Leadership and Organizational Analysis 1ECE 525 Individual Project Leadership and Organizational Analysis
Requirements:
Leadership and Organizational Analysis 1ECE 525 Individual Project Leadership and Organizational AnalysisChristine Alexander – WagstaffeNational Louis University
Leadership and Organizational Analysis 2Part I IntroductionOur founder created our agency in 1894, this agency was one of the original settlement houses serving primarily immigrants on the city’s northwest side. As a way of fostering community and building opportunities for the neighborhood’s residents, our agency opened one of the city’s earliest kindergartens in 1897. Over the past 116 years, the agency has continued its commitment to the Chicago communities it serves by offering programs designed to foster involvement and success. Education remains a vital part of our mission. Our Child Development programs have garnered national attention through our implementation of the Reggio Emilia Approach to educating young children, which began in 1993. Our centers were one of the first in the nation to systematically implement the principles of this approach with children from low-income families. We offer childcare services on the south and northwest side of Chicago serving four center based location and 18 community partner based sites, with an enrollment of over 800 minority children. Infant, Toddlers, and Two-year-old Children:Full-day Center-based Early Head Start, State Pre-K Prevention Initiative and Subsidized Childcare, we are funded by the U.S. Department of Health and Human Services, Chicago Public Schools, the City of Chicago’s Department of Family and Support Services and the State of Illinois Department of Human Services. These programs provide care to children of low-income working parents or parents in training.
Leadership and Organizational Analysis 3Pre-school Children, ages 3-5 years:Half-day Head start, a program which is a “get ahead” opportunity with education, health, social services and parental involvement, is a program that is offered to children of families receiving Temporary Assistance to Needy Families (TANF), low-income working families and children with disabilities. It is funded by the U.S. Department of Health and Human Services through the City of Chicago’s Department of Family and Support Services. Full-day Head Start/Child Care Collaboration, is funded by the U.S. Department of Health and Human Services and the Illinois Department of Department of Human Services, through the City of Chicago’s Department of Family and Support Services. This program is for children of low-income working parents or parents in training in need of full-day child care and education.Full-day Subsidized Child Care/State Pre-kindergarten is a childcare program that is funded by the Illinois Department of Human Services through the city of Chicago’s Department of Family and Support Services and the Chicago Public Schools. This program provides care
Leadership and Organizational Analysis 4and education to children of low-income working parents and children who are at risk academically.School Age Children, ages 5-12 years:Subsidized Child Care, a year-round program for children, provides after school child care and education to children of low-income working families and full-day programming when school is not in session. The subsidized childcare program is funded by the Illinois Department of Human Services through the city of Chicago’s Department of Family Support Services. These programs are headed up by our Program Director and her administrative team, Site Directors, Site Coordinators, Family Support Workers, Clerical Staff, Teachers, Health Aides, Kitchen Aides, and Janitorial Staff. We have a Governing Body which is consisting of an Executive Director and Assistant, a Board of Directors, and Parent Policy Council Members. Part II Recruiting, Selecting, and Orienting StaffThe following states the practices of the our Child Development Program for hiring new staff, transferring and promoting qualified individuals for open positions in the Child Development Program. Our Child Development Program encourages current staff members to apply for positions within the agency when a vacancy becomes available. It is our goal to recruit
Leadership and Organizational Analysis 5and maintain qualified staff to provide quality services to children and families. Furthermore, Our Child Development Program does not discriminate against any current or potential applicantbased on race, color, religion, sex, national origin, disability or age. When a position becomes available the following procedure takes placeSites Directors inform the Child Development Program Director of any available positions at their specific site.The position announcements are developed and posted through the Human Resource Department and the Office Manager of the Child Development Program.The positions are posted and advertised in local newspapers, online employment websites, local colleges and other Early Childhood Professional organizations. Bi-monthly meetings are conducted with the management team that includes the center Directors and other Central Office Staff. Information regarding open positions is given to the Center to be shared with other staff and parents. The Professional Development Coordinator also attends job fairs and Teach for America interview days to meet and conduct preliminary interview for potential candidates for open positions.Once the position is posted. The posting includes the title of the position, the job description, where to apply and/or send resumes, the deadline to apply and the salary which is commensurate with education, experience and budgetary guidelines. It is our policy that we do not discriminate based on gender, race, religious affiliation or any other legally protected characteristic: these include minorities and persons with disabilities. The Child Development program strides to obtain and maintain qualified staff to ensure that quality services are provided to children and families. Once obtaining qualified staff it is
Leadership and Organizational Analysis 6important to us to support staff not only to maintain them and prevent staff turnover, but to help them increase their knowledge in their chosen field and to advance professionally. Keeping in mind that as staff grows professionally they continue to provide quality services to the children and families who attend our programs.Our program supports staff’s professional growth by providing staff with a variety of opportunities to attend professional development trainings that are offered through the Child Development Program as well as from different professional organizations and funders. Each staff member is required to complete a minimum of 15 hours of professional development hours per year. Furthermore, staff is encouraged to further their education through local colleges and universities.All Child Development staff is expected to engage in ongoing professional development, and to create and implement their own individual professional development plan/portfolio with their supervisor on a yearly basis. We take on a vested interest in seeing staff purse their education and professional development. We provide on going professional development counseling for our staff, to assist them in finding resources and programs to continue their education. As an agency we also give assistance of 75% reimbursement upon course completion obtaining a C or better. Regular on-site in-service sessionsClosedown Day to Share Our LearningPresentations by staff for staff, parents and other agenciesClasses for teachers and family workers
