Time Well Spent

Time Well Spent

As I reflect on my time in the Early Childhood Studies program. I realize I have learned so many things that will assist me in my profession.

·        As a leader in the early childhood field I must be a model for those who I am leading.

·        Effective community of practice depends on strong communication, collaboration and  motivational skills

·        Passion, vision, and mission can bring about changes throughout communities for children and their families 

Long Term Goals

To build a strong community of practice to promote the importance of early literacy in Northampton County communities that will enhance a positive social change concerning early literacy.

To own and operate DKD Early Literacy Centers throughout the world.

Favourite Quotes

“Alone we can do so little; Together we can do so much”

Helen Keller

“Often you think you are at the end of something. You are at the beginning of something else.

Fred Rodgers

 Farewell

 This a bitter sweet moment. I have really enjoyed meeting all my colleagues on this educational journey. I would like to thank everyone for your insight and knowledge you shared through your discussions and blogs. I pray for many blessings for each of you as you continue to explore your passion in the early childhood field.

Thank you Dr. E for your assistance and guidance throughout this course. Your passion was radiated through your comments. 

Jobs/Roles in the ECE Community: Internationally

Jobs/Roles in the ECE Community: Internationally

The first organization I looked at was UNCICF. I have seen their commercials on television since I was a young girl. UNCICF is the leading humanitarian and development agency working globally for the rights of every child. Children rights begin with safe shelter, nutrition, protection from disaster and conflict and traverse the life cycle: prenatal care for healthy births, clean water and sanitation, health care and education.

UNCICF has spent over 60 years working to improve the lives of children and their families, working with and for children through adolescence and into adulthood require a global presence whose goal is to produce results and monitor their effects, UNICEF also lobbies and partners with leaders, thinkers and policy makers to advance the access of all children to their rights- especially the most disadvantaged. It works for a more equitable world by fighting for the rights of children. This organization believes all children have a right to survive, thrive, and fulfill their potential- to benefit of a better world. Equal access for every child means working on gender fairness and equality ( United National Children’s Fund (UNICEF,n. d.),

 The job listing that interest me was a temporary position:

Title:                           Education in Emergencies Specialist (P3)

Reports to:                 Education Specialist Emergency

Duration:                   3 months

Type of contract:      Temporary Appointment (TA)

Location:                    Bamako (with possibly frequent travels to the field)

BACKGROUND

Education in the North has been a challenge, especially in the areas where the government has little to no control, such as Kidal and Menaka, due in part to the absence of teachers, as well as disagreement and sensitivity around the curriculum between the government and armed groups. Since early 2012, there are more than five thousand less students in primary and secondary school in Kidal; only than 28% of the number of children that were enrolled in Kidal schools before the crisis are currently enrolled there. Some of the progress made in 2013 and 2014 in getting children back in school has been jeopardized by the resumption of hostilities, which has resulted in the increase of closed schools in five regions affected by the conflict (Segou, Mopti, Gao, Timbuktu, and Kidal).

Across the North and the centre of Mali, there are currently 430 closed schools due to insecurity, more than a hundred more than in January of this year. As a result, more than 20,500 children are not currently able to attend school in conflict-affected districts, including but not limited to Tenenkou, Goundam, Gourma-Rharous, Menaka, Sevare, and Djenne. Although 98% of the number of students that were enrolled in school in the North before the crisis are currently in school in the North, throughout the country, there are 66 communes with at least one school closed due to the conflict; 37 of these communes have more than 50% of their schools closed. In the three regions of the North (Gao, Kidal, and Timbuktu) 323 schools remain closed. Following rebel attacks (Coordination) in Tenenkou on 5 May 2015, 101 primary and secondary schools are still closed in Tenenkou (100%) and Youwarou (13%) districts, affecting more than 13,000 children and at least 210 teachers.

Furthermore, the local education authorities in one of the communes in Tenenkou claim to have been told to only allow madrasas or koranic schools to function; koranic schools are not formally registered under the Ministry of Education. In addition, the overall security situation has disrupted the organization of final exams for approximately 1312 students in Gao, Timbuktu, and Mopti regions as many examination centres are in insecure areas, posing protection concerns. The Education Cluster, supported by the Child Protection Sub-Cluster, has been in talks with Ministry of Education officials, advocating for the adherence to internationally accepted norms and standards by national and local actors in order to ensure children’s protection and well-being.

