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Woemmel, Jennifer

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A View of a Leader

Instructor Dr. Susan Sasiadek

U2A1-Action Assignment

Leading Change in Organization, LEAD560

Jennifer Woemmel

November 18, 2011

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Abstract

The purpose of this paper is to share the importance of a Leader who has been in

my life for over 17 years now. I could have studied Bill Gates or Donald Trump, but I

have an individual who I have been able to see their life personally change, and the

lives of everyone around them change in the last 17 years. It all began with a

thought, with an ideal, with a move of God.

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Apostle Sanders

A Leader who has been in my life for the last 17 years is Apostle Dr. Cornelius

Sanders II. He is the Man of God at Revelation Ministries Christian Church in Wichita,

Kanas. As a Man of God is not how I originally met him. When my husband was in

the military, Apostle Sanders was my husbands boss.

Motivational Keys

Motivation has its root word as motive. Motive will cause someone to do, act, or

respond in a specific way (Merriam-Webster 2011). A motive will cause movement,

action, or energy to spring forth. The common sentence you hear motive used in is,

“What was your motive for doing that?” Motivation within us allows us to be creative

and original. The lack of motivation is a problem, affecting us as students,

employees, etc… What is it that we can do that will motivate others around us?

Motivated students have higher scores, more confidence in themselves, higher

overall GPA as a school, parents see a difference in their own children, everyone

excels. Motivated staff enjoy giving customer service, enjoy coming to work, and

have a real desire to make a difference in someone’s life. Motivated individuals are a

real asset, and make working with and learn with them fun and enjoyable. Learning

to motivate others is a key that is absolutely necessary for teachers, managers, all

leaders from any field. I use the term teachers and managers in this because I

believe that a teacher and a manager have the same purpose in mind. They each

want their students/staff to be able to complete the task before them, so why not

work together with the ideals of student and staff motivation. We are mixing

business and education and will have a plan that really works.

There are some individuals who have a natural motivation about them. These

are individuals who have energy to do new activities and think up new ideas. When

you are a motivated individual, you are creative, always coming up with new and

exciting ideas to change the old way of doing things. Plato stated, “Ideas Rule the

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World.” Ideas keep motivated individuals on the move, but

it usually happens to be because they are in their grace

and in their gifting. They are doing what they are truly

destined to do. So how do we get the student in school

who school may not be his grace and gifting, but he still

needs to pass the class, motivated to work on his studies?

Well, the secret formula is: When you find that one thing

that someone values, you will be able to unlock the motivation within them (Wilson

2010). In order to “KNOW” what someone values, you have to “KNOW” the person.

In order to get to know the person you need to be a friend to them, have a

relationship with them.

The first motivational key to being able to motivate someone is to be a friend,

be present (Lundin 2000), get to know them, who they are, what they like, what is

valuable to them, what hobbies do they have, what are they passionate about? This

is a key that I have been using to train our teaching staff. It is all wrapped up in a

quote from John C. Maxwell, “People don’t care how much you know, until they

know how much you care.” Our students no matter their age are people, and people

want to know that you care, that you value their input no matter how big or small,

silly or wise. Show those around you that you care by getting to know them and tie

that information to your goals for

motivating them. When you don’t know

what is valuable, you can always provide

general motivation. All Young students like to

see their arts and crafts hanging up on the

wall. It makes them feel special. Even when

their activity is mixed in with a 100 others…the fact that their paper is on that wall

makes them feel valued. But we want to do more, be more personal, it will get a

greater reaction.

Make them Feel

Special

Befriend Be Present, Be a Friend & Get to Know Your Students

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Expectancy Theory is a study which shows a choice of behaviour in

individuals. Why individuals chose one behaviour over another. Have you ever met

the student who is one way in your room, and as soon as mom picks up he acts

another way. Well that child is choosing to respond the way he does. He knows that

in school he is required to have a specific behaviour, whereas at home with mom, he

can go crazy and act a fool. Working with preschool aged students, you see this a lot

Children learn quickly what their requirements are from specific teachers, and they

find a way to obtain that behaviour and respond the way they should, then when the

substitute comes in our the parents walk in it is a completely different child,

sometimes so changed that you cannot see the same kid in them.