Leadership and Organizational Analysis 7Child development classes for college creditWork Groups to set policies and guidelinesParticipation in local and national conferences and seminars3 agency-wide in-service sessions per yearWeekly classroom team meetingsWeekly site planning and reflection team meetings Bi-weekly family reviewsBi-weekly staff meetingsBi-weekly director meetingsBi-weekly facilitator meetingsQuarterly agency-wide staff/parent ongoing dialogue meetingsMonthly parent meetings, both agency-wide and site levelPart III Job Satisfaction and Motivation Theory
Leadership and Organizational Analysis 8Maslow’s theory shows the five sets of needs that were divided into two categories: basic needs and higher-order needs. The most basic human needs, represented by food, water, shelter, and safety, are considered essential for human existence. For my staff this job provides them with the security to be able to provide for some of their basic needs. They may not be able to afford many luxury items and are barely making enough to cover the basics. There is a need that some fulfillment is being met through their employement. Higher-order needs are those associated with social activities, esteem building, and self-actualization or constant self-improvement. We consider each other as extends members of the family. We are there to celebrate in good times as well as bad. Elaborating further on this theory, Whittington and Evans (2005) stated that “each of these needs operates at all times, although one deficient set dominatesthe individual at any one time and circumstance” (p.114). The motivation experienced by humans to fulfill these needs is either derived from internal or external factors. People who experience internal motivation are influenced by factors that cause a sense of accomplishment and pleasure, while externally motivated people are commonly influenced by factors controlled by others, such as money and praise (Deci & Ryan, 1985). Prasise is something that I find motivates my staff, they basically just want to be appreciated for the work they do every day with children and families. Maslow’s hierarchy is commonly displayed in a pyramid fashion, with the basic needs at the bottom and the higher needs at the top. The needs were depicted in this way to show the significance of each need on the others, with the most important and broadest category being the physiological needs at the base (Redmond, 2010).( by BRIAN FRANCIS REDMOND, last edited by GEORGE ALLEN PEREZ on May 27, 2013 (view change) https://wikispaces.psu.edu/display/PSYCH484/2.+Need+Theories
Leadership and Organizational Analysis 9Herzberg’s Theory of Motivation and Maslow’s Hierarchy of Needs. ERIC Digest. By Gawel, Joseph E. ‘According to data from the TCLP survey, the teachers at all three experience levels are lesssatisfied with their personal achievement of esteem (a middle level need according to Maslow)than with their achievement of self-actualization. These results are summarized in Table 4.Therefore, it can be concluded that self-actualization is a prepotent need for esteem. Two reasonsseem to account for this. First, self-actualization provides the basis for self-esteem. Second, thisself-actualized performance is also the basis for reputation, the esteem ofothers.’ (http://www.ericdigests.org/1999-1/needs.html)Herzberg (1959) constructed a two-dimensional paradigm of factors affecting people’s attitudes about work. He concluded that such factors as company policy, supervision, interpersonal relations, working conditions, and salary are hygiene factors rather than motivators. Managementdoes paly a strong role in job satisfaction for employees. If an employee does not feel that they have the support or respect of their mangers job satisfaction is very poor. These are the staff that generally leave for other employment or even fields for future employment.According to the theory, the absence of hygiene factors can create job dissatisfaction, but their presence does not motivate or create satisfaction. Staf want to feel that they are in a clean and safe working environment. We have had several shootings around our program that has caused the staff to be concerned about their safety. This issues was addressed to show that we heard their concerns and value their safety. We worked together to develop a plan of action to address the issues.
Leadership and Organizational Analysis 10‘In summary, satisfiers describe a person’s relationship with what she or he does, many related tothe tasks being performed. Dissatisfiers, on the other hand, have to do with a person’ relationshipto the context or environment in which she or he performs the job. The satisfiers relate to what aperson does while the dissatisfiers relate to the situation in which the person does what he or shedoes.’ (http://www.ericdigests.org/1999-1/needs.html)‘Equity Theory proposes that a person’s motivation is based on what he or she considers to befair when compared to others (Redmond, 2010). As noted by Gogia (2010), when applied to theworkplace, Equity Theory focuses on an employee’s work-compensation relationship or“exchange relationship” as well as that employee’s attempt to minimize any sense of unfairnessthat might result. Because Equity Theory deals with social relationships and fairness/unfairness,it is also known as The Social Comparisons Theory or Inequity Theory” (Gogia, 2010).Equity theory of motivation, developed in the early 1960’s by J. Stacey Adams, recognizes that motivation can be affected through an individual’s perception of fair treatment in social exchanges. When compared to other people, individuals want to be compensated fairly fortheir contributions (the outcomes they experience match their inputs). A person’s beliefs in regards to what is fair and what is not fair can affect their motivation, attitudes, and behaviors. Equity theory helps explain why highly paid union workers go on strike when no one else but themembers understand why and why millionaire athletes feel that they are underpaid and don’t feelthey make enough money. These ideas are based on principles of right and wrong fair and unfair. Employees want to be treated fairly on all levels by employers.(by BRIAN FRANCIS REDMOND, last edited by ROBERT W HIGGINS on Jun 10, 2013 (view change) https://wikispaces.psu.edu/display/PSYCH484/5.+Equity+Theory
