Cleaning Task in Childcare Centre
–> expand to (area of improvement):
– Professionalism (responsibility）
– Educator Philosophy
– Relationship between staffs (Permanent staff and casual staffs)
Assignment content :
1- Introduction & Conclusion – Ruth
2-Centre Background – Michelle
3- Scenario -Michelle
4- Area of Improvement & finalise the whole work (checking grammar, references format and etc- Veerpal
5 Improvement plan (heavy part) – Yuxin & Sarka
In the first part of our group assignment, it is true that there were challenges that we were collectively faced with as a group and that we needed to overcome in order to come up with a quality work. Being in a group meant that we had to harness the potential of all group members based on their perceived areas of strengths, apportion responsibilities, meet deadlines and make valuable personal contributions to the benefit of the group. As a group, our continued cooperation and completion of roles were hallmarks of the unique leadership attributes that needed to be utilized in the course of our research and also in the delivery of the final output. Our group was made up of five people (Ruth, Michelle, Veerpal, Yuxin and Sarka). In the course of our work, fundamental aspects of leadership and admirable qualities of the same became evident through a strategic collaboration.
The Preliminary Phase
One of the very first and fundamental traits of good leadership is the willingness to take the initiative and become the first one to offer direction in a given task that ought to be done in a group. With the full knowledge of this, I first met Ruth in Charles University so as to discuss group assignments in general. What we wanted to establish was the basic manner in which group tasks are carried out, how conflicts are manifest in such groups, how such conflicts are resolved and generally the functioning of these groups. The meeting with Ruth offered the very first glimpse of what leadership in a group such as ours essentially meant.
Following this meeting, we then organized a general meeting that would incorporate most members of the group. Going into this Microsoft team meeting, I was confident that I knew all that I needed to know about group and team work, and was ready to offer the direction if need be during the meeting. We understood pretty well (Michelle, Veerpal and I) that the best manner in which this group would work was through a balanced division of roles for each individual, establishment of timelines to complete assigned tasks and the overall taking of responsibility for the work. This division or roles was expected to have several benefits as a far as leadership is concerned. First and foremost, having the roles distributed heightened a sense of responsibility. It was important that each and every group member owns the work and makes their contribution in a far and a balanced way. The division of roles was also vital in a general meeting for the purpose that there was need to limit dissent and disowning of the roles to which the group members had been assigned. This allocation also enabled the members to pick their areas of work based on their perceived strengths. Leadership entails identifying the people’s and learners’ strengths and weaknesses and using these to one’s advantage and for the sake of advancing the needs of the people individually (Gandolfi & Stone, 2018). What we did then was to divide the paper into different sections and allow the members who were present during the meeting to select their perceived areas of strength for the completion of the task.
One of the factors that we realized from the outset was the fact that communication would be essential to our collective success in the group work. Good leadership recognizes the vital role that effective communication plays in clarifying positions, solving conflicts, changing roles and clarifying expectations that each group member was expected to perform. The communication in the group was organized mostly virtually through Microsoft team and where possibly, face to face. Consistent communication enabled the team to exchange ideas, develop the content, gather evidence, discuss group positions and communicate timelines that had to be respected (Gandolfi & Stone, 2018). Through this communication, the team was able to complete tasks in time and ultimately have the task ready.
The very first element for the success of the group as a whole was the realization that group planning was core to the success of our team (Pidgeon, 2017). Planning entailed recognizing the whole process and drawing a map on how each step would be attained and by when. Effective leadership entails the realization that for any collaborative process to succeed, the people concerned have to make good planning a priority. Our group realized that we had to make strategic planning an essential part of our success as a group (Sousa, & Rocha, 2019). This planning entailed first and foremost, the division of tasks and roles. Ruth was to do the Introduction and conclusion. Michelle was allocated the Centre Background and scenario. Veerpal was to concentrate on the area of improvement and finalise the whole work. The heavier part (improvement plan) was allocated to two—Yuxin and Sarka. The group then decided on the number of meetings we were to have and timelines that had to be met. The planning had to cover the whole process.
