Effective Teambuilding for Childcare Center

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Table of Contents

Building and Managing an Effective Team
Resolving Conflicts
Consensus Building
Fostering a Team Approach to Problem-Solving and Decision-Making
Responding to Diversity and Cultural Differences
References

Elmtree Early Childhood Care Center has been providing quality support and education to many chidlren under the leadership of Sandra Marcos. As the center’s new director, it will be appropriate to consider the most appropriate strategies to influence positive behaviors, create effective teams, and deal with various conflicts affecting the outcomes of the targeted chidlren (Strehmel, 2016). Specific goals such as effective team building, empowerment, and realization of desirable goals will inform my leadership approach. This discussion presents a powerful plan that can be used to develop an effective team. It will also outline the best strategies to deal with the issues affecting the childcare center.

Building and Managing an Effective Team

As the new organizational leader, I will use a simple plan to build and manage an effective team. The first stage of the plan is recognizing and appreciating the skills possessed by every teacher. This understanding will guide me to group them in accordance with their career goals and dexterities. At the same time, the concept of cohesion will be taken seriously in order to ensure the institution operates as a single entity (Hard, Press, & Gibson, 2013). The second step will be to pair the teachers depending on their experiences, expertise, and weaknesses. The pairs will also be guided to collaborate in an attempt to support the proposed plan. After pairing the teachers, the third stage will be used to guide and mentor the team (Kivunja, 2015). My leadership approach will be used to guide the employees to deliver positive results.

The fourth stage is monitoring the performance and progress of the established team. During this step, emerging challenges and hurdles will be addressed accordingly. Roles might be reassigned if the targeted goals are not realized in a timely manner. Constant mentoring and empowerment will be critical towards improving the level of performance (Karadakal, Goud, & Thomas, 2015). The fifth stage is to celebrate the functions and successes of the team.

It should be acknowledged that the teachers will be repaired to form effective teaching teams. Based on the current conflicts and expectations, it will be necessary to focus on the teachers’ competencies and weaknesses. The approach will ensure each new team is effective and successful (Kazimoto, 2013). Diane and Kevin have been able to support the needs of more preschoolers (aged between 3 and 5) in the center. The conflict affecting their relationship does not appear to disorient the learning environment. That being the case, it would unwise to change this team. The important thing will be to address the conflict using and evidence-based approach (Kivunja, 2015). Kelly has been favoring specific toddlers thereby affecting the quality of support available to their counterparts. The nature of this conflict can be used to combine Kelly and Hannah. The presented case indicates that Hannah is a professional whose expertise has been developed for many years. She will mentor Kelly to become more effective whenever handling learners from diverse backgrounds. Michael is a graduate who has completed a master’s degree. He presents new ideas that can benefit more toddlers. When grouped with Rebecca, Michael will promote the best approaches that can support the needs of every learner in the classroom.

Resolving Conflicts

As indicated earlier, the establishment of new teams among the teachers is an evidence-based approach that can make it easier for the center to support the needs of more chidlren. However, it can be wise to resolve the conflicts before developing new teams at the facility. This move will ensure the teachers understand their weaknesses and focus on the best practices to improve the institution’s reputation (Oredein & Eigbe, 2014). The conflict resolution approaches should address the problem and create a new environment that supports the targeted outcomes.

The first conflict presented in the case is between Kevin and Diane. According to Kevin, Diane’s curriculum appears to be ineffective. This is the case because Diane mostly focuses on early math skills. However, Kevin believes that chidlren between 3 and 5 years should be encouraged to express their ideas using games. Since Diane is the one in charge of the curriculum, Kevin finds it hard to cope with the situation (Waniganayake, 2014). A collaborative approach will be the best strategy to address this conflict. This strategy will ensure the two understand the children’s needs and learning abilities. By doing so, the individuals will identify the best solution to support their respective views. As a leader, I will guide them to come up with a balanced curriculum that is informed by research findings. This is necessary because chidlren learn better when their mathematical instructions are embedded in open-ended activities such as games and plays (Waniganayake, 2014). The approach will address the gaps and ensure the team is energized to deliver quality results.

