1、Di Small S2 2002,Administration,Personnel Management,Di Small S2 2002,Topics this week: Staff Management,Reflect on qualities of leaders & role of Director Interviews & orientation Supervision, coaching, collegial inquiry Nurturing staff, job satisfaction & burnout Reviews, Grievance procedures, ter
2、mination,Di Small S2 2002,References,Carter, M. and Curtis, D. 1998 The visionary director. A handbook for dreaming, organizing & improvising in your centre Redleaf:St.Paul MNChild Care Information Exchange, 2001, Staff challenges Redmond, WAJensen, M.A. & Hannibal, M.A. 2000 Issues, advocacy and le
3、adership in early childhood education. 2nd.ed. Allyn & Bacon: Needham Heights, MA,Di Small S2 2002,Refs:,Jones Shoemaker, C. 2000 Leadership and management of programs for young children. 2nd.ed.Merrill: Upper Saddle River NJ.Henderson, J. G. Reflective teaching. Professional artistry through inquir
4、y. 3rd ed. Merrill Prentice Hall Upper Saddle River, NJ.Taylor, B. 2002 Early childhood program management. People and procedures. (4th ed) Pearson: Upper Saddle River, NJ,Di Small S2 2002,Reflect:Issue #177, July 24, 2001www.ChildCareE,BEING A LEADER, VS BEING A MANAGER Organizational psychologist,
5、 Warren Bennis, in his classic management text, On Becoming a Leader (Reading, MA: Addison-Wesley, 1989), describes the difference between a leader and a manager as the difference between those who master the context and those who surrender to it. He sites these amplifications.* The manager administ
6、ers; the leader innovates.* The manager is a copy; the leader is an original.* The manager maintains; the leader develops.* The manager focuses on systems and structure; the leader focuses on people.* The manager relies on control; the leader inspires trust.* The manager has a short-range view; the
7、leader has a long-range perspective.* The manager asks how and when; the leader asks what and why.* The manager has his eye always on the bottom line; the leader has his eye on the horizon.* The manager imitates; the leader originates.* The manager accepts the status quo; the leader challenges it.*
8、The manager is a classic good soldier; the leader is his own person.* The manager does things right; the leaders does the right thing.,Di Small S2 2002,Reflect on Leaders,Think: What are the advantages and disadvantages of the following types of leaders The Lone Ranger The Power Tripper The Frighten
9、ed FawnPair, ShareWhat are the qualities of the Democratic leader?Think pair, share,Di Small S2 2002,Directors roles,What should Directors know about ( write a one sentence statement): Early Childhood education Child Development Finance Management Psychology SocioculturePair Share,Di Small S2 2002,D
10、uties of directors,OHTsTask: Which are personnel matters? Which are task oriented?,Di Small S2 2002,Interviewing for staff:,All I have to do is talk to a person for 5 minutes. True or false? Video Objectives of selection process Prioritize qualifications Evaluation tools: CV, interview, check with r
11、eferees.,Di Small S2 2002,Appointment Issues,Anti-discrimination legislation Equal opportunity legislation Costs of appointment Processes for clarifying role expectations and working conditions,Di Small S2 2002,Experiential staff selection,Leak, in Staff Challenges: uses cartoons, sentence completio
12、n, autobiographical questions, and block building in a 1 to 2 hour process to select staff.,Di Small S2 2002,Pitfalls in Selection Processes.,Neugebauer in Staff Challenges warns: Dont try to assess too many factors Dont interview too many people Dont be swayed by general impression and stereotypes
13、Plus those mentioned before,Di Small S2 2002,Observe candidates in action.,Neugebauer in Staff Challenges suggests that what is said in interviews may be different to their practices. Decide on qualities youd like to see demonstrated (Other staff can assist in providing input),Di Small S2 2002,Men a
14、s staff/ volunteers.,Children need male models and positive interactions with males. Brainstorm: How to get and interest male volunteers. How will you support and keep male staff in ECE? Read Cunningham in Staff Challenges.,Di Small S2 2002,Orientation,Taylor page 227 suggests that this is an opport
15、unity for candidates to ask questions and clarify issues. Hand out Centre policy document, discuss professional responsibilities (What would you include in the handbook?)Think Pair Share. Tour facilities, introduce children, staff and parents. O. H. T. checklist,Di Small S2 2002,Staff Handbook,Centr
16、e philosophy Behaviour expectations Equipment maintenance and purchasing procedures Policies and procedures Working with parents Emergency procedures,Di Small S2 2002,Personnel records,What data do you think would need to be recorded? Think pair shareCheck appendix G from Taylor pp. 476-478,Di Small
17、 S2 2002,Supervision,Page 233, Taylor: supervision is a support system for employeesSupervision can include coaching and mentoringplus performance reviews,Di Small S2 2002,Coaching,Scenario: What are some of the messages you take from this?,Di Small S2 2002,Coaching,As a coach your job is to encoura
