CS - Action Learning

217Faculty Guidebook

Faculty Development Series

Development and Use of an Expert Profl e by Denny Davis, Washington State University and Steve Beyerlein, University of Idaho

An expert profi le gives a concise, vivid synthesis of behaviors demonstrated by experts in a particular fi eld. Expert profi les should be meaningful to a general audience as well as professional practitioners, providing a basis for understanding the special characteristics exemplifi ed by experts in the fi eld. Expert profi les can serve as a guide for career planning, profes- sional development, and program design. This module summarizes features of an expert profi le, outlines a process for creating an expert profi le, and explains how profi les can be used to advantage by various stakeholders.

Need for Expert Profi les Performance expectations within the professions (i.e. medicine, law, engineering, and education) often take the form of job announcements, codes of ethics, lists of desired attributes, and performance evaluations. Students seek information about matching their skills and interests with the realities and opportunities of professional prac- tice. Employers publish minimum requirements for new hires and performance metrics for employees. Educators use syllabi to summarize important knowledge and skills developed in their courses and to align these with aspects of professional practice. Professional societies defi ne stan- dards and guidelines for accrediting programs and licens- ing members. Each of these descriptions tends to be cus- tomized to specifi c contexts and usually does not extend to the highest possible level of professional performance.

Multiple stakeholders can benefi t from expert profi les that communicate the blend of explicit and tacit knowledge, intelligence, creativity, and wisdom that defi nes expert performance in a particular profession (Sternberg, 2003). As such, an expert profi le paints a picture of not only the content and tools of the profession, but also the ‘artistry’ of the profession—in problem framing, in implementa- tion, and in improvisation (Schon, 1987). Students can use these profi les in forming accurate perceptions, dispel- ling misconceptions, and generating motivation to pursue a fi eld of study (Rosser, 2000). Departmental faculty can use these profi les in clarifying critical practices within their discipline and in articulating linkages to other dis- ciplines (Wiggins, 1998). Employers can refer to these in communicating workplace expectations for graduates as well as areas for ongoing professional development (SCANS, 1991). Program evaluators can reference these in establishing outcomes-centered evaluation criteria that are intended to perpetuate professional practice (Sanders, 1994). The specifi cations and methodology for profi le development given in this module are intended to produce a product that meets the needs of all these stakeholders.

Method for Development The steps shown in Table 3 provide a roadmap for creating an expert profi le. To capture the diversity and richness of the entire profession, it is important to involve participants

with different training, experiences, and perspectives. Steps 1-5 describe preparations for a productive focus group session. Steps 6-8 refer to focus group activity appropriate for a lively 2-4 hour session with faculty, practitioners, and/or advisory board members.

Table1

1. Inventory codes of conduct, employee/member profi les, and competency targets used by companies and pro- fessional organizations.

2. Isolate those qualities associated with the profession/ discipline of interest.

3. Identify major performance areas for grouping behaviors/characteristics.

4. Write a holistic description for each performance area in the form of a role.

5. Craft, sort, combine, and refi ne statements about behaviors/characteristics under each role.

6. Remedy obvious gaps with new statements. 7. Assemble a diverse focus group intimate with the

profession/discipline. 8. Rank statements based on importance, suggesting

reorganization and additions, and elevating statements to refl ect expert activity.

9. Assess profi le with respect to the following criteria. Comprehensive: statements addresses all key areas

important to profession or discipline Concise: statements provide a snapshot of key

behaviors/characteristics Distinct: statements are non-overlapping Organized: statements are ordered or grouped for

deeper meaning Action Oriented: statements identify observable

actions Compelling: statements inspire development and

respect 10. Iterate between step 6 and step 8 with different forums

that represent the breadth of a profession/discipline until the profi le is stable.

Method for Developing an Expert Profi le

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Roles and Holistic Behaviors of an Engineer

Technical Roles Holistic Technical Behaviors

Analyst When conducting engineering analysis, the engineer adeptly applies principles and tools of mathematics and science to develop understanding, explore possibilities and produce credible conclusions.

Problem Solver When facing an engineering problem, the engineer produces solutions that properly address critical issues and assumptions and that are conceptually and contextually valid.

Designer When facing an engineering design challenge, the engineer develops designs that satisfy stakeholder needs while complying with important implementation, societal, and other constraints.

Researcher When conducting applied research, the engineer designs and conducts studies that yield defensible results and answer important applicable research questions.

