Transcript HOW`S THE WEATHER IN YOUR CENTRE?

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