Category: Professionalism

Introduction

For any field of knowledge to be functional and meaningful it has to have practitioners in that area that must follow specific ethics and values specific to their areas of specializations. It is important to note that, although different professions have commonalities among their ethics, each of the professions has a class of unique ethics and values that identifies practitioners in that specific field.

In addition, it is good to note that, practitioners in these fields not only work to gain good remuneration packages, but also they are involved in extensive researches; a practice aimed at improving and enhancing knowledge in their fields.

Generally, professionals regardless of their areas of specialization must have cognitive and academic competence and a set of principles not only defined by their areas of specialization, but also intrinsically driven (Clark and Kasar pp.5-7).

When individuals decide to be professionals in a specific field, then it means they are ready to sacrifice all that is at their disposal to make sure their professions shine, hence a factor necessitating one at all times to perform work with integrity and dedication.

In addition, to self-interest and personal achievement, professionally individuals should create lasting relationships with not only those they work with, but also those they are serving. This is because, in case conflicting issues exists among a cohort of workers, then resulting conflicts can impair the quality and quantity of work output.

Hence, if professional cannot fight to ensure they maximise their work output and competencies, then what is the essence of individuals calling themselves professionals? On the other hand, it is necessary to note that, all professional services main aim is to aid community development and peaceful coexistence, a factor that will improve the nature of relationships that will exist among community members.

Hence, in trying to maintain this contract with the community, it is important for all professionals to ensure whatever principles, moral ethics, or values they embrace fit societal wants and needs (Cunningham pp.6-9).

Professionalism in Education

Educators play several roles dictated either by professional ethics or by societal needs. For example in an elementary school, although teachers main role is to deliver knowledge, they also have other duties that include acting as a surrogate parents, disciplinarians, motivators, and many other roles that depend on specific societies. This is because, students take more time with teachers than they do with their parents.

Therefore, this makes it important for teachers to try and formulate mechanisms of balancing students needs and their professionalism. It is important to note here that, as compared to other professions, this profession entails many ethical concerns because to students teachers are a representation of the society; hence, students will always follow what teachers do.

Essentials of Professionalism in Education

As professionalism dictates all practitioners in any fields must have the competence required for effective work performance, a factor that education embraces. Depending on ones area of jurisdiction, requirements for one to function effectively as a teacher vary.

These requirements include postgraduate diplomas, degrees (masters or PhDs), diplomas, certificate and other qualifications in education. Although this is the case, teaching ethics of different areas or countries do not vary very much primarily because, the profession aims to mould learners who can work in any social-economic conditions.

In addition to these varying qualifications, because of the changing nature of lifestyles and technology, it is important for teachers to have additional trainings in other fields for example, information technology. The trainings not only are they of purpose to teachers in terms of knowledge development or improvement, but also are important aids of enhancing quality content and value delivery.

On the other hand, because learning has no end, this profession involves the attending of other training sessions that ensure teachers stay up to date with current information, an important prerequisite for dealing with learners problems.

For example, in the field of medicine presently, due to emerging complex health complications globally, it is important for teachers in this field to update themselves with new knowledge, for them to be able to mould students who meet current health needs (Robson pp. 7-14).

In addition, it is important to note that, competency is not all being well educated and having professional certificates, but rather the whole process involves the ability to deliver whatever content the core curriculum specifies. Different professionals have the power to deliver their services according to their best means, where education is not an exception.

However, although this is the case, educators must bear in mind that, whatever they do learners will copy direct and include the same in their real professional jobs, hence the need to use their best means. This adopted strategy should ensure content delivery occurs within preferred and standard conditions, which can help learners of different capabilities to cope up; hence effective and meaningful learning experiences (Whitty p.1).

Professional behaviour is another important aspect of this field. Practically, it is a little bit hard to clearly define a set of conduct that educators must follow. In addition, before defining this set of conduct, it is important for all educators to note that, learners always copy whatever they do in any scenario.

This ranges from the mode of ones conduct either in class or out of class, language characteristics, and general behaviour in terms of temperament, attitude, morals, and principles. Honestly speaking, following professional conduct is one of the most difficult tasks because of the differences in learners backgrounds; where learners have different ways of interpreting occurrences in their immediate environments.

Although this is the case, it is important for practitioners in this field to correctly depict and predict learners demographics; hence, formulate mechanisms of dealing with these differences among different learners.

In addition to ensuring, they maintain professional behaviours in presence of learners; educators must always ensure that whatever aspect of behaviour they adopt should fit the values of the society to which they are offering their services.

This is because, considering most societal settings, educators are always on the sport light, owing to the fact that, the society treats them as role models.

Due to multiple roles that educators must perform, there is need for them to be dedicated and responsible in their duties.

Responsibility not only entails following or performing as per set goals and standards, but rather it means that, educators must be ready to deliver or perform beyond set goals. This is only achievable if individuals handle duties managements have assigned them obeying their intrinsic motivators rather than extrinsic motivators.

In addition, dedication entails the performing of duties in a way individuals could attend to their personal issues. The greatest motivator of this profession is that, whatever the competence an educator imparts in learners not only benefits them solely, but also it contributes to the overall development of the society.

On the other hand, it is essential for practitioners in this field to note that, responsibility does not only guarantee achievement of educational goals, but also it contributes to individuals self growth and image enhancement, which translates to a good professional image.

In addition to competence, behavioural orientation, responsibility and dedication professionally, all educators must ensure their life both inside and outside the class is organized. For example, in qualifying graduates in all institutions, administrations must use all performance records.

However, in case of carelessness by some tutor and these records are not present then the teaching profession is at stake. This is because whatever happens after this like a scenario will not only taint the name of the teacher and the learning institution, but also will taint the name of the teaching profession; something that all individuals should aim to eliminate in their daily undertakings.

Although a challenging task to meet many qualities associated with the teaching profession, it is important for all individuals in this profession to delicate their efforts to the profession; hence formulate mechanisms of meeting societal needs through imparting correct skills in learners. This is because; education is the fundamental prerequisite for any societal development and success achievement.

Professionalisation of Education

Considering the nature of changes that have occurred in present education systems, it is important for governments to professionalize education, in the sense that, it is the primary determinant of a societies well being. In addition, considering the roles education plays in our contemporary society, it is important for it to have bodies that should manage its affairs and ensure all practitioners in the field meet specific standards.

This is important in that, not only does it ensure the law protects practitioners in this field, but also it will act as a motivator towards goal achievement; hence, the bettering of educational experiences and knowledge.

For education to be practical and utilitarian there is need to include meaningful learning experiences, a factor that will make the profession to be of good integrity and competence.

The professionalisation process primarily encompasses the setting and implementation of good standards, principles and qualifications that all teachers must meet, for them to maintain the competence that the profession dictates. In addition, the process involves the formation of both internal and external working bodies that will manage all activities of the profession.

These activities include setting of working standards and ethics, rules and procedures that practitioners in this field must follow. The professionalisation process is very crucial in that, it helps to differentiate between amateurs in the education profession and qualified individuals who are ready to work using all that is at their disposal to achieve academic competence (Siriwardena pp.235-245).

On the other hand, the professionalisation process has many associated advantages namely: increased benefits, proper management of conflicting issues, education quality improvement, and improved self-esteem of members of the professional class. This is because these bodies will protect their autonomy and protect their well-being.

One main factor that makes professionalisation a necessity is the changing trends in forms of educational orientation. In the past, the overall role of education delivery rested solely on parents and elders, a factor that has undergone transformation with globalisation.

Currently, many education developments have introduced new concepts in education; hence, making it necessary for establishment of concrete standards and bodies that take the overall responsibility of ensuring educational experiences remains meaningful.

In addition, centralisation of education management in many governments has made the process of professionalizing education a hard task because governments solely formulate policies without consulting educators.

In addition, due to the enormous contribution made by educators to the social, economic, and political conditions of societies, there is need for increased teacher preparation for them to work effectively and professionally in their distinct areas, something that is achievable via professionalizing education.

How to Professionalise Education

Educational professionalization should commence from the nature of trainings offered to teachers. In the present changing times, there exist great variations among different learner needs, considering that learners grow in different and unique environments.

Therefore, this makes it important for integration of professionalization in training centres, where trainers should emphasise the need of meeting all learners needs. This will make learning meaningful and of value not only to learners, but also the entire community. For governments to achieve this, then they must accord all scholars their rightful positions as concerns reforms.

It is important to note that, by giving educators the right to participate in reforms, likelihoods of success of formulated programs are high. This is because when educators themselves give decisions on radical changes that education policy makers must include in the curriculum, implementation such curriculum is easy.

To ensure that original skills learnt by teachers receive continuous upgrading to meet current global economic, social, and political standards, government should come up with correct strategies of formulating building capacities for example, the application of communication technologies.

This will aid the extension of teacher education, hence guaranteeing that all practitioners in the education field are qualified and meet specific standards, something that clearly defines professionalisation.

Trainings and continuous upgrading of skills cannot act on their own without extensive researches in this profession. This is because there is a clear shift from the tradition rote learning method to more advanced learning methods, which dictate constant and renewed skill development.

Therefore, this calls for need of extensive researches in this profession, something that will contribute to its upgrading and advancement; hence meet all learner needs and aspirations (Whitehead and Hartley pp. 147-157).

For example, the use of the Reggio Emilia technique of teaching is a practical example of a research got technique that not only ensures learning is meaningful, but also ensures there exist good connections between learning environments, classroom settings and surrounding communities.

To ensure that practitioners in education deliver the required standards, governments have to establish ways of creating teacher bodies and councils, which will undertake the overall role of ensuring educators perform to their uttermost potentials.

Depending on the level of learning, it is important for governments to include not only education stakeholders views, but also their membership in this overseeing leadership groups (Mawhinney pp. 36-47).

Factors Influencing Professionalisation

Although the concept of education professionalization sounds an easy task, in reality it has many associated concepts that make it a subject of debate among many scholars. For example, majority of educational concepts are theoretical, hence creating a broad difference between theory and real practise as concerns professional development.

From research findings, there exist dismal participation of professionals in this field a fact that majority of them attribute to the un-worthiness of such programmes. This makes it hard to professionalise education because for it to fit in the class of other professions, it must have certain qualities, where career development is a primary need.

Another major factor influencing teacher professionalism is the organisational cultures of majority of schools. Depending on an institutions culture and educational orientation, some schools may have enhancement opportunities where as some may lack completely.

This is many ways hinders the professional development of educators. For schools that offer advancements opportunities such as trainings, and career enhancement packages their performance is high in terms of educational delivery.

This is because majority of such educators acquire extensive and better competencies that are necessary for an ever-changing society. Majority of schools with such professional development opportunities have well defined leadership roles; hence, guaranteeing educators freedom to express their concerns and needs, a factor that encourages professional advancement.

