Assessment Framework

These frameworks are designed to be guidelines for practice learning assessment and not rules. Each framework provides some guides for baseline expectations of students. However in working with these, variations between students and placements must always be considered

Framework: Organisational Development

This assessment framework is designed to be of relevance to all field education placements. The intention is to provide guidelines rather than a set of rules. It provides ideas and suggestions, along with case scenarios to demonstrate key points and resources to assist field educators and students. It is anticipated that field educators will select, and adapt as required, the aspects of the framework most relevant to the particular placement context. It may be useful to consider using this framework in conjunction with ethical practice, and reflective practice. Individually and collectively, the core social work values of social justice, respect for persons and professional integrity, underpin and concretise the assessment frameworks. 

Learning Goal

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This learning goal links with aspects of Practice Standard 4: Knowledge and Practice, and 5: Applying Knowledge to Practice. This learning goal has been further divided into four key elements (again drawn from key aspects of Organisational Development and System Change standard), each of which corresponds to a particular  learning strategy or strategies. These strategies consist of tasks and activities designed to assist the student develop the knowledge and skills (competencies) on which they will be assessed. Following each set of learning strategies are ideas and suggestions on the types of evidence to gather in order to make an assessment of the students competency in the given area. The final part of the framework consists of a series of reflective questions designed to assist the field education assessor/s in the process of making a judgment or coming to a decision about the competency of the student.

 

 

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Practice standard

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This Learning Goal Includes 4 Essential Elements

1. The student is expected to have knowledge and understanding of organisational systems and processes, able to identify those in their field placement context and to analyse their effect.

 

2. The student may identify the needs for change and possible appropriate steps towards this

 

3. The student has an understanding of change management/ re-structure/downsizing and organisational development  ethical approaches

 

4. Students are able to identify appropriate people and mechanisms in other organisations and systems 

 

 

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Learning strategies

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1. THE STUDENT IS EXPECTED TO HAVE KNOWLEDGE AND UNDERSTANDING OF ORGANISATIONAL SYSTEMS AND PROCESSES, ABLE TO IDENTIFY THOSE IN THEIR FIELD PLACEMENT CONTEXT AND TO ANALYSE THEIR EFFECT.

The field educator introduces the student to the formal and informal structure of the agency and systems decision making

The student reflects on the benefits and challenges for communities, other services and organizations  and staff of the organizational  processes.

Student identifies relevant peak bodies & other relevant advocacy bodies eg interagency committees, community groups.


2. THE STUDENT MAY IDENTIFY THE NEEDS FOR CHANGE AND POSSIBLE APPROPRIATE STEPS TOWARDS THIS

The student and field educator identify the problem and develop suggestions to address this. It is based on specific agency / client based needs for change in organizational systems and possible appropriate steps towards this. This could be done with a needs analysis or quality review process or comparing ABS statistics with agency data.

Both consider the range of knowledge and skills required to participate in and effectively deliver organizational goals development  & system change


3. THE STUDENT HAS AN UNDERSTANDING OF CHANGE MANAGEMENT/ RE-STRUCTURE/DOWNSIZING AND ORGANISATIONAL DEVELOPMENT  ETHICAL APPROACHES

The student reviews in supervision their prior knowledge and experiences of change management processes and appropriate organizational development approaches. This includes relevant theories and research.


3. THE STUDENT HAS AN UNDERSTANDING OF CHANGE MANAGEMENT/ RE-STRUCTURE/DOWNSIZING AND ORGANISATIONAL DEVELOPMENT  ETHICAL APPROACHES

The student familiarizes themselves with the  other organisations with which the staff and clients come into contact 

The student and field educator critically reflect on the wider societal systems such as health, legal, welfare,  and  education systems.

 

 

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Gathering evidence for assessment

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1. THE STUDENT IS EXPECTED TO HAVE KNOWLEDGE AND UNDERSTANDING OF ORGANISATIONAL SYSTEMS AND PROCESSES, ABLE TO IDENTIFY THOSE IN THEIR FIELD PLACEMENT CONTEXT AND TO ANALYSE THEIR EFFECT.

FE observes that student can articulate social work knowledge, values and skills, reflect on these, participate in analysis of their own development in relation to organizational development and systems change.


2. THE STUDENT MAY IDENTIFY THE NEEDS FOR CHANGE AND POSSIBLE APPROPRIATE STEPS TOWARDS THIS

The student writes reflective diary pieces regarding the processes of organizational development and systems change.

Students develops a written needs analysis or similar.

Presentations to social work staff, other colleagues, and clients as appropriate.


3. THE STUDENT HAS AN UNDERSTANDING OF CHANGE MANAGEMENT/ RE-STRUCTURE/DOWNSIZING AND ORGANISATIONAL DEVELOPMENT  ETHICAL APPROACHES

The student draws a concept map of the system change issue and the influential elements. This is repeated at appropriate stages in the processes of change.

FE observes student’s interactions with clients and staff in this processes of change, as well as the student’s responses to feedback.


3. THE STUDENT HAS AN UNDERSTANDING OF CHANGE MANAGEMENT/ RE-STRUCTURE/DOWNSIZING AND ORGANISATIONAL DEVELOPMENT  ETHICAL APPROACHES

The student is able to discuss in supervision and possibly to a wider audience their knowledge of the need underpinning the required change and their knowledge of the current stages of development

The student and the field educator reflect on the student’s ability to work with others to initiate change and achieve improved outcomes for the client.

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Making a judgement about competency

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What level of knowledge, experience does the field educator have in conducting research? 

 

Is there a good match between the evidence you are gathering  and the development strategies used?

 

Has student had  sufficient learning opportunities to develop the competencies you are assessing? 

 

Is this the student’s first or second placement?

 

What is the primary focus of the placement ? 

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