PURPOSE

Under the guidance of the Education Specialist EIE P3, The “Education Specialist, Emergencies” (EiE Specialist) will work in close collaboration with the Emergency Coordinator, UNICEF Education team members in Bamako and Heads as well as UNICEF education team members based in Field Offices in Gao, Mopti, Sikasso and Kayes to provide technical expertise in assessing, designing, implementing and monitoring the Education response to the conflict and disasters affected areas in the North and the South (Floods, epidemics) of the country.

MAIN RESPONSIBILITIES AND TASKS

The EiE Specialist will work closely with national and local education government authorities, local and international NGOs and agencies involved in the sector to strengthen coordination in assessments, planning implementation and monitoring of the emergency education situation within their area of responsibility. More specifically, with guidance and support from the Education Specialist EIE, Emergency Coordinator, field based education staff and heads of field offices, she/he will:

1.      Support the Education Specialist EIE to ensure effective coordination of UNICEF Emergency Education programs together with implementing partners, local education authorities and communities in conflict and disasters affected-areas.

2.      Establish positive working relationships with partner agencies to facilitate smooth implementation of planned education in emergencies activities.

3.      Work with appropriate education in emergency partner’s to draft Program Cooperation Agreement ( PCA) and Small Scale Funds Agreement (SSFA) if necessary to ensure the implementation of EIE response

4.      Support the implementing partners identified to put in place an innovative approach (radio programming, distance learning and psychosocial support) for conflict affected-children in the most insecure areas.

5.      Assist in the creation of school preparedness plans in areas affected by disasters (floods, epidemics, etc.), in collaboration with local education authorities, UNICEF field offices, staff in Bamako, and others partners involved in C/DRR, and in particular the Education Cluster C/DRR working group.

6.      Undertake field visits, as required, to monitor education response activities, particularly related to education in emergency implementation, supplies, on the ground and provide support to UNICEF colleagues on monitoring, where possible.

7.      Contribute to draft EIE proposals, Donor reports and Humanitarian situation reports

8.      Contribute to build the capacities of education actors at national and regional level in Education in Emergency issues

9.      Actively monitor the data related to program implemented to ensure the availability of the indicators of activities and results and facilitate the donor reports

10.  Contribute to and work in close liaison with Education Cluster/Sector members and coordinator(s).

Outputs/deliverables
The radio programming and distance learning for the children in insecure areas is in place and in implementation  with key partners identified
School preparedness plans in areas affected by disasters is available in targeted schools
Report of training of Education local actors  on EIE and education needs assessments is available
EIE monitoring report (including gaps and achieved) Supplies monitoring matrix Humanitarian Situation Reports
Good practices on EIE Input for Donor reports, Annual report, Country Emergency Annual Report and any other as requested Input for donor proposals

MINIMUM QUALIFICATIONS AND COMPETENCIES

• Masters or advanced degree in education, social sciences, international development, humanitarian response or a related field.
• Minimum 5 years of progressively responsible relevant experience in the field of education. Experience in complex emergencies and experience with either the UN and/or NGO strongly preferred.
• Technical experience and knowledge in the area of education in emergencies response required, including monitoring and evaluation, supply management and partnership coordination.
• Proven experience of high quality report writing and documentation.

·         Resourcefulness, flexibility, and the ability to prioritise large amounts of work while under pressure.

·         Good analytical, facilitation, communication and presentation skills.

·         Politically and culturally sensitive, awareness of gender issues, with qualities of patience, tact and diplomacy

• Fluency in French and English (verbal and written).

Good knowledge of the context of Mali is an asset (United National Children’s Fund UNICEF, n. d..)

The next organization I researched was the FHI 360 a nonprofit human development organization dedicated to improving lives in lasting ways by advancing integrated, locally driven solutions. The staff includes experts in health, education, nutrition, environment, economic development, civil society, gender, youth, research and technology — creating a unique mix of capabilities to address today's interrelated development challenges. In 2011 the team of experts from Family Health International and Academy for Educational Development came together to create FHI 360.