Interpersonal Roles Holistic Interpersonal Behaviors

Communicator When exchanging information with others, the engineer prepares, delivers, and receives messages that achieve desired outcomes.

Collaborator When working with others in joint efforts, the engineer supports a diverse, capable team and contributes toward achievement of its collective and individual goals.

Leader When providing needed leadership, the engineer promotes shared vision to individuals, teams, and orga- nizations and empowers them to achieve their individual and collective goals.

Professional Roles Holistic Professional Behaviors

Self-Grower Motivated for lifelong success, the engineer plans, self-assesses, and achieves necessary personal growth in knowledge, skills, and attitudes.

Achiever When given an assignment, the engineer demonstrates initiative, focus, and fl exibility to deliver quality results in a timely manner.

Practitioner Driven by personal and professional values, the engineer demonstrates integrity and responsibility in engineering practice and contributes engineering perspectives in addressing societal issues.

Behavior-Based Profi le of an Engineer

Role Behaviors or Observable Actions

Analyst

a. Searches strategically to identify all conditions, phenomena, and assumptions infl uencing the situation b. Identifi es applicable governing principles of mathematics, natural sciences, and engineering sciences c. Selects analysis tools consistent with governing principles, desired results, assumptions, and effi ciency d. Produces and validates results through skillful use of contemporary engineering tools and models e. Extracts desired understanding and conclusions consistent with objectives and limitations of the analysis

Problem Solver

a. Examines problem setting to understand critical issues, assumptions, limitations, and solution requirements b. Considers all relevant perspectives, solution models, and alternative solution paths c. Selects models for obtaining solutions consistent with problem type, assumptions, and solution quality d. Uses selected models, methods, and data to produce desired solution e. Validates results, interprets and extends the solution for wider application

Table 2

Table 3

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Role Behaviors or Observable Actions

Designer

a. Searches widely to determine stakeholder needs, existing solutions, and constraints on solutions b. Formulates clear design goals, solution specifi cations (including cost, performance, manufacturability, sus-

tainability, social impact), and constraints that must be satisfi ed to yield a valuable design solution c. Thinks independently, cooperatively, and creatively to identify relevant existing ideas and generate original

solution ideas d. Synthesizes, evaluates, and defends alternatives that effi ciently result in products (components, systems,

processes, or plans) that satisfy established design criteria and constraints to meet stakeholder needs e. Reviews and refi nes design processes for improved effi ciency and product (solution) quality

Researcher

a. Formulates research questions that identify relevant hypotheses or other new knowledge sought b. Plans experiments or other data gathering strategies to address questions posed and to control error c. Conducts experiments or other procedures carefully to obtain reliable data for answering questions d. Uses accepted data analysis procedures to infer trends, parameters, and data error e. Interprets and validates results to offer answers to posed questions and to make useful application

Communicator

a. Listens, observes, and questions to assess audience background and information needs b. Documents and mines available information and differing perspectives for understanding and application c. Prepares a message with the content, organization, format, and quality fi tting the audience and purpose d. Delivers a message with timeliness, credibility, and engagement that achieve desired outcomes effi ciently e. Assesses the communication process and responds in real-time to advance its effectiveness

Collaborator

a. Respects individuals with diverse backgrounds, perspectives, and skills important to the effort b. Values roles, accepts role assignments, and supports others in their roles c. Contributes to development of consensus goals and procedures for effective cooperation d. Resolves confl icts toward enhanced buy-in, creativity, trust, and enjoyment by all e. Contributes to and accepts feedback and change that support continuous improvement

Leader

a. Facilitates and articulates a shared vision valued by targeted individuals, groups, or organizations b. Motivates others to action by crafting a compelling yet credible case for achieving individual and organiza-

tional goals c. Provides authority and resources and removes barriers to aid others’ success d. Supports risk-taking and growth by creating trust, providing counsel, and modeling desired attributes e. Encourages achievement by recognizing and rewarding individual and group successes

Self-Grower

a. Takes ownership for one’s own personal and professional status and growth b. Defi nes personal professional goals that support lifelong productivity and satisfaction c. Regularly self-assesses personal growth and challenges to achieving personal goals d. chieves development planned to reach personal goals e. Seeks out mentors to support and challenge future growth and development

