Introduction
Welcome to “Reflect on and improve own professional practice”. In this module you will learn how to evaluate and enhance own practice through a process of reflection and ongoing professional development. This module is split into three topics:
- Improve your own practice
- Enhance your own practice
- Ongoing professional development
Topic 1 introduces the foundation of improvement in personal and professional skills and knowledge. This includes:
- Understanding professional practice and self-development
- The role of values, beliefs and behaviours
- Different learning styles and how they are applied
- Understanding self-evaluation and reflection models
- Giving and receiving feedback
- Reflecting on feedback
This course includes mandatory pre-assessment tasks that need to be completed before you commence your learning. You must commence these tasks immediately as you will need to be able to compare your current status to your status when you complete this module.
Details of the mandatory pre-assessment tasks are captured below. These details are replicated in the Assessment 3 page on the LMS as you will capture this information in the Assessment 3 document and as part of the overall submission for Assessment 3.
Reflection
Mandatory Pre-assessment Task Instructions
ASSESSMENT 3: Part B: Reflect on and enhance own practice
For ASSESSMENT 3: Part B, you need to complete a series of reflection processes in consultation with another student in your course in order to identify and implement improvements.
As you commence this module you must complete an INITIAL REFLECTION recording with another student. This recording is reflected in the activities set out in Part B Task 1 of Assessment 3 (duplicated below) and are to be captured now and submitted as part of your assessment evidence as you complete this module.
Throughout the remainder of Part B you will review this INITIAL REFLECTION recording, conduct a FINAL REFLECTION recording capturing a new self-evaluation and additional improvements, providing evidence of 1 improvement implemented and 1 commenced and documentation of all reflections and outcomes.
As you start studying this module however you must complete the following 3 mandatory pre-assessment tasks:
- Task 1a: Initial reflection session
- Task 1b: Initial reflection and self-evaluation documentation
- Task 1c: Improvement implementation
By completing these tasks at the start of your study of this module, you are setting a base line that you will use and demonstrate growth against at the end of the module.
IMPORTANT NOTE: Part B Task 1a and Part B Task 1b activities must be completed at least 2 full weeks before you commence the remainder of the Part B tasks in Assessment 3.
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--Task 1a: Initial reflection session--
TO BE COMPLETED AS YOU START STUDYING THIS MODULE.
Conduct a reflection session with another student currently working on this module to discuss your progress, strengths, weaknesses and improvement opportunities as you progress through this course.
You will need to implement at least 1 improvement identified in this session, with evidence to support this captured in Part B Task 4 when you complete the module.
During this reflection session you must address the following questions:
- What are your ultimate goals in relation to completing this course?
- How will completing this course help you achieve these goals?
- How are you progressing in this course?
- What do you feel you are doing well?
- What areas of study do you feel you need to work on?
- What will you do to improve your performance as you work through this module?
You must include 1 improvement opportunity that you can implement by the end of this module.
You must demonstrate the following skills during the session:
- Undertake a self-evaluation of your goals and progress in this course.
- Share two-way open and evaluative feedback with a peer.
- Determine an achievable improvement for implementation based on this evaluation.
This reflection and self-evaluation will need to be documented in Part B Task 1b.
IMPORTANT NOTE: You will not be assessed on this conversation in relation to this module’s outcomes, however you will use it to demonstrate basic personal improvement opportunity identification and implementation (evidence to be provided) and to identify and use your current status as a baseline in future reflections on your performance at the completion of this unit.
RECORDING INSTRUCTIONS
This session must include at least 1 other student to participate in a verbal conversation, must not exceed 5 minutes duration and must address all elements of the task instructions above.
Participant requirements:
Number of participants: 1
Role: Student currently working on the CHCPRP003 Reflect on and improve own professional practice in a Community Services and Health industry course.
Contribution: They must contribute as follows:
- Listen to the students reflection commentary against the 6 questions listed.
- Participate in their self-evaluation, probing for details and providing feedback where appropriate.
- Provide input and advice in relation to your own experiences as applicable.
- Discuss at least 1 change they can implement to improve their performance throughout this module.
Resourcing requirements:
In this task you will participate in a session with another student studying in the same course and module. Contact your fellow students via the Discussion Forum and coordinate your session recording with them directly.
If you are unable to find a participant for this session, contact your assessor via the Discussion Forum who will discuss options for setting this up to complete this task.
Fellow student participating in the recording must be provided with context for the session (see “Participant requirements” above) and have reviewed the assessment activity for this task so that they can prepare prior to the recording.