Leadership and Organizational Analysis 11In this case I will use the example of receiving pay raises. When they first see that there isan increase in their checks they are very excited and enthusiastic about the raise. They call up their co- workers shouting hey we got a rasie check your check. Then as the day progress the how much did you get questions start flowing in like rain. Why did Hector get $25.00 for dollars than me.” Why didn’t I get a raise on my check?” “When are we gonna get some more money?” Part IVYour personality type is ESFJ!Extraverted (E) 71%Introverted (I) 29%Sensing (S) 59%Intuitive (N) 41%Feeling (F) 60%Thinking (T) 40%Judging (J) 55%Perceiving (P) 45%This best describes my ESFJ work ethics “All else being equal, ESFJs enjoy being in charge. They see problems clearly and delegate easily, work hard and play with zest. ESFJs, as do most SJs, bear strong allegiance to rights of seniority. They willingly provide service (which embodies life’s meaning) and expect the same from others.”I expect my staff to share in my values and beliefs and work as hard towards the goal as I do. I think I have always known these traits about myself and have acted on them accordingly. I am fair and trustworthy to my staff and provide them with opportunities to become leaders. I have no problem letting go of control or asking for help when needed. My ultimate goals are to complete a task to the best of my ability and to also receive praise for them and have my staff recognized as well. I also like for people that have varied personalities to work together to learn more about themselves and others. Because this is who I feel I have always been I do not know ifthere are many things I would change or want to change. Which is one of my traits, I would like
Leadership and Organizational Analysis 12to learn to listen more before reacting which I have been working on a lot lately. I really loved this exercise. It mentions the fact that I love my birthday and enjoy it as a day of celebration for me. I love having people over and entertaining groups of people. People tend to say I am very genourous with my time and when available my finances.This type also describes the fact that I am a born leader and know how to delegate and avoid unforeseen problems. I am dedicated which will explains why I have worked for the same agency for over 22 years. I am very loyal and expect the same from others towards me. It talks about me also being very sensitive and the fact that my feelings are often shown through my actions. ”We channel these vibrant emotions into moving dramatic performances on stage and screen.” These emotions can also make this type quickly move into action when they feel they have been wronged. This trait can also make us jump to conclusions without having all the facts in hand before acting. We are seen as excellent caretakers, that are protective and excellent choices for the medical field and elementary education.Our functioning analysis states that I have Extraverted Feelings having the abilty to express my feelings easily from warmth to rage and many other emotions. Our Introverted Sensing shows that we tend to wear or emotions on our sleeves and see things only in black and white. Extraverted Intuition capable of lots of humor and understanding philosophies and translating them to an everyday level. Introverted thinking need hard cold facts in order to make a judgment, we also have a dominant nature.Extraverted Sensing Feeling Judging by Joe Butt Profile: ESFJRevision: 3.1Date of Revision: 16 Oct 2009 http://typelogic.com/esfj.html
Leadership and Organizational Analysis 13The leadership evaluation shows that many of the areas that my personality traits associate with are where I scored the higher numbers from the staff surveys. When it comes to personality traits matching I was right at the expected targets for my higher marks. My staff findsme accessible to the needs of the center, staff and children. I have an open door policy that often can be a bit overwhelming sometimes. They know they can come to me at any time with a question or a problem. They often say “Ms. Christine I have a question and my general response is I might have an answer.” Often I let them help to find and figure out the answer. I consider myself a friendly outgoing individual with a kind heart and a good listener to others. When it comes to creativity I am an around the box thinker somewhere in the in between of creativity. This creativity leads to my enthusiasm about the work we do here within our program. I want to inspire my staff to creative great things and be proud of the excellent work we do as a program.Part V Organizational Analysis External EnvironmentSome of the organizational changes that have affected our program in recent years are requirement for teacher credentials. In order for programs to be eligible for funding their teachersmust have the proper credentials? All head teachers must have a BA degree in early childhood education. This has increased professional development in most programs encouraging teachers to pursue the BA degree before the deadline. This requirement has required for teacher to go back to school to receive their official credentials. It may have hindered the program as far as thenumber of teachers who were able to successfully complete their BA degree Therefore these teachers had to be replaced or demoted if they do not meet the required credentials
Leadership and Organizational Analysis 14With the help of local universities we have been able to send our teachers through early childhood education cohorts These cards of been very successful as far as teachers are returning back to school after being out for several years We have also utilizes colleges and universities to recruit new staff members to our program Many colleges and universities have also use our facilities as a lab training facility for young teachers were doing their practicumOver the past few years the physical location of our center has seen an increase in neighborhood violence This violence has been a concern for teachers, as well as parents for the safety of the children in our facility We have established an action plan to help alleviate some of the concerns of parents we have taught children how to stop and drop when they hear gunfire Wehave also set up safety plans for children and teachers while walking through the neighborhood. We have enlisted the help of local police officers to also help ensure the safety of our children in the program. As far being a part of the community we maintain yearly cooperative agreements with local churches community organizations and health facilities in the area to build and establish. The 5% sequester issued by the federal government has affected program not only this year, but possibly in future years We were already in need of additional funding, but now to be cut by 5% is the deficit to a childcare programming Our goal is to meet the needs of children andfamilies but these goals cost.Technology has become a growing part of our childcare programs. We utilize technology to enroll families; we also use a computerized database for observation and assessment of young children. This system not only records documentation for young children, but also offers individualized lesson planning for children. Teachers use these plans to plan weekly activities forthe classrooms.
