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Macro-Reflective Learning Tool

OVERVIEW
The Macro Reflective Learning Tool (RLT) explores the interior world of both the social work student and
macro activities for review in dialogue with the Field instructor. It is a tool for critical thinking that allows the
student to identify Evidence Based Practice and Practice Wisdom interventions (Competency 4) while the
student develops into a professional social worker (Competency 1). The macro sample written by the student
in the Macro RLT is the learning ground for practicing engagement, assessment, intervention and evaluation
(Competencies 6-9) through a Mindfulness–based approach: a nonjudgmental, accepting awareness of what
is going on in the present moment (Competency 1 & 2). You can use the Macro RLT for any ​macro activity
such as ​events, meetings, or projects ​you have been assigned or are participating in as a part of your
internship and enrolled in courses 589b, 699a, or 699b.

How will completing the Macro RLT help you?

The completion of the Macro RLT will allow the student to understand the exchanges and interactions which
happen in a complex organization. Reflecting on how all moving pieces, including the student, impact one
another, the student will be able to utilize and develop skills which will be beneficial out in the field.

PART I - REFLECTION
Please describe a ​macro activity​ you are currently involved in by responding to the following
questions (type directly into the document):
1. What is the name of your specific ​macro activity​ being explored in this Macro RLT.
a. The project with has been tasked to me is to request in-kind donations from local
businesses for our agency’s annual fundraiser​.
2. How would you describe your ​macro activity​?
a. The task of obtaining in-kind donations will support the fundraiser by allowing
attendees to bid on the silent auction and support agency programming.
3. Explain at least one cultural considerations (​ethnicity, gender, age, sexual orientation, 
language, values, goals, life experiences, other​)​ or general considerations which
could/does apply to your ​macro activity​?
a. Building relationships with the businesses- I am wondering if I should go in person to
ask, or send letters out. Would this depend on who owns the business or time of day
that I go? Will they be too busy to speak to me or see at as an inconvenience?
b. Community perspective- I wonder how the agency I work for is perceived in the
community? We are affiliated with the county and social services? If it is well liked
will more people be apt to give? Maybe I need to do some education on what the
agency does first before I ask?
4. What clinical skills* have/will you employ to complete your ​macro activity​?
a. Build trust, Discussed, Informed, Elicited
5. What phase is your ​macro activity​ in? And how do you know?
▢ ​Engagement ​▢ ​Assessment ▢ Implementation ▢ Evaluation
*list of clinical and macro interactions listed after Part II
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a. Because I haven’t gone out and asked for donations yet I am still looking for which
businesses I might have the best outcome with, however, I will soon be engaging
with potential donors.
6. What percentage of this ​macro activity​ is your responsibility?
▢ ​1- 25% ▢ 25-50% ▢ 51-75% ▢ 76-100%
a. I believe that I have 5% of the total project. I am working with 3 other staff members
at the organization and the silent auction is not the only way the event will be
successful. We are also selling table tickets and have raffle items.
7. What macro skills* do you have to offer your particular ​macro activity​?
a. Community Building, Community Mobilizing, Fundraising, Marketing, Public
Relations
8. Please circle the number associated with your level of comfort based on your
assignment?
Very Comfortable: Almost Comfortable: Somewhat Uncomfortabl Very
i.e.I know how to i.e. I need to process Comfortable: e​: i.e. I am Uncomfortabl
do everything some more i.e. I need a feeling a little e:​ i.e. I am not
needed little more uneasy about ready to start
guidance/help my assignment anything

5 4 3* 2* 1*
*If you circled 3, 2, 1, please consult with your Field Instructor or Field Liaison

9. List the other partners (include their roles and connections to the macro activity) as
well as who is missing.
a. 2 other staff members who work in the same program which I am assigned to
i. They are also tasked with identifying potential partners in addition to all of the
marketing and outreach for the event.
b. Program director who oversees our work
i. Really more about overseeing the work being done. I am not sure how much
of the direction is from the Board of directors or from the Director.
c. The missing staff from my project is the program who receives all of the funding from
the fundraiser doesn’t have anyone assigned to this project. This is due to their low
staff numbers right now and being busy, but I still think it would be nice to have
representation or perhaps some feedback.
10. Please list one ethical (​NASW Code of Ethics​) or legal consideration which
could/does apply to your ​macro activity ​and explain how it relates.
a. 3.09 Commitments to Employers ​(g) Social workers should be diligent stewards of
the resources of their employing organizations, wisely conserving funds where
appropriate and never misappropriating funds or using them for unintended
purposes.
b. This is relevant as the organization receives funds we are ethically bound to use
them diligently.

