Developing Fieldwork Partners for Student Learning
Table of Contents
Introduction ...................................................................................................... 1
Learning Outcomes.......................................................................................... 2
Module Topics.................................................................................................. 2
Introduction to the Developer Role................................................................... 2
Understanding What Makes Industry Partners Enthusiastic .................................... 3
Identifying Performance Problems .......................................................................... 3
Planning a Performance Conversation .................................................................... 6
Conducting a Performance Conversation ................................................................ 7
Practical Activity ............................................................................................. 10
Additional Resources ............................................................................................ 11
Websites ............................................................................................................. 11
Suggested Readings...................................................................................... 11
References..................................................................................................... 17
Developing Fieldwork Partners for Student Learning
Developing Fieldwork Partners for Student
Learning
Introduction
Hello and welcome to Developing Fieldwork Partners for Student Learning
In this module you will explore developing and caring for the team responsible for delivering your
fieldwork program as part of your leadership capabilities in fieldwork education. This is an important
aspect of being a fieldwork coordinator as in this role you are supporting your team to deliver the best
teaching and learning experience. Also, when performing this role you will be assisting and
supporting students to achieve their best, and to maximise the benefits from their participation in work
integrated learning (WIL).
Figure 1: Innovator role from the Integrated Competing Values Framework
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Developing Fieldwork Partners for Student Learning
Learning Outcomes
On successful completion of this module participants will:
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Identify strategies to address fieldwork development needs for students, academic staff and
industry partners
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Identify strategies for capacity building in fieldwork partner development programs
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Develop strategies to build fieldwork performance
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Identify strategies to motivate others to implement a fieldwork program.
Module Topics
This module looks at the Developer role, adding to the other leadership roles that are explored in the
Fieldwork Coordinator as Academic Leaders Program.
The topics to be covered are:
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What makes industry partners enthusiastic and willing to support student learning.
How to identify when something isn’t working well and there is a performance problem (from
either a student or industry partner perspective) and how to plan a ‘performance
conversation’.
Student and industry partner development needs for successful fieldwork programs.
Introduction to the Developer Role
According to Ladyshewsky and Vilkinas (2009) when using the Developer role an academic leader is
able to see what others need to do to become more effective as teachers or learners. In this role you
will provide appropriate opportunities and resources for individual students, staff members and
industry partners as well as student groups and teaching teams to develop the skills and knowledge
they need to succeed in fieldwork.
When you are using your Developer role you will be:
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Displaying concern and providing support for others at the university and in industry.
Assisting others to develop their capabilities.
Understanding others.
Building teams both within the university and industry.
Using participative decision-making, especially with industry partners.
Managing conflict.
Negotiating roles.
Running effective meetings.
Communicating effectively.
Delegating effectively and proficiently.
When you overuse or use inappropriately your Developer role you will be:
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Soft hearted.
Permissive.
Overly democratic.
Too participative.
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Developing Fieldwork Partners for Student Learning
Understanding What Makes Industry Partners
Enthusiastic
Sirota et al. (2005) have conducted research on millions of workers around the world, as well as
conducting focus groups, interviews and informal observations. They describe a theory of human
motivation in the workplace based on three fundamental principles:

The organisation's goals are consistent with the workers' goals.
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An organisation should try to meet a worker’s basic needs.
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Staff enthusiasm is a source of competitive advantage.
They argue that most people start a new job with high levels of motivation and enthusiasm, and that
over time this is often eroded by poor practices or working conditions. These principles can be
equally applied to the fieldwork context where the workers are industry partners or students.
According to Sirota et al. (2005) there are three factors which build employee enthusiasm:
1. Equity/Fairness - people want to be treated fairly at work and to have physical safety,
economic security, fair compensation for what they do, and psychological good health
created by an environment of respect. These must be provided ahead of the remaining
factors.
2. Achievement - people want to do important, useful work, and be recognised for this as well
as feel proud of their organisation. Four elements are critical to this theme:
i. provide an enabling work environment by giving people what they need to do the job
well
ii. provide interesting and challenging work
iii. provide lots of feedback, recognition and reward
iv. be trustworthy.
3. Camaraderie - people want to enjoy good relationships with their co-workers so a culture
which supports and encourages a sense of community, cooperation, acceptance and
teamwork is essential. This is particularly important in an academic setting where such a high
emphasis is placed on collegiality. Creating a culture of partnerships where there is respect
and consideration for every employee is essential to facilitate good teamwork.
Fieldwork coordinators are in an ideal position to foster partnerships with industry where the
environment and supporting practices, establish high levels of equity, achievement, and camaraderie.
When students and industry partners are treated fairly, are proud of the work they do, and do it with
people they like, then enthusiasm grows—along with morale and productivity. However, the fieldwork
coordinator’s role is complex in that the formal responsibility for staff workplace performance and
review belongs with the industry partner, and their informal responsibility is to work with the partner to
manage difficult situations to ensure a safe and effective learning environment for students. The
same principle can be applied to students in the fieldwork setting.