So what is the Scientifics to the Expectancy Theory? This theory is a

behavioural choice, why individuals chose one behaviour over another. Expectancy

Theory is made up of three components: Expectancy,

Instrumentality, and Valance. Expectancy is a perceived

response likely to lead to performance. It deals with self-

efficiency, goals, and control. Instrumentality views

performance to obtain a desired goal or reward such as

trust or control. Valance is the needs of the individual, what

they value what rewards are they expecting? When you add

these three components together you should get what is called Motivational Force or

the response of a specific behaviour.

Ok, so how do we use that knowledge that many of us reading don’t

understand from the above paragraph? We all know that the way we behave or

respond will get a specific performance review that is expectancy. When you meet

those specific performance reviews, you are likely to be promoted, get a raise, etc…

that is Instrumentality. Another example of instrumentality is: “If I get an A on

tomorrow’s test will I get an A in the class” (Harrell 1985). Valance, broken down is

the value you place on it. When you behave correctly (expectancy), and you meet

your performance goals (instrumentality), how do you value the rewards (valance)?

Expect The Best

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This is what we have to work on, what can we do for our students to get

them to learn and study the way they should, pass the class, and be excited about

what they have accomplished? The fact is, if they are

learning and passing the class, there is probably no

motivation problem…the problem is when the student is not

understanding what is being taught, they don’t want to put

no effort into it and they are just being passed from one class

to another and no one stops to help. Let’s look at that in a

different light: The employee who doesn’t want to learn

their job, so they half way do the work, they get a poor

performance, and gossip about how their boss does not

treat them right. OR The employee is a star employee,

you are able to count on them to teach and train new

employees, you promote them to a new position, or

change their title to reflect the power that they have.

How do we get the star student or the star

employee? We teach performance (expectancy), control

(instrumentality), and values (valance) to get specific behaviour’s (motivational

force) to shine through. Speaking of Shine, there is a story told by Edward Hallowell

M.D. about an individual who didn’t look to be all that spectacular, who taught him a

very valuable lesson that we can all benefit from. Having some time to spare, Dr.

Hallowell decided to stop and have his shoes shined at a shoe shine stand. Dr.

Shine, a man who shined his shoes answered all of the questions that Dr. Hallowell

had for his next book that he wrote, Shine, Using Brain Science to Get the Best from

Your People. He realized that this man loved his job, even though the money was

not in it. “What really matters is what you do with what you have,” stated Dr. Shine.

We must reach out and help others, love what you do and know that your customers

need you…Do you work for yourself? No, you work for the customer (Hallowell

2001). The main ingredient that Dr. Shine taught Dr. Hallowell on that day was to

Teach Performance,

Control, & Values

Find the Spark

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look for the ‘Spark’ in everyone, it may be hard to find, but it is there in them

somewhere.

Student Academic Motivation

Factors associated with academic success vary with each student, teacher,

manager, and employee. The overall success that a teacher or manager will have

greatly depends on the motivation of their students and employees. A dream job for

a teacher would be to have an entire room with 100% motivated students. Now

think about how different your job would be if everyone there all of your co-workers,

your supervisor, your boss where all motivated, to do their job and complete it

without murmuring and complaining that is the same concept as the dream job for

the teacher. Is it possible? Absolutely! Is it easy? NO. Let’s take a look at the

concepts that we will break down in this section: Qualitative Analysis, Multifactor

Trait, Performance & Attribution Variables, Goal Setting & Incentives.

QUALITATIVE ANAYLSIS

The qualitative analysis begin with many different variables, dependent upon

the situation and the students valance for outcomes. Different variables that can

effect students are needs, goals, values, motivation, ideas (Harrell 1985), how we

respond and act will determine what we receive back in response to those variables.

Promotions, time off, treats, rewards, recognition.

MULTIFACTOR TRAIT

The issues affecting our country with corporations being required to

downsize, older men and women loosing their jobs and looking at returning to

school to get the degree they needed which would have kept them from losing their

job. The percentages given to the individuals was 22% motivation to go back to

school and only 5% ability to do so. With the percentage so low on ability, it draws

us to the difference between motivation vs. fear. An even larger number of high

school students are going to college than have in the past. Many of these students

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were not in the top third of their high school class (22% Motivation, 5% Ability)

(Bardwell 2001).