 FHI 360 serves more than 70 countries and all U.S. states and territories. They are currently seeking qualified candidates for the position of:

 Quality Assurance Specialist

Job Summary / Responsibilities:

• The Quality Assurance (QA) Specialist position develops, implements, and conducts the spectrum of quality assurance activities for health related products in working with senior staff. The position will be responsible for ensuring compliance with applicable regulatory requirements and industry standards, support audits and investigations and reviews/analyzes data and documentation.
• Develop, review and revise assigned related documents including Standard Operating Procedures (SOP’s) and reports.
• Oversee internal audits and accreditation activities.
• Ensures that a quality management system is updated and maintained and provides input on potential improvements to the system.
• Oversees and reviews data to ensure quality and compliance standards are met.
• Keeps current on and disseminates information regarding regulations and guidance.
• Performs administrative duties of purchasing supplies and laboratory maintenance.
• Collects materials for and helps maintain files and information management systems.
• Support the development of quality systems for QA oversight and processes
- Evaluates compliance with and applicable regulations, project policies, and procedures
- May act as team lead and mentors staff on training, systems, policies, and regulations.
- Serves as the liaison with internal and external partners to ensure effective collaboration efforts.
- Performs other project related duties as assigned.

Qualifications:

• Master’s Degree or its International Equivalent - Knowledge/Information Services, Communications, Education, Environment, Health, Behavioral, Life/Social Sciences International Development, Human Development or Related Field.
• Typically requires 5-8 years of quality assurance, laboratory, or related experience.
• Proficiency in Microsoft Office, databases, spreadsheets, analytical software and other technology required.
• Articulate, professional and able to communicate in a clear, positive fashion with clients and staff.
• Must be able to read, write and speak fluent English.



This job description summarizes the main duties of the job. It neither prescribes nor restricts the exact tasks that may be assigned to carry out these duties. This document should not be construed in any way to represent a contract of employment. Management reserves the right to review and revise this document at any time.

We offer competitive compensation and an outstanding benefit package.

FHI 360 is an equal opportunity and affirmative action employer. FHI 360 is committed to providing equal employment opportunity without regard to race, color, religion, sex, gender identity, sexual orientation, national or ethnic origin, age, disability or status as a veteran with respect to policies, programs, or activities FHI 360 (n. d.)

The third organization is the Save the children organization which fosters the well- being of children and families. In this organization you can sponsor children with your contribution to ensure their health and education. This organization is operated mainly with volunteers Save the Children invests in childhood – every day, in times of crisis and for our future. In the United States and around the world, it gives children a healthy start, the opportunity to learn and protection from harm. By transforming children's lives now, it change the course of their future and ours. Education is the road that children follow to reach their full potential in life.Yet many children in need around the world do not get a quality education where they can learn and develop. To advance learning, Save the Children supports education programs for children in the classroom and at home .They train teachers to engage their students through more effective teaching practices. Coach parents and caregivers to help their children learn early on, so they are prepared to enter school. Offer ways for parents and community volunteers to get kids reading and doing math outside of school hours. Introduce children to the power of artistic expression — drawing, painting, music, drama, dance and more — to help them heal, learn and do better in school. We make sure that children don't stop learning during a crisis, and we help to keep kids healthy so they don't fall behind or drop out. In 2013, 77% of our early education programs around the world met young children's cognitive (thinking skills), linguistic (language skills), physical and psychosocial (emotional and social) needs. We also reached 38,000 American children with early education and 150,000 children with literacy programs (Save the Children, n. d.).  

I chose these organization because they make a different in the lives of children and families they serve whether it is releasing children from poverty, provide accuracy health care, or providing them with education or shelter. Each kind acts of these organizations benefit the child life now, so they may experience a rewarding future.

References

FHI 360 (n. d.) Retrieved from www.fhi360.org

Save the Children (n. d.) Retrieved from www.savethechildren.org

United National Children’s Fund (UNICEF) (n. d.) Retrieved from www.unicef.org

JOBS /ROLES IN THE ECE COMMUNITY: NATIONAL/ FEDERAL LEVEL

 JOBS/ROLES IN THE ECE COMMUNITY: NATIONAL/FEDERAL LEVEL

This week I had the opportunity to explore many organizations established to meet the needs of children and their families. I also gained insight into many jobs opportunities for me as a Master’s graduate.

