Leading a Team in the Early Years

Topics: Maslow's hierarchy of needs, Motivation, Abraham Maslow Pages: 13 (4557 words) Published: March 2, 2013
Hazel Selby

Unit 7 – Leading a team in the early years


Contents page

Assignment: 3 -12
Cited references: 13
Appendices: 14-18
Bibliography: 19-20

Gemma (manager)
Ba (hons) Early childhood studies & Early year’s professional status

This is a layout within my organisation.

Hazel (deputy)
BTEC National Diploma Level 3 working towards HPD level 4

Hazel (pre-school supervisor)
Kirsty (toddler supervisor)
BTEC certificate level 3
Diane (baby supervisor)
CACHE Level 3

Georgina (pre-school assistant)
NVQ 2 working towards NVQ 3
Katy (toddler assistant)
BTEC National Diploma level 3 Health, social and Early years Vicky (baby assistant)
NVQ 2 working towards NVQ 3

Our main goal within the setting is to increase the number of children. Other members of staff’s goals are to finish level 3 to develop knowledge, work as a team, ensure children have fun while learning within a safe and happy environment. The other members of staff goals will help with the overall goal. The children having fun which lead to them being happy as well as the parents, also having no complaints will lead to recommendations. Our team is small and most of the team are working towards the main goal by ensuring their rooms are well presented and look interesting. During viewings the children and staff look happy and inviting. Two members of staff’s goal are to finish their level 3, although this doesn’t exactly link it helps their knowledge for the running of the nursery and why we work towards goals.

“Dr Meredith Belbin studied team-work for many years, and he famously observed that people in teams tend to assume different “team roles”. He defines a “team role” as a “tendency to behave, contribute and interrelate with others in a particular way” and named nine such team roles that underlie team success”. (http//www.mindtools.com/pages/article/new LDR_83.htm Accessed 12th July 2010)

He categorized them into three groups: Action Orientated, People Orientated and Thought Orientated. Each team role is associated with typical behaviour and interpersonal strengths.
Action oriented roles are shaper’s who challenges the team to improve, the implementer who puts ideas into action and the completer finisher who ensures thorough, timely completion.
People oriented roles are the coordinator who acts as a chairperson, the team worker who encourages cooperation and the resource investigator who explores outside opportunities.
Thought oriented roles are plant who presents new ideas and approaches, the monitor-evaluator who analyzes the options and the specialist who provides specialized skills. “Almost always people have a mix of roles and will have dominant and sub-dominant roles”. (http://www.srds.co.uk/cedtraining/handouts/hand40.htm Accessed 12th July 2010) The different learning styles are the activist who are communicative, competitive, and are very good at convincing others of their point of view. They are people orientated and dramatic. Pragmatists tend to be more extrovert than introvert, get bored easily and focus on ‘what can I get out of this’. They learn best by observing and then doing. Reflectors are the ‘ideas people’ and listeners, they need time to prepare, like to know the game play and the whole picture. They are very good at paraphrasing and problem solving. They like their own space and are natural-born researchers. They also like to consider all the options. (Macleod – Brudenell, I & Kay, J: 2008: 8)

“Most of us don’t grasp things easily, particularly when mechanical or technological tasks are involved. Many if not most people need to practise and make mistakes in order to consolidate their learning. Even when confident, we will often seek advice or reassurance that we are doing things correctly from another, experienced person. When we have experience competence through trial and error, and by using skills in different contexts, we can approach...
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