1. Using Professional Behaviors to Facilitate Successful Clinical Practice: Cognitive Knowledge & Psychomotor Skills are not Enough!

2. Corrections n Chapter 1, Page 5 –Change www.utne.com www.utne.com – To http://ei.haygroup.com http://ei.haygroup.com n Chapter 9, Page 14 –foordmay@comcast.net foordmay@comcast.net

3. Assumption #1 A repertoire of behaviors, in addition to a core of knowledge and psychomotor skills, is important to be successful in any profession.

4. Repertoire of Behaviors Facilitates: n Generalizing from one context to another n Integrating information from different sources n Applying knowledge and skills in the practice setting n Synthesizing cognitive, affective & psychomotor behaviors n Interacting effectively with clients, families, community, & colleagues

5. Expected Outcomes n Rewarding work environment n Increased productivity n Retention of key personnel n High level of performance n ???

6. Think, Pair, Share Characteristics of students who were: Successful Not Successful

7. Job Outlook 2003 Top 10 Qualities/Skills Communication Skills Flexibility/Adaptability Honesty/IntegrityComputer Skills Teamwork SkillsOrganizational Skills Interpersonal Skills Motivation/Initiative Strong Work Ethic Analytical Skills National Association of Colleges & Employers www.uncw.edu/stuaff/career/students/joboutlook2003.htm

8. Skillful Practice n Knowing-in-Action n Reflection-in-Action n Reflection on Reflection-in-Action

9. Chapter 1 Worksheet Reflection & Discussion

10. Facilitating Development of Professional Behavior n Model n Teach n Learn

11. The Facilitation Process “Recursive” n Sharing Core Abilities as Expectations n Providing Opportunities to Practice & Learn n On-going Assessment n Providing Feedback n Structuring Growth n Imposing Consequences

12. Chapter 2 Worksheet Reflection & Discussion

13. What is the one, the most important, quality required for success?

14. Sharing Expectations that are clear, explicit and public “You’ve got to be careful if You don’t know where You are going ‘cause You might not get there.” Yogi Berra

15. What will embracing these Behaviors (values) do for: n Patients? n You? n Practice? n Profession? n Society? Ownership!!!

16. Chapter 3 Worksheet Reflection & Discussion

17. “Any road will get you there is you don’t know where you are going.” “Attitudes are caught rather than taught.”

18. The Facilitation Process “Recursive” n Sharing Core Abilities as Expectations n Providing Opportunities to Practice & Learn n On-going Assessment n Providing Feedback n Structuring Growth n Imposing Consequences

19. Providing Opportunities to practice and learn expected behaviors “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” Aristotle

20. Chapter 4 Worksheet Reflection & Discussion

21. “Some things cannot be taught, But they can be learned.” John Dewey (1895)

22. “Experience is not what happens to you; it is what you do with what happens to you.” Aldous Huxley

23. The Facilitation Process “Recursive” n Sharing Core Abilities as Expectations n Providing Opportunities to Practice & Learn n On-going Assessment n Providing Feedback n Structuring Growth n Imposing Consequences

24. Ongoing Assessment by a manager, by a peer, by oneself “Only mediocre people are always at their best.” Somerset Maughan

25. Self Assessment & Critical Thinking www.ddp.alverno.edu

26. Assumption #6 Ongoing professional growth and depends upon the ability to effectively self assess.

27. “We do not deal in facts when we are contemplating ourselves.” Mark Twain

28. Assessment-as-Learning “A Process, integral to learning, that involves observation and judgment of performance on the basis of explicit criteria, with resulting feedback.” Manual, page 45

29. Assessment Drives Learning Plan Accordingly!!

30. AND… It must be linked to desired Outcomes!!

31. Assessment Essentials n Clear, Explicit & Public Expectations n Samples of Performance n Student Participation n Methods (Involve Students) n Judging Performance –Performance, not Person –Focus on predetermined criteria

32. Chapter 5 Worksheet Reflection & Discussion

33. The value and importance of assessment in the facilitation process cannot be over-stated…truly at the center of the process.

