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5 professionalism isms
- 1. 5 “Professionalism-isms” for the young Kinesiology professional Jenny O, Ph.D. KRG Workshop September 23, 2016
- 2. It is harder to be seen as a ‘professional’, today • Deprofessionalization hypothesis (Haug, 1973) – More educated public, technology boom = more technical information is readily available to general public • Your specialized knowledge becomes challenged by “arm-chair experts” • Public is less willing to defer to your expert knowledge • Content expertise, though incredibly valuable, is not enough to “make it”
- 3. Professionalism: Then • Content expertise; “hard skills” • Those with superior “soft skills” became managers, leaders
- 4. Professionalism: Now • Content expertise; ‘hard skills’ AND • “21st Century Skills” (NRC, 2012) – Critical thinking and problem solving – Creativity and innovation – Communication and collaboration – Scientific and numerical literacy – Cross-disciplinary thinking – Adaptability and flexibility
- 5. YOU (our CSUEB KIN students) • Are developing your content expertise via active participation in courses. • However, don’t overlook the importance of developing your 21st Century skills!
- 7. YAH, IT’S IMPORTANT. 1. Follow through. • Manage others’ impressions of you (Leary & Kowalski, 1990; Neuberg, 1989) • Believe in your innate ability to learn • Create a realistic and timely game plan for success • Commit to your pursuit of success!
- 8. • Few mistakes during intial learning period = sub-optimal learning and performance Fear of Failure(Conroy, Willow, & Metzler, 2002): 1.Fear of diminished reputation, self- presentational failure, demonstration of poor ability 2.Fear of a lack of personal control 3.Fear of having an uncertain future 4.Fear of important others losing interest 5.Fear of upsetting important others 2. Make mistakes. Fear of Failure often leads to procrastination (e.g., Solomon & Rothblum, 1984) and sub-optimal learning and performance (e.g., Tice & Baumeister, 1997)
- 9. 3. Show your passion. • Find your voice (e.g., Brooks & Brooks, 2005; Leary, 1990) • Establish a personal presence through regular communication and interaction with relevant others
- 10. 4. Show yourself (literally). • Make some personal sacrifices (e.g., Pillai & Williams, 2004; Sosik, Avolio, & Jung, 2002) • Reciprocate assistance and mentorship • “We” versus “I” thinking and doing (e.g., Brawley, Widmeyer, & Carron, 1998)
- 11. 5. More is not more. • Quality versus quantity
- 12. 12 You undergraduate experience is not (just) a:
- 13. Over-commitment Model (c.f. Siegrist et al., 1986) 13 EFFORT REWARD • # of COMMITMENTS • Amount of TIME • LEARNING • PERSONAL DEVELOPMENT • GRADES • POSITIVE EVALUATIONS
- 14. More on More is not More…
- 15. How do I regulate over- commitment??
- 16. High performers share a common behavioral trait. • All high performers engage in a special type of learning process. • This process is nearly 100% within their control! 16
- 17. Deliberate Learning (DL) (Ericsson et al., 1993) 1. Highly structured and focused upon improving weaknesses and learning new things. 2. Requires great mental effort. 3. Not that fun, but, is extremely rewarding. 17 *Note: Deliberate learning does not occur when you are performing (e.g., exams, assignments, presentations, working at your job, etc.).
- 18. Opportunities for students to engage in deliberate learning? 18
- 19. Warning! • There are limits to the amount of deliberate learning you can engage in within a given day. – “Point of diminishing returns” – 4-6hrs per day – Thus, to optimize learning you must be selective with your deliberate learning engagement 19
- 20. How do I “pick-and-choose” what to commit to and when to engage in deliberate learning? 20 • Ultimately your choice. • Resources to help you make choices?
- 21. You are your own shot-caller. You have a great deal of personal control over what, and how well, you learn! Set yourself up for success by taking control of your undergraduate experience, finding supportive mentors, and making deliberate choices for your future. 21
- 22. 5 Professionalism-isms: 1. Follow through 2. Make mistakes 3. Show your passion 4. Show yourself 5. More is not more • Critical thinking and Problem solving • Creativity and innovation • Communication and collaboration • Scientific and numerical literacy • Cross-disciplinary thinking • Adaptability & Flexibility Focus on developing 21st Century Skills:
Editor's Notes
- To be considered a “professional” today, requires more than just content expertise!
- We need your help to help you develop into strong professionals. Here are 5 professionalism-isms – basic behavioral guides – that will allow you to maximize your development of you 21st century skills while at CSUEB, but also, when you leave us and begin your careers in kinesiology!
- Avoid blind commitments or vague offers to participate – respect your freedom of choice in these situations and only offer to become involved if you plan to jump in with both feet. Failure to follow through creates a negative perception in the minds of those who have given you their trust – this perception is hard to shake! (Self-presentation literature – formed impressions of others highly influence our expectations of the behaviors of these known-others – many studies describing people; participants made decisions – success/failure, selection/non-selection, like/dislike, trust/distrust healthy/non-healthy, sick/well, etc. - based on their formed impressions of the case studies; 80%+ agreement across participants and across studies). Human beings have an inherent desire and innate ability to learn! Think of childhood play time – new toy or experience – child makes many self-initiated attempts to learn how to play with the toy or within the new situation so as to maximize desired outcomes of play (fun, mental stimulation). Ikea furniture, driving somewhere without GPS, cooking a new dish, or any new experience that we have sufficient motivation to pursue – we have an inherent desire and innate ability to LEARN how to effectively participate/perform. We are ALL capable of learning, provided we have sufficient motivation to learn! What sometimes prevents us from learning in more formal learning situations, typically, is a lack of structure to our goal pursuits – this leads to ambiguous goals, low goal commitment, and ultimately low motivation to pursue our goals! Making behavioral commitments to participate in something is related to the idea of goal pursuits – in a sense, you committing to involvement is you committing to pursuit of a goal (some outcome) – a goal that you are typically pursing with others! Goal setting literature (across domains) has established that effective goal setting is the most powerful mental strategy that one can use to achieve subjective and objective success. Select moderately difficult goals – these are the most motivating because they are perceived as attainable (with great effort) and as such they offer the greatest risk-reward payoff (you feel most-proud and satisfied) Identify your outcome goal BUT then also identify the more subjective performance goals and even smaller behavioral goals with which you must accomplish in order to achieve your outcome goal. What do you want? (outcome goal) What personal standards do you need to reach in order to get it? (performance goals) What specific behaviors will you need to consistently perform to achieve success for each of these personal standards? (behavioral goals) When are you going to get started, and what is the due date for each of your behavioral goals (the date by which you will be consistently performing the relevant behaviors)? This type of goal mapping/setting is intended to increase goal commitment. High goal commitment + moderately difficult goals = high motivation and performance BUT Low goal commitment + ANY type of goal = low motivation and performance
- Fear of failure-procrastination relationship (moderated by perceived competence and autonomy) Procrastination = needless delay in task pursuits accompanied by psychological discomfort and negative emotions. When we procrastinate, we question our ability to successfully complete the task and perceive low levels of autonomy and relatedness in the task completion process 46% of students report always procrastinating on writing a term paper 28% on study for exams 30% weekly reading assignments Control your expectations – don’t let them control you! “Own, assess, revise, progress” Take pride in personal improvements (these are successes)