Scenario: The New Broom
Posted: Thu Jul 21, 2016 1:22 am
Hi Lecturer in charge,
I have tried to answer the questions as below but all the answers are not right. kindly advise me how to give the right answer. Thanks!
Service Profile: Workplace Early Learning Centre
Management Structure: Committee of 5-7 parents and 2 administrators from the workplace.
Operating Hours: 6 am - 6pm
Staffing:
• 30 F/T equivalent educators + Director (EC teacher)
– 3 EC teachers
– 17 Diploma Educators
– 4 Certificate III
– 6 Certificate III trainees
• 1 F/T Administration Manager
• 1P/T Cook
Room Groupings Number of Children per day Staff
Room1:infant/toddler 16 5 + trainee
Room 2: infant/toddler 16 5 + trainee
Room 3: 2 -3’s 15 4 + trainee
Room 4: 2 -3’s 15 4 + trainee
Room 5: 3-4’s 22 3 + trainee
Room 6: 4-5’s 22 3 + trainee
There are 3 shifts per day: early, middle and late. From 6am – 7.30am and 5-6pm the children are grouped into three rooms.
Each room has a room leader who is responsible to the Director. Room leaders are required to make day-to-day decisions, supervise and manage their own team as well supervise and mentor the trainee within their room.
Centre Director
Jo McKean is the newly appointed Director of a 106-place work-based child care centre, with a full-time and part-time staff of thirty two.
Although this is Jo’s first appointment as Director to such a large centre she has had experience leading teams of up to 15 people. Jo is enthusiastic and energetic and sees this appointment as both a challenge and a great opportunity to put in place ideas she has accumulated over the years.
Scenario A Continued.
The New Broom I
The service has already undergone a significant upheaval, with the Director and two staff resigning due to conflict among the team. Jo is faced with an existing team who are disillusioned, suspicious and unmotivated, as well as two new team members who are very keen and motivated. Jo has lots of ideas for “getting the place back on track” as she puts it.
The committee appointed Jo with a mandate to make major changes to the organisational structure.
Specifically Jo has been directed to:
a. Create a leadership team consisting of the room leaders, Jo and the administration manager.
b. Review all roles and responsibilities of team members, beginning with the room leaders.
c. Plan and implement a performance review system.
d. Review roster system and shift duties.
e. Review the communication systems within the centre.
f. Identify the professional development needs of all team members.
g. Introduce accountability systems to ensure compliance with legislation and NQS.
The committee has worked with Jo on a timeframe for the achievement of each goal. Jo is asked to provide weekly email updates on her progress to the committee chairperson and arrange support meetings as needed.
For the first few weeks Jo uses a variety of methods to gather information including observing staff, keeping a reflective journal, mapping rosters and roles, conducting short interviews and reviewing policies and procedures. Her purpose for gatherthering this information is to get a sense of how the service and team operate.
She is also trying to identify the relationships within the team – who are the leaders, who are the followers and who is feeling the most disengaged.
Jo makes a conscious decision not to become too friendly with the team, keeping her interactions short and formal. She asks lots of direct questions about various policies and procedures but does not invite staff to share their views or ideas.
Four weeks after her appointment Jo calls a team meeting. Jo begins by thanking everyone for helping her to settle in. She tells the team a little about herself and her work history. Jo then presents a power point presentation outlining her vision as an early childhood educator and team leader. She includes her goals and priorities as directed by the committee. Jo makes it clear that there will be changes and invites everyone to become part of the change process by working collaboratively and sharing ideas for continuous improvement. Jo tells the team that her first task will be to review all roles and responsibilities.
Jo informs the team that she will schedule a 30 minute meeting with each team member to review their new role and responsibilities.
During the presentation there are no questions and at the end of the presentation there is stony silence.
Scenario A Continued.
Jo meets separately with the room leaders and gives them a schedule for leadership meetings. The first meeting will be held in two weeks. The committee has agreed to bring in relief staff so that the leadership team can meet for a full day. Thereafter meetings will be held from 4pm - 6pm weekly then fortnightly.
