Alice has demonstrated strong self-management skills during her placement. She is punctual, manages her time well, and completes tasks independently. Alice actively seeks feedback and reflects on her own practice to improve. While she has shown initiative, her stress management and ability to respond to challenges could continue developing with more experience.
Whether youâre struggling with a micromanager, or whether you want to stop being one, this session is for you! The first part of the workshop will explore the triggers of micromanaging behaviours. Then, within your groups, youâll discuss your experiences from both ends of the spectrum. In the second part of the workshop, weâll discuss some practical tactics and coping strategies â including nonviolent communication and principled negotiation. Then, back in your groups, youâll practice some of these strategies with each other. At the end, each group will feed back their learning and the one thing theyâre planning to change when they go back to the office. This will be a highly interactive workshop based around a loose theoretical framework, and attendees will need to be ready to share their experiences to get the most out of it. Those interested in doing some research beforehand can read Marshall Rosenbergâs âNonviolent Communicationâ and/or Roger Fisher and William L. Uryâs âGetting to Yesâ.
This session is about you. And about your career. Where you want it to go. And how you can make it happen, whether you have children, are thinking about having children or have caring responsibilities. I also hope it will hold value and interest for those simply interested in exploring their own career development. The session is focused on transformation of self, using key events in the career journey of one individual to support others in exploring their own career development. 18 months after graduating and being appointed to my first role at Oxford Brookes University, I made the transition from young free and single 20 something, to single working parent, navigating the complexities of balancing brand new, and unexpected, parenthood with a fledgling career. Since then, I have been afforded, and fully exploited, a number of opportunities for career enhancement, and I have been given the space to do this alongside being a parent. This environment has enabled to me to take a burgeoning career and a child and be fully committed to both of them. 9 1/2 years and six roles later, it has become increasingly important to me to support colleagues in their career development, and in balancing their varied commitments in order to lead a full and satisfying working life. Using key experiences throughout my career for context, this session will explore the ways in which you view yourself; the way in which others view you; opportunities for (and barriers to) development; the sphere of control you exercise over your own future; and your allies and support network. The session will also explore the skills you use daily in your roles outside of the office to enhance your own professional practice, and how we, as individuals, can help set the tone for future managers, creating future generations of manager who support their colleagues in their development, regardless of their parental or caring status. The session will use small discussion groups to explore certain topics, individual and personal reflections which may or may not be shared, and personal pledges to ourselves about the next steps we want to take. It is intended to be a supportive, group session, where Chatham House Rules and commitment to confidentiality will be key to its success.
How many times have you heard people say, you need to get a mentor. But no one tells you how. So I've created a workshop on seeking, qualifying, and engaging mentors. My presentation for the leadership program at the National Association of Broadcasters, Washington DC, Field Guide to Seeking and Keeping Mentors. Contact me at tomhayashi@gmail.com.
Whether youâre struggling with a micromanager, or whether you want to stop being one, this session is for you! The first part of the workshop will explore the triggers of micromanaging behaviours. Then, within your groups, youâll discuss your experiences from both ends of the spectrum. In the second part of the workshop, weâll discuss some practical tactics and coping strategies â including nonviolent communication and principled negotiation. Then, back in your groups, youâll practice some of these strategies with each other. At the end, each group will feed back their learning and the one thing theyâre planning to change when they go back to the office. This will be a highly interactive workshop based around a loose theoretical framework, and attendees will need to be ready to share their experiences to get the most out of it. Those interested in doing some research beforehand can read Marshall Rosenbergâs âNonviolent Communicationâ and/or Roger Fisher and William L. Uryâs âGetting to Yesâ.
This session is about you. And about your career. Where you want it to go. And how you can make it happen, whether you have children, are thinking about having children or have caring responsibilities. I also hope it will hold value and interest for those simply interested in exploring their own career development. The session is focused on transformation of self, using key events in the career journey of one individual to support others in exploring their own career development. 18 months after graduating and being appointed to my first role at Oxford Brookes University, I made the transition from young free and single 20 something, to single working parent, navigating the complexities of balancing brand new, and unexpected, parenthood with a fledgling career. Since then, I have been afforded, and fully exploited, a number of opportunities for career enhancement, and I have been given the space to do this alongside being a parent. This environment has enabled to me to take a burgeoning career and a child and be fully committed to both of them. 9 1/2 years and six roles later, it has become increasingly important to me to support colleagues in their career development, and in balancing their varied commitments in order to lead a full and satisfying working life. Using key experiences throughout my career for context, this session will explore the ways in which you view yourself; the way in which others view you; opportunities for (and barriers to) development; the sphere of control you exercise over your own future; and your allies and support network. The session will also explore the skills you use daily in your roles outside of the office to enhance your own professional practice, and how we, as individuals, can help set the tone for future managers, creating future generations of manager who support their colleagues in their development, regardless of their parental or caring status. The session will use small discussion groups to explore certain topics, individual and personal reflections which may or may not be shared, and personal pledges to ourselves about the next steps we want to take. It is intended to be a supportive, group session, where Chatham House Rules and commitment to confidentiality will be key to its success.
How many times have you heard people say, you need to get a mentor. But no one tells you how. So I've created a workshop on seeking, qualifying, and engaging mentors. My presentation for the leadership program at the National Association of Broadcasters, Washington DC, Field Guide to Seeking and Keeping Mentors. Contact me at tomhayashi@gmail.com.
This presentation deals with mentoring and caring for students in an academic institution. It prescribes different steps for introducing a mentoring programme in an educational institution and also shares a case study.
Fundamentals of Mentoring - An Introduction for Psychiatric-Mental Health Nu...AmerPsychNurses
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A presentation exploring the basics of mentoring for psychiatric-mental health nurses, prepared by members of the American Psychiatric Nurses Association Administrative Council.
Mentoring is very important aspect in organization management for proper grooming, growth and development of new entrant in an organization.This presentation will introduce u about the various aspects,method ad straties of mentoring.
Coaching skills can help people maximize their strengths and increase responsibility, accountability, creativity and resourcefulness to overcome challenges and achieve results. The primary coaching skills presented in this interactive presentation will focus on the principles of a coaching conversation, listening, the art of asking curious questions, leading cultural change, and how to promote responsibility and accountability to support people to elicit their own solutions and strategies and take action to implement these solutions.
Speaker:
Callie Bland, Executive Coach, RN and CEO, Coach Callie Consulting
Self Determination Theory incorporates competence, relatedness and autonomy. Check out Juliette's Self Determination Theory video below: https://youtu.be/pToliShvm3I
According to Mind, 1:4 of people in the UK will encounter a mental health problem in the UK, each year. Although awareness of mental health as a physical illness is starting to increase, many organisations are still unaware of the impact such illnesses can have on the individual, and the devastating effect poor management practices can have on colleagues in certain situations. Such ignorance is concerning â in far too many cases, anxiety, depression and other conditions are treated with âlip serviceâ at best; or as taboo at worst. This session will try and tackle some of the main, down-to-earth matters surrounding mental health in Higher Education Institutions. Sometimes, performance is affected, and this can have a serious adverse effect on the morale and performance of a team or department at large. How straightforward is it to identify and help people who might be struggling? How is it best to tackle poor performance while, at the same time, help an individual or individuals cope with mental health difficulties? Should HEIs introduce transparent strategic mental health awareness policies at the very top? How would one do that? How might it be possible to change an institutional or departmental climate for the better, with other positive knock-on effects this could have on welfare, happiness and performance? How would it be possible to transform understanding and practice at a local and institutional level? Following a brief presentation, this session will be an open forum for the sharing of experiences, suggestions and best practice.
