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170107231248.docx
Creation Date: February 2006 Revision Date: March 2016
EXECUTIVE JOB SHADOWING
EXPECTATIONS
The largestchallenge facedbyincomingExecutiveisthe steeplearningcurve. They have one yearto
mastertheirroles,fullyunderstandacomplex organization andformulateandaccomplish theirgoals.
Adheringtothisacceleratedtimeline ismuchmore than whatis expectedfromanyprofessional working
inthe “real world.” Executive jobshadowingistherefore apivotal opportunityforthe Executive-electto
geta headstart on theirtransition andtolearnfromthe current Executive.
For the incomingExecutive,jobshadowingisanopportunitytoobserve yourrolesinaction,toask
questionsof those whohave actuallydone the job,andtopickup any “tipsand tricks”that your
predecessorshave learned. Forthe outgoingExecutive,it’sanopportunitytopassalonganyknowledge
that youpickedupoverthe pastyear and to ensure the continuityandsmoothtransitionof your
projectsandadvocacy workfrom one yearto the next.
In orderto getthe mostout of the jobshadowingexperience,the Executive-electshould:
 Listenand learn– evenif youhave beenactive withthe SUpreviously,the Executiverole is
complex anddemandsalevel of organizational knowledge unlike anyother.
 Keepan open mind– youmay have strong ideasaboutwhere youwanttotake the SU, but it’s
importantto knowwhere we’vebeenbefore makingchanges.
 Come prepared to take notes – you’re goingtobe bombardedwithinformationoverthe next
several months,sodon’tassume you’ll be able toremembereverything.
It’srecommendedthatincomingExecutiveschedule inatleast 35 hours of jobshadowingpriortotaking
office (the equivalentof one complete workweek). Aspart of these hours, itisrecommendedthatan
introductorymeetingbe scheduledwithyourespectiveExecutive staffpartner. OutgoingExecutives
shouldbe flexibleandopenwiththeirschedules,andshouldensurethattheirsuccessorshave an
opportunitytoattendimportantmeetings,meetthe appropriate SUanduniversitystaff,etc.
CHECKLIST
Thischecklistisintendedtobe aguide foroutgoingExecutive toplanforshadowingtheirsuccessors.
Everythingonthislistshouldbe coveredinsome depth,althoughitisnotexhaustivenorisitspecificto
any one role. The outgoingExecutive shouldfeel freeto customize thislisttotheirspecificrole. Atthe
endof the day,the outgoingExecutive know theirrolesbetterthananyone else,sotheyshouldtrust
theirinstinctswhenplanningtransition.
 Job Content– Overview of ResponsibilitiesandDuties
Providea formal overview of the portfolio and purpose of the position. Walk through the position’s job
description:
 General roles and responsibilities of the Executive (section 58 of the Union Bylaw)
 Specific roles and responsibilities of the position (sections 59-63 of the Union Bylaw)
What arethe day-to-day responsibilities of the role(i.e. answeringemails,signingcheques,meeting with
staff leads,etc.)? What does a typical work week look likefor the role? Walk through your calendar and
explain all your commitments.
What does a year in the rolelook like? Describeongoingprograms (i.e. Quality Money, Travel and
Conference Funding, Clubs,etc.) and annual events (i.e. Orientation Week, Deans Dinner, Calgary Leaders
Dinner, etc.) that the position is responsiblefor leading and explain whatthat entails.
Outlinecurrent projects and ongoing work that is importantfor the incomingExecutive to continue.
 Committeeand AdvocacyWork
What regularly scheduled internal committees/meetings does the roleattend? Remember to cover the
purpose of the committee/meeting, who sits on the committee/meeting, and the kinds of decisions that
the committee/meeting has made in the pastyear. Some suggestions include:
 Students’ LegislativeCouncil
 Cabinet
 Operations and FinanceCommittee
 University Relations Committee
 Quality Money Committee
 Clubs Committee
 Policy Development and Review Committee
 Nominations Committee
 Committee of 10,000

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Creation Date: February 2006 Revision Date: March 2016
What regularly scheduled university committees/meetings does the roleattend? Remember to cover the
purpose of the committee/meeting, who sits on the committee/meeting, and the kinds of decisions that
the committee/meeting has made in the pastyear. Some suggestions include:
 Board of Governors (and its subcommittees)
 Senate
 General Faculties Council (and its subcommittees)
 Tuition and Fees Consultation Committee
 University Search Committees (senior leadership and decanal)
 Tri-media boards (NUTV, CJSW, Gauntlet)
 Residence Students’ Association
How would you recommend your successor preparefor committee/board work?
 Are there any upcoming decisions thatyou need to brief your successor on?
 Are there any specific relationship-buildingtips you can share?
Identify any portfolio-specific advocacy issues (whether on-goingor emerging) that the rolewill need to
be conversantwith. These can be
 student issues (i.e.Muslimprayer space,gender-inclusivechangerooms, etc.),
 university issues (i.e.tuition and fees, representation on faculty councils,etc.) or
 external/community issues (i.e.secondary suites,UPass,etc.).