Jo hands out the agenda for the meeting:
LEADERSHIP DAY AGENDA
1. Expectation and responsibilities of the leadership team
2. Review of organisations philosophy and goals – presented by Jack, Committee Chairperson
3. Identify goals and objectives for the leadership team – brainstorm
Morning Tea
4. Decision-making, delegation and leadership – presented by consultant
5. Factors that influence workplace performance - presented by consultant
Lunch
6. Review of roles and responsibilities – presented by Jo who has already done some preliminary Work
For the first meeting each room leader is asked to:
a. Prepare a leadership profile identifying their leadership style and leadership strengths. They must also identify specific areas of leadership training they would like to undertake as part of the organisation’s continuous improvement processes.
b. Prepare to engage in a discussion about how they make decisions, delegate tasks, and ensure work standards are maintained.
c. Prepare a profile of their team identifying each educator’s strengths and areas where performance can be improved or developed.
d. Think about strategies that can be put in place to improve team morale and maximise individual workplace performance to achieve quality outcomes.
e. Develop a cohesive team so that everyone can work towards the same outcomes.
1.List the strategies used by Jo to establish her role and authority as leader?
Jo used variety of method to gather information including observing staff, keeping a reflective journal, mapping rosters and roles, conducting interview
Jo has been trying to identify relationship within the team
Jo decided not to become too friendly with the team, keeping her interactions short and formal. She asks lots of direct questions about various policies and procedures but does not invite staff to share their views and ideas.
Jo arrange a meeting to inform about individual room leader meeting for review their new role and responsibilities
2.What accountability strategies have been put in place for Jo?
Positive interpersonal interaction-creating a strong sense of cohesion within peer groups and addressing negative attitudes.
Intellectual stimulation-promoting lively debate and discussion of ideas
Challenge-providing employees with sufficient challenging, suitably complex and interesting tasks.
3.How has Jo incorporated consultation and strategic alliances as part of her leadership style?
Innovative thinking adds new ideas and value to traditional business thinking and contributes to a positive and effective leadership style
4.What research methods did Jo use to gather the information she required?
Observations, collecting information or interviews
I have tried to answer the questions as below but all the answers are not right. kindly advise me how to give the right answer. Thanks!
Service Profile: Workplace Early Learning Centre
Management Structure: Committee of 5-7 parents and 2 administrators from the workplace.
Operating Hours: 6 am - 6pm
Staffing:
• 30 F/T equivalent educators + Director (EC teacher)
– 3 EC teachers
– 17 Diploma Educators
– 4 Certificate III
– 6 Certificate III trainees
• 1 F/T Administration Manager
• 1P/T Cook
Room Groupings Number of Children per day Staff
Room1:infant/toddler 16 5 + trainee
Room 2: infant/toddler 16 5 + trainee
Room 3: 2 -3’s 15 4 + trainee
Room 4: 2 -3’s 15 4 + trainee
Room 5: 3-4’s 22 3 + trainee
Room 6: 4-5’s 22 3 + trainee
There are 3 shifts per day: early, middle and late. From 6am – 7.30am and 5-6pm the children are grouped into three rooms.
Each room has a room leader who is responsible to the Director. Room leaders are required to make day-to-day decisions, supervise and manage their own team as well supervise and mentor the trainee within their room.
Centre Director
Jo McKean is the newly appointed Director of a 106-place work-based child care centre, with a full-time and part-time staff of thirty two.
Although this is Jo’s first appointment as Director to such a large centre she has had experience leading teams of up to 15 people. Jo is enthusiastic and energetic and sees this appointment as both a challenge and a great opportunity to put in place ideas she has accumulated over the years.
Scenario A Continued.
The New Broom I
The service has already undergone a significant upheaval, with the Director and two staff resigning due to conflict among the team. Jo is faced with an existing team who are disillusioned, suspicious and unmotivated, as well as two new team members who are very keen and motivated. Jo has lots of ideas for “getting the place back on track” as she puts it.
The committee appointed Jo with a mandate to make major changes to the organisational structure.
