1、AdministrationPersonnel ManagementDi Small S2 2002Topics this week: Staff ManagementReflect on qualities of leaders & role of DirectorInterviews & orientationSupervision, coaching, collegial inquiry Nurturing staff, job satisfaction & burnoutReviews, Grievance procedures, terminationDi Small S2 2002

2、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 leadership in early childho

3、od education. 2nd.ed. Allyn & Bacon: Needham Heights, MADi Small S2 2002Refs: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 inquiry. 3rd ed. Merrill Prentice

4、Hall Upper Saddle River, NJ.Taylor, B. 2002 Early childhood program management. People and procedures. (4th ed) Pearson: Upper Saddle River, NJDi Small S2 2002Reflect:Issue #177, July 24, 2001www.ChildCareEBEING A LEADER, VS BEING A MANAGEROrganizational psychologist, Warren Bennis, in his classic m

5、anagement 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 administers; the leader innovates.* The

6、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 leader has a long-range perspect

7、ive.* 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.* The manager is a classic good so

8、ldier;the leader is his own person.* The manager does things right; the leaders does the right thing.Di Small S2 2002Reflect on Leaders Think: What are the advantages and disadvantages of the following types of leadersThe Lone Ranger.The Power Tripper.The Frightened Fawn. Pair, ShareWhat are the qua

9、lities of the Democratic leader?Think pair, shareDi Small S2 2002 Directors rolesWhat should Directors know about ( write a one sentence statement):Early Childhood educationChild DevelopmentFinanceManagementPsychologySocioculturePair ShareDi Small S2 2002Duties of directorsOHTsTask: Which are person

10、nel matters? Which are task oriented? Di Small S2 2002Interviewing for staff:All I have to do is talk to a person for 5 minutes. True or false?VideoObjectives of selection processPrioritize qualificationsEvaluation tools: CV, interview, check with referees.Di Small S2 2002Appointment IssuesAnti-disc

11、rimination legislationEqual opportunity legislationCosts of appointmentProcesses for clarifying role expectations and working conditionsDi Small S2 2002Experiential staff selectionLeak, in Staff Challenges: uses cartoons, sentence completion, autobiographical questions, and block building in a 1 to

12、2 hour process to select staff.Di Small S2 2002Pitfalls in Selection Processes.Neugebauer in Staff Challenges warns:Dont try to assess too many factorsDont interview too many peopleDont be swayed by general impression and stereotypesPlus those mentioned beforeDi Small S2 2002Observe candidates in ac

13、tion.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 2002Men as staff/ volunteers.Children need male models and positive interactions w

14、ith 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 2002OrientationTaylor page 227 suggests that this is an opportunity for candidates to ask questions and clarify issues.Hand out Centre policy d

15、ocument, discuss professional responsibilities (What would you include in the handbook?)Think Pair Share.Tour facilities, introduce children, staff and parents.O. H. T. checklistDi Small S2 2002Staff HandbookCentre philosophyBehaviour expectationsEquipment maintenance and purchasing proceduresPolici

16、es and proceduresWorking with parentsEmergency proceduresDi Small S2 2002Personnel recordsWhat data do you think would need to be recorded? Think pair shareCheck appendix G from Taylor pp. 476-478Di Small S2 2002Supervision Page 233, Taylor:supervision is a support system for employees Supervision c

17、an include coaching and mentoringplus performance reviewsDi Small S2 2002CoachingScenario:What are some of the messages you take from this?Di Small S2 2002CoachingAs a coach your job is to encourage and provide opportunities for problem definition, problem solving, self reflection and collaboration.

18、Di Small S2 2002SupervisionSurvivalConsolidationRenewalMaturityDi Small S2 2002Reviewing performanceThree-month trial in a position is usualWritten feedback and goal setting / problem solvingEvidence of support and trainingRegular reviewsDi Small S2 2002Peer coaching and mentors.Identify staff who s

19、eem 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 2002NurturingChildcare has a high turnover of staffEarly childhood teachers can be physically isolated from other teachersDi Sm

20、all S2 2002ExchangeEveryDay Issue #190, August 10, 2001“Three helping one another will do as much as six men singly.” -Spanish proverbBONNIES BOOK PICK OF THE WEEK Roger and I have given workshops on creativity which we thought were great fun to plan. One of the most difficult questions a participan

21、t 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 people play and enjoy their time together. What should I do?We all need to play; our creative spirits yearn to be nurtured. Staff

22、 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), Carolyn Nilson shares 100 games and exercises to help staff develop team spirit, spark creative ideas, approach challenges, and

23、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 the trainer create a stimulating experience for personal and organizational growth. Di Small S2 2002ExchangeEveryDay Issue #250, Nov

