Use this guide as you begin to identify each component of the job you’re describing. See the sample position description labeled Appendix 1. This sample job description should be used only as a suggestion of what a finished, comprehensive student job description looks like. It may be used as a sample work sheet for your purposes. Its use here does not imply any particular wage level.
1. Position Statement
Begin by writing a position function statement about the position’s role within your department. This statement typically describes the basic purpose of the position and general responsibilities. Include outcomes statements as appropriate. Example: Assist employers with posting student jobs and keeping vacancy information in the Cardinal ViewJobs database up to date. Obtain hiring information from employers when BSU students are hired.
2. Task Statements
Next, make a list of task statements for the position. You can generate these by asking the question, What does the student do? These should be action oriented and use action words to describe the work activity. (See Appendix 2 for a sample list of "action verbs"). Task statements should be listed in order of importance. If possible, include the percentage of time conducting each task. Examples: Review information on computer system to verify that students are eligible to work on campus and have completed all necessary documents; check student documents for accuracy and examine the documents required to verify students’ eligibility to work in the United States. (25%) Using Excel software, enter hiring information for off-campus jobs into a database. (15%)
3. Minimum Qualifications
What are the minimum qualifications for the position? What skills and attributes must a student have to be successful in the position? These may include 1) general attributes (abilities, work habits, attitudes), 2) skills (technical proficiency, knowledge, motor skills, etc.), 3) physical demands (requirements related to physical movement or the student’s interaction with the environment), and 4) academic or licenses (most often related to a specific major or GPA requirement, or license or certification). Examples: Must have basic computer skills, effective oral and written communications skills, accurate filing ability, typing/data-entry skills, and the ability to work independently within a team concept. Professional attitude; effective interpersonal communication skills; basic computer skills; attention to detail; dependability; initiative; ability to handle difficult situations.
4. Additional Preferred Qualifications
Additional preferred qualifications are those attributes that would be ―nice to have‖ and that would enhance a student’s abilities to do the job, but they are not absolutely necessary. Examples: Experience in customer service; experience with network or mainframe computer applications; knowledge of Ball State University and its operations; experience with Microsoft Office products. Experience using the Internet and CD-ROMs; demonstration of high commitment to excellent customer service; ability to work independently; demonstrated flexibility in a varying office environment; commitment to functioning as a team player.
5. Job Context
Job context refers to the working environment and the setting in which the student will perform the tasks. These are helpful in determining fit between a student’s abilities and temperament and the job. They also provide a realistic preview to students of the setting in which they’ll be asked to conduct their work activities. Example: Position requires student to work in a multi-faceted customer reception area answering multiple-line telephone set and greeting visitors; student must be able to sit for long periods of time while using computer to enter customer contacts into a database and to forward phone messages.
6. Supervision Received
Students normally work under close supervision, moderate supervision, or indirect supervision.Close supervision usually means there is continuous and close monitoring of student work, the supervisor checks the quality of work, and students typically complete tasks as assigned. Moderate supervision occurs when the supervisor checks on work progress and assignments occasionally, but students are given more latitude to make 10 decisions and monitor their own progress. Indirect supervision is usually associated when students are often working on their own, making decisions, and monitoring their own assignments. Contacts with the supervisor are less frequent.
7. Supervision Provided
Some students may provide supervision to other student employees. Use the descriptions in Section 6 above to describe the level of supervision the student provides to others.
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