Teamwork and Leadership - Essay Example

?Introduction Efficient management and leadership of a school as a learning are significant to special educational needs and the senior leadership teams. These are necessary for inclusion of the support staff in working teams for the successful operation of the SEN schools (Cheminais 2000). This paper analyses the role of leadership and teamwork in SEN schools. It also looks into the appropriate decisions that are made in relation to HRM within the education setting and gives a critical analysis of the vital conceptual and theoretical issues. It focuses on leadership of the support staff and teamwork involved. It further explores leadership theories in relation to the role played by the support staff in a SEN school setting. The paper suggests a plan that can be used at the workplace to influence improved strategies, approaches and policies for managing teams and groups in an organization. Finally, offers the conclusion and recommendations to the SEN team on how to improve overall management performance. HRM Theory Human resource management refers to the way in which employees’ efforts are managed. HRM conveys a wider and dynamic approach concerning the role of employee management in organizations as stated by Bratton and Gold (2001). However, this term has different meanings in varying organizations and contexts. HRM takes into account the needs of the organization and those of its people. Different employees in a team have individual aspirations and needs. It involves finding out their needs and creating opportunities where they can develop. In general, HRM relates to all aspects of how an organization relates to its staff in regards to teamwork, training, development and opportunities. This paper focuses on the HRM theory in the education sector. The concept is different in the education sector as it focuses on performance, effectiveness and success (Earley et al. 2004; Stakes and Homby 2000; Nind et al. 2003). Provision of high quality education in SEN schools is dependent on the quality of work put in place. There are two HRM models that can be used to describe the HRM theory which are, commitment based HRM and control based HRM. Commitment based HRM This model is described as a working situation where there is teamwork and shared goals and beliefs (Bratton and Gold 2001). In this case the job is designed for joint implementation and planning (teamwork). Employees work to achieve common goals and objectives. Problems are solved mutually by consulting all the team members. Fulfilment of the employees’ needs is mandatory. There are effective channels of communication among different staff levels (Lewis and Norwich 2004). This model is contradictory to the current situation in the school. Control- based HRM This model suits best as the leader handles most of responsibility on their own. The management can be described as top- down coordination (Bratton and Gold 2001). There is sub- division of work and each employee is given a specific responsibility and is held accountable for it. Compensation is based on the work done, job evaluation, incentives and appraisal. The management dictates what should be done and the other members of staff are excluded in the decision making process. Strengths and weaknesses of HRM HRM is applicable in the case study as it involves the relationship between the management and employees. It focuses on the needs of the employees and the inclusion of all the members of staff in the decision making process. This approach has several weaknesses since it is business oriented. It is influenced by business policies including competitive advantage whereas schools aim at achieving improved performance and quality improvement in education. Analysis of leadership The concept of leadership within the schools means that the managers are responsible for the work done by others (Gibson 2001). For them be successful, they have to effectively carry out their roles and responsibilities. The major roles played by leaders are, monitoring, supervising and implementation of the institutional policies and objectives. This is mainly conducted by the school management such as senior and middle management teams and a leader this leads to this leads to the definition of leadership as the ability to lead people by setting an example to the staff (Gibson and Blandford 2005). This is by demonstrating the values expected of a head teacher which should be communicated to the staff as expressed by William (2002). William (2002) adds that without appropriate leadership, the efforts of the school management team to attain the set goals and objectives would be futile. Successful leadership through communication, proper management and vision leads to motivation among the staff and organized work. Management and leadership means that schools management responsibilities are set in accordance to the needs and features of the school (OfsTED 2004). The employees therefore have a greater responsibility for the use of resources to solve the setbacks facing the school and carry out helpful activities for the long- term growth of the institution. The principles of leadership and management that should be upheld in a school include resourcing, controlling, planning, leading, evaluating and organising. For these principles to be implemented in a school setting, it is mandatory to have individuals with positive qualities and an appropriate structure. A study conducted by Ofsted (2003) concerning leadership and management in schools illustrates the leaders should take an active role in managing the culture, working environment and change. School management models School leadership is referred to as controlling and direction the teaching and support staff for the purpose of achieving the stipulated teaching standards in SEN schools (Torfaen County Borough 2004). This is largely influenced by the organizational theory which is the influence by the commercial and industrial sector. However, this theory differs when applied in different school settings. There are similarities between schools and organizations. Firstly, the aims and objectives of education are extensive and difficult to quantify. Secondly, teachers have flexible roles ranging from a leader, a colleague, an expert and sometimes a subordinate. Lastly, in the school setting leaders are also teachers who teach and take other leadership roles. The leadership theories that are practical in our case are explained below. The functionalist model According to this model, education has the power to enhance social change (Stakes and Hornby 2000). In this case, the SEN school brings change into the lives of students suffering from autism. This model is mainly concerned with cultural strengths and restructuring power relations within schools. This theory states that leadership is at the heart of the teaching practice. It stipulates that leadership involves critical and reflective thinking of the culture in organizations and the areas that may need a change. Additionally, this practice requires the contribution of the teaching and non- teaching staff in the decision making process as asserted by Williams (2002). Quality management theory One of the theories in education is the total quality management (TQM) which was adopted by organizations in the 