Politics is another major influencing factor to professionalisation. This is because politics primarily determine the amount of resources that a country allocates educational development. In addition, politics many other influences on educational unions running, a factor that hinders teachers for expressing their ideas when it comes to policy development and implementation.

Another common factor affecting professionalisation of education is the imbalances that exist between the ratios of students to teachers. As Smith (pp.74-80) argues, in most current schools, teachers have to work extra hard to meet all learners needs, something that has burdened teachers.

This is because, currently there is an influx of students in many elementary and middle level schools; hence the small number of teachers cannot meet their demands effectively or as dictated by professional ethics.

In addition, the fact that majority of these classrooms have mixed learners in terms of capabilities and handicaps compounds the factor, hence making professional development a harder task for most educators. on the other hand, considering the fact that most elementary schools have many integrated subject hipped in one curriculum makes specialisation a harder task; hence, a great impediment to professionalisation.

Primarily, specialisation involves the division of work when it comes to teaching duties and attending to specific learner needs, which currently is hard to achieve in many school settings.

The problem of specialisation results due to poor administrative systems, a factor that denies educators freedoms of formulating workable plans that will suit learners needs as specific times and needs. This is a problem that governments can avoid by giving teachers their required autonomy and freedoms as pertains policy development and implementation.

In addition to the wide gap that exists between the number of students and teachers, the economic condition of a government or society also acts as another major influence on professionalisation of education.

Majority of nation states allocate very dismal funds to their educational programs, or in some cases, although the resource allocations are sufficient to meet educational needs, little goes to educational professional development.

Hence, because the professionalisation process requires sufficient funds; that are scarce, most of the initiatives to professionalise education fail; hence, the influence of economic viability and status of a country on professionalisation of education.

On the other hand, education is worthless if it cannot meet the society needs. Hence, due to varying societal needs (that are un-satiable), professinalising education has become a hard task due to influences societies have on the organisation of educational programmes, policy formulation and their implementation.

Conclusion

In conclusion, to ensure education continues meeting the ever changing societal needs, there is need to professionalise it. This is because it will give teachers the autonomy to decide on meaningful experiences that policy makers must include in the process of curriculum development and implementation.

In addition to giving teachers autonomy, it is necessary for governments to allow teachers to form independent bodies that will handle their discrepancies whenever they arise. For these bodies to function properly, they must be free from any governmental influences, something that has made education professionalisation a hard thing.

Works Cited

Clark, Nelson and Kasar, Jack. Developing professional behaviour. New Jersey: Slack Incorporated, 2000. Web.

Cunningham, Brian. Exploring professionalism. London: Institute of education, 2008. Print.

Mawhinney, Hanne. School wars or school transformation: professionalizing Teaching and involving communities. Peabody journal of education, 73(1) (1998). 34-55. Web.

Robson, Jocelyn. Teacher professionalism in further and higher education: challenges to Culture and practice. Oxon: Routledge Taylor and Francis group, 2006. Web.

Siriwardena, Rashid. The professionalization of education and educators in Postgraduate Medicine. Education for Primary Care, 16(3) (2005): pp.235-245.

Print Smith, Selby. Some factors affecting the education of teachers in the state of Victoria, Australia. International Review of Education, 15 (1). (2005): 74-83. Print.

Whitehead, Maurice and Hartley, David. Teacher education: professionalism and Teacher education. New York: Routledge; Taylor and Francis group,2006, Web.

Whitty, Geoff. Teacher professionalism in a new era. 2006. Web.

The Effects of Corporate Ownership on Public Accountants Professionalism and Ethics

In this article, Fogarty (2002) supports the idea that lack of professionalism in the work place does affect the clients negatively. This article was published in the Accounting Horizons Journal on June 1, 2002. Fogarty (2002) is conducting a literature review in this article, meaning that the scholar did not have primary data for the study reported in this article. The scholar focused on professionalism in Certified Public Accountants (herein referred to as CPA) firms in the country and elsewhere in the world.

In the introduction of the article, Fogarty (2002) admits that the prevailing corporate acquisitions of CPA firms portend a real threat to the independence and professionalism of practitioners in this field. The autonomy of the professionals in this field is compromised by these acquisitions, and this impact on their ethical standards.

The objectivity of the accountants in such situations is put on the line, especially considering the fact that they are put under the direct supervision of individuals that are not accountants by profession (Fogarty 2002). This author is of the view that the effects of this new arrangement are far reaching. The conventional professional values of such practitioners are compromised, and this impacts the quality of services that is rendered to the clients. This is despite the fact that the clients are the same parties controlling the operations of the professional accountants.

The effects that this consolidation of CPA firms has on the public can not be ignored. Fogarty (2002) is of the view that despite this being a relatively new development in the world of accounting, it threatens the future of the profession and the quality of services that the accountants render to the public. It is noted that for the first time in history, a significant number of professionals in this field will be under the control of what Fogarty (2002) refers to as civilian rule, the rule of outsiders that know little or nothing about the accounting profession.

A public accountant is one of the practitioners in the profession of accounting that should maintain high levels of professionalism. This is given the fact that this branch of accounting plays a significant role in safeguarding the public interest as far as public finance is concerned (Fogarty 2002). This view by Fogarty is supported by Goldman (2010) as will be reviewed later in this paper.

This role of the public accountant is affected by the corporate employment trend that is discernible in the current corporate consolidation of accounting firms. This has detrimental effects to the clients, the public. This is given the fact that the public accountants will lack in professionalism, and will not be able to discharge these duties effectively. The independence of the public accountant, who can bee viewed as a public auditor, will be greatly impaired.

Given the fact that the firms that have acquired the accounting firms need to make profits, they may resort into offering other services to the clients, such as financial advisory (Fogarty 2002). This lowers the quality of the accounting services rendered to the clients, the public, given that the public accountant is forced to focus their attention to other activities that generate more revenue to the corporation, ignoring the accounting role.

Fogarty (2002) concludes by restating that commercialization of the accounting profession leads to lack of professionalism. The author is of the view that if this trend continues, the future of the accounting profession, and the hopes that the clients have over the same, will be greatly dented.

Relationship Quality, Professionalism, and Audit Quality: An Empirical Study of Auditors in Thailand

Phapruke is a professional accountant, and he holds a PhD degree from the Washington State University (Phapruke and Kulwadee 2008). When he was writing this article, Phapruke held several academic and administrative posts at the Mahasarakham University of Thailand. He was an associate professor, an assistant academic affairs dean and several other positions (Phapruke and Kulwadee 2008).

Kulwadee is also a qualified accountant, with a masters degree in accounting from Chulalongkom University of Thailand (Phapruke and Kulwadee 2008). By the time they wrote this article with Phapruke, Kulwadee was undertaking her PhD degree in accounting at Mahasarakham University of Thailand.

This article reports the findings of a study that was carried out by these two scholars with the aim of examining various relationships of variables in accounting and specifically so in accounting. This included the link between quality of services rendered, professionalism and audit quality (Phapruke and Kulwadee 2008). The variables were examined within simulated competitive environments which included flexing of the regulations put on the field. The sample group for this study was made up of auditors from Thailand.

The findings of this study were published in the International Journal of Business Research in September 2008.

The findings of the study as reported in this article pointed to the fact that quality and standards of the relationship impacts positively on the professionalism exhibited by the auditors and in extension, the quality of the whole auditing process (Phapruke and Kulwadee 2008).

The two scholars are of the view that professionalism in accounting improves the quality of audit services rendered to the clients. This means that the client stands to gain from a professional undertaking by the auditor. However, competition impacts negatively on the quality of services rendered to the client. The two scholars are of the view that competition in the auditing profession may lead to unethical conduct among the auditors (Phapruke and Kulwadee 2008). For example, due to competition, the auditor may be more interested in the commercial aspect of the auditing than on the quality of services delivered. This is no difference from the arguments of Fogarty (2002) in the article above.

Competition leads to lack of professionalism in the auditing profession. Auditors lack professionalism and ethics in the work place. This leads to detrimental effects to the clients by delivering services of low quality to them.

Phapruke and Kulwadee (2008) conclude by remarking that the quality of audited financial statements is very important to clients in contemporary financial market. This is especially so for clients who intend to or are already investors in the capital markets. This is given the fact that these clients make use of the audited financial statements when making decisions to either invest in or pull out from a given listed firm. As such, professionalism in auditing should always be upheld.

Professionalism in Practices: A Preliminary Study on Malaysian Public Universities

Hazimah Nik is affiliated to the faculty of management and economics in the university Malaysia Terengganu (Hazimah and Zaharul 2010). They are affiliated to the same institution with the co-author, Zaharul Nizal, who comes from the same department. Their article was published in the International Journal of Business and Management in August 2010. It is a fairly recent article.

Hazimah and Zaharul (2010) introduce this article by acknowledging that management as a profession has undergone a great deal of revolution in the recent past. These changes have impacted on the quality of work delivered by the work force, given that majority of these changes are geared towards management of the human resource. However, these same changes have led to conflicts, including conflict of interest and conflict between the parties involved.

To address this challenge, Hazimah and Zaharul (2010) note that efforts has been made at professionalization. The two scholars are however of the view that professionalization efforts only have limited success rates. The study whose findings are reported in this article was carried out against this backdrop. The scholars carried out a study within the public university in Malaysia, with the aim of gauging the level of professionalism in public servants (Hazimah and Zaharul 2010).

The major aim of this study is to examine the level of professionalism in the university work force. Professionalism in this context is measured by, among other things, the level of affiliation to professional bodies among the employees. Others include the level of dedication to ones profession and efforts made by the professionals to fight for their autonomy and independence from undue regulatory policies (Hazimah and Zaharul 2010). The researchers aimed at finding the effects that the level of professionalism in this institution had on the clients, which is made up of students and the public in general.

According to the researchers, one of the major indicators of professionalism in any field is the level of autonomy that is enjoyed by the practitioners in that particular field. Innate professionalism in the field is indicated by the continuous efforts made by practitioners in the field to maintain their autonomy. This is the only way that they can serve their clients better.

When the level of autonomy is compromised in any field, as indicated by Fogarty (2002) earlier, the clients can not enjoy professional services from thee practitioners. Professionalism in the work place, according to Hazimah and Zaharul (2010), is very important, and the practitioners should always strive to attain and maintain it.

Hazimah and Zaharul (2010) also found that professionalism can be attained through affiliations to professional bodies. It is through these affiliations that the practitioners in any given field can adhere to ethics and standard operation procedures in their field, increasing their professionalism. This is given the fact that, in order to continue being members of these affiliations, practitioners are supposed to meet minimum requirements as far as professionalism is concerned.

