anonymity cannot be promised. That means the name of the witness may be unspoken or undocumented, but if the employee requests to know the source, the source must be identified or the reason for using the unverifiable source�s information must be justified. This is a difficult standard to meet since the employee has a right to know his/her accuser.

All corrective action letters should be placed on departmental letterhead. All corrective action letters must be reviewed and approved by the Director of the Unit (AS, Family

Program, NSS or Res Living) or their designee prior to the letter being given to the student. 1. Coaching/Counseling Coaching or counseling is the first step of addressing any concern and should occur regularly at

steps 1-3 of the process. The objective is to interact with the staff member to alert him/her of the undesirability and impact of

infraction and to provide future expectations.

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When applicable, supervisors should use this first step to identify the cause of the problem. Identifying the problem can be accomplished by inviting the staff member to explain his/her side and to respond by providing input, asking questions, or requesting help.

If necessary, further action will follow. 2. Informal Discussion and Letter of Information (LOI) This informal discussion is the first step in the corrective action process. The nature and content of the discussion is a serious attempt towards correcting the problems

emanating from the individual�s performance. The supervisor�s role is to suggest ways the staff member can prevent the infraction(s) from recurring and to outline or clarify expectations. Suggestions may arise from exploring solutions such as training or pairing with another staff member to alleviate the problem.

Document the informal discussion in a LOI. The LOI should outline the matters discussed and any expectations for improvements.

The LOI becomes part of the staff member�s personnel file. 3. Employment Review An employment review is the third step in this informal corrective action procedure, which becomes

a part of the staff member�s personnel file, the Director�s files, and Assistant Director�s files. The employment review is a final attempt to allow the individual to meet expectations outlined in the

employment review letter by a specified timeline in order to avoid release from employment. It is permissible to verbally inform the staff member that failure to meet expectations may result in release from employment.

The letter should include an accurate list of infractions or unacceptable behaviors and expected improvements. If applicable, include witness statements (see introduction).

The letter should include a statement of understanding stated as follows: "My signature signifies that I have read this employment review and understand the content." This letter should be signed by the staff member receiving the employment review and the staff member should receive a signed copy of the letter.

If the incident is related to misconduct and there is potential that the student may be released for the pending violation, then procedures under #4 Release from Appointment must be followed. A lesser response may be determined such as Employment Review at a later time, but make sure to observe all of the employee�s rights if there is any potential for release.

4. Release from Appointment It may be necessary to release a staff member from employment. The informal corrective action

procedure allows for several opportunities for the individual to improve performance. Should s/he fail to meet expectations previously given, release from employment is the final step to be taken.

If the student staff member will be released due to allegations of misconduct, the student must be notified of his/her rights prior to the meeting. See EMAIL OF PERSONNEL MEETING NOTICE. The student�s rights include being able to 1) bring a representative of his/her choice to the meeting 2) hear allegations of misconduct and review any material that is being used in the course of determining a decision (IRs, photos, documentation, policies, witness statements), 3) know the identity of any accuser/witness, and 4) have the opportunity to respond before a decision is made.

Make an appointment with the Director, and bring the history of informal corrective action and any documentation supporting the current concerns including witness statements. Review the current situation, history, witness statements, and 7 Steps of Just Cause before making a decision to release the employee.

Supervisor Manual

35 The supervisor, Director, or a co-worker should sit in the meeting as an observer. The observer is

there to attest to the fact that: 1. the employee had been given notice 2. the employee's rights had been observed 3. the employee had the opportunity to respond to concerns and review documents 4. the employee had his/her questions answered

Release from appointment will result in cancellation of current room assignment and discontinuation of the meal plan for live-in staff. Student staff member will be required to turn over staff keys and vacate his/her room within a designated period of time following the release date, usually 7 calendar days. Release is determined by the RD in concert with the supervisor and Director. If deemed appropriate and available, Housing Assignments may offer the staff member a contract for alternative housing at his/her own expense outside of the unit in which s/he was employed.

All Release from Appointment letters must be mailed via US Mail using the Proof of Service process. A copy may be given to the student staff member.

