H2P Professional ismWorkshop

Faci l i tator:Margot McGowenH2P Student Success Coach

PROFESS IONAL ISM 101

Housekeeping Rules: Everyone must sign in

Objectives of Workshop: To define professionalism and discuss what it takes to be a

professional To talk about professional standards and discuss the

ramifications of violating ethical and professional standards To test your professional judgment To make a plan for your professional and personal success

ICE BREAKER What is your best professional asset?

WELCOME AND INTRODUCTIONS

In True Professionalism: The Courage to Care About Your People, Your Clients, and Your Career , David Maister writes that “professionalism is predominantly an attitude…it implies pride in work, a commitment to quality, a dedication to the interests of the client, and a sincere desire to help.”

According to Professor Claudine Sherrill of Texas Women’s University (2006), professionalism is

a lifelong set of beliefs, attitudes, and behaviors that must be learned, internalized, personally constructed and reconstructed. Professionalism does not just happen with the completion of a degree and certification…[it] must be explicitly taught, motivated, modelled, mentored, evaluated, and expected from the moment a student declares a specialization in one of the recognized professions (56).

What does professionalism mean to you?

DEFINING PROFESSIONALISM

Students should understand that “professional self-identity is a ‘state of mind – identifying one’s-self as a member of a professional group” (Crossley & Vivekananda-Schmidt, 2009, e603).

Considered together, all these things imply that students must begin developing a professional persona while in the college setting. For example, the following considerations are important in setting a professional tone: telephone etiquette, modes of communication, conversational decorum, proper dress, etc.

PROFESSIONALISM AND THE COLLEGE STUDENT

A 2010 poll of HR and business leaders conducted for the Center for Professional Excellence (CPE) at York College of Pennsylvania identifi ed fi ve primary characteristics of professionalism: 1) personal interaction skills, including courtesy and respect, 2) skills to communicate and listen 3) a great work ethic 4) being motivated and staying on task until the job is completed 5) professional appearance, self-confidence and awareness.

According to the poll, nearly 60 percent of the hiring decisions for new college graduates are based on assessments of the applicants’ professionalism.

Moreover, one in every three respondents believed that fewer than half of all new graduates’ exhibit professionalism in the workplace. Those who cited a decrease in professionalism pointed to young workers’ sense of entitlement for the jobs, changes in culture and values, and lack of work ethic among new workers.

TRANSITIONING TO THE WORKPLACE

Poll shows that many college grads fail to show the needed level of personal professionalism. WHY? Casual dress Culture of “pass” rather than “excel” Lax attendance policies Other ideas?

Therefore, students may assume that they can continue to dress casually, be routinely tardy, and exert little to no eff ort when completing tasks on the job. These assumptions are incorrect and may result in newly

graduated students receiving poor performance ratings during 30-day, 3-month, 6-month, and annual employment evaluations which help determine whether you will be retained or let go. Often full-time employees are on probation for the first 3-6 months of employment.

TRANSITIONING TO THE WORKPLACE

ASPECTS OF PROFESSIONALISM

Workplace listening - a type of active listening that is generally employed in a professional environment. Workplace listening includes understanding the listening process (i.e. perception, interpretation, evaluation, and action) and its barriers that hamper the fl ow of that process.

It is imperative to become aware of the role of nonverbal communication in communicating in the workplace, as understanding messages wholly entails more than simple verbal messages.

Standard language use is mandatory. Always consider the context and the receiver of the intended message. Would you greet your boss with “Hey Dude, wassup”?

What could hinder your ability to listen/receive messages?

COMMUNICATION

In this increasingly digital age of communication, we sometimes forget who our audience is. When communicating by email or through academic writing, it is important to remember the following:

Text lingo or slang is not appropriate. Use full sentences, follow the rules of grammar, and be sure to double check the meaning of words you are not very familiar with (syntax).

Even when sending short email messages through work/school, the communication is the property of the school/employer. This means it can be subpoenaed and used against you. Threatening and or harassing communication IS NOT ACCEPTABLE and can cost you in the short and long run.