The first organization the Associate for Early Learning Leaders which is a non-profit organization established in 1984. This organizations serves directors, owners and administrators of early care and education. The Association for Early Learning Leaders enhances program quality through the National Accreditations Commissions standards. It goal is to strengthen the knowledge, skills and abilities of early childcare directors, owners, emerging leaders and other early leaning professional to ensure quality child care programs for young children ( Association for Early Learning Leaders.( Associate for Early Learning Leaders, n. d.)

The second organization the National Children’s Advocacy Center. This organization work to respond to and prevent child abuse and neglect through education, service and leadership. This community of practice includes law enforcement, agencies, and the court to respond in a timely matter to child abuse issue, as well as train others to deal with the issues of child abuse. This program was chosen because it works to prevent child abuse (National Children’s Advocacy Center, n. d.).

The last organization the National Child Care Association this is a national organization whose mission is to help give families the opportunity for their child to have a quality education.  NCCC support policies that are beneficial to children. The member of NCCA are ECE professional and advocates. They may be center based providers, providers of professional development to the ECE community, business owners who provide goods and services, or student and individuals that have an interest in early care and education (National Child Care Association, n. d.).

All three organizations benefits children and families they serve from empowering them with knowledge and understanding to overcome varies life situation, to making sure early childhood professionals are providing quality care for all children. Family and communities are strengthen by the works of these and many other organizations.      

Job Opportunities

  Education Program Administrator I: Early Learning Callenge (ELC) Education Consultant-

The primary purpose of the ELC Education Consultant’s position is to support all aspects of the development, implementation, and state-wide scaling-up of the state’s K-3 Formative Assessment Process including a Kindergarten Entry Assessment (KEA) as funded through the Race to the Top Early Learning Challenge Grant (RTT-ELC) and state funding. The ELC Education Consultant is responsible for performing work as assigned by the ELC Lead Education Consultants to support all project components and activities related to the development of the K-3 Formative Assessment Process, resource materials, and delivering professional development, technical assistance, and coaching at the regional and district levels. The ELC Education Consultant participates on and supports the work of  K-3 Formative Assessment Process Assessment Design Team and State Implementation Design Team. The ELC Education Consultant serves on and provides leadership for the Regional Implementation Teams within the SBE Region(s) for which assigned. The ELC Education Consultant provides professional development, technical assistance, and coaching to Regional and District Implementation Teams in both the use of the K-3 Formative Assessment Process and research-based implementation practices. In addition, this position supports the installation of implementation frameworks at the regional and district levels as part of a sustainability design which builds capacity for the statewide scaling-up and sustainability of the K-3 Formative Assessment Process. The ELC Education Consultant supports pilot and usability testing and is responsible for collecting data to inform the practice to policy feedback loop. The ELC Education Consultant serves as the communication link between District and Regional Implementation Teams and the State Implementation Design Team. This position is responsible for supporting all documentation, monitoring, and reporting processes and procedures as assigned. This position must collaborate, coordinate, plan, and work closely with Office of Early Learning consultants, administrators and consultants across the agency, and other external stakeholders as needed to effectively implement the K-3 Formative Assessment Process Project. This position is a grant-funded and time-limited.

Assistant Director- Educational Coordinator Type 04- Seeking a collaborative and determine leader with a passion for enriching the lives of children. The assistance director will assist the Site in the daily operation of the child development program. The Assistant is responsible for identify the child and family educational needs, developing a plan that ensures implementation of the program educational direction and goals. This is a Home Based position which requires up to 75% statewide travel for day trips and overnight stays.

This position services the following counties:  Alleghany, Ashe, Alexander, Avery, Burke, Caldwell, Catawba, McDowell, Mitchell, Watauga, Wilkes, and Yancey.

Knowledge, Skills and Abilities/ Competencies

This position requires thorough knowledge of federal and state laws, regulations, and policies related to early education, particularly programs within the Pre-K – Grade 3 continuum. Extensive knowledge and understanding of early education within the Pre-K – Grade 3 continuum is essential, particularly in the areas of assessment, curricula, standards, learning environments associated with Pre-K – Grade 3 programs. In addition, expertise in various models of professional development and coaching is critical, as is knowledge of policies and regulations of various departments and programs associated with this grade span.