Student participants will need to state their name and that they are a student (as their job title) at the start of the recording to inform consent.
Recording:
Your session must be recorded with all participants captured in a virtual room.
Once you have logged into your course assessment page, there is the option to record directly into the online platform. Alternatively you may use a system such as Zoom, Skype or Teams to record the session and then load the file on completion.
Consent to participate in the recording must be captured for all participant/s at the start of the meeting. This is achieved by the student reading the following statement at the start of the recording, with all participants replying their name and job title to inform consent.
“This session is being recorded for assessment purposes for my course with Swinburne Open Education. This session will be recorded and submitted through my course online learning platform to my Assessor for grading. All participants in this session indicate their consent to be included in this recording by stating their name and job title.”
The time taken to capture consent at the start of the recording does not count towards the recording time limit.
Submit this recording with your assessment document and additional evidence for assessment as appropriate.
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--Task 1b: Initial reflection and self-evaluation documentation--
TO BE COMPLETED AS YOU START STUDYING THIS MODULE.
Document your own reflection and personal development plan outcomes from this INITIAL REFLECTION session.
Based on your own reflection and self-evaluation and the INITIAL REFLECTION session completed in Part B Task 1a, capture the following in your records:
- Your own self-evaluation and reflection notes based on your status at the start of this module.
- An initial improvement opportunity identified for immediate implementation.
Capture this information in the OWN REFLECTION AND PERSONAL DEVELOPMENT PLAN, INITIAL REFLECTION SESSION: “SELF-EVALUATION and REFLECTION” and IMPROVEMENT OPPORTUNITY: “INITIAL IMPROVEMENT” sections as found below.
IMPORTANT NOTE: You will have to capture this information in your OWN REFLECTION AND PERSONAL DEVELOPMENT PLAN template provided at Appendix A of Assessment 3. An excerpt of the sections you need to consider are reflected below.
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Own Reflection and Personal Development Plan
Initial Reflection Session
| Self-evaluation and Reflection | ||
|---|---|---|
| 1. What is your ultimate goal in relation to completing this course? | (Approximately 50 words) | |
| 2. How will completing this course help you achieve these goals? | (Approximately 50 words) | |
| 3. How are you progressing in this course? | (Approximately 50 words) | |
| 4. What do you think you are doing well? Include at least 1 area you are doing well. | (Up to 30 words) | |
| 5. What areas of study do you feel you need to work on? Include at least 1 area of study you feel you need to work on. | (Up to 30 words) | |
Improvement Opportunity
Initial Improvement
| Initial Improvement Identified | ||
|---|---|---|
| What will you do to improve your performance as you work through this module? You must include 1 improvement opportunity that you can implement by the end of this module. | (Up to 30 words) | |
| Date goal set Date of INITIAL REFLECTION session | _ _ / _ _ /2 0 _ _ | |
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--Task 1c: Improvement implementation--
TO BE COMPLETED AS YOU PROGRESS THROUGH THIS MODULE.
Implement the improvement opportunity identified in Part B Task 1a and Part B Task 1b. This should be worked on as your progress through the module as appropriate.
In line with this implementation, you will be required to review and update your OWN REFLECTION AND PERSONAL DEVELOPMENT PLAN template, IMPROVEMENT OPPORTUNITY: “INITIAL IMPROVEMENT REVIEW” section as found at Appendix A in Assessment 3.
IMPORTANT NOTE: You will also be required to provide evidence of this implementation as part of Assessment 3 Part B Task 4 to be actioned when you have completed this module. You will conduct this review once you have completed the implementation, however this can be actioned in line with your completion of Assessment 3 once you have completed this module.
Professional practice and self-development
Investing in yourself is the best investment you will ever make. It will not only improve your life, it will improve the lives of all those around you.Robin Sharma
There are many factors that contribute to workplace success for you and your clients. None more so than intentional and ongoing professional development.
Professional development is a cycle and is show in the following graphic.
Let’s take a closer look at exactly how each of these factors contributes to successful professional self-development.
| Factor | How it Contributes to Professional Development |
|---|---|
| Self-reflection |
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| Realistic goal setting |
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| Alignment of personal, team and organisational goals |
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| Effective feedback |
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| Positive workplace culture |
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Reading
Additional Resource - Read
The Australian Community Workers Association has published a career guide for the community sector. It outlines what community workers do and how you can become one, career pathways for professionals in the industry and the mandatory training required for career progression. Download and read the guide at Australian Community Workers Association (ACWA): A Guide to Community Work in Australia
Values, beliefs and behaviour
Your beliefs become your thoughts, your thoughts become your words, your words become your actions, your actions become your habits, your habits become your values, and your values become your destiny.Mahatma Gandhi
Understanding your own values, beliefs and behaviour is an important element of cultivating a successful career in community services – and self-reflection, or reflective practice, is the foundation to achieving this.
