BSBLED401 Develop teams and individuals Global Business College of Australia Pty Ltd | RTO number: 41292 | CRICOS number: 03443D | 337-339 La Trobe Street, Melbourne VIC 3000 |T: +61 3 9041 3050 | E: [email protected] | www.gbca.edu.au Elements The following elements define the essential outcomes of this unit: Element 1 Determine development needs Element 2 Develop individuals and teams Element 3 Monitor and evaluate workplace learning Develop Teams and Individuals • https://www.youtube.com/watch ?v=i3YAApxlItE • Reflect on what you learnt from this video What is a team in Childcare? • A ‘group of people who cooperate with each other to work towards achieving an agreed set of aims, objectives or goals while simultaneously considering the personal needs and interests of individuals’. Types of teams All employees – educators and support staff (administrative assistance, cook, cleaner, handy person/gardener) led by a Director, Co-ordinator (manager). Room teams – educators led by a room or team leader, senior educator teams – room leaders and manager. Administrative and management team – manager, administrative assistant and management (owner, committee, board etc.). Developing an Effective Team • Get to know each other. • Do something social together. • Carry out a task together. • Disclose personal information about yourself. • Express feelings about being in a team. • Identify your strengths and weaknesses as a team. • Identify your skills which may be useful to the team. • Identify your preferences about how you like to work with others. • Do something creative together. NQS in regards to Leadership and service management-element 7.2.2 Aim – 7.2.2 • The approved provider, nominated supervisor, educators, co-ordinators, staff members, families and children benefit when performance plans, under a regular cycle of review, are in place. • This planning and review ensures that knowledge, skills and practices are current and areas requiring further development are addressed. Activity: 1. Explore Guide to the National Quality Standard - See Quality Area 7 Leadership and Service Management: Element 7.2.2 - the performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement. 2. How an education and care service can demonstrate Element 7.2.2 to Assessors? Functions for developing teams Category Functions Group/Team. Setting standards ; Maintaining discipline; Building team spirit; Encouraging, motivating, giving sense of purpose. ; Appointing roles ; Ensuring communication within the group ; Training the group. Individual. Attending to personal problems ; Praising individuals ; Giving status; Recognising and using individual abilities ; Training the individual. Advantages • Forming, Storming, Norming, and Performing - Your 10-Minute Guide to Developing an Effective Team • https://www.youtube.com/watch ?v=mlz__wfNpVM Team formation - Forming, Storming, Norming, and Performing Forming. • Direct the team, and establish clear objectives, both for the team as a whole and for individual team members. Storming. • Establish processes and structures. • Build trust and good relationships between team members. • Resolve conflicts swiftly if they occur. Provide support, especially to those team members who are less secure. • Remain positive and firm in the face of challenges to your leadership, or to the team's goal. • Explain the "forming, storming, norming, and performing" idea, so that people understand why problems are occurring, and so that they see that things will get better in the future. Coach team members in assertiveness and conflict resolution skills, where this is necessary. Team formation - Forming, Storming, Norming, and Performing Norming. • Step back and help team members take responsibility for progress towards the goal. • This is a good time to arrange a team-building event. Performing. • Delegate tasks and projects as far as you can. Once the team is achieving well, you should aim to have as light a touch as possible. • You will now be able to start focusing on other goals and areas of work. Adjourning. • Take the time to celebrate the team's achievements – you may work with some of your people again, and this will be much easier if people view past experiences positively Building relationships through trust How to implement strategy in practice? 1. Dialogue. • Focus on opening the lines of communication. Get people talking and make it a safe atmosphere for employees to share their honest opinions. Discuss the importance of open communication with all. 2. Acknowledge the unspeakable. • Touchy issues need to be resolved and openly discussed. Be sure not to point fingers and remember to always stick to the facts. Consider what’s been happening, why, and what you plan to do about it. Building relationships through trust How to implement strategy in practice? 3. Secrecy breeds suspicion. When information or activity is kept secret, it is open to misinterpretation, so communication is essential. Any new discussion or planning should be shared with all those involved or effected as soon as possible. Develop tools that communicate what’s going on. Regular email, meetings, and newsletters help to keep people in the know. 4. Keep promises. Make fewer and better agreements, don’t commit to something you cannot follow through with. If you can’t make a promise due to an inability to follow through, then communicate this clearly and renegotiate. 5. Model trust. Be a role model of appropriate behaviour. Team Development – Adult Learning Styles Like children, all adults learn in different ways ? 1. Adults are internally motivated and self-directed. 2. Adults bring life experiences and knowledge to learning experiences. 3. Adults are goal oriented. 4. Adults are relevancy oriented. 5. Adults are practical. 6. Adult learners like to be respected. Activity: 1. Read in your resources: Adult Learning Theory and Principles. 