Leadership and Management in Different Interprofessional Environments Working - Essay Example

? Leadership and Management in Different Inter-professional Environments Working in a Kindergarten [Date] Leadership and Management in Different Inter-professional Environments Working in a Kindergarten Introduction: In this summative assessment, I have demonstrated and critically evaluated a conflict situation in terms of leadership and management theories, which apply in a multi-professional setting. Furthermore, I have also discussed the roles of management through effective leadership in a kindergarten set-up to develop a system where the education and welfare of young children are developed to generate positive outcomes in the society. Job Profile: I am working in a nursery setting at London Borough for children ages between 0-5 years. Initially, I was appointed as a practitioner where my main role was to cover facilities of the EYFS (Early Years Foundation Stage), which are communication and language, personal, social and emotional development, expressive arts and design, mathematics, literacy, understanding of the world and physical development. After six, months, I became the team leader of the preschool room. As a room leader my duties and responsibilities were to be sure that implementation of the curriculum are in line with the requirements of the Early Years Foundation Stage (EYFS). I am responsible for organizing and developing the nursery learning environment and resources in order to facilitate the learning process with special responsibility for coordinating one or more of the following principles or associated aspects relating to the Early Years Foundation Stage across the whole of the nursery (McKimm & Phillips, 2009). Worplace Profile: The workplace I am working in is a small kindergarten set-up comprising a nursery and a pre-school set-up. The nursery setting is very simple. Each one of us is working in different rooms, having 3 members of staff including the room leader. Each staff has a different shift but every day 2 members have to wait for the parents, taking care of not more than 4 children at the time. After 6:10 pm, the children who are left in the nursery from each room are moved in the pre-school room where they wait for their parents. Conflict: It was required that the teachers accompany their students while they wait for their parents to pick them up from school. The problem arose when there was only one member and she could not stay alone with 8 children (0-4 years old). It was difficult for one member of staff to stay alone with these children by doing handovers also. Unexpectedly, another member of staff whose shift was early (5.00 pm) stayed in order to help her colleague. The next day the member of staff whose shift was closed spoke to the manager about the issue and the manager was angry when asking about the situation. The conflict arose when the staff member said that there were 8 children under her when two staff members were required to take care of not more than 4 children. Key issues: In this conflict, we find that one staff member was absent during the shift and showed a very negligent attitude towards the children and did not take her responsibility seriously as expected from her. Also, she did not inform the manager that she was taking the day off and that there would be only one member to take care of so many children when they get shifted to the preschool room. This was due to the communication gap between the staff member and the manager. The manager has a coercive nature that compelled the staff members to keep a distance from her. It is the coercive style of leadership in which a manager does not give value to opinions of subordinates and is taking charge of the whole situation. The manager is not providing solutions to the staff instead dictating and delegating the issues to other staff members to solve it (Trodd & Chivers, 2011, p 113). Theoretical Framework: The approaches and theories, which are associated with effective management and leadership behavior, pertaining in a conflict situation, are being discussed through a detailed theoretical framework. The transformational approach: As cited by Atkinson (2011, p.6), The transformational theory of Burns contains significant elements which are needed in a manager to minimize conflict situations According to this theory, the leader’s tasks and goals can be achieved through putting all the efforts, potential in such a manner that the product is a complete transformation of roles of the leader to the subordinate, changing himself completely. The leader takes steps focusing on trust and consistency in their relationships through mutual respect and understanding of the relationship (Atkinson, 2011). The manager in this conflicting situation can apply the transformational leadership approach as the manager can make every staff member a contributor in the organization. The manager gives certain tasks to each staff members, which can minimize conflicting situations. Mentoring is a very important tool in this leadership. He needs to create an environment that generates confidence so that all staff members feel comfortable and at ease, they should be able to accept their mistakes and try to approach these problems creatively and work towards a solution. In this conflict situation, the staff members can face their issues themselves through problem solving techniques and effective communication. (Atkinson, 2011, p.10). Other than this, this theory can also be made effective in educational set-up because it can promote quality improvement procedures taking initiatives in enhancing knowledge based programs. It should be noted that the study by Preedy, Bennett and Wise (2011, p.13) mentioned