Personal Review Of Learning: How To Be An Effective Leader
Personal Review of Learning
My knowledge, skills and confidence have immensely increased since commencing this professional practice award (PPA). As the setting manager I always understood that my role as manager was to manage and lead the team, I did not realise that these were two completely different yet both very important aspects of my role. When reflecting back on my initial personal targets, goals and self evaluation in my learning contract, it was unclear to me exactly how much I had to learn and grow within my role.
Leadership
‘A leader…is someone who is able to develop and communicate a vision which gives meaning to the work of others. It is a task too important to be left only to those at the top of organisations. Leaders …show more content…
are needed at all levels and in all situations. (Handy, 1999, pg.96) I work alongside a team of twelve staff and feel that my role of leader has developed well, I act as an ambassador for the team, support staff, solve problems, communicate with others, respect other people’s views and take accountability for the setting. I now feel confident at being able to implement the ‘helicopter view’ as I am always aware of other factors that may affect the work situation but feel able to step back and take a look at the whole picture. I support my staff at various different levels and rely upon my senior staff and room leaders to help me flourish within my role. I feel I am a firm but fair leader and always act as a positive role model to others.
Research suggests that ‘As a leader, staff will inevitably copy or emulate you. This is a sobering concept that must be borne in mind constantly in the childcare setting because as the staff are treated, so will they treat the children and from this modelling the children will be moulded’. (Sadek & Sadek, 2004, pg.62)
To help me enhance my leadership skills I researched Fielder’s Leadership styles (Handy, 1999, p.g 103) I discovered that Fred Fiedler is best known for his contributions to a contingency theory of leadership, which claims that there is no one best way for a leader to manage a company, and that instead leaders must vary their leadership styles depending on the situation. Realizing that a manager needs to be sensitive to situational contexts is one of the most fundamental ways of making the most of the management theory of Fred Fiedler. To support this I always ensure that I spend valuable time working alongside my staff team varying my leadership styles by developing an open style and sharing information with others, taking my turn at doing dirty jobs (not being self-serving), being assertive and not aggressive and by developing skills of problem solving.
Areas of Learning
Time Management and Delegation
This is an area which I still feel is developing however improvements have definitely been achieved. By updating policies, induction packs and the operational policy staff now have a clearer view of how the setting operates and in general the setting is more organized and efficient.
Moyles (2006,pg.100) suggests that ‘Another result of early years management becoming more complex and demanding is the need for efficient time management. A head has many different tasks to undertake and one of the most important ways of ensuring good use of time and a well organised and efficient setting is good communication’.
I hold regular meetings with my staff team and discuss tasks that need to be implemented or completed. I ensure that there is a good two way flow of communication and always check that staff have understood any instructions. I try to delegate tasks to relevant staff members rather than dumping tasks on them as I have learnt that delegating is an essential working practice that can develop someone else’s expertise. Sadek and Sadek (2004, pg.124) state that ‘dumping of unpleasant tasks will result in staff regarding it as an abuse of power and trust’. By having other peoples support and dedication and by implementing successful delegation this contributes to my effective time management and allows me to concentrate on my role of being an effective leader.
Managing People
This is an area I feel has greatly improved not only for me but for the whole staff team. Implementing a new appraisal process in which all staff have now been involved has led to an improvement in their personal and professional development.
‘Appraisals are regular meetings between manager and subordinate, providing a non threatening routine occasion when work standards can be discussed and suggestions for improvement can be jointly decided upon’ (Sedek and Sedek, 2004, p.134)
Realising how important this process is all staff now have regular appraisal meetings in which targets and future goals are discussed. The improvements that I have noticed throughout the staff team is strongly visible as they are all more supportive towards myself and other team members and they are more enthusiastic and excited about future projects. It has also given me the opportunity to spend one to one time with each member of staff building up stronger relationships and discovering how I can support them further in the future.
Effective Environment
Reviewing and implementing changes to the environment has improved the quality of our setting and the care that we provide for children and families. The Early Years Foundation Stage (DCSF 2008) states that ‘An appropriate environment is essential to both safety and effective learning and development. As well as being a safe and secure environment which children are unable to leave unless they are supervised, reasonable adjustments must be made so that premises are suitable for children with disabilities and reflect the ethical, cultural and diversity in society. (pg.20)
The changes that we have made have been to update all of our policies taking into consideration legal requirements such as the ‘Health and Safety at Work Act 1974’ and ‘Disability Discrimination Act 1995. I also carried out risk assessments across the setting to ensure that all hazards are kept to a minimum and that staff are able to recognise potential hazards.
