Teaching professionalism – Not so basic or easy
By Sylvie Edwards | Most Colleges and Universities out there are trying to prepare students for the workplace. How does one teach professionalism? That's what I've been asking myself for some time now
By Sylvie Edwards for Sankarsingh-Gonsalves Productions
Most Colleges and Universities out there are trying to prepare students for the workplace. In doing so, we see the advantages of using experiential learning and looking at professionalism as part of behaviour and outcomes to be modeled. How does one teach professionalism? That’s what I’ve been asking myself for some time now. It starts with defining the “what” to figure out the “why”.
Once in a while, I have a discussion with some of my fellow faculty members and I come out of this either enlightened or even more confused than when I started. This topic of teaching professionalism as part of our classes is one such area. There are so many directions one can go in when trying to provide students with a sense of professionalism. Professionalism to most seems like such an obvious thing but in fact it is not that simple. What I have found is that not everyone agrees on the “how”. I believe it starts with the “what”.
I like to review definitions to get me started in any process. Let’s start by setting an understanding of what the term professionalism means in the context of work;
Wikipedia refers too professionalism as a set of standards that an individual is expected to adhere to in a workplace, usually in order to appear serious, uniform, or respectful. What constitutes professionalism is hotly debated and varies from workplace to workplace and between cultures.
Mind Tools refers to it as being reliable, setting your own high standards, and showing that you care about every aspect of your job.
The Britannica Dictionary talks of the skill, good judgment, and polite behavior that is expected from a person who is trained to do a job well.
Merriam-Webster defines it as the conduct, aims, or qualities that characterize or mark a profession or a professional person.
As you can see from the definitions above, fairly high-level and not very specific. I have not yet found anyone who’s come up with a “go-to” manual. As faculty, we need to clearly define how we assess a student’s achievement of outcomes. What are the outcomes that I should be looking for when it comes to professionalism?
There are so many outcomes that we should be looking for. The context that I am trying to get my students to understand professionalism in is specifically related to project management.
Project management has become part of most organizations and industry which all have different ideas of professionalism as a conduct. Over the years I have considered the following eight (8) characteristics of professionalism that are important from my perspective and to what would make a student become a valued member of any organization if applied consistently. These qualities contribute to successful project management and foster a positive work environment.
Competence: Demonstrating expertise and proficiency in not only project management practices but also industry specific competencies. A good project manager needs to know the “PM stuff” but also the practical items related to the area they do their work in.
Knowledge: Applying specialized knowledge within the field of project management and adhering to professional standards again with a mind to industry specific applications.
Conscientiousness: Being diligent, thorough, and committed to delivering high-quality results.
Integrity: Upholding honesty, transparency, and ethical conduct in all interactions.
Respect: Treating team members, stakeholders, and colleagues with courtesy and consideration.
Emotional Intelligence: Understanding and managing emotions and stress effectively, especially in challenging situations.
Appropriateness: Adapting communication and behaviour appropriately to different contexts and stakeholders.
Confidence: Having self-assurance in decision-making and leadership.
Having laid down a foundation of what to concentrate on, I have also looked at improving professionalism with intentional efforts and continuous growth. Here are some practical steps to take:
Continuous Learning: Stay updated with industry trends, methodologies, and best practices. Attend workshops, webinars, and read relevant literature. Consider certifications like the PMP® (Project Management Professional) from PMI®.
Networking: Connect with other project managers, attend conferences, and participate in professional associations. Networking helps learn from others, share experiences, and build relationships. This is important for students and should be part of their development.
Time Management: Prioritize tasks, set realistic deadlines, and manage time effectively. Usage of tools to support and make this work more effective is key.
Communication Skills: Enhance communication skills—both written and verbal. Be clear, concise, and respectful in all interactions with team members, stakeholders, and clients.
Adaptability: Projects often change direction. Being flexible and adapt to new requirements, scope adjustments, and unforeseen challenges.
Ethical Behavior: Uphold integrity and honesty. Avoid conflicts of interest, maintain confidentiality, and follow ethical guidelines.
Leadership: Develop leadership qualities. Inspire the team, delegate tasks, and provide constructive feedback.
Emotional Intelligence: Understand emotions—both yours and others’. Manage conflicts, handle stress, and build positive relationships.
Self-Reflection: Regularly assess performance. Identify areas for improvement and seek feedback from colleagues and superiors.
Professional Appearance: Maintain a professional demeanor including how you dress, present yourself and communicate.
Having a set of areas to concentrate on, I can then focus my assessment of students behaviours as to what can be demonstrated through their work in applying these particular steps. I try to remind students that professionalism isn’t just about what you know—it’s also about how you apply that knowledge and interact with others.
I believe that this is always a work in progress. Every year, I look at the curriculum for my classes and use a lens as to how I can impart this knowledge to my students with a view to demonstrating professionalism every step of the way. If we hold students accountable right from the classroom for their professional behaviour, I am hopeful that it will carry through to the organizations they will then move into later on. I can always hope…
About the author: Sylvie Edwards has been involved in Project Management in several industries for more than 25 years, overseeing projects in the IT, Banking, Health, Government and Securities sectors. She is a post secondary #educator assisting hundreds of potential PMP® achieve their certification, and a blogger on all things related to #projectmanagement. Sylvie is a two term past President and current member on the board of directors for the PMI-DHC (Project Management Institute- Durham Highlands Chapter). She had the honour of being named Fellow of the Project Management Association of Canada (FPMAC).
This should be an absolute must for all university students. Kids who have grown up during the COVID years are in particular need of support when it comes to professionalism. And what "respect" means seems to vary - not only from generation to generation, but from industry to industry, and even contingent on the ideological leanings of the leadership. Having worked with both students on campuses around the world and with interns in workplaces through the years, a lot of unhappiness, time, and money could be saved with better attention to what work actually means beyond competence with a software. Humans are not plug and play. Great article!