2. Answer Q4 in part 002 3. Reflect on yourself – Which learning style do you prefer and why? 4. Log on Moodle and share your answer in the Forum: What is your preferable learning style? SWOT Analysis Strengths (Internal) Weaknesses (Internal) A personal strength is an asset to you as a product and can be used as a way to differentiate yourself from others. A personal weakness is a liability or an area of opportunity for growth. Opportunities Comparing yourself to people you’ll likely compete against for that (External) next job or promotion. Then, as objectively as possible, judge your threats and determine possible ways to overcome them. Threats (External) Comparing yourself to people you’ll likely compete against. How To Conduct A Personal SWOT Analysis Weaknesses Opportunities • What tasks do you usually avoid because you don't feel confident doing them? • What new technology can help you? Or can you get help from others or from people via the Internet? • Is your industry growing? If so, how can you take advantage of the current market? • Do you have a network of strategic contacts to help you, or offer good advice? • What trends (management or otherwise) do you see in your company, and how can you take advantage of them? • Are any of your competitors failing to do something important? If so, can you take advantage of their mistakes? • Is there a need in your company or industry that no one is filling? • Do your customers or vendors complain about s • What will the people around you see as your weaknesses? • Are you completely confident in your education and skills training? If not, where are you weakest? • What are your negative work habits (for example, are you often late, are you • Do you have personality traits that hold you back in your field? For instance, if you have to • conduct meetings on a regular basis, a fear of public speaking would be a major weakness. How To Conduct A Personal SWOT Analysis Threats • What obstacles do you currently face at work? • Are any of your colleagues competing with you for projects or roles? • Is your job (or the demand for the things you do) changing? • Does changing technology threaten your position? • Could any of your weaknesses lead to threats? • Activity Reflect on yourself and answer Q1 b and c in part 003 SMART Goal Element Definition Specific. Your goal must be clear and well defined. Vague or generalised goals are unhelpful because they don’t provide sufficient direction. Remember, you need goals to show the way. Make it as easy as you can to get where you want to go by defining precisely where you want to end up. Measurable. Include precise amounts, dates, and so on in your goals so you can measure your degree of success. Attainable. Make sure that it’s possible to achieve the goals you set. If you set a goal that you have no hope of achieving, you will only demoralise yourself and erode your confidence. However resist goals that are too easy. Relevant. Goals should be relevant to the direction you want your life and career to take. By keeping goals aligned with this, you’ll develop the focus you need to get ahead and do what you want. Set widely scattered and inconsistent goals, and you’ll fritter your time away. Timely. Your goals must have a deadline. Again, this means that you know when you can celebrate success. When you are working on a deadline, your sense of urgency increases and achievement will come Leadership role • Get to know each other. • Do something social together. • Carry out a task together. • Disclose personal information about yourself. • Express feelings about being in a team. • Identify your strengths and weaknesses as a team. • Identify your skills which may be useful to the team. • Identify your preferences about how you like to work with others. • Do something creative together • Start with good news. • Use positive body language. • Prioritise your ideas. Giving and receiving effective difficult feedback • Concentrate on the behaviour, not the person. • Be descriptive. • Be specific. • Be helpful. • Balance the content. • Be realistic. • Own the feedback. • Be timely. • Offer continuing support. • Get the person’s point of view. • Set a standard. • Agree to an action plan. Activity: 1. Read in your resources: Giving and Receiving Effective Feedback. 2. Reflect what you learnt in scenarios Q1b and Q5 in part 005. Management Tasks • • • • • • • Assessment of performance. Evaluation of performance. Feedback. Performance counselling. Coaching. Mentoring. Learning and development plans for both individuals and teams. Assessing Employees’ performance • • • • • The objectives and philosophy of the organisation. The legislative requirements that must be met by approved children’s services. The expectations of services users (i.e. families). The job role and responsibilities of each educator. The standards or benchmarks that educators are expected to achieve in the execution of their role. • The specific challenges of the service – large services; infant/toddler care; children with additional needs; geographical isolation; challenging families, etc. • Individual educator differences - age, cultural background, qualifications, experience, skills and knowledge. • The team structure. WHY Performance Review???? • Legislative compliance – in children’s services evaluation of educator performance is a requirement of the NQS. • To ensure employees are working towards the goals of the organisation. • To ensure employees are reflecting the philosophy of the organisation in their day-to-day practices. • To identify areas where work task, procedures or polices need to be adjusted to reflect current best practices or legislative compliance. • To ensure that the required roles and responsibilities of employees accurately reflect the work being undertaken. • To encourage employee feedback and innovation. • To identify the strengths of team members. • To identify training needs of individuals and teams. • To provide constructive, timely feedback to improve performance and/or acknowledge WHY Performance Review???? • To ensure that the employer is meeting its obligation in relation to employment conditions as well as WHS requirements. • To ensure that each employee is able to carry out her/his role to the required standards as set out by the organisation. • To ensure that each employee understands her/his obligations in relation to legislative compliance. • To support employees to maximise their skills/knowledge and engage in a process of ongoing learning and development and support career aspirations. • To provide documentation/evidence in the event of disputes, conflict or termination of an employee. • To assess the effectiveness of communication systems between management, manager and employees. • To benchmark performance. • To assess organisational culture and morale of employees. • To improve relationships with and among employees. Gathering