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11. Is there anything would you would like to do differently with your ​macro activity a ​ nd
why?
a. I would like to do an online silent auction that way people who cannot attend can still
donate. I think we could make more money!
12. What have have you learned about yourself while working or preparing to work on
your ​macro activity? ​
a. I found that making phone calls to talk about our organization (which I am new at)
has been really nerve racking! I have had to write down my pitch and practice in
order to feel more confident.
b. I really like feeling a part of the organization's efforts to support their programming. I
feel like I am making a difference.
c. I am also struggling with how to manage my time between this project and my other
duties.

PART II - COUNCIL ON SOCIAL WORK (CSWE) CORE COMPETENCIES

In relation to the project described in Part 1, please respond to the questions below (examples of
competencies in your end of semester evaluation).
1. Identify at least one of the skill based competencies which is currently or will ​be
developed by your participation in the activity described in Part 1.
2. Identify at least one competency you ​intentionally w ​ ould like to develop as a result of
your participation in the activity described in Part 1.

Social Work Core Competencies

1 Demonstrate Ethical and Professional Behavior

2 Engage in Diversity and Difference in Practice

3 Advance Human Rights and Social, Economic, and Environmental Justice

4 Engage in Practice-informed Research and Research-informed Practice

5 Engage in Policy Practice

6 Engage with Individuals, Families, Groups, Organizations, and Communities

Question
Question #1 I know that through my efforts of doing outreach in the community I will
have to use a certain skill set to engage folks which I have never spoken to before
or even met. I will be engaging folks out in the community on an individual and
group level while representing my organization. There are a lot of different dynamics
to consider!

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7 Assess Individuals, Families, Groups, Organizations, and Communities

Question #1 Because I will be going out into a new community I will need to assess
how others are receiving the information I am sharing with them and respect their
responses either way.

8 Intervene with Individuals, Families, Groups, Organizations, and Communities

9 Evaluate Practice with Individuals, Families, Groups, Organizations and

Communities
Question #2- I want to be able to develop my ability to evaluate our fundraising
efforts to see if our event really did make a difference? When taking everything into
account, staff time, outreach, letter writing, the event itself- was it successful?

Clinical Skills List

Brittani Morris, LCSW

● Addressed ● Encouraged (catharsis) ● Linked

● Administered psych testing ● Enforced ● Listed
● Acknowledged ● Engaged client in… ● Listened
● Affirmed ● Enrolled ● Made process comments
● Allowed client to… ● Established therapeutic about…
● Asked open/closed ended rapport ● Manifested
questions ● Evaluated ● Mediated
● Assessed functioning level ● Examined ● Minimized
● Assigned tasks/HW ● Explained ● Mirrored back
● Assisted client in… ● Explored responses/social cues
● Brainstormed ● Facilitated ● Modeled
● Built trust ● Feed-in ● Modified behavior
● Challenged ● Focused on ● Monitored
● Clarified ● Forbid ● Normalized
● Cooperated ● Formulated ● Noted
● Conceptualized ● Gathered information ● Observed
● Confronted about… ● Obtained
● Counseled ● Gave feedback regarding… information/signatures
● Created ● Generated ideas ● Practiced
● Declined ● Guided ● Praised
● Decreased ● Helped ● Predicted escalation of
● Demonstrated ● Highlighted behaviors/thoughts
● Developed coping skills ● Hypothesized ● Presented
● Directed ● Identified (maladaptive/ ● Probed
● Discussed disruptive cognitions/ ● Problem solved
● Disregarded behaviors) ● Processed
● Dismissed ● Ignored ● Promoted (insight/change)
● Displayed insight ● Increased ● Provided information
● Drew connections ● Induced about…
● Educated about ● Informed ● Provided opportunity or
● Elicited ● Initiated treatment plan environment for client to…
● Empathized ● Interpreted ● Psychoeducation
● Emphasized ● Inquired ● Recalled
● Empowered ● Instilled hope ● Recognized
*list of clinical and macro interactions listed after Part II
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● Redirected ● Reviewed ● Summarized

