PC 404 Role Play and Reflective Analysis on Eye Bruise

Introduction to Role Play

This role play is about a childcare Centre and the incident that happened with the child. Eye of a child gets bruised and because of the communication issue between Mewanda and Nicole- the relief staff and the staff member. The staff member did not sit till late because the staff member was not asked to do so and the duty was not roasted as a late shift. Because of the lack of communication huge trouble took place and the child was injured. Nevertheless, the permanent co-educator had been on to the planning for the entire day and she entered the class late. The scenario jumps up when the (Dilini) parent of ben (child) enters the room to pick him. Delini primarily asks them that what happened to his eye and then asked whether Ryan has hit him again. The parent asked her child whether he told his teacher that Ryan has hit him. When the parent could not get anything concrete the next question was asked from the relief teacher that what happened to Ben’s eye? Ever since the relief teacher had no idea what happened to the child, neither did the staff member mentioned it into writing so Mewanda was clueless. Emily, who is the permanent co educator, assured to look into this matter and called Nicole but Nicole did not answer. She also looked for written accident forms for Ben’s eye but she could not find anything. Emily then headed back to the director and the director called for a meeting next morning.

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Context of the Childcare Centre

The Childcare Centre is the first place where the boy or girl is socialized. It is the place where they will realize that there are other people in the world (Loukas, A., 2007). It is the place where a child begins to live, where they experience and learn that something happens differently in terms of all the reality that surrounds them (Loukas, A., 2007). The milieu of the service embraces childcare Centre. There are roundabout 15 4 to 5-year-old children in the Childcare Centre that join and formulate a class. However, the people who were involved in this class were Mewanda-the relief teacher, Emily- permanent co-educator, Nicole- staff member, Dilini- parent and ben- victim of left eye bruised.

Leadership Approaches and Strategies Executed

Leadership methods and stratagems that are instigated in this role-play is democratic and delegating (Klassen, 2011). The democratic leader (director of the Childcare Centre) comes up to solutions with a whole team engaging particularly the subordinates. Director follows the democratic/ delegating style of leadership as he did not solve the issues by himself but asked all the staff members to resolve the matter in this type of leadership the leader reassures a prompt communiqué plus there is are decisions made with a dual contribution. Also, inspiration and hospitalities are what is given to the workers (Shenhar, 2004). The solutions are already provided by the leaders and they are just asked to locate the decisions or somewhat similar.

There are distinctive types of leaderships;

The great man theory- theory of the great man claims that some people are the “born leaders” and have certain characteristics that induce others to follow them in any situation.
Trait theory- the trait theory is dependent on the trait, character and the honesty of the leader.
Behavioral theory- in such type of theory it is believed that the leaders possess certain behavior through which they gain acceptance.
Transactional theory- in such type of theory the leader believes to promote and degrade the followers with the incentives and punishments.
Distributed leadership theory- in such theory all the leadership all the leadership traits are followed effectively. More frequent efforts are called so that the change is brought.

Diverse Audiences in the Workplace, From a Leadership Perspective

The influence of leadership on the Childcare Centre climate is indeed much (Shenhar, 2004). A Childcare Centre’s climate, its dimensions, and factors are studied and the influence that leadership has on the climate is determined and how this leads to the performance of staff members, teachers, and relief teachers in the organization (Klassen, 2011). Pragmatic revisions confirm that the association amongst the aforementioned people is also reviewed besides it is concluded that leaders are solely responsible for great work to be executed just by directing things.

Interpersonal and Written Communication with Diverse Audiences

The teacher must not only adapt to the links generated between their students but also must know how to adapt to the needs of the group, their prior knowledge, their preferences, weaknesses, strengths, times, to be able to plan their classes and thus generate significant learning (Shenhar, 2004). Also, it must adapt to the surrounding environment, to the society in which it lives, the technological advances that will generate the need for updates in the system since they will provide new tools so that the teacher can use them with their students, for their benefit. These facilitate and provide new ways for students, as well as teachers, to solve their tasks and objectives (Allen, 2007). Courteousness has a very distinctive place when it comes to interface. It simply emphasizes an interpersonal dealing for all the diverse audiences in a Childcare Centre like teachers, staff and the parents (Allen, 2007).