To make it easier to understand, many are upset with the no child left behind

law…we should not require teachers to change their teaching style to meet the

needs of such a small number of students at the expense of higher achieving

students (Bardwell 2001). The students who need more assistance may have the

motivation to try and keep up (22%) but they

don’t have the ability to do so (5%). Working

with the preschool- age, there are many

times that we have a student come in who

needs a lot of help to get them caught up and

ready to go into Kindergarten. We do not

however place them in the Kindergarten Readiness class, because these are the

most advanced students in the facility. We place each child in the class that their

ability is at, and we work to get their ability to the next level. When they are at the

next level, we advance them to the next classroom. For the first time in 17 years, we

have the lowest academic students ever in our preschool unit. That is why we are

working on Motivation of Students and Teachers, and in hope that if we get the

motivation percentage up; we will also get the Ability percentage to rise as well. If

motivation is too low, ability will not even be

present. I believe if someone is motivated

enough, they will be able to find the ability on the

inside us to perform at a higher standard than

they did previously.

PERFORMANCE & ATTRIBUTION VARIABLES

27% of first year students do not return to college (Haynes 2010). How do

we change this type of statistic from happening to our students? Give them

Instructional Design that includes challenges, control, curiosity, and fantasy (Shroff

2007). Challenges require students to learn new things. Help them to set goals to

Increase Motivation to Increase Ability

Instructional Design Challenges, Control, Curiosity, Fantasy,

and Engagement

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meet the demands of the challenge put before them. Then we can see if they are

capable of rising to the occasion with competence. Curiosity allows students to

explore new ways of learning in and out of the classroom. Engagement allows

students to have control of their educational learning activities, make it more

personal, and should cause a natural response of participation.

The ability to perform in the class or on the job is an important part of your

class, or your job. Performance is what teachers are looking for in students, what

managers are looking for in their employees. Hence the term performance reviews

on a job. How is it that we think we will be left alone if we are not performing up to

standard. There is a standard that must be met, or other arrangements must be

made. This is a tuff decision that teachers and managers are facing on a daily basis.

GOAL SETTING AND INCENTIVES

1. Educate. Education is a key to help teach individuals to do what they could

not do before (Alderman).

2. Befriend the Students. Be Present (Lundin 2000), Be a Friend, and Get to

Know your Students

3. Make them Feel Special. Hang up their art; give recognition for a job well

done in the school newsletter, etc…

4. Expect the Best. Expect the best from your students, we all make enough

mistakes without having to look for them.

5. Teach Performance + Control + Values = Motivational Force (Harrell 1985).

6. Find the Spark in each student (Hallowell, 2011)

7. Empower others to be who they are destined to be.

These are only a few of the goals that we can set to work toward higher motivation.

We are only tapping in to a small portion of the motivational possibilities out there.

Incentives is the last piece of the puzzle, any research will tell you that incentives

are a last resort, they are dangerous to use, because the result is not a lasting

result. Let’s just say that you give a raise to a teacher to take on extra work, in 3

months when she is miserable because of the extra work load, what are you going

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to do? If you take the work away and you take the pay away she is still miserable.

No, there are many other options to work with first before you try incentives.

Literature Review Conclusion

In conclusion I would like to say that this is only a small nugget of motivation.

There are so many inlets and outlets of motivation that you can study motivation

your entire life and not understand it all. Because people are different and have

different needs, there are many different ways to motivate. The information in this

research paper is a great base, a great beginning for us to get started on. We are

responsible for who we are and what we do as individuals, so why not be the best

that we can be. To encourage others and to motivate others is a skill that is difficult

to learn. Use these keys and many others out there to help get started on the

Motivational Challenges that you face.

Motivate those around you to respond. Befriend your students so that they

open up to you. Make others feel special, and expect the best in which they are, we

have enough negativity pouring into our lives to not add to it ourselves. Teach

performance, control and values it will change the way others look and view their

studies or their teaching. And lastly find the spark in everyone, find that thing that

makes them special. Give those around you a new view on inspiration and empower

them to excel in school. It is the key for teachers and employees to allow their

students and employees to excel.

Purpose & Planning

The purpose of my research will be to find many different ways in which I can

influence and motivate my teaching staff. I want to be able to show them the

importance of their job, in working with infants, toddlers and preschool-aged

students. The fact is, if they are not motivated, their students will not be motivated.

I need to find different ways that will work with different types of people, everyone

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is different and responds differently to training. I need to be able to have a large

supply of options to use in order to help motivate my teaching staff.

A secondary issue that the lack of motivation has caused, is that the teaching

staff will murmer and complain with each other, mainly I think because they are not

happy in what they do, because they don’t know what they should do. So I will also

be working to make sur that every teacher has what they need to know exactly what

their job duties are and how they can use their work to help teach and train students

in a more efficient way. Between the two goals of motivating and giving them a full-

text job description, we are working toward learning to have fun with the preschool-

age, and with working with other teachers in a fun and exciting place of business.

