Peer Supervision:
What to Know When Students
Supervise Students
HUMAN RESOURCE DEVELOPMENT
ACUI CORE COMPETENCY TRAINING MODULE
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Developed in 2011 by the ACUI Education Councils
ACUI Core Competency –
Human Resource Development
Supervision
Knowledge required:
• Understanding of basic student and adult development theories
and their application
• Understanding of basic coaching principles and techniques
Skills and abilities required:
• Ability to utilize effective communication practices
• Ability to develop an environment of respect
• Ability to provide timely and effective feedback
• Ability to develop functional workflow and organizational charts.
Developed in 2011 by the ACUI Education Councils
Pre-Test: Student Learning
1. Name two student development researchers
from the 1960s.
2. Identify three traits of the millennial generation.
3. Identify three workplace challenges that
supervisors have concerning supervising
millennials.
4. Identify two developmental task/stages for
college students.
Developed in 2011 by the ACUI Education Councils
Agenda
• Identify classic student development theories
• Identify generational theories and their effect on
supervising student staff within the college union
• Verbalize key challenges concerning supervising,
training, and motivating student staff
Developed in 2011 by the ACUI Education Councils
Late Teens & Early Twenties
• Greater complexity of thinking
• Development of critical thinking
• More empathetic and capable to see the viewpoint
of others
• More integration of cognitive & emotional
• Relationships based on shared values, mutuality
• Respect for diversity
• Modified risk-taking
• Decisions based on future consequences and impact
on others
Developed in 2011 by the ACUI Education Councils
Classic Theories of Student
Development
Developed in 2011 by the ACUI Education Councils
Developmental Tasks of College Students
Education and Identity (1969) by Arthur Chickering
Developed in 2011 by the ACUI Education Councils
William Perry (1968)
INITIAL STAGES - DUALISM
• Right answers exist somewhere
for every problem, they are out
there to be found, and
authorities know them.
•
Right answers are to be
memorized by hard work.
• Division of meaning into two
realms: Good vs. Bad, Right vs.
Wrong, We vs. They.
Developed in 2011 by the ACUI Education Councils
Mid-Stages - Multiplicity
• Recognize the existence of
differences of opinion, but they
stand in opposition to it.
Still loyal to authority.
• Express fear, stress, and
sadness when they realize the
world may not be driven by
absolutes.
Developed in 2011 by the ACUI Education Councils
Mid-Stages – Multiplicity
• Allow for uncertainties; however, uncertainty
does not change the nature of truth
• No judgment can be made among them so
“everyone has a right to his own opinion; none
can be called wrong.”
Developed in 2011 by the ACUI Education Councils
Final Stages – Relativism
• Diversity of opinion, values, and judgment
derived from coherent sources, evidence,
logics, systems, and patterns allowing for
analysis and comparison.
• Some opinions may be found worthless,
while there will remain matters about which
reasonable people will reasonably disagree.
Developed in 2011 by the ACUI Education Councils
Commitment in Relativism
Students see that
commitments will
need to be made to
establish their
bearings in a
relativistic world.
Developed in 2011 by the ACUI Education Councils
Generational Theories
Influence of Nurture vs. Nature
Developed in 2011 by the ACUI Education Councils
Millennials
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Special
Sheltered
Confident
Team-Oriented
Conventional
Pressured
Achieving
Millennials Rising: The Next Great Generation
by Neil Howe & William Strauss
Developed in 2011 by the ACUI Education Councils
Millennials
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Talented in technology
Eager for community activities
Busy in extracurricular activities
Respectful of norms and institutions
Close with parents
Very focused on grade performance
Demanding of secure, structure environment
Millennials Rising: The Next Great Generation
by Neil Howe & William Strauss
Developed in 2011 by the ACUI Education Councils
We live in a time when high
self-esteem is encouraged
from childhood. …
Today’s young people have
been raised to aim for the
stars at a time when it is
more difficult than ever to
get into college, find a good
job, and afford a house.
Their expectations are very
high just as the world is
becoming more competitive,
so there’s a huge clash
between their expectations
and reality.
Developed in 2011 by the ACUI Education Councils
Trophy Kid Generation
Every kid gets a trophy
Developed in 2011 by the ACUI Education Councils
Things to Consider
When Supervising Peers
Developed in 2011 by the ACUI Education Councils
Peer Supervision Challenges
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Friendship
Knowledge
Process
Poor Performance
Expressing Feelings
Manipulation
Favoritism
Seniority
Summary
Developed in 2011 by the ACUI Education Councils
Workplace Challenges
• Inappropriate dress
• Make sure rules and regulations are spelled out
very clearly
• Be clear and consistent about expectations
• Advise on hiring
– Don’t be tricked by overconfidence
– Ask about background and career goals
– Hire students who want to help people
Developed in 2011 by the ACUI Education Councils
Training
• Training for customer service needs to be more
extensive now–spell it out
• Focus on putting customer first
• Generation why?
– Tell them why the key aspects of their job matters
and why they are important
– Emphasize work place values first, then skills
Developed in 2011 by the ACUI Education Councils
Motivating
• Make the work relevant for them in some way
• Use immediate and tangible payoffs
• Try to link their jobs to career goals and building
their resume
• Find out what’s in it for them to do a good job
• Respect them and their work
• Involve them in decisions
• Facilitate employee problem solving
Developed in 2011 by the ACUI Education Councils
Sharing
• What role do students play at your campus?
• Do students supervise students?
• How do students supervisors hold other students
accountable?
• How do professionals hold students accountable?
Developed in 2011 by the ACUI Education Councils
Developmental Tasks of College Students
Education and Identity (1969) by Arthur Chickering
• Developing competence
– Intellectual, physical, interpersonal competence
• Managing emotions
– Allowing emotions into awareness and acknowledging them
as signals
– Negotiating balance between self-control and selfexpression
• Moving through autonomy toward interdependence
– Freedom from continual and pressing needs for reassurance,
affection, or approval
– Ability to organize activities and solve problems in a selfdirected way
Developed in 2011 by the ACUI Education Councils
Developmental Tasks of College Students
Education and Identity (1969) by Arthur Chickering
• Developing mature interpersonal relationships
– Tolerance and appreciation of differences
– Capacity for intimacy
• Establishing identity
– Self-acceptance, comfort with gender, sexual orientation,
ethnicity
• Developing Purpose
– Increasing ability to be intentional, assess interests and
options, clarify goals, and make goals and persist
Developed in 2011 by the ACUI Education Councils
Post Test: Student Learning
1. Name two student development researchers
from the 1960s.
2. Identify three traits of the millennial generation.
3. Identify three workplace challenges that
supervisors have concerning supervising
millennials.
4. Identify two developmental task/stages for
college students.
Developed in 2011 by the ACUI Education Councils
Questions?
Comments!
Discussion!
Developed in 2011 by the ACUI Education Councils