The supervisor is also responsible for assuring that a Separation Form is completed and attached to the copy of the Release letter that goes to payroll and that the student employee rec eives a final paycheck on his/her last day of employment.

Guidelines Supervisory staff should use the following charts when considering a response to a violation of expectations or employment contract by a student staff member. These responses are guidelines, and include many common behaviors, but are not all-inclusive. Judgments will need to be made for other violations and combinations of behaviors. These guidelines are provided to support supervisors in determining informal corrective actions for the staff member who displays a deficiency in meeting expectations.

1=Coaching/Counseling (a discussion with the supervisor)

2=Informal discussion (documented in a Letter of Information from the supervisor to the staff member)

3=Employment Review (documented in an Employment Review letter that is counter signed by the employee and copied to the personnel file, Director, AD)

4=Release from Appointment (ending staff member’s tenure in the position)

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Academic Services Assistant Discipline Grid Behavior Action – 1st

Violation Action – 2nd

Violation Action – 3rd

Violation 1 Missing a meeting 2 3 4 2 Missing in-service or other

training session during academic year

2 3 4

3 Late with paperwork 1 2 3 4 Late for meetings 2 3 4 5 Late for shift 2 3 4 6 Missing shift 2 3 4 7 Not meeting programming

expectations 2 3 4

8 *Poor role model behavior 2 3 4 9 Violations of residence hall

conduct policy* #1, 3, 5, 10, 11, 12

4 n/a n/a

10 Violation of residence hall conduct policies not mentioned above

2 3 4

11 Failure to meet minimum GPA requirement

4 n/a n/a

12 Failure to meet minimum unit requirement

4 n/a n/a

13 Breaking confidentiality 2 3 4 14 Misuse of staff keys 3 4 n/a 15 Loss of staff keys 2 3 4 15 Lack of visibility/availability 1 2 3 16 Misuse of authority 2 3 4 17 Failure to meet

requirements or expectations

2 3 4

Poor role model behavior is defined as that which has a negative impact on or in the

workplace. Examples of poor role model behavior may include, but are not limited to, failure to treat individuals fairly and equally, being rude or making inappropriate statements to students or guests.

* http://www.housing.berkeley.edu/student/res_conduct.html

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37

Res Hall Peer Advisor Discipline Grid Behavior Action – 1st




training session 3 4 n/a

3 Late with paperwork, emails, timesheets, etc

1 2 3

4 Late for meetings 1 2 3 5 Late for shift 2 3 4 6 Missing shift 2 3 4 7 Not meeting programming

expectations 2 3 4


conduct policy* #1, 3, 5, 10, 11, 12

4 n/a n/a


2 3 4


4 n/a n/a

12 Failure to meet minimum credit requirement

4 n/a n/a

13 Breaking confidentiality 2 3 4 14 Misuse of authority 2 3 4 15 Failure to meet


2 3 4

16 Failure to respond to supervisor in a timely manner

1 2 3




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38

Marketing Assistant Discipline Grid Behavior Action – 1st




training session during academic year

2 3 4

3 Late with paperwork, timesheets, etc.

1 2 3

4 Late for meetings 2 3 4 5 Failure to respond to

supervisor in a timely manner

1 2 3

6 Not meeting programming expectations

2 3 4


conduct policy* #1, 3, 5, 10,

4 n/a n/a


2 3 4


4 n/a n/a


4 n/a n/a

12 Breaking confidentiality 2 3 4 13 Lack of visibility/availability 1 2 3 14 Misuse of authority 2 3 4 15 Failure to meet


2 3 4

Role model behavior is defined as that which has a negative impact on or in the

workplace. Examples of poor role model behavior may include, but are not limited to, lack of approachability or visibility, negative attitude.


