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Summary
This article describes useful tools and references to support feedback and reflection used to complete a learning experience.
Pendleton feedback model
The Learning Experience (LX) tools used on the ANZCAP digital platform are designed to support the collaborator and/or candidate utilising the Pendleton model for feedback and reflection.
This method requires active contribution from the candidate and is focused on conversation and reflection to develop an action plan or goals.
There are 4 shared steps to ask to guide reflection of the professional experience documented in the LX and goal development for future professional growth:
The collaborator asks the candidate to share what they feel went well during the professional experience (Strengths)
The collaborator shares what they feel went well (Strengths)
The collaborator asks the candidate to what areas they could improve in future similar situations/experiences (areas for development)
The collaborator shares areas they feel could have improvement (areas for development)
Some questions that can be used during this conversation are:
“What do you think went well?”
“What do you think could be done differently?”
“What could be further improved?”
“How can this be achieved?”
SMART goals
The areas for development identified during the Pendleton discussion above are used to develop professional development goals. The Learning Experience (LX) tools used on the ANZCAP digital platform are designed to support the collaborator and/or candidate utilising the SMART goal technique for goals.
SMART goals include the following details:
S | Specific |
M | Measurable |
A | Attainable |
R | Relevant |
T | Time-bound |
Collaborators are encouraged to support the candidate to identify appropriate resources and references to achieve development goals.
References:
Pendleton D, Schofield T, Tate P and Havelock P (1984) The consultation: an approach to learning and teaching, Oxford University Press, Oxford
Doran, G.T. (1981) There's a SMART Way to Write Management's Goals and Objectives. Journal of Management Review, 70, 35-36
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