The position must understand organizational systems, the change process, how to implement new programs, and principles associated with implementing projects involving multiple organizations. This position must have the ability to plan and organize. Sound judgment, decision-making, and problem-solving skills are essential.

The position must have superior project implementation skills and the ability to deliver results under stringent timelines.   The position must have the ability to establish and maintain effective working relationships with diverse people. Superior writing and speaking skills are essential. This position must have the ability to prepare clear and concise reports in connection with work, explain systems and procedures to others, and express oneself clearly and concisely in both oral and written formats.

.

Minimum Education and Experience

 The minimum requirements for this position are a Master’s degree in school administration, business administration, or public administration and four years of administrative experience, preferably in education, at the local, state, or federal level; or an equivalent combination of education and experience.

Management prefers a Master’s degree in education, early childhood, elementary education, special education, child development, or a closely related field and a minimum of five years of experience in public education within the Pre-K – Grade 3 range, or an equivalent combination of education and experience (Indeed Job Search, n.d.).

Executive Director
Centers for Exceptional Children 

UNIQUE NON-PROFIT EDUCATIONAL LEADERSHIP OPPORTUNITY - THE CENTERS FOR                                   EXCEPTIONAL CHILDREN A national search is underway to identify and recruit top- notch candidates to compete for this unique leadership opportunity. The Board of Directors is seeking an Executive Director to lead their strategic development, to promote innovation and operational excellence and to develop relationships and resources that secure the future of the Centers for Exceptional Children. Located in Winston-Salem, North Carolina, The Centers for Exceptional Children (CFEC) is a private, not-for- profit organization that was created in 2010 by the merger of The Special Children’s School (TSCS) and The Children ' s Center (TCC). The CFEC and the Winston- Salem/Forsyth County School (WS/FCS) entered into an operating agreement in 2012. The WS/FCS operates, manages and controls a public school program in spaces leased from CFEC at TSCS and TCC. CFEC contracts with the WS/FCS to administer, operate and manage the Pre-Kindergarten and School-Age Childcare Program. The CFEC owns and operates the Infant/Toddler and Ancillary Programs. The CFEC is focused on leveraging its remarkable assets – human capital, developmental and educational expertise, diverse collaborative relationships, financial resources and reputation – to expand its capability to educate, nurture and support children with special needs to reach their highest potential intellectually, emotionally, socially and physically. The CFEC ' s rich history of community service is a tribute to the innovation of its committed professional team, savvy Board of Directors, stable infrastructure of people and facilities, a solid financial base and its productive collaboration with the Winston-Salem/Forsyth County Schools and the local United Way. As Executive Director, you will be the highly visible primary fundraiser and spokesperson of The Centers for Exceptional Children. As such, you will be responsible for CFEC’s bottom line performance – financial, programmatic, and administrative. Key leadership roles include working with the Board to:  Develop and implement CFEC ' s strategic vision; Lead the development of state-of-the-art programming strategies that position CFEC as a regional leader for achieving community impact; Collaborate with the Principals of the member schools and leadership of the Winston-Salem/Forsyth County Schools, to facilitate their active participation in achieving CFEC ' s goals; Support the Principals in the planning, coordination and management of the daily operations of the schools. As the highly visible primary spokesperson for CFEC, you will:  Communicate CFEC ' s plans and policies to broad audiences; Develop and nurture productive relationships and resources deemed essential for the attainment of CFEC’s goal and objectives. This is a unique opportunity to shape the future of The Centers for Exceptional Children and to impact educational and support services for children with special needs and their families across the state and region. Well-known as the City of Arts and Innovation, Winston-Salem brings together a diverse mosaic of culture, business, technology, community and higher education, healthcare, church, recreation and leisure opportunities. Add engaged citizens, welcoming neighbors and a modest cost of living and you get an unbeatable combination! Our ideal candidate is a visionary who is passionate about serving children with special needs and their families, is driven by both personal and organizational values and who has a successful track record leading organizational change, developing programs and funding relationships and achieving organizational excellence. Demonstrated business acumen and exceptional relationship- building skills are musts. An advanced degree or requisite experience in child development, early childhood education, public administration, public health administration, special education, social work or a related area, as well as progressive management and leadership success are required ( Indeed Job Search, n .d.). To compete for this exciting leadership opportunity as Executive Director of the Centers for Exceptional Children or to request additional information, send your resume, in confidence, to: Ron Morton, Vice President The Meyers Group, Executive Search Consultants Telephone: 301.625.5600, extension 2 Facsimile: 301. 850.7036 Email: rwm@mr-themeyersgroup.com Web: www.mr-themeyersgroup.com JournalCareers.com. Category: Executive Management (CEO, COO, etc), Keywords: Full Time, Location: Winston Salem, NC-27101  References Associate for Early Learning Leaders, Retrieved from www.earlylearningleaders.org Indeed Job Search, Retrieved from www.indeed.com/viewjobs National Child Care Association, Retrieved from www.nationalchildcareassociatio.org National Children’s Advocacy Center, Retrieved from www.nationalchildren’sadvocavycenter.org