Workplace Mentoring by Alex Clapson June 2013Alex Clapson
Â
Are you considering introducing a Mentoring Scheme, or are you just curious about the many benefits. My paper on Workplace Mentoring is a quick-read, well referenced & a good starting point. I do hope that you enjoy reading it & feel free to contact me.
Mentoring Employees (Comprehensive) PowerPoint Presentation 155 slides with 7...Andrew Schwartz
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Mentoring (Comprehensive) PowerPoint Presentation
155 slides with Participant Handout
Mentoring has been widely recognized by top companies as an extremely beneficial career development tool, affecting employees' success, job satisfaction, and turnover rate. Mentoring is a collaborative, mutually beneficial partnership between a Mentor (who possesses greater skills, knowledge, and experience) and a ProtĂŠgĂŠ (who is looking to increase his or her skills, knowledge, and experience).
PowerPoint Presentation Content Slides Include:
⢠Learning objectives of this presentation
⢠Definition/s of mentoring
⢠Etymology of mentoring (4 points)
⢠Mentoring model (chart)
⢠Reasons for mentoring (10 points)
⢠Benefits for the mentor (8 points)
⢠Benefits for the protÊgÊ (9 points)
⢠The benefits of mentoring (7 points)
⢠What the organization gains from the relationship (14 points)
⢠What the protÊgÊ gains from the relationship (12 points)
⢠Responsibilities of the protÊgÊ (10 points)
⢠What the mentor gains from the relationship (15 points)
⢠Responsibilities of the mentor (11 points)
⢠Creating and developing a mentoring relationship (4 points)
⢠Utilizing emotional intelligence within relationships (29 points)
⢠The high costs of mentor turnover (8 points)
⢠Work satisfaction graph (chart)
⢠Different types of mentoring
⢠Natural mentoring (10 points)
⢠Situational mentoring (3 points)
⢠Supervisory mentoring (10 points)
⢠Formal facilitated mentoring (3 points)
⢠Mentoring programs (5 points)
⢠Qualifications for a mentor (9 points)
⢠Skills on being a good helper (17 points)
⢠Poor helpers (5 points)
⢠Potential pitfalls of mentoring (6 points)
⢠Choosing a mentor (5 points)
⢠Are mentors accessible? (7 points)
⢠Choosing a protÊgÊ (17 points)
⢠The roles mentors can play (18 points)
⢠The lifecycle of a mentoring relationship (11 points)
⢠Rules for effective mentoring and establishing a mentoring program (17 points)
⢠Frequency of meetings (9 points)
⢠Format of meetings (11 points)
⢠Boundaries (7 points)
⢠Actions steps (16 points)
Best of all, our PowerPoint Products are Royalty-Free, so you may Use Them Over and Over Again. You may edit, add, delete and tailor these presentations to your specific audience and style.
This presentation deals with mentoring and caring for students in an academic institution. It prescribes different steps for introducing a mentoring programme in an educational institution and also shares a case study.
Fundamentals of Mentoring - An Introduction for Psychiatric-Mental Health Nu...AmerPsychNurses
Â
A presentation exploring the basics of mentoring for psychiatric-mental health nurses, prepared by members of the American Psychiatric Nurses Association Administrative Council.
Mentoring is very important aspect in organization management for proper grooming, growth and development of new entrant in an organization.This presentation will introduce u about the various aspects,method ad straties of mentoring.
Coaching skills can help people maximize their strengths and increase responsibility, accountability, creativity and resourcefulness to overcome challenges and achieve results. The primary coaching skills presented in this interactive presentation will focus on the principles of a coaching conversation, listening, the art of asking curious questions, leading cultural change, and how to promote responsibility and accountability to support people to elicit their own solutions and strategies and take action to implement these solutions.
Speaker:
Callie Bland, Executive Coach, RN and CEO, Coach Callie Consulting
Self Determination Theory incorporates competence, relatedness and autonomy. Check out Juliette's Self Determination Theory video below: https://youtu.be/pToliShvm3I
According to Mind, 1:4 of people in the UK will encounter a mental health problem in the UK, each year. Although awareness of mental health as a physical illness is starting to increase, many organisations are still unaware of the impact such illnesses can have on the individual, and the devastating effect poor management practices can have on colleagues in certain situations. Such ignorance is concerning â in far too many cases, anxiety, depression and other conditions are treated with âlip serviceâ at best; or as taboo at worst. This session will try and tackle some of the main, down-to-earth matters surrounding mental health in Higher Education Institutions. Sometimes, performance is affected, and this can have a serious adverse effect on the morale and performance of a team or department at large. How straightforward is it to identify and help people who might be struggling? How is it best to tackle poor performance while, at the same time, help an individual or individuals cope with mental health difficulties? Should HEIs introduce transparent strategic mental health awareness policies at the very top? How would one do that? How might it be possible to change an institutional or departmental climate for the better, with other positive knock-on effects this could have on welfare, happiness and performance? How would it be possible to transform understanding and practice at a local and institutional level? Following a brief presentation, this session will be an open forum for the sharing of experiences, suggestions and best practice.
Workplace Mentoring by Alex Clapson June 2013Alex Clapson
Â
Are you considering introducing a Mentoring Scheme, or are you just curious about the many benefits. My paper on Workplace Mentoring is a quick-read, well referenced & a good starting point. I do hope that you enjoy reading it & feel free to contact me.
Mentoring Employees (Comprehensive) PowerPoint Presentation 155 slides with 7...Andrew Schwartz
Â
Mentoring (Comprehensive) PowerPoint Presentation
155 slides with Participant Handout
Mentoring has been widely recognized by top companies as an extremely beneficial career development tool, affecting employees' success, job satisfaction, and turnover rate. Mentoring is a collaborative, mutually beneficial partnership between a Mentor (who possesses greater skills, knowledge, and experience) and a ProtĂŠgĂŠ (who is looking to increase his or her skills, knowledge, and experience).
PowerPoint Presentation Content Slides Include:
⢠Learning objectives of this presentation
⢠Definition/s of mentoring
⢠Etymology of mentoring (4 points)
⢠Mentoring model (chart)
⢠Reasons for mentoring (10 points)
⢠Benefits for the mentor (8 points)
⢠Benefits for the protÊgÊ (9 points)
⢠The benefits of mentoring (7 points)
⢠What the organization gains from the relationship (14 points)
⢠What the protÊgÊ gains from the relationship (12 points)
⢠Responsibilities of the protÊgÊ (10 points)
⢠What the mentor gains from the relationship (15 points)
⢠Responsibilities of the mentor (11 points)
⢠Creating and developing a mentoring relationship (4 points)
⢠Utilizing emotional intelligence within relationships (29 points)
⢠The high costs of mentor turnover (8 points)
⢠Work satisfaction graph (chart)
⢠Different types of mentoring
⢠Natural mentoring (10 points)
⢠Situational mentoring (3 points)
⢠Supervisory mentoring (10 points)
⢠Formal facilitated mentoring (3 points)
⢠Mentoring programs (5 points)
⢠Qualifications for a mentor (9 points)
⢠Skills on being a good helper (17 points)
⢠Poor helpers (5 points)
⢠Potential pitfalls of mentoring (6 points)
⢠Choosing a mentor (5 points)
⢠Are mentors accessible? (7 points)
⢠Choosing a protÊgÊ (17 points)
⢠The roles mentors can play (18 points)
⢠The lifecycle of a mentoring relationship (11 points)
⢠Rules for effective mentoring and establishing a mentoring program (17 points)
⢠Frequency of meetings (9 points)
⢠Format of meetings (11 points)
⢠Boundaries (7 points)
⢠Actions steps (16 points)
Best of all, our PowerPoint Products are Royalty-Free, so you may Use Them Over and Over Again. You may edit, add, delete and tailor these presentations to your specific audience and style.
