PRE-ARRIVAL MENTOR TRAINING BINDER
Employee Expectations & Office Policies
Snacks
Cell Phones
Dress
Music
Computer Policy
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CHECKPOINT SYSTEM
Each semester, all employees will be evaluated by the Leads to determine eligibility for employment for the following semester. This will be tracked and evaluated by a standard list of expectations and policies which will be communicated to each mentor through three checkpoints. Checkpoints consist of one that will take place at the beginning of the semester, one in the middle of the semester, and one at the end of the semester that will determine the employment of the mentor.
The standards we are striving to achieve are:
- appropriate and infrequent use of cell phones
- appropriate computer use
- being on time to work
- letting your lead know if/when you might be late
- requesting time off in advance (this applies to anything other than being physically sick- although try to let your lead know as soon as possible, regardless)
- upholding the dress policy
- wearing your polo on Thursdays
- accurate use of allotted break time
- quality and efficient work done
Checkpoints
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Stewardships
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Reflection Forms
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The Student Lead holds individual stewardship meetings as needed.
Topics discussed in stewardships may include:
Mentors and Program Assistants are not obligated to share personal information with the Student Lead. If corrections need to be made, the Lead should be tactful in their approach and constructive in their criticism. Most often 5-10 minutes is an appropriate amount of time for the meeting. However, this time may vary as needed. Stewardships should be professional and constructive. |
Reflection forms will need to be filled out on a weekly basis. There will be a link on the SharePoint homepage that can be accessed to fill out reflection forms. The link will also be emailed to your personal BYU-I email. Please be sure to share your Tender Mercies and Mentoring Moments. These are shared with Brother Watson and other full-times as well as your lead. Everyone is required to fill one out weekly!
Things to remember:
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Quality Assurance Points
EMails
Greeting
Professionalism
Email Content
Closing
- Includes the banner in every attempt to contact students.
- Addresses the student by name at the beginning of every email.
- Introduces themselves by name and that they are with BYU-Idaho Pre-Arrival Mentoring. Explains their purpose as a Pre-Arrival Mentor (N/A if not the first email); part of this explanation includes the expectation that the mentor will be working and following up with the student up until they start their first semester.
Professionalism
- Language is professional, respectful, and friendly (no slang, emojis/smiley faces, offensive words, overly casual language, etc). Is positive about the University and its departments.
- Sentences are clear, simple, and grammatically correct. Spelling is also correct. Emails are written in a professional format (see Email Etiquette in training binders).
Email Content
- Is a mentor and a friend to the new students. Demonstrates a genuine interest in the student, acknowledges their concerns and interests, attempts to make personal connections, seeks to help them be excited and at ease, and wants to know about and help with their preparation.
- 1 st, 2nd, 3rd , and follow-up emails contain correct information, links, and attachments (1st-Department Letter; 2ndWelcome to Rexburg; 3rd-10 Things I Love About BYUI) and are properly personalized (major, NSC, registration)
- Provides the most information possible to help students: answering the students' questions, giving department contact information, giving step-by-step instructions, and directing to or directly sending websites, documents, links, etc.
- Discusses priority points from the College Knowledge based on students’ needs. Should make an attempt to cover more than just priority points in the College Knowledge and bring up at least one priority point in every interaction with students.
- Does not give academic advising help or suggest classes. This is an opportunity to share positive experiences while making sure the student knows the choice is theirs. Points them to the Grad Plan (and Academic Advising if needed).
- All information provided is accurate and correct.
Closing
- Asks them if they have any questions and tells them to reach if they need any additional assistance.
- Provides signature at the end of every email and attaches their bio in first emails.
texting
- Addresses the student by name and introduces themselves by name and that they are with BYU-Idaho Pre-Arrival Mentoring (at the start of every new conversation/attempt)
- Language is professional, respectful, and friendly (no slang, emojis/smiley faces, offensive words, overly casual language, etc.).
- Sentences are clear and grammatically correct. Spelling is also correct.