As outlined in the Union Bylaw (sections 59-63),each Executive rolehas specific areasthatthey are
expected to have expertise in and advocate on behalf of.
Explain the roleof our external lobbyinggroups and all advocacy efforts they have undertaken over the
lastyear.
 Council of Alberta University Students (CAUS)
 Canadian Allianceof Student Associations(CASA)
 Strategic Awareness and Organizational Savvy
Outlinethe SU Strategic Plan (mission,vision and values) and howyou believe your successor can work to
keep the vision alive.
Describethe state of the current political/organizational environment vis-à-vis your roleand other groups
(i.e. interest groups,university administration,levels of government, clubs,etc.)
 What issues internal to the SU have you had to deal with this year?
 What arethe major issues you’vehad to deal with on campus this year?
 What issues in thecommunity (local,provincial or national) haveyou been implicated in this year
(those that you have been asked to comment on in the media, for example)?
Explain who the key people or organizations arein both the external and/or university environment that
you regularly interactwith.
 Who are they and how do they liketo operate?
 Are there any specific relationship-buildingtips you can share?
Share your perspective on Executive accountability and solidarity. Some suggestions of what to cover
include:
 Annual Operating Plan/ExecutiveGoals
 Trimester Reports
 Accountability Agreement
 Reporting at SLC
 Executime
 OfficeAdministrationand Finance
Note: Zoë will pass on most necessary information/items such as keys, phones, passwords, administration
and office procedures, etc. so this doesn’t need to be covered.
Describethe budget process and the financial accountability of your role.
 Go through your annual budget and rationale. Explain each line.
 Explain howto use your promo accounts and creditcards. Emphasizethe importanceof keeping
and submitting receipts.
Explain where you keep hard and soft copies of your files.
Providea tour of the office, highlightingrelevantfeatures (i.e. photocopier, stationary cabinet,mailboxes,
etc.).
Explain howto use Outlook calendar and its importanceto the organization (i.e.the staff need to know
where the Executive are duringthe work day).
Explain howtravel arrangements aremade and what the administrativeexpectations around travel are.
Describesome effective strategies for workingwith SU staff. Some points to cover should include:
 What arebasic officeexpectations (i.e. professionalism,effective communication,dress code,
etc.)?
 What do staff do vs. what do Executive do (i.e. the difference between governance and
operations)?
 How and why you should lean on staff (i.e. use their expertise)?
 What to do when you find yourself in conflictwith a member of the staff? What kinds of conflict
with staff have you encountered and how did you resolve it?

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Creation Date: February 2006 Revision Date: March 2016
 ConnectingwithStudents
Discuss your involvementwith “out of office” or student consultation this year. Whatare the most
common issues or questions thatyou encountered? In your opinion,what is the most effective way to
connect with the student body?
Describethe relationship between Executives and faculty representatives. When itcomes to governance
work (SLC, committees), how do Executives work to keep elected officialsfocussed? How do the
Executive supportfaculty representative projects or advocacy efforts? Whatkinds of resources aremade
availableto supportfaculty representative initiatives? When do you get staff involved with elected official
projects? What arethe major challenges you encountered while workingwith elected officials(i.e.goal
setting)?
Explain the structure for evaluatingelected official goal achievement and its connection to their
honoraria.Whatelements of this system worked well? What do you think can be improved for next year?
 The Perks
Note: Zoë will pass on all information related to pay and benefits, holidays, wellness days, winter break,
etc. so this doesn’t need to be covered.
Explain howto access and responsibly usethe following privileges:
 Concert guest lists
 VIP Den access
Explain the process for takingdays off (i.e. tell Zoë, send an email out to the relevant staff, enter it into
your calendar,reschedulethe meetings you can and ensure your responsibilities –such as chairing
committees – are taken care of by another Executive, etc.).
 Media
Note: Specific media training will be provided to the incoming Executive in May.
Explain the process for dealingwith media calls (both from on-campus and external media). How does the
Communications department support you in speakingto the media?
Discuss your relationship with any media contacts. Who are they and what do they generally call you
about?
What SU area or kind of information is your portfolio responsiblefor,or is generally tasked with,
representing the SU/student viewpoint to the media on?
 Wellbeing
Discuss thepressures,both positiveand negative, that are put on Executives. Whatare the most stressful
times of the year for the position? Sharesome of the strategies that you implemented (or wish you had
implemented) to ensure that you maintained a healthy work-lifebalanceand avoided burnout duringyour
term. These might include:
 Askingfor help (i.e. delegating work to your staff)
 Takingcare of your body (i.e. healthy diet, exercise, getting enough sleep, etc.)
 Leaving work at work (i.e. not working24 hours a day, turningoff your phone, etc.)
 Makingtime for your friends,family,hobbies,etc.
Talk about what you wish you had done differently duringyour term. What areyour biggest regrets and
why? What do know now that you wish you had known at the beginning of your term? If you could do
the year over again,what would you do differently?
What has been the most rewardingpart of your term? What are the most important lessons thatyou’ve
learned duringyour term and how do you think they will help you moving forward?