In conclusion, Hazimah and Zaharul (2010) note that level of professionalism in any field determines the work outcomes among employees. Lack of professionalism leads to dysfunctional work outputs, and this affects the benefits derived by the clients.

How to Build Professionalism

This author has a background in print journalism, but his focus in this article is on every professional field aiming at satisfying the client base. The author has a bachelor degree print journalism, and is a freelance journalist. As such, it is expected that he should be well versed on the importance of professionalism in meeting the needs of the clients and maintaining the loyalty of the clients.

In this article, Holt (2008) agrees to the idea that lack of professionalism in the work place has adverse effects on the clients. The article was published in the Journal of Accounting Education. According to this article, the dissatisfaction of the clients is evidenced by their withdrawal and their shifting of loyalty to competitors. It is against this backdrop that Holt (2008) gives six steps that a professional can follow in building professionalism in their field. He is of the view that professionalism is very important regardless of the level or status of employee in the organization. It is as important to the manager in an organization as it is to a business person seeking to raise satisfaction levels of their clients.

In this article, Holt (2008) is of the view that a professional attitude in the work place benefits not only the organization, but also impacts on how clients, customers and the rest of the business community regard the employees of the organization (Holt 2008).

The first step that Holt (2008) identifies in improving professionalism is the need to improve the writing skills on the part of the employees. This is especially so given the fact that the increased technological innovations and adoption of the same within the business environment. Employees in the work place should display professionalism when corresponding with their clients. This ensures that there are no misunderstanding between the employees and the clients.

The other step to be taken in the bid to improve professionalism is to listen more to the clients and other stakeholders, including fellow employees. When clients are not listened to, they feel that the business people or the organization is not taking them seriously. They feel alienated when they are not consulted by the professionals (Holt 2008).

Employees should also treat the clients with respect. Gossiping about the client or in the presence of the client is a sign of lack of professionalism, and the client will equally hold the organization in low regard. The employees should also endeavor to attend seminars and other forums where they hone their skills as far as handling the clients with professionalism is concerned. By attending these forums, the employees are able to integrate technology in their actions and in the way they deal with their clients. This improves their interaction with the clients.

Most important, the employees should maintain a positive attitude in the work place. A positive attitude is another sign of professionalism, and clients are always happy when they come into contact with a positive minded employee. A negative attitude is infectious, and it leads to dysfunctional work outputs.

Finally, Holt (2008) insists that the employees should always be prepared in the workplace. It does not help for the employee to get to the office when they are not prepared to meet the clients or to attend to other duties such as meetings. This is a sign of unprofessionalism. The client always benefits when they are served by a prepared employee.

Client Influence and the Contingency of Professionalism: The Work of Elite Corporate Lawyers in China

Liu Sida is affiliated to the University of Chicago, department of sociology. This article was published in the International Journal of Business Research in 2005.

The study reported in this article focused on professionalism in the legal sector. The researcher was concerned about the level of professionalism among the elite corporate lawyers (Liu 2005). The researcher looked at the level of professionalism that exists between these lawyers and their clients. The aim was to find the effects that professionalism on the part of the lawyers had on the client.

The researcher carried out this study by interviewing twenty four lawyers from 6 law firms. These are what Liu (21005) referred to as elite corporate law firms. Their clients were corporations in the city of Beijing and beyond, and it is the level of satisfaction of these clients that was considered. The clients include foreign companies, state corporations and private firms. The researcher also collected data by observing activities in some of these firms.

Liu (2005) is of the view that professionalism in elite organization can bee gleaned by looking at a number of factors in the firm. These include the internal structure of the firm, which includes the relationship between the employees and the management. Other factors include the attitude of the employees and the management towards the clients and towards their work in general. The billing method adopted by the firm also indicates the level of professionalism in that particular firm.

Liu (2005) is of the view that elite firms are aware of the fact that clients regard professionalism in the firm highly. As such, these firms do their best to improve and maintain their level of professionalism.

To this end, the researcher found that the firms and the lawyers in particular were very receptive to the needs of the clients. The lawyers became very flexible, and their work was tailored such that it reflected the needs of the clients. In other words, the clients dictated the operations off the lawyers and in extension, the operation of the whole firm. Liu (2005) is of the view that when the opinions of the client are integrated in the operation of their lawyers, they become highly satisfied. They feel they are in control, despite the fact that the sense of control may only be a figment of their imagination.

Liu (2005) is aware of the fact that the level of professionalism displayed by these lawyers and law firms may be dictated by the fact that they are dealing with elite and very demanding clients. The clients also pay well, and as such, the firms benefit by meeting their whims and wishes. Liu (2005) is of the view that the same may not be observable when the firms are dealing with regular and individual clients, who can not be described as elites. However, he concludes that high professionalism will benefit clients greatly, regardless of their financial or social status in the society.

Liu (2005) concludes that lawyers should integrate professionalism in every step of their dealing with the clients. Failure to do so, argues the researcher, will affect the clients negatively. The way lawyers diagnose their clients, the prescription they dispense to their clients should be professional. However, the researcher cautions that the professionals should not break the law in efforts to satisfy their clients. This is because if they do this, they may in effect be operating unprofessionally.

Professionalism- 5 Characteristics that Detract from Professionalism in the Workplace

Goldman Lynda (2010) is a professional writer. She has authored more than thirty books in her writing and authoring career. She is also a communications and business etiquette consultant and her major clients are corporations in the country and beyond (Goldman 2010).

Given her background as a consultant, it is easier to appreciate why this author attaches a lot of importance to professionalism. She is well aware of the fact that professionalism in her work is important to ensure that she maintains her clients and attracts new ones. She also insists her client, the corporations, to be professional when dealing with their clients. The article is published in the International Journal of Business Management in 2010.

Goldman (2010) restates that corporations should always strive to project a professional image to their clients. She is of the view that professionalism in the work place depends on several factors that should be identified and addressed by the organization (Goldman 2010). These include the dressing code of the employees, their attitude and their interpersonal interaction with the clients and their fellow workers.

Goldman (2010) argues that there are several factors that can put the organization at risk of becoming unprofessional, and as such loosing their disgruntled clients. The author identifies five such characteristics and gives suggestions on how the organization can try and change them.

The first characteristic that may affect professionalism in the work place and affect the clients is negative attitude. Negative attitude, according to Goldman (2010) includes inappropriate dressing and behavioral conduct. This author is of the view that many employees engage in such negative attitudes with the assumptions that other people, including the clients, fellow employees and managers will not notice them. However, Goldman (2010) warns that these behaviors rarely go unnoticed. Thee clients will surely notice that the employee is dressed inappropriately. And this is likely to have a detrimental effect on them. For example, the client may become distracted by the kind of dress that the receptionist or secretary is wearing.

Another characteristics identified is unprofessional body language (Goldman 2010). This is for example yawning in front of a client. Such behaviors create a wrong impression on the client, and they may have a negative attitude towards the firm. Other unprofessional body languages include inappropriate gestures directed towards the clients. For example, there is nothing professional in having a male employee wink or stare suggestively at a female client. Such conducts are likely to make the client uncomfortable, and they will severe their contacts with the firm at the earliest opportunity.

Another unprofessional behavior or conduct on the part of the employee is lack of hygiene (Goldman 2010). This author is of the view that body odors are likely to irritate the client and make them have a negative image of the organization. This is especially so for those employees that comes into direct contact with the clients. There is nothing professional about an employee talking to a client when they are reeking of sweat. Goldman (2010) is of the view that body odors are not the only negative behaviors towards the clients. They are of the view that other behaviors such as too much fragrance affect the clients and it is unprofessional. Too much fragrance may affect a client with allergy, making them uncomfortable. Goldman (2010) concludes that employees should always try to maintain acceptable levels of hygiene and in extension, professionalism.

Professionalism in the Workplace

Rashida Khilawala (2009) is an accomplished writer. She has written many articles touching on marketing and finance. This article is published in the International Journal of Business Research, 2009.

Khilawala (2009) background as a writer in the field of marketing and finance makes her a credible source of literature in this field. As such, her contribution to professionalism in the work place is worth noting.

In this article, Khilawala (2009) focuses on the individual employee as the central feature of professionalism in the work place. Her arguments agree with the idea of lack of professionalism in the work place affecting the clients negatively. The author argues that many people in the work place deny the fact that they have personal biases. These biases, according to her, are the source of unprofessional conduct in the work place.

Khilawala (2009) is of the view that not all biases in the work place are negative. They argue that the thin line between positive personal bias and negative one is crossed when other people are affected negatively by the same. Such negative biases include discrimination against others on the basis of their gender, sexual orientation, ethnicity and such other factors. When such biases are extended to the clients, they tend to have a detrimental effect on them. For example, when a client is denied care in a hospital because they are homosexuals, they are affected not only physically, but also psychologically and emotionally.

Khilawala (2009) identifies several factors that make professionalism in the work place very important both to the organization and to the clients. One of the advantages of professionalism in the work place is improved performance. The output of the organization, and the experience of the client, will be negatively affected when output of the workers is dysfunctional.

A positive team spirit is another significant outcome of professionalism in the work place (Khilawala 2009). For example, professionalism calls for the managers to treat their subordinates with a measure of respect and appreciate them. When the employees feel appreciated, they will get motivated and participate fully in teams. This will improve the outputs of the firm, leading to attainment of the organizational goals.

Lack of professionalism in the work place, argues Khilawala (2009), will lead to alienation of the employees from the goals and objectives of the organization. The employees will no longer consider the organization as their own, and will not own the goals of the organization. This alienation is extended to thee clients, whom the employees treat badly and with detachment. This will make the clients resent the experience in the organization, and they will shift their loyalty to other firms.

Unprofessional conduct in the organization may also lead to unethical conducts among the employees (Khilawala 2009). This author argues that a vicious cycle of unprofessionalism is established where the employees engage in unethical acts making the organization more unprofessional. For example, due to lack of motivation, the employees may charge the clients exorbitantly, aiming at making extra money if they feel that they are not adequately paid by the organization. Khilawala (2009) concludes by saying that given the importance role of professionalism in the work place, managers and employees in particular should always strive to maintain professionalism in their profession.

References

Fogarty, TJ. 2002. The effects of corporate ownership on public accountants professionalism and ethics. Accounting Horizons.

Goldman, L. 2010. Professionalism- 5 characteristics that detract from professionalism in the workplace. International Journal of Business Management, 27(8): 387-398.

Hazimah, NN., and Zaharul, NZ. 2010. Professionalism in practices: A preliminary study on Malaysian public universities. International Journal of Business and Management, 5(8): 138-146.

Holt, M. 2008. How to build professionalism. Journal of Accounting Education, 4(7): 72-77.

Khilawala, R. 2009. Professionalism in the workplace. International Journal of Business Research, 29(8): 28-29.