Values
Values refer to the principles, ideals, and standards that individuals consider important and guide their behaviour and decision-making. In the workplace, values influence how individuals perceive their roles, interact with colleagues and clients, and make ethical choices reflecting what they believe is right and wrong.
The impact of your values on your priorities and performance may include:
Values guide professionals to make ethical choices when faced with complex situations. Workers with a strong value of respect for individual autonomy will ensure that clients' rights and preferences are respected in their treatment decisions.
Values such as empathy and compassion drive professionals to prioritise the well-being and needs of clients. This means actively listening to clients, involving them in decision-making, and tailoring services to meet their specific circumstances.
Professionals who have values aligned to the worth and importance of continued personal growth may focus on continuous improvement activities in line with their personal practice. This may include attending training, staying updated on industry trends, and seeking supervision or consultation when needed.
Beliefs
Beliefs are the thoughts, opinions, and convictions that individuals hold, often based on personal experiences, upbringing, cultural influences, and education. Beliefs shape an individual's perception of reality, including their attitudes, judgments, and expectations. In the workplace, beliefs can impact how individuals approach their tasks, interact with colleagues, and respond to challenges.
The impact of your beliefs on your priorities and performance may include:
Beliefs in the capacity for recovery and growth of individuals experiencing mental health challenges can shape professionals' practice. Believing in the possibility of recovery fosters a strengths-based approach that emphasises empowerment and hope.
Beliefs about the importance of cultural diversity and inclusivity impact professionals' ability to engage with clients from diverse backgrounds. A belief in cultural competence promotes culturally sensitive and responsive practice, recognising and respecting the unique needs and perspectives of individuals from various cultural backgrounds.
Professionals who exhibit beliefs aligned to the benefits of continued growth may focus on continuous improvement of their personal practice. This may include attending training, staying updated on industry trends, and seeking supervision or consultation when needed.
Behaviour
Behaviour refers to the actions, conduct, and mannerisms exhibited by individuals in the workplace. It encompasses how individuals communicate, work with others, solve problems, and carry out their responsibilities. Workplace behaviour is influenced by values and beliefs, as well as organisational culture and expectations.
The impact of your behaviours on your priorities and performance may include:
Effective communication skills, such as active listening and clear articulation, enable professionals to establish rapport with clients, understand their needs, and provide appropriate support.
Maintaining professional boundaries is crucial in ensuring ethical and respectful relationships with clients. Professionals must demonstrate appropriate behaviour and avoid any actions that could harm or exploit clients.
Professionals who exhibit behaviour aligned with a commitment to continuous learning and professional development contribute to the improvement of their practice. This may include attending training, staying updated on industry trends, and seeking supervision or consultation when needed.
Learning styles
The common belief is that everyone has a preferred learning style and, while people learn in different ways depending on their situation, stage of life and so on, understanding learning styles and identifying your preferred style will help you to identify appropriate development activities that suit your needs and preferences efficiently and effectively.
While there are many different learning styles reported, the 4 main learning styles are as follow:
- Visual learners
- Auditory learners
- Read/write learners
- Kinaesthetic learners
These are commonly referred to as VARK. Each of these styles are explained below.
Spatial or visual learners
Visual learners prefer to learn through visual aids and materials. They rely on seeing information in the form of diagrams, charts, graphs, or videos to understand and retain knowledge. They benefit from visual representations and use imagery as a memory aid.
Visual learners may excel in activities such as watching instructional videos, studying diagrams or infographics, and using visual organisers or mind maps to organise information.
Aural or auditory learners
Auditory learners learn best through listening and verbal communication. They process information effectively through spoken words, discussions, lectures, and audio materials. They rely on sound and rhythm to understand and remember concepts.
Auditory learners may thrive in activities such as participating in group discussions, engaging in verbal explanations or presentations, listening to lectures or podcasts, and using mnemonic devices or acronyms to aid memory.
Read/ write learner
Read/write learners thrive when learning through the written word. They prefer reading and writing as their primary modes of learning. They process information by reading text, taking notes, writing summaries, and engaging in written exercises or assignments.
Read/write learners may excel in activities such as reading textbooks, articles or written materials, taking detailed notes, creating written summaries or outlines, writing essays or reports, and engaging in self-study through written materials.