Identifying Performance Problems
Given the conditions outlined by Sirota et al. (2005) above, it stands to reason that there are working
conditions which contribute to poor motivation and performance in fieldwork. As a fieldwork
coordinator it is important to identify when a student or industry partnership is performing poorly so
that the issues can be dealt with as quickly as possible ensuring that the student or partner returns to
‘enthusiastic employee’ status. A performance problem is considered to be a difference between the
results that are required and those that are being achieved. Some of the symptoms of poor
performance include:
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Developing Fieldwork Partners for Student Learning
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Low productivity e.g. required work such as
assessments not completed/returned on
time
Lack of communication
Too many errors/failure to follow policy
correctly
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Poor quality of student experiences or
assessment
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Wasted time
Accidents and stress
Frustration
Absenteeism
Learning in the workplace results in poor
outcomes for students/industry partner
Conflict with others
Lack of teamwork
Industry partners don’t provide timely
feedback on student performance
Bullying
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Lack of confidence
Unwillingness to increase student
placements/provide placements for specific
groups of students
Harassment
Poor attitudes
Student/ Industry staff complaints
Students not prepared for placement
Standards of care for clients not maintained
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Equipment problems
High failure rates
Students perceive there is inadequate
support from supervisors
Discrimination
If there are performance problems, it is important to determine whether or not the problem is
significant enough to warrant taking action or whether action is actually required. The following
algorithm is a useful tool.
Step 1: Are there symptoms of a performance problem (using the indicators above)? If Yes, go
to Step 2: If No, you do not have a performance problem.
Step 2: Is there a difference between results wanted and those achieved? If Yes, go to Step 3;
If No, you do not have a performance problem.
Step 3: Is it worth the effort to rectify the discrepancy (i.e. is the industry supervisor leaving in a
short time in which case it isn’t worth rectifying, or is there a consistent problem with students
going to an important industry partner in which case it is essential that the issues are
resolved)? Be sure that there really is a problem and that your expectations are not unrealistic
or you simply want to make a point. It may be worth stepping back to make sure the
performance problem is real and significant. If Yes, go to Step 4; If No, you do not have a
performance problem.
Step 4: Use the Performance Conditions Checklist (below) to identify the cause of the
performance problem.
Performance Conditions Checklist
The Performance Conditions Checklist (adapted from the Australian Institute for Management)
provides a range of areas to consider in identifying the cause of a performance problem. There are
six main areas in descending order of likelihood:
1.
Expectations
This is the most likely explanation for a performance problem since 80% of performance problems
arise as a consequence of unclear expectations. The types of questions which need to be considered
include: does the student/industry partner know exactly what is expected? That is, do they know:
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The range of tasks expected of them (often an issue for students and new industry partners if
orientation is not provided or guidelines manuals/resource information is incomplete or not
provided; are there clear objectives/outcomes for students to achieve in their fieldwork)?
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The quality and quantity of work required (for example, what is the standard to be achieved
and how will students/supervisors recognise this)?
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The priority of tasks and expected results (for example, provision of clear marking criteria and
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Developing Fieldwork Partners for Student Learning
timelines for providing feedback on performance; process to be followed in the event of a
student performing poorly)?
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Deadlines/timeframes (for example timeline for provision of assessment results to the
University)?
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How performance is monitored (eg. through student evaluations of their placement, pass
rates etc)?
While many of these things seem obvious to a more experienced fieldwork coordinator, they are not
obvious to new students or industry partners or staff who are changing roles. Therefore, clarification
of the expectations will usually resolve the performance issue and may require a professional
development strategy.
2.
Aids and Equipment
This is the second most likely cause of poor performance. Questions which the fieldwork coordinator
should consider in relation to this are:
1. Do partners/students have the best available equipment (if not, how does this impact on their
capacity to do their job?
2. Is the equipment accessible?
3. Do partners/students know where to find the equipment?
4. Do partners/students know how to use the equipment? This is often an issue in relation to
using new technologies e.g. Blackboard, student allocation systems such as SONIA,
simulations etc. If this is the case, appropriate professional development and support is
required.
3.
Motivation
People who appear unmotivated may appear difficult; however, is it always the person who is the
problem? Often the true cause of the conflict has nothing to do with the 'personality' of the person
(Pettapiece, 2003). Looking for these possible causes, before labelling a person as 'difficult' or
performing poorly, is an important first step in your role as fieldwork coordinator. Sources of
motivation problems include:
Lack of motivators provided when excellent results are achieved - i.e. is there recognition, or perhaps
support for industry partners, for example, professional development, or other support which the
person needs?
Motivators are provided for poor performance - this issue needs careful scrutiny as often the best
performers end up being given more work to do because they are capable and deliver exceptional
quality every time. However they eventually realise that the reward for excellent performance is, in
fact, more work! This leads to resentment when they realise that the industry partners who are not
performing are receiving fewer students rather than their performance problem being dealt with, or
conversely, an industry partner is very good so they are ‘rewarded’ with managing students with
additional needs.
Work Overload - too many or too varied tasks: work restructuring is needed.
Work Underload - if students/staff don't have enough to do they feel unimportant and can cause
problems by looking for work in other areas. They may also be seen as lazy by other staff (Equity
Theory) which creates bad morale and escalates conflict.
Conflicting Demands - frustration emerges when there are conflicting demands. For example, having
to produce at a high level at the same time the system needs maintenance or a review e.g., updates
to the Fieldwork website just prior to commencement of placements.
Responsibility without Control – for example, a facility educator being given a group of students to
coordinate but not having any control or accountability for the team involved in supervising the
students can lead to conflict. Incorporating accountability structures can help reduce this conflict.