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39

Tutor Discipline Grid Behavior Action – 1st



Violation 1 Missing a meeting 2 3 4 2 Late with paperwork 1 2 3 3 Late for meetings 2 3 4 4 Late for shift 2 3 4 5 Missing shift 2 4 n/a 6 Not meeting programming

expectations 2 3 4


conduct policy* #1, 3, 5, 10, 11, 12

4 n/a n/a


2 3 4


4 n/a n/a


4 n/a n/a

12 Misuse of staff keys 3 4 n/a 13 Loss of staff keys 2 3 4 14 Lack of approachability,

accessibility 1 2 3

15 Misuse of authority 2 3 4 16 Failure to meet


2 3 4




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40

Student Supervisor Discipline Grid

RL: Program Assistants (PA), Security Coordinators (SC), Community Coordinators (CC) NSS: CalSO Coordinators AS: Tutoring Program Supervisors (TPS) and Center Supervisors (CS)

Student Supervisors are in positions of power and leadership over other students, therefore, Student Supervisors are responsible for their staff�s expectations/discipline grids, along with the Student Supervisor position grid listed below.

Behavior Action – 1st



Violation 1 Abuse of authority

(preferential treatment and/or discrimination towards student staff)

2 3 4

2 Misuse of university resources (keys, key cards, personal student information)

3 4 N/A

3 Failure to evaluate student staff in a fair and timely manner

2 3 4

4 Failure to communicate expectations clearly and to hold staff members accountable to expectations in a consistent and fair manner

2 3 4

5 Failure to submit timesheets/payroll by deadlines

1 2 3

6 Failure to communicate with supervisor about key issues, such as staff discipline, resource management

2 3 4

7 Lack of visibility/availability 2 3 4

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41

LETTERS OF INFORMATION: OVERVIEW AND GUIDELINES

Letter of Information (LOI) Overview Purpose:

1. To document an informal discussion about job expectations between supervisor and staff member

2. To clarify job expectations for staff in order to help members improve their performance 3. To document problems with performance in case it becom es necessary to take

disciplinary action later (however, an LOI is not a disciplinary letter) Components of the Letter of Information:

1. Date of conversation 2. Location of conversation 3. Specific performance or behavior that was discussed 4. Brief description of the conversation, including employee�s side 5. Supervisor�s expectations of employee

Guidelines for Having Informal Discussions about Performance with Staff

1. Bring all concerns with staff conduct to the attention of the APC. Consult with the APC

before having informal discussions that will result in writing a Letter of Information.

2. Always hold the meeting in a private space such as an APC office or meeting room. Never conduct the meeting in a public place, such as a hallway, Academic Services Center, or bench outside Crossroads.

3. Begin the meeting by presenting concerns and then listening to the staff member. For

example, for staff members with problems following through on their commitments, it can be said, “I want to talk to you about your late project last week. I asked you to finish the marketing flyer by last W ednesday, and it wasn�t finished until Friday. Is everything going ok with you? ... How do you feel about the workload you�ve taken on this semester?” Sometimes, failing to meet expectations may be the result of broader problems that the staff member is facing, such as schedule overload or personal issues. Sometimes the individual may have misunderstood expectations. It is helpful to listen to the staff member�s perspective early in the meeting.

4. Explain the expectations of the position that were not being met, even if the staff person

has heard the expectations before. Provide another copy of the expectations for the position at the informal discussion and also include it with the Letter of Information.

5. Explain, from a programmatic standpoint, why AS staff expectations are important. For

example, explain that arriving even a few minutes late to a tutoring shift creates a negative reputation for the tutoring program. Do not address lapses in conduct as a

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42

personal betrayal; rather, emphasize the programmatic importance of adhering to expectations.

6. If appropriate, point out the staff person�s positive contributions during the conversation

when mentioning that a particular area needs improvement.

7. If, for any reason, safety is a concern for having a conversation about expectations with

the staff member, raise this issue with the APC immediately. APCs are the official supervisors of all student staff, and in some cases, the APC may wish to hold meetings about expectations directly with the staff member.

8. All Letters of Information must be reviewed and approved by the APC and the Academic

Services Director before they are given to staff.

9. All Letters of Information must be co-signed by the APC in charge of the respective

Units.

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43

LETTERS OF INFORMATION: TEMPLATE AND SAMPLES

PLACE ALL LETTERS ON UNIVERSITY LETTER HEAD Letter of Information

[Date]

[Employee's First and Last Name] [Title - Student] [Campus or Home Address]

Dear [Employee]:

This is a letter of information to summarize our conversation of [date]. We met in my office at [time] to discuss your [performance/attendance/behavior], specifically [include brief summary of deficiency].

