Richard K. Ladyshewsky’s research while affiliated with Curtin University and other places

Public opinion asserts that there are many “bad” leaders and managers. We challenge this view by presenting three counter perspectives. One reason is that organizations may have poor recruitment and selection procedures, resulting in the wrong people being put into these leadership and management roles. A second reason is that managers and leaders may need to implement difficult decisions for the benefit of the company. This may upset staff. A third reason is that organizations may not understand that leadership and management competence takes time and should be linked to an effective development program. The development program should increase self-awareness, provide coaching and be situated within a positive organizational learning culture. These three reasons are explored more fully in this chapter.

This guidebook stems from research that explored the tacit knowledge and practice of 31 experienced Clinical Educators with extensive experience in facilitating student learning using a peer coaching model of work integrated learning. A comprehensive literature review offers some background on the practice of Clinical Educators in this model of learning. However, there is a significant gap in the literature that describes what these Clinical Educators actually do over the life cycle of a placement to ensure a high quality learning experience. The guidebook presents the results of the research which offers a detailed look at the advantages and challenges of this learning model, and the actual best practice guidelines for making a peer coaching experience a success. Strategies for managing potential competition, conflict and differences in student ability are also discussed. The guidebook is a comprehensive resource for new Clinical Educators and those with some experience wanting to expand their practice in adult education.

This practice guide is a resource for busy Clinical Educators to use to support their learning and supervision efforts in a peer coaching model of work integrated learning. The resource is built on the knowledge of 31 Clinical Educators with extensive experience in using the peer coaching model in their educational practice. Direct quotations of best practice, efficiency tips and resources are laid out in the practice guide and cover the key points of the clinical placement lifecycle. It accompanies the full Guidebook on Peer Coaching and Work Integrated Learning by Richard Ladyshewsky and Brooke Sanderson

The attraction, selection, and attrition model posits that individuals actively self‐select into vocational and educational environments based on their personality traits and values. The present study investigated whether pre‐existing empathy and psychopathic personality trait differences in newly enrolled first year undergraduate students predicted selection into psychology and business vocational pathways respectively. An online self‐report survey collected data on levels of psychopathic traits and empathy from 380 newly enrolled first year business and psychology undergraduate students to examine whether these pre‐existing personality traits could predict academic discipline attraction and selection. Binary logistic regression analysis partially supported the proposed hypotheses. Cognitive empathy, gender, and social desirability scores were found to be significant predictors of student discipline, with females, those with higher cognitive empathy and lower social desirability scores more likely to be attracted and selected into a psychology rather than a business degree. Small to moderate effect size differences were observed, with psychology students reporting significantly higher cognitive empathy (d = 0.53) and lower interpersonal psychopathy (d = 0.27) than business students. Findings highlight specific personality trait differences present between newly enrolled business and psychology students and the importance of these pre‐existing differences in student vocational decision‐making. It is anticipated that findings may assist vocational and career counsellors in guiding prospective students in the direction of a vocational pathway that is best suited to their personality, as this is likely to result in increased student satisfaction and self‐esteem whilst reducing student attrition.

Background Emotional intelligence (EI) is a critical skill for healthcare practitioners. Minimal longitudinal research has tracked the changes in EI of therapy students over their final full-time clinical placements. Methods The Emotional Quotient Inventory (EQ-i2.0) measured the EI of 283 therapy students and 93 business students (control group who do no clinical placements) at three time points over a 16-month period, the same period that the therapy students participated in clinical placements. Results Analysis of the therapy students showed significant increases over the 16 months of the study in Total EI score, as well as nine other EI skills. However, large percentages of students reported declining scores in emotional-expression, assertiveness, self-expression, and stress tolerance, with some students reporting low EI scores before commencing full-time extended clinical placements. Conclusions The study contributes to new knowledge about the changing EI skills of therapy students as they complete their full-time, extended placements. Emotional intelligence in student therapists should be actively fostered during coursework, clinical placements and when first entering the workforce. University educators are encouraged to include EI content through the therapy curricula. Employers are encouraged to provide peer coaching, mentoring and workshops focused on EI skills to recent graduates.

Introduction Emotional intelligence competencies assist occupational therapists in responding in a manner that enables them to be effective healthcare practitioners. Method This longitudinal study tracked the emotional intelligence of occupational therapy and business students using the Emotional Quotient Inventory 2.0 at three time-points over the final 16 months of their university programme. Results Undergraduate occupational therapy students ( n = 139 at time-point 1; n = 52 at time-point 3) completed a mean of 117 days of practice education. Before occupational therapy students commenced placements, emotional intelligence scores were significantly lower than population norms in self-regard, self-expression, assertiveness, independence, problem-solving, stress management, stress tolerance and flexibility. By the end of their programme, students reported significant increases in the emotional intelligence realms of total emotional intelligence score, self-perception, decision-making, self-actualisation, emotional self-awareness, independence and reality testing. However, assertiveness, problem-solving and stress tolerance remained relatively low, and other emotional intelligence domains remained below the population norms. The business students who did zero practice placements showed no increase in any emotional intelligence domains over the same period. Conclusion Emotional intelligence skills are malleable and can improve during practice placements. Supervisors and employers should encourage students and new graduates to practice their emotional intelligence skills under supervision and then provide feedback, so they are better prepared for the emotional demands of healthcare workplaces.