I spent time within the playrooms re-organising to ensure the best organisation of space was being used. Daly et al states that ‘The organisation of space is vitally important and should be focused around the children as much as possible. The room arrangement should encourage and support play, not restrict or limit it’ (2004 p.g.18) Taking this into consideration I worked closely with the staff in each room to ensure accessibility, safety and security, large and small group activities, adult led and child initiated activities, noisy and quiet activities, daily routines and confidentiality. The rooms were adapted and new resources were purchased to make the environment more effective and enjoyable for children.
Thought and consideration was given to the best use of space for children who have additional needs. We also made sure that the resources purchased reflect equality and diversity. All staff enjoyed taking part with this and were motivated and enthusiastic throughout. These changes help us to work towards the five outcomes of the ‘Every Child Matters Framework’ (DCSF, 2004)
Leading and Implementing Change
During the last few months I have spent a lot of time leading and implementing change. The main focus for this was to enhance our partnership work with parents / carers. By researching and speaking to our service users I was able to implement new initiatives to engage parents / carers within the setting and to establish a strong two way flow of communication. I took the lead on this but involved my staff team at every opportunity.
The benefits that were achieved by this outcome were:
For me – acting as a positive role model for all staff and building up stronger relationships with all parents / carers by spending valuable time with them discovering their thoughts, views and ideas.
For parents / carers – building up their confidence in interacting with professionals and increasing their confidence to join in with new events and activities within the setting.
For the setting - having a clearer understanding of the local community, working towards increasing standards, staff morale and to improve our OFSTED inspection outcome.
For the staff– building up stronger relationships with parents / carers which helps with settling in and transition processes.
For the children– We now have a happier environment where children can develop to their full potential and where learning can be shared between the setting and the home environment.
I feel I have now established stronger links between our setting and the home environment. I have also helped to build up parents / carers confidence in attending activities and events within the setting. I feel that they now understand the importance they play in their child’s development and learning.
Roberts, (2009) states that ‘The home is the single most significant environmental factor in enabling children to develop the trust, attitude and skills that will help them to learn and engage positively with the world’ (p.13)
Staff Recruitment and Retention
We currently have a low turn over of staff, due to this I feel my knowledge and skills on recruitment and retention were limited. As part of this PPA I have learnt a lot about the importance of staff recruitment and the major part it plays in safeguarding children. From this I have updated recruitment policies and adapted application forms and reference request forms to ensure that we now take every precaution necessary to help safeguard children. As staff retention is currently good within the setting I will continue to make sure that all staff are fully supported and have regular supervision meetings and appraisals to make them feel valued within the team.
I will continue to act as a good role model to all staff leading and managing my team to the best of my ability.
Summary
Previously I thought managing and leading consisted of the same roles and duties.
I now realise that to be an effective manager my role is to plan, set objectives, forecast and to make decisions. Also to organise and co-ordinate staff and to have control over staff’s overall performance. To be an effective leader I understand that this includes giving direction, offering inspiration, building teamwork and by setting examples. In my day to day work I can now distinguish my management tasks from my leadership responsibilities. My management tasks involve checking the playrooms and bathrooms for any potential hazards and to ensure a high standard of cleanliness is maintained at all times, ensuring the indoor and outdoor environment is challenging and welcoming for children and to ensure that staff are deployed appropriately throughout the setting. My leadership responsibilities involve keeping myself updated on the latest government guidelines and literature which can be raised and discussed at staff meetings. Supporting and matching new staff members with experienced staff as mentors, thinking about different ways to evaluate the curriculum and staff performance, planning for continuing professional development for all of the staff and working with or delegating responsibility to staff teams for developing specific policies. As a leader I am also able to share my expertise with staff and to consider the best ways to implement and manage change. Now I have a clearer understanding of these I am able to manage and lead the staff team effectively and efficiently.
On a personal level this PPA has had a huge impact on my confidence and motivation and self evaluation. I now feel that I have the knowledge, skills and ability to support others, manage change, be a reflective practitioner and to challenge
myself.
References Department for Education and Skills (2003) Every Child Matters. Nottingham. Department for Education and Skills (DFES)
Department for Children, Schools and Families (2008) Early Years Foundation Stage: Setting the Standards for Learning Development and Care for Children from Birth to Five: Nottingham. Department for Children, Schools and Families (DCSF)
Handy. C. (1999) ‘Understanding Organizations’ 5th Edn. London: Penguin
Moyles.J. (2006). ‘Effective Leadership and Management in the Early Years’ . Berkshire: McGraw-Hill Education
Roberts. K. (2009) ‘Early Home Learning Matters’. London. : Family and Parenting Institute
Rodd.J (2008) ‘Leadership in Early Childhood’ 3rd Edn. Berkshire: McGraw-Hill Education
Sadek. E & Sadek. J (2004) ‘Good Practice in Nursery Management’ . 2nd Edn. Cheltenham: Stanley Thomas Ltd
Bibliography
Handouts from course tutor and university
My knowledge, skills and confidence have immensely increased since commencing this professional practice award (PPA). As the setting manager I always understood that my role as manager was to manage and lead the team, I did not realise that these were two completely different yet both very important aspects of my role. When reflecting back on my initial personal targets, goals and self evaluation in my learning contract, it was unclear to me exactly how much I had to learn and grow within my role.