[Document the conversation as it actually happened and include the employee's side].

My expectations are that you will [describe performance/attendance/behavioral expectations, and attach copies of written standards and/or work rules].

Please see me immediately if you wish to discuss this matter further.

[Supervisor’s Name] [Title]

Attachments: [Documents referenced in letter]

cc: Director Troy Gilbert

Employee File REMINDER Record the conversation promptly, while memory is still fresh. The conversation is only described as it actually happened. Include the employee's side.

The employee should not be surprised and not disagree with its content. Student employee letters are referred to as Corrective Action Letters, not Disciplinary

Letters. Supervisors may opt to issue a second LOI to student employees on similar or related

infractions before moving to an employment review.

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44

EMPLOYMENT REVIEW [Date]

[Employee's First and Last Name] [Title - Student] [Campus or Home Address]

Dear [Employee]:

This is an employment review letter to summarize our conversation of [date]. We met in my office at [time] to discuss your [performance/attendance/behavior], specifically [include brief summary of deficiency].

[List deficiencies including dates (and times if available), including names and titles of those involved and attach written witness statements. If there was a conversation, document the conversation as it actually happened and include the employee's side.]

On previous occasions detailed reviews of expectations regarding your [performance/attendance/behavior] have been undertaken to ensure that you understand the requirements of your position. Expectations were discussed with you orally [list dates] and in writing [list dates and type of document such as performance appraisal or letter of information, and include brief summary of each; attach copies.] However, you continue to fail to meet these expectations.

Your failure to adhere to the requirements of your job on an ongoing basis has a serious impact on the operations of our department, [unit name], and our ability to meet our goals. [Describe in detail, e.g., interrupted service to clients, safety hazards, overtime for other employees.]

Once again, my expectations are that you will [describe performance/attendance/behavioral expectations, and attach copies of written standards and/or work rules]. [You may set a date which you will review the student staff member’s progress in meeting the above listed expectations].


[Supervisor’s Name] [Title]

Attachments: [Documents referenced in letter]

cc: Director Troy Gilbert

Employee File "My signature signifies that I have read this employment review and understand the content."

___ _ _ _ _ _ _ _ _ _ _ _ _ ___ _ _ _ _ _ _ Student Staff Member’s Signature Date

Supervisor Manual

45 UNIVERSITY OF CALIFORNIA, BERKELEY

BERKELEY DAVIS IRVINE LOS ANGELES MERCED RIVERSIDE SAN DIEGO SAN FRANCISCO SANTA BARBARA SANTA CRUZ

OFFICE OF STUDENT DEVELOPMENT 2610 CHANNING WAY #2272 BERKELEY, CALIFORNIA 94720-2272

Daniel Jackson Academic Services Physics Tutor

May 1, 2006

Dear Daniel,

Letter of Information

This is a letter of information to summarize our conversation on, April 28, 2006. W e met at the Unit 1 APC office to discuss my concerns with your tardiness to recent meetings and other obligations to the tutoring program.

I expressed my concern that you arrived five minutes late several tutor meetings and your tutoring shift on Monday, April 19. I was also concerned that while you generously offered to assist with interviewing new tutors on March 17, you arrived 10 minutes late to the interview.

You explained that you were late to the tutor meeting because you stopped to help a lost child. You also explained that you arrived late to your shift because your watch may be off from the clock at the Academic Center, and you arrived late to the interview because you had made a mistake regarding the time.

We agreed that you would arrive on time to your obligations in the future. You also agreed to check your watch with the Academic Center clock to make sure you arrive on time to your shifts.


Sincerely,

Mary Ling Timothy J. Randazzo, Ph.D. Physics Tutoring Program Supervisor Academic Program Coordinator

Cc: Director Troy Gilbert

Employee File

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46

My expectations are that you will meet the deadlines for assigned tasks, and address time- sensitive requests quickly. When you are feeling too overwhelmed with work and when you need help on assignments, I expect you to let me or the appropriate contact person know immediately. My expectations are that we will be able to rely on you to professionally interact with the Marketing Team as well as other Academic Services staff, which includes responding to inquiries and working independently to make deadlines. I would like to encourage you to think about whether the responsibility of this position is something you will be able to handl e next year with all your other activities and jobs. Please see the attached Marketing Assistant Expectations sheet (originally distributed during Fall Training) for more information.


