Allocating work to students
When the internship starts
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UNSW Law & Justice Internships Supervision Manual
Allocating work to students
The following supervisor ’ s checklists for assignments to students may be useful
1 . Have you explained each assignment with the relative inexperience of the student in mind ?
2 . Have you discussed the basic objectives of the assignment or project with the student ? Does the student know how this particular assignment fits into the overall work of the organisation and what the assignment will help you accomplish or resolve ? Effective supervisors take the time to explain .
3 . Is the student aware of the format you require or expect ? Have you provided the student with an example of the format of the memo , brief or letter to assist the student in understanding your expectation ?
4 . Have you told the student who to ask for assistance if you are unavailable ?
5 . Have you provided the student with some guidance in terms of starting points for legal research to help focus the issue ? Have you asked the student if he / she has questions ( again , remembering that some students may be unfamiliar with the substantive area of law you are asking them to address )?
6 . Have you followed up regularly with your student as assignments progress ? As students begin working on assignments , they often need additional and periodic help , assignment clarification or reassurance . Redefinition of the task is common as the student gathers information and gains a more precise understanding of the assignment . Since interactions during this phase are frequently marked by informality and brevity , the importance of these exchanges can be easily overlooked . Have you been diligent in keeping those scheduled progress meetings ?
7 . Have you provided the student with feedback on their work ? As the assignment progresses , and again at the completion of it , you should solicit student impressions about their own performance and convey your impressions about their performance on the assignment .
When the internship starts
1 . The student should be given a thorough induction into the office and shown systems such as computer use and introduced to staff in their area . They should be taken through relevant WHS policies and grievance procedures .
2 . Students will need to develop clear objectives for the learning they want to achieve while working in an experiential learning position . The student will develop a set of learning goals or objectives for their internship . The site supervisor should discuss these with the student on their first day , or as soon as possible after the placement commences , and ensure they are realistic and taken into account in developing the student ’ s work plan . These goals may be revised during the internship in discussion with the host supervisor .
3 . Remember that interns will likely be new to the organisation , and in many cases , they may not have spent time in a professional workplace . Some will need more guidance than others . Consider interns ’ maturity and experience , cultural background , and confidence .
4 . Ideally one person should be assigned to oversee all the internship work tasks . Students can find it difficult to prioritise work given to them by different staff members . However , we understand that at times students can work with different staff members in the organisation . The main thing is to clearly lay out the expectations for both supervisors and students at the outset of the placement .