Allocating work to students
When the internship starts
8
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.