Transcript Slide 1

Fieldwork Coordinator
as Academic Leader
Developing Fieldwork Coordinator
Leadership Capability
We acknowledge the Traditional Owners of this
Land, the Wajuk Nyungar people, and pay respect to
the Elders of their community
DVC (Education) Welcome
On behalf of Curtin I would like
to welcome you to the
Academic Leadership for
Fieldwork Coordinators
Program and thank you for
the significant commitment
you are making to improve
the quality of teaching and
learning through fieldwork
and improving graduate
employability within our
courses.
The Team
Program Overview
Learning outcomes and plan
On successful completion participants will:
• Understand the role of the fieldwork
coordinator as an academic leader
• Understand the concept of academic
leadership in the context of fieldwork
education
• Recognise the importance of building the
scholarship of teaching and learning in
fieldwork education
Group Demographics
• 50 % are UG coordinators, 19% PG, and 43% both UG
and PG
• Most of you are in health (50%), 28% society and
culture, 14% in education and the rest are in
architecture, information technology and
management and commerce
• 44% have been FCs for < 1 yr, 19 % for 1-3yrs, 19% 46 yrs, and 19% 10+ yrs (120yrs+!!)
• 47% spend 10-20% of your time on FC, 27% spend
≥80% and 14% spend 40-50% of time on FC
Pre-Participant Survey - Leadership
Committed to taking action to improve leadership
View AL as different from leadership
No
Yes
Studied leadership
Prior knowledge of leadership theory
0
10
20
30
40
50
60
70
80
90
100
What You Want From the Program
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More awareness of own skills/gaps and formulating a plan to improve
Understanding what is involved in FW for large nos students
See/ hear how others apply WIL
Skills to provide a better fieldwork learning experience for students
Assistance in managing students to ease workload
Networking, ideas for creatively engaging fieldwork partners,
innovation in fieldwork, leadership ideas
Clearer understanding of Curtin’s philosophy, political stance and
processes relating to industry partners
Dealing with partners who have a particular approach and are
unwilling to align with Curtin's processes, academic regulations and
stds
How to manage time & people and translate vision into reality/action
Learn to negotiate effectively
• Introduce yourself to two other people (at
least one with different coloured sticker)
• Review cards and discuss the relationship with
your own leadership style
• Discuss one aspect that is great and one that
‘grates’ about your role
Discussion
Great!
• People
• Variety
• Successes (students and
industry partners)
• Setting up a new
partnership
• When it all works out!
• Value to students—being
part of that
• Proactive positive students
Grate!
• People
• Poor performance (students
and industry partners)
• Paperwork/administration
• Inflexibility from partners
• Managing industry
expectations
• Students lack of appreciation
• Tension in finding common
ground
• Student negative behaviour
effecting partnerships
Why Leadership in Fieldwork?
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CEQ – GSS (DEEWR compacts); GDS
Growing competition
Graduate employability
AUQA recommendation – WIL opportunities equitable
Opening up of access → diversified student body
Changes in funding (esp Health; base funding review)
Pressure to generate new sources of income
Rapid growth in HE export market
Challenge of maintaining standards with changing
nature of the student cohort
• Students seeing themselves as consumers
• Changing characteristics of a new generation of
students (GenY/Z)
• Leadership succession
crisis
• Focus on effective
change mgt and
implementation
• Excellent leadership
needed at all levels to
remain competitive
• Fieldwork
Coordinators (FC) not
represented
FC Survey Results
Demographic Information
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Majority of respondents were women (58.5%)
From education and health sciences
Curtin University (63%), CSU (37%)
Most respondents had ≤ 3 years of FC experience
(Curtin 47%, CSU 59%)
• Some had >10 yrs (Curtin 26.5%, CSU 27.3%)
Time on Fieldwork
50
45
40
35
%
30
25
Curtin
20
Charles Sturt
15
10
5
0
10-20
20-30
30-40
40-50
% time
50-60
60-70
70-80
Focus of Fieldwork
70
60
50
%
40
30
Curtin
Charles Sturt
20
10
0
Undergrad
Postgrad
Focus
UG&PG
Capabilities and Competencies
Identified by FCs
1. Interpersonal capabilities (empathising and
influencing)
2. Cognitive capabilities (flexibility, responsiveness,
strategy, diagnosis)
3. Personal capabilities (commitment, decisiveness,
self-regulation)
4. Skills and knowledge (self-organisational skills,
university operations, T&L)
Fieldwork Coordinators
• Dedicated staff
• Enjoy helping and seeing students develop
and grow
• Enjoy implementing effective fieldwork
programs
• Liaising with industry
– Building partnerships, keeping up with current
practice
Challenges
• Competition for
placements and no. of
placements required
• Slow admin processes,
bureaucracy
• Lack of recognition,
reward and institutional
support
• Lack of time!!!
• Workload—life/work
balance
• Managing partnerships
• Managing poor
performance (students/
staff)
• Managing student
diversity and incivility
Development Priorities
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Time management
Leadership development
Networking
Assessment and moderation
Scholarship of teaching and learning
The road to mastery
From novice to expert…
1.
Backward Reasoning …..…. Forward Reasoning
2.
3.
4.
5.
Novice
Learn facts and rules
Advanced beginner
Apply the rules and
Discover certain basic patterns
Competence
Develop your own rules-of-thumb and
Engage in calculated risks
Proficiency
Calculation and analysis disappear – you unconsciously
“read” the situation
Expertise
Adapt to constant change, and
Intuitively acts upon different situations appropriately
Chapter 10: Integration and the road to mastery.
Quinn et al. (2007). Becoming a master manager. A competing values approach. NJ: John Wiley & Sons, Inc.
