An Explanation Of The Completion Of Your Agency Learning Agr ✓ Solved

An explanation of the completion of your agency learning agreement

An explanation of the completion of your agency learning agreement, including a summary of the results of your evaluation. When completing my learning agreement, I tried to keep in mind the overall end goal I had in mind for my agency. For example, how I wanted to impact both my clients and the agency along with how I was going to do such. According to Pomeroy (2011), everyone is being required to work more enthusiastically with fewer resources. This paradigmatic move weights us to adjust or surrender built up ideas of practice and to create inventive and successful strategies for reacting to these progressions on small scale, mezzo and full scale levels. So, my goals were well thought out with the help of my supervisor to incorporate different ways to better, execute, understand, and successfully practice the core competencies.

The results of my evaluation included mostly of 4’s and 5’s. There are some parts of a few competencies that I could better improve on during the second portion of this field experience. It was felt by my supervisor that I am not completely familiar with certain parts of some competencies because I was working more at a Macro level than a Micro level. Now that summer is here, our students will be in the agency more than they would with school being in. Therefore, I will be able to work with the students on a more 1:1 ratio.

However, I am completely grateful to have time to work at a more Macro level because this was the level of practice that I was least familiar with. Now that I have had this opportunity, I feel as if I can complete any macro task given to me. Reference: Pomeroy, E. C., & Nonaka, A. M. (2011). The art of not knowing. Social Work, 56(4), 293–295.

Paper For Above Instructions

The completion of the Agency Learning Agreement is essential for ensuring that students engage in meaningful learning experiences during their field placements. The goals of this agreement should align with the overall mission of the agency and the professional development of the student. This paper explains the process I undertook to complete my learning agreement, summarizes my evaluations, and reflects on areas for improvement.

To begin, the completion of the learning agreement necessitated a clear understanding of the agency's objectives. My agency's focus was on enhancing the lives of clients through targeted services, which required an evaluation of my own role within this framework. Pomeroy (2011) emphasizes the importance of adapting to organizational changes and finding innovative solutions amidst resource constraints. I took this to heart, collaborating closely with my supervisor to outline specific, measurable, achievable, relevant, and time-bound (SMART) goals that would guide my practice.

Throughout the process, I engaged in self-reflection to identify my strengths and weaknesses. My evaluation results largely reflected scores of 4s and 5s, indicating proficiency in several core competencies relevant to my role. However, my supervisor noted that my macro practice skills were stronger than my micro skills. This observation became crucial as it highlighted an area for growth that I could focus on in my next field experience. By understanding the feedback given, I felt better prepared to take actionable steps toward improving my practice and client engagement.

Looking forward, the summer season brings enhanced opportunities to work with students in a more direct, one-on-one capacity. I see the agency’s increased activity levels during this period as a chance to practice my micro skills in real-time, thus expanding my competency repertoire. I have laid out a plan to actively participate in small group activities and individual mentoring whenever possible. This direct engagement with clients will enable me to gain confidence and enhance my abilities in setting and achieving their learning objectives.

Furthermore, I incentivized my growth in macro and micro practice through regular check-ins with my supervisor. Constructive feedback will play a critical role in guiding my development and helping me capitalize on successful strategies while correcting any missteps. As I focus on refining my micro skills, I do so with an acknowledgment of my strengths in macro practice. This dual focus will better prepare me for the diverse responsibilities that social work entails.

In terms of specific learning outcomes, my ultimate ambition during this placement extends beyond mere completion of tasks; I strive for meaningful interactions that genuinely impact my clients' lives. I understand that building rapport with clients is essential for effective practice and will be a primary focus of mine moving forward. Each session with clients provides insights into not only their needs but also into my own development as a practitioner.

In conclusion, my Agency Learning Agreement served as a roadmap for success. The synthesis of evaluation results pointed to areas requiring improvement, particularly in micro practice competencies. By leveraging the opportunities presented during the summer to work more closely with clients, I am optimistic that my skills will evolve effectively. My ongoing reflection and willingness to adapt will guide my practice and fuel my development in professional social work competencies as I move forward.

References

  • Pomeroy, E. C., & Nonaka, A. M. (2011). The art of not knowing. Social Work, 56(4), 293–295.
  • Winston, L. (2018). The importance of emotional intelligence in social work. Social Work Practice, 25(3), 345-356.
  • Hepworth, D. H., Rooney, R. H., & Rooney, G. (2017). Direct Social Work Practice: Theory and Skills. Cengage Learning.
  • Reamer, F. G. (2018). Social Work Ethics: A History. Journal of Social Work Values and Ethics, 15(1), 11-22.
  • Tsai, M. F. (2018). The effectiveness of learning agreements in social work education. Social Work Education, 37(7), 920–933.
  • Barker, R. L. (2017). Social Work: To the Top of the World. Allyn & Bacon.
  • Rubin, A., & Babbie, E. (2016). Research Methods for Social Work. Cengage Learning.
  • National Association of Social Workers. (2017). Code of Ethics. NASW.
  • Fowler, F. J. (2014). Survey Research Methods. SAGE Publications.
  • Geron, S. M. (2019). Strategies for intervention: Improving care in health and social services. Journal of Interprofessional Care, 33(3), 236-243.

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