80s. This is process aimed at reducing costs by enhancing consumer satisfaction and reducing costs by improving the quality. A key contribution of TQM of this theory is the redefinition of the notion of the customer. TQM identifies all the working relationships in schools in relation to customer satisfaction. This is in terms of conformity to customer needs. The theory takes into account the crucial role played by students, parents and other stakeholders in the education sector (West-Burnham and O'Sullivan 2011). Teamwork, evaluation, monitoring and are the key aspects of this theory. Teamwork Efficient teamwork in SEN schools has a remarkable effect on the performance of the school (Independent Panel for Special Education Advice 2005). If there is proper team among the leadership in the school, there will be effectual teamwork among the teaching and non- teaching staff and the overall effect will be outstanding performance among the students. In order to have a successful school, it takes more than the effort of an individual or a department. Schools use teams to achieve the set goals and objectives. For these teams in schools to work successfully, individuals should have a sense of commitment, ability to work in harmony, clear goals and objectives, mutual accountability and the resources needed to work effectively. Although teamwork has numerous benefits, it should focus on the social and academic needs of the students. In many schools, the administration works in isolation, the teachers work alone while the plight of the support staff is ignored. It is important to consider the input of the support staff in the decision making process so as to enhance teamwork in the school. The teamwork theories that are applicable in this case are explained below. The STAR team model There are numerous teamwork models that can be used to describe the case of the school in question. The STAR model is used to describe the stages of teamwork, the specific situation where teamwork is applied and the environment and context of the team as explained by (The Happy Manager 2011).The star model (The Happy Manager 2011) Proper leadership is about creating the situations that allow people and concepts to develop, people unite and there is improved performance (The Happy Manager 2011). This is balancing the people’s strengths; this is by encouraging healthy relationships among the staff and facilitating teamwork. This model combines all the theories and principles of leadership. Concentrating on individual strengths while striving to achieve the school’s goals and objectives makes the work environment friendly and conducive (The Happy Manager 2011). Belbin Team Role theory This theory is used to explain how individuals play different roles in a team for the greater good of the team. A team role is defined as the tendency to behave and interrelate with others in a specific manner as stipulated by Belbin Associates (2010). According to this theory, individuals play different roles in a team which are classified in nine categories. These may include the specialist who has in depth knowledge in a particular field and gives valuable advice to the team. There are the shapers who ensure that the team stays focussed. Team working employees are versatile and help the team members to stick together. Completers work effectively at the completion of the task as they scrutinize the work for any errors. There are implementers who plan practical strategies and carry them out efficiently. Coordinators concentrate on the team’s objectives and delegate work appropriately. Resource investigators give information to the team concerning any risks. These roles are used to describe the roles played by different members of the team and are applicable in our case (Belbin Associates 2011). Strengths and weaknesses of the leadership/team in the case study This case study highlights the need for management and leadership in schools. The leader tries her best to perform her duties. The rest of the staff members also play their part by ensuring that they complete their duties. This notwithstanding, the leader/team has numerous weaknesses. Firstly, the leader works alone and though her hands are full, she does it all alone. A leader should ask for help from the members of the team in order to effectively perform their tasks. The support staff should be included in all activities undertaken by the team. The team/leadership should make the necessary changes on the areas of weakness. Conclusion In conclusion, it has become clear throughout the paper that efficient leadership for the SEN is crucial for the overall management of the school. All the members of staff in learning institutions play varying roles and the leadership should ensure well structured teams exist to achieve the set goals and objectives. The school’s management should implement the relevant models explained in the paper so that they can successfully achieve set objectives. Schools are advised to employ more staff and LEAs to fund this move. Finally, the school should practice effective leadership and management and most importantly, there should be teamwork at all levels: management, teaching staff and support staff. Recommendations i) The school management should have a structured plan of the SEN policy for well-organized learning and school improvement. ii) More staff should be hired and given adequate training and advised on critical issues including teamwork and how to maintain healthy working relationships. iii) There should be proper leadership and management that takes into account the input of the members of staff in the decision making process References Books Bratton, J & Gold, J 2001, Human resource management: Theory and practice, 2nd edn, Routledge. Cheminais, R 2000, Special Education Needs for newly qualified teachers, David Fulton Publishers, London. Earley, P, & Weindling, D, 2004, British educational leadership, management & administration society: Understanding school leadership, SAGE. Gibson, S 2001, Special education needs: Teacher’s guide to the internet, Classroom Resources. Gibson, S & Blandford, S 2005, Managing special educational needs: A practical guide for primary and secondary schools, SAGE. Lewis, A & Norwich, B 2004, Special teaching for special children, Open University Press, Buckingham. Nind, M, Rix, J, Sheey, K & Simmons K 2003, Inclusive education: Diverse perspectives, David Fulton Publishers, London. OfsTED 2003, Leadership and management: Managing the school workforce, OfSTED Publications, London. Ofsted 2004, Special Educational Needs and disability: Towards inclusive schools, OfSTED Publications, London. Stakes, R & Hornby, G 2000, Meeting Special Needs in mainstream schools, 2nd edn, David Fulton, London. Torfaen County Borough 2004, Special Educational Needs policy into practice, Education Department. West-Burnham, J & O'Sullivan, H 2011, Leading and managing Schools, SAGE Publications. Williams, J 2002, Professional leadership in schools: Effective middle management and subject leadership, Routlege. Websites Belbin Associates, Belbin team role theory, viewed 12 November 2011, . Independent Panel for Special Education Advice 2005, Inquiry into Special Education Needs, viewed 12 November 2011, . The Happy Manager, The STAR team model, viewed 12 November 2011, . Read More