The second conflict revolves around the needs of different learners with disabilities. Hannah has remained conservative whenever handling individuals who portray signs of learning disabilities. Michael, on the other hand, believes that the child’s parents should be informed in order to deal with the situation. Collaboration is the best strategy to address this ethical dilemma. It will be appropriate to inform the two about the needs of learners with disabilities. This approach will ensure the team understands the importance of using a multidisciplinary team to deliver meaningful results. The decision to inform the parents is practical and capable of producing desirable outcomes (Oredein & Eigbe, 2014). The needs of the child will be identified and supported using evidence-based approaches.

The third conflict is quite alarming and capable of affecting the center’s performance. Kelly is a young teacher who does not support the chidlren equally. She has been observed to correct students from minority communities. This issue has made Rebecca unhappy. As a leader, it would be necessary to address this conflict before it gets out of control. An accommodative strategy can deal with this conflict without creating tension or disagreement in the team (Jit, Sharma, & Kawatra, 2016). The important goal is to ensure Rebecca’s expectations are met (Shanka & Thuo, 2017). The approach will encourage Kelly to become more inclusive and consider the needs of all learners equally. The accommodating approach will encourage Kelly and Rebecca to work together and focus mainly on the learners’ needs. The ultimate goal will be to deal with these conflicts and promote the most desirable practices at Elmtree.

Consensus Building

The concept of consensus building is supported by many scholars to resolve problems and foster collaboration. Several strategies have been proposed to explain how effective consensus can be established in a given team. The presented situation can be resolved using different consensus building approaches or strategies. The first strategy that can deliver meaningful results is the six sigma model (Karadakal et al., 2015). The model follows six unique steps. The first one is brainstorming to identify the best options for the team. This is followed by a discussion of the possible solutions. The third stage is to combine different solutions depending on their viability. The fourth stage will be to identify potential problems that might arise. The fifth stage is implemented to discuss the most appropriate solution to deal with the existing problem. The sixth step delivers the best strategy to support the team. This model will bring the members together and outline potential approaches that can result in consensus building (Douglas, 2017). Hurdles are identified and addressed in a timely manner. The approach promotes decision-making and facilitates the implementation of evidence-based practices. The steps create the best environment for addressing hurdles and presenting solutions that can support the consensus building process.

Merging is the second approach that can be used to support consensus building at the center. This approach is initiated by outlining specific alternatives for addressing the existing conflicts. The second step will be to consider the most appropriate alternative for the team. The third one is to identify another possible solution or alternative. The fourth stage will be to come up with a better approach that s informed by the outlined alternatives (Jit et al., 2016). The final stage will be to select and implement the alternative. This strategy has been selected because it supports the combination of several alternatives to address a given problem. The approach is appropriate since it seeks to address several challenges that are facing the institution. This approach will ensure more individuals are thinking from the same viewpoint and eventually make the team effective.

Fostering a Team Approach to Problem-Solving and Decision-Making

Leaders should use their competencies to develop teams that are capable of solving emerging problems and making informed decisions. As the institution’s director, I will consider two broad ways to foster a team-based approach to both decision-making and problem-solving. The first one will be a rational approach. This approach will focus on seven unique steps (Shanka & Thuo, 2017). These include defining problems, identifying causal factors, finding solutions, selecting the best alterative, implementing the idea, and engaging in constant monitoring (Shanka & Thuo, 2017). This way is evidence-based and founded on the concept of continuous improvement. Members of the team will always identify problems, address them, and come up with the best practices. The approach will ensure every team makes desirable decisions to support the educational needs of every chidl.

The second way follows Kurt Lewin’s change model of freeze, change, and refreeze (Waniganayake, 2014). Personally, I believe that the model can guide team members to acknowledge the presence of problems. The freeze stage is therefore used to brainstorm and identify areas that call for new actions. The second stage (change) is coming up with decisions and solutions that favor every stakeholder. This approach will create the best environment whereby the teachers will be willing to identify the challenges affecting the level of performance (Strehmel, 2016). The third stage will be used to support the implementation process and make the developed decisions an integral part of the center. The model is simple and capable of bringing together likeminded persons to create a cohesive team (Overton & Lowry, 2013). The established team will come up with new solutions to every problem and eventually produce desirable outcomes at Elmtree.