● Reduced ● Role-played adaptive/positive
● Reflected ● Set boundaries/limits behaviors/cognitions
● Reframed ● Stated ● Sympathized
● Rehearsed ● Stressed ● Taught
● Reinforced ● Suggested ● Utilized
● Rejected ● Supported ● Validated
● Related
● Reported

MACRO Skills List

Capacity Development: ​A locally driven process of transformational learning by leaders,

coalitions and other agents that leads to actions that support changes in institutional capacity
areas—ownership, policy, and organizational—to advance development goals.
Coaching: ​A form of professional service focusing on assisting individuals, couples, and
organizations with specific efforts to create and maintain a desired program. A form of training
where the supervisor/manager models or demonstrates a behavior or task and uses feedback to
guide the employee while they practices the behavior or task.
Coalition Building: ​A process which brings together organizations and individuals to assist
communities in better addressing their quality of life issues and developing long-term solutions to
complex and interrelated issues.
Community Building: ​The creation or enhancement of community among individuals within a
regional area (such as a neighborhood) or with a common interest.
Community Mobilizing: ​An attempt to bring both human and non-human resources together to
undertake developmental activities in order to achieve sustainable development.
Consultation: ​A professional arrangement in which parties exchange views, opinions, or ideas
for the purpose of future planning or creating solutions to identified problems.
Fundraising: ​The process of soliciting & gathering voluntary contributions, such as money or
other resources, from individuals, businesses, charitable foundations, or governmental agencies.
Grant Writing/Development: ​The practice of completing an application process for funding
provided by an institution such as a government department, corporation, foundation or trust.
Legislative Advocacy: ​Communicating the importance of a policy issue or law to people who
are in a position to change it. Presenting the views of a group or organization to legislators.
Marketing: ​The process of communicating the value of a product or service to customers.

Needs Assessment: ​A systematic process for determining and addressing gaps between current
and desired conditions.
Organizational Development: ​A deliberately planned effort to increase an organization's
relevance and viability. A systemic learning and development strategy intended to change
beliefs, attitudes and relevance of values, and structure of the organization to better absorb
disruptive technologies, shrinking or exploding markets and ensuing challenges and chaos.

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Policy Analysis: ​Determining which of various alternative policies will most achieve a given set of
goals in light of the relations between the policies and the goals. An analysis used to help managers
understand the extent of the problem or need that exists and to set realistic goals and objectives in
response to such problem or need.
Program Development: ​A series of activities, including analysis, planning, developing,
implementing, and evaluating, designed to create a program that addresses an identified problem,
meets a specific need, or advances the strategic plan of an organization.
Program Evaluation: ​A systematic method for collecting, analyzing, and using information to
answer questions about the effectiveness and efficiency of projects, policies and programs.
Program Implementation: ​to put a system of procedures or activities that has a specific purpose
into effect or action – “putting a system into effect.”
Program Monitoring: ​The ongoing collection of information on program implementation and
functioning to determine if programs are operating according to plan.
Program Planning: ​A process to develop the components of a workplace program including
goal determination, implementation and evaluation strategies.
Public Relations: ​Managing information flow between an organization and the public.

Quality Assurance: ​The planned and systematic activities implemented in a quality system so
that quality requirements for a product or service will be fulfilled.
Resource Development: ​Taking something such as money, personnel, equipment, personal
qualities or internalized characteristics and changing it to become larger, stronger, or more
impressive, successful, or advanced, or of causing somebody or something to change in this way.
Staff Development: ​Various, usually formal, training or activities, funded by employers to
enhance the attitudes, knowledge and skills of current employees.
Strategic Planning: ​The process of comprehensive, integrative program planning that considers, at
a minimum, the future of current decisions, overall policy, organizational development, and links to
operational plans.
Training: ​The acquisition of knowledge, skills, and competencies as a result of the teaching of
vocational or practical skills and knowledge that relate to specific useful competencies.

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