24、ember 2, 2001In How to Lose Friends & Infuriate People (New York: Penguin Books, 2001), Jonar C. Nadar offers some non-conventional advice for leaders. For example, he debunks the old management wisdom: Your people are your greatest asset:Although employees play a major part in making or breaking an

25、 organization, they do not belong to an organization. Therefore, they cannot be classified as assets. Dont think that excellent organizations employ excellent people. 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 wo

26、uld 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 from ordinary people. Managers should stop trying to employ brilliant people. Instead, they would do well to focus on injecting the winning

27、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 organizations tangible assets, such as technology and cash, are less potent than the intangible assets, such as atmosphere and attitude.D

28、i Small S2 2002Uncover & cultivate passionsArmstrong 1998The most powerful way to awaken genius in the classroom has nothing at all to do with lesson plans, 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.

29、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 2002Uncover & cultivate passionsProfessional development plansGet to know one anothers interests and passions (whats the one thing youre going to do for you as soon

30、as you finish this year) find someone who has a similar interestShare the benefits of the professional developmentDi Small S2 2002Uncover & cultivate passionsGershon & Straub 1989 describe the growing capacity to bring about change in ones life as “empowerment”we are all heroeswe are all both indivi

31、dual and collaborative questorsto initiate, support and sustain meaningful educational change. Brown & Moffat 1999.Di Small S2 2002Self-esteemKatz 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 th

32、ey teach.” Jones Shoemaker, C. 2000Who supports the supporter?Di Small S2 2002Positive feedbackWhat makes you feel good about your work and your self?Help teachers find rewards and job satisfaction in daily encountersThe teacher must be respected, cared for and fulfilledDi Small S2 2002Avoiding Burn

33、out.up Katz in Jones ShoemakerAs a director: PD sharing problem solving and training in topics such as staff relationships, newsletter writing, brainstorming & problem solving plus time management (and other self-management skills)Understanding adult learning, group dynamics, motivation theory, pers

34、onal learning styles, peer coaching & collaborative problem solving will assist. Di Small S2 2002ExchangeEveryDay Issue #297, January 22, 2002www.ChildCareELISTEN BEST WHEN ITS HARDESTIn Grassroots and Nonprofit Leadership (Philadelphia: New Society Publishers, 1995), authors Berit Lakey, George Lak

35、ey, Rod Napier and Janice Robinson (talk about a team effort) explained the importance of a leader being a good listener:People who 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 s

36、tay angry when they feel they are being listened to. To feel heard is to feel cared for. This is why successful relationships do not 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 unde

37、rstanding on the part of those who differ. This is a source of optimism for leaders who want broad diversity of backgrounds in their organizations.Di Small S2 2002Organizational climate to avoid stress. Jorde-Bloom 1988 in TaylorCollegial & supportive staff, professional growth, facilitative leaders

38、hip, clear policies & job descriptions, staff involvement in decision-making, consensus on goals, good planning and efficiency, physical environment supports staff, valuing innovation and fairness in reward system p 170Di Small S2 2002Students view of leadershipOHT reflect back on the list Toowoomba

39、 students developed on the skills & qualities of directors.What would you now add?Di Small S2 2002Problem solvingWhat are 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, t

40、hen your Supervisor supportDi Small S2 2002A Directors Lot is Not a Happy One, in the January, 2001 issue of Child Care Information Exchange, Henry MorganLet 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 co

41、mmunicate, to listen, to let off steam, to hear the steam of your colleagues, to join together to make needed 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 e

42、merging child development system. You can do some of it alone, but you can do all of it a lot better together.Di Small S2 2002Grievance proceduresTaylor page 222, 223Identify issues earlyProblem solving processes with supervisorsRegular performance review with feedback and recording of steps taken F

43、ollow-up on a regular basis as per the problem solving planDi Small S2 2002Grievance scenario 1You have 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

44、 tidy up. She comes to complain to you the Director, as it is really making her unhappy. Shes wondering about a job change. What do you do?Di Small S2 2002TerminationClear guidelines for employment must be available so that staff know expectationsThere must be visible processes for termination of em

45、ployment undertakenBehaviour that threatens the health and safety of children may require immediate dismissal.Di Small S2 2002ExchangeEveryDay Issue #299, January 24, 2002CASE STUDY IN FIRING A POPULAR EMPLOYEE“Last year I had to terminate a well-liked employee, Ms. A, because she was stealing from

46、the center. Efforts to work with her on this issue were to no avail. Of course, I did not tell 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

47、 I had fired Ms. A. Their children had been in her class last year and they were quite fond 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 children 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