El taller prĂĄctico: 10 claves para la implementaciĂłn de tendencias y enfoques innovadores, tiene como propĂłsito que los docentes identifiquen el cambio paradigmĂĄtico que se requiere para atender al desafĂo pedagĂłgico que implica incorporar las TecnologĂas de la InformaciĂłn y la ComunicaciĂłn (TIC) al aula y al currĂculo escolar.
Tema expuesto para el personal del hospital de Quintero 5ÂŞ regiĂłn, Chile, donde se entregaron sugerencias para mejorar la atenciĂłn de los usuarios con TEA
Ritualistic behaviors in lord of the flies by mamah bello sadjoMamah Bello Sadjo
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Ritual is universal. Why do you think ritualistic behavior has been so central in our lives?
What purpose do rituals serve/what are their functions?
âHe turned toward the platform, feeling the need for ritual.â (Chp 8, p.156)
Why does Ralph feel this âneedâ for ritual?
Assessment 1 Develop and maintain professional competenceSubmiss.docxdavezstarr61655
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Assessment 1: Develop and maintain professional competenceSubmission details
Candidateâs Name
Phone No.
Assessorâs Name
Phone No.
Assessment Site
Assessment Date/s
Time/s
In this assessment you will develop a âProfessional Development Planâ to help you maintain and develop the skills and knowledge you require to be successful in your current or future role(s).
Step 1:
In this step you will complete the following tasks. They will help you gather information about your personal and professional skills and attributes.
¡ Personal and Key Skills - Appendix 1
¡ Job analysis - Appendix 2
(Obtain a copy of your job description from your employer or locate a job description for a role you are interested in working in the future)
¡ Learning Style Assessment - Appendix 3
¡ Indicators of stress - Appendix 4
Step 2
In this step you will gather information about your time management skills as well as examining your ability to establish and maintain work goals and achieve business outcomes.
For one working week (5 days) you need to maintain a,
¡ Daily Activity Log - Appendix 5
Here, you will record the activities that make up your day and whether you have completed some, or all, of the goals you set out to achieve.
Step 3:
In this step you will summarize your findings and give them a score.
¡ Competency Summary Feedback Sheet - Appendix 6
You then need to obtain feedback about your self-evaluation from 3 clients or colleagues (eg Manager or Trainer).
Step4:
From the information you have gathered in Step 1 and Step 2 consider the following:
¡ What new skills do you need to acquire and/or maintain to give you a competitive edge in your role?
¡ What personal attributes do you need to develop and/or maintain to continue being effective in your work-life.
¡ Do you manage your daily activities and time effectively?
¡ Are your stress levels affecting your mental and physical health?
¡ How will your learning style impact on how you improve/maintain your skills?
You now need to complete the SWOT analysis worksheet - Appendix 7
Step 5:
Considering all the above information you now need to complete your
¡ Professional Development / Action Plan - Appendix 8
Step 6:
In a journal format;
¡ Explain the findings for each area of reflection eg Personal SWOT analysis and the reasons why you have chosen to include these in your Personal Development Plan and how they relate to your professional competency.
¡ Discuss your stress level and how these may be impacting on you work and overall productivity.
¡ Discuss your daily activity and how efficient you are at managing your time.
¡ Discuss your Learning Style and how this has influenced you in the way(s) you plan to learn or maintain your skills and knowledge.
You are required to submit the following to your trainer for assessment.
1. Completed Templates - 1 to 8
2. Learning Style Summary - Print out from the internet
BSBWOR501 Manage personal work priorities and professional develop.
MGN431 Strategic HRDModule 2. Framework for HRDWeek 8. HRD DioneWang844
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MGN431 Strategic HRD
Module 2. Framework for HRD
Week 8. HRD Needs Analysis Findings. Developing the SHRD Plan
1
1
Unit Map
You
Are
Here!
2
Module 2: Framework for HRD
Module 1:
Foundations of HRD
Module 3: Contemporary Issues in HRD
Workshop Overview
HRD Needs Analysis â QCU
Discuss findings & confirm needs analysis outcomes
Key business challenges
SHRD implications
Developing your HRD plan
Assignment 2 objectives
Approach
3
3
Needs Analysis Findings
4
4
Key business challenges
SHRD Implications
SHRD Needs Analysis
QCU Feedback
Our summary of the challenges/issues
Our analysis of the SHRD implications
Confirm and clarify the learning needs that have been identified in the needs analysis
5
5
Instructional Systems Design (ISD) Model
CH-4
6
6
Assessment
Design
Implementation
Evaluation
SHRD Plan components
Executive summary
Introduction
Learning Design â your recommendations about learning activities
Take 1 key group and develop a plan to address the training needs
You identify the learning activities (HRD activities) that need to occur
You state the objectives of each activity
Implementation
Order of activities?
How long do you think is required for each activity? Total time to complete?
Resources required?
Evaluation
Approaches to evaluate outcomes of the interventions
How could we assess whether objectives have been met?
Conclusion
Reference List
7
7
SHRD Plan
Learning design
your recommendations on HRD activities (or programs)
The proposed HRD activities to address the needs youâve identified
Appropriate
Well justified using relevant unit concepts & theories for your particular issue and SHRD
Design programs for 1 Group only.
8
8
SHRD Plan
Could use a table for each learning activity that you are recommending:
9Training Program or ActivitySHRD ObjectivesProgram ObjectivesMethod of DeliveryCoaching for PerformanceImprove the performance of staff.
Develop manager capability in performance management.Conduct one-on-one performance discussions.
Create development plans for staff.
Classroom based Course
9
SHRD Plan
Implementation
Can use a table to illustrate sequence of events
Then broadly discuss overall resource requirements
10Training/ActivityTarget dateParticipantsPlace/venueDurationCoaching for PerformanceNov 2016ManagersTBE2 days
10
SHRD Plan
Evaluation
Based on Kirkpatrickâs model, suggest most appropriate options
Explain why this evaluation step is an important part of overall HRD plan
How can QCU assess whether these recommendations have met the objectives?
Conclusion
References
11
11
Bringing the 3 pieces together
12
1. You present your overall plan (your recommendations). You identify 3 â 4 training activities for the group. You can present them all in one table. Then you explain why these training methods (the activities) are the most appropriate â what are the benefits of these?
2. Then you explain how the plan should ...
PART AComplete the Process Design Matrix.Develop a 700-word .docxdanhaley45372
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PART A
Complete the Process Design Matrix.
