3120HSL Professionalism
In 3120HSL we take our role in preparing Griffith graduates for their post-degree careers seriously. As part of that process we include a significant component of the overall grade for this course in reference to the level of professionalism demonstrated by students. Professionalism is a suite of qualities that mark or characterise a professional person which go beyond technical knowledge and qualifications. This way of being is made up of appearance, manner, communication, interacting, demeanour and attitude, approach, and openness to grow. As the environment organisations operate in becomes increasingly globalised and uncertain, personal professionalism is highly valued by employers and is a primary determinant of successful careers, and even gaining employment in the first place. The professionalism grade is a positive and proactive element of this course which is totally within your control and its aim is to help you develop skills that will serve you well in your future career.
The component of the grade for professionalism in 3120HSL focuses on assessing a combination of your interaction with the teaching team and other students, your demeanour & attitude in tutorials, and your preparedness for course activities and discussions. You will notice that attendance or mere participation does not enter into this explanation of professionalism. This is a deliberate action in keeping with what students will face in their post-degree careers.
The issue of attendance is an appropriate place to begin to understand this component of your grade. Attending your workplace is a fundamental requirement of any employment agreement. However, you do not get paid to attend your workplace; you get paid for performing your work. Likewise, you need to attend prescribed classes and activities to do well in your professionalism grade, but you receive no portion of your grade for merely attending. Instead you are graded on your performance in required tasks.
Another theme present in the assessment of professionalism, and in the assessment of workplace performance, is that this is not a zero-sum game. This means that demonstrating professionalism on 9/10 occasions does not necessarily equate to achieving a 90% grade for professionalism. That is, one profoundly unprofessional action can completely undo many consistently demonstrated professional actions. This aspect of professionalism and how it is represented in the grading of professionalism is further explained in class.
The following table is used in assessing your professionalism grade. It is important that students recognise that although professionalism is an internal disposition, how others view you is a critical component of professionalism. Therefore, assessment of professionalism is necessarily subjective in nature. On this basis students are encouraged to maintain a dialogue with their tutors throughout the semester about their progress in this area. There is great scope for students to develop their professionalism throughout the semester and continually improve their ultimate grade.

Professionalism Criteria Level | Attributes | | • Demonstrates little or no advance preparation for scheduled tasks | Unprofessional | • Lets others set and pursue the agenda in class | (Level 0) | • Frequently fails to follow explicit instructions | | • Consistently fails to keep scheduled appointments | | • Displays disruptive behaviour and or shows disrespect for others | | * Rarely, if ever, explores ideas and concepts with members of the teaching team, either by email or consultation hours. | | • Demonstrates little advanced preparation for scheduled tasks | Beginner | • Takes some part in setting & pursuing group goals and agendas | (Level 1) | • Follows explicit instructions most of the time | | • Occasionally introduces information or asks fundamental questions | | • Is occasionally absent or late for scheduled appointments | | * Listens attentively and is respectful of others | | * Rarely, if ever, explores ideas and concepts with members of the teaching team, either by email or consultation hours. | | * Demonstrates being moderately prepared in advance for scheduled tasks | | * Takes some part in setting & pursuing group goals and agendas | Novice | * Follows explicit instructions most of the time | (Level 2) | * Frequently introduces information or asks questions that further the groups goals and agenda | | * Is rarely absent or late for scheduled appointments | | * Listens attentively and is respectful of others | | * Occasionally explores ideas and concepts with members of the teaching team, either by email or consultation hours. | | • Consistently demonstrates being well prepared in advance for scheduled tasks | | • Takes a large part in setting & pursuing group goals and agendas | Proficient | • Actively participates in group discussion & asks questions that further group goals & agendas | (Level 3) | • Listens actively and shows understanding by paraphrasing or by acknowledging and building on others’ ideas | | • Always follows explicit instructions | | • Is rarely absent or late for scheduled tasks, and if likely to be absent or late, informs others ahead of time | | * Frequently explores ideas and concepts with members of the teaching team, either by email or consultation hours. | | • All of the markers of proficient professionalism, plus: | Exemplary | • Draws out ideas or concerns of others, especially those who have said little | (Level 4) | • Re-visits issues or ideas that need more attention | | • Helps the group stay on track | | • Summarizes group decisions and action assignments | | * Introduces the group to alternative sources and examples that advances understanding of concepts or challenges presented material | | |