Module 5: Achieving Key Goals of Workplace
Learning
Reflective Diary
This booklet provides an opportunity to reflect upon and respond to the
sections of this module
Section 2: Illuminating key goals of WPL
Section 3: Achieving key goals for WPL educators
Section 4: Achieving key goals for students.
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 2: Illuminating key goals of workplace learning
Reflection 1
What purposes do you think WPL placements fulfil?
Reflection 2
When supervising students during WPL how do you emphasise the development of
dispositional qualities such as citizenship?
Reflection 3
How do you immerse students in practice activities during WPL?
How do you think this immersion contributes to students’ development of practice
knowledge, capabilities and identity?
Reflection 4
How do the key goals of WPL add to your understanding of what students learn while on
WPL placement?
How do they affect your role as WPL educator?
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Section 3: Achieving key goals for workplace learning educators
Reflection 1
What practical “jobs” can you think of in your place of work that students might do that would
promote student learning through active engagement in practice activities?
Reflection 2
Are there certain jobs from which students must be excluded? If so, why is this?
How could you structure learning tasks and projects such that students could be exposed to
and learn from such jobs?
Reflection 3
How would you describe or characterise your practice community?
What makes it special or unique?
Reflection 4
How far and wide does your practice community extend?
What ways can you help your WPL student(s) become familiar with the broader community?
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Reflection 5
What does citizenship mean to you?
Reflection 6
What does good citizenship in your place of work mean (look like)?
What are some of the qualities and behaviours you expect to see of good citizens in your
place of work?
Reflection 7
How can you envisage creating or improving an environment at work that builds capabilities
and dispositions of citizenship?
How can YOU be a better citizen in assisting others to become so?
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Section 4: Achieving key goals for students
Reflection 1
What would be some indicators that students you were supervising were developing
professional identities?
How would you know your students were beginning to identify with the profession?
Reflection 2
How can you imagine facilitating conversations in your place of work with respect to
profession, practice, and identity that include students on WPL placement?
Reflection 3
What do students really need to know about the code of conduct, ethics, or practice in your
place of work?
What is essential knowledge and how will students learn to apply it?
Reflection 4
What level of professionalism do you expect of students on WPL placement?
What specifically would you look for?
How can you envisage helping students develop a professional identity?
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