Kinaesthetic or physical learners
Kinaesthetic learners prefer hands-on, experiential learning. They learn best by actively engaging with their environment, physically manipulating objects, and applying their learning through practical activities. They rely on movement, touch, and physical sensations to comprehend information.
Kinaesthetic learners may excel in activities such as role-playing exercises, interactive simulations, laboratory experiments, fieldwork, hands-on projects, and using manipulatives or physical models to understand concepts.
Learning styles neuro myth
While the concept of learning styles has been popularised in educational settings and training programs, research has consistently shown that there is no empirical evidence to support the idea that catering to a specific learning style improves learning outcomes. Studies have not found any consistent relationship between learning style preferences and better learning performance.
Neuroscience research indicates that the human brain is highly adaptable and capable of processing information through multiple sensory modalities. Learning is a complex and dynamic process, influenced by various factors such as attention, prior knowledge, motivation, and cognitive abilities, rather than a fixed, innate learning style.
Educators and learners should focus on evidence-based instructional methods and approaches that are supported by research, rather than relying on the unproven notion of learning styles. The most effective teaching strategies involve creating diverse and engaging learning experiences that cater to different learning preferences and strengths, ensuring a well-rounded and inclusive educational environment.
Reading
Additional Reading
Watch the following TEDx talks on learning styles to understand both sides of the learning styles theory.
- What is VARK? How to use VARK to find your learning style to be a better learner!: This clip describes each of the learning styles and how they can be applied to help learners reach their potential.
- Learning styles and the importance of critical self-reflection – Tasia Marshik: This presentation focuses on debunking the learning style neuro myth via research findings, explaining how/why the belief in learning styles is problematic, and examining the reasons why the belief persists despite the lack of evidence.
Knowldege Check: Activity 1: Impacts on performance and development
Self-reflection
The power of self-evaluation lies in its ability to uncover areas for improvement and provide a roadmap for personal development. Embrace the process, embrace the growth.Unknown
Self-reflection requires you to develop the ability to look at your thoughts and actions through a lens of critical thought and to apply a problem-solving mindset to self-improvement. It demands honest and realistic questioning of what you know and how you came to know it.
The way in which we view the world is coloured by our values and beliefs – and, no matter how hard we try to be impartial, the ways that we interact with people and behave in different situations are influenced by our morals, ethics, points of view and philosophies.
The purpose of self-reflection is to allow one to develop an awareness of how these factors influence the way that we relate to others in the workplace and of how they affect those people and our relationships with them. Making a habit of self-reflection can cultivate significant and consistent self-awareness, professionalism and personal growth.
As a professional in the community services sector, it is important that you foster person-centred practice and develop broad cultural competence. Self-reflection is a tool that you can apply to improve your practice by:
- challenging and questioning your values, beliefs, cultural understanding and behaviours, including how they influence your work practice
- developing skills to learn from your successes and mistakes
- examining your assumptions about groups of people, including any stereotypes that you harbour
- learning how to understand and appropriately respond to workplace diversity
- challenge the currency and your application of relevant legal and ethical requirements in your role.
Professional self-reflection models and processes
There are several self-reflection models that can be used to help guide professionals through the process. Here we will look at the following:
- Gibb’s Reflective Cycle
- Kolb’s Experiential Learning Cycle
- Atkins and Murphy’s Reflective Practice Model
- Self-reflection journalling
Gibbs’ Reflective Cycle
Professor Graham Gibbs published described his Reflective Cycle in his book Learning by Doing (1988). It is an invaluable reference when you are seeking to learn from situations that you experience often, especially those with negative associations.
The cycle looks like this:
At each stage of the cycle, you ask yourself critical questions to unpack a situation and appreciate it from different points of view – your own and other people’s. The reflective cycle challenges you to test your assumptions and recognise underlying issues that influenced the situation.
The following table contain examples of questions that you might ask yourself as part of your self-reflection process.
| Stage | Description | Reflections |
|---|---|---|
| 1. Description | Record the facts of the situation or incident. |
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| 2. Feelings | Discuss emotions felt during the situation or incident. |
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| 3. Evaluation | Apply objective evaluation to the situation or incident. |
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| 4. Analysis | Make sense of the experience. |
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| 5. Conclusion | Consider what you have learned from the situation. |
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| 6. Action plan | Develop a plan for improvements for when similar situations occur in the future. |
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Kolb’s Experiential Learning Cycle
Kolb's Experiential Learning Cycle, developed by David A. Kolb, is based on the idea that learning occurs through a continuous cycle of concrete experience, reflective observation, abstract conceptualisation, and active experimentation.
