“Communication, Partnerships and Issues Resolution”

Trudy Haak – University of Southern Queensland 
Mike Spurr – University of Tasmania

Key issues for DLOs:
How do we minimise conflict & negative outcomes for students
How do we share the conciliatory role we are often locked into
How do we promote a consistent approach to the resolution of communication breakdown

Context
As a teacher how does one identify and implement reasonable accommodations for individual students, engage them in their responsibility to learn and resolve arising issues, all in a way that optimises learning opportunities for all students in the class? Whilst it is appropriate for a teacher to accommodate the needs of individual students, it is also appropriate for individual students to accommodate the needs of all other students in the class, in accordance with Government legislation and institutional policies and procedures.

This Showcase Presentation will introduce for discussion processes whereby teaching staff are able to:  
•	exercise professional judgment to ensure that decisions relating to addressing teaching and learning issues are made in accordance with institutional policies and procedures; 
•	access collegial support and advice for their interactions with students with complex issues;
•	support students’ needs through consistent provision of ‘reasonable accommodations’ whilst providing optimum learning experiences and minimising risk for all students and self;
•	problem solve using an ‘Issue Identification & Resolution Procedure’; and
•	implement action resolution processes which provide clear and explicit communication across all stakeholders. 

ISSUE
If issues relating to academic progress occur, it is important for students to raise these with the relevant academic school.  
Students report most issues to lecturers, tutors, sessional teaching staff, practicum placement supervisors and general staff via phone or brief verbal communication, often at a busy time. 

This can result in unproductive outcomes because the student often is unclear about the issue in the first instance and the staff person notified, in responding ‘on the run’, provides: 
•	a response which is incorrect or inconsistent with responses provided to other students; 
•	doesn’t have the authority to act on the issue;
•	passes on incorrect information to another staff member; 
•	or simply forgets in the hustle and bustle of their working day.  

Importantly also, there is no written record kept of the issue and response. Any or all of these ingredients can lead to the build up of complex issues and risk of the student making a formal complaint. 

Example – UTAS Operational Procedure
Related UTAS Policy
Ordinance 8 Student Complaints
Code of Conduct for Teaching and Learning

The Academic Progress Issues Resolution Procedure outlines the steps required to meet the University’s commitment to resolving issues relating to students’ academic progress. 

Procedure
To address issues which impact on academic progress through their course, students are expected to notify the Unit Coordinator via email as to the nature of the issue. These issues include:
Personal, family or health issue affecting attendance or performance 
Health condition or disability affecting attendance or performance
Interpersonal or communication misunderstanding 
Assessment  

Once notified the Unit Coordinator will respond via email to students to: 
address the issues, with other staff as necessary; and/or 
arrange a meeting with the student; and/or
refer the student to appropriate UTAS services for students.  

Issues Resolution Guidelines for Unit Coordinators
Principles 
Take a supportive approach. Good practice = minimised risk.
Aim for early intervention by encouraging students to raise issues in order to prevent small issues from becoming complex and large.
View the student as the client and work to develop a partnership with them in the resolution of issues.
Use professional judgement and always refer to UTAS/School policies and procedures. This removes the individual from the process.

Provide an informed, considered response. Consult with colleagues, UTAS service providers and the Head of School. 

Guideline Checklist
1.	Accurately identify the issue and strategies for resolution: 

Issue 1  Is it a teaching and learning issue generated by the STUDENT or the STAFF member?
Resolution	Identify how the STUDENT is to address the learning 	issue or the STAFF member is to address the teaching issue? 

Issue 2  Is it a health condition, severe family or personal issue impacting on the student’s ability to undertake study?
Resolution 	Refer the student to a Disability Adviser or Student Counsellor and/or identify reasonable accommodations, ‘to enable flexible adjustment of course requirements in order to reduce the implications of the issue on study, whilst maintaining academic standards’.

Issue 3  Is it an interpersonal misunderstanding or conflict issue?
Resolution	Clarify the roles and responsibilities of all parties involved. Initiate conflict resolution if required.

Issue 4  Is it a disruptive behaviour issue?
Resolution	Address the behaviour in accordance with the processes contained within the online UTAS Services and Support, Staff Resources: 
Addressing Disruptive Student Behaviour 
Disruptive Student Behaviour Agreement 

2.	Seek advice and/or assistance with Issues   Management from Student Services.

3.	Clearly and explicitly communicate and document the issues and resolution strategies agreed upon by all parties.

4.	Maintain an accurate record of the issues and resolutions.