Developing CLD Professional Practice Observation Feedback

University of Aberdeen: School of Education

Programme: PG Diploma Community Learning & Development
Student: Tracey Rae
Mentor: Moira Strathdee
Date:

26 October 2015

Observation 1

Observation 2

Observation 3

This feedback report should be completed on the basis of a dialogue between the
student and the mentor, drawing on evidence from an observation of practice
and the post observation reflection. (Please indicate if the report is based on
observation 1, 2 or 3). It should relate to the students development plan and
should reflect on the progress against that plan, with reference to the CLD
competences and identified development goals.
The feedback should be given to the student who is then required to respond
with their own written reflection. Both the mentors feedback report and the
reflective response should be emailed (by the student) to the Programme
Director and included in the student portfolio.

Observation Report
Preparation and planning
What practice was observed and why? Were specific areas for observation and
feedback identified in advance? How was the observation negotiated, including
with other participants? What evidence was there of purposeful preparation?

Observation 1 was meeting with a small group who are keen to get the
community involved in upgrading their local park. This observation was
chosen as it is a new project which would enable me to witness Tracey
demonstrating her skills in a number of competences.
The purpose of the meeting was to plan their first public meeting to gauge
and encourage community support for the project. Tracey briefed me on
the project to date and explained her role in supporting the group. Tracey
confirmed that she had asked the group if I could attend and explained my
role. It was clear when I was introduced to them, that they were
expecting me and understood my role.
Tracey was well prepared for the meeting having fulfilled tasks she had
promised to do and had notes, minutes and, as all good community
workers have, a flip chart ready.
Evidence of competent practice:
Which competences were evident in what you observed? Were particular
strengths noticed? Were any aspects of competence noted for development?
Were any relevant competences not evident? Any concerns about practice?

1) Know and understand the community in which we work

In Traceys PDP plan she stated that she felt she had good
experience but is aware that it is important to learn new methods
and approaches.
Traceys input to the meeting demonstrated her competence in this
area. It was clear that she had investigated views and researched
information relating to the area and the project. All stakeholders
were involved in the meeting and Tracey encouraged them to
consider how they can encourage community participation and be
aware of removing barriers to participation.
2) Build and maintain relationships with individuals and groups
It was clear that Traceys self assessment in her PDP for this
competence that she has good experience in this competence is
accurate. Although she has not been supporting this group for long,
she has established good relationships with them. She adapts to
different roles e.g. facilitating, supporting and leading as and when
necessary. Throughout the meeting Tracey encouraged the group to
make the decisions, take the lead but she was also able to lead
when necessary e.g. when they were planning the programme for
their public meeting. None of the group had done this before so
Tracey had to lead on this more than she had during the rest of the

meeting but she was still giving them the power of making
decisions. She offered her experience of what works well in a public
meeting and gave them examples of different approaches so they
could decide what they wanted to do.
3) Provide learning and development opportunities in a range
of contexts
Todays meeting did not offer the opportunity to evidence this but
our discussions before, and after the event, demonstrated that
Tracey is aware of potential opportunities to provide learning &
development opportunities for this group. She has knowledge of
learning providers in the area, what they provide and areas for
progression. She highlighted the current need for the group to have
ongoing training and support rather than just training in isolation.
This will change as the group develops but it is an important point to
note at the groups current stage of development.
4) Facilitate and promote community empowerment
Traceys assessment that she has good experience and work
confidently in this competence is an accurate description of
Traceys approach with the group observed today. She was
inclusive, and encouraged the group to consider how they can
ensure they are inclusive in their community meeting.
Tracey contributed to but did not lead the meeting. She supported
the group to take the lead in all decision making e.g. when
discussing who would speak at the start of the meeting, everyone in
the group said they wouldnt feel comfortable doing it but they
suggested who they knew that could. They said they would be
happy to facilitate a small group but werent keen to do the
feedback to the large group. Tracey is very good at listening to the
group and enabling them to make their own decisions; she doesnt
make decisions for them.
5) Organise and manage resources
Tracey feels that she has limited experience in this competency and
there was little opportunity at this meeting to fully evidence it
however, she was clearly prepared for todays meeting and had
everything required at her finger tips.
She demonstrated confidence in planning as she guided the group
through planning their first public meeting. She explained the need
to be inclusive e.g. regularly feedback to the community using a
variety of mediums and not assume everyone can use social media.
The group are keen to recruit volunteers and Tracey was able to
provide guidance about working with volunteers e.g. be clear about
what tasks they would like their volunteers to do, gather contact
details at the event and notes of interest in volunteering. There
were also discussions about managing risk and funding for the
community event.

6) Develop and support collaborative working

The group is at an early stage but Tracey is supporting them to be
aware of the advantages of collaborative working. With careful
promoting the group were able to identify potential groups/people
who may be interested in being involved or who can provide
experience and knowledge of their type of project.
It was clear that Tracey has good understanding, recognises and
values the benefits of collaboration. As the group develops Tracey
will be well placed to support them to build appropriate and
effective alliances, networks and other forms of working together.
During the meeting Tracey encouraged the group to clarify and
articulate their roles for the public meeting; negotiating who would
be doing what and agreeing their roles. Tracey occasionally had to
take the leadership role which she did in a quiet way and
relinquished the role discreetly.
7) Evaluate and inform practice
There was little evaluation today. There was a brief verbal review at
the end but there will be opportunities later to fully evidence this
competence.
Feedback
With consideration to the identified aspects of practice on which the student
sought feedback, what points were noted?
Our discussion immediately after the event highlighted that Tracey is a reflective
practitioner. She shared that she wants to do more but knows that they can do
it!
Tracey explained that she needs to clarify the roles of agencies who appear to
have similar roles. Consideration needs to be given to the needs of the group
and who can best meet them.

Reflective summary of students development in relation to

competences and towards development goals

I feel that Traceys development plan reflects what she feels are her
current needs although I feel that she has more skills and experience than
she has given herself credit for. This project should provide her with
opportunities to explore the areas she identified for further development
but I feel that she is already has the skills to be competent organising and
manging resources. This group will provide her with the opportunity to
explore supporting and managing volunteers as she supports the group to
support their volunteers, (competence 5 above).
The group will probably require training in governance, funding and I am
confident that Tracey will be able to identify learning providers or deliver
the training herself as required. (competence 3 above)
Tracey has expressed a need to do more youth work and this project will

be a good opportunity to engage young people and explore what they feel
their needs are.

Future development/actions
Did the observation highlight further learning needs and/or actions? Does the
development plan need amending? How might this practice be evidenced in the
portfolio?
Traceys plan does not, at this stage, need to be amended however there are
some topics it would be useful to explore-

http://www.volunteerscotland.net in preparation for supporting the

group to recruit and support their volunteers to feel valued.

Consider what motives there are for young adults to get involved.
The project is for all ages but it may be difficult to get young adults
involved, especially those who dont usually engage with community
events and projects. Consider which
agencies/colleagues/organisations in the area might be able to help.

Explore what differences exist between agencies and how this

does/could impact on this project.

Any additional comments?

This is an exciting project and I look forward to seeing how it progresses. I am
confident that Tracey will enable the community to be in the driving seat all the
way.