50 Training Activities for Administrative, Secretarial, and Support Staff

Activity 7 47

Activity 7

Totally Professional

Description

This activity starts with a general discussion of what makes someone appear “totally

professional.” The participants then take part in short role plays (working in groups

of three) and give each other constructive feedback before a final discussion is led

by the trainer.

Target Group

Less experienced support staff who are still “growing” within their roles.

Objectives

• To increase participants’ sense of professionalism

• To strengthen other people’s (colleagues’ and customers’) perceptions of the

professionalism of support staff

• To build the confidence to contribute as an equal within the department

Number of Participants

6 to 12 (the total number of participants must be divisible by three for the role plays)

Time

60 minutes

Materials

• Flipchart and markers

• Paper and pens for each participant

• Copies of Worksheets 7-1 and 7-2 for each participant

Preparation

1. Read through the worksheets and make sure that you are familiar with their

content.

2. Ensure that the venue is large enough for participants to work in groups of three

without getting in each other’s way.

48 50 Training Activities for Administrative, Secretarial, and Support Staff

Activity 7 (continued)

Method

1. Write a heading on the flipchart “Visible Signs of Professionalism.” Then ask the

participants to tell you what they consider these to be and list their suggestions

on the flipchart. If the following points are not volunteered, lead a discussion to

highlight them and add them to the list:

• Neat hair

• Clean nails and shoes

• Appropriate attire (ask for examples of what this might be)

• Organized work area

• Few personal items on display by the desk

• No one eating at their desk

• No chewing gum

• No smoking

2. On another sheet of flipchart paper, write the heading “Audible Signs of Profes-

sionalism.” Lead a similar discussion, making sure the following points are

included:

• Prompt telephone answering (within three rings if possible)

• Clear, pleasant speech (in person and on the telephone)

• First and last names given in face-to-face introductions and over the

telephone*

• Positive speech, for example:

Not… Instead…

“I can’t help you.” “My colleague (give name) will be

able to help you with that.”

“I don’t know.” “I will find out and call you back by

(a definite time).”

“I don’t know where he or she is.” “He or she is not available at the

moment. Can I help you?”

3. Explain to the participants that you will be asking them to do short role plays in

groups of three. Each participant will take a turn playing each of three roles:

A. Department representative

B. Visitor or telephone caller

C. Observer

When playing roles B and C, participants will need to give constructive feed-

back to role-player A on how professional he/she looked and sounded.

*This is a key element in sounding professional. Most managers will give both their names and, if support

staff do likewise, it makes them appear both confident and more responsible.

Activity 7 49

Activity 7 (continued)

4. Distribute Worksheet 7-1 and discuss it with participants, ensuring that every-

one understands. Explain that points made should be helpful in the workplace

as well as in this training session.

5. Distribute Worksheet 7-2 and then select groups of three for the role plays.

(You might want to refer to the Introduction, page viii, for ideas on how to do

this.)

6. Allow a total of 40 minutes (maximum) for the role plays. While the role plays

are in progress, observe each group silently, in turn, for a few minutes. Look for

behaviors that you feel are either excellent examples of professional behavior

or poor examples. Note these for the final discussion session.

7. Reconvene the whole group and lead a discussion on what has been learned.

Start this by asking the participants to volunteer any useful feedback that they

received after they had played the role of person A, the Department Represen-

tative.

8. Close the activity by reminding the participants of the key points of professional

behavior that were listed on the flipchart at the beginning of the activity.