Develop a 700-word Executive Summary in which you identify appropriate design approaches for the selected product and service used in the Process Design Matrix.
¡ Differentiate the service process and the manufacturing process. Explain the reasons for the differences.
¡ Explain how this can be applied to processes within your work or personal life and provide examples.
Format your assignment consistent with APA format.
Process Design Matrix
Complete the process design matrix. Select one service with which you are familiar and one product with which you are familiar. Select the best process approach for each (e.g. service â production line, self-service, or personal attention approach; product â job shop, batch, assemply line, or continuous flow) and include 3-5 line items about each aspect.
Process Design Aspect
Service
Product
Design focal point
Strategy
Process design approach
Process map
Process Performance Measurement
Factory location
Facilty layout
Process design
Scheduling
Producting planning
Workforce
Quality
Capacity
Inventory
PART B
Select a company with which you are familiar. This could be your place of employment, a place you would like to work, or a business you frequent.
Create a 14-slide presentation in which you analyze and evaluate the current state of the selected company's supply chain and an identified process. Include the following in the presentation:
¡ Describe the company's supply chain.
¡ Identify an internal process you wish to evaluate.
¡ Select an appropriate design approach for the chosen process.
¡ Create a high-level AS IS process flow chart using an appropriate design tool.
¡ Identify at least one metric to measure the process and its application (how, what, when, and who).
¡ Use an appropriate tool to collect data for each step of the process.
¡ Evaluate the efficiency and effectiveness of the process using data collected.
¡ Determine areas for improvement.
¡ Design an improved process flow chart using an appropriate tool.
¡ Summarize two items from this improved process and include an application of these items to a process in your own personal or professional life.
Format the assignment consistent with APA guidelines.
SEE attachment pls
Week 4 ApplicationâInterview
The Influence of Culture in Infant/Toddler Programs
Step 1: Plan
¡ Think about what you have been learning about culture and culturally responsiveness practices related to eating/feeding, sleeping, attachment and separation, and socialization, play, and language in an infant/toddler program
¡ Review the interview questions listed under Step 2.
¡ Schedule a time to interview an infant/toddler professional for approximately 1 hour. (This interview may be done in person or by phone. It is recommended that you use a laptop while interviewing and if you are recording the interview, be sure to ask permission.)
Step 2: Implement
¡ The goal of this interview is to d.
The Masters of Business and Technology Program offer a range of study skills webinars for students. This is the exam prep webinar. For any copyright issues or to request a takedown please contact a.chambers@unsw.edu.au. Note this work is not at present under a CCSA licence.
1. Placement Summary
Domain Halfway Results Final Results
1 - Professional Behaviour
2 - Self Management Skills
3 - Co-Worker Communication
4A - Communication Skills (Direct Service Provision)
4B - Communication Skills (Project Management/Consultancy)
5 - Documentation
6A - Information Gathering (Direct Service Provision)
6B - Information Gathering (Project Management/Consultancy)
7A - Service Provision (Direct Service Provision)
7B - Service Provision (Project Management/Consultancy)
8 - Service Evaluation
Summary Feedback
HALFWAY EVALUATION:
Alice has settled in very easily and is enthusiastic to learn and educate herself. Her observation skills have developed considerably already and she takes note of a
variety of areas of development. She is relaxed around clients and families and colleagues alike. She is working on documentation skills in order to effectively use
SOAP notes, but needs more practice at the A and P (she can however recognize what goes in each section). Her task analysis showed good insight into knowing how
to use a toy therapeutically, this needs to be developed through further practice with toys designed to address different areas of development.
Key learning objectives for the rest of placement:
Placement Evaluation for: Alice McKinnon at Kalparrin Early Intervention
Centre - Paediatrics
Placement Stream: A&B - Both
Placement Template: Stream A & B (non-customised)
Educator/s: Renee MacKay
Dates: 13/07/2015 to 7/08/2015
Student Details
Overall Result At Halfway:
Overall Result At Final:
Alice McKinnon Page 1 of 34 Thursday, 6 August 2015
2. To document treatment sessions using SOAP format focusing on the assessment and plan section to further develop these skills
To confidently recognize a range of therapeutic benefits of a range of 3 toys (fine motor and visual perceptual activities)
To gather information from a parent at the beginning of a treatment session in relation to previous sessions recommendations and any other relevant information
To plan treatment sessions with 2 clients seen in a school setting by the final day of placement
To carry out small sections of treatment sessions with a range of children
FINAL EVALUATION:
Alice has made significant progress in all areas of service provision. She has been proactive with her learning and contributing to session planning, documentation and
carrying out sessions. She has had more opportunities for information gathering and assessment marking in the second half of placement and has been heavily involved
in treatment planning. She has had limited goal setting experience and service evaluation due to the nature of the setting. She has developed confidence in her
interactions both verbally and physically with the children and with asking appropriate questions in interview/assessment situations with parents. She is organised and
motivated to learn and has taken on board feedback well. She has been able to demonstrate her understanding of situations and clinical reason what she would do for
situations which have not arisen.
Areas for development include providing more assertive instructions to children, managing group dynamics and goals setting due to lack of experience. Being able to
grade activities or tasks on the spot and to plan for future interventions with reduced thinking time (which will come with practice). Further practice of using SOAP notes
will help to concrete her analysis and treatment planning in different environments.
Alice McKinnon Page 2 of 34 Thursday, 6 August 2015
3. 1 - Professional Behaviour
Learning Objective: Conducts self in a professional manner.
Comments (Halfway)
Comments (Final)
got to know more about families values through interview and assessment processes and being more involved in sessions
Comments (Halfway)
returns client notes to filing cabinets and remembers to close the door
Comments (Final)
Comments (Halfway)
supports clients from a physical safety perspective when supervisor otherwise occupied
Comments (Final)
identified safety implications through tasks analysis activities. setting up with use of crash mats in gross motor activities and being close to children when on swing. More
awareness when therapist otherwise occupied
Comments (Halfway)
Alice is always well presented and dresses appropriately for the caseload and departmental standards
Comments (Final)
resources replaced in correct place, more outgoing with staff in conversation.
1 - Respects rights, values, beliefs and needs of service users
and staff e.g. uses non-discriminatoryandnon-judgemental language; validates
othersâ values andperspectives; separates ownvalues fromthoseof others; adheres
torelevant legislation...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
2 - Adheres to privacy and confidentiality requirements e.g.
handles workplacedocumentationappropriately; adheres toprivacypolicies,
legislationandcodes of conduct...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
3 - Ensures personal, co-worker and service user safety e.g.
complies withoccupational healthandsafetypolicies, procedures andlegislation;
demonstrates awareness of potential hazards; identifies needfor risk analysis;
reports incidents as required...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
4 - Adheres to workplace procedures and expectations e.g.
adapts toworkplaceculture; maintains appropriateappearanceandattire; follows
administrativeprocedures; manages sharedspaces andresources appropriately...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
5 - Represents Occupational Therapy (OT) in an appropriate manner e.g.
explains OT clearlytoothers; assumes OT roleappropriatetosetting; adheres toOT
Australia Codeof Ethics...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
Alice McKinnon Page 3 of 34 Thursday, 6 August 2015
4. Comments (Halfway)
distinguishes between the roles of OT/SP/PT and psych. With no new assessments or clients has not had the opportunity to discuss OT role
Comments (Final)
is able to describe the OT role in details for paediatrics. can identify the Speech role and psychology role. Can explain the keyworking role. identifies that there is lots of
overlap in different roles
Minimum requirement for passing : passes all 4 core items
Performance Scores: 1= unacceptable, 2= marginal, 3= adequate, 4= proficient, 5= with distinction, N/A= not applicable, I/O= insufficient
observation (N/A and I/O = rating of 3)
Halfway: Final:
Alice McKinnon Page 4 of 34 Thursday, 6 August 2015
5. 1 - Professional Behaviour (continued...)