The Primary Question for my research will be:

In what ways will bringing Motivational techniques into the work place effect

my teaching staff to be able to work with other teachers, parents, and

children in a more professional, fun, and exciting way?

The secondary Question for my research will be:

In what ways will the Motivational techniques change the way the teachers

teach and students learn?

Participants

The participants of my study will be my teaching staff. They are a group of

15-20 women ranging in age from 19-68 years of age. They are a group of women

who teach infants, toddlers, and preschool-age students. The children in our center

range from 2-weeks to 12 years of age. The teaching staffs are required to make

weekly lessons plans that are age appropriate for the age of the children in which

they teach. They are responsible to communicate with parents on a regular basis,

letting the parents know how their children did in class that day. They are also

required to let parents know what we are working specifically with their child on.

The teachers work together in groups. The infant and toddler unit work together

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with a Supervisor, they are our IT group. Beginning Pre-K and Pre-K 1 work together

with their own supervisor, they are the Middlers. And Pre-K 2 & 3 & SA work

together, they are the Grads. Each group works together with their own supervisor

helping them to plan and interact with the children and as a group.

Intervention

As you can see the demographics of the teaching staff vary in age, they also

very in race. The student population is just as mixed in race as my teaching staff is

in age. For the first time in years, we have a Pre-K group with extremely low scores.

This could be a primary hit from the lack of motivation on our teachers part. So my

main focus is to motivate my teaching staff, and I believe the motivation of the

students will follow. If you are excited about something with young children, they

will be excited about it also. That is one feature of this research that will actually be

quite simple, is the motivation of the children requires very little at this age. Once

we get the teachers motivated to work with the students, I believe the entire mood,

and education of the facility will change, behaviours of students as well.

I plan to use information found during my research to provide my staff with

information, motivation, and encouragement. My main focus is to empower them to

be a motivated individual who is ready to take on their responsibilities on their job.

We will use nap time, 1 time per week for a meeting. And we will use an online site

for teachers to be able to pull off the information that we will be working on that

week. My goal is to have a program complete in 6 months and have a group set up

who continues the motivation even after the time frame has passed. The fact is

working with children at this age, we don’t always have a lot of time. Although we

may be meeting during nap time, there are many interruptions from children waking

up to parents picking up. So it may take a moment to get started and to keep

working on the project as a whole.

The first part of this study actually began with placing a direct supervisor over

each individual group. A lead teacher was chosen from each group to be the

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supervisor in that unit. It allows all of the teachers connected to that unit to be able

to ask them questions, or get help with lesson plans from them without having to

wait until they submit it to me, or until I have free to come help them. The

supervisors are providing much more help than just questions and lesson plans.

They will hold onto vital documents that teaching staff may need: ie: incident

reports, specific information regarding ratios, game plan techniques, etc… This

supervisor will be an acting manager for the staff in their unit. This will allow the

teaching staff to feel more comfortable about asking questions and getting with

someone immediately after any issue arises iin their room. I am hoping that it starts

to give them the feeling of being free to be who they are, knowing that it is a fellow

teaching staff member that they are going to as their supervisor when something

happens, vs their boss who signs their checks.

We need to find a checks and balance to make sure that we are

communicating with parents at the end of the day. One of the changes that we have

made to try to implement this, is for each unit a lead teacher is available when the

room opens in the morning until the room closes that evening. Leads are now

responsible for giving and answer to the parents…NOT “I don’t know.” Too many

times in the past that is the answer that we have received when something came

up. That is not an acceptable answer, someone has to know something. We are

responsible for the health and safety of the children and must show ourselves to be

competent to work with the students. Anyone showing that they are competent to

work with the children MUST be let go to find a job that they do qualify for, NO

EXCEPTIONS.

One final bit of intervention we are adding to this…how many times do

individuals get blauze about doing repetitive, boring work? Cleaning up is not one

feature that many teachers like to work on. We are creative, we make messes, and

unfortunately we must clean up our mess. So, the teachers are going to be required

to make a checklist of their room of what needs to be done on a daily basis. Then

we will have a checklist of what is done on a weekly basis ie; Monday- this is done,

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Tuesday-this is done, etc… As the teachers complete these, we will help to

computerize them and get them into their weekly clipboard for others to use and

process. This will be something that they turn into the office at the end of their shift.

