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Helping Educators Work Together Better

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We work in a fast-paced environment with a whole range of differing personalities and sometimes this can cause conflict. Some Educators will naturally gravitate to each other and others will have less than ideal relationships. Some Educators like to fill the room with energy and chatter whilst other people like quiet reflection and contemplation. Some of us enjoy basking in the glow of the limelight while others are very uncomfortable with public displays of praise.

Not everyone in the world communicates and reacts to their environment in the same way. Educators work and communicate in very different ways.  Learning how to identify and understand different working styles is a fundamental component of creating high performing and harmonious teams. Personality clashes are not inevitable and are often the result of a lack of understanding and awareness.

 

 

Increased understanding leads to increased respect

Understanding different personality styles leads to increased respect and understanding. The focus on changing other people’s personalities has been a persistent myth which has hampered the development of many teams. The focus should be on changing the way we operate in order to create an environment where others can thrive.

When Educators understand different working styles it allows them to modify their approach to bring out the best in each other, improve communication and reduce conflict. The focus should not be on treating people like we like to be treated but treating people in a way they like to be treated. This perceptual shift places the onus on each of us to communicate in a way that brings out the best from each other.

The name of the styles depends on the personality theory but generally, there’s consider to be 4 main working styles.

 

Four working styles;

  1. Analytical
  2. Driver
  3. Amiable
  4. Expressive

Each of these working styles exhibits general characteristics, strengths, and weaknesses. They need to be managed and communicated in different ways. Understanding the unique characteristics will help your team bring out the best in each other.

Below are the 4 main styles. (Can you identify your team?)

Analytical Educators

The analytical personality type is very profound and thoughtful. They are serious and purposeful individuals. Analyticals are orderly, organized, they love lists and process.

They want things done right! And they want them done right the first time. They are neat and tidy individuals. Analyticals are detail-focused and they are self-disciplined.

Analyticals’ weaknesses are that they can be moody, critical and negative. Analyticals can be indecisive and they over-analyse everything.

Driver Educators

Drivers have a dynamic and direct working style. They exude confidence and move very quickly to action. For Drivers, close enough is good enough. Drivers’ strengths are that they are very determined individuals. They are independent and they are productive. Drivers get a lot of things done.

On the weak side, the driver can be insensitive, unsympathetic, harsh, proud and sarcastic. They can also rush to a decision without thoroughly thinking it through.

Amiable Educators

The amiable working type is very patient and well-balanced. They are quiet team players, very sympathetic, kind, and inoffensive. Amiables do not like to offend people.

An amiable is easy going and everybody likes Amiables. They don’t like conflict, so they’re very agreeable. They’re diplomatic and calm. But on the weak side, their aversion to offence and conflict can also manifest as a weakness.

Expressive Educators

Expressives are the social specialist because they love to have fun. They are individuals who turn disaster into humour. They prevent dull moments and they are very generous people. They want to be included in projects, in teams and conversations.

On the strong side, the expressive is very outgoing and easily engaged. They are ambitious, charismatic, and persuasive. On the weak side, they can be disorganized, undisciplined, loud, and lose interest quickly.

Changing your approach to suit your colleagues working styles ensures we can bring out the best in each other.

When you take this approach as a team, you’ll find you have increased collaboration and less aggressiveness. You’ll have increased engagement, positivity and a genuine respect and acceptance of different personalities.

 

Building An Effective Team

To make a great team we need to remember that great teams are about personalities, not just skills. As leaders and managers we should place as much emphasis on developing team cohesiveness as we do on developing technical skills.

Managers and leaders who focus on how the team interacts with each other and the psychological factors that create the team’s success, consistently have higher-performing teams.

