Attribute 5: Develop and promote professional, inclusive relationships with all learners in their care, relevant employers and the wider community
With Students
The relationships I develop with learners is very important to me. As outlined in my Teaching Philosophy I believe in providing tailored learning opportunities for my students, and developing strong relationships is a critical component in doing so, as it allows me to best understand my students' needs. In my current role as an Educator for Corporate Programs, this also includes relationships that go beyond the classroom to ensure workplace application of learning. An example of this is the follow-up I provide to all students of my short-course on Time and Priority Management. I work with them after the course to schedule time to work towards long term priorities that may be neglected in their busy workplace schedules, as well as providing ongoing advice and support. These relationships also extend beyond the specific courses I run, as I am better able to understand the realities of my students and their learning needs, which informs my future course design, while students are also able to use me as an ongoing resource when they need further advice on their own professional development.
As evidenced by the summary of my evaluations, I receive high ratings from my students with regards to how they perceive my quality as a teacher. As a teacher, I find the learning experience is made even richer but not only focusing on my own relationships with students, but also providing opportunities for students to build relationships with one another. So my focus is not only the professional delivery of my own teaching, but providing an inclusive learning environment where students are able to interact and learn from one another. One of my favourite catch phrases I share at the beginning of each course, is that I aim to "unlock the collective wisdom of the room". This interaction comes in many forms, whether it be facilitated discussion or group activities. To illustrate my professional and inclusive delivery of education, I have taken extracts of course evaluations from my students which are available below:
The relationships I develop with learners is very important to me. As outlined in my Teaching Philosophy I believe in providing tailored learning opportunities for my students, and developing strong relationships is a critical component in doing so, as it allows me to best understand my students' needs. In my current role as an Educator for Corporate Programs, this also includes relationships that go beyond the classroom to ensure workplace application of learning. An example of this is the follow-up I provide to all students of my short-course on Time and Priority Management. I work with them after the course to schedule time to work towards long term priorities that may be neglected in their busy workplace schedules, as well as providing ongoing advice and support. These relationships also extend beyond the specific courses I run, as I am better able to understand the realities of my students and their learning needs, which informs my future course design, while students are also able to use me as an ongoing resource when they need further advice on their own professional development.
As evidenced by the summary of my evaluations, I receive high ratings from my students with regards to how they perceive my quality as a teacher. As a teacher, I find the learning experience is made even richer but not only focusing on my own relationships with students, but also providing opportunities for students to build relationships with one another. So my focus is not only the professional delivery of my own teaching, but providing an inclusive learning environment where students are able to interact and learn from one another. One of my favourite catch phrases I share at the beginning of each course, is that I aim to "unlock the collective wisdom of the room". This interaction comes in many forms, whether it be facilitated discussion or group activities. To illustrate my professional and inclusive delivery of education, I have taken extracts of course evaluations from my students which are available below:
With Relevant Employers
My experience as an educator to-date has revolved around teaching within businesses, so my students have already been employed, and the relevant employers have either been my clients when I worked as a consultant or my current employer as I work internally as an Educator for Corporate Programs. In this capacity it is important that my education design and delivery is based on an understanding of the employer's need.
When I worked as a learning and development consultant, one of the projects I was engaged in was the design of learning resources to support an organisational identity change in a large multinational car leasing company. The project required me to build an understanding of the change the organisation was going through, and design supporting learning resources for managers to use when thinking of the change they needed to implement in their local offices. I worked with the company to identify key objectives that needed to be conveyed after people had attended training workshops. The key message was around the importance of each leader in driving change, so as part of the project I helped develop case studies that reinforced these messages, so that the learners had access to support resources to aid in their personal reflection. Two of these case studies can be found below:
My experience as an educator to-date has revolved around teaching within businesses, so my students have already been employed, and the relevant employers have either been my clients when I worked as a consultant or my current employer as I work internally as an Educator for Corporate Programs. In this capacity it is important that my education design and delivery is based on an understanding of the employer's need.
When I worked as a learning and development consultant, one of the projects I was engaged in was the design of learning resources to support an organisational identity change in a large multinational car leasing company. The project required me to build an understanding of the change the organisation was going through, and design supporting learning resources for managers to use when thinking of the change they needed to implement in their local offices. I worked with the company to identify key objectives that needed to be conveyed after people had attended training workshops. The key message was around the importance of each leader in driving change, so as part of the project I helped develop case studies that reinforced these messages, so that the learners had access to support resources to aid in their personal reflection. Two of these case studies can be found below:
marchionne_case_study.docx | |
File Size: | 21 kb |
File Type: | docx |
avis_case_study.docx | |
File Size: | 21 kb |
File Type: | docx |
In my current role, working within the organisation that employs my students, my education design and delivery needs to reflect the needs of the organisation. One of the most important considerations is to ensure that education is aligned to organisational goals and priorities. A practical example of how I look to incorporate this into my teaching is to always link what is being taught to the organisation vision, mission and values. A simple way I do this is to attach the following to the inside cover of all teaching materials for students to be able to refer back to:
However I will also include elements of education design that make students reflect more on organisational goals and priorities. For example in our Customer Service course, students are asked to identify what elements of our vision and mission statement speak to the delivery of superior customer service. The slides for this section of the presentation can be found here:
customer_service_[vision,_mission_extract].pptx | |
File Size: | 229 kb |
File Type: | pptx |
With the Wider Community
An example of my engagement with the Wider Community can be found in Attribute 11 in the example of my work with QUILL.
An example of my engagement with the Wider Community can be found in Attribute 11 in the example of my work with QUILL.