Staff are the most valuable asset that any setting has. If you are not maximising their potential, then you are not maximising the potential of the setting. The potential of any member of staff should be identified at induction and should be part of the two-way conversation, where staff can discuss their aspirations and the manager can match these to the ethos and strategy of the setting.
New challenges for staff can be identified in two ways, either by the practitioners themselves or by the manager. First of all, let's consider identification by the practitioners themselves. Supervision meetings are an ideal opportunity to discuss new opportunities and challenges for staff, to stop them feeling as if they are doing the same thing again and again. Occasionally this does not come to light until the appraisal meeting, when the staff member raises it as part of their action plan. In either case, these meetings are an ideal time to compare the long-term aspirations of staff with the strategic plans of the setting.
It is worth fully exploring the benefits that job sharing offers. For example, one member of staff may be fully conversant with paperwork, while another may have good people skills. By working to the strengths of each member of staff, and the staff working together, the role is fulfilled to a good standard and the staff can learn from each other. This can best be described as 'setting people up to succeed'.
KNOW YOUR STAFF
The second way that challenges for staff may be identified is by the manager. A good manager will start to notice that a member of staff requires a new challenge or is ready for a step up before it becomes an issue. Part of the manager's role is to use their knowledge of the setting and staff to negotiate the sort of challenge that is appropriate for each staff member. This could be more responsibility, such as moving up to room manager, or it may be responsibility for a specialist area, such as Special Education Needs. The skill is to match the level and type of responsibility to the person.
Not everyone wants to become a room leader or manager and there is a danger that a member of staff is promoted to a position where they struggle, which is of no benefit for the children, the setting or the person themselves. Incentives for having greater responsibilities should be negotiated on an individual basis. For some staff, having time off in lieu may be a greater motivator than money.
NEW OPPORTUNITIES
If a suitable person has been identified for a role where there is increased responsibility, there should be a separate meeting between the manager and the member of staff. In this meeting the manager should:
- Investigate why the member of staff feels they are able to meet the new responsibilities
- Clearly explain the roles and responsibilities including any implications (such as having to work full time or morning shifts)
- Assess current qualifications in light of the new role
- Identify training requirements and how these will be met
- Discuss any reservations that the member of staff may have and how these can be lessened
- Consider how this may affect the rest of the team, particularly if it is a team member moving in to manage his or her own colleagues.
It is sensible to have a probationary or trial period for any new role or responsibility. This supports the practitioner, as he or she has the safety net of knowing that they are not stuck in the role if it does not work out. Similarly, it gives the manager the opportunity to discuss progress and give support where it is needed. Less confident practitioners may be encouraged to stretch themselves by giving them support in this way, which is beneficial for the setting and the practitioner. This is particularly important when the move is from working as a practitioner in the room to being the room leader, for example. Becoming 'the boss' can be a daunting task, which needs to be handled carefully.
In smaller settings it may not be possible to move up because there is such a flat management structure already. In this case, there may be other opportunities such as:
- Being a mentor for other members of staff
- Developing an area of provision, including being in control of a budget and sourcing resources
- Research into an area of practice, such as how practitioners support language development
- Shadowing staff in another room to learn good practice and understand a different age range.
In the ever-changing world of childcare, providing new opportunities for staff to extend their capabilities means that the setting as a whole is more able to meet the children's and family's needs. It is likely to mean a lower turnover of staff as the existing staff step up to meet the challenges ahead. It also means that the setting is more adaptable, an essential attribute in today's world.
In this series, we have examined some practical aspects of management in a setting. From the very start of a practitioner's employment, at induction, the manager's role is to get to know the practitioner and the practitioner's role is to understand the setting and its ethos. This is continued through supervision, appraisals, continued professional development and promotions.
A common thread that runs throughout this is the importance of communication between staff and managers as a two-way street. By having an honest dialogue throughout employment at a setting, the needs of the setting, the staff and the children can be met effectively.
Des Forrest has been in the childcare sector for 13 years. As manager of her last nursery she achieved an outstanding Ofsted and she is now working on the same aim at House of Rompa, Wilmslow - www.houseofrompa.co.uk
Kathy Brodie lectures at Stockport College. Her book, Observation, Assessment and Planning: Bringing it all Together, will be published by Open University Press in May. For more details see www.kathybrodie.com