18、ge and provide opportunities for problem definition, problem solving, self reflection and collaboration.,Di Small S2 2002,Supervision,Survival Consolidation Renewal Maturity,Di Small S2 2002,Reviewing performance,Three-month trial in a position is usual Written feedback and goal setting / problem so
19、lving Evidence of support and training Regular reviews,Di Small S2 2002,Peer coaching and mentors.,Identify staff who seem to nurture new teachers in the program, and show interest in exploring adult learning and human development. Practice mentoring one another in your setting.,Di Small S2 2002,Nur
20、turing,Childcare has a high turnover of staff Early childhood teachers can be physically isolated from other teachers,Di Small S2 2002,ExchangeEveryDay Issue #190, August 10, 2001,“Three helping one another will do as much as six men singly.” -Spanish proverb BONNIES BOOK PICK OF THE WEEK Roger and
21、I have given workshops on creativity which we thought were great fun to plan. One of the most difficult questions a participant ever asked me was, “I never have a chance to be creative in my job. Everything is supposed to be done as directed; new ideas are discouraged. It is not a workplace where pe
22、ople play and enjoy their time together. What should I do?“ We all need to play; our creative spirits yearn to be nurtured. Staff meetings need to provide opportunities for people to see themselves, each other, and their work in new ways. In More Team Games for Trainers (New York: McGraw-Hill, 1998)
23、, Carolyn Nilson shares 100 games and exercises to help staff develop team spirit, spark creative ideas, approach challenges, and turn thoughts into actions. Some of the games sound silly, some may not relate to a child care organization exactly as written, but they have the potential for helping th
24、e trainer create a stimulating experience for personal and organizational growth.,Di Small S2 2002,ExchangeEveryDay Issue #250, November 2, 2001,In How to Lose Friends & Infuriate People (New York: Penguin Books, 2001), Jonar C. Nadar offers some non-conventional advice for leaders. For example, he
25、debunks the old management wisdom: “Your people are your greatest asset:“ “Although employees play a major part in making or breaking an organization, they do not belong to an organization. Therefore, they cannot be classified as assets. “Dont think that excellent organizations employ excellent peop
26、le. Most of us are average people. This is not a slur on the human race. There is nothing wrong with being an average person. Managers would do well to learn how to work with average people, and resist the search for geniuses. One of their important challenges is to harness extraordinary results fro
27、m ordinary people. “Managers should stop trying to employ brilliant people. Instead, they would do well to focus on injecting the winning spirit so that their existing employees can do brilliant things. Additionally, how employees interact with each other will determine the fruits of their labor. An
28、 organizations tangible assets, such as technology and cash, are less potent than the intangible assets, such as atmosphere and attitude.“,Di Small S2 2002,Uncover & cultivate passions Armstrong 1998,The most powerful way to awaken genius in the classroom has nothing at all to do with lesson plans,
29、classroom environment, learning materials, or instructional time. It has to do with you. And not you as an educator, but you as a human being. If you wish to spark the hidden light of genius in your students, you must first find and (re)light that spark in yourself.,Di Small S2 2002,Uncover & cultiv
30、ate passions,Professional development plans Get to know one anothers interests and passions (whats the one thing youre going to do for you as soon as you finish this year) find someone who has a similar interest Share the benefits of the professional development,Di Small S2 2002,Uncover & cultivate
31、passions,Gershon & Straub 1989 describe the growing capacity to bring about change in ones life as “empowerment” we are all heroeswe are all both individual and collaborative questorsto initiate, support and sustain meaningful educational change. Brown & Moffat 1999.,Di Small S2 2002,Self-esteem,Kat
32、z 1975 “If respect is shown to teachers and their self image is valued, they are more likely to pass this respect on to other adults and to the children they teach.” Jones Shoemaker, C. 2000 Who supports the supporter?,Di Small S2 2002,Positive feedback,What makes you feel good about your work and y
33、our self?Help teachers find rewards and job satisfaction in daily encounters The teacher must be respected, cared for and fulfilled,Di Small S2 2002,Avoiding Burnout.up Katz in Jones Shoemaker,As a director: PD sharing problem solving and training in topics such as staff relationships, newsletter wr
34、iting, brainstorming & problem solving plus time management (and other self-management skills) Understanding adult learning, group dynamics, motivation theory, personal learning styles, peer coaching & collaborative problem solving will assist.,Di Small S2 2002,ExchangeEveryDay Issue #297, January 2