The model consists of four stages, which are as follows:
- Concrete Experience: The learning process begins with a concrete experience or a direct encounter with something. It could be a real-life situation, an activity, or an event. This experience serves as the foundation for learning.
- Reflective Observation: After the concrete experience, individuals reflect on their experiences by considering what happened, what they observed, and how they felt during the experience. This stage involves analysing and interpreting the experience from different perspectives.
- Abstract Conceptualisation: In this stage, individuals derive meaning from their reflections and develop concepts, theories, or generalisations based on their observations and experiences. They attempt to make sense of the experience by relating it to existing knowledge frameworks or theories.
- Active Experimentation: In the final stage, individuals apply the concepts and theories they have developed to new situations or contexts. They experiment with their ideas and test them in practice, gaining new insights and further learning from the outcomes. This stage emphasises action and practical application of knowledge.
The experiential learning cycle is continuous and cyclical, as each stage informs and leads to the next. It suggests that effective learning occurs when individuals actively engage in the learning process, reflect on their experiences, make connections to existing knowledge, and apply their new understanding in practical contexts.
Individuals may have preferences for certain stages of the cycle based on their learning styles. Some individuals are more inclined towards concrete experience and active experimentation, while others may lean towards reflective observation and abstract conceptualisation. Understanding one's learning preferences can help tailor learning experiences to optimise the learning process.
Atkins and Murphy’s Reflective Practice Model
Atkins and Murphy's Reflective Practice Model, also known as the Reflective Cycle, is a framework that helps individuals engage in reflective practice to enhance learning and professional development. Developed by Graham Gibbs, it builds on the work of other prominent theorists, including Donald Schön and David Kolb.
The model consists of five stages, which are as follows:
- Description: The first stage involves describing the experience or situation that you want to reflect upon. It is important to provide a clear and objective account of what happened, including any relevant details, events, or interactions.
- Feelings and knowledge: In this stage, you reflect on your understanding of and emotional and affective responses to the experience. Consider your initial thoughts, feelings, and reactions during the situation. Explore the range of emotions you experienced and their impact on your actions and decisions.
- Relevance of knowledge: Evaluate the experience by critically analysing and assessing the positive and negative aspects of the situation. Consider the outcomes, strengths, weaknesses, and any issues that arose. This stage involves making judgments about the effectiveness and success of your actions or decisions.
- Assess learning: Based on your analysis, draw conclusions about what you have learned from the experience. Identify key insights, lessons, or patterns that emerge. Reflect on the implications of your conclusions for your future actions and professional practice.
- Action Plan: Develop an action plan for how you will apply your insights and learning from the reflective process. Consider specific steps, strategies, or changes that you can implement to improve your practice or address any identified areas for development.
The Reflective Practice Model encourages individuals to engage in a cyclical process of reflection, learning, and action. By systematically examining experiences and critically analysing their own thoughts and actions, practitioners can gain deeper insights, enhance self-awareness, and make informed decisions for professional growth and development.
Self-reflection journaling
A self-reflection journal is a useful method to consider your own development of skills, your ongoing professional needs, and your actions and outcomes with clients.
Self-reflection journals must involve consideration of the often intensely emotional and highly confidential nature of community services work. That is, a self-reflection journal should always be used in a way that respects client confidentiality and the legal and organisational restrictions that apply to recording information.
A self-reflection journal works best when client names and other identifying features are excluded. What will be left should simply be a record of your own thoughts, feelings and reflections about your work. Journals can allow you to express a range of emotions in a private place, without the need or obligation to share them with others.
Self-reflection journals are often used by people with strong emotional intelligence skills. Such people know that understanding and reflecting on your emotions is an important step in the process of managing your emotions effectively.
Self-reflection journals are well suited to people with strong literacy skills and who enjoy writing and thinking about their experiences. They can also involve a pictorial element, if desired, making them suitable for those who favour putting their thoughts and ideas into a visual format.
Self-reflection journals are effective mediums for recording information and are based on the person’s preferred self-reflection model. They allow you to reflect on your own values, beliefs and ways of working, and to consider how these factors influence the experiences that you have as a worker. To get started with your self-reflection journal, you can print template pages or simply make your own notes in a diary format, drawing on the language and approach of your chosen model.
Example
Here is an example of an entry in a self-reflection journal:
“I was pleased with my performance in leading the team meeting for the first time today (positive feelings). I felt nervous and anxious (negative feelings), but I made sure that I planned ahead and had the agenda, notepads, pens and planning spaces ready, and that the slideshow was prepared and loaded on the screen.
