Transcript PROFESSIONALISM - HVAC Excellence

PROFESSIONALISM
Earl Delatte
ARE YOU READY TO
Sharpen your skills
WHAT IS
THE PRESENTATION ABOUT
 This program is for anyone that may be ignoring
reality. It is almost guaranteed to offend
everyone to some degree.
 Don’t let the past that you can’t change, write
your future!!! No political correctness just
reality and hopefully a little amusing
entertainment alone the way.
 You have to be you; nobody can change that, but
how we interact with others can and will make a
difference.
PROFRESSIONALISM
Studies show that the traits most employers want:
 “Work Ethics and Professionalism” coupled
with training in a particular vocation.
 You and only you should set the standards for
everything in your classroom or shop???
The people you have trained, are an image of you.
FIRST A FEW PEOPLE WE
NEED TO DISCUSS
“Those who fire the shots and those who dodge the bullets.”
Mart Crim
How many of you TEACH
Professionalism or Work Ethics?
WHY TEACH PROFESSIONALISM
 You already do it every day; how you
dress, your rules, how you handle
situations, your style of teaching, how you
do everything.
 ALL OF US ARE VALUE PROGRAMED FROM
OUR PAST.
WHY TEACH
PROFESSIONALISM
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W- Work Ethics
A - Attitude
L - Lead by Example
K - Key to Success (Knowledge)
The
T --- Today’s Generation
A --- Accountability
L --- Lack of Training (At Home, School, Job)
K --- Know it All
ARE YOU A PROFESSIONAL
Schools graduate students who can’t
read.
You can miss 30% of the driving-test
answers and still get a driver license.
"Just getting by" is an attitude many
people just accept.
ARE YOU A PROFESSIONAL
How you look, talk, write, act and work
determines whether you are a professional or an
amateur.
Society does not emphasize the importance of
professionalism, so people tend to believe that
amateur work is normal.
Many businesses accept less-than-good results.
WORK ETHICS
 Values based on hard work and diligence.
 A belief in the moral benefit of work and its
ability to enhance character.
 Being accountable and responsible for the work
that one does.
APPEARENCE
 How we Dress
Do you wear Shirt, Tie and Slacks? or
Do you ware work clothes? (uniform)
 Well Groomed
We all want to have a positive influence on others.
RELIABILITY
 Do we start and end our classes on time!
 How demanding are you of students!
 Are your presentations professionally done.
 Do your test have mssipelled words,
questions that have nothing to do with the
subject, or “gotcha ” with a play on words.
COMMUNICATION
 Many of us are unaware that we respond to
students in one of twelve ways. It is important
that we know different ways of responding.
Many of the these responses have hidden
messages when the student hears them.
 They may get the impression that they are the
blame or that they can't do anything right, when
your intent was relatively different.
COMMUNICATION
Open communication being aware of the
necessary skills that will encourage open
communication is important when working with
students. Some typical responses that
communicate unacceptance are:
COMMUNICATION
12 ROADBLOCKS TO COMMUNICATION
1. Ordering, commanding, directing.
Example: "Stop whining and get back to work.“
2. Warning, threatening.
Example: "You had better get your act together if
you expect to pass my class."
3. Moralizing, preaching, giving "shall" and “shall
not's".
Example: "You should leave your personal
problems at home.“
4. Advising, offering solutions or suggestions.
Example: "I think you need to get a daily planner
so you can organize your time better to get your
homework finished.“
Do we stay on track (Stick to the task at hand)
COMMUNICATION
5. Teaching, lecturing, giving logical arguments.
Example: "You better remember you only have four
days to complete that project. "These next responses
tend to communicate inadequacies and faults:
6. Judging, criticizing, disagreeing, blaming.
Example: "You are such a lazy kid. You never do what
you say you will.“
7. Name-calling, stereotyping, labeling.
Example: "Act your age. You are not a baby.“
8. Interpreting, analyzing, diagnosing.
Example: "You are avoiding facing this
assignment because you missed the directions
due to talking.“ Other messages try to make the
student feel better or deny there is a problem:
COMMUNICATION
9. Praising, agreeing, giving positive evaluations.
Example: "You are a smart kid. You can figure out a
way to finish this assignment."
10. Reassuring, sympathizing, consoling, supporting.
Example: "I know exactly how you are feeling. If you
just begin, it won't seem so bad."
This response tends to try to solve the problem for
the student:
11. Questioning, probing, interrogating, crossexamining.
"Why did you wait so long to ask for assistance?”
“What was so hard about this worksheet?"
These messages tend to divert the student or
avoid the student altogether:
12. Withdrawing, distracting, being sarcastic,
humoring, diverting.
"Seems like you got up on the wrong side of the
bed today."
PHONES
 Do we allow students to have them in class.
 What about YOU
SOCIAL MEDIA
 Where do we draw the line?
 Be very careful here.
• Facebook
DISCRETION
 Be very careful when talking about students
and anything confidential with other teachers
or administrators.
RESPECT
 Easiest one of all
YOU CAN’T DEMAND IT
YOU HAVE TO EARN IT THE OLD
FASHION WAY.
PROPER RELATIONSHIPS
 Students
 Co Workers
TEACHING PROFESSIONALISM
How can I trust your information
when you’re using such outdated
technology?
TECHNOLOGY
 Are we out dated
INTEGRITY
 Integrity is a dynamic aspect of professionalism
 Lying, stealing, not honoring commitments, not
being truthful, not maintaining confidentiality
and not being considerate.
 Loose this and its over
HOW DO YOU DEAL WITH THIS GUY?
HOW DO YOU DEAL WITH THIS GUY?
HOW DO YOU DEAL WITH A FEMALE?
HOW DO YOU DEAL WITH STUDENTS
OF DIFFERENT NATIONALITY
HOW DO YOU DEAL WITH OVERBEARING ADMINISTRATORS
ANY QUESTIONS
The End
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