Halfway Feedback/Recommendations: (current behaviours/desired behaviours)
To be able to discuss the OTrole inthis setting by end of the placement
Final Feedback/Recommendations: (current behaviours/desired behaviours)
Alice McKinnon Page 5 of 34 Thursday, 6 August 2015
6. 2 - Self Management Skills
Learning Objective: Demonstrates effective self management skills.
Comments (Halfway)
Alice is excellent with her time management and is always on time or early most of the time. Follows the work schedule as discussed with supervisor and fills in time
accordingly
Comments (Final)
No concerns, always thinking about what needs to be done in advance and showing more initiative with helping to set up for sessions and arrange things
Comments (Halfway)
Completes work and self learning independently, accessing resources to further understand concepts being discussed within sessions, particularly with specific treatment
techniques
Comments (Final)
good at self reflection, can identify her downfalls. good at looking up resources to assist understanding
Comments (Halfway)
Alice is happy to help out in anyway she can and follows through on all agreed actions
Comments (Final)
always follows through on agreed actions. starting to problem solve to do 2 activities simultaneously in therapy
Comments (Halfway)
no problems observed
Comments (Final)
Hasnt shown signs of stress. Copes well when provided new challenges and completing activities without having seen them done by therapist plans in advance to get the
support she requires
1 - Demonstrates effective time management skills e.g. is punctual;
completes work withinappropriatetimeframes; plans work schedule...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
2 - Assumes responsibility for own learning e.g. articulates
reflection-on-practice; evaluates andplans for improvement of ownpractice; seeks
help/information/resources appropriately...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
3 - Demonstrates initiative and takes responsibility for actions e.g. uses
problemsolving skills; offers assistancewhereappropriate; takes initiativefor
negotiating tasks; follows throughagreedactions...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
4 - Demonstrates appropriate stress management skills e.g. engages in
appropriatedebriefing tomanagestressful situations; seeks appropriateandtimely
support for work and/or personal issues...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
5 - Responds to supervision and constructive feedback
appropriately, and modifies practice accordingly e.g. prepares for and
contributes tosupervisionsessions; obtains clarificationof feedback frompractice
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
Alice McKinnon Page 6 of 34 Thursday, 6 August 2015
7. Comments (Halfway)
Alice was open to changing her initial learning contract for goals which were more appropriate for this setting, she actively asks questions along the way
Comments (Final)
Always proactive with getting feedback from supervisor. more opportunities to reflect on practice now more involved in sessions. has taken on board feedback
Minimum requirement for passing : passes all 2 core items Plus 2 other item(s)
Performance Scores: 1= unacceptable, 2= marginal, 3= adequate, 4= proficient, 5= with distinction, N/A= not applicable, I/O= insufficient
observation (N/A and I/O = rating of 3)
educator if necessary...
Halfway: Final:
Alice McKinnon Page 7 of 34 Thursday, 6 August 2015
8. 2 - Self Management Skills (continued...)
Halfway Feedback/Recommendations: (current behaviours/desired behaviours)
Final Feedback/Recommendations: (current behaviours/desired behaviours)
Alice McKinnon Page 8 of 34 Thursday, 6 August 2015
9. 3 - Co-Worker Communication
Learning Objective: Communicates effectively within the workplace.
Comments (Halfway)
Alice interacts with others in the team in a friendly and relaxed way and has arranged sessions with other professionals as appropriate
Comments (Final)
Alice is mindful of returning equipment to the correct space and also negotiating use of space with others with regards to this. She is respectful of others and uses
appropriate non verbal communication. Collaborated more with supervisor re grading of things in an appropriate manner
Comments (Halfway)
Alice is open to sharing her experience and knowledge with both families and coworkers. She has appropriately introduced herself in meetings and to new people
Comments (Final)
Has engaged appropriately with discussions with supervisor and other OT with regards to clients. Has contributed to discussions in the office environment and at lunch
times on occasions
Comments (Halfway)
Alice has openly discussed her observations and taken on board suggestions for activities to expand her understanding eg. task analysis of particular toys. Her questions
are clear and explanations when requested from her are clearly presented
Comments (Final)
Alice has completed all learning and development activities that have been requested or suggested. She is working on processing huge amounts of new information and
as such articulating this clearly and concisely needs some refinement
Minimum requirement for passing : passes all 2 core items
Performance Scores: 1= unacceptable, 2= marginal, 3= adequate, 4= proficient, 5= with distinction, N/A= not applicable, I/O= insufficient
observation (N/A and I/O = rating of 3)
1 - Negotiates, collaborates and co-operates with co-workers as
appropriate to workplace e.g. uses effectiveandrespectful verbal andnon-
verbal communicationwithall staff; adapts level of formalityas needed; negotiates
andarticulates understanding of roles; negotiates schedules anduseof resources...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
2 - Actively participates in workplace communications e.g.
engages appropriatelyindiscussions andmeetings; responds appropriatelytoteam
dynamics; responds torequests for information...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
3 - Effectively explains information to others e.g. articulates reasoning
clearlyandconciselytopracticeeducator andrelevant others; utilises sound
judgement toinformcommunications; presents informationclearlyinall workplace
contexts; prepares anddelivers effectivelearning anddevelopment activities as
required...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:
Alice McKinnon Page 9 of 34 Thursday, 6 August 2015
10. 3 - Co-Worker Communication (continued...)
Halfway Feedback/Recommendations: (current behaviours/desired behaviours)
Final Feedback/Recommendations: (current behaviours/desired behaviours)
Alice McKinnon Page 10 of 34 Thursday, 6 August 2015
11. 4A - Communication Skills (Direct Service Provision)
Learning Objective: Communicates effectively with service users and significant others.
Comments (Halfway)
Alice is not afraid to get involved with the children in sessions and will talk to them and their parents, with further opportunities she will do this more regularly
Comments (Final)
Alice has had more opportunities for more direct contact with children and their parents/caregivers. . Her confidence is developing with these opportunities. more confident
with manual handling of children.