I managed my nerves by focusing on keeping my voice low in pitch and speaking clearly and slowly. I was pleased that I could manage to do this (positive feelings). A few deep breaths helped as well! Next time, I’ll allow more time for introductions and explaining the agenda.”
Knowledge Check: Activity 2: Self-awareness
Conduct a self-awareness reflection focused on answering the following questions. Once completed, print a copy so that you may build on this reflection in future activities.
You may also choose to use this as a base for future personal and/or professional development planning or to compare to future reflection activities to see how you have changed, or not changed.
| Self-awareness reflection | |
|---|---|
| Name | |
| Date | |
| What is important to you? (Values and Beliefs) |
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| What motivates you? (Excites and energises) |
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| What do you enjoy doing? (Behaviours) |
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| What do you want out of life? (Life goals) |
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The purpose of feedback
To get a complete view of your work performance, you will occasionally receive feedback from others, and this can be challenging. It may feel as if you are being criticised for the way that you are doing your job. Yet if you take a moment to think about it carefully, feedback can be highly valuable information.
Feedback can guide your work performance, practices, knowledge and skills, and you should, therefore, strive to view it in a positive light. To be useful and relevant, feedback should tell you something about what it is that you are doing well or where you need to improve, and it should be specific and clear.
Feedback that simply says ‘Great job!’ is flattering and positive, but is not useful, because it does not tell you what you did that was so great, leaving you ill-informed about how you might repeat your performance.
Effective, useful feedback tells you not only that you did a great job but also how and why you did a great job. This allows you to learn from the feedback and apply it to future situations.
It is far easier to respond to effective, useful feedback in a positive way, because you are able to learn something relevant from it. If you receive feedback at work that is useful, ensure that you think about it carefully. Take your time to consider what it means and whether you agree with the feedback that you have been given.
Sometimes it can take time to acknowledge that the feedback you have received is correct, particularly if the feedback is negative; it is always challenging to hear that we have not done something well. Always remind yourself that feedback is usually provided with good intentions and in an attempt to help you improve.
Feedback allows you to continuously improve your own work performance and ultimately contributes to the achievement of your team goals and the strategic direction of your organisation.
Example
Here are some examples of useful feedback:
- Your interactions with that family really helped them to feel at ease, particularly the way that you had the room ready before they arrived and were so attentive and kind during their visit.
- This monthly project report is very concise, detailed and clear. I love how you’ve included a stakeholder map so that I can see exactly who is involved in the project.
And here are some examples of less useful feedback:
- Well done!
- That’s great.
- Thanks for your work today.
Giving and receiving feedback
Feedback is a critical component of ongoing skill and knowledge development in any workplace; it allows you to learn about your own performance and to understand how it might affect others. It can also provide an opportunity for you to support the identification of areas of strength and opportunities for improvement in others.
Feedback works best where it is shared both ways in an open and honest way. This means that not only should your manager, peers and clients provide you with feedback, but you should also be invited to provide your manager and peers with feedback.
Sharing feedback with management and peers offers numerous mutual benefits in a professional setting:
- It fosters a culture of transparency and open communication, promoting trust and stronger working relationships.
- Constructive feedback helps identify areas of improvement, allowing individuals to grow and develop professionally.
- Through honest evaluations, team members gain insights into their strengths, enabling them to leverage these assets for enhanced performance.
- It encourages managers and peers to understand each other's perspectives, leading to better collaboration and problem-solving.
Emphasising regular feedback exchanges also aids in addressing potential issues promptly, preventing misunderstandings and conflict escalation. Ultimately, a feedback-rich environment empowers individuals to contribute more effectively, leading to a more cohesive and productive work environment.
Giving feedback
Giving constructive feedback requires tact, empathy, and clarity. The following tips are useful in determining how to give feedback to others in a constructive and professional way:
- Begin by choosing an appropriate time and setting for the conversation, ensuring it is private and conducive to open dialogue.
- Start with a positive and specific observation about their strengths or accomplishments to set a constructive tone.
- Clearly state the behaviour or issue you'd like to address, using specific examples to provide context. Focus on the impact of the behaviour rather than making it personal.
- Offer suggestions for improvement or alternative approaches and be ready to listen to their perspective as well.
- Use "I" statements to express your feelings, emphasising how the behaviour affects you or the team.
- Be receptive to their response and encourage open discussion.
Remember that the goal is to facilitate growth and enhance the working relationship, so maintain a supportive and respectful attitude throughout the conversation.