34. The Facilitation Process “Recursive” n Sharing Core Abilities as Expectations n Providing Opportunities to Practice & Learn n On-going Assessment n Providing Feedback n Structuring Growth n Imposing Consequences

35. Providing Feedback when coaching, guiding and counseling “They call it coaching, but it is teaching. You do not tell them it is so, You show them the reasons why it is so and you repeat and repeat until they are convinced, until they know.” Vince Lombardi

36. Requirements of Effective Feedback n Provide clear, explicit, public Expectations n Focus on observing performance n Communicate to facilitate thinking, learning and performance of desired behaviors n Understand what effective feedback looks, feels, sounds like n Use feedback as key aspect of coaching, guiding and counseling n Model how to give and receive feedback

37. Characteristics of Effective Feedback n Descriptive, not evaluative n Specific, not general n Focused on behavior, not personality n Shared information, not giving advice n Current, not delayed n Limited in amount at any one time n Focused on behavior that can be remedied

38. Chapter 6 Worksheet Reflection & Discussion

39. “Reinforcing (or amplifying) feedback processes are the engines of growth.” Peter Senge, The Fifth Discipline

40. Groups of Three Activity n Faculty, Student, Observer n Problem: Communication n Faculty gives feedback to Student n Faculty Self Assesses n Observer gives feedback to Faculty n Student gives feedback to Faculty n Faculty gives feedback to Observer (Helpful and Not helpful, P. 159)

41. Feedback: A Learned Skill n Commitment n Time n Practice

42. Chapter 6 Worksheet Reflection & Discussion

43. The Facilitation Process “Recursive” n Sharing Core Abilities as Expectations n Providing Opportunities to Practice & Learn n On-going Assessment n Providing Feedback n Structuring Growth n Imposing Consequences

44. Structuring Growth through remediation and enhancement of performance “The struggle for today is not only for today – it’s for a vast future, also.” Abraham Lincoln

45. Change Requires: Planning PlanningCommitmentFacilitation

46. Facilitating Relationship FrameworkResourcesEnvironment

47. Assumption #10 The process of becoming socialized into a profession requires hard work & takes a long time; therefore, it must begin early. The reward is that socialization, once achieved, lasts a lifetime.

48. Chapter 7 Worksheet Reflection & Discussion

49. The Facilitation Process “Recursive” n Sharing Core Abilities as Expectations n Providing Opportunities to Practice & Learn n On-going Assessment n Providing Feedback n Structuring Growth n Imposing Consequences

50. Imposing Consequences if expected behaviors are not learned and demonstrated consistently at the required level of proficiency “In nature there are neither rewards nor punishments – there are consequences.” Robert Green Ingersoll

51. Assumption #7 n Not all in supervisory role are comfortable assessing professional behavior n …Must be empowered to do so, and must learn to do so in ways that are effective and efficient

52. Assumption #9 There must be CONSEQUENCES that are supported and adhered to if explicit, public expectations are not met.

53. Chapter 8 Worksheet Reflection & Discussion The Consequences of not having Consequences!

54. “Logical consequences are the scarecrows of fools and the beacons of wise men.” Joseph Priestley (1774)

55. The Facilitation Process “Recursive” n Sharing Core Abilities as Expectations n Providing Opportunities to Practice & Learn n On-going Assessment n Providing Feedback n Structuring Growth n Imposing Consequences

56. “Different people in the same structure tend to produce qualitatively similar results.” Peter Senge, The Fifth Discipline

57. Role of Faculty & Students

58. Role of Faculty n Appraisal Process n Facilitating Relationship n Provide Opportunities n Possibility Thinker (Visualizer) n Model n Mentor n Assessment & Feedback n Listen n Challenge to Higher Level n Culture n ???

59. Role of Students n Make most of Opportunities n Practice n Self Assess n Ready, Fire, Aim n Professional Development Plan n Ownership n ???

60. “Success is a journey, Not a Destination”

61. Chapter 9 Worksheet Reflection & Discussion New Actions!!

62. Plan of Action n New Action n See, Hear, Feel n Activities n Resources n Implementation Date

63. Expected Outcomes n Rewarding work environment n Increased productivity n Retention of key personnel n High level of performance n ???

64. Summary “Only a fool wants to hear the echo of his own voice.”

65. For Additional Information, Comments, Discussion Warren May Phone/fax 781-279-0084 foordmay@comcast.net http://home.comcast.net/~foordmay