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: Teamwork

Working in a team essential to social work in any aspect of practice from case work and community development through to research and policy work. To this end students are actively involved in team work as part of their university based learning. However field education provided unique opportunity for them to develop and practice team work skills in an authentic social work setting. Consequently it is important that they are assessed on their team work skills and presented with the types of learning opportunities which enable the development of competency in this area. 

The aim of the assessment framework is to provide guidelines rather than a set of rules. It provides ideas, suggestions and resources to assist field educators and students and it is anticipated that the most relevant aspects will be selected and adapted as required to fit the particular placement context. Individually and collectively, the core social work values of social justice, respect for persons and professional integrity, underpin and concretise the assessment frameworks. AASW Code of Ethics. It may be useful to consider using this framework in conjunction with Interpersonal Communication

Learning Goal

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Team work is a specific outcome of Standard 6:3 under Communication and Interpersonal Skills. The four key elements of this learning goal were devised specifically to meet needs of social work students, using the using the general principles and underlying philosophy of the Standards as guidelines.  A set of learning strategies (tasks and activities), follows each element and are designed to assist the student develop the requisite knowledge and skills to achieve competency in that particular aspect of team work. Following each set of learning strategies are suggestions about the types of evidence to collect in order to assess 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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Standard 6.3 effectively work with others in a team environment

To achieve this standard students need to engage in the following elements:

 

1. The student can articulate the roles  of  different team members.

 

2. The student  understands the purpose of the team and how it functions.

 

3. The student  identifies  the challenges which may arise in teams and how to manage the challenges.

 

4. The student  understands the importance of respectful  communication and negotiation between team members.

 

 

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Learning strategies

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1. THE STUDENT CAN ARTICULATE THE ROLES  OF  DIFFERENT TEAM MEMBERS.

meetings with individual team members to learn about their knowledge base and team roles. See ALPS Team working map: http://www.alps-cetl.ac.uk/Maps/ALPSTeamWorkingMap.pdf


2. THE STUDENT  UNDERSTANDS THE PURPOSE OF THE TEAM AND HOW IT FUNCTIONS.

observation and critical reflections on team purposes and processes this could include case

reviews, intake meetings, organizational planning sessions, policy developments sessions, interagency meetings

participates in team meetings as appropriate


3. THE STUDENT  IDENTIFIES  THE CHALLENGES WHICH MAY ARISE IN TEAMS AND HOW TO MANAGE THE CHALLENGES.

Observe the team dynamics and consider the applicability of  group work  theory

Field Educator provides relevant readings on challenges that may arise and strategies for addressing them

Student reflects on how staff  cope with conflicts. See Open University Working in Groups and Teams: http://openlearn.open.ac.uk/mod/oucontent/view.php?id=402866&section=6


4. THE STUDENT  UNDERSTANDS THE IMPORTANCE OF RESPECTFUL  COMMUNICATION AND NEGOTIATION BETWEEN TEAM MEMBERS.

Student observes how to negotiate around difference in the team. see Australian Multicultural foundation 2010 Managing Cultural Diversity, Section 3: Managing Culturally Diverse Teams pp.54-64: http://amf.net.au/library/uploads/files/MCD_Training_Program_Resource_Manual.pdf

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Gathering evidence for assessment

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1. THE STUDENT CAN ARTICULATE THE ROLES  OF  DIFFERENT TEAM MEMBERS.

Clear articulation of effective team membership and contribution of social work knowledge and skills according to agency context


2. THE STUDENT  UNDERSTANDS THE PURPOSE OF THE TEAM AND HOW IT FUNCTIONS.

Field educator evaluates the student’s understanding of the purpose of the team

Following team meetings record team processes

Provides feedback on student’s participation in team processes

Written team allocated tasks completed to satisfactory level e.g. minutes of meetings


3. THE STUDENT  IDENTIFIES  THE CHALLENGES WHICH MAY ARISE IN TEAMS AND HOW TO MANAGE THE CHALLENGES.

Field educator evaluates   student’s understanding of  the team dynamics

Student identifies challenges and opportunities in the team dynamics

Student can  articulate the conflict management processes followed by the agency


4. THE STUDENT  UNDERSTANDS THE IMPORTANCE OF RESPECTFUL  COMMUNICATION AND NEGOTIATION BETWEEN TEAM MEMBERS.

Field educator receives feedback from team members about whether student is experienced as an active and constructive participant in the team.

Student’s statement about their experience/observation  of interactions between team members when negotiating difference.

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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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