QUT SW & HS Field Education
My Professional Learning Tool /BHS - Final
Placement Details
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My Professional Learning
The My Professional Learning Tool forms the ‘road map’ towards developing your professional identity as a Human
Services Professional. In simple terms, it should guide you in developing a strong understanding of yourself, because
“before you can understand others, you need to have a strong sense and understanding of yourself”. In getting to
know yourself you are encouraged to consider:
 What do I already contribute to human services practice? (i.e. Self-assessment of experiences/knowledge/skills)
 What areas of practice/skills/knowledge do I want to further develop? (i.e. Learning goals)
 How can I develop these areas of practice/skills/knowledge? (i.e. Learning activities and actions)
 Who can support me in these activities, and when do I expect them to be completed by? (i.e. Resources and
People supporting you and Timeframes)
 How will I know I am ‘safe’ to practice, as an ethical and quality Human Services professional? (i.e. Evidence of
your Learning and Understanding of the ACWA Practice Standards and Code of Ethics)
My Professional Learning Tool is designed to not only guide all your learning on placement, but also to capture the
evidence of your development towards becoming a professional Human Services worker. This is your personal document,
so it needs to be unique to you and your context:
 Use language that is simple, practical and most importantly, makes sense to you;
 Identify learning goals that are meaningful to you;
 Identify learning goals that are relevant to your placement context; and
 Identify what you have learnt to date in your degree that you would like to apply or build on in a ‘real life work
context’.
What
experiences,
knowledge and
skills do I
already have?
How will I
know I am
'safe to
practice'?
My
Professional
Identity
Who will
support my
learning?
What areas of
practice do I
need to
develop
further?
How can I
develop these
areas of
practice?
Placement is a transformational learning experience where you will discover new aspects of yourself. Many students experience significant personal growth and are different
people by the end of the placement. My Professional Learning Tool is designed to capture and document this amazing journey of self-discovery and growth.
1
The following process is suggested as a guide around how you may document your Professional Learning throughout Placement:
1
First 2 Weeks
Become familiar with your Placement
Context (E.g. Complete Induction
activities; meet people; learn about the
client group and services; staff roles; and
so on)
2
Week 2
Combine what you know about yourself
and the placement context, and identify
areas of practice you want to develop
further. Discuss this with your Supervisor
in terms of What, Why, How, Who & By
When.
3
Week 3-4
Start completing the What, How, Who and
By When Columns. Review and discuss
with your Supervisor.
6
7
Mid Placement
Ongoing
(Final HS Placement Only)
Regularly review and discuss your
Professional Learning goals, evidence,
challenges and opportunities with your
Supervisor (e.g. Make this a standard
agenda item in your Supervision sessions)
Complete the Mid Placement Assessment
of Learning Report with your supervisor
referring to My Professional Learning Tool
to support how you are tracking against
your learning goals. Update My
Professional Learning Tool to address the
gaps, achievements, etc. identified.
5
Weekly
8
Continue with Regular Reviews.
Complete the Final Assessment of
Learning Report with your supervisor,
using the My Professional Learning Tool
to support the recommendation around
your level of capabilitiy for each Core
Competency
Every week, update your My Professional
Learning Tool, particularly your evidence
of learning and understanding around the
5 Core Competencies and linking theory to
practice.
4
4
Ongoing and End of Placement
9
Week 4
Next Placement/Beyond Graduation
Send a draft of your My Professional
Learning Tool to your Liaison Visitor prior
to meeting with them. (This is around
Week 4-5)
Use your My Professional Learning Tool to
inform ongoing professional development
NB. Evidence of Learning will be critical in
completing future job applications.
2
Practice Standard 1: Ethical Practice
YOUR LEARNING GOALS
Practises human services in an ethical manner, reflecting human
rights, individual worth and social justice
To assist with developing your learning goals, key indicators include the ability to:
 Apply principles of respect and commitment to clients, regardless of their
attitudes and behaviour.
 Apply principles of social justice, equity, individual worth and dignity and
self-determination in day to day professional practice and in policy
development and implementation.
 Practice in an ethically safe manner, including use of ethical decision
making frameworks.
 Apply critical analysis skills to the profession, human service agencies and
organisations, and societal institutions and identify strategies to addressing
inequities.
WHAT - What do I need to learn in this placement to become an ethical
professional? (Learning Goals)
HOW - How will I achieve these learning goals? (Learning Activities/
Strategies)
What skills, knowledge and experiences do I already have in relation to Ethical Human Services Practice?
PS. 1 – EVIDENCE OF LEARNING - a minimum of four examples
Reflections on Learning: Evidence that demonstrates and supports my development as a Quality, ‘Safe’ and Ethical Practitioner.
(Note: Just hover over the highlighted word for more guidance. You do not need to Ctrl + Click)
In this section you need to document a minimum of four examples from placement that provide evidence of your understanding and skill level around Practice
Standard 1 by using the STAR(L) method: Situation – Task – Action – Result - Learning
1.Situation –
2. Situation –
Task –
Task –
Action –
Action –
Result –
Result –
Learning –
Learning –
3. Situation –
4. Situation –
Task –
Task –
Action –
Action –
Result –
Result –
Learning –
Learning –
3
Practice Standard 2: Regulatory Framework
YOUR LEARNING GOALS
Practises community work that complies with legal, regulatory and
statutory frameworks that underpin the rights of
clients/communities and groups with whom they work
WHAT - What do I need to learn in this placement to develop effective
skills and knowledge in working within the required
regulatory/legal/statutory framework?
(Learning Goals)
To assist with developing your learning goals, key indicators include the ability to:




Identify the legal issues, principles, mechanisms and legislation that affect
the context of the work
Maintain privacy and confidentiality of client information including
understanding of privacy and confidentiality requirements within the
organisation and broader legal requirements
Understand and uphold the rights of the client/service user with respect to
the provision of information.
Record and use information systems relating to clients, resources,
programs and projects in accordance with legislation and organisational
policies and requirements
HOW - How will I achieve these learning goals? (Learning Activities/
Strategies)
What skills, knowledge and experiences do I already have in relation to skills and knowledge regarding regulatory, legal, statutory
frameworks?
PS. 2 – EVIDENCE OF LEARNING - a minimum of four examples
Reflections on Learning: Evidence that demonstrates and supports my development as a Quality, ‘Safe’ and Ethical Practitioner.
(Note: Just hover over the highlighted word for more guidance. You do not need to Ctrl + Click)
In this section you need to document a minimum of four examples from placement that provide evidence of your understanding and skill level around Practice
Standard 2 by using the STAR(L) method: Situation – Task – Action – Result - Learning
1.Situation –
2. Situation –
Task –
Task –
Action –
Action –
Result –
Result –
Learning –
Learning –
3. Situation –
4. Situation –
Task –
Task –
Action –
Action –
Result –
Result –
Learning –
Learning –
4
Practice Standard 3: Professional Development and Supervision
YOUR LEARNING GOALS
Commitment to professional development and professional supervision in
developing an emerging professional identity
To assist with developing your learning goals, key indicators include the ability to:





Actively engage in professional supervision, including being prepared and actively
participating.
Demonstration of ability to identify and apply a range of appropriate theories,
techniques and methods in working with clients/ communities.
Demonstrate an awareness of personal and professional limitations, such as limits
to knowledge and skills and addressing these through supervision, support,
practice, research and training.
Demonstrate critical analysis skills in relation to practice and macro level issues
relevant to the practice context.
Demonstrate being responsible and accountable for your own actions, decisions
and professional development.
WHAT - What do I need to learn in this placement around developing
my professional identity and critical analysis skills? (Learning Goals)
HOW - How will I achieve these learning goals? (Learning
Activities/Strategies)
What skills, knowledge and experiences do I already have in relation to developing my professional self and critical analysis skills?
PS. 3 – EVIDENCE OF LEARNING - a minimum of four examples
Reflections on Learning: Evidence that demonstrates and supports my development as a Quality, ‘Safe’ and Ethical Practitioner.
(Note: Just hover over the highlighted word for more guidance. You do not need to Ctrl + Click)
In this section you need to document a minimum of four examples from placement that provide evidence of your understanding and skill level around Practice Standard 3 by
using the STAR(L) method: Situation – Task – Action – Result - Learning.
1.Situation –
2. Situation –
Task –
Action –
Result –
Learning –
3. Situation –
Task –
Action –
Result –
Learning –
Task –
Action –
Result –
Learning –
4. Situation –
Task –
Action –
Result –
Learning –
5
Practice Standard 4: Client Rights
YOUR LEARNING GOALS
Acknowledges through her or his practice that individuals, families,
groups and communities have a fundamental human right to access
services and supports
To assist with developing your learning goals, key indicators include the ability to:







Identify if services are designed to meet individuals’ and communities’ right
to self-determination, recognising gaps and areas for improvement.
Identify inherent power imbalances between community
worker/student/organisation and clients/service users, critically reflect on
these and in so doing identify strategies to minimise these.
Demonstrate awareness of the impact of values, power and authority in
communication.
Use appropriate techniques, assessment, planning and research when
engaging with clients and communities, to ensure needs are met and rights
are upheld.
Actively engage clients and communities in developing programs and
policies, in so doing, upholding principles of self-determination,
empowerment and human rights.
Evaluate and critically reflect on service, program and/or project provision
with regards to alignment with human and legal rights.
Apply and understand societal institutional frameworks such as social,
cultural, spiritual, political and economic influences in considering client
situations, and/or in developing policies, programs and projects
WHAT - What do I need to learn in this placement with regards to
providing services that meet client needs within the framework of human
rights? (Learning Goals)
HOW - How will I achieve these learning goals? (Learning Activities/
Strategies)
What skills, knowledge and experiences do I already have around the provision of needs based and client focused services?
PS. 4 – EVIDENCE OF LEARNING - a minimum of four examples
Reflections on Learning: Evidence that demonstrates and supports my development as a Quality, ‘Safe’ and Ethical Practitioner.
(Note: Just hover over the highlighted word for more guidance. You do not need to Ctrl + Click)
6
In this section you need to document a minimum of four examples from placement that provide evidence of your understanding and skill level around Practice
Standard 4 by using the STAR(L) method: Situation – Task – Action – Result - Learning
1.Situation –
2. Situation –
Task –
Task –
Action –
Action –
Result –
Result –
Learning –
Learning –
3. Situation –
4. Situation –
Task –
Task –
Action –
Action –
Result –
Result –
Learning –
Learning –
Practice Standard 5: Confidentiality
YOUR LEARNING GOALS
Respects and maintains client confidentiality, privacy and ensures
professional boundaries
WHAT - What do I need to learn in this placement around confidentiality,
and professional boundaries (Learning Goals)
To assist with developing your learning goals, key indicators include the ability to:





Maintain professional relationships with clients, communities, colleagues
and other professionals.
Understand and follow organisational complaints procedures where issues
are identified by service users, including being able to inform clients of this.
Maintain confidentiality as per organisational and legislative requirements.
Identify professional and personal boundaries and maintain these.
Maintain and demonstrate a high level of self-awareness and areas or
triggers that impact this.
HOW - How will I achieve these learning goals?(Learning Activities/
Strategies)
What Skills do I already have in relation to confidentiality, complaints procedures and professional boundaries?
7
PS. 5 – EVIDENCE OF LEARNING - a minimum of four examples
Reflections on Learning: Evidence that demonstrates and supports my development as a Quality, ‘Safe’ and Ethical Practitioner.
(Note: Just hover over the highlighted word for more guidance. You do not need to Ctrl + Click)
In this section you need to document a minimum of four examples from placement that provide evidence of your understanding and skill level around Practice Standard 5 by
using the STAR(L) method: Situation – Task – Action – Result - Learning
1.Situation –
2. Situation –
Task –
Action –
Result –
Learning –
3. Situation –
Task –
Action –
Result –
Learning –
Task –
Action –
Result –
Learning –
4. Situation –
Task –
Action –
Result –
Learning –
Practice Standard 6: Acknowledgement of Diversity
YOUR LEARNING GOALS
Demonstrates awareness of the diversity of clients and service users in all
professional practice
WHAT - What do I need to learn in this placement around awareness and
ability to work with diversity (Learning Goals)
To assist with developing your learning goals, key indicators include the ability to:




Demonstrate recognition of diversity in all its forms and provision of services
that do not discriminate on the basis of individual or group characteristics,
values, beliefs and practices.
Demonstrate processes to gain information from relevant individuals and
Indigenous and ethnic communities to ensure professional practice is
appropriate and sensitive to community and client needs.
Identify where and if policies/ programs/ research design/client services are
appropriate and sensitive to client needs in relation to diversity.
Demonstrate appropriate skills and knowledge in effectively communicating
with service users in a culturally sensitive way.
HOW - How will I achieve these learning goals?(Learning Activities/
Strategies)
What Skills do I already have in relation to confidentiality, complaints procedures and professional boundaries?
8
PS. 6 – EVIDENCE OF LEARNING - a minimum of four examples
Reflections on Learning: Evidence that demonstrates and supports my development as a Quality, ‘Safe’ and Ethical Practitioner.
(Note: Just hover over the highlighted word for more guidance. You do not need to Ctrl + Click)
In this section you need to document a minimum of four examples from placement that provide evidence of your understanding and skill level around Practice Standard 6 by
using the STAR(L) method: Situation – Task – Action – Result - Learning
1.Situation –
2. Situation –
Task –
Action –
Result –
Learning –
3. Situation –
Task –
Action –
Result –
Learning –
Task –
Action –
Result –
Learning –
4. Situation –
Task –
Action –
Result –
Learning –
9