Leadership and Organizational Analysis 15PeopleThe number one complaint I hear from staff is that their work sometimes feels disrespected by administration staff. Respect is a human right that everyone is entitled to as an individual. When you have a person who tries to take away your basic right, it makes for an extremely poor working conditions.I am very proud of my current staff, all of my teachers as well as my teachers assistance have all received their BA degrees from colleges and universities. My teachers are all highly trained because, I make sure that they learned about every aspect of our child development program. With the requirements of head start teachers are required to do a lot more paperwork. This paperwork sometimes feels like a hindrance to teachers because of the time they are away from the children.One of things I’m really hoping that we look at is new staff hiring when they enter into the program. Although I’m very happy to say, that there has been a very low turnover rate for my teachers. My concern is when new staff enter the program I want them to receive training. This training would include being mentored by a season teacher who has been in the program for several years. One of things I have noticed about the families coming into our program out of there are a lot of teen moms many moms our age 14 an older little older When your mom of 14 you need a lot of additional support that’s where the role of the teacher comes in handy because they are the support needed for these young teen momsStructureOur agency mission statement is clearly defines the goal of the mission is to provide resources for families who are economically disadvantage, and have the least amount of resources
Leadership and Organizational Analysis 16available to them. Mission Statement: The central objective of our agency is to work with those people of the City of Chicago who, in the search for a useful and satisfying life, have the fewest alternatives open to them by reason of poverty, discrimination, lack of education and occupational skills, health needs, inadequate housing and social isolation. The association will continue to select neighborhoods where the alternatives are few, and commit itself to programs that will best increase those alternatives.Child Development Program Mission Statement: Our Child Development Program objective is to provide professional child and family services to meet the needs of communities in which fewest resources are available. We respect cultural similarities and differences, and treat each individual with dignity regardless of race, color, creed or religion. Our ultimate purpose is to foster the success of each child, recognizing the fact that every child has the potential to be powerful and great. As a non-for profit agency’s mission is understood by our Board of Directors and our job development staff Our agency curriculum philosophy encompasses the value of the Reggio Amelia approach this philosophy is utilized throughout our child development program: Educational Philosophy The Child Development Program believes, as stated in our mission statement, that every childhas the potential to be a powerful learner and a great citizen. In order to support children realizing their potential, we create learning environments in which children experience and explore with adults who are interested in the total child and his/her unique development. We believe that each child is an individual who has strengths, abilities and potentials, which must be recognized and supported in a respectful and caring manner. In keeping with this belief, we also
Leadership and Organizational Analysis 17accept and value cultural diversity. We view this diversity as another integral part of each individual. The self-confidence that children achieve with the assistance of supportive adults in this environment is important for all their future growth and development. Learning, as fostered by relationships, is an on-going process. We recognize that children construct knowledge through engagement and interaction with people and physical environment, and this occurs at various stages in their development. We believe children are creative, problem solvers and in-depth thinkers. Teachers plan and individualize the program for the children, considering different styles of learning, different stages of development, and different interests ofindividual children. Through on-going listening and observations, portfolio collections, parental input, assessment and reflection, individual and group plan for children are developed and implemented. A key commitment of the Child Development Program is the on-going study and exploration of the Reggio Emilia Approach to early childhood education. Teams at each of our sites study this approach intensively, focusing on the image of the child, the importance and the role of the environment, expression and representation, collaboration and knowledge-building, documentation, emergent curriculum and in-depth studies, staff development and partnerships with parents and community. In collaboration with our Reggio Emilia inspired philosophy we incorporate Creative Curriculum for Preschool as our curriculum in conjunction with the Teaching Strategies GOLD Assessment. Basic to our philosophy is the belief that parents are their children’s first and most important teachers. Parents and staff work collaboratively to support the growth and development of the children. They work to discuss and plan together in ways that reflect all of our perspectives,
Leadership and Organizational Analysis 18strengths, experiences and potentials. As a result, this creates an atmosphere of growth and learning which influences parents, staff and children for life.What is an information about the red you approach Are teaching roles are defined by titles as a teacher assistant and teacher three these are just titles are teaching share the classroom responsibilities although ultimately the head teacher is responsible for the management of a classroom The physical environment about program has the Reggio Emila Approach in mind the design. We treat the environment as the third teacher offering new experiences to children daily. We share the responsibilities of planning the learning environments for children there is an environment committee that needs to review environments and add fresh ideas to the children’s environmentProcessesI believe in oppressive relationships of the staff are very warm and Chesnutt each other we shared each other’s joys as well as console each other through sorrow We establish relationships where we celebrate birthdays all when children are born My supervisory management style encourages cross training I meet with the head teachers with the expectation that they share the knowledge with her to come teachers Whether in a personal differences there is a meeting set up so that the teachers can discuss amongst themselves the staffing the most discuss amongst themselves the issues and concerns of their having This meeting is to serve as a resolution for theconflicts that they are having Yearly teachers conduct a self- evaluation the self-evaluation is then given to their immediate supervise give me a supervisor reviews the self-evaluation makes comments and suggestions based on the stats opinion of themselves and they work out a plan of action
Leadership and Organizational Analysis 19
Leadership and Organizational Analysis 20Appendix A Multi-Rater Summary FormTraitSelfABCDEFGHIJAverageAccessible554555455454.7Collaborative444444554444.2Confident444444455554.4Creative545445455554.6Dependable444445545454.4Direct434454444554.3Empathetic444445555444.4Enthusiastic555554544554.7Ethical443433433443.5Fair444444444454.1Flexible444545444554.4Friendly555555544554.8A good listener555555555444.8Inspiring555545554544.7Knowledgeable444444454444.1Objective444434453443.9Open444444554444.2Optimistic444444444444Organized333323233222.6Predictable343433444443.7A problem solver555555555555Resourceful554555455454.7Respectful444445554554.5Supportive555554555554.9
Leadership and Organizational Analysis 21Appendix B Early Childhood Work Environment SurveyQuestionNever0Seldom1Sometimes2SomewhatRegularly3Frequently4Always51. Staff is friendly and trust one another.433
Leadership and Organizational Analysis 222. Morale is high. There is good team spirit2623. Staff are encouraged to learn new skills and competencies734. The center provides guidancefor professional advancement.825 Supervisor(s) are knowledgeable and competent.826 Supervisor(s) provide helpful feedback.287 Communication regarding policies and procedures is clear.648 Job responsibilities are well defined.289 Salaries and fringe benefits are distributed equitably2810 Promotions are handled fairly.4611 Teachers help make decisions about things that directly affect them.4612 People feel free to express their opinions.4613 Staff agree on school philosophy and educational objectives.8214 Staff share a common vision of what the center should be like.8215 The program is well plannedand efficiently run.8216 Meetings are productive. Time is not wasted.5517 The work environment is attractive and well organized.2818. There are sufficient suppliesand equipment for staff to do their jobs2819. Staff are encouraged to be creative and innovative in their work.8220 The center implements changes as needed. 64Totals144910326Appendix C
Leadership and Organizational Analysis 23Decision-Making Influence Questionnaire
Leadership and Organizational Analysis 1ECE 525 Individual Project Leadership and Organizational AnalysisChristine Alexander – WagstaffeNational Louis University
Leadership and Organizational Analysis 2Part I IntroductionOur founder created our agency in 1894, this agency was one of the original settlement houses serving primarily immigrants on the city’s northwest side. As a way of fostering community and building opportunities for the neighborhood’s residents, our agency opened one of the city’s earliest kindergartens in 1897. Over the past 116 years, the agency has continued its commitment to the Chicago communities it serves by offering programs designed to foster involvement and success. Education remains a vital part of our mission. Our Child Development programs have garnered national attention through our implementation of the Reggio Emilia Approach to educating young children, which began in 1993. Our centers were one of the first in the nation to systematically implement the principles of this approach with children from low-income families. We offer childcare services on the south and northwest side of Chicago serving four center based location and 18 community partner based sites, with an enrollment of over 800 minority children. Infant, Toddlers, and Two-year-old Children:Full-day Center-based Early Head Start, State Pre-K Prevention Initiative and Subsidized Childcare, we are funded by the U.S. Department of Health and Human Services, Chicago Public Schools, the City of Chicago’s Department of Family and Support Services and the State of Illinois Department of Human Services. These programs provide care to children of low-income working parents or parents in training.
