The Performance Review Framework
The performance review process supports students ongoing learning and development on placement. The inclusion of a formal performance review process, including regular student-host catch ups, and at least one formal evaluation meeting, is instrumental in supporting your student’s real-world learning and development. Ideally, there would be review check-ins, at the start, mid and end of placement phases.
A performance review process involves both host and student. In this process:
Student plans for and manages the review process
We do encourage your student to plan for, and manage, on your behalf, the performance review process. Taking ownership of this process is a good way for them to learn how to manage upwards. Your feedback loops should also be used by your student as phases to reflect on their performance to date in your organisation.
Host leads the review process
Your leadership of this performance review process not only supports student learning and development but also contributes to the typical curriculum (and assessment) requirements for WIL. We trust that the framework presented in this guide can be digested and translated into your context, with minimal revision, so that it serves to align with your organisational performance management requirements.
The Performance Review Framework sets out a recommended method for reviewing your student’s performance, supported by a set of placement performance criterion and a rating system for evaluating your student’s capabilities. The framework includes:
a. the performance review process (when and how to complete the performance review).
b. the performance review criteria (the STEM performance capabilities most applicable for the placement).
c. the performance review star rating system (how to rate student capabilities and performance during the placement).
Section A: Performance review process
As with many review processes it is hinged upon the setting of expectations (step 1), then a monitoring of performance (step 2), followed by a shared date for the final evaluation of the performance (step 3) during the allocated time period. These 3 steps are grounded by the criteria and the star rating system – developed to be readily translated into your workplace context. We have created the criteria so that they are digestible across many STEM contexts. They should support you in knowing what and how to manage and measure workplace learning and workplace outcomes (as evidence of student performance).
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The steps explained
Key Takeaways – Step 1
The quality of the placement as a learning activity is dependent on setting learning (and development) expectations from the onset of the placement. We encapsulate development as a student process wherein they ‘learn to work’ and ‘work to learn’: They need to learn how to work in your team/organisation for a successful placement, and, they need to undertake work and action specific tasks that will enable them to learn how to be more work-ready when they graduate.
Suggested Action: At the start of the placement set your expectations for your student’s level of performance.
Tip: Frame the expectations as the required level of professional practice at the end placement and only plot your overall expectation once the student has set their current capability level.
Document: See “Expectation Setting Grid” Chapter
Key Takeaways – Step 2
The quality of the placement as a learning activity is also dependent on an informal (and, if the placement allows, a formal mid-placement) check-in to discuss how you think your student is faring as they ‘learn to work’ and ‘work to learn’ in your team/organisation.
Suggested Action: Review, discuss, monitor and provide feedback on your student’s level of performance at the half way point of the placement.
Documents: See “Performance Review Template” for completion and refer back to the completed “Expectation Setting Grid” document that you filled out at the start of the placement (step 1).
Key Takeaways – Step 3
A critical phase of WIL placements is the commitment to a final review (between you and your student) wherein both parties discuss if and how/where/when the placement has contributed to your student’s professional development (and the requirements for their ongoing future capabilities).
Suggested Action: Towards the end of the placement, review your expectations and evaluate your student’s overall performance during the placement.
Tip: Refer to completed/amended “Expectation Setting Grid” document, and refer to completed mid “Performance Review” document (if applicable)
Document: See “Performance Review Template” for end of placement performance updates.
Performance evaluation while on placement
When it comes to you contributing to the placement assessment process (because it occurs in parallel to your student’s placement and relates directly to their learning and development), you play a pivotal role in evaluating your student’s work activities.
As a general guide the placement performance review works best when the following process is followed:
- Student examines the performance review framework
At the commencement of a placement, it is advised that your student carefully reviews how the performance review process and the performance review criteria align with unit learning and assessment requirements. We recommend that your student starts by carefully reviewing the performance review framework so that they are prepared for all learning and development conversations with you about their role, placement expectations, and the actual framework itself.
- Student instructed on what to adapt in the performance review criteria
Based on the host/student’s shared expectations regarding the actual tasks, proposed learning and likely development areas for the student during the entire placement (established on Day 1 of placement), the student should be instructed to propose the most appropriate performance criteria for the placement. You will determine (and collaboration with your student) the final set of criteria that will enable you to monitor how your student is performing according to the placement host’s requirements. This process will ensure that the review template is fit for purpose and reflects a set of mutually agreed performance measures. - Student and host refamiliarise themselves with the criteria
Just prior to the performance review, it is useful for your and your student to refamiliarize yourselves with the final set of mutually agreed performance criteria (and the review process). - Host completes and submits performance review(s)
Optional – a formal mid placement performance review is suggested. It will indicate student progress and developmental requirements before the end of placement, providing an opportunity to monitor, reflect on and discuss areas for your student to focus on. The review template (and the completed mid-placement performance review if undertaken) should be used at the end of placement review to reflect on and document demonstration of student performance. The completed review(s), submitted to the university, are critical for learning compliance.
The performance review process drives forward the learning phases through initiating informal (and formal) mechanisms for feedback and the development of learning. The next section describes the performance review criteria and star rating system that help you apply the performance review process.