Receiving feedback
Receiving feedback from others may be challenging and generate an emotional response that is not always helpful. You need to remember that feedback is an opportunity for personal and professional growth. The following tips are useful in taking feedback on board for reflection and improvement where appropriate:
- Approach the conversation with an open mindset, demonstrating a willingness to learn and improve.
- Listen actively without interrupting, acknowledging the feedback without becoming defensive.
- Seek clarification if needed to fully understand the specific areas for improvement.
- Reflect on the feedback objectively, considering how it aligns with your goals and values.
- Appreciate the effort taken by the person giving the feedback and thank them for their insights.
- Take time to process the feedback before responding, and if you disagree, approach the person later for further discussion.
Embrace feedback as a valuable tool for self-improvement and use it as a foundation for making positive changes in your work and relationships.
Feedback methods
Feedback can involve verbal, written and non-verbal communication between two or more people. It is an exchange of ideas and knowledge based on personal opinions, values, judgements and an accepted view of best-practice service provision in the workplace. There are various ways of giving and receiving feedback, both formally and informally.
360-Degree Feedback
The 360-degree feedback approach is a common one in many community services workplaces. It is useful because it includes information from a range of sources rather than a single point of view.
An effective 360-degree feedback system takes information from people who are service users, peers, supervisors and co-workers and combines this in a structured way with input from the individual who is receiving feedback. This is seen as a useful, holistic way of collecting information to guide future learning and professional development.
Surveys
Surveys are a handy way of collecting information from peers, co-workers and other sources in your work team. They can be completed using a paper-based or an electronic approach. Online tools such as SurveyMonkey are now being widely used to quickly and effectively collect and store feedback data.
Surveys allow for specific questions and topics to be covered, and this yields insight into areas that are relevant for the work team and organisation at a particular point in time.
Surveys can be problematic in some situations; for example, they might not be appropriate or adequate when:
- respondents have low levels of English language literacy
- the questions are biased or lead the respondent to a particular response, either deliberately or inadvertently
- there are too many questions or the questions are very long or time-consuming to complete
- there are concerns about the confidentiality of collected information
- certain parties use the survey as an opportunity to push a particular opinion or point of view that is irrelevant to the focus of the survey.
Surveys should be thought through carefully before they are undertaken. Consider what type of information is needed and whether a survey is the best way to obtain it. Think about what will become of the information after the survey has been completed and how data will be stored and used.
Verbal Feedback
Verbal feedback refers to formal or informal comments that are shared between two or more people. Verbal feedback can include the following components:
- Knowledge of performance – This refers to telling a person about their actual performance and how it related to an outcome or event; for example, ‘You’ve filled out this case report very thoroughly using lots of detail and clear information, and you have demonstrated a good knowledge of client confidentiality requirements because you’ve stored the report in a secure location.’
- Knowledge of results – This is telling a person what the outcome of a situation or action was without referring to their actual performance; for example, ‘You’ve done a good job with this case report.’
Knowledge of performance is generally seen as the stronger approach, because it gives more detailed and specific information that can help to improve performance in the future.
Knowledge Check: Activity 3: Reflection models
Utilising Feedback
Feedback is the breakfast of champions. It offers valuable insights, fuels growth, and propels individuals towards their highest potential.Ken Blanchard
People in community services settings may collect feedback through a variety of methods. Once information is collected, it is important that it is used promptly. You can use feedback to:
- improve service quality
- make services more relevant
- improve outcomes for clients
- increase service efficiency
- better meet the needs of a specific client group or demographic
- improve team performance
- align team outcomes with the goals of the organisation.
Feedback can be applied in a range of different ways, so it is essential that the information that you collect is in a form that is relevant and useable for your particular situation.
Feedback that is clearly documented, has been collected in a reputable, honest and valid way and that answers the questions that you want answered is extremely useful. In contrast, feedback that is irrelevant to your questions and goals or that has not been recorded accurately or in a valid way is far less useful. Here are some further key points about feedback:
- Evaluation of feedback can be done by carefully matching the information that you have collected with the questions or goals that you have. Think about what it is that you want to know:
- Do you want to find out about the characteristics of the clients who use a particular service?
- Are you curious about how long it takes a client to get an appointment with you?
- Are you looking for feedback about how your service is valued within the broader community?
- The types of questions that you want to answer will have a great influence on the types of feedback that you need to collect and how you evaluate it.
- In some settings, there is a formal approach to utilising feedback and reflecting on what it means for the service.