Comments (Halfway)
As above
Comments (Final)
She has conducted information gathering in assessment sessions. She asks questions to gain further insight into their journey and the child's favourite activities.
appropriate with boundaries etc
Comments (Halfway)
has shown appropriate empathy to parent talking through journey with her child with autism
Comments (Final)
showed good empathy with parent expressing difficulties with current situation. Limited opportunities due to nature of clients
Comments (Halfway)
Comments (Final)
1 - Develops, maintains and closes collaborative relationships
appropriately with service users e.g. uses appropriateverbal andnonverbal
skills; uses respectful listening andquestioning skills; uses appropriateand
respectful physical contact/manual handling; establishes appropriateboundaries;
engages andmaintains ongoing dialoguewithserviceuser over time...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
2 - Communicates effectively with significant others as
appropriate e.g. uses appropriateverbal andnonverbal skills; uses respectful
listening andquestioning skills; uses appropriateandrespectful physical
contact/manual handling; establishes appropriateboundaries; engages andmaintains
ongoing dialoguewithsignificant others over time...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
3 - Demonstrates responsiveness to service user/significant
others e.g. uses empathyandshows understanding of impact of disability/illness;
modifies plans inresponsetoserviceuser wishes/concerns; responds toothersâ
emotional status...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
4 - Expresses reasoning/recommendations clearly, ascertains
service userâs understanding and modifies communication as necessary
e.g. modifies languagetofacilitateunderstanding; avoids useof jargon; clarifies
information; provides opportunityfor questions andfeedback; uses interpreter as
needed...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
Alice McKinnon Page 11 of 34 Thursday, 6 August 2015
12. Alice has been practicing using simple language to engage those with receptive language difficulties. Has had limited opportunities to practice. Has checked with children
to check if they understood.
Comments (Halfway)
showed good awareness of how group members were interacting with one another in small group setting and took role as observer appropriately
Comments (Final)
carried out hello song in group and helped to engage children when moved away from activity. gave encouraging praise. limited experience with group activities, paired
session needed more confidence with interacting with multiple children and keeping them on task and being strong with communication needs some work. Does take on
board advice
Minimum requirement for passing : passes all 4 core items
Performance Scores: 1= unacceptable, 2= marginal, 3= adequate, 4= proficient, 5= with distinction, N/A= not applicable, I/O= insufficient
observation (N/A and I/O = rating of 3)
5 - Shows an awareness of, and/or manages group dynamics as required
e.g. adopts designatedrolewithina groupeffectively; manages issues including
inclusion, power andtheimpact/influenceof groupmembers oneachother andover
time...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:
Alice McKinnon Page 12 of 34 Thursday, 6 August 2015
13. 4A - Communication Skills (Direct Service Provision) (continued...)
Halfway Feedback/Recommendations: (current behaviours/desired behaviours)
Final Feedback/Recommendations: (current behaviours/desired behaviours)
Alice McKinnon Page 13 of 34 Thursday, 6 August 2015
14. 4B - Communication Skills (Project
Management/Consultancy)
Learning Objective: Communicates effectively with stakeholders/organisational clients.
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Minimum requirement for passing : passes all 3 core items
Performance Scores: 1= unacceptable, 2= marginal, 3= adequate, 4= proficient, 5= with distinction, N/A= not applicable, I/O= insufficient
observation (N/A and I/O = rating of 3)
1 - Develops, maintains and closes collaborative
relationships/contracts appropriately with stakeholders/organisational
clients e.g. uses appropriateverbal andnonverbal skills; demonstrates respectful
andeffectivelistening andquestioning skills; uses appropriateandrespectful physical
contact/manual handling; sets appropriateboundaries; informs andengages
stakeholders/organisational clients as appropriate...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
2 - Demonstrates responsiveness to stakeholders/organisational
clients e.g. conducts interviews effectively; responds toothersâ emotional status;
responds tocommunication/feedback tomodifyplans as appropriate...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
3 - Expresses reasoning/recommendations clearly,ascertains
stakeholdersâ understanding and modifies communication as necessary
e.g. uses appropriatelanguage, content andprocess; modifies informationas
necessary; articulates reasoning/recommendations clearlyandconcisely; provides
opportunityfor questions andfeedback; uses interpreter as needed...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
4 -Shows an awareness of, and/or manages group dynamics as required
e.g. adopts designatedrolewithina groupeffectively; manages issues including
inclusion, power andtheimpact/influenceof groupmembers oneachother andover
time...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:
Alice McKinnon Page 14 of 34 Thursday, 6 August 2015
15. 4B - Communication Skills (Project Management/Consultancy)
(continued...)
Halfway Feedback/Recommendations: (current behaviours/desired behaviours)
Final Feedback/Recommendations: (current behaviours/desired behaviours)
Alice McKinnon Page 15 of 34 Thursday, 6 August 2015
16. 5 - Documentation
Learning Objective: Develops and maintains appropriate documentation.
Comments (Halfway)
Comments (Final)
Has been filing notes on a regular basis, has contributed written work to the assessment process through interview documentation.. improvement in language used with
regard to medical terminology and anatomy.
Comments (Halfway)
Comments (Final)
Alice's observation skills have come a long way and are holistic and comprehensive. Lots of detail in notes, but has reduced the amount of non therapy specific detail.
through practice of SOAP format, is confident with S and O, can identify what general areas of need are for A, some assistance with plan. This is however developing and
she is more able to be more specific (eye hand coordination as opposed to fine motor skills) needs time to digest what she has seen before being able to provide a plan
Comments (Halfway)
Comments (Final)
Minimum requirement for passing : passes all 2 core items
Performance Scores: 1= unacceptable, 2= marginal, 3= adequate, 4= proficient, 5= with distinction, N/A= not applicable, I/O= insufficient
observation (N/A and I/O = rating of 3)
1 - Adheres to formal workplace documentation requirements
e.g. produces timely, accurate, grammaticallycorrect writtenwork; observes
confidentiality; uses appropriatelanguage, format, frequencyanddistribution; stores
informationappropriately; uses appropriaterangeof specialiseddocuments...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
2 - Writes documents in an objective manner with
interpretations and recommendations supported by relevant information
e.g. uses evidence, factual observations...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
3 - Targets documents appropriately to audience e.g. considers recipientsâ
requirements, culture, literacyskills; adapts language, content andformat
accordingly...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:
Alice McKinnon Page 16 of 34 Thursday, 6 August 2015
17. 5 - Documentation (continued...)
Halfway Feedback/Recommendations: (current behaviours/desired behaviours)
Final Feedback/Recommendations: (current behaviours/desired behaviours)
Alice McKinnon Page 17 of 34 Thursday, 6 August 2015
18. 6A - Information Gathering (Direct Service Provision)
Learning Objective: Demonstrates effective information gathering skills.
Comments (Halfway)
Good at recognition of what she does and does not know. Is developing self confidence with feedback from supervisor around skill areas
Comments (Final)
More confident in knowledge now, however your still able to recognise your areas of weakness or lack of knowledge. providing more statements rather than questions
Comments (Halfway)
Is thorough with looking at files for children to gather information on current goals, previous notes and reports
Comments (Final)
Is good at referring to previous notes in files, family goals and asking questions from the OT in order to prepare for sessions.Has done some research around certain
specific skills and disabilities. Looked at developmental charts in order to ask appropriate questions for intake sessions. Looks for good resources online to help school
aged child with identified area of difficulty
Comments (Halfway)
Comments (Final)
through discussion Alice could identify appropriate methods of information gathering
Comments (Halfway)
is information gathering from reports and professionals, but not from the family or client as yet
Comments (Final)
has completed several intake interviews and has helped to set up the room in order to do so. limited opportunity
1 - Identifies own knowledge/skill needs in preparation for service
provision e.g. identifies strengths andgaps inownknowledgeandskills...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
2 - Identifies and obtains information required to prepare for service
provision e.g. seeks andobtains general informationrelevant toserviceuser
illness/disability/context; refers tobroader information/literatureas appropriate;
sources existing serviceuser/groupinformation/historyas appropriate; reasons to
identifypossibleserviceuser/groupneeds/goals, parameters of OT role; considers
initial serviceuser/groupneeds/preferences...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
3 - Selects appropriate methods and sources of information gathering e.g.