Unless otherwise specifi ed in your syllabus or employer handbook, text messaging is not an appropriate mode for communicating absences or other business/academic-related things.

What is your employer policy on reporting absences? Class policy?

COMMUNICATION

Professional courtesy and respect– Always take the time to be polite and to treat your coworkers and supervisors with respect. Considering the feelings of others is extremely important. How does professional courtesy affect you? You can expect to be treated with respect in return.

Criticism is not constructive . – Fostering a creative environment where everyone is solving problems and pushing for excellence requires collaboration, not criticism. When disagreements arise or a correction is required, “I don’t

like this” should be followed by “here’s why, and here’s a suggestion for how you might proceed.”

Assist, foster, and collaborate rather than attacking. (Golden Rule)

PERSONAL INTERACTION

Voicing concerns vs. venting frustration – Voicing is acting to uphold a standard. Venting is releasing a feeling and/or opinion. Voicing speaks, venting responds. Always present concerns in a constructive manner. Frame in

a positive light if at all possible. You can choose to come across as the team player who

wants to improve the situation, or the Negative Nancy who is always causing trouble.

Do you know a workplace/classroom bully? Gossip Putdowns Negativity How do you respond to a workplace bully?

PERSONAL INTERACTION

Nine Ground Rules for Cohesive Team Behavior (2013, Tac4 Solutions)

1. No complaining at all until willing to take action.2. Blame the process, not the person. 3. Respect everyone on the team, assuming good

motives. 4. Directly confront, with no triangulation. 5. Voice opinions strongly and respectfully. 6. Only rely on and restate what you know to be

absolutely true. 7. Fully commit to team decisions and strategies. 8. Create accountability among the team.9. Be an advocate for the team and these ground rules

throughout the organization.

PERSONAL INTERACTION

Work Ethic is a set of values based on hard work and diligence. A work ethic may include being reliable, having initiative, or pursuing new skills. “Your ability to discipline yourself to set clear goals, and

then to work toward them every day, will do more to guarantee your success than any other single factor.” ~ Brian Tracy

“Success is a function of persistence and doggedness and the willingness to work hard for twenty-two minutes to make sense of something that most people would give up on after thirty seconds.” ~ Alan Schoenfeld

He who would learn to fly one day must first learn to stand and walk and run and climb and dance; one cannot fly into flying.  ~Friedrich Nietzsche

WORK ETHIC

5 Factors That Demonstrate a Strong Work Ethic 1. Integrity - An employee with integrity fosters trusting

relationships with clients, coworkers and supervisors. Coworkers value the employee's ability to give honest feedback. Clients trust the employee's advice. Supervisors rely on the employee's high moral standards, trusting him not to steal from the company or create problems.

2. Sense of Responsibility – Feeling personally responsible for job performance, showing up on time, putting in best effort.

3. Emphasis on Quality – caring about the quality of work, not just churning out the bare minimum

4. Discipline – completing tasks/assignments, staying focused on goals

5. Sense of Teamwork – respect peers, help the team to meet its goals

(Jenkins, Amelia, and Demand Media. "5 Factors That Demonstrate a Strong Work Ethic." Small Business. N.p., n.d. Web. 26 Mar. 2013.)

WORK ETHIC

Appearance - Your demeanor and dress should refl ect the professionalism it takes to do your job and be neat, clean, and appropriate for the workplace. What is your workplace dress code? Class dress code?

Self Confi dence – Show that you can handle any situation, even accepting tasks outside your comfort zone. Confi dence enables you to encourage others to adapt to changing situations in the work environment. (Noe , D .P. , “T h e Imp o r tan ce o f Con fi den ce i n t h e Workp lac e” )

Cultural Awareness – Includes overcoming stereotypes and treating everyone the same. How can you increase your cultural knowledge?

Safety Awareness – Working safely and effi ciently, using safety gear, etc. Continuing education and workplace training will help maintain safety standards.