Kate Smith Monica Cortes Marketing Supervisor Academic Program Coordinator, Academic Services

Attachment: Academic Services Marketing Assistant Expectations 2007-2008

cc: Director Troy Gilbert Assistant Director Anne Marie Richard Employee Relations Manager Javier Gonzalez Employee File

Supervisor Manual

Academic Services Center Emergencies

47

EMERGENCY AND RESOURCE NUMBERS

For Emergencies and Crimes Which Have Just Occurred When the suspect is still nearby or has just left,

dial 9-9-1-1 from any campus phone or (510) 642-3333 from a cell phone

or when an immediate response is needed.

UCPD Non-Emergency Situations and Business Calls 642-6760

BEARW alk Service and Night Shuttle Service Information 642-WALK

University Police Lost and Found 642-4936

Alta Bates Hospital (510) 204-1303

Campus Emergency Information Line (only operates in an emergency) 642-4335

Suicide Prevention/Community Crisis Hotline (800) 309-2131

University Health Services 642-2000

Advice Nurse and After-hours Referrals 643-7197

Sexual Assault Counseling 642-6074

Sexual Harassment, Title IX Officer 643-7985

Office of Student Development 642-3213

Residential Computing 642-HELP

Student Judicial Affairs Office 643-9069

Gender & Equity Resource Center 642-4786

Ombudsperson for Students 642-5754

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GENERAL EMERGENCY PROCEDURES

In emergency situations, decisions of Academic Services Center staff are guided by three things:

student�s health and safety notification of proper personnel (UCPD, fire, RD On-call) only

(respecting the privacy of the individuals involved and keeping the situation confidential) protection and security of buildings, facilities, and equipment

What to Do in the Event of an Emergency

Determine what immediate action is necessary and take it. Inform the professional staff and emergency services of the situation. Assist in keeping others safe, so long as it does not put your well-being in jeopardy.

Remember to always use the best judgment and that regardless of time whether it is day or evening, always contact emergency personnel (Fire, Police, Paramedics) first.

Earthquake : During an Earthquake

Duck under a desk or sturdy table. Cover your head and neck with your arms. Hold still. Remain calm. Try to calm and reassure others. Stay away from windows, bookcases, file cabinets, heavy mirrors, hanging plants, and

other heavy objects that could fall on you. Watch out for falling plaster or ceiling tiles. Stay under cover until the shaking stops. Hold on to the desk or table. If it moves, move with it.

Here are some additional tips for specific locations:

If you're in a HIGH-RISE BUILDING, and you are not near a desk or table, move against an interior wall, and protect your head and neck with your arms. Do not use the elevators. Do not be surprised if the fire alarm or sprinkler systems come on.

If you're OUTDOORS, move to a clear area, away from trees, signs, buildings, or downed electrical wires and poles.

If you're in a WHEELCHAIR, stay in it. Move to cover, if possible, lock your wheels, and protect your head and neck with your arms.

If it is not safe for you to leave your room, wait for emergency personnel. Hang a sign or bright colored cloth in your window for them to locate you.

After an Earthquake

Put on shoes, gloves, and obtain a flashlight. Grab your “Go” bag, which should be filled with your emergency response supplies. Remain calm and encourage residents and staff to stay calm. Stay visible to your

residents. Evacuate to the prearranged meeting area and begin roll call. Find your Resident

Director. If you cannot find your RD, find the Unit Manager. .

Supervisor Manual

Fire: What to Do

If you can, pull the fire alarm and assist in evacuating those near you. Leave the Building. (Take your keys with you). If the door is hot after an alarm sounds, do not open it! Open a window and stay close to it until you can be rescued. Call UCPD to notify them that you are unable to leave the Academic Center. If you encounter smoke or high heat, keep low or crawl to avoid inhaling toxic fumes. (Keep in mind that most people who die in fires are killed by the toxic fumes, not by the fire itself). Know the locations of ALL fire exits and fire extinguishers in your building.