I believe that one of the core tests of good leadership is the ability of the leader to walk the talk and be a good example to the others with regards to the completion of the tasks agreed (Pidgeon, 2017). A key test for this in our group was on time management. Having agreed on the timelines that each member was expected to adhere to based on the allocated roles, it was expected that the timelines would be respected. The group members each respected the times when they were expected to deliver and in doing so, passed a key test in leadership that they were required to apply within the task that we had at hand. Meeting the timelines allowed us enough time to go over our entire plan, assess the topic, revisit the focus, balance the evidence and polish the whole work following strict demands of the working plan. As leaders, we had to not only make sure that we provided the information that was needed of us depending on the allocation, but also do so within the acceptable timelines.
Good leaders are always aware that for any meaningful collaboration to take place in a group task, there has to be good relations between the members of the group. It is essential that members not only build good rapport with each other, but that they display high level interpersonal collaboration, inclusivity and respect. We were aware as a group that our work did not end with task allocation. It was essential that we remained respectful and helpful, contributing to make all areas of the work better and not leaving one or two people to complete the whole section themselves. It was essential that this good interrelationship continued for the whole duration.
Good leadership also entail the element of resourcefulness. This is whereby the leadership provides material, emotional and other kinds of support for the team (Hahn & Gangeness, 2019). Our group thrived on being resourceful. We understood that every section of the paper needed work, and no part could stand in isolation. A successful completion of the work meant that as a team, we had to each be resourceful enough by investing the time and commitment needed to complete every section successfully. Our team was resourceful in terms of their commitment to beating the deadlines and providing the needed research and information based on the area of improvement. At one point of our group work, we decided to present suggestions on the areas of improvement before the two people allocated that task could continue with their investigation. The result was that every member attempted to do little research on the same, present it and compare it to what the other two had. This level of cooperation was testament to the resourcefulness of the group and the willingness to go beyond the call of the allocated subject to make our work better (Pidgeon, 2017). Identifying the role that resourcefulness plays in the whole work enabled us to do the work satisfactorily.
Facilitation of Learning
A good leader recognizes that knowledge is not fixed. They understand that every day, there are new knowledge that may be relevant to their own held beliefs and convictions (Hahn & Gangeness, 2019). As such, they understand that such knowledge is not a threat to their own beliefs, but that it is an opportunity for them to improve on what they know. During the course of our team work, we valued the giving and receiving of feedback without having to judge the people giving it. For each contribution made, the members were at liberty to challenge, contribute to and add anything they believed could contribute in giving the best areas of improvement.
Reinforcing an Educator’s belief and philosophy
As a team, we believed that having an appropriate belief and philosophy is what drives action in terms of the direction of our investigation both individually and collectively. Having understood the role that the code of ethics plays in formulating a sound educator’s philosophy of education, we were determined to in as much possible as we could, translate the philosophy and beliefs into concrete action. This the group did by leading by example in carrying out all the roles and duties that they were given within the group.
Settling on a Quality Improvement Plan
As a group, we understood that leadership also entails never losing focus of the central objective that one sets out to do in the first place. In a s much as the process is important, it is vital that the leader keeps track of the end objective and review to make sure that the final product mirrors it. It was therefore important to make sure that the quality improvement plan consisted of measures that were in line with the existing policies and whose practical application would ultimately lead to an improvement of quality.
In conclusion, for a successful completion of our task as a group, we had to apply various skills and qualities that make for sound leadership in our work. These would be aspects of inclusive collaboration, teamwork, good planning, communication, reliable and constructive feedback, inclusivity and the willingness to keep learning. These aspects of collaborative and transformative leadership are what make leaders successful and in many ways, played a part in our success too.
Gandolfi, F., & Stone, S. (2018). Leadership, leadership styles, and servant leadership. Journal of Management Research, 18(4), 261-269.
Hahn, C. J., & Gangeness, J. E. (2019). Business, Leadership and Education: A Case for More Business Engagement in Higher Education. American Journal of Business Education, 12(1), 19-31.
Pidgeon, K. (2017). The keys for success: Leadership core competencies. Journal of Trauma Nursing| JTN, 24(6), 338-341.
Sousa, M. J., & Rocha, Á. (2019). Leadership styles and skills developed through game-based learning. Journal of Business Research, 94, 360-366.