CHAPTER 3:
HOW TO MAKE THE “MOST” OF YOUR AGENCY
EXPERIENCE
NOTES FROM AUTHORS
We are strong advocates of the “fieldwork” component to learning within the
helping professions. As such, we believe that taking time to focus on this aspect of the
educational process is equally as important as classroom learning. Yet, merely
participating in a fieldwork experience is often insufficient in providing the student with
the necessary skills to succeed within the workplace. However, if from the onset the
BRIEF OVERVIEW OF THE CHAPTER
This chapter highlights the importance of making the ‘most’ of one’s agency
experience. The value of fieldwork and the need to take it seriously is addressed.
Taking an ‘active stance’, learning effective communication skills (including active
listening and assertion), and recognizing the basics of effective time management are
each discussed in some depth. Following is a detailed view of supervision and its
KEY CONCEPTS AND TERMS
The Value of Fieldwork
The Need to Take Fieldwork Seriously
How to Get the Most of Your Fieldwork Experience
Taking an ‘Active Stance’
Effective Communication
Active Listening
Nonverbal Communication
Multicultural and Gender Issues and Communication
GOALS AND OBJECTIVES
Upon completion of this chapter it is anticipated that the following goals and
objectives will have been met:
▪ Aware of the value of fieldwork and why there is a need to take it seriously.
▪ Knowledgeable about ways to make the most out of one’s fieldwork experience,
including taking an active stance, learning effective communication, and knowing
constructive time management.
▪ Aware of the concept of time management and how to implement it into their
daily lives.
▪ Acknowledge the benefits of journaling and process recordings.
▪ Awareness of the importance of supervision and the various elements of
supervision and the supervisory relationship.
▪ Knowledgeable of how to best participate in and utilize supervision effectively.
IDEAS FOR EXPERIENTIALLY INTRODUCING THE CHAPTER
1. By this time in the course, students have typically been in their placement for at least
several weeks, if not more. Based on their experience, they are asked to identify the
2. Ask students to divide up into small groups where the task will be for each group to
present a scenario from their own experiences where communication was: 1)
3. A similar version to above would be for the instructor to present each group with a
unique scenario where aspects of communication were either effective or ineffective.
CONCLUDING EXERCISES AND ROLE PLAYS
1. Students are asked to engage in role plays with a partner where they practice active
listening and awareness of the non-verbal and verbal aspects of communication.
2. We encourage role plays on assertive communication where students are invited to
hand in scenarios where they identify situations in their own lives where they could
3. Students are asked to share about their supervisory relationship. In small groups,
each student is asked to consider the functions (administrative, supportive,
4. The class is divided into small groups in which each group is given a role play
scenario between a student and supervisor. Examples are taken from “Challenges
of Engaging in a Supervisory Relationship” (Chapter 3 of text) and students are
asked to role play the specific type of challenge (i.e. poor match between supervisor
IDEAS FOR DISCUSSION AND FURTHER THOUGHT
1. Students are asked to keep a journal about their experiences within their agency
settings. Special emphasis would be on their behavior and communication with
2. Students are given an assignment to interview various professionals in their agency
(who have themselves been involved in fieldwork experiences) about their own
3. As part of an assignment on Networking, students are asked to identify those people
in the agency and within the community with who they could foresee networking with
EXAM QUESTIONS
MULTIPLE CHOICE QUESTIONS
1. To decrease the chances of a student having a negative experience in an internship
placement the authors advocate various methods of ‘student involvement’. Which of
the following is not mentioned in this regard?
a. Taking an “active stance” in learning.
2. Mehrabian in a 1971 study offers statistics on what percentage of communication is
considered Non Verbal (IE: body language). Which of the following percentages
correctly represents the amount cited in the text for Non Verbal aspects of
communication?
a. 7%
3. The authors cite Alberti and Emmons on assertive behavior who contend that
respect is an essential aspect of effective assertion. Name the two types of respect
that they state are involved in assertion:
a. Respect for oneself, respect for one’s coworkers.
b. Respect for administration, respect for others.
4. The authors cite several types of assertive behaviors in the text. Which type of
assertion is used when there are incongruencies in the others’ words and actions?
a. Empathic assertion.
5. The authors contend that there are three major functions of a supervisory
relationship. Name the correct functions as listed below:
a. Administrative, Organizational and Individual.
6. As noted in the text, Networking is important because
a. It can facilitate the pursuit of an excellent fieldwork experience
SHORT ANSWERS
7. Describe the difference between non assertive (passive), assertive, and aggressive
8. Tell why supervisory styles are apt to vary from supervisor to supervisor, and list
9. Discuss the benefits of both journaling and process recordings for human service
practitioners.
ESSAY QUESTION
10. List the five guidelines proposed by Alle-Corliss and Alle-Corliss to participating
and utilizing supervision effectively. Describe each one and provide a relevant
example from your own experience.
ADDITIONAL SUGGESTIONS:
Recommended Readings: Your Perfect Right by Alberti and Emmons, The Dance of
Anger by Harriet Learner
Self Awareness Assignments: First, identify the predominant patterns of
communication (active listening, none-assertive versus assertive, etc.) within your family
of origin, your current family, and within your fieldwork setting. Now identify your own
Midterm Exam
MULTIPLE CHOICE QUESTIONS
Chapter 3
13. To decrease the chances of a student having a negative experience in an
internship placement the authors advocate various methods of ‘student involvement’.
Which of the following is not mentioned in this regard?
a. Taking an “active stance” in learning.
14. Mehrabian in a 1971 study offers statistics on what percentage of communication is
considered Non Verbal (IE: body language). Which of the following percentages
correctly represents the amount cited in the text for Non Verbal aspects of
communication?
a. 7%
15. The authors cite Alberti and Emmons on assertive behavior who contend that
respect is an essential aspect of effective assertion. Name the two types of respect
that they state are involved in assertion:
a. Respect for oneself, respect for one’s coworkers.
b. Respect for administration, respect for others.
16. The authors cite several types of assertive behaviors in the text. Which type of
assertion is used when there are incongruencies in the others’ words and actions?
a. Empathic assertion.
17. The authors contend that there are three major functions of a supervisory
relationship. Name the correct functions as listed below:
a. Administrative, Organizational, and Individual.
b. Individual, Organizational, and Social.
18. As noted in the text, Networking is important because
a. It can facilitate the pursuit of an excellent fieldwork experience
SHORT ANSWERS
7. Describe the difference between non assertive (passive), assertive, and aggressive
8. Tell why supervisory styles are apt to vary from supervisor to supervisor, and list
9. Discuss the benefits of both journaling and process recordings for human service
practitioners.
ESSAY QUESTIONS
3. List the five guidelines proposed by Alle-Corliss et al. for participating and utilizing
supervision effectively. Describe each one and provide a relevant example from