Leadership and Organizational Analysis 3Pre-school Children, ages 3-5 years:Half-day Head start, a program which is a “get ahead” opportunity with education, health, social services and parental involvement, is a program that is offered to children of families receiving Temporary Assistance to Needy Families (TANF), low-income working families and children with disabilities. It is funded by the U.S. Department of Health and Human Services through the City of Chicago’s Department of Family and Support Services. Full-day Head Start/Child Care Collaboration, is funded by the U.S. Department of Health and Human Services and the Illinois Department of Department of Human Services, through the City of Chicago’s Department of Family and Support Services. This program is for children of low-income working parents or parents in training in need of full-day child care and education.Full-day Subsidized Child Care/State Pre-kindergarten is a childcare program that is funded by the Illinois Department of Human Services through the city of Chicago’s Department of Family and Support Services and the Chicago Public Schools. This program provides care
Leadership and Organizational Analysis 4and education to children of low-income working parents and children who are at risk academically.School Age Children, ages 5-12 years:Subsidized Child Care, a year-round program for children, provides after school child care and education to children of low-income working families and full-day programming when school is not in session. The subsidized childcare program is funded by the Illinois Department of Human Services through the city of Chicago’s Department of Family Support Services. These programs are headed up by our Program Director and her administrative team, Site Directors, Site Coordinators, Family Support Workers, Clerical Staff, Teachers, Health Aides, Kitchen Aides, and Janitorial Staff. We have a Governing Body which is consisting of an Executive Director and Assistant, a Board of Directors, and Parent Policy Council Members. Part II Recruiting, Selecting, and Orienting StaffThe following states the practices of the our Child Development Program for hiring new staff, transferring and promoting qualified individuals for open positions in the Child Development Program. Our Child Development Program encourages current staff members to apply for positions within the agency when a vacancy becomes available. It is our goal to recruit
Leadership and Organizational Analysis 5and maintain qualified staff to provide quality services to children and families. Furthermore, Our Child Development Program does not discriminate against any current or potential applicantbased on race, color, religion, sex, national origin, disability or age. When a position becomes available the following procedure takes placeSites Directors inform the Child Development Program Director of any available positions at their specific site.The position announcements are developed and posted through the Human Resource Department and the Office Manager of the Child Development Program.The positions are posted and advertised in local newspapers, online employment websites, local colleges and other Early Childhood Professional organizations. Bi-monthly meetings are conducted with the management team that includes the center Directors and other Central Office Staff. Information regarding open positions is given to the Center to be shared with other staff and parents. The Professional Development Coordinator also attends job fairs and Teach for America interview days to meet and conduct preliminary interview for potential candidates for open positions.Once the position is posted. The posting includes the title of the position, the job description, where to apply and/or send resumes, the deadline to apply and the salary which is commensurate with education, experience and budgetary guidelines. It is our policy that we do not discriminate based on gender, race, religious affiliation or any other legally protected characteristic: these include minorities and persons with disabilities. The Child Development program strides to obtain and maintain qualified staff to ensure that quality services are provided to children and families. Once obtaining qualified staff it is
Leadership and Organizational Analysis 6important to us to support staff not only to maintain them and prevent staff turnover, but to help them increase their knowledge in their chosen field and to advance professionally. Keeping in mind that as staff grows professionally they continue to provide quality services to the children and families who attend our programs.Our program supports staff’s professional growth by providing staff with a variety of opportunities to attend professional development trainings that are offered through the Child Development Program as well as from different professional organizations and funders. Each staff member is required to complete a minimum of 15 hours of professional development hours per year. Furthermore, staff is encouraged to further their education through local colleges and universities.All Child Development staff is expected to engage in ongoing professional development, and to create and implement their own individual professional development plan/portfolio with their supervisor on a yearly basis. We take on a vested interest in seeing staff purse their education and professional development. We provide on going professional development counseling for our staff, to assist them in finding resources and programs to continue their education. As an agency we also give assistance of 75% reimbursement upon course completion obtaining a C or better. Regular on-site in-service sessionsClosedown Day to Share Our LearningPresentations by staff for staff, parents and other agenciesClasses for teachers and family workers
Leadership and Organizational Analysis 7Child development classes for college creditWork Groups to set policies and guidelinesParticipation in local and national conferences and seminars3 agency-wide in-service sessions per yearWeekly classroom team meetingsWeekly site planning and reflection team meetings Bi-weekly family reviewsBi-weekly staff meetingsBi-weekly director meetingsBi-weekly facilitator meetingsQuarterly agency-wide staff/parent ongoing dialogue meetingsMonthly parent meetings, both agency-wide and site levelPart III Job Satisfaction and Motivation Theory