identifies appropriaterangeof formal/informal measures, interviews and
observations; articulates potential impact of serviceuser/significant othersâ
characteristics/groupdynamics oninformationgathering methods; articulates
reasoning for informationgathering methods chosen...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
4 - Implements appropriate information gathering
methods/processes e.g. conducts appropriateinformationgathering process
according toguidelines/acceptedpractice; selects andarranges environment
appropriately...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
Alice McKinnon Page 18 of 34 Thursday, 6 August 2015
19. Comments (Halfway)
is observing some more obvious responses with regards to gross motor skills and attention/ concentration and is expanding on other broader observations for individual
clients
Comments (Final)
More comprehensive with the types of things she is observing of the children in sessions, particularly around posture, attention and concentration and areas of difficulty
Comments (Halfway)
Comments (Final)
Alice is developing her confidence with identifying specific areas of need. Most sessions have taken place in clinic environment. Able to recognize the impact of school
environment has on the child's functioning within a session
Minimum requirement for passing : passes all 3 core items Plus 2 other item(s)
Performance Scores: 1= unacceptable, 2= marginal, 3= adequate, 4= proficient, 5= with distinction, N/A= not applicable, I/O= insufficient
observation (N/A and I/O = rating of 3)
5 - Observes service user response/performance during
information gathering processes (individual/group) e.g. notices
fatigue/agitation/ impulsiveness/mood/attention/concentration, qualityof
movement/ posture; discerns abilities andlimitations influencing
response/performance...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
6 - Analyses and interprets appropriately the information
gathered e.g. recognises serviceuser andenvironmental strengths andlimitations
andtherelevancetooccupational performance/roles; checks consistencyof
interpretationwithexperiences of serviceuser andsignificant others...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:
Alice McKinnon Page 19 of 34 Thursday, 6 August 2015
20. 6A - Information Gathering (Direct Service Provision) (continued...)
Halfway Feedback/Recommendations: (current behaviours/desired behaviours)
Final Feedback/Recommendations: (current behaviours/desired behaviours)
Alice McKinnon Page 20 of 34 Thursday, 6 August 2015
21. 6B - Information Gathering (Project
Management/Consultancy)
Learning Objective: Develops and completes effective information gathering process.
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
1 - Identifies own knowledge/skill needs in preparation for service
provision e.g. identifies strengths andgaps inownknowledgeandskills...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
2 - Identifies and obtains information required to define scope of/role
within project e.g. reviews existing knowledge; seeks andobtains information
relevant tostakeholder/organisational needs; refers tobroader
information/literatureas appropriate; identifies other relevant stakeholders; uses
reasoning toidentifypossibleneeds/goals, parameters of OT role; considers initial
stakeholder needs/preferences...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
3 - Selects and /or develops information gathering methods as
appropriate e.g. identifies appropriaterangeof formal/informal information
gathering methods; reviews literature/evidenceas appropriatetosupport choiceof
method; articulates reasoning for informationgathering methods chosen; seeks
feedback as appropriateprior tousing plannedmethod...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
4 - Implements planned information gathering method/processes
e.g. follows appropriateprotocols/completes formal evaluations; undertakes
workplaceobservations; completes relevant tasks andfollowupactivities...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
5 - Collates and manages information gathered effectively e.g. selects
appropriatesoftware/storagemethods; locates requestedinformationefficiently...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
Alice McKinnon Page 21 of 34 Thursday, 6 August 2015
22. Comments (Final)
Comments (Halfway)
Comments (Final)
Minimum requirement for passing : passes all 2 core items Plus 3 other item(s)
Performance Scores: 1= unacceptable, 2= marginal, 3= adequate, 4= proficient, 5= with distinction, N/A= not applicable, I/O= insufficient
observation (N/A and I/O = rating of 3)
6 - Analyses and interprets appropriately information gathered
in relation to the project e.g. undertakes data analysis; understands
environmental context/relevanceof informationgathered; checks consistencyof
interpretationwithstakeholders; articulates reasoning about informationgatheredto
support recommendations...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:
Alice McKinnon Page 22 of 34 Thursday, 6 August 2015
23. 6B - Information Gathering (Project Management/Consultancy)
(continued...)
Halfway Feedback/Recommendations: (current behaviours/desired behaviours)
Final Feedback/Recommendations: (current behaviours/desired behaviours)
Alice McKinnon Page 23 of 34 Thursday, 6 August 2015
24. 7A - Service Provision (Direct Service Provision)
Learning Objective: Develops and conducts/manages effective service provision.
Comments (Halfway)
Comments (Final)
Starting to identify when children need to see other professionals due to specific areas of need, particularly with regards to speech pathology. limited opportunities
Comments (Halfway)
Comments (Final)
limited opportunity in this placement as clients are already established with goals
Comments (Halfway)
Comments (Final)
Much more involved with service provision with clients in the last 2 weeks. She has been involved in all planning of sessions, with some help with regards to grading
activities and thinking outside the box. Starting to combine 2 activities together simultaneously with some time
Comments (Halfway)
Alice is a willing participant on preparing therapy tools for sessions
Comments (Final)
1 - Collaborates with service users, significant others, and
other service providers to establish/support priorities e.g. incorporates
informationgathered; considers specificserviceuser needs/preferences; considers
occupational roles andperformance; recognises environmental factors,
community/personal networks......
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
2 - Defines goals in objective terms e.g. articulates anddocuments
individual/groupgoals whichreflect occupational roles; uses measurableoutcomes...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
3 - Selects and/or co-ordinates service provision
methods/programme (individual/group) in response to established goals
e.g. demonstrates awareness of appropriatepracticeframeworks; explains rationale
using supporting evidence; selects most appropriateenvironment/serviceproviders;
identifies availableresources (humanandphysical); justifies decisionreallocationof
resources...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
4 - Makes adequate preparation for direct service provision e.g. becomes
familiar withequipment/activities/individual or groupprocesses chosen; ensures
necessaryrequirements inplace; books sharedspace/resources; arranges workspace
appropriately...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
5 - Implements/manages planned service provision effectively
e.g. complies withsafetyrequirements; demonstrates responsiveandcreative
practiceinindividual and/or groupcontexts; provides support/advocacy/information
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
Alice McKinnon Page 24 of 34 Thursday, 6 August 2015
25. Comments (Halfway)
Comments (Final)
Alice has been flexible and adaptable and carried out activities with limited notice and often without having seen them done prior. Confidence has grown in her skills with
directing the children and taking a lead, needs to further develop assertive direction with the children.
Comments (Halfway)
Comments (Final)
Involved parents, especially with non verbal children. Called on expertise of supervisor. Recognizes the importance of information from other professionals, limited
opportunities to liaise with other health professionals.
Comments (Halfway)
Comments (Final)
Minimum requirement for passing : passes all 4 core items Plus 1 other item(s)
Performance Scores: 1= unacceptable, 2= marginal, 3= adequate, 4= proficient, 5= with distinction, N/A= not applicable, I/O= insufficient
observation (N/A and I/O = rating of 3)
as required...