that when Transformational theory was evolved, it was seen that it had a great impact in educational organizations because they were transforming the whole environment (Preedy, Bennett and Wise, 2011). The instructions and the curriculum changed and the main focus was on instructional teams and school libraries. School libraries, where information is being seeded began to have an important role, and they were required to establish good working relationships with the school administrators and teachers. They were functioning as technologists and were taking part in integration of both the curriculum and the updating of information, which was sought. These underlined the lifelong leanings that are needed for any educational setup (Atkinson, 2011, p.1-3). Emotional Intelligence (EI) Emotional Intelligence (EI) is an essential feature in associating behavioral elements in individuals. It plays an important role in child development and nurturing the emotional aspects of employees. Rozell (2001, pp. 272-275) has used the theory of Emotional Intelligence to carry out an empirical study of measuring EI in different student groups. He states that through emotional intelligence one can achieve higher target and better performance than through technical or other book sources. In my opinion, a complete roundup of all leadership styles and approaches should be taken into consideration, but the emotional aspect also has an influence because the manager is able to make his subordinates get inclined towards the sensitivity element of the child development and interpersonal care of these children. The concept of leadership and planning has gone through a metamorphic stage that involves all stages of learning such as understanding situations, people making connections, being able to solve complex situations and specially maintaining a sense of vision in any organization (Rozell, 2001, p 272). According to Goleman as cited in McKimm & Phillips (2009), he presented four aspects of effective leadership; self-awareness, self- management, social awareness and relationship management. Through these aspects the management is more likely to have better result His studies constructs those emotional competencies which are not innate but more of their capabilities as a leader to have a relationship with individuals. Hence, the manager should keep this elements in mind as it is the schools responsibility to keep the children protected, and parents be updated if there is any change in the way they carry out their functions (McKimm & Phillips, 2009, ch.7). Mediation/Conflict Resolution Language Skills: According to Edmond (2011, pp.52-53) there are steps by which the conflict is escalating. The first part is when any issues are rising on daily basis, which can be resolved with mutual empathy. In stage two, there is fluctuation between the cooperation and competitiveness. While entering the third stage the ground to find a common solution is lost because the communication becomes hostile. The logic reasoning to find an empirical solution to a problem is lost. At fourth level the escalation has gone to such a level where the individuals start acting like children and find no escape in their accusations. At stage five the individuals may have influence on each other through their mythical direction of concern and try to win the argument. Here comes the role of a mediator. French (2011, p. 377) mentioned that the manager may act like a mediator by defining the problems, evaluating and make assessment by assuming that the two staff members have come to him for solutions (French, 2011, pp. 377-378). Through mediation and arbitration the staff members will be satisfied by the judgment of the manager. The manager may find settlements in disputed issues based on his experience, education, training and position in the organization. The individual who mediates between parities takes a position t that the involved parties require some direction for settling the issue between them. This is set out on the basis of the applicable law, standards, practices or the use of technology. Furthermore, the mediator must have the pre-requisites of experience, knowledge and ability to reach a solution with objectivity (French 2011 pp. 377-378). According to Edmond (2012, p.43), the manager can avoid conflicts like this in the workplace by self-management, planning and setting up objectives and empowering other staff members through strategic influencing and collaboration to produce quality education for children. In circumstances where segregation of work is required, it is necessary to ascertain commitment level of every staff member which would ultimately benefit not only the children but will also, let other managers ensure dissemination of quality education. Interpersonal Communication: As cited by Trodd & Chivers (2011, p 104), a leadership style, which promotes communication and empathy among subordinates, provides a solution to this problem. If the manager starts taking consideration of his subordinates, and invite their views openly, it would be easier for them to carry out their roles. The manager should have known if there were was only 1 staff member to take care of 8 children and he/she should have provided a solution to it. Even though there was another staff member who helped her colleague but the situation could have become tougher if there was no help at all. The manager should have confidence on his/her team to perform their duties efficiently and if any staff member had any issues, they should have it sorted out by a work plan, taking responsibility of their action and working towards a solution. However there are arguments that there is a need of reformation of knowledge through explanations for learning