Once you are outside, go to a campus phone and dial 9-911 (from a pay phone, dial 911) to make sure that UCPD know of the alarm. Tell them your name, identify yourself as a staff member, and give them the name of the Unit.

All staff should proceed to the central gathering place (specific, according to Unit). Have the residents move away from the building. This will allow people who are exiting the building to leave more quickly. Also, the Fire Department will have better access to the building.

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MAINTENANCE TAGS & EMERGENCIES Maintenance Tags Student Staff can file Maintenance Tags at http://maintenance.housing.berkeley.edu/. Student staff should report the maintenance issue to their APC to file unless it is an emergency, in which case they should file it themselves (and notify the APC.) What Constitutes a Maintenance Emergency

The following are generally considered emergencies (though it may vary from unit to unit): Broken windows in the Academic Services Center

Any broken or damaged doors or entryways (including card-access doors)

Overflowing toilets (without shut-off valves)

Electrical damage

Elevator malfunctions After Office Hours and on Weekends and Holidays

Procedure for after-hours emergency maintenance requests vary from unit to unit, so be sure to check in with your APC and Facilities Manager to learn what should be done in your unit.

Supervisor Manual

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EMERGENCY MANAGEMENT AREAS

(in Case of Earthquake, Fire, or Other Major Crises) Unit 1 People's Park Unit 2 People's Park Max Martinez Commons* People’s Park Unit 3 Evan's Diamond (behind the RSF)

Alternate Sites for Unit 3: Edwards Track and the Parking Lot on Fulton and Bancroft Unit 4 Kleeburger Field Unit 5 Horseshoe Driveway

OSD STAFF CONTACT LIST

*MMC is linked with Unit 3 Academic Services and with Unit 2 Facilities.

UNIT 1 RESIDENCE HALLS 2650 DURANT AVENUE, 642-3141 Academic Program Coordinator: Jason Anthony 3-3420 [email protected] Manager: Norton Mitchell 2-6672 [email protected] Monitor Booths: Cheney Hall 3-0753 Deutsch Hall 2-9905 Freeborn Hall 2-9903 Putnam Hall 2-9906

UNIT 2 RESIDENCE HALLS 2650 HASTE STREET, 642-3143 Academic Program Coordinator: Kelly Morr 2-8673 [email protected] Manager: Willis St. Hill 2-3875 [email protected] Monitor Booths: Cunningham Hall 2-9916 Ehrman Hall 2-9910 Davidson Hall 2-9912 Griffiths Hall 2-9914

UNIT 3 RESIDENCE HALLS 2400 DURANT AVENUE, 642-5391 Academic Program Coordinator: Legacy Lee 2-1727 [email protected]

Facilities Manager: Chana Bailey 2-5542 [email protected]

Security Monitor Booths: Priestley Hall 2-8071 Spens-Black Hall 3-7842 Cleary Hall 2-8762 Norton Hall

Ida Sproul Hall 2-8270

3-8368

FOOTHILL HOUSING COMPLEX 2700 HEARST AVENUE, 642-9703 Academic Program Coordinator: Roxanne Villaluz 2-2907 [email protected] Manager: Security Monitor Booth

Markie GaylesFront Office

2-6672 2-9703

[email protected]

CLARK KERR CAMPUS 2601 WARRING STREET, 642-6290 Academic Program Coordinator: Maria Padilla 3-0917 [email protected] Facilities Manager: Leonard Green 3-8627 [email protected]

Supervisor Manual

52 BEING PREPARED IN THE CENTER ACADEMIC SERVICES CENTER

KEEPING EMERGENCY SUPPLIES It is recommended that you store the following items in preparedness for an emergency:

Flashlight and extra batteries/bulbs

Portable AM/FM radio (& extra batteries). Tune to KALX 90.7 FM

Personal hygiene supplies

First Aid Kit and instruction booklet

One gallon of bottled water per person plus liquid chlorine bleach or water purification tablets for disinfection

Extra non-perishable food (peanut butter, canned tuna, fruit, soups, crackers, nonfat dry milk, manual can opener, etc.)

Supervisor Manual