BSBTWK502 Manage Team Effectiveness

It is half-way through the year and 10 of the children in each of the two preschool rooms (P1 & P2) have turned five or are almost five. Currently, around 50% of the preschool no longer require a sleep and become quite restless even when provided with individual quiet activities.

The Room Teams

P1 room leader Carl and P2 room leader Asima propose that the children be split into two groups – sleepers and non-sleepers. The ‘non-sleepers’ would consist of the older children and any other children who no longer need an afternoon sleep from both rooms. These children would be assigned to room P1 each afternoon while the children still requiring a sleep would be assigned to room P2.

It is proposed that the ‘non-sleepers’ be offered an intentional teaching program focusing STEM. They also argued that the proposal would provide educators with a new challenge, an opportunity to work collaboratively build new skills and knowledge.

It was proposed that each room team alternate responsibility for the STEM program on a 5-week cycle. Asima and Carl would like the program to commence in 4 weeks.

As the proposal would require the support of educators and parents, Asima and Carl take their proposal to Director Kate who agrees that it is an idea worth exploring.

Kate asks Asima and Carl to set up a meeting of the two preschool teams to discuss the proposal.

Kate volunteers to canvas parents on the proposal once the teams have agreed on a process, learning goals, an implementation strategy and an evaluation process.

Educators who immediately agree to the proposal are:

●        P1: Max (Cert. 3)

●        P2: Sarah (Cert 3)

Max and Sarah – voice the view that it will be good for all of the children. The sleepers won’t be disturbed, and the non-sleepers can be engaged in challenging learning experiences.

Educators who disagree or are undecided:

P1: Connor (upgrading to Dip.)

P2: Anna (Dip.)

Anna – finds change a challenge and often become defensive when change is suggested.

Anna: ‘It’s all very well to say we need to focus on the children but the reality is I need time to get my documentation done. I think we need to consider our own needs. I also think that the children already do so much – they need a sleep whether they like it or not!’

Connor – he uses the time when children are sleeping to complete workplace assessment tasks for his Diploma upgrade studies.

Connor: ‘I can see both sides of the argument, but I really need to use the time to get my workplace assessment tasks completed. It’s the only time I have during the day.’

Asima is surprised by Connor’s response as he is a hard worker and likes a challenge. She doesn’t know that Connor is struggling to keep up with his studies because of family issues and really needs the time at work to get through his assessment tasks.

While expressed in different ways, both Anna and Connor are concerned that the proposal will result in less time to focus on their own work-related priorities. Connor is struggling to support the proposal because he is stressed about completing workplace assessment tasks. He is also experiencing some family issues that are compounding his stress. The response of both Anna and Connor has created a barrier to the proposal moving forward.

As Carl and Asima listen to each response – they are feeling a little disheartened as they were sure everyone would agree with their proposal.

While the majority of team members agree to the proposal, which they argue is in the best interests of the children, Asima and Carl decide to take a collaborative approach and work towards a solution that will address the concerns of Anna and Connor. However, they are not willing to extend the start date of the program beyond 6 weeks.

Anna and Connor are asked to work together to develop a compromise for Asima and Carl to explore that will address their workload concerns while at the same time allow the program to proceed.

They also decide to continue working towards the implementation of their proposal by researching STEM curriculums and identifying any additional resources that may be needed.

Asima and Carl, with the approval of Director Kate, planned and prepared a workshop for the whole team focusing on STEM and how it could be implemented in the services across all age groups.

The STEM program with the non-sleepers has now been in operation for 8 weeks. The children have responded with great enthusiasm and look forward to the afternoon program. When asked for feedback the children responded: ‘I like doing hard work!’ We are being scientists aren’t we? Can we do experimenting again?’ Several children have been able to extend their interest in patterns working with an educator on a project to take photos of patterns in the environment which they are going to display for the other children and parents.

Anna and Connor worked together on a solution to their needs and now have a system in place which allows them to focus on their workplace tasks while at the same time contributing to the STEM program. They decided to split their time between the two areas and also work together on STEM planning. Providing an opportunity for Anna and Connor to reach a compromise solution ensured that the STEM program could go ahead without creating tension. This strategy also communicated Asima and Carl’s commitment to working towards consensus while at the same time not compromising workplace innovation.

The STEM professional development presented by Asima and Carl was a resounding success and has generated service-wide enthusiasm from both educators and parents. Educators working with the under 3’s were particularly grateful to be provided with information that allowed them to explore STEM experiences that could be included in the weekly program.

At an evaluation meeting Kate supported Asima and Carl to identify that introducing change into the program was not simply about a new idea. It requires careful consideration of how to introduce change in ways that allow everyone to feel comfortable, have their view heard and have their concerns addressed in a respectful manner. Kate reinforced the importance of ensuring that all team members are offered the opportunity to have input into planning and decision-making.

Kate thanked Asima and Carl for working with Anna and Connor reach a compromise, heading off potential conflict and promoting team collaboration.

At Blue Bay Early Learning Centre it is 6 months into the traineeship program – with the exception of Tooba, the trainees are progressing well in the development of their skills and knowledge as beginning educators.

