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Leadership Beginners - Launching in to leadership

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DEALING WITH GRIEVANCES

Scenario example responses


**Thank you to @Renee Makepeace for allowing me to share her responses here. Well considered and a good example of how to respond using the framework.


One of your team members complains that another staff member keeps rolling her eyes when asked to help with anything.

Acknowledge: Let her know that you understand and that you are hearing her frustrations.

Assess: The complaint is between educators and the educator making the complaint is coming to their immediate supervisor which is appropriate. Plan: Ask for some examples of when they may of happened such as what are the kind of requests for help.


DELIVERING & RECEIVING FEEDBACK


Case Study 2

A child in your room was bitten by another child today and although it is always a difficult experience for all involved, you feel you and your team handled it well. You went immediately to the bitten child and your colleague grabbed an ice pack. You directed the trainee in the room to sit nearby the child who bit and monitor her until you could get there. The child who bit was hiding under the table and the trainee was sitting nearby in a non-threatening position. Once the child who was bitten was settled, you spent some time talking to the child who bit and explained that 'we don't bite, that hurts'.


Your colleague who grabbed the ice pack, filled out the accident form and informed the parent that for the second time this week, her child had been bitten. The parent asked…


Rebecca Thompson
Rebecca Thompson
Oct 13, 2021

Create a plan to have an assigned person to be nearby the child who bites at various high risk intervals during the day. Decide if it needs to be the dame person all day or if there is swap out. Make it clear that everyone is responsible for the child, but there is close proximity teacher for safety.


If you disagree with a quick reactive response to guiding (the child who bit) behaviour, take the suggestion as another perspective to behaviour guidance and be curious about if it will work. See yourself as a scientist doing very important experiment and your hypothesis or prediction differs from your bosses but you need to carry out both. Show your boss that you will plan this response as per her suggestion and ask if you can check this with the family. Then plan to carry out the strategies you believe will work. Give both a long period of time. One week is not enough to gather credible evidence. At least 6 weeks. Create a plan to keep families feeling confident that action is being taken. Describe to the families what the action is where there is seemingly 'no action' and your reasons for it.


Create a collaborative problem solving session with Sally to see what she thinks about being the person to call about the biting. Work together to define the problem and map out the possible solutions. It may not be as easy as simply changing the person who calls. Gather all your information and go back to your boss with possible solutions.

DELIVERING & RECEIVING FEEDBACK


Case Study 1

Rachel has been working in early childhood for 4 years as a Certificate 3 educator (for 2 years at previous service and 2 years with your service). This is your first time working with Rachel this year in the birth - 2 yrs room. At the last room meeting you asked Rachel and the other two staff members to think of an experience they can do with the children in the morning session next week as you need to be on the late shift to cover the ECT requirements and you won't be starting until 10.00am.


Rachel put forward that she would take a focus group of children she has been observing to the tables to do some finger painting as she noticed they loved getting the paint all over their hands on Friday. You agreed that this experience was appropriate and asked…


Rebecca Thompson
Rebecca Thompson
Oct 10, 2021

If this is a repeated issue our supervisory role may need to be applied. We can influence, inspire and model however if the issue persists, we must make a meeting with Rachel to go through a set of very specific reminders about her roles and responsibilities. This is where code of ethics, laws, job descriptions can come in. You might do this or you might ask your senior to help. be prepared with a set of empathy points but action points. Focus on strengths and allow Rachel to reveal her weaknesses. See if you can drill right down to one specific barrier to her success.

Hello crew! I will be posting some in responses to the case studies and scenarios in this chat over this week. It’s just a way for you to measure your responses against some standard responses to see if you have understood the content. You will be able to read what I post and match this off with what your responses were. Then when we get together at the end of the course, we can have a chat about the things you’d like to explore further. Don’t forget I’m always here of you need to ask anything.

cheers Bec!

Aimee Hansen
Oct 04, 2021

Thanks Bec

About

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                  admin@stoneandsprocket.com | Central Coast, NSW, Australia | 0447 819 922| Director: Rebecca Thompson | Stone & Sprocket © 2021

                    Delivering adult education and training to early childhood educators, teachers, leaders and learners since 2016. Online and face to face learning with a wide range of topics and over 20 years experience in the profession working with children and families as a teacher and early intervention worker. 

Specialisation in inclusive education and nature-based programs. Master of Education (Inclusive Education). Member of Early Childhood Australia  Central Coast Group Committee.          

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