 

We all need team members who are:

  • Results-oriented. (Drivers) Team members who organically organize work and take charge tend to be socially self-confident, and energetic.
  • Relationship-focused. (Amiable) Team members who organically focus on relationships, are attuned to others’ feelings, and are good at building cohesion tend to be warm, diplomatic, and approachable.
  • Process and rule followers. (Analytical) Team members who pay attention to details, processes, and rules tend to be reliable, organized, and conscientious.
  • Innovative and disruptive thinkers. (Expressive) Team members who naturally focus on innovation, anticipate problems, and recognize when the team needs to change tend to be imaginative, curious, and open to new experiences.

 

Rather than seeing opposing styles as threats, great teams work in a way that allows each other to thrive and focuses on the strengths in each other. Real results can be seen when leaders move the focus from what the team does to how they do it. A focus on how the team communicates, celebrates and resolves conflict has immeasurable benefits for the members of the team and the educational outcomes for the children in their care.

 

About the Author

Tracey Hamilton is a qualified Early Childhood Teacher with a Bachelor of Behavioural Sciences (Psychology). She is currently facilitating “Understanding Yourself and Others” workshops for Early Childhood and OSHC teams.

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Goodbye Blame, Hello Accountability – 5 simple steps to improving Educator Accountability.

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Excuses are the nails used to build a house of failure. Excuses and bad attitudes can ruin your team, they create blame and disharmony causing high performers to flee.

Personal accountability is not simply the absence of excuses.  It is the acknowledgment and assumption of responsibility for actions and decisions. It’s the belief that you are fully responsible for your own actions and consequences. It’s a choice, a mindset and an expression of integrity.

A lack of accountability produces blame, excuses and denial of responsibilities. It’s easy to see a lack of accountability in others,

  • Sorry I’m late but my alarm didn’t go off.
  • Yes, the learning story isn’t perfect, but I only had 15mins to write it.
  • How can I supervise correctly when we don’t have enough staff?

Personal accountability is about people taking initiative and following it through. It requires open and upfront communication at all levels.

As leaders, what are you accountable for? Providing a safe work environment? Creating a culture of ongoing learning and development or creating an engaging and supportive work environment?

Educators and Teachers need to be accountable for the education and care of children, building strong relationships with colleagues, creating an environment that’s inclusive with a sense of belonging for families.

If accountability fails, getting angry and frustrated isn’t the answer. We can say goodbye to excuses and hello to accountably by creating an environment that rewards positive attitudes.

 

1. Expectations Matter

Amazing leaders are crystal clear about what they expect. Having a two-way conversation about the outcomes expected, stating how these are going to be achieved and identifying the measures for success will provide the foundations for accountability.

Discussions should clarify expectation around performance, attitudes and behaviours. Excuses will flourish If expectations are unclear or roles and responsibilities are poorly defined.

 

2. Allocate resources

What skills and resources do Educators need to meet the expectations? Do they need extra prep time or additional learning and development?  Perhaps they need some mentoring or coaching? Allocating resources are essential if you’re going to ask for accountability in return.  Resources can also include an appropriate level of authority. If we delegate all responsibility and no authority we’re setting people up to fail.

 

3. Decide what success looks like

Nothing is more frustrating than being let down. However, it’s completely avoidable. During your conversation about expectations, agree on weekly milestones with clear measurable objective targets. Targets can be as simple or as complex as you like. A simple measure could be to have three meaningful interactions with families for each Educator in your room per week.

 

4. Give Coaching Feedback

Honest and ongoing feedback is critical. Educators need to know where they stand. To ensure targets are being met, ask a simple question in your weekly meeting. “How are your relationships with parents in your room? What have you done which moves towards meaningful relationships?

If targets are off track, discuss immediately. Brainstorm a solution and identify a fix.

 

5. Use questions to prompt for accountability

If you’ve been clear with steps 1 – 4, you’ve done what you need to support high performance. Now you can start to prompt for accountability.

Telling the Educator what to do simply condones their lack of accountability. Use questions to prompt for a change in attitude.

  • What’s one thing you can do today that will get this project back on track?
  • What steps can you take today to get this task completed?
  • If you are going to try to get this done. What should we do first?