Win-lose situations - Many schemes reward top performers, but leave out individuals who have
performed at exceedingly high levels, but just not as high as the winner(s). Resentment and
frustration emerge as a result which leads to conflict.
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Developing Fieldwork Partners for Student Learning
Line and Staff Conflict – fieldwork coordinators do not have line management responsibility over
academic staff or industry partners and this can make managing performance challenging. Clarifying
with agencies, who and when a person may have authority over operations (in consultation with the
Head of School or Department) and the process to be used may help to reduce this conflict.
Dead End Jobs – student supervisor positions without potential for promotion, increases in pay or
change of routine may cause conflict because of the frustration and boredom they create. Individuals
become forgetful or careless out of boredom which may cause conflict. As a result, they may seek
opportunities for recognition and become difficult in their work with others.
4.
Knowledge and Skill
Do the industry partners/students have all the necessary knowledge and skills required to perform
their role effectively? Most industry partners are discipline experts in the field, however, they do not
necessarily have any knowledge of teaching in higher education or in the fieldwork setting. It is
important that both industry partners have appropriate professional development opportunities to
increase their knowledge and skills so that they can perform to the best of their ability and provide a
high quality learning environment for students. Many Schools/Departments run professional
development programs for industry partners as well as Graduate Certificates in Higher Education,
which are valuable staff development. Students also need appropriate preparation for the fieldwork
environment and may include activities such as an online preparation program covering aspects such
as: preparing to go; professional conduct in the workplace; health and safety in the workplace;
insurance; and learning in the workplace.
5.
Capacity
Given that all of the above conditions exist, consideration should be given to whether a student or
industry partner has the capacity to undertake the role being asked of them. In the case of students,
this is often evidenced by failure in multiple placements. A frank discussion of the issues with the
individuals concerned, although often difficult, will usually result in them being redirected to
something for which they are better suited.
6.
External Factors
This is the least likely cause of performance problems, but consideration should always be given to
whether there are external problems such as: a relationship breakdown; ill health of a close family
member/friend; financial issues; industry issues. Providing support and linking the person to
University Support Services is most appropriate.
Planning a Performance Conversation
Once the performance problem and/or symptoms have been identified, a conversation with the
person concerned should take place. Given that most people tend to avoid or feel uncomfortable
discussing poor performance, it is helpful to prepare a conversation plan (see the Performance
Improvement Discussion Template and Checklist resources as part of this module) . The following
points should be considered:
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Who will be at the meeting? Will the person wish to include someone else, or perhaps it is
appropriate for you to have another person present at the meeting (particularly if the situation is a
very difficult one and there have issues with the person concerned in the past).
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Evidence of the performance problem – outline detailed information about the problem you have
observed, how and when it has been observed, and the impact of any incidents. It is important to
be able to provide specific examples, rather than generalisations as this will help to avoid
exaggerating the problem and ensure your credibility.
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Notification of the meeting – determine how you will notify the person of the meeting – in person,
by email, by phone? Consider how much information should be given to the person prior to the
meeting. There are times when detailed information ahead of the meeting is useful, for example,
discussing a severe plagiarism incident.
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Physical environment – attention to the physical environment assists in putting both of you at
ease. Ensure there will be adequate privacy and no interruptions. It is best to avoid sitting
opposite one another across a desk as this tends to create a more hostile interaction. Sitting
alongside a desk or table together is preferable. Avoid having either person looking into a bright
light i.e. if the daylight is bright outside.
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Developing Fieldwork Partners for Student Learning
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Climate – consider the climate you wish to create. Sometimes it is necessary to create a power
differential especially if the matter is a serious issue e.g. misconduct. However, in most instances
you are trying to enlist the person’s support to improve performance, so you will want to be more
relaxed. Other options may be to create a climate which is secure, confidential, honest/frank or to
be receptive, depending upon the issue to be discussed.
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Openers – it is helpful to write out what the opening line or two will be to help you overcome your
nervousness and to set the right tone for the meeting. A clear statement of the problem without
assigning blame should be included, for example, ‘there seems to be a problem with xxx and the
result of that is yyy. A line to encourage the person to provide their perspective should be
included, for example, ‘how do you see the issue?’
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Exploration of the issues – the individual/agency with the performance problem should do most of
the talking for this part of the meeting, however some prompts are useful. Probe for their
evaluation of the reasons for the performance issue, and you may want to ask what they are
going to do about it. If the proposed change isn’t acceptable, you’ll need to clearly describe the
behaviour you are looking for so make a note of this (so both parties can recognise what is
required). Consider how the situation will be monitored and consequences for not addressing the
issue. List all of these as key points for discussion during the meeting so that you don’t get off
track.
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Closure – summarise the discussion and the outcomes agreed. Always follow up with a written
summary outlining the agreed changes and time frames for change.
Conducting a Performance Conversation
There are seven key points to conducting the performance conversation:
(i)
Prepare - like most performances, there is no substitute for preparation and practice. Ensuring
you have a well prepared plan will help you conduct the performance conversation. Some
helpful guidelines for conducting a performance conversation are provided at
http://trainingpd.suite101.com/article.cfm/performanceconversations.
(ii)
Focus on the issue - remember that the point of the conversation is to establish the problem
and to motivate the person/partner to improve their performance. Your communication skills
and the quality of questions and the statements you make are critical to the success or
otherwise of the conversation. Be certain you have sufficient evidence that you have collected,
as well as that obtained during the conversation to make a decision.