Liu, S. 2005. Client influence and the contingency of professionalism: The work of elite corporate lawyers in China. International Journal of Business Research, 1(9): 82-89.

Phapruke, U., and Kulwadee, LU. 2008. Relationship quality, professionalism, and audit quality: An empirical study of auditors in Thailand. International Journal of Business Research.

Soccer has been around for over 2,000 years and is played by millions of people worldwide. It started with a very broad set of rules that were then narrowed down to the rules we have today and are being continually revised and updated. The rules in soccer are a highly debated topic among fans, referees, and players. With input from these groups the rules are refined to make the game of soccer as perfect as possible. One of the newest and highly debated additions to the rule book is the introduction of Video Assistant Referee (VAR). VAR has a huge impact on the game, it gives the referees the ability to go back and change a previous call they made, it also allows them to go back and give a call they missed. VAR was introduced in the early 2010’s just as an idea and was put through many practice tests. But in the 2017/2018 season VAR officially became part of two major leagues and it only become more popular since then. On the 3rd of March 2018, the International Football Association Board added VAR to the laws of the game. VAR is now used in many of the top leagues around the world, the World Cup, Champions League, and other major soccer competitions. Since VAR is relatively new to the game of soccer it is often the cause of some heated debates. Although VAR has statistically improved the game it is not perfect and requires some upgrades to help it improve. By refining and updating VAR and it’s specific rules and by better training the referees VAR can improve and become more popular among players, coaches, and fans.

What exactly is VAR? As an article in Time magazine defines it, “ VAR is essentially soccer’s instant replay system” (Gregory). In more detail Video Assistant Referee is an extra small group of referees that watch the soccer game from many angles with computers and televisions inside a room in the stadium. The VAR group is in direct contact with the referee with microphones and they can both exchange information. The job of the VAR is to watch for anything that looks suspicious and might be breaking the rules. If the VAR sees anything that catches their attention then they notify the head referee and they address the problem.

There are four main categories of possible breaking of the rules for the VAR to address a problem. The first one is goal/no goal calls: if the referee mistakenly gives a goal but there was a breaking of the rules leading to the goal or in how the goal was scored then the referee would be allowed to disallow the goal. Or if the referee disallowed a goal because of a foul but they sees that there was not actually a foul they can give the goal back. The second is penalty/no penalty: the referee can go back and change a penalty call they gave or give one that they missed. The third is if there is a direct red card (automatically kicks you out of the game) involved, the referee can go back and take back a red card they gave or give one that they missed. The last one is on cases of mistaken identity, if the referees mix up players and give the wrong player a card, the VAR would notify the referee and they would correct the mistake.

As an avid soccer fan I have been directly affected by VAR. VAR decisions have been in my teams favor and have been against them. I have felt wronged by some of the decisions made by the referee after reviewing certain calls and felt that something must change. For example during a game at the beginning of the 2019 season I was watching my team play and the referee missed a hand ball in the goalie box. The VAR noticed a potential break of the rules and notified the head referee. After he spent a decent amount of time reviewing the play he decided that there was no break in the rules and let the game continue. I felt very wronged by this call and got upset with the referee and the VAR. Through this experience and others experiences like this one I began to question the value of VAR and began to question the level of training of the referees and what should be done about these problems.

Without a doubt VAR has significantly lowered the amount of wrong calls in games. The ability to review an action from many different angles and speeds helps the referees to better see and understand what call should be made. An article on Sky Sports shows some statistics of pre VAR call accuracy and post VAR accuracy. This article shows the significant difference that VAR has made: the pre VAR call accuracy was at around 93% and post VAR call accuracy is at around 98.8%. Another reason VAR is a benefit to the game of soccer is that it adds a new entertainment aspect to the game. When the referee blows their whistle and goes to check what could be a game changing call it builds a lot of tension which makes for a more interesting and suspenseful game. In an article on the pros and cons of VAR by the South African Football Association one of the pros they wrote about was that when a referee checks an action with VAR it, “Creates drama and suspense especially with both sets of fans. The anxious wait is what adds a different dimension to the beautiful game.” Another major advantage of VAR is that it allows the offside referees (when they are not sure whether to call an off-sides or not) to wait to call a possible off-sides and instead let the game continue and then call the offside after the end of the action. As an article on the BBC sports section says the offside referees do this because, “If they flag early and the whistle goes that attack stops there and then, and if the video shows it’s a mistake, there is nothing you can do about it at that point.” So this allows for the referees to not mistakenly end a play and take away what could have been a goal.

In an article written by Carlos Lago-Peñas about the effects of VAR in elite soccer he takes research from two major leagues and compares the statistics of a pre VAR season and a post VAR season to see some of the differences that VAR has brought about. Through his research he shows that, “Overall, the VAR system does not modify the game in elite soccer …there was a significant decrease in the number of offsides, fouls and yellow cards after the implementation of the VAR … there was an increase in [the] number of minutes added to the playing time in the first half and the full game, but not in the second half” (Lago-Peñas 649). Through this research we see that although VAR affects elite soccer it does not make any significant negative changes to the game. VAR is beneficial in reducing the amount of playing time wasted on incorrect calls.

Although VAR has brought about a lot of good, many still argue that it should be removed. Some say that the amount of work that would be needed to make VAR better is too much and that it is not worth it. These people that object to VAR focus on the time that it takes away from the actual game. In the game of soccer there is only one major pause which is halfway into the game and gives both teams some time to regroup and talk about strategies. Other than that pause the game clock is always running. However, VAR takes away some of that precious game time from the players so that the referees can review plays and calls. Sometimes these reviews can take longer than the fans, players, and coaches would like. Not only does VAR take time from the game, it also disrupts the flow of the game. While the game is going and energies and tensions are rising the VAR brings all that to a full stop making everyone have to wait for the game to continue. Lazio coach Simone Inzaghi complained about VAR saying, “It takes the excitement out of football; players don’t hug each other after scoring a goal any more, instead they look straight towards the referee. It’s removing the adrenaline and my enjoyment of football.” Many argue that VAR takes away from the spontaneity of the game. In a CNN article about the effects of VAR in Champions League soccer titled “Is VAR ‘killing’ Football” we are shown many of the negative effects that VAR has brought about including, slowing the momentum of the game, and bringing more confusion than clarity. A soccer commentator commented in the CNN article about one of the first games in which VAR was used in saying that “The lack of education around the system (VAR) has led to confusion” (Darke). Darke is showing that one of the problems with VAR is that it has not been educated well to the fans and referees which in turn leads to confusion and hatred towards VAR.

Since VAR brings about so much more good than it does bad it should be given more time to develop and integrate into the game. The best way to help VAR to be widely accepted it by fixing these problems that people have commented on. Limiting the amount of decisions that VAR can interfere with could help reduce the amount of hate on VAR. One way is, VAR should not be used in judging subjective decisions but instead should only focus only judging the objective ones. An article on ways to improve VAR by Sujay Salunkhe the writer says, “Maybe limiting the use of VAR to factual decisions such as offsides and missed incidents may work better for the flow of the game without much disruption.” Another way is to give each team a set amount of times in which they can call upon VAR to review a play. Like in American football where each team can challenge a call a certain amount of times. This referral system could greatly help to make VAR feel more fair for both teams. Also by giving each review a set time limit the reviews be shorter and it would disrupt the flow of the game less. Another thing that fans do not like about VAR is that they feel removed from the game and are left very confused with what is going on. A way to improve this is to better keep the audience involved and explain to them what is going on. One solution is to let the referees be able to be in direct contact with the fans like in American football. In American football, referees tell the spectators what happened via microphone and inform them with the call they make. This can be a major improvement and could help VAR become more popular.

Another way to indirectly improve VAR is by improving the training of the referees and the techniques they use to make calls. In a study by Samuel Roy David he built a decision-making simulator to help better train the referees. The referees would run on a treadmill and watch real game footage and make calls that they see fit. Their results would be analyzed and they would be able to see when and what makes them work better and make more correct decisions. He writes that, “The new tool presents a potentially innovative approach to decision-making training, considering significant factors, such as physical load and contextual factors” (Roy David). Through this simulator the referees can better understand what works for them when making in game decisions and then apply what they learned to live games.

In another article by Javier Mallo he studies how the positioning of the referees affects their ability to make the right decisions. The study tested at which angles and distances the referees make the most and least mistakes in their in game calls. Through the study they show that the referees need more training from different angles and distances. The referees need to be able to adapt in the game and be able to make difficult decisions. In these three studies they show how the referees can be better trained and what works best for them. They also show that there is an improvement in the game through these training sessions and tests and they show that the problem of VAR can be addressed by improving the referees.

In another article by Ulas Gulec, he explores a new training technique. Essentially, this technique uses virtual reality technology to help the referees feel like they are in a real life game situation. They built a virtual stadium and the atmosphere and feel of a real life stadium. They also created virtual fans just to top it off. Then the referees just trained normally by looking at different simulations and giving the calls they saw fit and getting feedback on how well they did. The study showed that the virtual training environment helps much more in the training of the referees and helps them improve in their ability to make better calls much more than a regular training system. In another article by Jochim Spitz he discusses the impact of slow motion video speed on the decision making process of soccer referees. In the experiment they had a group of referees assess video clips from an in game perspective with slow motion and also with real time speed. The video clips included instances with offsides, fouls and other disciplinary decision situations. Then they analyzed the different results and saw that of course the referees were able to make more accurate calls in slow motion rather than in regular speed. The tests helped the referees better understand the different situations and what decisions to make in these situations. Then they can take what they learned and apply it to similar in game situations. Through these many different training techniques the referees can improve and use VAR the best way possible.

VAR makes the game of soccer more enjoyable with less mistakes and cheating. Since VAR is still new it has not fully integrated into the game it receives a lot of criticism. VAR only needs more time and refinement to become a more natural and accepted part of the game. Through the suggestions above this goal can be achieved and the game of soccer can be more enjoyable for the players, coaches, and fans.

Military Bearing is one’s outward appearance that includes their uniform, hair, the amount of motivation they have and pride in their appearance. “It is also the way you maintain your composure and contain your emotions at all times. Even when some might think it is necessary to speak one’s thoughts, that is where military bearing comes into play and maintains the composure of the soldier himself or herself.” Military bearing is the way you take pride in your accomplishments and the majority of your experiences. Military bearing can also be described as doing the morally right thing whether someone is watching you or not. How they appear, act and take action when they are in the eyes of the world and or fellow servicemembers. It is like a callus that hardens over time and with the right direction and purpose will become instilled and will forever be in all service members across all branches. It is a part of what separates potential leaders from their peers and furthers their military career when handling difficult situations both home and abroad. This will translate into the civilian world as well when someone comes across arduous choices and paths.

