the student and the future of the placement is determined. program and how this reflects on the overall success of the program Swamped in daily affairs Responds to the phone call as it comes in, adds this situation to the list of activities that need to be dealt with. Drops other activities off in response to the time taken to manage this situation Transcends daily affairs Recognises the frequency with which these activities occur and the pattern of response. Is able to build into schedule time for managing these scenarios and has a plan for responding. Confuses causes and symptoms and is concerned with treatment Focuses on finding a solution that will meet the demands of the individuals in the situation Separates causes and symptoms and work prevention Analyses the situation to see what has happened, why it has happened and can implement strategies that deal with underlying problems Relies on relations to oil human interactions Uses skills in liaising with students, head of school and partners to calm the situation and reassure everyone that you will find a solution Makes full use of human resources Identifies the opportunities for the empowerment of others in the situation to assist in the problem solving. Knows who key people are who can advise with difficult situations. Follows and fulfils role of expectations by striving to work effectively within current system Refers to current processes and policies for appropriate response. Designs and jobs to achieve over-arching goals Recognises that certain processes were not working effectively and designs processes and policies to guide future practice. Adapted from Vilkinas, T., Leask, B., & Ladyshewsky, R. (2009). Academic leadership: Fundamental building blocks. Strawberry Hills, New South Wales: Australian Learning and Teaching Council. Key Stimulus Questions these principles of transactional and transformative leadership described above we can explore some questions related to our own practice. Think of a recent issue that has arisen in your fieldwork program and answer the following questions. These questions ask us to think at a transformational level: How does your situation reflect on the overall management approach you are using in your fieldwork program?
Table 2: Fieldwork Stakeholders and Categories of Risk Stakeholder Category of risk Student Partner Fieldwork coordinator University Client/service user Health, safety and environment Physical, emotional and mental health Health and well-being of employees Own Health and well-being of employees Physical, emotional and mental health Values, Ethics and Institutional Reputation of conduct Future work opportunities Rights as a student Reputation as a service provider, relationship with partners Duty of care to clients and students Personal values, professional of conduct Duty of care to student Reputation as an educational institution, relationship with partners Duty of care to students Rights as a receiver of services Business Continuity Ability to secure placements to complete education Ability to provide service Ability to provide fieldwork education program Ability to provide courses Access to services Quality Quality of education Quality of service Quality of student education Quality of student education Quality of service received Financial Cost of attending placement Costs of students to business Performance management of running program Costs of receiving service Compliance - legal and statutory requirements Police checks Immunisation Student registration Common law Agreements Statutory and Common law Agreements Statutory and Common law Statutory and Common law Statutory and Common law Physical, emotional and mental health (cultural safety) Right to have culture valued and respected Right to have culture respected and valued Duty of care to clients and students Personal values, duty of care to students, clients and their communities Equal Opportunity Law Reputation, relationships with communities Duty of care for students Physical, emotional and mental health (cultural safety) Right to have culture valued and respected Strategies to Use in Planning Planning takes time but it is time well spent because through planning you can improve your overall effectiveness and move your leadership into Quadrant 2 of Covey’s model (page 4) and toward more a transformational leadership style. Below are two strategies to assist you in planning as a fieldwork coordinator; the Ishikawa Diagram and the Gantt chart.