(iii)
Explore the cause of the problem – use the probing questions to determine the cause of the
performance problem. Your feedback should always be focused on the behaviour/issues and
not the person. Provide developmental feedback based on: observation (either yours or
others); the person’s self-evaluation; and through probing, for example, ‘what else …..’, ‘how
could we improve …?’
(iii)
Seek the person’s agreement that there is a problem – this is a critical component of the
conversation. Avoid the temptation to try and get the person to admit they are wrong – this is
likely to lead to them becoming hostile or withdrawn and you need their help to improve
performance. Through careful questioning you should elicit sufficient information to enable the
person to obtain ownership of how the changes can occur i.e. what actions and/or support they
will need in order to improve.
(iv)
Explore options – having determined what the problem is, seek the person’s input into the
solutions as this makes them a partner in the process. Performance counselling is often
required here. Use questions which invite the person to consider alternatives, for example,
‘what if ….?’, ‘what might be …?’, ‘how would ….?’
(v)
Develop an action plan including any support that is required and work out who will be
responsible for undertaking the actions.
(vi)
Review the discussion and record the outcome - always summarise the outcome of your
discussion and how progress will be monitored both in verbal and written formats, and
determine the next meeting date. It’s often helpful to get the participant to do this to check their
understanding.
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Developing Fieldwork Partners for Student Learning
As a fieldwork coordinator, there is a fine line between performance management and a coaching
conversation. In many instances, early recognition of a performance problem and a performance
conversation which results in appropriate support/development will enable a student or industry
partner to improve their performance and retain their enthusiasm for fieldwork. Left unattended, these
problems develop into much more significant issues warranting more serious attention. Returning to
theme of achievement outlined by Sirota et al. (2005) good management of performance problems
assists in providing an enabling work environment by giving people what they need to do the job well
and by providing them with lots of feedback. This is much more likely to lead to the desire for
recognition and reward in the longer term, and industry partners and students will consider you to be
a trustworthy leader providing the right amount of support at the right time.
Development Needs for Successful Fieldwork
Universities have an obligation to ensure that both students and fieldwork partners are well prepared
to provide a successful learning environment to ensure the learning outcomes can be achieved.
Adequate preparation of both parties is critical in providing a solid foundation for positive learning
experiences and maintaining industry partnerships!
Cooper et al. (2010) provide a useful framework for considering the potential development needs of
both parties and is outlined in the table below. Fieldwork coordinators are responsible for identifying
the needs of each of the stakeholders (often in consultation with industry partners) and then ensuring
appropriate professional development is provided.
Student Preparation
Academic preparation
Students have sufficient discipline knowledge and skills to be
able to manage learning in the workplace
Workplace literacy
Students need to be familiar with the workplace they are
entering and their obligations within it i.e. legal, ethical, health
and safety, cultural safety, professional standards of practice,
pre-placement information etc
Motivation
Strategies to stimulate interest in the fieldwork experience
and create a safe learning environment
Learning to work with others
Ensure students understand why and how they are expected
to work with others and the behaviours they are required to
exhibit
Noticing
Students are required to observe what is happening in the
workplace and how theory is applied to practice.
Development of strategies such as reflective practice are
helpful in identifying what is important in the fieldwork agency
Self-awareness
Students need to develop strategies for identifying what they
do/don’t know and feel, understand the limits of their
knowledge and competence and what to do in such situations
Portfolio preparation
Is a useful tool to help students prepare for fieldwork learning
and could consist of: information about the workplace they
are entering; personal preparation for the workplace
experience e.g. organising other commitments in preparation
for fieldwork; negotiating workplace cultures; learning in
workplace contexts (what knowledge/skills/abilities will be
required and how these are demonstrated); how they will be
assessed and how they can expect to obtain feedback on
their performance; and surviving the learning (e.g. ethical and
professional dilemmas which might be faced, what happens if
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Developing Fieldwork Partners for Student Learning
things are not going well?)
Industry Partner Preparation
Clear expectations about outcomes
required
Fieldwork education guides
Policy requirements
Fieldwork education guides
Orientation program for students
Checklist of appropriate information which students need to
know
Cultural - ethnicity, language, gender, communication style,
ways of knowing
Social factors – family position, socio-economic status,
disability, community belonging, physical environment,
impact of everyday life
Education – formal and informal curriculum, learning styles,
family support, use of technology
Work factors – extent to which students have worked ranging
from never worked, casual, volunteer, multiple jobs, having a
previous profession, familiarity with technology
Understanding factors which
influence student learning
Facilitating learning in the
workplace
This will depend upon the level of student experience and the
design of the fieldwork placement. Supporting student
learning may include: facilitation, modelling, cognitive
apprenticeship (an experienced practitioner articulating their
thinking around complex issues), scaffolding (e.g. observe,
guided practice, supervised practice, independent practice),
coaching and mentoring, reflection, discussion of workplace
values, provision of student support
Models of supervision
Strategies for different models of supervision e.g. 1:1,
cooperative learning with two or more students, remote
Assessment
Clarification of: what is to be assessed; why it is to be
assessed; who should assess; when assessment occurs
(include formative and summative); how it is to be assessed
(e.g. tools/forms and standardisation/ moderation
procedures); how to interpret assessments; how
assessments are to be reported, to whom and in what
timeframe
Feedback
Strategies for providing feedback; timing; importance of
constructive feedback; role of student self-evaluation; what is
‘feedback’; what students are expected to do with feedback
Dealing with poor performance/
other issues
Processes to be followed in the event of poor performance,
students at risk of failing or critical incidents; strategies for
managing issues
Accommodating students with
additional needs
Additional knowledge required to effectively support specific
groups of students with identified additional needs e.g.