Leadership
‘A leader…is someone who is able to develop and communicate a vision which gives meaning to the work of others. It is a task too important to be left only to those at the top of organisations. Leaders …show more content…
are needed at all levels and in all situations. (Handy, 1999, pg.96) I work alongside a team of twelve staff and feel that my role of leader has developed well, I act as an ambassador for the team, support staff, solve problems, communicate with others, respect other people’s views and take accountability for the setting. I now feel confident at being able to implement the ‘helicopter view’ as I am always aware of other factors that may affect the work situation but feel able to step back and take a look at the whole picture. I support my staff at various different levels and rely upon my senior staff and room leaders to help me flourish within my role. I feel I am a firm but fair leader and always act as a positive role model to others.
Research suggests that ‘As a leader, staff will inevitably copy or emulate you. This is a sobering concept that must be borne in mind constantly in the childcare setting because as the staff are treated, so will they treat the children and from this modelling the children will be moulded’. (Sadek & Sadek, 2004, pg.62)
To help me enhance my leadership skills I researched Fielder’s Leadership styles (Handy, 1999, p.g 103) I discovered that Fred Fiedler is best known for his contributions to a contingency theory of leadership, which claims that there is no one best way for a leader to manage a company, and that instead leaders must vary their leadership styles depending on the situation. Realizing that a manager needs to be sensitive to situational contexts is one of the most fundamental ways of making the most of the management theory of Fred Fiedler. To support this I always ensure that I spend valuable time working alongside my staff team varying my leadership styles by developing an open style and sharing information with others, taking my turn at doing dirty jobs (not being self-serving), being assertive and not aggressive and by developing skills of problem solving.
Areas of Learning
Time Management and Delegation
This is an area which I still feel is developing however improvements have definitely been achieved. By updating policies, induction packs and the operational policy staff now have a clearer view of how the setting operates and in general the setting is more organized and efficient.
Moyles (2006,pg.100) suggests that ‘Another result of early years management becoming more complex and demanding is the need for efficient time management. A head has many different tasks to undertake and one of the most important ways of ensuring good use of time and a well organised and efficient setting is good communication’.
I hold regular meetings with my staff team and discuss tasks that need to be implemented or completed. I ensure that there is a good two way flow of communication and always check that staff have understood any instructions. I try to delegate tasks to relevant staff members rather than dumping tasks on them as I have learnt that delegating is an essential working practice that can develop someone else’s expertise. Sadek and Sadek (2004, pg.124) state that ‘dumping of unpleasant tasks will result in staff regarding it as an abuse of power and trust’. By having other peoples support and dedication and by implementing successful delegation this contributes to my effective time management and allows me to concentrate on my role of being an effective leader.
Managing People
This is an area I feel has greatly improved not only for me but for the whole staff team. Implementing a new appraisal process in which all staff have now been involved has led to an improvement in their personal and professional development.
‘Appraisals are regular meetings between manager and subordinate, providing a non threatening routine occasion when work standards can be discussed and suggestions for improvement can be jointly decided upon’ (Sedek and Sedek, 2004, p.134)
Realising how important this process is all staff now have regular appraisal meetings in which targets and future goals are discussed. The improvements that I have noticed throughout the staff team is strongly visible as they are all more supportive towards myself and other team members and they are more enthusiastic and excited about future projects. It has also given me the opportunity to spend one to one time with each member of staff building up stronger relationships and discovering how I can support them further in the future.
Effective Environment
Reviewing and implementing changes to the environment has improved the quality of our setting and the care that we provide for children and families. The Early Years Foundation Stage (DCSF 2008) states that ‘An appropriate environment is essential to both safety and effective learning and development. As well as being a safe and secure environment which children are unable to leave unless they are supervised, reasonable adjustments must be made so that premises are suitable for children with disabilities and reflect the ethical, cultural and diversity in society. (pg.20)
The changes that we have made have been to update all of our policies taking into consideration legal requirements such as the ‘Health and Safety at Work Act 1974’ and ‘Disability Discrimination Act 1995. I also carried out risk assessments across the setting to ensure that all hazards are kept to a minimum and that staff are able to recognise potential hazards.