Information must be ETHICAL!!! • Make sure that you don't undermine the person's dignity, and that you respect the context. For example, in some cultures, it may be acceptable to talk openly to co-workers. In others, you will have to do this with a lot of sensitivity, if you do it at all. • Avoid unfocused generalizations. Ask people to back up their comments with specific examples. How to identify an individual needs of training? • Reviewing team members' job descriptions. Training Needs • Meeting with them. • Observing them at work. • Gathering additional data. • Analysing and preparing data. • Determining action steps. Helpful Questions: • What challenges do you face every day? • What is most frustrating about your role? • What areas of your role, or the organization, do you wish you knew more about? • What skills or additional training would help you work more productively or effectively? Training needs Analysis • A training needs analysis is a process that defines the training required for an individual, for a position, group, team, department, organisation or industry sector. • Three levels for analysis: • Job role level. • Organisational level. • Individual level. Training options Training options Definition On-the-Job Training. When team members shadow more experienced team members to learn a new skill. This type of training is easy and cost-effective to set up. Instructor-Led Training. This is similar to a "class", where an experienced consultant, expert, or trainer teaches a group. Online Training and E- This can be particularly convenient and cost-effective. This teaches team members how to perform the tasks of their colleagues. Cross- Learning. Cross-Training. training helps you create a flexible team, and can lead to higher morale and job satisfaction. Active Training. Involves games, group learning, and practical exercises. This type of training is often effective, because it pushes people to get involved and be engaged. Mentoring or Coaching. These can be effective for helping your team members develop professionally • Activity: • 1. Read in your resources: Understanding developmental needs – how to help people reach peak performance.. • 2. Reflect what you learnt in scenarios Q2 in part 004. The legislative requirements in relation to supervision? • Compliance in relation to the National Quality Framework: -National Quality Standards. -Education and Care Services National Regulations 2011. • Reference to licensing regulations for staff:child ratios and qualified educators. • Compliance in relation to duty of care – ensure children’s safety and wellbeing. • Comply with the services current policy and procedures in relation to supervision, interactions, supporting children’s learning, promoting development etc. • Knowledge of policies and procedures related to outdoor play and supervision. Skills/resources and/or knowledge are necessary for the educator to adequately perform outdoor supervision • Knowledge of the four principles of supervision: -Being aware of where children are and the number of children being supervised. -Being aware of activities and equipment that require special supervision. -Listening for unusual sounds, crying or silence. -Making sure each educator is correctly positioned to ensure all of the play area is supervised. -Being aware of where other adults involved in supervision are placed. • Having a sound knowledge of child development – the skills children are likely to have (or not have). • Knowledge of the ‘rules’ for outdoor play behaviour. • Supervision strategies should reflect: the conditions, the experiences being provided, the equipment being accessed by the children, the children’s behaviour, the children’s abilities and any other factors that may impact on the children’s safety. The potential risks to the educator while involved in the performance of outdoor supervision • Employees undertaking outdoor supervision should be protected from exposure to the elements e.g. UV rays, strong winds. • There must be an adequate number of staff to avoid stress. • Risk to the safety and well-being of children • Directors, co-Ordinator and nominated supervisor are responsible on monitoring the effectiveness of educators’ knowledge and skill for outdoor supervision. • List the items you could include on a simple observation checklist that would assist you when evaluating the educators in their supervision of the Checklist may include: -Correct positioning. -Frequent scanning. -Attending to supervision rather than chatting to other team members. -Wearing protective clothing. Observing (evaluating performance) -Use of effective communication skills to direct children -Explain the four principles of supervision. Questions that you could ask educators to check for underpinning knowledge of supervision of the outdoor environment. -How do you determine the best place to position yourself when supervising outdoors? -What areas in our playground require special supervision? -What items of equipment may require you to more closely supervise the children? -Tell me the rules we have established with the children in relation to outdoor play safety? • What would you do if you needed to go inside to use the toilet when supervising outdoors Examining Information Analyse this information and compare to written policies and procedures to identify gaps, noncompliance or variations in agreed practices. Action Plan •Ensure all educators receive training in supervision. •Ensure all educators understand and comply with policy and procedures. •Ensure all educators are regularly monitored for compliance. •Ensure casual and new employees have an induction including supervision. • Written information – supervision plan, communication book, newsletter. •Staff meeting- agenda item. •Coaching/mentoring of supervision points for both the team and individuals. Identifying the consequences What could happen if supervision is not carried out in accordance with policy and procedures? •Serious injury to child or child leaving the premises could result in legal action against the service by licensing body and/or parent (if there has been a breach of duty of care). Children could be injured or climb over fence/gate. 1. Solve all the assessment questions 2. Forum: Log on Moodle, access the Forum for this unit and share your reflection on yourself by discussing: What is your preferable learning style?