processes in an educational setup (Edmond & Price, 2012, p. 143). There should be equal contributions by the staff and elements of safety, trust and care should be present. In order to have such an environment it is necessary that management develop a concept of shared vision between the teachers through effective empowerment (Pearce & Conger, 2003, p. 22). According to Anning (2006, pp. 93-95), a team effort supported by the manager who leads through building a team can have a positive impact in resolving conflicts. The teamwork can initiate changing roles of the leader and the subordinates. There are many challenges that the manager may face on linking a particular theory in this organizational setting, but these can be rectified by a collective effort over a period of time as new researches are being made every day. It is important that the manager be adaptable to these changing trends .It is necessary that the manager understands that the whole body working is a collective team effort, it is not just one teacher or the manager who is running the school, in fact, the school is being run by a team which should be supporting each other and providing services that not just benefit the youth but the whole society in the broader perspective (Anning,et al, 2006, pp.17). Practical Implication of Management & Leadership in Kindergarten setup As assessed by French (2011 p 31), in kindergarten set-up the management needs to bring in diversity among the staff, to bring in different styles of teachings, it is always better that existing staff has the exposure from the best kindergarten schools. Teaching method should not be sterile. Promoting quality and ethical conduct among the working staff and add values such as passion and commitment to serve for the child development. A key management role here is to establish linkages with other kindergarten setups, to update in curriculum, changes in the educational system and also on the latest trends and technology in the educational sector (French 2011, p 31). Even though the children are young in the kindergarten, but there are still few elements that are needed to be instilled in them and are essential for their growth and development. Children this ages between 0-5 years are observers and very receptive. During this time, their motor, cognitive, sensory skills have to be developed fully in the right direction. As cited by Anning et al. (2006), managers should be taught to nurture creativity and bring out the best in them through programs that increase their IQ and EQ levels. (Anning et al., 2006, pp. 4-8). As noted by Mckimm & Phillips (2009), the manager through effective planning specially in this setup can create awareness, empathy and understanding among the children (Mckimm and Phillips 2009, p .131). As a manager, the entire process of performance management is needed. The manager has to review and evaluate the feedback of students from the teachers. Inadequate performance of the students should not be taken lightly, the reasons of such outcomes have to be analyzed so as to see if the training of the teachers is needed or more efforts have to put in the students for better performances (Anning et al., 2006, p. 27). Every organizational setup especially educational institutes such as this, need to have an approach that improves the quality of education. A qualitative design has to be established which can collaborate all the responsibilities, challenges of the teacher. It also has to consider the personal attributes because the social and environmental competencies have an impact on the behavior of the teacher. Through a well-defined program, the progress and the performance of the teachers should be monitored for the better outcome of the students (Anning et al., 2006). According to Jones and Pound (2008), Preschools or Kindergarten setup is the first educational setting of the student. First, the teachers are required to identify their learning and behavioral disabilities. Secondly, the teaching strategies and instructional guidelines have to be fixed and regulated (Jones & Pound, 2008). Teachers may have different teaching styles, but they should know that they are able to convey good ethical values in children and are able to assess these attributes in children through observations and tests. These should be recorded, and the records should be maintained and the parents of the children should be kept well informed of their progress. Through these procedures, a well-defined system can be established and this can help review the overall performance of the kindergarten. Thirdly, the parental support and environment should be known to make the children adapt to this kindergarten environment. Fourthly, the focus should be on the intervention design of functional bodies. Fifthly, the students are coming from different cultural backgrounds, so they are affecting their behaviors. Hence, this factor has to be considered, cultural diversity can be filled by using team members, in these case teachers, of the same background as of the students to anchor the differences. Hence, the kindergarten setup is a very comprehensive service in which the children interact; a relationship with them, their parents and the staff members are established (Trodd & Chivers, 2011). Theoretically- Informed Solutions: According to Daly, Byers and Taylor (2004), the conflict among the staff can come as a part of life. This is due to the fact that different people with different objectives come in conflict and needs have come into conflict. However, the fact that conflict exists between the staff or even the manager is not necessarily so bad, As long as it can be resolved and adds personal and professional growth. Through resolving this conflict successfully, the