Achiever

a. Accepts responsibility and takes ownership in assignments b. Maintains focus to complete tasks on time amidst multiple demands c. Takes appropriate actions and risks to overcome obstacles and achieve objectives d. Monitors and adapts to changing conditions to ensure success e. Seeks help when the challenge exceeds current capability in the given time constraints

Practitioner

a. Displays integrity, consistency, ethical, and professional demeanor in engineering practice and relationships b. Embraces and employs appropriate professional codes, standards, and regulations c. Engages with engineering professionals and organizations to support excellence in engineering practice d. Demonstrates citizenship through service to society on local, national and/or global scales e. Brings responsible engineering perspectives to global and societal issues

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Engineering Example The Transferable Integrated Design Engineering Education (TIDEE) consortium has produced several iterations of expert profi les for engineering (Davis, 2005). The latest TIDEE profi le is built around a collection of technical, interpersonal, and personal behaviors defi ned in Table 2. Each behavior is introduced in terms of a role that supports the fi eld. Common performances within each role are cited in the expert profi le shown in Table 3. Each perfor- mance begins with an action verb and gives evidence of underlying knowledge, skills, and attitudes.

Ideas for Implementation Expert profi les can be used to prompt discussion and analy- sis of a profession/discipline in a variety of settings. They can be used to introduce the profession/discipline in a fresh- man seminar. Inquiry questions for this audience include:

What elements of this profession/discipline do you fi nd most attractive? Why? What elements of this profession/discipline do you fi nd most surprising? Why? What are the top three questions you would like to ask a professional in this area about their choice of career? What would you hope to learn through each question?

Expert profi les can be used to obtain mindshare between faculty and industry representatives on key knowledge, skills, and attitudes that are developed within a program. Inquiry questions for this audience include:

How well does this profi le represent the highest level of professional performance in your organization? In what areas of the expert profi le are graduates from this program best prepared?Why is this valu- able and how does this occur? In what areas of the expert profi le are graduates from this program least prepared? What, if anything, should be done about this?

Expert profi les can complement course syllabi and can help to process learning outcomes for a course. Inquiry questions for this audience include:

What aspects of the expert profi le relate most closely to this course? Why are these emphasized and what could be long-term implications for your career? What is your background in each of the emphasized skill areas? What actions should you need to take to be better prepared for this course? What types of evidence will be produced in this course that your professional knowledge, skills, and attitudes will be further developed? What challenges might you experience in achieving this growth?

Expert profi les can be used to refl ect on personal/ professional growth that has occurred over a semester. Inquiry questions for this audience include:

In what aspects of the expert profi le did you experi- ence the greatest change? What evidence can you provide for the reasons that underlie these changes? In what aspects of the expert profi le do you have the greatest opportunity to grow?Why would this be valuable? What conditions need to exist for this growth to occur? What new insights about the profession/discipline have you developed?What implications do these have for your future career path?

Concluding Thoughts Expert profi les raise the bar on one’s performance, no matter what one’s stage of development. They inspire novices to accept the challenge of purposefully elevating personal skills. They help teachers prioritize, communi- cate, and facilitate learning outcomes that are aligned with long-term behaviors within the profession/discipline. They remind even the most talented professionals that there are multiple dimensions of professional practice and that ongoing personal development in all dimensions is needed to stay abreast of new knowledge, technology, and ever increasing societal challenges. Expert profi les, therefore, can be a unifying force in a community of practice, encouraging all members (learners, teachers, and practitioners) to engage in dialogue about their profession/discipline and to walk the talk of continuous self-improvement toward a common ideal.

References

D. Davis, S. Beyerlein, and I. Davis (2005). Development and Use of an Engineering Profi le, Proceedings of the ASEE 2005 Annual Conference and Exhibition.

R. Sternberg (2003). Wisdom, Intelligence, and Creativity Synthesized, New York: Cambridge University Press.Synthesized, New York: Cambridge University Press.Synthesized

D. Schön (1987). Educating the Refl ective Practitioner, New York: John Wiley & Sons.

S. Rosser (2000). Women, Science, and Society: The Cruiicial Union. New York: Teacher’s College Press.

Secretary’s Commission on Achieving Necessary Skills (1991). What work requires of schools: A SCANS report of America 2000. Washington, DC: Department of Labor.

J.R. Sanders (1994). Program evaluation standards: How to assess evaluations of educational programs (2nd edi-nd edi-nd tion). Thousand Oaks, CA: Sage Press.

G. Wiggins and J. McTighe, (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.