student diversity, cultural understandings, physical disability,
mental health
Billet (2009 p 839) proposes a set of curriculum and pedagogic considerations for work integrated
learning which are applicable across a broad range of disciplines and should occur at specific points
in time in order to develop agentic learners:
Prior to the practice experience, it is helpful to:
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Developing Fieldwork Partners for Student Learning
● establish bases for experiences in practice settings, including developing or identifying capacities
in practice settings (i.e. practice-based curriculum, interactions);
● clarify expectations about purposes, support, responsibilities, etc. (i.e. goals for learning);
● inform about purposes, roles and expectations of different parties (e.g. advance organisers);
● prepare students as agentic learners (i.e. develop their personal epistemologies), including the
importance of observations, interactions and activities through which they learn;
● develop the procedural capacities required for practice; and
● prepare students for contestations (e.g. being advised to forget everything learnt at university).
During practice-based experiences it is helpful for there to be:
● direct guidance by more experienced practitioners (i.e. proximal guidance);
● sequencing and combinations of activities (i.e. ‘learning curriculum’, practicebased curriculum);
● active engagement in pedagogically rich work activities or interactions (e.g. handovers);
● effective peer interactions (i.e. collaborative learning); and
● active and purposeful engagement by learners in workplace settings.
After practice-based experiences, it is helpful to:
● facilitate the sharing and drawing out of experiences (i.e. articulating and comparing
commonalities and distinctiveness – e.g. canonical and situational requirements for practice);
● explicitly make links to what is taught (learnt) in the academy and what is experienced in practice
settings;
● emphasise the agentic and selective qualities of learning through practice (i.e. personal
epistemologies); and
● generate critical perspectives on work and learning processes in students.
There are many ways of meeting the development needs of students and industry partners such as:
 Guides.
 Seminars.
 Specific site within Learning Management Systems, for example, Blackboard.
 In-house workshops.
 Outsourced professional development.
 Interprofessional workshops (generic information provided for a range of disciplines followed
by discipline specific, for example, for assessment requirements).
 Flexible delivery for rural, remote and international partners.
In addition, there are a number of Australian Learning and Teaching Council projects which provide
useful resources for development of fieldwork partners depending upon their needs, many of which
are listed below.
Practical Activity
In groups of 4:
1. Review the Developing Performance Scenarios and identify performance
problems using the Performance Conditions Checklist.
2. Consider your stakeholders – students, academics, and industry partners and
identify an issue which you have with each group. Use the Performance
Conditions Checklist to identify the source of the problem.
3. Use the Development Framework by Cooper et al. (2010) to review your
fieldwork program. Identify current practices and areas which require further
development and discuss potential strategies for development with your group.
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Additional Resources
Websites
The MindTools website (http://www.mindtools.com/pages/article/newTMM_57.htm) which has lots of
information on essential skills for leadership. This page is about Sirota’s Three-Factor Theory which
is about keeping employees enthusiastic.
Have a look at the Curtin University’s Work Planning and Performance Review.
(http://staff.curtin.edu.au/staffservices/home/wppr.cfm) The website contains guidelines for staff and
managers as well as tips, tools and information on the process are available at this website.
What is Employee Performance Management? (http://www.peoplestreme.com/what-is-performancemanagement.shtml) This website from PeopleStreme provides a short yet concise overview of this
concept. There are a range of white papers available which you can order to gain more information
on PM.
Introduction to Performance Management from the University of South Australia.
(http://www.unisa.edu.au/hrm/employment/performance/intro.asp)
University of Tasmania Performance Management
(http://www.admin.utas.edu.au/hr/staff/perf_mgmt/perf_mgmt.html) See links on information for
Performance Management Supervisors, Staff and Writing and Setting Performance Objectives in the
Academic Staff Category.
University of New South Wales (http://www.hr.unsw.edu.au/osds/resourcecentre/perfmgt.html) A
range of references are listed which relate to Performance Management. These are listed by the
University’s Human Resources Department.
Monash University (http://www.adm.monash.edu.au/staff-development/ws/pms/acad/step-bystepsupers.html) This is a step-by-step guide for Academic Performance Management.
Performance Conversation Tips: Effective Performance Coaching
(http://trainingpd.suite101.com/article.cfm/performanceconversations) This is a useful website with
resources on performance coaching as well as determining the difference between poor performance
related to skill vs. motivation.
Managing People – Performance Management. This website has a lot of practical information on
managing day-to-day performance, coaching/mentoring and interpersonal communication required
for coaching, and employee motivation.
(These links are current at the time of publication, if they fail please advise the Program Coordinator.)
Suggested Readings
Balbastre Benavent, F. (2006). TQM application through self-assessment and learning:
Some experiences from two EQA applicants. Quality Management Journal, 13(1),
7–25.
Behn, R. D. (2003). Why measure performance? Different purposes require different
measures. Public Administration Review, 63(5), 586–606.
Hammer, M. (2007). The process audit. Harvard Business Review, 85(4), 111–123.
Kaplan, R. S., & Norton, D. P. (2007). Using the balanced scorecard as a strategic
management system. Harvard Business Review, 85(7/8), 150–161.