Furthermore, along with military bearing, respect comes into play each and every day. The golden rule of, “treat others how you’d like to be treated” is present throughout our branches of service. It is important to render and reciprocate the proper respect while on duty or off duty. It shows that this particular service member knows their current position in the big scheme of things and practices proper courtesies in a military manner regardless of personal feelings or agenda. Respect when given and reciprocated allows for soldiers and seniors to be on the same page and work cohesively to accomplish a common goal whether it be military oriented or on a personal level. It allows for units to operate and run smoothly knowing that everyone is on the same page and will not overstep their boundaries regardless of prior relations with one another or comradery that has developed while working together. Respect must be given at all times to uphold what we stand for as soldiers and future members of society once our time has come.

Professionalism in or out of uniform is what separates us from others and shows that we are a part of the world’s greatest team. “Military professionalism is a totality which forms the basis for how individuals, groups, and the military itself acts to perform its job. There can be no skill without the discipline to train.” Professionalism may vary from soldier to soldier, but nonetheless is essential for everyone to practice at all times, especially out of the workplace and around civilians to ensure and maintain a positive image of the United States Army on how we act as a team. Professionalism encompases trust, military expertise, honorable service, esprit de corps, and stewardship; as members of the military we actively practice these each day and strive to progress these skills/traits.

In this assessment, I will be aiming to cover the importance of professionalism from a student nurse’s perspective. As a student nurse, professionalism plays a very important role in the quality of care of a patient as well as maintaining respect, personal beliefs, and personal development. My definition and understanding of professionalism within nursing as a student nurse is to appraise my knowledge and involvement in high-quality practice guidelines as I have an impact on the community as a healthcare professional. Throughout this assignment, I will be discussing certain topics in regard to professionalism such as safe person-centered care, accountability, the scope and obligations of being a student nurse as well as the importance of professionalism and its advantages and disadvantages. When discussing these topics I will ensure confidentiality as per NMC by not enclosing or mentioning any personal information.

Following my research which I carried out based on professionalism as a student nurse, to me, professionalism means understanding the role of a student nurse as a care provider in an interprofessional healthcare team along with an understanding of the influence of my actions, as well as the effect of it on the patient’s care experience. When it comes to being a student nurse there are many scopes and obligations such as patient needs, charting, medication, bathing, and basic nursing care, these all fall under the duties of student nurses where professionalism is required as well as communication and competence. As a student nurse or as any healthcare worker or a service provider professionalism is expected and is an expectation that is required to be upheld despite what the circumstances may be. Remaining professional at all times in a healthcare setting can be difficult and overwhelming at times. For example, if a service user is not cooperating and is verbally abusing the student nurse as well as behaving and responding in a negative, inappropriate manner then as a student nurse the best way to address this type of situation is to remain calm and get a registered nurse such as your assessor or supervisor involved by communicating with them, making them aware of what the situation is, seeking advice from them and letting them handle this situation as they are more trained and qualified then the student nurse and it is their duty as a registered nurse as well are your assessor. This is an appropriate method of handling and overcoming this situation, this also portrays that the student nurse is able to remain professional in difficult situations and can sustain policies and guidelines related to professionalism. Such as the framework provided by the nursing and midwifery council, the role of this framework is to allow healthcare workers to use it to apply professionalism in practice and to reflect on how they applied professionalism in practice and see if they are able to make improvements which shall improve and develop their practice as well as patient care. (NMC2017).

When it comes to being a student nurse, accountability is linked in with professionalism as it is an important factor within the healthcare setting and is a requirement. As stated, professional accountability is integral to professional practice and is fundamentally concerned with weighing up the interests of patients and clients in often complex situations, whilst using professional knowledge, judgment, and skills, based on evidence, to make a decision (NMC 2009A). This advocates that accountability is important when it comes to professionalism. Accountability is important in every workplace, especially in healthcare, as this promotes trust and commitment due to it being a form of protection for service users from bad practices such as neglect, abuse, and maltreatment and ensuring patient safety as well as promoting safe person-centered care. This also allows the NHS to perpetuate and maintain trust for healthcare workers and service users due to the patient value of care increasing. Accountability links in with recognizing limitations this is where a student nurse is working within their level of qualification and competence. This is because student nurses do not have the qualifications or training to carry out certain duties and need to be supervised by their supervisor. If a student nurse does carry out a duty that they are not qualified or trained to do then the registered nurses who are the student nurses’ assessors and supervisors will be accountable for the student nurses’ actions. Even if the student nurse carried out the duty effectively it still is wrong and against the nmc, as it is a matter of the service user’s safety which leads to bad practice. However, it is understandable as to why a student nurse may carry out a duty which they are not competent for, for example, the shortage of nurses within and the demands being substantial and hefty, nevertheless, this doesn’t mean that the student nurse is authorized to go ahead with it. If as a student nurse you are put in this type of situation then speak to your accessor and your link lecturer.

When it comes to professionalism there are many factors that contribute, such as appearance. As a student nurse, there is a certain manner in which the student nurse and healthcare workers have to represent themselves to others. For example, a student nurse has a certain uniform, white and dark blue uniform, black wipeable shoes, nothing below the elbows, no jewelry other than one pair of studs and a plain ring band, no eyelash extension or fake nails and hair has to be above the shoulders. Professional appearance allows the student nurses to make a good impression on the service user as well as those working alongside the student nurse. The reasoning behind student nurses and healthcare workers having a certain uniform is so that it is made easier for nurses when it comes to hygiene and ensures that it allows nurses to carry on their duties without any struggles and it makes it easier to identify who is who. This leads to professionalism as well as promoting good practice. However, as much as physical appearance is important, so is your appearance on social media and how you come across it. As a student nurse, the way you portray yourself on social media and what you post and express is very important as it can have severe consequences such as job termination and nmc getting involved. So there are some reasonable scopes and obligations when it comes to social media and physical appearance but it should be handled professionally as advised by the nmc. The student nurse’s professional image and professional identity are important as it doesn’t just represent the student nurse it also represents the whole of the NHS, so it is important to act in a certain manner when in uniform, as this can clarify student nurses what is acceptable and what is not.

When it comes to professionalism in a healthcare setting as a student nurse there are many advantages as well as some disadvantages. A few advantages are that professionalism is not just beneficial for student nurses, it is also beneficial for service users as they will be receiving respect and be treated with good quality care, making them feel satisfied that they are receiving good care and treatment. This will be effective in the long run and improve and develop the NHS even more as healthcare providers experience a development in self-confidence together with reliability from patients, co-workers as well as most of the appreciation from others (Gage, 2007). Another advantage is that professionalism allows student nurses to provide non-biased care that links in with the equality act (2010). Another advantage is honesty, as healthcare professional student nurses can not lie to their patients they have to be honest with them and tell them everything they want to know as it is their right as a service user and a student nurse’s duty as a healthcare professional (Behrend et al., 2006). professionalism will allow service users to receive consistent good quality care which will help in improving the service users’ quality of life. However a disadvantage may be that not all service users respect and appreciate the student nurse being professional, and the student nurse may get treated inappropriately by the service users. However, the advantages of professionalism outweigh the disadvantages.

In conclusion, my opinion in regards to professionalism is that it is an important aspect when it comes to student nurses as it is the foundation of their nursing career it will help them short and long term, and this will allow them to provide as well as promote and ensure good practice and safe person-centered care. Student nurses being efficient when it comes to professionals can lead to successful outcomes such as the consistent provision of safe, effective care. As a student nurse, the service user’s family or carer should be treated formally and in a professional manner, the reason behind this is to achieve an optimal status of health and well-being. (nmc 2018).

In this paper, first, the idea of professionalism is defined from the factor of unique views and then how these definitions are associated with instructing career is analyzed. The idea of professionalism in teaching is typically mentioned on sociological, academic, and ideological bases in the literature. Secondly, the key thoughts of professionalism systems underlying these bases are mirrored in brief. Lastly, in the moderate of multiple views and arguments, a doable definition for today’s trainer’s professionalism thought and an interpretation embracing these views are tried to be presented.

The need to acquire and improve sure requirements and benchmarking requirements for all professions has multiplied in today’s aggressive work conditions. Standards create a professional environment of ‘best practice’ methods enabling groups to confidently create systems, insurance policies, and procedures; they also assurance immoderate operational nice (Krishnaveni ve Anitha, 2007). This phenomenon makes an existing day problem of improving the occupation requirements and skills of teachers to comply with cutting-edge inclinations like special occupation organizations in different organizations. At this point, the concept of professionalism comes into prominence which is regarded to be one of the key factors of effectiveness in work life.

The idea has been a controversial one in extraordinary occupation businesses with a prolonged record in particular in the sociological ground and still, it is the hassle of many scholarly debates. The dynamic nature of the time duration and its more than one interpretation introduces one-of-a-kind definitions of the notion with distinctive functions. When the hassle is teacher professionalism (Sachs, 2003, 17), the means of the time duration adjustments as a response to exterior pressures, public discourses, and scientific developments. However, it appears viable to make a viable professional definition of the difficulty of training based on these one-of-a-kind approaches. So, it would be useful to commence with some definitions.

The Concept of Professionalism

It is essential to stumble on conceptions of trainer professionalism in relation to altering historical, political, and social contexts due to the truth greater than one meaning has modified and developed over time and in contestation between rival stakeholder corporations and their pursuits (Hilferty, 2008). The thought of professionalism is used in wonderful senses and is relatively tough to define. For example, in daily language, it is commonly used to advise an undertaking for which one is paid as opposed to doing voluntarily. The time period is also used to classify the reputation of occupation groups in phrases of respectability (Kennedy, 2007). In the commercial enterprise world, professionalism is often synonymous with ‘success’ or refers to the predicted behaviors of human beings in precise occupations (Tichenor ve Tichenor, 2005).

The phrases ‘profession’ and ‘professor’ have their etymological roots in the Latin for profess. To be a specialist or a professor used to be to profess to be a specialist in some Genius or field of information (Baggini, 2005). In 1975, Hoyle described professionalism as ‘those techniques and rhetorics employed by way of contributors of occupation in looking for to decorate status, profits and conditions’ (cited in Evans, 2007). In his any other work, Hoyle (2001) states that professionalism is associated with the improvement in the gorgeous of the provider alternatively than the enhancement of status. Boyt, Lusch, and Naylor (2001) explain the idea as a multi-dimensional structure consisting of one’s attitudes and behaviors in the course of the higher job and it refers to the success of high-stage standards. If we synthesize the definitions up to now, it is workable to interpret professionalism as a multi-dimensional structure consisting of one’s work behaviors and attitudes to operate the easiest requirements and decorate the provider quality.

