Module 1: Foundations of WPL at CSU
Reflective Diary
This booklet provides an opportunity to reflect upon and respond to the four
sections of this module: definitions, standards, partnership and benefits, and
risk.
The value of keeping a reflective diary is that it provides a record of your
thoughts and ideas. This is useful for consolidating your thoughts about WPL
supervision and also for communicating your role with students and colleagues
in the workplace.
Section 1: Definition
a) Workplace Learning should allow students: “to learn through direct
implementation of their professional roles in real workplace settings”
List three specific activities within your workplace where students can apply
their learning.
What insights or value do these activities provide students about your
profession?
b) Every profession/occupation/industry has specific activities, or
‘practices’, which define it.
List three of the most important activities, or practices, in your
profession.
Describe how workplace learning can enable students to learn about
these practices.
c) As emerging professionals, students gain their understanding of practice
in a variety of formal and informal ways.
From your own background, describe a key learning experience which
impacted strongly upon how you approach professional practice.
List two important features of professional practice that you would you
like students to learn about while on placement.
Section 2: EFPI Standards
a) A key feature of work placements is that they develop knowledge of the
profession/occupation.
List the ‘real interactions’ with:
practice communities,
clients, and/or
local communities
that your workplace can offer students.
Describe the ways in which these ‘real interactions’ develop students’
knowledge of the profession/occupation.
b) Developing your position as a role-model and supervisor for WPL
students is vital to enhancing their learning experience.
Identify three things you would like to know about students
learning/preparation prior to being on work placement. Obtain this
information from your university contact.
Write down the names of colleagues in your workplace who you can
share your knowledge and experience of supervision with. Discuss tips
and ideas about how you each approach WPL supervision.
Make a list of formal internal and external staff development initiatives
you can engage with.
Section 3: Partnership and Benefits
a) WPL is a ‘partnership’ between the student, organisation and the
university.
Describe what the word ‘partnership’ means to you in the context of the
statement above.
List three ways you might modify your role as a supervisor to foster this
‘partnership’ approach?
b) Designed effectively, workplace learning can benefit both the
organisation and students.
Describe two main ways you believe WPL benefits your organisation.
i)
ii)
List three specific benefits you view students gain from workplace
learning in your organisation.
i)
ii)
ii)
Section 4: Risk
a) Communicating safety procedures and managing risk is an important
aspect of workplace learning.
List three risks in your workplace that should be communicated clearly to
WPL students.
Imagine you are describing these risks to students; summarise the
relevant safety procedures which they need to be aware of.
b) WPL supervision requires balancing student learning, client services
priorities and appropriate levels of student supervision.
Which of the above aspects take most of your time and attention during
WPL supervision? What influences this imbalance?
List three ways you could modify your practice to ensure a more even
focus, or balance, between each of the three areas.