|Teaching and Learning Forum 2002 [ Proceedings Contents ]|
Students in professional programs often complete a fieldwork placement as part of their learning and development. The importance of reflective learning during these experiences is critical if students are to maximise their learning outcomes. Reflective learning provides students with an opportunity to revisit their experiences and to construct higher order frameworks which informs their professional practice, reasoning and knowing.
The systematic implementation of a reflective learning process for students engaged in a fieldwork placement is highlighted in this demonstration of teaching. Students were enrolled in a 8 month unit called Transformational Business Development which is a capstone unit for the Masters of Leadership and Management at the Graduate School of Business, Curtin University of Technology. In this unit, students work predominantly as a dyad, alongside a preceptor in a community based organisation. The students are responsible for 'scoping out' a project and are then responsible for the project's implementation. The experience is designed to stretch the students, putting them into positions of leadership.
The application of experiential learning principles and reflective learning was embedded into the design of the unit using a variety of strategies. For example, all students were required to develop a performance charter for their project outlining key responsibilities and key performance indicators. Included in this charter was a series of group and personal learning objectives. The learning objectives and progress towards achieving them, were documented in a reflective learning journal. The reflective learning journal was a tool to ensure students put energy into examining their learning and experiences from a metacognitive perspective. The content of the journal was also used to inform discussion during the reciprocal peer coaching sessions. These sessions took place on a regular basis as a strategy to enhance the students' professional skills as leaders. Examples of these tools and some of the outcomes reported by students will illustrated during this presentation.
|Contact person: Dr Richard Ladyshewsky, Senior Lecturer, Graduate School of Business, Curtin University of Technology. email@example.com
Presentation format: Demonstration of teaching
Please cite as: Ladyshewsky, R. and Ryan, J. (2002). Reciprocal peer coaching as a strategy for the development of leadership and management competency. In Focusing on the Student. Proceedings of the 11th Annual Teaching Learning Forum, 5-6 February 2002. Perth: Edith Cowan University. http://lsn.curtin.edu.au/tlf/tlf2002/abstracts/ladyshewsky-abs.html