Exploring Local and State Organizations and Roles in the Early Childhood Field

Exploring Local and State Organizations and Roles in the Early Childhood Field

While researching local and state agencies and organization that foster the well being of children, families, and those working in the field.

North Carolina Early Childhood Association

 The mission of North Carolina Early Childhood Association is to improve the quality of child care in North Carolina.  We are committed to making high quality child care available to all children in our state. The member includes parents, teachers, childcare center directors, family child care home providers and other child care professional and advocates. The NCECA is a strong voice for quality programs for young children. The association advocates for improvement of working environment for early childhood professionals. NCECA actively works in the development of legislation and statewide policies that affect children, families, teachers and child care programs.

T.E.A.C.H. Early Childhood Project-North Carolina

In 1990, Child Care Services Association created the Teacher Education and Compensation Helps T.E.A.C.H. Early Childhood Project gives scholarships to child care workers to complete course work in early childhood education and to increase their compensation.

The National Association for the Education of Young Children

It is the world’s largest organization working on the behalf of young children. NAEYC promotes high- quality learning for all children, birth through age 8, by connecting practice, policy, and research.  This organization gives way for a very large number of early childhood educators around the nation to come together to bring attention to and address the needs of young children and their families. I am a member of this organization. NAEYC gives its members the opportunity to get involved and help shape the future of early childhood profession. You can serve in your state or local community and at the national level.

Job Opportunities

Education Program Administrator I

This position requires thorough knowledge of federal and state laws, regulations, and policies related to early education particularly programs within the Pre-K –Grade 3 continuum. Extensive knowledge and understanding of early education within the Pre-K – 3 continuum is essential, particularly in the areas of assessment, curricula, standards, learning environments associated with Pre-K – Grade 3 programs.

The position must understand organizational system, the change process, how to implement new programs, and principles associated with implementing projects involving multiple organization. This position must have the ability to plan and organize. Sound judgment, decision-making, and problem – solving skills are essential.

The minimum requirements for this position are a Master degree in school administration, business administration, or public administration and four years of administrative experience, preferably in education, at the local, state, or federal level; or an equivalent combination of education and experience.

Instructor, Early Childhood Education

An instructor in this position will demonstrate mastery of subject matter sufficient to conduct college courses in the curriculum; develop teaching materials, activities, projects, assignments and assessments  for each course taught; prepare lesson plans, deliver instruction ( online and face to face),  and supervise students; abide by policies, standards, goals and objectives of the College, the Division, and the Department.

Faculty members will participate in assessment, planning implementation, and evaluation activities for continuous improvement of instructional quality; serve on department, division and college-level committees; seek opportunities for ongoing professional development and devote appropriate time to maintaining proficiency in the various sub-fields of the discipline.

Minimum Requirements: Master’s degree in Early Childhood Education, Birth- Kindergarten Education, Child & Family Studies, Early Intervention, Child Development, Special Education or other closely related education degrees. Five years’ experience working in a direct care role with children birth to age 8. At least one year of teaching in a college setting.

I would consider these job in the future because I believe I would be qualified with the necessary skills and knowledge to obtain these jobs.

