Building Our Team
(Untitled photograph of team unity, (n.d))
Guidelines for best practice
The NQS (ECECQA, 2009) promotes ethical and respectful interactions where staff work collaboratively to support and learn from each other. The team values of trust, respect and honesty are also emphasised in the COE (ECA, 2006).
Team building
To build a strong, cohesive team that use a shared understanding to contribute to high quality programs for children and families, the following strategies described by Rodd (2013) will be used.
Setting achievable goals
Setting achievable goals
- In creating our strategic plan, staff will agree upon the goals, objectives, processes and procedures involved for accountability, ongoing evaluation and reflection.
- The SMART goal framework will be used to ensure all staff have a clear understanding of their role and the actions needed in achieving success (Waniganayake et al., 2012). This framework is outlined in Figure 2.
Figure 2) SMART goal framework
- Teaching teams will have monthly meetings with management to discuss the needs of their classroom in relation to their SMART goals. This ongoing support structure will foster productivity and goal attainment (Fitzgerald & Theilheimer, 2012).
Clarifying roles
The team member roles (both formal and informal roles) will be assigned and clarified within a team meeting. These clearly defined roles free of ambiguity will improve team productivity and reduce tension (Rodd, 2013).
Building supportive relationships
This will be achieved through:
- Formal staff appraisals every 3 months and informal ‘check ins’ with staff will help to create a culture where staff feel valued and motivated (Rodd, 2013).
- The creation of a ‘Wellness Committee’ to explore ways to build teamwork, cultivate and strengthen relationships, and, to improve morale (Drolette, 2016).
- Regular staff meetings and a ‘Weekly Memo’ to maintain open effective communication and to foster a sense of belonging.
Encourage active participation
The NQS 4, 7 (ACECQA, 2009) and the COE (ECA, 2006) emphasise the importance of professional inquiry and collaborative relationships. This will be achieved through:
- The formation of a professional learning community (PLC) to promote collaborative enquiry and collective responsibility. This PLC will also build trust, cultivate shared decision-making, motivate and, increase productivity within the team (Thornton & Wansbrough, 2014).
- The establishment of a mentoring program in accordance with the COE (ECA, 2006) to support professional growth through collaborative team teaching and modelling (Fitzgerald & Theilheimer, 2012).
Monitoring team effectiveness:
Program evaluation and parent satisfaction surveys will be used to assess goal attainment and collaborative efforts. This process will assist future planning, create incentives and sustain motivation (Rodd, 2013).
Conflict in the workplace
(Untitled photograph of children painting), (n.d.)
Guideline for best practice
The COE outlines the importance of using constructive processes to address conflict in order to promote unity through shared perspectives and actions (ECA, 2006).
Strategies for avoiding and resolving conflict
In order to address disharmony in our organisation, the following strategies will be employed:
Avoiding conflict
- The cultivation of strong working teams will be used to minimise conflict within our setting (Reynolds, 2011).
- Our team will have a shared vision, trusting relationships, clear understandings and explicit goals, all factors which help to promote unity (Rodd, 2013).
- Stress management strategies in staff support groups, networks with other centres, personal care plans, professional learning and the mentoring program will be used to support staff (Drolette, 2016; Rodd, 2013).
- To minimise conflicting personal and organisational objectives that may arise when change is implemented, the ADKAR model for change management will be implemented. The application of this model can help to reduce conflict and stress that can result due to change (Tudor, 2014).
Figure 3) ADKAR model for change management
(Tudor, 2014)
Resolving conflict
When conflict does occur within our setting, all staff will be trained to use conflict resolution strategies.
The simple three-step framework outlined by Rodd (2013) will be implemented in our setting. This framework involves:
- Assertion: This step will help staff respond to situations as they occur and prevent minor issues becoming real dilemmas (Rodd, 2013).
- Negotiation: Both parties will define the issue, discuss alternative solutions and agree on an outcome.
- Problem solving: When negotiation fails, a problem solving approach which incorporates a collaborative perspective on conflict will be used (Rodd, 2013).
Leadership teams will apply the dilemma management curriculum described by Cardno & Reynolds (2009) when faced with tension between the organisational needs and maintaining positive relationships with individuals. This curriculum involves:
- Confronting the dilemma;
- Overcoming avoidance and attempting resolution;
- Learning the skills of productive reasoning;
- Using the skills- reflection in action; and
- Creating a dilemma management culture (Reynolds & Cardno, 2008).
This sequential curriculum can be used as a foundation for ongoing leadership development regarding conflict (Cardno & Reynolds, 2009). When applied appropriately this curriculum will help leaders to develop their capacity to understand, manage and resolve leadership dilemmas (Cardno & Reynolds, 2009; Reynolds & Cardno, 2008).