- Provides the most information possible to help students: answering the students' questions, giving department contact information, giving step-by-step instructions, and directing to or directly sending websites, documents, links, etc.
- Discusses priority points from the College Knowledge based on students’ needs. Should make an attempt to cover more than just priority points in the College Knowledge and bring up at least one priority point in every interaction with students.
- All information provided is accurate and correct.
- Asks them if they have any questions at the end of the conversation and tells them to reach out if they need any additional assistance.
- Texting groups are correct according to the student’s situation (unless groups were removed involuntarily by other departments).
- Responds in a timely manner (within 1 business day). Auto response is on when out of the office and turned off at the beginning of shift.
phone calls
Greeting
Professionalism
Call Content
Closing
- Introduces themselves by name and that they are with BYU-Idaho Pre-Arrival Mentoring. Asks "Is_____ available?" instead of "Is____ there?"
- If answering the phone, asks the student’s name and finds them in SharePoint.
- Explains their purpose as a Pre-Arrival Mentor and/or their purpose for calling; part of this explanation includes the expectation that the mentor will be working with them until the beginning of the semester, answering questions and concerns, and helping them through school preparations.
Professionalism
- Is friendly, professional, and respectful. Refrains from using slang, offensive words, overly casual language, etc. Is positive about the university and other departments on campus.
- Gives undivided attention to the student. Has SharePoint open during the phone call.
- Speaks slowly, clearly, and shows enthusiasm (engaged tone that allows the student to feel welcomed; different for everyone, but it is not sounding “fake” or “bored”).
- When necessary, informs the students they will be put on hold. When transferring, waits to talk to the other department (warm transfer). If after 5 minutes they are still on hold, employee explains the situation to the student and provides the department contact information if needed.
Call Content
- Is a mentor and a friend to the new students. Demonstrates a genuine interest in the student, acknowledges their concerns and interests, attempts to make personal connections, seeks to help them be excited and at ease, and wants to know about and help with their preparation.
- Always mentions the Pre-Arrival Checklist. Refers them to it to answer their questions and check with them on their progress.
- Discusses priority points from the College Knowledge based on students’ needs. Should make an attempt to cover more than just priority points in the College Knowledge and bring up at least one priority point in every interaction with students.
- Does not give academic advice or suggest classes. This is an opportunity to share positive experiences while making sure the student knows the choice is theirs. Informs them of the Grad Plan and points them to resources (such as Grad Plan, Course Catalog, and Academic Advising).
- Provides the most information possible to help students: answering the students' questions, giving department contact information, giving step-by-step instructions, and directing to or directly sending websites, documents, links, etc.
- All information provided is accurate and correct.
Closing
- Asks them if they have any questions and tells them to reach out if they need any additional assistance.
- Informs the student that they will be following up with them in a certain amount of time or schedule an appointment (not applicable to admitted students). Should ask the student which form of communication they prefer.
- When possible, a voicemail should be left. Explains why they called, that they look forward to hearing back from them soon and leaves their full phone number and email address. Mention that a text was sent to them.
SHArepoint
- Comments are clear, detailed, and easy to understand. Anyone else that reads it will be able to comprehend what happened in the phone, call, or email. Attachments should be listed by the email they were sent with. There is evidence of mentoring within the log’s comments box. The mentor attempted to get to know them and helped them as much as possible. All interactions are recorded.
- Each entry begins with the Mentor’s name and the date in bold. Includes a description of the attempt (ex: “1st email”). Also, writes “Follow Up” next to their name/ date when following up.
- All points talked about with students are marked off in College Knowledge. Direct Transfers are also recorded.
- All points marked in the College Knowledge as well as any other topics or questions are described in detail in the comments.
- All the “buttons” on the SharePoint log are filled and updated correctly, including “Sent Welcome to Rexburg” and “Sent Department Letter” boxes, which are checked off once the mentor has sent the first and second email with the attachments included.
- Mentor is timely and efficient. Follow ups/ attempts are done on time and no students are forgotten.
- Tracking log is filled out accurately every day.
Last Updated January 2024