I spent time within the playrooms re-organising to ensure the best organisation of space was being used. Daly et al states that ‘The organisation of space is vitally important and should be focused around the children as much as possible. The room arrangement should encourage and support play, not restrict or limit it’ (2004 p.g.18) Taking this into consideration I worked closely with the staff in each room to ensure accessibility, safety and security, large and small group activities, adult led and child initiated activities, noisy and quiet activities, daily routines and confidentiality. The rooms were adapted and new resources were purchased to make the environment more effective and enjoyable for children.
Thought and consideration was given to the best use of space for children who have additional needs. We also made sure that the resources purchased reflect equality and diversity. All staff enjoyed taking part with this and were motivated and enthusiastic throughout. These changes help us to work towards the five outcomes of the ‘Every Child Matters Framework’ (DCSF, 2004)
Leading and Implementing Change
During the last few months I have spent a lot of time leading and implementing change. The main focus for this was to enhance our partnership work with parents / carers. By researching and speaking to our service users I was able to implement new initiatives to engage parents / carers within the setting and to establish a strong two way flow of communication. I took the lead on this but involved my staff team at every opportunity.
The benefits that were achieved by this outcome were:
For me – acting as a positive role model for all staff and building up stronger relationships with all parents / carers by spending valuable time with them discovering their thoughts, views and ideas.
For parents / carers – building up their confidence in interacting with professionals and increasing their confidence to join in with new events and activities within the setting.
For the setting - having a clearer understanding of the local community, working towards increasing standards, staff morale and to improve our OFSTED inspection outcome.
For the staff– building up stronger relationships with parents / carers which helps with settling in and transition processes.
For the children– We now have a happier environment where children can develop to their full potential and where learning can be shared between the setting and the home environment.
I feel I have now established stronger links between our setting and the home environment. I have also helped to build up parents / carers confidence in attending activities and events within the setting. I feel that they now understand the importance they play in their child’s development and learning.
Roberts, (2009) states that ‘The home is the single most significant environmental factor in enabling children to develop the trust, attitude and skills that will help them to learn and engage positively with the world’ (p.13)
Staff Recruitment and Retention
We currently have a low turn over of staff, due to this I feel my knowledge and skills on recruitment and retention were limited. As part of this PPA I have learnt a lot about the importance of staff recruitment and the major part it plays in safeguarding children. From this I have updated recruitment policies and adapted application forms and reference request forms to ensure that we now take every precaution necessary to help safeguard children. As staff retention is currently good within the setting I will continue to make sure that all staff are fully supported and have regular supervision meetings and appraisals to make them feel valued within the team.
I will continue to act as a good role model to all staff leading and managing my team to the best of my ability.
Summary
Previously I thought managing and leading consisted of the same roles and duties.
I now realise that to be an effective manager my role is to plan, set objectives, forecast and to make decisions. Also to organise and co-ordinate staff and to have control over staff’s overall performance. To be an effective leader I understand that this includes giving direction, offering inspiration, building teamwork and by setting examples. In my day to day work I can now distinguish my management tasks from my leadership responsibilities. My management tasks involve checking the playrooms and bathrooms for any potential hazards and to ensure a high standard of cleanliness is maintained at all times, ensuring the indoor and outdoor environment is challenging and welcoming for children and to ensure that staff are deployed appropriately throughout the setting. My leadership responsibilities involve keeping myself updated on the latest government guidelines and literature which can be raised and discussed at staff meetings. Supporting and matching new staff members with experienced staff as mentors, thinking about different ways to evaluate the curriculum and staff performance, planning for continuing professional development for all of the staff and working with or delegating responsibility to staff teams for developing specific policies. As a leader I am also able to share my expertise with staff and to consider the best ways to implement and manage change. Now I have a clearer understanding of these I am able to manage and lead the staff team effectively and efficiently.
On a personal level this PPA has had a huge impact on my confidence and motivation and self evaluation. I now feel that I have the knowledge, skills and ability to support others, manage change, be a reflective practitioner and to challenge
myself.
References Department for Education and Skills (2003) Every Child Matters. Nottingham. Department for Education and Skills (DFES)
Department for Children, Schools and Families (2008) Early Years Foundation Stage: Setting the Standards for Learning Development and Care for Children from Birth to Five: Nottingham. Department for Children, Schools and Families (DCSF)
Handy. C. (1999) ‘Understanding Organizations’ 5th Edn. London: Penguin
Moyles.J. (2006). ‘Effective Leadership and Management in the Early Years’ . Berkshire: McGraw-Hill Education
Roberts. K. (2009) ‘Early Home Learning Matters’. London. : Family and Parenting Institute
Rodd.J (2008) ‘Leadership in Early Childhood’ 3rd Edn. Berkshire: McGraw-Hill Education
Sadek. E & Sadek. J (2004) ‘Good Practice in Nursery Management’ . 2nd Edn. Cheltenham: Stanley Thomas Ltd
Bibliography
Handouts from course tutor and university