Leadership and Organizational Analysis 8Maslow’s theory shows the five sets of needs that were divided into two categories: basic needs and higher-order needs. The most basic human needs, represented by food, water, shelter, and safety, are considered essential for human existence. For my staff this job provides them with the security to be able to provide for some of their basic needs. They may not be able to afford many luxury items and are barely making enough to cover the basics. There is a need that some fulfillment is being met through their employement. Higher-order needs are those associated with social activities, esteem building, and self-actualization or constant self-improvement. We consider each other as extends members of the family. We are there to celebrate in good times as well as bad. Elaborating further on this theory, Whittington and Evans (2005) stated that “each of these needs operates at all times, although one deficient set dominatesthe individual at any one time and circumstance” (p.114). The motivation experienced by humans to fulfill these needs is either derived from internal or external factors. People who experience internal motivation are influenced by factors that cause a sense of accomplishment and pleasure, while externally motivated people are commonly influenced by factors controlled by others, such as money and praise (Deci & Ryan, 1985). Prasise is something that I find motivates my staff, they basically just want to be appreciated for the work they do every day with children and families. Maslow’s hierarchy is commonly displayed in a pyramid fashion, with the basic needs at the bottom and the higher needs at the top. The needs were depicted in this way to show the significance of each need on the others, with the most important and broadest category being the physiological needs at the base (Redmond, 2010).( by BRIAN FRANCIS REDMOND, last edited by GEORGE ALLEN PEREZ on May 27, 2013 (view change) https://wikispaces.psu.edu/display/PSYCH484/2.+Need+Theories
Leadership and Organizational Analysis 9Herzberg’s Theory of Motivation and Maslow’s Hierarchy of Needs. ERIC Digest. By Gawel, Joseph E. ‘According to data from the TCLP survey, the teachers at all three experience levels are lesssatisfied with their personal achievement of esteem (a middle level need according to Maslow)than with their achievement of self-actualization. These results are summarized in Table 4.Therefore, it can be concluded that self-actualization is a prepotent need for esteem. Two reasonsseem to account for this. First, self-actualization provides the basis for self-esteem. Second, thisself-actualized performance is also the basis for reputation, the esteem ofothers.’ (http://www.ericdigests.org/1999-1/needs.html)Herzberg (1959) constructed a two-dimensional paradigm of factors affecting people’s attitudes about work. He concluded that such factors as company policy, supervision, interpersonal relations, working conditions, and salary are hygiene factors rather than motivators. Managementdoes paly a strong role in job satisfaction for employees. If an employee does not feel that they have the support or respect of their mangers job satisfaction is very poor. These are the staff that generally leave for other employment or even fields for future employment.According to the theory, the absence of hygiene factors can create job dissatisfaction, but their presence does not motivate or create satisfaction. Staf want to feel that they are in a clean and safe working environment. We have had several shootings around our program that has caused the staff to be concerned about their safety. This issues was addressed to show that we heard their concerns and value their safety. We worked together to develop a plan of action to address the issues.
Leadership and Organizational Analysis 10‘In summary, satisfiers describe a person’s relationship with what she or he does, many related tothe tasks being performed. Dissatisfiers, on the other hand, have to do with a person’ relationshipto the context or environment in which she or he performs the job. The satisfiers relate to what aperson does while the dissatisfiers relate to the situation in which the person does what he or shedoes.’ (http://www.ericdigests.org/1999-1/needs.html)‘Equity Theory proposes that a person’s motivation is based on what he or she considers to befair when compared to others (Redmond, 2010). As noted by Gogia (2010), when applied to theworkplace, Equity Theory focuses on an employee’s work-compensation relationship or“exchange relationship” as well as that employee’s attempt to minimize any sense of unfairnessthat might result. Because Equity Theory deals with social relationships and fairness/unfairness,it is also known as The Social Comparisons Theory or Inequity Theory” (Gogia, 2010).Equity theory of motivation, developed in the early 1960’s by J. Stacey Adams, recognizes that motivation can be affected through an individual’s perception of fair treatment in social exchanges. When compared to other people, individuals want to be compensated fairly fortheir contributions (the outcomes they experience match their inputs). A person’s beliefs in regards to what is fair and what is not fair can affect their motivation, attitudes, and behaviors. Equity theory helps explain why highly paid union workers go on strike when no one else but themembers understand why and why millionaire athletes feel that they are underpaid and don’t feelthey make enough money. These ideas are based on principles of right and wrong fair and unfair. Employees want to be treated fairly on all levels by employers.(by BRIAN FRANCIS REDMOND, last edited by ROBERT W HIGGINS on Jun 10, 2013 (view change) https://wikispaces.psu.edu/display/PSYCH484/5.+Equity+Theory