Before deepening the coach professionalism discussions, it would be really useful to point out the difference between the two phrases ‘professionalism’ and ‘professionalization’ which normally accompany each and every exclusive in scholarly discourses. Professionalization is associated with ‘promoting the cloth and great interests of an occupational group’ (Goodson, 2000, 182) so it includes ‘the try to obtain expert related to professions’ (Whitty, 2000) whereas professionalism ‘focuses on the question of what competencies and received capacities, what competence is required for the successful exercising of an occupation (Englund, 1996, 76).

David refers to 5 generally mentioned professionalism criteria headquartered in the literature. They are (David, 2000): (a) professions supply an essential public service, (b) they include a theoretically as nicely as practically grounded expertise, (c) they have a wonderful ethical dimension that calls for expression in a code of practice, (d) they require organization and regulations for functions of recruitment and self-control and, (e) expert practitioners require a high diploma of person autonomy- independence of judgment- for high fine practice.

Barber (1965) explains four predominant traits of expert conduct as follows: (a) an excessive diploma of generalized and systematic knowledge, (b) orientation rather to neighborhood activity rather than to man or woman self-interest, (c) a high diploma of willpower of conduct thru codes of ethics in the method of work socialization, (d) a computing device of rewards seen specifically as symbols of work achievement.

Autonomy is one of the most important focuses featured in professionalism characteristics. Forsyth and Danisiewicz (1985) contribute to professionalism debates by mentioning that, the duties of professionals are important, one of a sort, and complex, so specialists want to have self-sustaining choice-making powers free from exterior pressures. Another creator states that one of the predominant ambitions and points of interest of motion to professionalize instructors is to furnish expert autonomy (Bull, 1998). Autonomy is an issue of trainer professionalism and it presents each person’s choice-making location to obtain one’s ambitions and an impact on controlling the stipulations related to higher work. Autonomy no longer totally points as a buffer towards the pressures on teachers but additionally the ability to strengthen them in phrases of private and expert experience (Friedman, 1999). Consequently, it has the opposite feature of organizational management (1978; Johnson, 1992; Bull, 1988).

It appears that the focuses on defining and conceptualizing the nature of professionalism are, ‘the respectability reputation of the occupation (e.g. Hoyle, 1975; Kennedy, 2007)’, enhancement of provider pleasant (e.g. Hoyle, 2001), ‘achievement of the fantastic requirements (e.g. Boyt, Lusch ve Naylor (2001)’, ‘self-control (e.g. Barber, 1965)’ and ‘professional autonomy (e.g.David, 2000; Leiter, 1978; Johnson, 1992; Bull, 1988).

Different Perspectives on Teacher Professionalism

Behind the arguments that teaching is an expert or a semi-professional occupation, the question of whether or now not teaching meets the standards attributed to professional occupations lies. The traditional sociological method delineates key traits of a specialist occupation, normally mainly based upon regulation and medicine. According to this approach, at the same time as the classical occupations like treatment and legislation are related to immoderate repute and pay, the others are searching for a likelihood to acquire such rewards through a ‘professionalization’ approach (Webb, Vulliamy, ‘Sarja, Kimonen ve Nevalainen, 2004).

According to the authors helping this approach, (Etzioni, 1969; David, 2000), the reason why nursing and instructing are familiar as ‘semi’ or ‘quasi’ experts is that they couldn’t meet the standards of professionalism totally regularly referred to in the literature. Leiter (1978) states that occupations such as educating and nursing declare professional recognition alternatively are no longer totally accorded this popularity because their personal autonomy is regularly under organizational control. More specifically, instructors are monitored with the aid of their administrators in phrases of the consistency between their typical performance and the requirements set before. As a result of this, they are directed and fashioned by means of the directors to gain organizational desires so their autonomy is restricted. Samuels (1970) supports these arguments placing ahead that public university instructors do now not have a high degree of authority due to the truth the foremost selections in instructional settings are now not taken through them.

Depending on the educational context, it is feasible to say that definitions of coach professionalism focus on teachers’ expert qualifications such as ‘being unique at a higher job’, ‘fulfilling the nice viable standards’, ‘and ‘achieving excellence’. For example, Baggini (2005) claims that for today’s teachers, professionalism is interpreted in terms of what extent the instructors impact the difficulties and to what extent they are successful to use their abilities and experiences related to their profession. On the most principal level, ’professional instructor refers to the recognition of a persona who is paid to teach’; on a higher level, it can refer to teachers who symbolize the excellent in the career and set the absolute best necessities (Tichenor and Tichenor, 2005). Phelps believes professionalism is the finest when teachers use excellence as a critical criterion for judging their actions and attitudes. In distinctive words, professionalism is measured via the usage of exceptional and pleasant requirements (Phelps, 2006).

In scholarly debates, two variations of coach professionalism are portrayed as ‘old professionalism’ and ‘new professionalism’. These two techniques emerged upon the altering social, political, and cultural circumstances. However, these two methods are not completely contrary to each other. Sachs (2003) who developed this classification differentiates these two strategies as those: Old professionalism is involved with; (a) one-of-a-kind membership, (b) conservative practices, (c) self-interest, (d) exterior regulation, (e) sluggish to change and, (f) reactive. The traits of new (transformative) professionalism are; (a) inclusive membership, (b) public moral code of practice, (c) collaborative and collegial, (d) activist orientation, (e) flexible and progressive, (f) responsive to change, (g) self-regulating, (h) policy-active, (i) inquiry-oriented, (j) know-how building.

A new appreciation of trainer professionalism offers professional housing and conditions for the teachers to take accountability in their practices. Sachs calls this transition from historic to new understanding ‘transformative professionalism’ (Sachs, 2003). Sachs’s approach to coaching professionalism can be interpreted as a try to revitalize the wondering in an unexpectedly changing work environment. He considers the trainer’s professional trouble as a social and political strategy to promote the reputation of instructing profession. His approach is a choice and current one when in contrast to the ordinary approach.

Hargreaves (2000), analyzes the improvement of teacher professionalism as passing through 4 historic phases in many countries. The key features of these phases ought to be summarized as follows:

1. The pre-professional age: In this age, educating was once managerially stressful on the other hand technically easy so the teachers have been solely anticipated to raise out the directives of their educated superiors.
2. The age of self-reliant professionals: This age used to be remarked by means of a challenge to the singularity of teaching and the unquestioned traditions on which it is based. ‘Autonomy’ used to be considered a quintessential factor in educating the profession. The principle that teachers had the right to pick out the techniques they think are satisfactory for their students used to be once questioned. Also, the instructors gained superb pedagogical freedom.
3. The age of collegial profession: This age attracts activity with the increasing efforts to create sturdy expert cultures of collaboration to make the stronger accepted purpose, to cope with uncertainty and complexity, and to respond the fast modifications and reforms effectively.
4. The post-professional age: This age is marked by the useful resource of warfare between forces and corporations intent on deprofessionalizing the work of teaching, and different forces and companies who are looking out to re-define instructor professionalism and professional getting to know in greater superb and principled postmodern approaches that are flexible, wide-ranging and inclusive in nature.

Hargreaves defines today’s professionalism as postmodern professionalism -a new era- marked by means of polarized directions. In the first direction, professionalism is portrayed as an interesting massive social action that protects and advances teachers’ professionalism with the aid of imparting them getting to be aware of to work successfully with corporations and institutions past school; on the other hand, it is portrayed as the de-professionalization of instructors fall apart under multiple pressures and intensified work needs (Hargreaves, 2000).

Ozga (1995, 35), strikes these discourses referred to so some distance to a different base. She evaluates trainer professionalism in its historic and political context and interprets it as a computer of expert control. Stevenson, Carter, and Passy (2007) follow the equal line as Ozga declaring that ‘it is greater advisable to approach professionalism as an ideological collection that is neither static nor universal but located in a particular socio-historical context and authentic to represent and mobilize unique interests’. According to Ozga and Lawn (1981), professionalism might also prefer to function ‘as a method for manipulating teachers manipulated by the usage of the State, whilst also being used with the resource of instructors to protect themselves toward dilution’. Furthermore, they claim that professionalism is used as an ideological weapon aimed at controlling teachers, at the same time as a weapon of self-defense for instructors in their fighting in opposition to dilution. Additionally, Evans (2007) remarks that a commonplace attribute of many conceptions of new professionalism is a center of interest in practitioner management and proactivity. Goodson (2000, 182) claims that there is a full-size antipathy to trainer professionalization. According to him, this antipathy stems from, cost-cutting central government; well-entrenched schooling bureaucracies; and, perhaps most potently of all, from a fluctuation of employer and corporate interests. Some of these oppositions are ideological however behind this ideological antipathy are a range of monetary modifications which sponsor the idea of retrenchment and cutback. It will be concluded that there is a consensus to a high-quality extent that the motive in the return of coach professionalization tries in the ideological base are considered as occupational manipulation and authorizing instructors through intensifying the work demands.

Professionalism is a notably crucial phase of forming a profitable agency with comfortable and loyal team members, all the stakeholders involved in the journey view such an organization as safeguarding their investment at the identical time and thus having a tremendous impact on productivity.

Professionalism refers to an individual’s habits at work, that is, how a person consists of him/herself, the frame of thinking, and the way he or she relates with others. In the workforce, employees who show off excessive stages of professionalism are regularly viewed as credible. Attributes of professionalism include humility, accountability, reliability, and neatness.

Professionalism is very important in the workforce because it has a significant impact on its productivity. Firstly, professionalism contributes to personal growth. An individual’s private improvement is an integral part of the highest contemporary success. A professional attitude in the workplace makes one conscious of the lapses and enhances the choice for personal growth. This makes it a greater vital due to the fact that it approves a person to give substance to their work and dedication, which consequently leads to sustained productivity.

Secondly, professionalism promotes accountability. Highly professional personnel are in charge and responsible, accountability at work is quintessential as it ensures that one is aware of the penalties and outcomes. No one desires to be associated with failure, so each and every employee will normally attempt to do specific in their work and end up elevating productivity.

Competence is another characteristic that determines the importance of professionalism in the workplace. Employees who are extraordinarily professional attempt to quit specialists in their fields. They are relatively ready and consistently appear to be for present-day and innovative picks to problems. A business corporation that has geared up personnel will yield more productivity as personnel know what they are doing and what is anticipated from them-good outcomes.

And of course, reliability. Being reliable is a pinnacle trait of professionalism. When you are a particular expert in your work, human beings discover it handy to have trust in you due to the fact that you maintain your commitment to your work, and that, besides an argument, suggests how productive a worker is to the organization.

Therefore, as the above information confirms, professionalism is an extremely important part of the work environment, as it has a significant impact on productivity and, accordingly, success. Its importance is confirmed by the fact that it primarily promotes personal growth, accountability, competence, and reliability.

Introduction:

Professionalism can be viewed as appropriate behavior and adherence to accepted concepts and practices. It is critical not only in Information and Technology/Network Security but of great importance in other areas as well.