Leadership Capability and Its Association with Theories of Leadership

The results obtained from this analysis allow us to affirm that communication in the Childcare Centre. It constitutes a ritual characterized by being an asymmetric relationship based on the power exerted by the teacher, co-teacher and the staff members (Collinson, 2005). Also, its privileged position that has been granted institutionally and culturally; that this relationship is non-courteous because the interaction occurs and the teacher does not cooperate in the elaboration of the image of others or their own, and in courtesy, the construction of the image is a reciprocal process (Shenhar, 2004). Finally, with the (Delegating/Democracy) leadership capability, we consider that the relations in which the institutional image (teacher) is present, accompanied by such a marked asymmetry, as is the case we study, are unlikely to be qualified as courteous like the director of Childcare Centre, since whoever holds the power, generally, does not require the approval of subordinates (Allen, 2007).

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Image elaboration in the Childcare Centre

The search to explain the “beyond” of courtesy, that which exceeds communicative action and is oriented to strategic action, refers to a set of theorizations and concepts, among which stands out, for who is at stake in courtesy is the image of the speakers (Allen, 2007). The author distinguishes a positive and a negative aspect; in this way, it calls positive image to the personal desires of social projection and to be accepted by others, while it calls negative image to the protection of personal space, to the desire to avoid being invaded, attacked or limited in their actions (Moua, 2011). To reach the goal, in these two planes of the image it is necessary to make use of the strategies that courtesy provides in each culture (Moua, 2011).

During the social meetings there is the process of construction of the face in which the vision of the communicative situation is manifested, on the one hand, the self-assessment and, in the second degree, that of the rest (Moua, 2011). “The positive social value that a person effectively claims for himself through the script that others assume he has followed during a certain contact.” (Krause, 2007)

The permanence of the face is determined by the concordance between the script it expresses and the internal coherence of the image, supported by the valuation of others (Krause, 2007). The maintenance of the script becomes a legitimate institutionalized type.

Tips for practicing service leadership in Childcare Centre

Empower and develop people: Encourage your followers by providing them with the necessary tools to succeed (Van Dusen, 2005).
Humility: Recognize the contributions made by others in the projects. Do not worry about recognition or prestige (Collinson, 2005). Be open to criticism. Be willing to admit when you are wrong.
Authenticity: Be honest with yourself and with whom you work. Don’t be afraid to show your emotions, if applicable. Be transparent
Interpersonal acceptance: Encourage your followers. Do not continually highlight the mistakes of others.
Direction: Guide your followers. Communicate your vision. Discuss expectations (Van Dusen, 2005).
Administration: Develop a vision. Reflect on where the organization is and where you would like it to go. Share short and long-term goals with followers.

Feedback

The feedback is the essence of the entire framework that is mapped and then executed effectively (Oshagbemi, 2004). Not only was this but also there continuous feedback that was taken at the Childcare Centre in which it was made sure that these following things were carried out;

No finger-pointing or rising on to anyone.
Regularly, the director is calling the staff members to come up to discuss all the issues that a prevalent and to find out solutions to those issues.
The training and continuous motivation plus coaching are effectively executed (Collinson, 2005).
Everything is just executing in the manner it is planned

Verbal communication is pretty good when talking to anyone regardless of the parent or the CO educator. The style of the director is supportive here because he is soothing the parent as the parent is worried about the child’s safety. The director is continuously engaging with the parents to see what is happening and what had happened. This is going to bring escalating behavior (Oshagbemi, 2004). In short, a leader who is functioning as a Childcare Centre director did not perform as a manager in an educational center but also has leadership attributes to make things flow in the right direction (Collinson, 2005). This righteous path that the leader shows lead and contribute to the good performance of the Childcare Centre and that all standards are met and goals are achieved. This is again traced by the institution in the fulfillment of the learning-teaching objectives (Collinson, 2005).

References

Allen, T.D. and Eby, L.T., 2007. The Blackwell handbook of mentoring: A multiple perspectives approach. Blackwell Publishing.

Collinson, D., 2005. Dialectics of leadership. Human relations, 58(11), pp.1419-1442.

Klassen, R.M. and Chiu, M.M., 2011. The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), pp.114-129.

Krause, D.E., Gebert, D. and Kearney, E., 2007. Implementing process innovations: The benefits of combining delegative-participative with consultative-advisory leadership. Journal of leadership & Organizational studies, 14(1), pp.16-25.

Loukas, A., 2007. What is school climate. Leadership compass, 5(1), pp.1-3.

Moua, M., 2011. Culturally intelligent leadership: Leading through intercultural interactions. Business Expert Press.

Oshagbemi, T., 2004. Age influences on the leadership styles and behaviour of managers. Employee Relations.

Shenhar, A.J., 2004. Strategic Project Leadership® Toward a strategic approach to project management. R&d Management, 34(5), pp.569-578.

Van Dusen, L.A., 2005. Community college leadership in the 21 st Century (Doctoral dissertation, University of Central Florida).

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