OVERALL DEMEANOR

Every fi eld has a set of professional standards under which all members or employees operate. For instance, public school teachers in Kentucky adhere to state Teacher Performance Standards, national education standards, and the Kentucky School Personnel Code of Ethics. Similarly, nurses, law enforcement agents, social service workers, doctors, attorneys, journalists, and many other professionals are bound by state, local, and profession specifi c codes of conduct, ethics, and standards.

Ethical conduct includes considerations related to privacy (HIPPA/FERPA and refraining from gossiping and/or spreading rumors), honesty, and maintaining a positive and appropriate professional attitude.

PROFESSIONAL ETHICS AND STANDARDS

Individuals who fail to abide by professional standards lose their jobs and run the risk of losing professional and personal integrity and credibility.

Students must assess personal and professional standards now because the ethics you have now will cross over into your professional positions. Things like lying, cheating, stealing (even small things), etc. will cause you to lose your job.

What are some Professional and Ethical Standards in your workplace and industry?

PROFESSIONAL ETHICS AND STANDARDS

WHAT WOULD YOU DO?

What you are doing now – the way you dress, the way you present yourself in all settings, the way you interact with colleagues, fellow students, professors, employers, etc. – is a part of your professional identity. You must begin to hone your professional ethics now in order to be successful professionally in the future.

Remember: Always put your best foot forward! Present yourself in the best light. Encourage and help others. Don’t complain, act.

MAPPING YOUR PROFESSIONAL PLAN

PROFESSIONALISM IN SCHOOL AND IN THE WORKPLACE

Cros s l ey , J . , & V i v ekan anda - Schm id t , P. ( 2009 ) . The dev e l opment and ev a l ua t i on o f a P ro fes s i ona l Se l f I den t i t y Q ues t i onna i re t o meas u re ev o l v i ng p ro fes s i ona l s e l f- i den t i t y i n hea l th and s oc i a l ca re s tuden ts . M ed i ca l Teacher, 31 , 603 - 607 .

G oodn ough , D . (2006 ) . Ex t rem e makeov er : S i ena H e i gh ts ed i t i on . Un i v e r s i t y Bus i nes s , 100 .

M a i s te r , D . (2000 ) . True p ro fes s i ona l i s m : The cou rage to ca re abou t y ou r peop l e , y ou r c l i en t s , y ou r ca reer. New Yo rk , NY: Tou chs tone Pres s .

P l a i s ance , P. L . ( 2009 ) . M ed i a e th i c s : Key p r i nc i p l es f o r r es pons ib l e p rac t i ce . Thou s and O aks , CA: Sage Pub l i ca t i ons , I n c .

Sherr i l l , C . ( 2006 ) . G i an t s , ro l e mode l s , and s e l f- i den t i t y: I s s ues i n p ro fes s i ona l i s m . Pa laes t r a , 22 (3 ) , 56 - 57 .

Wi l cox , D . K . ( 2007 - 08 ) . Wha t i s y ou r PQ ? Pro fes s i ona l i s m and p ro fes s i ona l dev e lopm ent . C SE , 11 (3 ) , 10 - 11 .

" N in e G rou nd Ru l es f o r Cohes i v e Team Beh av io rTM . " TAC4 So l u t i on s . N .p . , n .d . Web . 26 M ar. 2013 .

J en k in s , A me l i a , an d D eman d Med ia . " 5 Fac to r s T ha t D emon s t ra te a S t ron g Work E th i c . " S ma l l Bu s in es s . N .p . , n .d . Web . 26 Ma r. 2013

Noe , D . P. " T h e I mp or tan c e o f Con fi d en ce i n th e Wo rkp lac e . " Van co u ver Con fi d en ce Co ac h S u zan n e Fe t t i n g A b s o lu te Con fi d en ce R SS . N .p . , n .d . Web . 26 Ma r. 2013 .

SOURCES

“This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily refl ect the offi cial position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.”

 This work by the Health Professions Pathways (H2P)

Consortium, a Department of Labor, TAACCCT funded project is licensed under a

Creative Commons Attribution 3.0 Unported License.

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