Working to your area of genius OPTIMISING YOUR STAFF TEAM - - PowerPoint PPT Presentation

Working to your area of genius

OPTIMISING YOUR STAFF TEAM

Introductions….

Jeanne Barczewska Senior Lecturer UoN Programme Lead for EY Foundation Degree Programme lead GEB route to EYTS Formerly: Quality and Development Manager (44 settings) Nursery/Creche/Holiday Club Owner EY Trainer and Consultant Teacher: Primary, Secondary (PE) and SEN (MLD behaviour) Sales Exec. Introducing two of ‘my’ genii! Michelle Bugby - creativity Penny Melville – organised/thorough Both – supportive

Aim of the workshop

 To explore the utilisation of ‘genius’ in the work place with special

consideration to the early years context

 To consider YOUR area of genius  To question how well you know your team and their areas of genius  To consider the impact of recruitment – challenges and barriers  To consider the benefits (to children) of working within a team

which maximizes areas of genius

Feedback from one who knows!

 “Hi Jeanne – This is exciting stuff. So glad you’re working

• n it and rolling out. It’s had a massively positive impact

for us here at work and in our lives generally.” Jim Hall, CFA Chairman, Chief Investment Officer

Understanding organisations

‘Your organisation is not different, because it depends on people, and it is that dependence on people that makes you and your organisation far more similar to, and dissimilar from, your counterparts and their

• rganisations elsewhere’

Autry (2004 p.xviii )

People create (and maintain) success

‘If the only lesson you learn from [High Performing Investment Teams – the source * ] is that people are crucial to long term success, you will be ahead of the game and your competition’ * Mauboussin [ND] (cited in Ware and Dethmer)

Let’s talk about …..

 Competition  Finance  People

Is there anything wrong with the list above?

Good practice Good business

People Finance Competition

‘Balance is key’

"Better learn balance. Balance is key. Balance good, karate good. Everything good. Balance bad, better pack up, go home. Understand?" Mr. Miyagi The Karate Kid 1984)

https://www.google.co.uk/search?q=balance+karate+kid+quote&espv=2&biw=1707&bih=792&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjQzeqov6vSAhWoJMAKHZESAPY Q_AUIBigB&dpr=0.8#imgrc=SCshIOCADoyGBM:

Area of ‘genius’

Maximising your contribution *

Exceptional intellectual or creative power or

• ther natural ability.

‘she was a teacher of genius’ An exceptionally intelligent person or one with exceptional skill in a particular area of activity. ‘a mathematical genius’

https://en.oxforddictionaries.com/definition/genius * Ware and Dethmer (2006))

Exploration, discovery and lightbulb moments!

https://www.google.co.uk/search?q=light+bulb+moments&espv=2&biw=1707&bih=792&source=lnms&t bm=isch&sa=X&ved=0ahUKEwjdttfjx6vSAhVkDcAKHXm6AKIQ_AUIBigB

Table of genius!

 Map out your thoughts as a group  Are you working to your area of genius?  How much time are you able to do this?

Now: Look at ‘team genius’

• Identify members of staff and their skills
• Examine how many you know well
• What evidence is there to support your

knowledge of their skills, abilities and interests?

• Are they being utilised and if so how?

Barriers and challenges

 Current staffing  Future recruitment  Retention  Motivation  Emotional well-being  Occupancy

Reflection and action:

IMPACT

 What …. are the (immediate) issues?  So what …… can I do about this?  Now what…… do I need to do next? What might

someone else need to do?

Borton (1970)

https://www.google.co.uk/search?q=what+so+what+now+what+reflective+model&espv=2&biw=1707&bih=792&tbm=isch&imgil=7hUHwwXpFqP7nM%253A%253BW8O_TE8gucoTZM%253Bhttp%25253A%25252F %25252Fwriteonline.ca%25252Freflective- essay.php%25253Fcontent%2525253Dsection2&source=iu&pf=m&fir=7hUHwwXpFqP7nM%253A%252CW8O_TE8gucoTZM%252C_&usg=__95yqNWGYHiuXvRxn39sBO0oEW2I%3D&dpr=0.8&ved=0ahUKEwiJmPaoy KvSAhUsDcAKHSHIDdcQyjcIRQ&ei=-qKxWImzKayagAahkLe4DQ#imgrc=7hUHwwXpFqP7nM:

‘Genius’ your place to shine

Keys to finding genius ‘gifts’

 Success  Delight  Creativity  Ease  Feedback  Fulfilment

Ware and Dethmer (2006) p142

Quadrant tool

 ‘Once we intend to live in our genius, we begin

to notice all the interference and competition for our time that, previously, went completely unnoticed’

Ware and Dethmer (2006) p150

 Quadrant exercise

In conclusion

Findings: (Ware and Dethmer 2006) By maximising the contributions from everyone work can be distributed according to area of excellence or genius

• 1. People more engaged in their work – increased efficiency and creativity

leading to better output (and in the case of children – better outcomes)

• 2. Staffing needs become obvious – e.g. tasks that no-one wants indicate the

need to employ someone for whom these tasks lie in their genius quadrant e.g. should all settings employer someone in the role of ‘house keeper’? ‘Genius is a very powerful and overlooked concept’ ‘The shift to genius can be challenging – it demands courage’

Thank you for listening

 Research opportunity - Interested in following

this up?

 We would love to know how you get on - if you

decide to ‘commit’! Contact: Jeanne.Barczewska@northampton.ac.uk

References

Autry, J. (2004) The servant leader. New York: Three Rivers Press Borton, T. (1970) Reach, touch and teach. london: hutchinson Ware, J., and Dethmer, J. (2006) High performing investment teams. New Jersey: John Wiley & Sons