Leadership and Organizational Analysis 11In this case I will use the example of receiving pay raises. When they first see that there isan increase in their checks they are very excited and enthusiastic about the raise. They call up their co- workers shouting hey we got a rasie check your check. Then as the day progress the how much did you get questions start flowing in like rain. Why did Hector get $25.00 for dollars than me.” Why didn’t I get a raise on my check?” “When are we gonna get some more money?” Part IVYour personality type is ESFJ!Extraverted (E) 71%Introverted (I) 29%Sensing (S) 59%Intuitive (N) 41%Feeling (F) 60%Thinking (T) 40%Judging (J) 55%Perceiving (P) 45%This best describes my ESFJ work ethics “All else being equal, ESFJs enjoy being in charge. They see problems clearly and delegate easily, work hard and play with zest. ESFJs, as do most SJs, bear strong allegiance to rights of seniority. They willingly provide service (which embodies life’s meaning) and expect the same from others.”I expect my staff to share in my values and beliefs and work as hard towards the goal as I do. I think I have always known these traits about myself and have acted on them accordingly. I am fair and trustworthy to my staff and provide them with opportunities to become leaders. I have no problem letting go of control or asking for help when needed. My ultimate goals are to complete a task to the best of my ability and to also receive praise for them and have my staff recognized as well. I also like for people that have varied personalities to work together to learn more about themselves and others. Because this is who I feel I have always been I do not know ifthere are many things I would change or want to change. Which is one of my traits, I would like
Leadership and Organizational Analysis 12to learn to listen more before reacting which I have been working on a lot lately. I really loved this exercise. It mentions the fact that I love my birthday and enjoy it as a day of celebration for me. I love having people over and entertaining groups of people. People tend to say I am very genourous with my time and when available my finances.This type also describes the fact that I am a born leader and know how to delegate and avoid unforeseen problems. I am dedicated which will explains why I have worked for the same agency for over 22 years. I am very loyal and expect the same from others towards me. It talks about me also being very sensitive and the fact that my feelings are often shown through my actions. ”We channel these vibrant emotions into moving dramatic performances on stage and screen.” These emotions can also make this type quickly move into action when they feel they have been wronged. This trait can also make us jump to conclusions without having all the facts in hand before acting. We are seen as excellent caretakers, that are protective and excellent choices for the medical field and elementary education.Our functioning analysis states that I have Extraverted Feelings having the abilty to express my feelings easily from warmth to rage and many other emotions. Our Introverted Sensing shows that we tend to wear or emotions on our sleeves and see things only in black and white. Extraverted Intuition capable of lots of humor and understanding philosophies and translating them to an everyday level. Introverted thinking need hard cold facts in order to make a judgment, we also have a dominant nature.Extraverted Sensing Feeling Judging by Joe Butt Profile: ESFJRevision: 3.1Date of Revision: 16 Oct 2009 http://typelogic.com/esfj.html
Leadership and Organizational Analysis 13The leadership evaluation shows that many of the areas that my personality traits associate with are where I scored the higher numbers from the staff surveys. When it comes to personality traits matching I was right at the expected targets for my higher marks. My staff findsme accessible to the needs of the center, staff and children. I have an open door policy that often can be a bit overwhelming sometimes. They know they can come to me at any time with a question or a problem. They often say “Ms. Christine I have a question and my general response is I might have an answer.” Often I let them help to find and figure out the answer. I consider myself a friendly outgoing individual with a kind heart and a good listener to others. When it comes to creativity I am an around the box thinker somewhere in the in between of creativity. This creativity leads to my enthusiasm about the work we do here within our program. I want to inspire my staff to creative great things and be proud of the excellent work we do as a program.Part V Organizational Analysis External EnvironmentSome of the organizational changes that have affected our program in recent years are requirement for teacher credentials. In order for programs to be eligible for funding their teachersmust have the proper credentials? All head teachers must have a BA degree in early childhood education. This has increased professional development in most programs encouraging teachers to pursue the BA degree before the deadline. This requirement has required for teacher to go back to school to receive their official credentials. It may have hindered the program as far as thenumber of teachers who were able to successfully complete their BA degree Therefore these teachers had to be replaced or demoted if they do not meet the required credentials
Leadership and Organizational Analysis 14With the help of local universities we have been able to send our teachers through early childhood education cohorts These cards of been very successful as far as teachers are returning back to school after being out for several years We have also utilizes colleges and universities to recruit new staff members to our program Many colleges and universities have also use our facilities as a lab training facility for young teachers were doing their practicumOver the past few years the physical location of our center has seen an increase in neighborhood violence This violence has been a concern for teachers, as well as parents for the safety of the children in our facility We have established an action plan to help alleviate some of the concerns of parents we have taught children how to stop and drop when they hear gunfire Wehave also set up safety plans for children and teachers while walking through the neighborhood. We have enlisted the help of local police officers to also help ensure the safety of our children in the program. As far being a part of the community we maintain yearly cooperative agreements with local churches community organizations and health facilities in the area to build and establish. The 5% sequester issued by the federal government has affected program not only this year, but possibly in future years We were already in need of additional funding, but now to be cut by 5% is the deficit to a childcare programming Our goal is to meet the needs of children andfamilies but these goals cost.Technology has become a growing part of our childcare programs. We utilize technology to enroll families; we also use a computerized database for observation and assessment of young children. This system not only records documentation for young children, but also offers individualized lesson planning for children. Teachers use these plans to plan weekly activities forthe classrooms.
