Teaching students about professionalism
Abstract
Service-learning takes students out of the classroom and into the community and workplace. This effective practice offers practical suggestions for program directors and educators who would like to teach their students about professionalism before sending them to sites where they will serve. Ideas were collected from the K-12 S-L (service-learning) e-mail discussion list, hosted by the National Service-Learning Clearinghouse, September 2002.Issue
Many young students may have had little or no previous exposure to the workplace, an environment that is oftentimes unlike anything they have encountered before. Knowing some basic etiquette and skills can go a long way in ensuring that they get the most out of a service-learning experience that takes them out of the halls of academia and into the corporate world.
Action
Program directors have found the following to be effective ways to teach professionalism to their students:
- Have representatives from the Human Resource departments of respected businesses come and talk about what they are looking for in prospective employees. They would probably also be able to share some fun exercises with the students.
Shared by Julie Turner, Grant Writer/Foundation Administrator, Wentzville R-IV School District, 636-327-3800 Ext. 334, julieturner@wentzville.k12.mo.us
Send students out for an orientation/training. For example, if they are to be caregivers in the nursery area of the local recreation center, they need to observe how the professionals handle that work, and discuss with their teachers what will be expected of them when they are serving. If, instead, they are to work in the office of the recreation center, answering questions of visitors to the center, they need an orientation session watching how the professional people handle visitor's questions, and how they should dress for this volunteer job. Teach the students about how to be professional by having them — with your guidance — orient themselves to the job specifications.
Ideally, after the students observe at their respective sites, have business people from the community come to speak with them as a follow-up. Based on their orientation/training experiences, the students will be better prepared to ask questions and understand the subject matter.
Shared by Cynie Parsons, founder, SerVermont, 152 Maple Street, Suite G01, Middlebury, Vermont, 05753, cparsons1@cox.net- Check to see if there is a Society of Human Resource Management (SHRM) chapter in your vicinity. Many of these organizations have a "community" committee that sends representatives to talk with high school and college students about the interview process and being responsible employees — coming to work on time, appropriate dress for the workplace, and related topics. There are even collegiate chapters on four-year campuses that often have speakers from the Human Resources field.
Shared by Linda J. Gorton, M.Ed., ljgorton@aol.com
- Share with students the Code of Ethical and Professional Standards, found on the Society of Human Resource Management (SHRM) website. Although it is geared to human resource professionals it could easily be adapted for students and might be the starting point for thoughtful discussion.
Shared by Debra Ring, Director, ProjectSERV AmeriCorps, Fort Hays State University, 600 Park St, Hays, KS 67601, 785-628-5977
Context
Service-learning combines service objectives with learning objectives with the intent that the activity changes both the recipient and the provider of the service. This is accomplished by combining service tasks with structured opportunities that link the task to self-reflection, self-discovery, and the acquisition and comprehension of values, skills, and knowledge content. (From the National Service-Learning Clearinghouse website, September 2002.)
Although service-learning may take students to a variety of workplaces, there are some basic principles of professionalism. These include the following:
- Reliability. Excellent attendance, punctuality, trustworthiness, follow through, commitment, initiative, following instructions, adherence to schedule, respecting confidentiality.
- Cooperation. Effective teamwork, understanding one's roles and responsibilities as a team member.
- Attentiveness. Mindfulness of safety, quality, and productivity.
- Honesty. Truthfulness in all situations.
- Respect for others. Courtesy, attentive listening, appropriate language, appreciation for diversity.
- Ambition. Hard working, self-disciplined, self-motivated.
- Responsibility.
- Fairness.
- Flexibility.
- Willingness to serve.
Outcome
Students who are oriented to the professional world in advance of entering the workforce often experience:- Smoother transition between school and the workplace
- Greater achievement during service
- Enhanced self-esteem
Posted On
October 4, 2002For More Information
Related Practices
Related sites
Society of Human Resource Management - Code of Ethical and Professional Standards
National Service-Learning Clearinghouse