By asking prompting questions hopefully you’ll be moving the Educator from excuses to accountability.  These 5 steps are the building blocks to create a service of accountability. A strong culture is created when the steps are used in sequence. If you miss any one, accountability will fall through the gap.

Having a culture of accountability will deliver immeasurable benefits for the service. You’ll see your team take responsibility for their actions and outcomes. With these new strategies in place, you’ll have a team with a positive attitude to work, takes ownership and shows responsibility.

 

 

About the author:

Adrian Pattra is a management consultant with a Master of Education (Ed. Psychology). He is currently facilitating a new webinar series designed for managers and leaders “Educator Accountability: The Complete Step-by-Step Guide”

 

 

 

 

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FREE COVID – 19 Leadership Q and A

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Leading Educators Through Change

With services experiencing unprecedented pressures and disruption, clear communication and good leadership have never been more important. We hosted a 45 min free webinar on leading teams through the challenging times of COVID-19.

 

Topics:

  • Unpacking Educator Emotions to Change
  • Different Perspectives on Change
  • Barriers to Change
  • Support for Agility
  • Way of Working through Disruption

A participant handout is used during this presentation. Click the link below to download the handout prior to watch the webinar. Ensure you have the handout printed prior the watching the webinar.


	

Embedding Wellbeing and Mindfulness in Your Service – QA4 and 5

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Wellbeing increases your health and happiness, it allows you to be calm, present in the moment and resilient. It encompasses the health of the whole person – physical, mental, social and emotional.

Our wellbeing can change moment to moment, day to day, year to year, and can be influenced by what’s happening in a specific moment and the actions that we take.

ACECQA is continuing to promote Educator wellbeing as an important factor in achieving exceeding in Quality Area 4.1 and 4.2 and 5. ACECQA’s National Education Leader, Rhonda Livingstone states that when Educators have a strong sense of wellbeing they are better equipped to:

  • be responsive to every child
  • develop rich, respectful relationships with each child
  • develop a deeper understanding of each child.

Wellbeing helps us:

  • stay resilient when times get tough
  • build social supports and self-efficacy
  • emerge from our challenges even stronger, knowing we have the ability to cope with adversity.

Wellbeing isn’t one giant step, it’s lots of little steps that allow you to become more mindful and calmer in your day-to-day tasks. At a service level wellbeing has been shown to improve work performancereduce absenteeism, and improve the culture of the organisation.

A strong sense of wellbeing contributes to good mental health. It also helps to protect us from feelings of hopelessness and depression, acting as a ‘guardian’ of our mental health. Mental health is not merely the absence of mental illness rather it’s a state of overall wellbeing.

There are five main factors that contribute to our wellbeing. These ‘building blocks’ of wellbeing are easily remembered as the acronym ‘PERMA’:


Positive emotion
Feelings of pleasure, happiness, satisfaction, comfort. We can take responsibility for our feelings, cultivating happiness and gratitude.


Engagement
Living an engaged life, being absorbed and connected to activities to the point where we lose track of time and effort (flow).

Relationships
Connections to other people and relationships give us support, meaning and purpose in life. Positive relationships have been found to have an enormous influence on our wellbeing.

Meaning
Being part of and working towards something that’s much larger than yourself rather than purely pursuing material wealth.

Accomplishment
Pursuing success, achievement and mastery of things for their own sake can build self-esteem, self-efficacy (useful in tough times) and a sense of accomplishment.

Working on each of these factors can help us flourish in all aspects of life. It’s good to know there are lots of things we can do to enhance our wellbeing. We can all learn new ways to feel more positive emotions, have stronger relationships and find meaningful work.

The following elements all contribute to wellbeing and resilience:

  • finding your strengths and using them
  • Creating flow in your daily tasks and
  • Mindfulness and meditation

Find out more about building wellbeing strategies at The Mindful Leader and Wellbeing Conference.