Responding to Diversity and Cultural Differences

The presented case indicates that the facility serves chidlren from diverse backgrounds. The teachers should therefore be ready to meet the needs of such individuals. Two key strategies can be employed to respond to the cultural and diversity differences in the institution. The first one is given the name recognition. I will empower my followers to embrace this strategy in an attempt to respond to cultural differences. This concept is appropriate since it encourages people to accept the fact that they will always have significant cultural differences (Hard et al., 2013). The strategy will promote a new environment whereby the teachers interact with one another, respect the idea of diversity, and embrace cultural differences. Malpractices such as pigeonholing and prejudice will be dealt with using the strategy. The teammates will collaborate, exchange ideas, and appreciate the diverse expectations of their respective learners.

The second strategy that can be embraced in this facility is fairness. This approach promotes new practices whereby the targeted workers respect and support the cultural values of their colleagues. The concept encourages employees to respect the expectations and objectives of their workmates. For example, the teachers in the institution will consider the needs of their colleagues whenever making specific decisions. Individuals belonging to different religious groups will have their needs considered each time planning for meetings and activities. The same idea will be replicated in order to deliver the intended instructions to the chidlren. The concept will ensure every individual is treated fairly depending on his or her religious positions, career expectations, and cultural values. When such practices are embraced, the workers will appreciate the relevance of cultural differences and diversity (Hard et al., 2013). They will be willing to learn from one another and develop better approaches to deal with their respective concerns.

The use of fairness and recognition will definitely contribute to the development of an effective team. This is the case because the teammates will be willing to support one another, make appropriate decisions, and address problems whenever they arise. With recognition in place, it will be possible to appreciate people’s differences and develop a curriculum that supports every person’s needs. Diversity will no longer be a source of differences (Douglas, 2017). Instead, the employees will be willing to learn from one another and become more creative. Fairness will support the idea of inclusiveness whereby the teachers will mainly focus on the best educational outcomes.

After implementing these strategies at the institution, it would be appropriate for the leader to act as an agent of change. The leader will offer adequate insights that can be used to come up with the best teamwork practices and behaviors (Karadakal et al., 2015). The followers will start to appreciate each other and ensure the diverse needs of different learners at Elmtree are taken seriously. The appreciation of cultural differences will be transformed into a new strength that promotes cohesion and collaboration.

In conclusion, the use of the above strategies and practices will make Elmtree one of the leading providers of quality education in the community. This is the case because the initiatives will result in evidence-based practices that can support the educational needs of the chidlren and eventually make each team more effective (Douglas, 2017). The teachers will be guided and empowered to support their respective teams and eventually deliver meaningful results.

References

Douglas, A. (2017). Leading for change in early care and education: Cultivating leadership from within. New York, NY: Teachers College Press.

Hard, L., Press, F., & Gibson, M. (2013). ‘Doing’ social justice in early childhood: The potential of leadership. Contemporary Issues in Early Childhood, 14(1), 324-334. Web.

Jit, R., Sharma, C., & Kawatra, M. (2016). Servant leadership and conflict resolution: A qualitative study. International Journal of Conflict Management, 27(4), 591-612. Web.

Karadakal, N., Goud, N., & Thomas, P. (2015). Impact of leadership role perspective on conflict resolution styles: A study on small and medium sized entrepreneurs of Karnataka State in India. Journal of Global Entrepreneurship Research, 5(4), 1-12. Web.

Kazimoto, P. (2013). Analysis of conflict management and leadership for organizational change. International Journal of Research in Social Sciences, 3(1), 16-25. Web.

Kivunja, C. (2015). Leadership in early childhood education contexts: Looks, roles, and functions. Creative Education, 6(1), 1710-1717. Web.

Oredein, A., & Eigbe, M. (2014). Leadership negotiation skill as correlate of university conflict resolution in Nigeria. Social and Behavioral Sciences, 112(1), 1237-1245. Web.

Overton, A., & Lowry, A. (2013). Change management: Difficult conversations with difficult people. Clinics in Colon and Rectal Surgery, 26(4), 259-264. Web.

Shanka, E., & Thuo, M. (2017). Conflict management and resolution strategies between teachers and school leaders in primary schools of Wolaita Zone, Ethiopia. Journal of Educational Practice, 8(4), 63-74. Web.

Strehmel, P. (2016). Leadership in early childhood education: Theoretical and empirical approaches. Journal of Early Childhood Education Research, 5(2), 344-355. Web.

Waniganayake, M. (2014). Being and becoming early childhood leaders: Reflections on leadership studies in early childhood education and the future leadership research agenda. Journal of Early Childhood Education Research, 3(1), 65-81. Web.

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