People spend time carefully collecting feedback from clients and others associated with the service, analysing how it relates to service goals and outcomes, and then considering what it means for the future. These services are focused on service quality and continuous improvement, and they aim to use feedback to help them to improve services from year to year.
- A service that is focused on continuous improvement consistently asks questions such as the following:
- How do we collect feedback?
- How does this information guide our future decisions and direction as a service?
- What can we do to improve in the future?
- What do we do with the information we collect?
- What are we already doing well?
Feedback can help to inform you about small problems or issues that can be easily addressed to improve the quality of work. For example, feedback might inform you that a certain page on your website is difficult for clients to access or that your phones often go unanswered for a long time when clients call.
The advantage of seeking feedback about these small issues is that you can quickly take action to fix the problem. You might need to employ a web designer to improve the accessibility of your website, for example, or to create a phone procedure for the person who answers the phone at your reception desk.
These small changes can significantly improve service quality for clients and others, particularly if he changes are made promptly and effectively. People who notice that something changes after they have given feedback are more likely to be satisfied with the service that you are providing. Small changes made quickly in response to feedback can also prevent larger problems from occurring in the future when a problem is not addressed.
Example:
Here is an example of client feedback:
"I appreciate the social worker's resourcefulness in connecting me with community resources and helping me navigate complex systems. Their problem-solving skills have been invaluable."
Based on this client feedback, here are some of the reflections regarding key strengths and areas for development you may identify:
- Strengths: Shows resourcefulness and knowledge of available community resources. Demonstrates strong problem-solving skills in assisting clients with complex challenges.
- Area for Development: Continuously expand knowledge of available resources to better assist clients. Explore additional strategies to ensure long-term sustainability of solutions provided.
Here is an example of peer feedback:
"The social worker shows a commitment to professional growth, continuously seeks learning opportunities, and shares knowledge with colleagues. They exhibit leadership qualities and inspire others to strive for excellence."
Based on this peer feedback, here are some of the reflections regarding key strengths and areas for development you may identify:
- Strengths: Displays a strong commitment to professional development and continuous learning. Demonstrates leadership qualities and inspires colleagues. Actively shares knowledge and contributes to the growth of the team.
- Area for Development: Explore opportunities for formal leadership training or mentorship to further enhance leadership skills. Foster a culture of shared learning and mentorship within the team.
Here is an example of management feedback:
"The social worker consistently upholds professionalism and ethical standards in their practice. They maintain confidentiality, adhere to ethical guidelines, and handle challenging situations with integrity."
Based on this management feedback, here are some of the reflections regarding key strengths and areas for development you may identify:
- Strengths: Demonstrates professionalism and ethical conduct in all aspects of the social work practice. Maintains confidentiality and handles challenging situations with integrity.
- Area for Development: Stay updated with evolving ethical guidelines and legal requirements to ensure compliance. Seek opportunities for reflective practice and supervision to further enhance ethical decision-making and navigate complex ethical dilemmas effectively.
Summary
In this topic, you learnt much of the foundations to personal and professional development, as well as practices around self-evaluation and feedback.
This topic provided a foundation for your understanding of professional practice and self-development. You also learnt the impacts of values, beliefs and behaviours on your performance, as well as the different learning styles so that you could identify your own in order to tailor your development planning.
We also covered the base planning processes of self-evaluation and seeking and considering feedback from a range of stakeholders in order to form a picture of your current performance.
On completion of this topic, attempt the activity below. If you can answer all questions correctly, you may progress to Topic 2. If not, you should revise the relevant content in the topic until you are ready and able to complete the activity.
KNOWLEDGE CHECK: Activity 4: Self-evaluation
Building on your reflection task in Activity 2, conduct a self-evaluation exercise. Select any activity or task that you regularly participate in and answer the following questions. Once completed, print a copy so that you may build on this evaluation in future activities.
You may also choose to use this as a base for future personal and/or professional development planning or to compare to future reflection activities to see how you have changed, or not changed.
| SELF-EVALUATION REFLECTION | |
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| NAME | |
| DATE | |
| ACTIVITY OR TASK Describe the activity or task and its context. |
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| WHAT DID I DO WELL? Consider your performance in relation to the following categories where appropriate:
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| WHAT CHALLENGES DID I ENCOUNTER? What blockers were experienced? These may be process, resources, skill or knowledge based. |
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| WHAT FEEDBACK HAVE I RECEIVED (if any)? Include details of the following:
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| WHAT COULD I DO BETTER? What could be easier if I adjust my process, resources, skills or knowledge? Incorporate elements raised in any feedback received. |
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