6 - Engages significant others and other service providers to support
service provision e.g. recognises expertiseof others; contacts andinvolves others
appropriatelysuchas familymembers, educators, workplacepersonnel, other
professionals, support workers...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
7 - Prepares adequately for handover/completion of service provision
e.g. provides appropriateinformation/resources toall relevant individual/group
serviceusers andstakeholders; complies withconfidentialityandprivacy
requirements...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:
Alice McKinnon Page 25 of 34 Thursday, 6 August 2015
26. 7A - Service Provision (Direct Service Provision) (continued...)
Halfway Feedback/Recommendations: (current behaviours/desired behaviours)
Final Feedback/Recommendations: (current behaviours/desired behaviours)
Alice McKinnon Page 26 of 34 Thursday, 6 August 2015
27. 7B - Service Provision (Project
Management/Consultancy)
Learning Objective: Designs and implements effective service provision.
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
1 - Collaborates with stakeholders to prioritise/support service
provision e.g. incorporates informationgathered; considers specificstakeholder
needs/preferences; refines project parameters/rolewithinproject; negotiates time
frames; identifies keytasks...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
2 - Defines desired outcomes/project outcomes in objective
terms e.g. articulates anddocuments measurablegoals andoutcomes...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
3 - Identifies appropriate strategies to attain desired outcomes
e.g. describes specificandappropriatemethods; designs/identifies relevant
materials/approaches; identifies availableresources (humanandphysical); makes
appropriatearrangements;...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
4 - Makes adequate preparation for direct service provision e.g. becomes
familiar withequipment/activities/individual or groupprocesses chosen; ensures
necessaryrequirements inplace; books sharedspace/resources; arranges workplace
appropriately...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
5 - Implements/manages planned service provision effectively
e.g. complies withsafetyrequirements; disseminates information; completes
relevant tasks; uses project management tools as appropriate; demonstrates
responsiveandcreativepracticeinindividual and/or groupcontexts...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
Alice McKinnon Page 27 of 34 Thursday, 6 August 2015
28. Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Minimum requirement for passing : passes all 4 core items Plus 1 other item(s)
Performance Scores: 1= unacceptable, 2= marginal, 3= adequate, 4= proficient, 5= with distinction, N/A= not applicable, I/O= insufficient
observation (N/A and I/O = rating of 3)
6 - Engages stakeholders to support service provision e.g. recognises
expertiseof others; contacts andinvolves others as appropriate...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
7 - Prepares adequately for handover/completion of project/contract e.g.
provides appropriateinformation/resources; complies withconfidentialityand/or
privacyrequirements...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:
Alice McKinnon Page 28 of 34 Thursday, 6 August 2015
29. 7B - Service Provision (Project Management/Consultancy)
(continued...)
Halfway Feedback/Recommendations: (current behaviours/desired behaviours)
Final Feedback/Recommendations: (current behaviours/desired behaviours)
Alice McKinnon Page 29 of 34 Thursday, 6 August 2015
30. 8 - Service Evaluation
Learning Objective: Demonstrates effective evaluation skills.
Comments (Halfway)
Comments (Final)
in discussion Alice was comprehensive in identifying all the areas which would have an impact on the outcome of therapy. Children are here long term, and progress is
slow therefore not re- evaluating over the time of placement
Comments (Halfway)
Comments (Final)
Has been able to identify progress from one session to another with individual children. Limited opportunities for quality improvement processes for the service. Alice has
however taken on feedback to improve her skills. Alice has begun to be able to evaluate that activities are too hard or easy within a session and to therefore grade them
appropriately to get the just right challenge. this has been with support at times
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Constantly looking for feedback from supervisor and appropriately makes changes in practice. Grading as per above
Minimum requirement for passing : passes all 1 core items Plus 2 other item(s)
Performance Scores: 1= unacceptable, 2= marginal, 3= adequate, 4= proficient, 5= with distinction, N/A= not applicable, I/O= insufficient
observation (N/A and I/O = rating of 3)
1 - Identifies need to evaluate personal service provision/organisational
processes and identifies appropriate evaluation strategies e.g. selects
appropriateformal andinformal methods; links evaluationmethods to
individual/group/project goals; recognises factors that influenceserviceprovision
outcomes; consults withserviceusers/stakeholders andother serviceproviders as
required...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
2 - Implements evaluation strategies during and following
service provision e.g. reflects onserviceprovisioninactionandrecognises
change; describes positiveandnegativeaspects of serviceprovision; engages in
quality/continuous improvement processes...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
3 - Interprets evaluation information appropriately e.g. analyses information
gathered; articulates interpretationof informationinlight of strategies used, own
professional skills andthebroader context of environmental/service
user/stakeholder factors; identifies potential recommendations...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
4 - Adapts service provision in response to ongoing collaboration and
new/evaluation information e.g. reviews progress/outcomes withservice
user/stakeholders; modifies strategies if requiredina timely, flexibleandcreative
manner...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:
Alice McKinnon Page 30 of 34 Thursday, 6 August 2015
31. observation (N/A and I/O = rating of 3)
Alice McKinnon Page 31 of 34 Thursday, 6 August 2015
32. 8 - Service Evaluation (continued...)
Halfway Feedback/Recommendations: (current behaviours/desired behaviours)
Final Feedback/Recommendations: (current behaviours/desired behaviours)
Alice McKinnon Page 32 of 34 Thursday, 6 August 2015
34. Summary Feedback at Halfway Evaluation :
Alice has settled in very easily and is enthusiastic to learn and educate herself. Her observation skills have developed considerably already and she takes note of a variety of
areas of development. She is relaxed around clients and families and colleagues alike. She is working on documentation skills in order to effectively use SOAP notes, but
needs more practice at the A and P (she can however recognize what goes in each section). Her task analysis showed good insight into knowing how to use a toy
therapeutically, this needs to be developed through further practice with toys designed to address different areas of development.
Key learning objectives for the rest of placement:
To document treatment sessions using SOAP format focusing on the assessment and plan section to further develop these skills
To confidently recognize a range of therapeutic benefits of a range of 3 toys (fine motor and visual perceptual activities)
To gather information from a parent at the beginning of a treatment session in relation to previous sessions recommendations and any other relevant information
To plan treatment sessions with 2 clients seen in a school setting by the final day of placement
To carry out small sections of treatment sessions with a range of children
Summary Feedback at Final Evaluation :
Alice has made significant progress in all areas of service provision. She has been proactive with her learning and contributing to session planning, documentation and
carrying out sessions. She has had more opportunities for information gathering and assessment marking in the second half of placement and has been heavily involved in
treatment planning. She has had limited goal setting experience and service evaluation due to the nature of the setting. She has developed confidence in her interactions both
verbally and physically with the children and with asking appropriate questions in interview/assessment situations with parents. She is organised and motivated to learn and
has taken on board feedback well. She has been able to demonstrate her understanding of situations and clinical reason what she would do for situations which have not
arisen.
Areas for development include providing more assertive instructions to children, managing group dynamics and goals setting due to lack of experience. Being able to grade
activities or tasks on the spot and to plan for future interventions with reduced thinking time (which will come with practice). Further practice of using SOAP notes will help to
concrete her analysis and treatment planning in different environments.
Alice McKinnon Page 34 of 34 Thursday, 6 August 2015