The Health and Care Professions Council (HCPC)
(2011) suggest that professionalism could be
seen as a ‘meta-skill of situational awareness and
contextual judgement’. This communicates well the
difficulty in applying a scoring matrix or set of rules
for staff to adhere to. Accepting that this level of
interpersonal performance will not come naturally
to all, arguably, as peers, mentors, managers and
educators we have a duty to develop structured
systems whereby staff can meaningfully engage and
discuss their performance and receive feedback
with a view to improving their professional
development (HCPC, 2011). A proposal which