manager can solve many problems between the staff. There would be an increased understanding between them, increased group cohesion. Plus there would be improved self-knowledge that would sharpen their focus and enhance the leadership qualities of the manager (Daly, Byers and Taylor, 2004, p. 21). Another study by Sadek and Sadek (2009) marked that the role of the management is vast; it is to organize and develop the nursery-learning environment to facilitate the learning process among children (Sadek and Sadek, 2009). Management through effective leadership; dealing with complex situations and be consistent in providing quality education. To be able to influence others to work in a uniform pattern and ensure discipline which provides the foundation for the conducive environment that one seeks in every educational setup (Trodd & Chivers, 2011). As cited by Miller and Cable (2010), the results of a conflicting situation can be negative if the manger in this aspect does not handle the conflict. Conflict between the staff members can turn into personal dislike. Teamwork is also affected. Talent is made futile as people disengage from their work (Miller & Cable, 2010, p. 14). Conclusion: Through these theories the management can understand few job behaviors, which can affect individuals working in any organization. Employees tend to withdraw and become indifferent in the situation where behavioral aspects are not considered. In case of withdrawal the employee’s turnover will be prominent. Most individuals prefer staying in an organization where they get support but in this setup the manager does not support the employees. Employees who work to only fulfill their contractual obligations eventually leave, as they have no sense of belonging to the organization. The concept of management and leadership in any organizational setting has always been vital for centuries. A manager or a supervisor plays a very effective role in influencing the environment and takes a crucial part in working relationships and handling complex situations. A manager through leadership and planning can empower his or her subordinates to produce better outcomes and achieve higher goals the manager needs to have a defined vision and need to be goal-oriented. The school policies, rules and regulations should be established and kept on paper. The staff members should be made accountable for their actions through effective communication. The manager in conflicting situations can apply team leadership approach focuses on the leader to build effective teams. Through these teams the manager can make bodies that conduct analysis of the teacher’s performance and also child awareness programs for teachers and trainers that will help in identifying areas that need improvement for child development. The staff has to take bold steps through a proper system management to take risks where it is necessary for the growth of the child. We have analyzed all leadership and management theories required in this kindergarten set up. A manager of an educational institute requires constant academic growth and problem solving skills that have a social aspect in them because through managing their man power and resources they can inspire children to generate positive outcomes in the society in the long run. Effective managerial bodies provide not only solutions to conflicts pertaining in the organization but also execute procedures that can help educationists represent themselves outside, through a network, which keeps them up to date on changes in the education system through resources. Hence, the kindergarten consists of a defined system theory, which has all these elements, and consultation services within the organization itself as well as with other kindergarten setups, helping each other deal with complex legal issues through problem solving solutions and mutual decision-making procedures. List of References Anning, A., Cottrell, D., Frost, N., Green, J., & Robinson, M., (2006) Development multi-professional teamwork for integrated children’s services, United Kingdom: Open University Press. Atkinson, T., & Pilgreen, T., (2011) Adopting the transformational leadership perspective in a complex research environment, Research Management Review, 18(1), 1-23. Daly, M., Byers, E, & Taylor, W., (2004) Early Years Management in Practice. Pearson Education Limited. Edmond, N., & Price, M. (2012) Integrated Working with Children and Young People: Supporting Development from Birth to Nineteen. London. SAGE. French, R., Raynor, C., Rees., G. & Rumbles, S. (2009) Organisational Behaviour. Wiley and Sons. Jones, C., & Pound, L., (2008) Leadership and Management in the Early Years. Open University Press. Mckimm, J. & Phillips, K., (2009) Leadership and management in integrated services, Learning matters Ltd. Miller, L., Cable, C., (2011) Professionalization, Leadership and Management in the Early Years. SAGE Publications Ltd. Pearce, C., & Conger, A., (2003) Shared leadership: Reframing the Hows and whys of leadership. Thousand Oaks, CA: Sage Publications. Preedy, M., & Bennett, N., Wise, N., (2011) Educational leadership: context, strategy and collaboration, Oxford University Press. Rodd, J., (2006) Leadership in Early Childhood, Open University Press. Rozell, J., & Pettijohn, E., & Parker, S, (2001) An empirical evaluation of emotional intelligence: The impact on management development. Journal of Management Development, 21 (4), 272-289. Sadek, E., & Sadek, J., (2009) Good Practice in Nursery Management. 3rd Edition, Nelson Thorns Ltd. Trodd L. and Chivers L. (2011) Interprofessional Working in Practice. London: Open University Press McGraw-Hill. Walley, E., M., (2008) Leading Practice in Early Years Setting. Learning Matters Ltd. Read More