Reference

Indeed one search, all jobs: Retrieved from www.indeed,com/q-Early-childhood-Education-$60,000-l-North-Carolinajobs.html

Thanks To Colleagues

THANKS TO COLLEAGUES

 I would like to thank all my colleagues for your comments and support throughout this class. Your posts and comments challenge me to expand my understanding of communication on a deeper level.  I have learned a lot about effective communication not only from the resources but from all of you. Thank you all for sharing your wisdom, kindness, and support. I wish you all many blessings as we enter our specialty. I hope one day I will meet many if not all of you face to face. You may contact me at barbara.beale@waldenu.edu. I would love to hear from you.

 

Adjourning Groups

ADJOURNING GROUPS

 

I have been involved in a limited amount of professional and personal groups. Some successful and others not so successful. This week as I explored the five stages of Abudi’s team building. I understand what was done wrong and what was done correct.  As I focus on the last stage known as the adjourning stage that means the project is coming to an end and the team members are starting to go their separate ways. They celebrate the team accomplished and what they have learned ( Abudi, 2010). The adjourning stage can be a sad time as the member of the team says their good-byes and also a happy time as the team celebrate their completing the project. During their time of working together as a team friendships have also been developed.

High performing groups will miss each other because they have formed a bond through their interacting and made good progress on the project. Some events a team might have are parties, dinners and gift giving. Adjourning is a very vital stage of team building because it brings closure for everyone.   

During this program I have had the opportunity to meet many colleagues from many walks of life. Although we have never meet in person there is still a connection which have fostered a bond.  At the end of each class there is a sadness and a joy because after each class we are all closer to our common goal. I would like to thank all my colleagues for the sharing of their blogs, discussions, and experiences that assist me in understanding many assignments and strategies. Thank you guys, you are the greatest and it has been a rewarding experiences working with you all. As we continue our educational journey many blessing for each and every one.

Reference

Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html    

Conflict and Disagreement Strategies

In the past I always tried to avoided conflicts the best way I knew how. Now I have obtained information about strategies to use to solve conflicts, I feel I can defuse them more effectively. O'Hair and Wiemann (2012) states, "Conflicts is inevitable". I have learned that conflicts will some how find it way within relationships and sometime they can not be resolved. No matter how much you tried to avoid conflicts they manages to find their way into your life. I always try to keep peace even when I receive the short end of the stick.

I could not think of any conflict that I am currently having. I think of my self as a non-confrontational person. I am respectful and open- minded, I try my best to respond to conflicts in a matter that everyone wins.

I thought back to the time when my daughters were younger and they shared a bedroom. My oldest daughter always complained about how her sister would mess the room up after she had cleaned it up. My husband and I decided to stay out of it and let them work it out. One evening while my husband was at work and I was in the kitchen cooking. My oldest daughter came running into  the kitchen yelling " Mom she has done it again". While she was outside playing her sister had messed up the room looking for her favorite sweater. I took a deep breath and decided I had to deal with this matter that day, right then because it had gotten out of hand. I called a meeting with both girls in the family room. They both tried to speak at the same time which I stopped immediately. The girls must of known I meant business because they both stopped. I asked the oldest to voice her concerns which ( I had heard many time)she did. Every time she raised her voice I asked her to bring it down and she did. She explained how she was tried of her sister messing the room up after she had clean it up and she wanted her own room. My youngest daughter sat looking and listening to her sister with an expression on her face that stated who cares what she wanted. I calmly asked the youngest why she kept messing  the room up after her sister had clean it. My youngest looked at me and stated, "Mommy, she never talk to me except when she is fussing at me about cleaning the room. I kind of laugh to myself. I talked to the oldest about talking to her youngest sister in a kind and respectful way. I also talked to the youngest to remind her we do not do bad things to get what we want from others. My girls made peace with each other and their father and I was glad about that.

As I think back on this experience I learned that some conflicts need to be dealt with right away before they get out of hand. I can also identify using the strategies of deep listening, compromising. compassion, allowing each to express their feelings, Respect and attentiveness was also used in dealing with the conflict. 

References

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. Martin's.

 The Center for Nonviolent Communication. (n.d.). The center for nonviolent communication. Retrieved from http://www.cnvc.org/