Kawamoto, T., & Mathers, B. (2007). Key success factors for a performance
dashboard. DM Review, 20–21.
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Australian Learning and Teaching Council Projects
There are a range of Australian Learning and Teaching (ALTC) Council projects which are of
interest for Fieldwork Coordinators. Those projects which have been completed often have a range
of resources which can be adapted for different contexts. The list below includes projects which
have been completed and those in progress available at http://www.altc.edu.au/projects.
1
Leadership and Clinical Education – Prof Robyn Nash (QUT)
http://www.lace.org.au/
The LaCE initiative was part of a 2-year ALTC funded project, Enhancing student learning in the
workplace through developing the leadership capabilities of clinical supervisors in the nursing
discipline, involving a joint academic-industry project team from the Faculty of Health (QUT), the
Royal Brisbane and Women's Hospital, The Prince Charles Hospital and Mater Health Services.
It has valuable resources to enhance the quality of clinical education by assisting clinical
teachers to further develop their repertoire of leadership skills and capabilities for dealing with
the realities of day to day practice. A complementary aim of the program is to facilitate ongoing
professional and personal development for all participants.
2. Leading engagement of academic and clinical communities for learning. Creedy, D., &
Henderson, A. (2009): ALTC Final Report: Available at: http://www.altc.edu.au/project-leadingeffective-partnering-griffith-2006
3. An integrated system for online clinical assessment of practical skills (eCAPS) for web-based
courses. MacDonald D: ALTC Project:
http://www.altc.edu.au/project-integrated-system-online-uq-2008
Abstract: Given the increasing presence of e-learning environments within health education,
initiatives such as the online clinical assessment of practical skills project (eCAPS) are needed
to evaluate and demonstrate the effectiveness of web-based courses within the higher education
sector. The project will develop, implement and evaluate online clinical assessment of practical
skills (eCAPS). eCAPS is focussed on learner-oriented and authentic assessment of practical
competencies for health professionals within web-based courses. eCAPS will utilise a system of
integrated online technologies (e.g. virtual patients, web-based video interactions) to enable
genuine reciprocity of information and materials between learners and instructors.
4. Assessing professional teaching standards in practicum using digital technologies with
Indigenous and non-Indigenous pre-service teachers. Dr Les Vozzo & Associate Professor
Catherine Sinclair. ALTC Project
http://www.altc.edu.au/project-assessing-professional-teaching-standards-practicum-usingdigital-technologies-indigenous-an
More effective support for Indigenous people in higher education is needed. This project will
initiate and evaluate strategies supporting Indigenous and non-Indigenous pre-service teachers
in self-assessing and documenting their attainment of professional teaching standards in
practicum settings. The project will use digital technologies and community engagement as a
focus for a virtual, professional learning community for pre-service teachers and academics,
where knowledge about self-assessment and teaching Indigenous students is shared.
Indigenous and non-Indigenous pre-service teachers in the Bachelor of Education (Primary)
degrees at UWS, ACU and CSU will participate in the project as students who will undertake their
practicum in rural, remote, urban or regional NSW schools. The outcomes of the project include a
suite of assessment procedures (including ePortfolio use), course modules for addressing
professional teaching standards, improved pedagogical (including digital) practice, inter-university
collaboration, and the establishment of a virtual professional learning community supporting
Indigenous education.
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Developing Fieldwork Partners for Student Learning
5. Authentic assessment of students in practice settings: a participatory design approach Professor
Peter Reimann & Dr Fran Waugh. ALTC Project
http://www.altc.edu.au/project-authentic-assessment-students-practice-settings-participatorydesign-approach-2010
This project will develop an approach to documenting assessment of practicum practices and
design an online system to enable continuous review and improvement of such assessment for
the professions of teaching and social work. Professional practicum in authentic practice settings,
and its assessment, are critical to the education of students in many professions, including
teaching and social work; it enables students to move from their intellectual understanding to
enacting this in practice. While compliance with professional standards is required, the diverse
and variable nature of practice settings, as well as the subjective nature of professional judgment
involved, means that consistent and equitable assessment presents both challenge and stress
for many practitioners and educators. By using a participatory approach to the design of
assessment, this project will develop a design pattern methodology and a number of tools to
assist with documenting, reviewing and improving assessment practices. Another outcome will be
a compilation of current assessment practices in Australian universities.
6. Engaging industry: embedding professionally relevant learning in the business curriculum.
Associate Professor Theo Papadopoulos & Professor Tracy Taylor. ALTC Project
http://www.altc.edu.au/project-engaging-industry-embedding-vu-2008
Abstract
Typically, the business curriculum in Australian universities focuses on the development of
discipline competencies and relatively few curriculums incorporate the systematic development of
professional competencies and an understanding of the realities of professional life. The
challenge is to find sustainable ways to embed professionally relevant learning opportunities in
the business curriculum and to engage with external bodies to support this process. This project
will identify and model innovative forms of industry engagement that inform and enhance
professionally relevant learning to cultivate personal attributes, enhance professional skills and
improve graduate employability. It will achieve this by identifying innovative practice and good
practice principles in the development, delivery and evaluation of professionally relevant learning.
