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Leadership versus Management

Leadership versus Management. Week 2. Lesson Content. The supervisors job description Management versus leadership Lillian Katz Levels of Professional Growth. Roles and Responsibilities of the Day Nursery Supervisor.

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Leadership versus Management

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  1. Leadership versus Management Week 2

  2. Lesson Content The supervisors job description Management versus leadership Lillian Katz Levels of Professional Growth

  3. Roles and Responsibilities of the Day Nursery Supervisor • This authority is delegated to the Day Nursery Supervisor, who is responsible for the total program and services. • Experience in the field is essential • Ontario is currently the only Province which requires 2 years experience • Only with experience can you effectively guide staff and problem solve situations as they arise

  4. Educational Requirements • The minimum requirement is set out in the DNA • 2 year ECE Diploma/equivalent • Most organizations prefer an undergraduate degree or graduate degree as well as ECE • AND 2 years experience with the age of the children in your program

  5. Management Knowledge and Skills • Strong understanding of business and management practice • Strong understanding of the DNA and how it relates to the education, care, health and safety of young children • Skills in budgeting and cash flow management • Well developed computer and technology skills

  6. Organization and Leadership Skills • Implement program goals and evaluate program effectiveness • Recruit, train, support, evaluate, and supervise staff • Promote and support team building • Utilize strategies of mediation and problem solving

  7. Organization and Leadership Skills • Translate program goals into well-written policies and procedures which meet DNA requirements • Keep current with development within the Assess program needs • Development of program philosophy and policy

  8. Board, Parent, and Community Relations Skills • Articulate program needs and issues to the board of directors • Interpret child development for parents • Respond to parents’ questions and concerns • Be aware of community supports for families • Foster relationships and maintain contact with professional organizations, legislative representatives, elementary schools, the media and others

  9. Communicate a Vision • It is essential for a Director to have a vision for their program • The Director must translate the vision into achievable goals

  10. Determine If the Program Is Meeting Its Goals • Spend time daily observing the program • Regularly meeting with individual staff and the team • Randomly conducting parent interviews • Using anonymous parent surveys

  11. Encourage Participative Management • Develop an effective team • Teachers who participate in decision making experience greater job satisfaction and higher morale • Involving staff in decision making gives them a greater stake in carrying them out • Involve staff in setting the program goals

  12. Be an Effective Decision-Maker • To build credibility it is important to be decisive • A Director must make routine decisions in a timely manner, follow through on decisions and be consistent in decisions made about similar issues • Decisive

  13. Management versus Leadership • Are you more of a Manager or Leader or a little of both? • Do you spend more time on management or leadership? • Which one are you most skilled in? Leadership or management.?

  14. Managers • Execute existing directions and maintain efficient operations • Deliver existing services • Empower employees to make decisions in the execution of tasks • Make decisions to change direction • Motivate performance improvements

  15. Leaders • Devise or champion new directions and ways of doing things • Create new services and/or improve how an organization executes existing directions • Empower employees at all levels to display leadership • Inspire people to change direction • Influence changes in direction by pointing towards a new future, painting an inspiring picture of what an organization can become

  16. Leadership is… • For everyone • An act that provokes new thinking and inspires new direction • Conscious participation in a larger system • Participatory power • Facilitating Change, growth and adaptation

  17. Leadership Styles There are three basic leadership styles. • Authoritarian/Autocratic • Free Reign/ Delegative • Democratic/Participative

  18. Delegative (free reign) • This style allows the employees to make the decisions. However, it should be remembered that the leader is still responsible for final say. • This is used when employees are able to analyze the situation and determine what needs to be done and how to do it. • This style should only be used when the manager has the full trust and confidence in the employees

  19. Authoritarian (autocratic) • In this style the leader tells her employees what she/he wants done and how she/he wants it done, without getting the advice of the employees. • Some of the appropriate conditions to use this style are when you have all the information to solve the problem, you are short on time, and your employees are well motivated. • This style is not to be confused with BOSSING PEOPLE AROUND

  20. Participative (democratic) • This style involves the leader including one or more employees in the decision making process (determining what to do and how to do it). However, the leader maintains the final decision making authority. • Using this style is a sign of strength that your employees will respect. • Some of the appropriate conditions to use this style are when you have part of the information, and your employees have other parts. • Note that a leader is not expected to knoweverything -- this is why you employ knowledgeable and skillful employees. • Using this style is of mutual benefit – and should be used if you have time and want to gain more commitment and motivation from your employees.

  21. Stages of professional growth Lillian Katz

  22. Stages of Teacher Development Lillian Katz • Stage One – Survival • First year of teaching when educators are applying their training to the real world of the classroom • They are both exhilarated and terrified • Need support from other staff • Should not be expected to supervise students

  23. Stages of Teacher Development Lillian Katz • Stage Two – Consolidation • When basic survival has been accomplished and practitioners feel confident in their skills and begin to focus on specific tasks • They develop more advanced skills

  24. Stages of Teacher Development Lillian Katz • Stage Three – Renewal • Have reached a professional plateau • She or she may no longer feel challenged • Professionals at this stage are interested in learning about new developments in the field • Attending workshops, conferences, and other centres may renew enthusiasm

  25. Stages of Teacher Development Lillian Katz • Stage Four – Maturity • After five or more years of working with children • Committed to improving the Early childhood Education profession • They have developed a philosophy of education and care and recognize the critical nature of early learning • May move on to teaching adult learners, administrative work or research

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