Asima has found supervision of Certificate III trainee Tooba to be very challenging.

●        She believes that Tooba doesn’t listen to instructions or information.

●        She has found that Tooba doesn’t follow correct policy and procedures when carrying out her duties – she tends to take short-cuts ‘to save time’ (e.g. doesn’t always follow correct lifting procedures when setting up outdoors)

●        Tooba doesn’t always use correct WHS procedures e.g. hand washing, use of PPE) 

●        Tooba is often seen standing around not engaged with the children

●        Tooba struggles to complete workplace assessment tasks because of poor time management skills. She is also disorganised in the way she carries out simple daily tasks. For example, she will leave a task such as wiping the tables or sweeping the floor midway through to attend to something that has caught her eye and then forgets to go back to her original task.

●        Tooba has been late for her shifts on 12 occasions; she has been sent home on 3 occasions to change because she did not meet the centre’s dress code

●        Tooba has also been reprimanded several times for speaking to the children in a harsh and threatening manner.

The RTO assessor has also expressed concerns in relation to Tooba’s literacy skills - her literacy screening test on commencement showed that she needed to improve her spelling. The trainer reports that Tooba has been reluctant to take up any of the support offered to her to improve her spelling. Tooba has repeatedly dismissed these concerns saying that she rushes too much and can be forgetful.

Asmina believes that intensive intervention is required. She believes that unless Tooba can improve her performance dramatically her traineeship should be terminated.

Asima undertakes a performance review with Tooba. In preparation for the review Tooba is given a copy of her job role/duties statement and a copy of the daily shift tasks. Asima asks Tooba to identify what she believes she does well and areas where improvement is needed. Asima explains that she will use the same documents to identify Tooba’s strengths and areas for improvement and together they will discuss Tooba’s performance.

Asima has also come prepared with documented examples of performance issues, relevant policies and procedures, the Educator Code of Conduct and the ECA Code of Ethics.

The review begins by Asima inviting Tooba to share her self-assessment of her performance.

Tooba gives herself a glowing report. She believes that she is performing all tasks to the required standard, following policies and procedures, and progressing in her studies.

Asima is a bit taken back by Tooba’s self-assessment. She begins by asking a series of questions designed to encourage Tooba to critically reflect on her skills, knowledge and performance. For example:

Give me some examples of how you apply WHS policies and procedures in your daily tasks.

Tell me about how you organise and prioritise your daily tasks to ensure they’re completed in a timely manner.

Talk me through what you do when supervising and supporting the lunch routine.

Tell me what you think about when responding to a child who presents with challenging behaviour.

As the discussion progresses Tooba becomes increasingly defensive. ‘I try to do my best but I have so much to do and nobody helps me!; There are so many rules to follow I just can’t remember them all! Some of the children are really naughty and that annoys me.’

Asima listens respectfully without confronting or challenging Tooba.

Next Asima provides Tooba with her assessment of Tooba’s performance. As she gives this feedback she provides examples of the behaviours of concern.

As Asima anticipates, Tooba becomes angry, defensive and finally upset. She begins to cry and tells Asima that she is struggling with the demands of her workplace tasks and is finding it impossible to stay on top of her assessment tasks.

Asima decides to terminate the review. She gives Tooba a written copy of her performance review and asks Tooba to take a few days to reflect on the feedback. She tells Tooba they will meet again in two days to work on a Performance Management Plan. She asks Tooba to write down some things that she thinks they could work on to improve her performance. She also asks Tooba to identify two performance goals she would like to work on over the next few weeks.

Asima meets with Tooba as agreed and asks Tooba to share the things she was asked to do at the conclusion of the previous meeting.

Tooba states that to improve her performance she would like Asima to provide more on-the-job training and feedback. ‘Can you watch me do things like nappy change, supervising lunch and setting up and give me feedback so I can do better?’

Tooba’s performance goals: Managing children’s behaviour and being better organised.

Asima: ‘You would like me to provide you with on-the-job coaching and immediate feedback. That’s a great idea and one that I think we can achieve. I think your goal to be better organised is also a good one and we can include time management and prioritising work tasks. Behaviour management is something that challenges all educators and it takes a long time to develop these skills. How about we start with small steps like how to follow through when asking children to do something.

Asima then went on to outline performance goals she had developed for Tooba, explaining why they had been selected and the strategies that would be put in place to support Tooba to achieve these goals in a reasonable timeframe.

Performance goals include:

●        Communication: Listen to instructions and ask questions to clarify and confirm instructions

●        Work standards: Follow policies and complete procedures in correct sequence.

●        WHS: Be familiar with and perform WHS procedures to the standard required.

●        Interactions: Interact with children in a respectful and caring manner.

●        Organisational and time-management skills: Prioritise and complete tasks in a timely manner. Arrive and be ready to start shift on time.

●        Learning: Complete assessment tasks by due dates. Improve spelling skills.

●        Behaviour management: follow through when giving directions to children.

●        Tooba will ask questions to clarify any part of an instruction that has not been clearly understood.