Specifically Jo has been directed to:
a. Create a leadership team consisting of the room leaders, Jo and the administration manager.
b. Review all roles and responsibilities of team members, beginning with the room leaders.
c. Plan and implement a performance review system.
d. Review roster system and shift duties.
e. Review the communication systems within the centre.
f. Identify the professional development needs of all team members.
g. Introduce accountability systems to ensure compliance with legislation and NQS.
The committee has worked with Jo on a timeframe for the achievement of each goal. Jo is asked to provide weekly email updates on her progress to the committee chairperson and arrange support meetings as needed.
For the first few weeks Jo uses a variety of methods to gather information including observing staff, keeping a reflective journal, mapping rosters and roles, conducting short interviews and reviewing policies and procedures. Her purpose for gatherthering this information is to get a sense of how the service and team operate.
She is also trying to identify the relationships within the team – who are the leaders, who are the followers and who is feeling the most disengaged.
Jo makes a conscious decision not to become too friendly with the team, keeping her interactions short and formal. She asks lots of direct questions about various policies and procedures but does not invite staff to share their views or ideas.
Four weeks after her appointment Jo calls a team meeting. Jo begins by thanking everyone for helping her to settle in. She tells the team a little about herself and her work history. Jo then presents a power point presentation outlining her vision as an early childhood educator and team leader. She includes her goals and priorities as directed by the committee. Jo makes it clear that there will be changes and invites everyone to become part of the change process by working collaboratively and sharing ideas for continuous improvement. Jo tells the team that her first task will be to review all roles and responsibilities.
Jo informs the team that she will schedule a 30 minute meeting with each team member to review their new role and responsibilities.
During the presentation there are no questions and at the end of the presentation there is stony silence.
Scenario A Continued.
Jo meets separately with the room leaders and gives them a schedule for leadership meetings. The first meeting will be held in two weeks. The committee has agreed to bring in relief staff so that the leadership team can meet for a full day. Thereafter meetings will be held from 4pm - 6pm weekly then fortnightly.
Jo hands out the agenda for the meeting:
LEADERSHIP DAY AGENDA
1. Expectation and responsibilities of the leadership team
2. Review of organisations philosophy and goals – presented by Jack, Committee Chairperson
3. Identify goals and objectives for the leadership team – brainstorm
Morning Tea
4. Decision-making, delegation and leadership – presented by consultant
5. Factors that influence workplace performance - presented by consultant
Lunch
6. Review of roles and responsibilities – presented by Jo who has already done some preliminary Work
For the first meeting each room leader is asked to:
a. Prepare a leadership profile identifying their leadership style and leadership strengths. They must also identify specific areas of leadership training they would like to undertake as part of the organisation’s continuous improvement processes.
b. Prepare to engage in a discussion about how they make decisions, delegate tasks, and ensure work standards are maintained.
c. Prepare a profile of their team identifying each educator’s strengths and areas where performance can be improved or developed.
d. Think about strategies that can be put in place to improve team morale and maximise individual workplace performance to achieve quality outcomes.
e. Develop a cohesive team so that everyone can work towards the same outcomes.
1.List the strategies used by Jo to establish her role and authority as leader?
Jo used variety of method to gather information including observing staff, keeping a reflective journal, mapping rosters and roles, conducting interview
Jo has been trying to identify relationship within the team
Jo decided not to become too friendly with the team, keeping her interactions short and formal. She asks lots of direct questions about various policies and procedures but does not invite staff to share their views and ideas.
Jo arrange a meeting to inform about individual room leader meeting for review their new role and responsibilities
2.What accountability strategies have been put in place for Jo?
Positive interpersonal interaction-creating a strong sense of cohesion within peer groups and addressing negative attitudes.
Intellectual stimulation-promoting lively debate and discussion of ideas
Challenge-providing employees with sufficient challenging, suitably complex and interesting tasks.
3.How has Jo incorporated consultation and strategic alliances as part of her leadership style?
Innovative thinking adds new ideas and value to traditional business thinking and contributes to a positive and effective leadership style
4.What research methods did Jo use to gather the information she required?
Observations, collecting information or interviews
,