Leadership and Organizational Analysis 15PeopleThe number one complaint I hear from staff is that their work sometimes feels disrespected by administration staff. Respect is a human right that everyone is entitled to as an individual. When you have a person who tries to take away your basic right, it makes for an extremely poor working conditions.I am very proud of my current staff, all of my teachers as well as my teachers assistance have all received their BA degrees from colleges and universities. My teachers are all highly trained because, I make sure that they learned about every aspect of our child development program. With the requirements of head start teachers are required to do a lot more paperwork. This paperwork sometimes feels like a hindrance to teachers because of the time they are away from the children.One of things I’m really hoping that we look at is new staff hiring when they enter into the program. Although I’m very happy to say, that there has been a very low turnover rate for my teachers. My concern is when new staff enter the program I want them to receive training. This training would include being mentored by a season teacher who has been in the program for several years. One of things I have noticed about the families coming into our program out of there are a lot of teen moms many moms our age 14 an older little older When your mom of 14 you need a lot of additional support that’s where the role of the teacher comes in handy because they are the support needed for these young teen momsStructureOur agency mission statement is clearly defines the goal of the mission is to provide resources for families who are economically disadvantage, and have the least amount of resources
Leadership and Organizational Analysis 16available to them. Mission Statement: The central objective of our agency is to work with those people of the City of Chicago who, in the search for a useful and satisfying life, have the fewest alternatives open to them by reason of poverty, discrimination, lack of education and occupational skills, health needs, inadequate housing and social isolation. The association will continue to select neighborhoods where the alternatives are few, and commit itself to programs that will best increase those alternatives.Child Development Program Mission Statement: Our Child Development Program objective is to provide professional child and family services to meet the needs of communities in which fewest resources are available. We respect cultural similarities and differences, and treat each individual with dignity regardless of race, color, creed or religion. Our ultimate purpose is to foster the success of each child, recognizing the fact that every child has the potential to be powerful and great. As a non-for profit agency’s mission is understood by our Board of Directors and our job development staff Our agency curriculum philosophy encompasses the value of the Reggio Amelia approach this philosophy is utilized throughout our child development program: Educational Philosophy The Child Development Program believes, as stated in our mission statement, that every childhas the potential to be a powerful learner and a great citizen. In order to support children realizing their potential, we create learning environments in which children experience and explore with adults who are interested in the total child and his/her unique development. We believe that each child is an individual who has strengths, abilities and potentials, which must be recognized and supported in a respectful and caring manner. In keeping with this belief, we also
Leadership and Organizational Analysis 17accept and value cultural diversity. We view this diversity as another integral part of each individual. The self-confidence that children achieve with the assistance of supportive adults in this environment is important for all their future growth and development. Learning, as fostered by relationships, is an on-going process. We recognize that children construct knowledge through engagement and interaction with people and physical environment, and this occurs at various stages in their development. We believe children are creative, problem solvers and in-depth thinkers. Teachers plan and individualize the program for the children, considering different styles of learning, different stages of development, and different interests ofindividual children. Through on-going listening and observations, portfolio collections, parental input, assessment and reflection, individual and group plan for children are developed and implemented. A key commitment of the Child Development Program is the on-going study and exploration of the Reggio Emilia Approach to early childhood education. Teams at each of our sites study this approach intensively, focusing on the image of the child, the importance and the role of the environment, expression and representation, collaboration and knowledge-building, documentation, emergent curriculum and in-depth studies, staff development and partnerships with parents and community. In collaboration with our Reggio Emilia inspired philosophy we incorporate Creative Curriculum for Preschool as our curriculum in conjunction with the Teaching Strategies GOLD Assessment. Basic to our philosophy is the belief that parents are their children’s first and most important teachers. Parents and staff work collaboratively to support the growth and development of the children. They work to discuss and plan together in ways that reflect all of our perspectives,
Leadership and Organizational Analysis 18strengths, experiences and potentials. As a result, this creates an atmosphere of growth and learning which influences parents, staff and children for life.What is an information about the red you approach Are teaching roles are defined by titles as a teacher assistant and teacher three these are just titles are teaching share the classroom responsibilities although ultimately the head teacher is responsible for the management of a classroom The physical environment about program has the Reggio Emila Approach in mind the design. We treat the environment as the third teacher offering new experiences to children daily. We share the responsibilities of planning the learning environments for children there is an environment committee that needs to review environments and add fresh ideas to the children’s environmentProcessesI believe in oppressive relationships of the staff are very warm and Chesnutt each other we shared each other’s joys as well as console each other through sorrow We establish relationships where we celebrate birthdays all when children are born My supervisory management style encourages cross training I meet with the head teachers with the expectation that they share the knowledge with her to come teachers Whether in a personal differences there is a meeting set up so that the teachers can discuss amongst themselves the staffing the most discuss amongst themselves the issues and concerns of their having This meeting is to serve as a resolution for theconflicts that they are having Yearly teachers conduct a self- evaluation the self-evaluation is then given to their immediate supervise give me a supervisor reviews the self-evaluation makes comments and suggestions based on the stats opinion of themselves and they work out a plan of action
Leadership and Organizational Analysis 19
Leadership and Organizational Analysis 20Appendix A Multi-Rater Summary FormTraitSelfABCDEFGHIJAverageAccessible554555455454.7Collaborative444444554444.2Confident444444455554.4Creative545445455554.6Dependable444445545454.4Direct434454444554.3Empathetic444445555444.4Enthusiastic555554544554.7Ethical443433433443.5Fair444444444454.1Flexible444545444554.4Friendly555555544554.8A good listener555555555444.8Inspiring555545554544.7Knowledgeable444444454444.1Objective444434453443.9Open444444554444.2Optimistic444444444444Organized333323233222.6Predictable343433444443.7A problem solver555555555555Resourceful554555455454.7Respectful444445554554.5Supportive555554555554.9
Leadership and Organizational Analysis 21Appendix B Early Childhood Work Environment SurveyQuestionNever0Seldom1Sometimes2SomewhatRegularly3Frequently4Always51. Staff is friendly and trust one another.433
Leadership and Organizational Analysis 222. Morale is high. There is good team spirit2623. Staff are encouraged to learn new skills and competencies734. The center provides guidancefor professional advancement.825 Supervisor(s) are knowledgeable and competent.826 Supervisor(s) provide helpful feedback.287 Communication regarding policies and procedures is clear.648 Job responsibilities are well defined.289 Salaries and fringe benefits are distributed equitably2810 Promotions are handled fairly.4611 Teachers help make decisions about things that directly affect them.4612 People feel free to express their opinions.4613 Staff agree on school philosophy and educational objectives.8214 Staff share a common vision of what the center should be like.8215 The program is well plannedand efficiently run.8216 Meetings are productive. Time is not wasted.5517 The work environment is attractive and well organized.2818. There are sufficient suppliesand equipment for staff to do their jobs2819. Staff are encouraged to be creative and innovative in their work.8220 The center implements changes as needed. 64Totals144910326Appendix C
Leadership and Organizational Analysis 23Decision-Making Influence Questionnaire
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