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HOW’S THE WEATHER IN YOUR CENTRE? SINGING IN THE RAIN ICEBREAKER With your tablemates, list as many song titles as you can think of that include weather-related words. GOALS AND OBJECTIVES Understand the different dimensions that contribute to a centre’s work climate Recognize that perceptions vary depending on a person’s role, deeply held values, and previous experiences Learn how to gather data to measure and monitor a centre’s organizational climate Implement practical strategies for creating a great place to work Appreciate the unique and important role that directors play to ensure success Each child care program has its own distinct personality and characteristics This personality/characteristics affect the quality of work life for staff This distinct atmosphere is defined as an organizational climate Just like the weather, the climate of our program influences our feelings, our behaviors, how comfortable we feel in expressing our emotions…… These impact our relationships and the quality of our work! SO, HOW’S THE WEATHER IN YOUR CENTRE? TASK: ASSESSING CURRENT CONDITIONS Weather metaphors are a helpful way to think about organizational climate Use Handout 2 to assess the current conditions of your program. Once you have finished doing this, use your weather related picture card and find your similar weather picture partner. Once you have found your partner, share your weather description and a few reasons why you selected those conditions for your program. ORGANIZATIONAL CLIMATE IS….. The collective perceptions of staff about the quality of work life in a particular setting Different from job satisfaction Shaped by the personalities (attitudes, beliefs, values, perceptions) that come together and the leadership that guides them When people work together, they effect each other and their environment Job descriptions may define job roles, but individuals shape these roles depending on their skills, knowledge and abilities At the same time, people’s attitudes and behaviors are shaped by the environment in which they work This pattern of relationships is called the Social Ecological Model because it stresses the interactive nature between people and their environment SCHOOL CLIMATE IS MUCH LIKE THE AIR WE BREATHE – IT TENDS TO GO UNNOTICED UNTIL SOMETHING IS SERIOUSLY WRONG. - H. JEROME FREIBERG - WHY IS CLIMATE SO IMPORTANT? Affects staff morale Impacts program quality Inspires commitment to organization thereby reducing staff turnover Develops positive relationships “Teachers and administrators demonstrate all too well a capacity to either enrich or diminish one another’s lives and thereby enrich or diminish their program.” COMMON CONCERNS AND COMPLAINTS SUPERVISORS ARE LIKE BAROMETERS! Supervisors constantly assess fluctuations in their organizational climate, and work to make adaptations as necessary. One of the richest sources of informal data you have is concerns expressed by staff. TASK: Write down the most common complaints that you hear from teachers and support staff. COMMON CONCERNS AND COMPLAINTS Complaints from staff are usually not isolated problems. They are often symptoms of deeper centrewide issues. (example: staff complaining that she does all the cleaning) Challenge is not to misdiagnose situation and merely treat symptoms of problem. TEN DIMENSIONS OF ORGANIZATIONAL CLIMATE COLLEGIALITY – people are social. We all need to feel that others care about us and our welfare Emotional support is a powerful force! TASK ON COLLEGIALITY PROFESSIONAL GROWTH Research has found that when professional development is a high priority, teachers engage in frequent, and continuous talk about teaching practices It should also be recognized as an important ingredient in a satisfying professional life. TASK; PROFESSIONAL DEVELOPMENT SUPERVISOR SUPPORT One of the most important ingredients supporting high quality is consistent and facilitative supervision In studies of different industries, about onefourth of employees cite a lack of appreciation by their supervisor as their reason for leaving their jobs Need more than just recognition or a pat on the back – need open and regular feedback (not just at performance appraisal time!) Type of support provided should vary according to the developmental level of the teacher ASK YOURSELF: Do I have the pulse of what is going on in each classroom and the particular challenges the teachers face? Do the teachers seek out my opinion when challenges occur in their classroom? Does my supervisory style cultivate a culture of helpfulness? CLARITY Every early childhood program operates with a complex network of roles, relationships and expectations so the way policies and procedures are defined and carried out will influence the program’s effectiveness and reduce staff tension Examples: lack of clear job descriptions, job title and pay differences Study of programs across the United States using the PAS found: More than one-half of programs do not have performance appraisals linked by role to specific job responsibilities In many programs, staff work without a written contract Number of staff meetings held was related to employee’s positive or negative work attitudes Communication should be consistent and clear Information flows both vertically (to and from Supervisor and staff) and horizontally (among employees) Policies and procedures / regulations must be updated regularly to meet the changing needs TASK: HOW CLEAR ARE YOUR POLICIES AND PROCEDURES? REWARD SYSTEM REWARD SYSTEM