Several of the key areas of Network Security professionalism are literacy, certifications, competency, ethics, knowledgeability, learning ability, care, and pride. Professionalism and ethics should be educated and practiced at all levels whether in schools, universities or at work. Professionalism is necessary not only in information technologies/network security but also in other areas to achieve reputation, ethical behavior, and added value for any company.

This report discusses IT professionalism and ethics, and the application of professionalism in the IT/Network Security industry. Based on studies and research, ethics, and professionalism in IT/Network Security and other fields are discussed below:

1. Why is IT professionalism needed and why is it necessary?
2. What is ethics? Why the need for ethics?
3. The Role of Ethics in Information Technology/Network Security?

Discussions:

IT Professionals should not only have good technical knowledge and experience but also have a successful mindset/hiring with good soft skills such as communication, interpersonal relationships/skills, analysis, statistics, management/leadership, etc.

Companies today need professionalism to offer their customers the best and to meet requirements. Professionalism also provides a platform for ethical trading. This dramatically/greatly improves profits, production, and high market value within a company. It is very beneficial to those who respect it and has a positive impact on society today.

Let’s look at some of the features that characterize the expert.

• Credibility/Trustworthiness: Professionals trust what they do and trust others as well.
• Honesty: The professional is sincere in his work and adheres to a good code of conduct.
• Punctuality: This is one of the most important aspects of professionalism and credibility.
• Responsibility: The professional is responsible for his/her work and does it effectively.
• Leadership: Professionals have good team skills and are good team players.
• Confidentiality: Maintains the confidentiality of information within the organization.
• Competence: The expert is officially qualified in their field.

What is Ethics:

Ethics can be seen as a regulation that distinguishes between right and wrong. There should also be a distinction between acceptable and unacceptable behavior.

Why Ethics is necessary?

Ethics helps visitors to respect and value themselves like anyone else. It is based on fundamental principles such as trust, openness, integrity, quality, success, and reputation. Ethics within the organization help retain experience and minimize unemployment. The goal is to increase the profits and productivity of the organization’s employees.

Why IT professionalism and reliability is needed and why could it be important?

• a) Drive growth and add value to the organization.
• b) Helps provide better customer service.
• c) Builds trust with employers and employees within the organization.
• d) Create a company-specific brand value.
• e) IT professionalism forms the pillar of the company’s own vision and mission.
• f) Improves customer satisfaction.

However, they need to be aware of different types of education programs, different positions and responsibilities, and some aspects of the supply and demand of employment. They are experts in compliance with the work of all computing workers. And the importance of proper ethical behavior in the group, being aware of the implications of IT for society and the individual as a whole, and addressing various issues at work.

Role of Ethics and Professionalism in Information Technology/Network Security

It has modernized the standard of living of mankind. In IT, professionalism plays an important role in bringing about change in the organization and the humanities. Technology can be used for benefit or destruction. Ethics plays an important role in determining the proper use of technology. There is a fine line between professional and non-professional. IT professionals need to have the right code of conduct, the right attitude, and good ethics and not abuse technology.

Nowadays, due to rapid advances in technology, there is widespread misuse of technology. With the rise of the internet, unethical and unprofessional behavior has led to serious problems such as computer viruses, spam, and hacking.

In IT education, ethics should be taught and allowed to be applied in all schools and institutions. Students should be aware of the consequences of unethical behavior. It is at an early stage that these values should be established in them, which will help them more in the future. Cybercrime has increased due to the misuse of the internet. Often, students are unaware of ethical standards and professional behavior. Professionalism in schools and institutions should be strictly observed and studied in the first stage. Copying is unethical in universities. It is unfair to make a copy of other people’s thoughts and work without proper confirmation from the original author, and serious action is taken and enforced.

Case Study and personal experience

Personally, studying the importance and role of ethics and professionalism in IT has been an incredible learning experience. As the famous quote says, “Character, not circumstances, makes man”, professionalism and ethics help to use science and technology for noble purposes.

In this report, we will discuss unprofessional behavior and some of the reasons for it. Unprofessional behavior is mainly due to a lack of ethics and soft skills.

Let’s look at some of the differences between professionals and non-professionals:

Professional

• Respect yourself and respect others.
• Honestly performs its duties.
• Responsible and dedicated.
• Skilled, knowledgeable, and experienced.
• Team player and good management skills.
• Good communicator.
• The right attitude and sound character.

Non-Professional

• Do not respect others.
• Lack of honesty and failure to perform their duties.
• Not responsible or dedicated.
• Lack of knowledge, skills, and experience.
• No team player and has no management skills.
• He/She is not a good communicator.
• Bad attitude and bad personality.

The difference between an expert/professional and a technician is that a technician knows everything about his/her work, except his/her ultimate goal and his position in planning things.

An example of immoral/unethical behavior in an organization is if an employee of an organization does not follow the proper code of conduct and policies, he/she will be punished/penalized.

Individuals without moral values do not succeed in their field. For example, the case where the atomic bomb dropped on Hiroshima was completely unethical. People were not educated on the danger and extent of damage from the atomic bomb. Many lives would have been saved if they were given proper knowledge and security during the war.

How does IT professionalism apply to me?

In the same way, IT professionals can help move forward in the IT industry. Whether the goal is to become a network support engineer or to become a networking expert, it’s helpful to have a career development plan.

The IT industry is changing rapidly, so skills and knowledge must be constantly updated to be proficient and successful. Certificates play an important role in the IT industry and with proper planning and management of day-to-day activities, an individual is able to gain advanced certification and hands-on experience in networking. Network professionals ensure the security of confidential information on the internet. They must adhere to ethical standards in the performance of their duties and provide appropriate advice to colleagues or clients.

Some essential guidelines and practices for network professionals are:

• Technical expertise and knowledge.
• Confidentiality within the organization and with clients.
• Compliance with proper moral codes.
• Compliance with principles and practices.

Conclusion

In today’s world, the role of the IT professional is crucial. IT is not only about acquiring professional skills, knowledge, experience, and certification, but also about giving equal importance to basic ethical values, principles, and ethical conduct. This will have a huge impact on personal life, positive changes in an organization, and benefit society. A true professional is a combination of great knowledge and skills with good character and qualities. The government and the organization should promote IT professionalism and punish the employees or workers who do not follow it. Professionalism and ethics are clearly defined in other professions, such as a doctor, lawyers, engineers, etc. IT professionals are more concerned with technical expertise, knowledge, experience, and certification, and there are no clear guidelines for ethical conduct. Professional skills are best learned when one practices them rather than studying them.

The term “professionalism” is frequently used in the workplace, on resumes, and in interview conversations. But what is the truth about it, and why is it so important now? In this article, we’ll go into what professionalism is, why it’s essential, and how it may be our compass, pointing us toward success in our personal and professional lives.

At its foundation, professionalism is a complex quality that includes a variety of actions, principles, and attitudes. It’s more than just being appropriately attired or on time; it’s a style of thinking and acting that exhibits integrity, respect, and expertise.

The Pillars of Professionalism

Professionalism can be divided into several important aspects. At the core of professionalism are ethics and honesty. It means doing what’s right, even when no one is watching. It involves being truthful, safeguarding confidential information, and upholding moral principles.

Another fundamental part of professionalism is treating others with kindness and respect. It encompasses appreciating diversity, actively listening, and recognizing the value of everyone’s contributions. Professionals take ownership of their actions and choices. They acknowledge errors, learn from them, and aim to improve.

Good communication is essential in any professional context. It includes clear and concise spoken and written communication and the ability to listen actively. In today’s fast-changing world, being adaptable is crucial. Professionals must be open to learning, embracing change, and keeping up with developments in their field. Being on time demonstrates reliability and respect for other people’s time. It also ensures that tasks and meetings run smoothly.

Finally, professionalism is tied to competence. Professionals must have the necessary skills and knowledge to excel in their roles.

Why is Professionalism Important?

Professionalism isn’t just a nice-to-have quality; it’s essential for various reasons. Confidence forms the foundation of any professional connection. Professional conduct nurtures confidence by showcasing dependability and truthfulness, resulting in deeper bonds with peers, customers, and superiors.

Individuals with a professional approach are often viewed as candidates for promotions and leadership positions. Their dedicated work ethic and unwavering consistency make them appealing contenders for elevated duties.

Professionalism in communication leads to fewer misunderstandings and conflicts. It ensures that information is conveyed clearly and respectfully. A professional reputation is invaluable. It opens doors, creates opportunities, and can even lead to referrals and partnerships.

A professional work environment is often more enjoyable. It fosters a sense of purpose, belonging, and personal growth. Practicing professionalism can lead to personal development. By continually striving to improve, one can expand their skills, knowledge, and horizons.

Challenges in Upholding Professionalism

While professionalism is highly desirable, it’s not always easy to maintain. There are several challenges that individuals may face. Negotiating office politics while remaining professional can be tricky. It requires diplomacy, tact, and the ability to stay above the fray.

High-pressure work environments can erode professionalism if individuals are not careful. Maintaining composure and professionalism can be demanding. Sometimes, an individual’s personal values may clash with professional expectations. Striking the right balance can be challenging.

Professionals often work with colleagues and clients from diverse cultural backgrounds in a globalized world. Understanding and respecting these differences is vital. Maintaining professionalism in online communication, including emails and social media, is essential in the digital age.

Cultivating Professionalism

The good news is that professionalism is a quality that can be developed and nurtured over time. Here are some strategies to cultivate professionalism:

Stay current in your field and invest in ongoing education. This demonstrates commitment and competence. Seek mentors who can guide you in your professional journey. Learn from their experiences and wisdom.

Reflect on your actions and behaviors regularly. Identify areas where you can improve and work on them. Develop skills in conflict resolution and effective communication. These skills are essential for maintaining professionalism in challenging situations.

Build a strong professional network. Engaging with peers and industry leaders can provide valuable insights and opportunities. If you’re in a leadership position, set a strong example of professionalism for your team. Your actions speak louder than words.

Navigating the Challenges of Professionalism

While professionalism is undoubtedly a vital attribute, it’s essential to acknowledge the practical challenges and complexities that individuals encounter while striving to maintain it.

Achieving a work-life balance is increasingly challenging in today’s 24/7, always-connected world. The pressure to be constantly available can test one’s professionalism. Setting boundaries and prioritizing self-care to avoid burnout is crucial, which can compromise professionalism.

Every workplace has its share of challenging personalities. Maintaining professionalism in the face of difficult colleagues or clients can be trying. Strategies such as active listening, empathy, and conflict resolution skills can be invaluable in such situations.

Organizations often have complex power dynamics and politics. Staying professional while navigating these waters requires a delicate touch. It involves aligning with company values, staying true to one’s principles, and avoiding behaviors that compromise integrity.

