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Using ‘Generic Abilities’ to Foster Professionalism in a Post-Professional Program

Using ‘Generic Abilities’ to Foster Professionalism in a Post-Professional Program. July 16, 2007 Christine P. Baker, PT, EdD Carolyn Utsey, PT, PhD. Presentation Objectives. The participant will be able to Know ‘generic abilities’ as defined in the literature

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Using ‘Generic Abilities’ to Foster Professionalism in a Post-Professional Program

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  1. Using ‘Generic Abilities’ to Foster Professionalism in a Post-Professional Program July 16, 2007 Christine P. Baker, PT, EdD Carolyn Utsey, PT, PhD

  2. Presentation Objectives The participant will be able to • Know ‘generic abilities’ as defined in the literature • Apply generic abilities to his/her own profession • Recognize the different levels of generic abilities, to include beginning, developing, entry-level and post-entry level behaviors • Determine methods to use the generic abilities to guide students and experienced professionals in self-assessment, reflection, and professional development • Develop a plan of action for professional assessment

  3. Questions • Are you responsible for evaluating professional behaviors for: • staff? • students? • Do you use a particular tool to assess professional growth and development? • When a change of behavior is needed, how do you identify and measure change? • Are you aware of your own professional behavior?

  4. Give a man a fish and feed him for a day. Teach a man to fish and feed him for a lifetime. Chinese Proverb

  5. Self-Regulation The behaviors that demonstrate active participation in planning, managing, monitoring, and modifying one’s behavior through various strategies utilizing motivation to regulate these behaviors.

  6. Social Cognitive Model of Self-Regulatory Development Zimmerman & Schunk, 2001

  7. What is the standard? • Core professional values • Institutional professional values • Generic Abilities

  8. Generic Abilities • These are attributes, characteristics, or behaviors that are not explicitly part of a profession’s core of knowledge and technical skills but are nevertheless required for success in the profession. • 10 identified in a study conducted at UW-Madison in early 1990’s May WW, Morgan BJ, Lemke JC, Karst GM, Stone HL. Model for Ability-Based Assessment in Physical Therapy Education. Journal of Physical Therapy Education, 1995; 9(1): 3-6

  9. Generic Abilities (cont.) • Each can be used at various levels of persons’ development, i.e. beginning level, developing level, entry level, or post-entry level • Useful for counseling applicants or students as well as experienced professionals

  10. Self-assessment

  11. 1. Commitment to Learning • Ability to self-assess, self-correct, and self-direct; to identify needs and sources of learning; and to continually seek new knowledge and understanding

  12. 2. Interpersonal Skills • Ability to interact effectively with patients, families, colleagues , other health care professionals, and the community and to deal effectively with cultural and ethnic diversity issues

  13. 3. Communication Skills • Ability to communicate effectively (i.e. speaking, body language, reading, writing, listening) for varied audiences and purposes

  14. 4. Effective Use of Time and Resources • Ability to obtain the maximum benefit from a minimum investment of time and resources

  15. 5. Use of Constructive Feedback • Ability to identify sources of and seek out feedback and to effectively use and provide feedback for improving personal interaction

  16. 6. Problem solving • Ability to recognize and define problems, analyze data, develop and implement solutions, and evaluate outcomes

  17. 7. Professionalism • Ability to exhibit appropriate professional conduct and to represent the profession effectively

  18. 8. Responsibility • Ability to fulfill commitments and to be accountable for actions and outcomes

  19. 9. Critical Thinking • Ability to question logically; to identify, generate, and evaluate elements of logical argument; to recognize and differentiate facts, illusions, assumptions, and hidden assumptions; and to distinguish the relevant from the irrelevant

  20. 10. Stress Management • Ability to identify sources of stress and to develop effective coping behaviors

  21. Use in Professional Program • Mid-term counseling sessions with advisees • Additional counseling sessions as needed • Teaching and clinical experiences • May see an initial decline in generic abilities’ ratings in post-professional or unique training experiences

  22. Scenarios

  23. Scenarios • Examine these 3 scenarios • Which generic abilities address these issues? • How would you structure counseling sessions to address your concerns with the individual? • What facets for self-regulation would you use to provide opportunities for professional growth and development in these areas?

  24. Discussion

  25. Conclusions • Use of these ‘generic abilities’ can enhance the competencies of professionals working with children with disabilities in a variety of settings

  26. Thank you!!

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