7. Facilitating WIL through skills-enabled e-portfolios in the disciplines of construction and nursing.
Associate Professor Anthony Williams (Project Leader), Mr William Sher. ALTC Project
Abstract
The professional institutions accrediting the construction management and nursing professions
have developed well defined competency requirements. These disciplines are therefore in a
similar position to provide students with opportunities to relate these competencies to the skills
they develop during their time at university, (including their work integrated learning (WIL) and
other life experiences) through e-portfolios. This study will develop a design brief and
specifications for a resource that will be readily transferable to other disciplines.
8. Internationalisation at home: enhancing intercultural capabilities of Business and Health
teachers, students, and curricula. Professor Anita Mak (Project Leader), Professor Michelle
Barker. ALTC Project
http://www.altc.edu.au/project-internationalisation-home-enhancing-intercultural-capabilitiesbusiness-and-health-teachersAbstract
This project is designed to enhance the intercultural capabilities of tertiary teachers and students
in business and health, and develop adaptable curriculum resources for upskilling international
and local students to be culturally competent in increasingly multicultural education and work
settings. Consultations with teachers, students, and industry professionals will identify critical
incident scenarios in intercultural interactions in business and health classrooms and workplaces.
These scenarios will be integrated with components of an existing, validated intercultural
resource (the EXCEL program), to inform the design of discipline-specific professional
development workshops for teachers. Learning circles will support teachers to embed
intercultural competencies within curricula. Progressive dissemination of project processes,
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Developing Fieldwork Partners for Student Learning
resources and student outcomes will occur through: ALTC; discipline-based networks and two
national showcases. This will engage teaching communities in other disciplines and strengthen
national approaches to internationalising the curriculum.
9. Online student supervision training - accessible and cooperative learning in social work
Dr Wendy Bowles (Project Leader), Mr Mike Collingridge. ALTC Project
http://www.altc.edu.au/project-online-student-supervision-training-csu-2007
Abstract
The project aimed (1) to develop an online postgraduate subject with web portal, to educate
professional supervisors of practicum social work students across Australia; (2) to increase
availability of practicum opportunities and supervisors in rural and regional areas; (3) to develop
common standards and shared resources nationally in student supervision that incorporate
university, industry and professional requirements. A project team comprising the project partners
will guide the work of Charles Sturt University staff (5 meetings), overseen by a reference group
(5 meetings). Project tasks include: (1) scope national and international approaches to student
supervision education including curriculum, standards, using an adult learning theoretical
framework; (2) develop on-line supervision modules; (3) develop web portal and content
management system; (4) develop management agreement between current partners to
implement package and extend the project to ensure sustainability. The project will develop a
national dissemination program to demonstrate and promote the package throughout the sector,
including a program of visits around Australia.
10. Pre-service teacher education partnerships: creating an effective practicum model for rural and
regional pre-service teachers. Dr Josephine Ryan (Project Leader), Mellita Jones. ALTC Project
http://www.altc.edu.au/project-preservice-teacher-education-partnerships-acu-2009
Abstract
This project will develop and implement inter-university strategies designed to reshape curriculum
in the practicum aspect of rural and regional teacher education programs. This collaboration
between ACU National and La Trobe University addresses the challenges of establishing
effective teaching approaches in the school practicum, in particular that of providing supervision
for pre-service teachers who are placed across a wide geographical area. The project will: (1)
develop a secure ICT platform shared between ACU and La Trobe which supports rural and
regional pre-service teachers' learning during their practicum; (2) create processes and protocols
which will allow universities to share supervision of pre-service teachers in these areas; and (3)
develop new strategies for universities to create positive partnerships with rural and regional
teacher supervisors. The partnership model developed, together with documentation of lessons
learned, will be designed to meet the varying needs of other universities with similar challenges.
11. Strengthening Australian legal education by integrating clinical experiences: identifying and
supporting effective practices. Associate Professor Adrian Evans (Project Leader), Consuela
Catalini. ALTC Project
http://www.altc.edu.au/project-strengthening-australian-legal-ed-clinical-experiences-monash2010
Abstract
This project seeks to develop standards for effective clinical legal education in their own right and
to assist in renewal of University law curricula in Australia. The project will investigate current
practices in clinical programs in six Australian jurisdictions with participation from six law schools
closely identified with experiential learning in law. Workshops across Australia will explore the
disparate and uneven approaches to clinical learning and effective practice. The findings from
each jurisdiction will also be workshopped, compared and contrasted among key stakeholders,
resulting in these deliverables: the production of recommended standards for current and new
clinical programs, a national conference and an edited book. In this way, law deans' and
academics' consciousness of the importance of experiential learning to renewal of law curricula
will be strongly disseminated across Australia and provide sufficient information for the Council of
Australian Law Deans to implement national clinical standards within their projected standards for
accreditation of Australian law schools.
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Developing Fieldwork Partners for Student Learning
12. Supporting future curriculum leaders with embedding Indigenous knowledge on teaching
practicum. Dr Juliana McLaughlin (Project Leader), Dr Susan Whatman. ALTC Project
http://www.altc.edu.au/project-supporting-future-curriculum-leaders-embedding-indigenousknowledge-teaching-practicum-2010
Abstract
This project will develop long term, future-oriented opportunities for Indigenous pre-service
teachers to develop expertise in Embedding Indigenous Knowledge and perspectives using
principles of Indigenous research methodology (privileging Indigenous voices and research). It is
a two year case study catering to three distinct stakeholder groups: pre-service teachers, their
supervising school teachers and QUT staff supporting pre-service teachers on practicum. For all
stakeholder groups, it will change the discourse on how Indigenous Knowledges are exemplified
in E-portfolios, which in turn allow Indigenous pre-service teachers, school teachers and QUT
staff to demonstrate leadership in their field through tangible products such as units of work,
resources, assessment and reflection tools. A second outcome will be the development and
implementation of a model for embedding Indigenous knowledge and perspectives within
teaching practice. Finally, with the new DEEWR Research code for Indigenous Knowledges, the
theoretical development of this field is achieved by disseminating widely throughout the
academy, Indigenous education channels and communities.