Boyatzis’s 5 Discoveries
Goleman, Boyatzis, McKee, 2002)
(
1. My Ideal Self: Who do I want to be as a FC?
2. My Real Self: Who am I now as a FC?
My Strengths
My Gaps
3. My Learning Agenda
4. Experimenting w New Behaviours
5. Developing Trusting Relationships
Coaching
Leadership Capability Framework
Scott et al (2003)
InterPersonal
Personal
Generic
Cognitive
Role
specific
Capabilities that count!
Capability
Competency
Leadership Capability Scales & Items
Personal
• Commitment to FW excellence; achieve best
outcome
• Self regulation (considered decisions, knowing self,
life/work balance, calm under pressure)
• Decisiveness (take hard decisions, tolerate
ambiguity, values/ethical)
• Commitment (energy & passion, perseverance)
Leadership Capability Scales & Items
Personal
• Commitment to T&L
excellence; achieve best
outcome
• Self regulation (considered
decisions, knowing self,
work/life balance, calm
under pressure)
• Decisiveness (take hard
decisions, tolerate
ambiguity, values/ethical)
• Commitment (energy &
passion, perseverance)
Interpersonal
• Influencing (peers, FW
partners & up; motivating;
networking; feedback)
• Empathising & working
productively (transparent &
honest, cultural competence)
• Develop & contribute to
teams
• Motivating others
• Giving/receiving feedback
constructively
Leadership Capability Scales & Items
Cognitive
• Diagnosis (underlying causes,
recognising patterns, identify
core issue from mass of
information)
• Strategy (see & act on
opportunities, creative, best
way to respond, priorities)
• Flexibility & responsiveness
(adjusting, sense of learning,
no fixed answers)
Leadership Capability Scales & Items
Cognitive
• Diagnosis (underlying causes,
recognising patterns, identify
core issue from mass of
information)
• Strategy (see & act on
opportunities, creative, best
way to respond, priorities)
• Flexibility & responsiveness
(adjusting, sense of learning,
no fixed answers)
Generic and Role-specific
Competency
• Learning & teaching
(fieldwork pedagogy)
• FW curriculum and
assessment design
• Evaluation
• Dissemination of good
practice
• University operations
• Self-organisation skills
Integrated Competing Values
Framework (ICVF)
A leadership model that is designed to build your
capabilities at an academic level now and in the
future
The ICVF conceptualises academic leadership as:
• Having competing demands (paradoxical)
• Requiring behavioral and cognitive complexity
• Involving critical observation
• Involving reflection and learning
Review ICVF
In groups of 5
• Using the ICVF model - write some words or
phrases a fieldwork coordinator would use
when in each role
Role
Managerial
application*
Fieldwork Coordinators application
Innovator
Creative
Encourages, envisions
and facilitates change
Sees need for new placement models/ delivery
approaches
Develops new T&L approach
Role
Managerial
application*
Fieldwork Coordinators application
Innovator
Creative
Encourages, envisions
and facilitates change
Sees need for new placement models/ delivery
approaches
Develops new T&L approach
Broker
Develops, scans and
maintains networks
Acquires needed
resources
Maintains necessary networks within and
outside of the University
Secures necessary teaching resources in the
community
Role
Managerial
application*
Fieldwork Coordinators application
Innovator
Creative
Encourages, envisions
and facilitates change
Sees need for new placement models/ delivery
approaches
Develops new T&L approach
Broker
Develops, scans and
maintains networks
Acquires needed
resources
Maintains necessary networks within and
outside of the University
Secures necessary teaching resources in the
community
Deliverer
Work focused
Motivates behaviour
Sets goals
Clarifies roles
Does scheduling,
coordination and
problem-solving
Ensures work placements designed & delivered
Motivates supervisory staff
Sets clear and achievable T&L goals for FW
stakeholders
Communicates and clarifies goals with FW staff
Schedules and coordinates FW placements and
solves teaching issues
Role
Managerial
application*
Fieldwork Coordinators application
Monitor
Sees rules and
standards are met
Collects and
distributes information
Checks on
performance
Regularly collects and distributes information on
supervisor and agency performance
Monitors supervisors’ teaching performance
Keeps accurate agency records, contracts, etc…
Role
Managerial
application*
Fieldwork Coordinators application
Monitor
Sees rules and
standards are met
Collects and
distributes information
Checks on
performance
Regularly collects and distributes information on
supervisor and agency performance
Monitors supervisors’ teaching performance
Keeps accurate agency records, contracts, etc…
Developer
Aware of individual
needs and facilitates
development
Develops teams
Develops fieldwork staff
Participates in mentoring and peer coaching
sessions as a mentor and coach
Aware of strengths and weaknesses of
supervisory team
Develops and maintains FW staff and supervisors
Arranges for appropriate development strategies
for FW partners and students
Scholarship of T&L
• Evidence based approach to FW
– Design, implementation, evaluation, processes
and outcomes
• Improve recognition of FW coordinators
• Evaluation of interventions, dissemination of
findings
• Mechanism to demonstrate
– Scope of influence and responsibility, levels of
performance, outputs, quality and impact of work,
reputation and recognition
How Will This Process Benefit You?
Use it:
• For academic promotion
• At your performance management meeting
• To develop your academic leadership
capability
• Progress an action related to improving your
fieldwork program
Program Overview
• FC as academic leader
• Delivering an effective FW
program
• Role of quality in FW
programs
• Developing FW Partners for
student learning
• Creating and sustaining FW
partnerships
• Innovation in FW and
managing change
• Personal leadership
capabilities and their
development
• Theoretical framework
• Experiential learning
– case/problem-based
• “Toolkit”
• 360° feedback ICVF
• Peer coaching/selfreflection/ journaling
• Online resources (refer to
file)