35、2, 2002 www.ChildCareE,LISTEN BEST WHEN ITS HARDEST In Grassroots and Nonprofit Leadership (Philadelphia: New Society Publishers, 1995), authors Berit Lakey, George Lakey, Rod Napier and Janice Robinson (talk about a team effort) explained the importance of a leader being a good listener: “People wh
36、o do not feel heard usually become frustrated, agitated, belligerent, passive, resistant, or in some way dysfunctional. On the other hand, it is difficult for people to stay angry when they feel they are being listened to. To feel heard is to feel cared for. This is why successful relationships do n
37、ot require agreement as much as they require understanding. Organizations, too, can tolerate a great deal of disagreement and difference if there is a high degree of understanding on the part of those who differ. This is a source of optimism for leaders who want broad diversity of backgrounds in the
38、ir organizations.“,Di Small S2 2002,Organizational climate to avoid stress. Jorde-Bloom 1988 in Taylor,Collegial & supportive staff, professional growth, facilitative leadership, clear policies & job descriptions, staff involvement in decision-making, consensus on goals, good planning and efficiency
39、, physical environment supports staff, valuing innovation and fairness in reward system p 170,Di Small S2 2002,Students view of leadership,OHT reflect back on the list Toowoomba students developed on the skills & qualities of directors. What would you now add?,Di Small S2 2002,Problem solving,What a
40、re the steps? Identifying the problem, brainstorm solutions, decide on strategy, review strategy, decide on next step.Try it on your own, if still a problem, go to collegial support, then your Supervisor support,Di Small S2 2002,“A Directors Lot is Not a Happy One“, in the January, 2001 issue of Chi
41、ld Care Information Exchange, Henry Morgan,“Let me suggest that your directors job can be much less stressful, much more rewarding, and you will learn a lot if you find a way to share, to communicate, to listen, to let off steam, to hear the steam of your colleagues, to join together to make needed
42、changes in public policies. The underlying concept is to look at the directors job as part of a large system. You have an important part to play in this big and growing bigger drama of the emerging child development system. You can do some of it alone, but you can do all of it a lot better together.
43、“,Di Small S2 2002,Grievance procedures,Taylor page 222, 223 Identify issues early Problem solving processes with supervisors Regular performance review with feedback and recording of steps taken Follow-up on a regular basis as per the problem solving plan,Di Small S2 2002,Grievance scenario 1,You h
44、ave a co-operative team approach in your service. The teacher assistant in the preschool group is unhappy at her teachers organization in that the Pre School is always messy no matter what she does to tidy up. She comes to complain to you the Director, as it is really making her unhappy. Shes wonder
45、ing about a job change. What do you do?,Di Small S2 2002,Termination,Clear guidelines for employment must be available so that staff know expectations There must be visible processes for termination of employment undertaken Behaviour that threatens the health and safety of children may require immed
46、iate dismissal.,Di Small S2 2002,ExchangeEveryDay Issue #299, January 24, 2002,CASE STUDY IN FIRING A POPULAR EMPLOYEE “Last year I had to terminate a well-liked employee, Ms. A, because she was stealing from the center. Efforts to work with her on this issue were to no avail. Of course, I did not t
47、ell staff why she no longer worked here. Instead, I said she was pursuing other interests. “Things were calm for about a month. Then one day, three parents set up an apppointment with me and demanded to know why I had fired Ms. A. Their children had been in her class last year and they were quite fo
48、nd of her. This year their children were in the class of Ms. As very good friend. She had told them I had it in for Ms. A and that I had fired her on trumped up charges. “Of course, I couldnt tell parents what had really happened. I assured them that the confidentiality they expected for their child
49、ren and families at the center had always been respected and that we extended the same ethical principle to our relations with teaching staff. I listened carefully to how much they had valued Ms. A as their childrens teacher, how much she had supported them as young parents, and how glad they were t
50、o have their children in the class with Ms. As good friend. I acknowledged their feelings, including their frustration at not being able to change what had happened to Ms. A. They left seeming to feel that I had heard them even though I hadnt changed my decision. “After cooling off that afternoon, I
51、 contacted Ms. As teacher friend and scheduled an appointment to address her discussion of personnel matters with parents. I put a letter in her file after showing it to her and explaining that, based on center policy, it would remain in her file for three years. If no further disciplinary action were necessary, the letter would be removed.“,