The Attraction, Selection and Attrition (ASA) model posits that people are attracted to organizations that embody similar personality traits and values to their own. These traits are thought to be further shaped by the organization's culture, ultimately creating a homogenous workforce within the organization (Schneider, 1987). This research applies the ASA model to investigate whether specific university disciplines have an impact on the development of psychopathic traits and empathy in students. An online survey collected data on levels of psychopathic traits and empathy from 259 psychology and business undergraduate students to examine whether group level variations were present across years and disciplines. Generalized Linear Mixed Modelling analyses supported the hypothesized interaction effects of year of study and discipline for psychopathic traits only. Moderate-large discipline effect sizes were noted, with psychology students reporting significantly higher levels of cognitive (d = 0.77) and total empathy (d = 0.74) than business students. Additionally, business students reported significantly higher levels of affective, antisocial, interpersonal and total psychopathic traits than psychology students (d = 0.36–0.45). Findings provide support for the attraction and selection components of the ASA model. Implications of these findings are discussed in the context of the model and self-selection.

Emotional intelligence (EI) is a critical skill for occupational therapy, physiotherapy, and speech pathology students (therapy students). This article reports the findings from an analysis of interviews with therapy students (n = 24) to determine the aspects of clinical placements that therapy students perceived as influencing the changes in EI scores. This article reports the findings of the qualitative phase of a longitudinal, retrospective mixed methods design. Interviewees were selected using purposive sampling. Of those interviewed, 95% agreed that clinical placements had a significant impact on a range of EI skills with changes being both positive and negative. Content analysis showed that students perceived their EI skills had changed because of the following aspects of clinical placements: student-supervisor interactions, student interactions with patients in emotional distress and being encouraged to reflect and hear feedback on their EI skills. To support and enhance student’s EI skills, interprofessional facilitators and profession-specific supervisors are recommended to utilise the following strategies with interprofessional cohorts. Supervisors and facilitators should be emotionally in-tune with students and trust students to work autonomously with patients experiencing emotional distress, pain and loss, especially those with complex needs. Importantly, interprofessional facilitators and direct supervisors should encourage students to reflect on their EI skills both individually and as a group. Supervisors should frequently evaluate and provide feedback to students on their EI skills, at the same time as providing feedback on their practical and clinical reasoning skills.

Students occasionally experience difficulties during work-integrated learning and clinical placements. The authors reasoned that these placement difficulties might be related to the students' emotional intelligence (EI) being underdeveloped before they commence full-time clinical placements. A cross-sectional survey design was used to measure the EI of third-year undergraduate occupational therapy, physiotherapy, speech pathology and second-year business students (n = 369). Results showed that over 40% of therapy students reported scores that are considered low or markedly low in the EI domains of independence, problem-solving and stress tolerance. The EI scores for therapy students that were significantly higher than the Australian EI norms were self-actualization, interpersonal relationships, empathy, and impulse control. The mean scores of business students were within the normal range for all EI domains. A recommendation of our study is to include strategies that develop EI throughout the therapy curriculum and when preparing students for clinical placements.

This study investigated the changes in emotional intelligence (EI) of occupational therapy, physiotherapy, and speech pathology students (therapy students). Clinical placements have multiple benefits including the development of interprofessional skills, enhancing practice skills and interpersonal skills. Higher EI competencies have been shown to have a positive impact on patient outcomes, teamwork skills, dealing with stress, and patient satisfaction. Data for this study were collected at two time points: before third-year therapy students commenced extended clinical placements (T1 with 261 students) and approximately 7 months later after students had completed one or more clinical placements (T2 with 109 students). EI was measured using the Emotional Quotient Inventory 2.0 (EQ-i2.0). Only one EI score, assertiveness, demonstrated a significant decline. No EI score showed a significant increase. A third or more of the students showed increases of five points or more in self-actualisation, emotional expression, independence, reality testing and optimism. However, of concern were the five EI scores where therapy students’ EI scores decreased by more than five points: assertiveness (where 38% of students declined), problem solving (37%), impulse control (35%), self-actualisation (35%), and stress tolerance (33%). With EI scores declining for some students during clinical placements, there are implications for clinical supervisors and interprofessional facilitators as clinical performance may decline concurrently. There is a range of potential reasons that clinical placements could negatively influence the EI competencies of a therapy student, including poor clinical supervision, conflict between a student, and supervisor and failing a clinical placement. The research suggests that interprofessional facilitators and university educators might consider students undertaking EI tests before clinical placements.