Sustaining enthusiasm and passion for one’s work over the long term can be difficult. However, professionalism demands that individuals continue to deliver their best, even when the initial excitement wanes. Finding ways to reignite that spark, setting new goals, and seeking fresh challenges can help in this regard.

In an increasingly diverse workforce, professionals must embrace and celebrate differences. This entails fostering an inclusive environment where everyone feels valued, respected, and heard. It also involves confronting bias and discrimination professionally and effectively.

The Global Dimension of Professionalism

In our globalized world, professionalism takes on a broader dimension. Professionals often collaborate with individuals from diverse cultural backgrounds, necessitating cross-cultural competence. Understanding cultural nuances, norms, and communication styles is essential to navigating international business relationships successfully.

Furthermore, the rise of remote work and virtual teams adds another layer of complexity. Professionals must adapt to different time zones, work styles, and communication platforms while maintaining the same standards of professionalism.

In conclusion, professionalism is not a destination; it’s an ongoing journey. In a world where change is constant and uncertainties abound, professionalism remains a guiding light, illuminating the path to personal and career success. So, let us continue this journey, navigating the challenges with grace and resilience, and let professionalism be our constant companion in the ever-evolving landscape of the professional world.

The underpinning roles and responsibilities of a teacher are to practice effective lessons using numerous delivery methods, and teaching strategies, that are engaging and relevant to the individual. Furthermore, provide support to learners, giving regular assessment, feedback, and guidance. (Eduk. 2016) Subject-specific, educators need to be able to know of and consider numerous rules, regulations, and legislation, to maintain professional practice, this includes but is not limited to, adhering to codes of conduct, legislation, values, child protection, and health and safety. Moreover, teachers should constantly be evaluating and reflect on their practice, utilizing CPD to ensure the well-being of the learners and the improvement and quality of information being given. When planning effective lessons, ETF standards must be considered to uphold professional standards, values, attributes, and skills to ensure learners’ individuality, diversity, the implementation of maths and English, and personal needs. Within this text, I will delve deeper into what roles and responsibilities teachers need to comply with, focusing on cultural, social, and contextual factors.

Tutors, professional or training, are required to adhere to a multitude of legislation, regulatory requirements, and codes of practice. It is the teachers’ responsibility to conduct themselves in a professional manner, coherent with such laws and regulatory requirements, to maintain a safe and productive learning environment. (Roles and regulatory requirements,2018) Subject-specific, legislative and regulatory acts within higher education include but are not limited to, ‘The Health and Safety Act’ (1974), ‘SEND Code of Practice’ (2014), ‘The equality act’ (2010), ‘The Prevent Duty Act’ (2015), ‘safeguarding of vulnerable groups Update’ (20062015), and ‘the data protection act’ (1998). The legislation ensures responsible care of yourself and others, ‘tending to and adapting for the different needs of individuals (skillsforcare.org.uk,2013) The roles and responsibilities of teachers differentiate by subject specificity. Those within the Dance sector must comply with the legislative requirements, however, the context and setting practical classes are conducted, as opposed to theoretical classes, must be considered.

The safeguarding of vulnerable groups act (2006) and the safeguard update (2015), regulate who can work alongside and with vulnerable individuals, children, and those with disabilities, including vulnerable adults. The act prevents maltreatment, lack of care, or recognition, of who may be in harm’s way or heading toward it. To maintain the safety and best interest of learners, tutors have a responsibility to get DBS checked. An ‘Enhanced Disclosure and Barring Service’ (DBS) certificate illuminates an applicant’s ‘entire criminal record history…These checks are necessary to prevent any unsuitable candidates from working with children( or vulnerable adults) in any capacity.’ DBSChecks.org.uk (2020) This ensures the tutors ‘do no harm’, adhering to the overall safeguarding policies and health and safety Acts. Tutors must also understand their professional boundaries when it comes to interaction with learners. This includes knowing how to navigate situations where tutors are either alone with a student, getting information from a student that implies the risk to their safety, or if a student poses a threat to themselves or others. Responsibility includes knowing how to convey concerning information up the chain of command without causing further distress to those involved. Otherwise, the trust and healthy student-teacher repour may become damaged.

In addition, tutors need to implement ‘fundamental Values promoting pupils’ social, moral, spiritual, and cultural development’.ubub.9by0 teachers need to promote tolerance and understanding of others to build mutual respect amongst individuals to create inclusive, safe, and open learning environments. ‘Warwick governance safeguarding policy’ (2015) states ‘In the context of university safeguarding policy, the risk of being drawn into extremist ideologies and radicalization is considered to be a significant safeguarding concern which is of equal weight alongside other forms of abuse and mistreatment of children and adults at risk’. This relates to the Equality Act (2010) which prevents Age, gender, race, socioeconomic, and disability discrimination. The Public General Act(2010) states the equality act(2010) ‘allows an employer or service provider or other organization to take positive action so as to enable existing or potential employees, or customers to overcome or minimize a disadvantage arising from a protected characteristic’. This places the duty on the tutor to uphold, advocate and demonstrate such legislative requirements when strategizing how to conduct themselves and their classes. (legislation.gov.uk) Should discriminative, radical, and terrorization acts occur, tutors carry the responsibility to report any signs that violate the well-being of learners. Moreover, tutors should increase knowledge of their subject specialism regarding legislative requirements, values, safeguarding, and related, through courses like Prevent Training and other forms of CPD.

Continuing professional development (CPD) is the process where individuals dictate their learning, to develop skills relevant to their subject specialism, through continuous cycles of reflection and action. (Megginson, Whitaker.2007) ‘Continuing Professional Development helps individuals to regularly focus on how they can become a more competent and effective professional.’ CPDUK (2020) Continuing professional development (CPD) contributes to tutors’, pedagogical and pedagogical approaches, as new relevant knowledge is introduced to their practice, enhancing overall safety and quality in planning and delivery. In effect, tutors continually strive to meet their roles and responsibilities, ensuring the best interests of the learners. Additionally, teachers are expected to evaluate, reflect and develop their teaching standards to maintain the well-being of the individual learners. The ‘Education and Training Foundation ( 2014), motivates tutors to ‘act with honesty and integrity to maintain high standards of ethics and professional behavior in support of learners and their expectations’. Through the configuration of professional standards, ‘Professional Values and Attributes, professional Skills, Professional Knowledge and Understanding,’ ETF(2014) tutors can refine their practice considering wider aspects of relevance, individual needs, learning strategies, diversity, ethics, inclusivity, among others, to provide well-rounded learning opportunities in class.

In recent years, the ‘Further Education Sector’ (FE. 2020) has undergone significant reforms, diverting more attention to the implementation of ‘new technical education routes and the delivery of high and raising standing of English and mathematics’ Greatbatch, David; Tate, sue (2020) Implementing functional skills within vocational classes aims to prepare young people for the industry building competence in their subject specialism. English and maths implementation within vocational training, focusing on ages 16-19, places responsibility on the tutors to embed these skills in classes. It is argued ‘not all vocational tutors have the confidence and ability in their own English and maths to fulfill this new requirement’ Harden (2015) Therefore it places more strain on tutors who do not specialize in such subjects. The prioritization of functional skills HE setting led to the ‘educational Training foundation’ (ETF) running workshops in maths and English up to level 2. ‘The workshops currently taking place across the country, aim to develop personal maths and English skills and improve teaching techniques and confidence.’ Harden (2015) Although training is offered to teachers it can be argued, the responsibility of carrying on functional skills should go to tutors within those specific fields to meet educational requirements. However, HE tutors of all fields need to fulfill that extra role without extra payment, which could discourage tutors from developing such skills. This, however, conflicts with the roles and responsibilities of tutors, regarding learners’ needs so it is the tutors’ test of competence and dedication to the role tutors must overcome. Additionally, Dance tutors arguably use these skills within lessons through, vocabulary, musical counts, and timings, among others naturally. Therefore, tutors are responsible for implementing these skills in their lessons more strategically, alongside paying attention to the individual needs of those who struggle with these subjects.

Identifying learner needs enables tutors to motivate learners, in the correct environment, to optimize learning capabilities. For tutors to do this, they must see their students as individuals and recognize them as such. Individuals have independent learning styles and cognitive approaches; this can be stripped down to deep, and surface learning. ‘A deep approach consists of studying for its own sake, for personal interest, and is meanings-related. A surface approach is essentially the opposite. It consists of studying to fulfill extrinsic demands and relying on memorizing, whilst making little attempt to relate the material to previous knowledge’. Bloom’s taxonomy establishes six forms of cognitive learning ‘remembering, understanding, applying, analyzing, evaluating, and creating.’ How a student learns and the method of learning available to them may determine what subjects they take and how well they do in them. Therefore, it is the responsibility of the tutor to create learning opportunities that can facilitate and be personalized to the learner’s cognitive and humanistic needs. (Jarvis.2001) Learning styles are commonly categorized as visual. Auditory, kinaesthetic, reading, and writing. Therefore, it is the tutors’ responsibility to create opportunities in class where these styles of teaching are accessible. Teachers must strategize when these learning styles appear in lessons and allow time to give regular feedback parallel to these learning styles.

To keep checks on knowledge and encourage deep learning, various methods should be used over different periods to maintain motivation. To nurture a growth mindset, encouraging words like ”not yet”, and ”you’ll get there” embed the possibility that they will achieve their goals through hard work and dedication. This encourages learners who may struggle due to individual needs to keep trying. As a result, behavior, compliance, productivity, and willingness to try to improve. (Dweck.2014) Maslow’s hierarchy of needs focuses on how to increase motivation by meeting the learner’s needs. ‘Human needs arrange themselves in hierarchies of pre-potency… one need usually rests on the prior satisfaction of another, more predominant need.’ (def) Tutors need to meet the lower immediate needs like sustenance, Inclusivity, and safety, allowing the learner’s higher, personal growth needs to take dominant focus. Tutors also need to reflect on how they teach considering diversity, differentiation, inclusivity, and social tasks, amongst others, within lessons to increase the prospect of meeting individual needs that could be caused by the environment the tutor created, however unintentionally.

As previously discussed, teachers and trainees have a multitude of roles and responsibilities to prepare youths for the workforce in whatever field they choose. ‘The age-old concept of teaching-learning has undergone tremendous changes and the teacher now is considered more as a helper, a higher role has become much more complex and multi-faceted. This calls for a change in teaching style from verbal to all possible modes of communication.’ Dr. S. Pandey (2009) By demonstrating good teaching practices, complying with legislative requirements, and good ethics, tutors help individuals to become the best that person can be. Acting as role models for future generations it is the responsibility of tutors to embed skills that promote employability, longevity, and competence. Moreover, tutors should encouraging and enthuse their love for learning so others can be encouraged to do the same.