13. Using professional standards: Assessing work integrated learning in initial teacher education. Dr
Cheryl Sim (Project Leader). ALTC Project
http://www.altc.edu.au/project-professional-standards-assessing-wil-griffith-2010
Abstract
This proposal draws on very recent national and international literature and related reports that
highlight the importance of professional standards and of developing effective strategies for
school based professional preparation of teachers. It is specifically focused on professional
learning and assessment practices in the WIL component of teacher preparation. It seeks to
contribute to the development of shared understandings of these practices among school
teachers, pre-service students and higher education academics in teacher education programs.
The value of the proposed approach is its application to higher education programs where WIL is
an important component. Approach 1 - establishes through a collaborative, iterative process,
strategies that acknowledge the experiences of all stakeholders. Approach 2 - creates resources
for supporting the higher education student learning informed by the ideas and practices from
workplaces within the networks. Approach 3 - enables the knowledge and best practice about
professional earning to be shared rather than limited to single sites. Approach 4 - addresses the
developmental learning trajectories of university students.
14. Final report for the ALTC Associate Fellowship: Developing agentic professionals through
practice-based pedagogies. Professor Stephen Billett (2009)
http://www.olt.gov.au/resources?text=Billett
Executive Summary
Currently, in higher education institutions across the world, there is a growing interest in workintegrated learning. In particular, in courses preparing graduates for specific vocational outcomes,
the interest has occurred in response to the need to prepare students who are ready and able to
practice effectively in their professions on graduation.
This Fellowship has enacted and appraised practices for effectively integrating students’ learning
experiences across university and practice settings to assist in realising the educational purposes
of preparing graduates who are professionally adept and critical practitioners. The Fellowship’s
specific focus has been to identify how students can be prepared, supported and sustained as
agentic learners in both their learning through experiences in practice settings and as effective
professional practitioners.
This goal has been addressed through engaging with and guiding five sets of academic staff in
projects across four disciplines (Physiotherapy, Midwifery, Nursing, Human Services) in three
universities (Griffith, Monash and Flinders). The key activities comprised:
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Developing Fieldwork Partners for Student Learning
(i) integrating practice-based experiences in response to discipline specific teaching and learning
issues, including developing students’ capacities as agentic learners;
(ii) enacting and appraising selected approaches to teaching and learning that aimed to develop
learner agency;
(iii) evaluating the outcomes of these interventions and their applicability to other disciplines in
each university; and
(iv) identifying how the approaches deployed within these universities can be replicated across the
higher education sector.
Together, the five projects provide a platform to consider and appraise different aspects of and
approaches to pedagogic and curriculum practices supporting the development of agentic
learners, and ultimately, professionals. That is, the projects focus on a number of practices which
may support the development of qualities which students require to learn effectively in both
university and practice settings, including critically evaluating the contributions of both settings, in
developing their capacities as professional practitioners. Across the projects a series of practices
were identified that — if selectively enacted before, during and after student experiences in
practice settings — could secure rich learning through fostering and developing agentic qualities
in students.
In overview, it was found that:
• preparation for the required level of procedural skills for, and conceptual understandings about,
the occupational practice undertaken before students participated in practice settings permitted
them to most effectively participate and learn;
• processes to heighten awareness about the capacities required to be agentic were central to
effective practice and learning;
• having peer and other forms of support during their participation in practice settings through
forums that promoted peer interaction was helpful for developing professional understandings,
and the procedures and dispositions required for effective practice;
• students learnt the processes and value of being agentic in their practices through practice and
peer-based processes; and
• processes in the university setting after practice-based experiences that gave students the
opportunity to share, reflect and critically appraise their experience were central to developing
their professional capacities, including those associated with being agentic as practitioners and
learners, and to maximising their learning.
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Developing Fieldwork Partners for Student Learning
Beyond the outcomes associated with the development of these curriculum and pedagogic practices,
the Fellowship trialled a process of staff development termed non-directive guidance with some
success.
Other outcomes included the extension of these practices within the participating teaching areas,
and to their professional communities, the publication of these findings in books and journals, and
opportunities to disseminate these findings to other Australian universities and to international
audiences.
References
Billett, S. 2009. Realising the educational worth of integrating work experiences in higher education,
Studies in Higher Education, 34, 827-843
Cooper, L., Orell, J., & Bowden, M. (2010). Work Integrated Learning: A guide to effective practice.
London: Routledge.
Vilkinas, T., Leask, B., & Ladyshewsky, R. (2009). Academic leadership: Fundamental building
blocks. Strawberry Hills, New South Wales: Australian Learning and Teaching Council. pp.
63-91.
Sirota D., L. Mischkind., and M. Meltzer. 2005. The enthusiastic employee: How companies profit by
giving workers what they want. Philadelphia: Wharton School Publishing.
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