Collection Strategies

We have a plethora of different forms of data to increase the validity of this

research program. We have an Entry Skills Assessment (Appendix B), this will be

given to all Current Teaching Staff, and to new teaching staff when they apply for a

position within the company. What are you an Expert On is appendix A, we will give

this to staff after they have been hired into the position. Pre/Post Assessment

(Appendix E) and Appendix J will be a part of the yearly progress reports that

teaching staff will receive.

The above forms primarily deal with the teacher, what she believes or where

she is at in her career as a teacher. We can’t have forms for evaluating the teacher,

and not evaluate the progress of the students as well. The Preschool Performance

Task (Appendix G) is a Performance log that we will keep for students who are

looking to master specific tasks that maybe they are a bit behind in, or we want to

see some improvements on. This gives the teacher a form to fill out and be

professional in, that we are able to keep an eye on and observe how the teachers it

working on the performance tasks. The Reflective Learning Log (Appendix H) is a

form that could have dual purposes. A teacher could use it for themselves, or they

can fill it out for the students in their classroom. Observation Checklist (Appendix I)

is a form for observing students in the classroom. This is primarily for the teacher to

fill out and make changes on as she is observing students in her class. Lastly is the

Evaluation Sheet for the Older Preschool Students (Appendix K). This form is to

evaluate how a student is progressing in his studies to make sure that the activities

are age appropriate and he is understanding what is being taught to him.

We then have our Customer Satisfaction Survey (Appendix C) and Customer

Comment Cards (Appendix D). This is a review for customers to be able to write

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information in and to be anonymous with. They are able to their views and

comments that they have on the education, care, customer service, etc…that they

are receiving as a whole. A Customer Satisfaction Survey will be sent home with

each child at the yearly anniversary date of their teacher, this will be used as part of

her yearly update to check and see how she is doing as a teacher, etc…

As you can see we have many collection strategies in mind as to what we will

do with them and how we will use them to our benefit. We will continue to update

and to improve our techniques that we are using here to make the collection

strategies even better than what we currently have. Collection Strategies is an

important way for us to stay focused on what we are suppose to be doing and to get

a clear picture as to what is going on with each teaching staff, and the relevance

that it has on the students in their classroom.

Increasing Validity

In increasing validity, is probably the most important part of this entire

research. If you accomplish everything, except for the validity, it seems you have

wasted a lot of time and research, because the findings may not be accurate. In my

research on motivation, I will have to say that the truth-value validity is one of the

best features for this. What I plan to do is to make sure that I use the triangulation

effect, as well as strong observations, so that I am able to answer questions as I see

there is a struggle with them. I plan to have not only forms that the teachers will fill

out, but we will also keep an eye on the motivational realm of the students in their

classes. Again looking to have a strong triangulation effect to keep any errors from

slipping through.

My next validity that I like is the Dialogic validity, because it allows a

fresh pair of eyes on the research to make sure that everything is continuing on the

up and up. I think that working together with you co-workers is one of the best

ways to make sure that what we are supposed to accomplish, we are really

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accomplishing. So many times things are much easier than we make it out to be,

until someone else comes in and shows us how simple it really is.

I hope that when the research is complete, the information is so complete

that we can use the consistency/dependability validity to make it work over and over

again. Of course with it being Motivation that we are talking about and Motivation is

so internal…I am afraid that every case is going to be from another. We have to

realize that in this situation, people are human, they are different one from another,

so all we can do is perform the research and get a pattern going and see how strong

it ends up being in the end.

Consent

My teaching staff is more than willing to work with me. They know that we

need help on our motivation. They are tired of being tired of coming to work. We

have so much more to live for. How is it that working with children can be such a

blaugh, when one of the motivational techniques is to take time to go play with a

child. All of the teaching staff and other staff are more than willing to fill out a

consent to study form. The fact is they have seen the facility move from friction to

peace in a matter of a week with me just doing simple motivational

techniques…their response, “If these are the changes you are making, we are in.” A

simple consent form will be required from every participant, and every staff member

is required to participate. I will simply state that we are working on a motivation

plan and consent is required to participate. The participants will sign the form and

we will place it in their employee folder. (Appendix L)

Time-line for Research

September 5-9 Initial Reflection of the need

September 12-30 Review of Collected Literature

October 3-7 Collect all Consent Forms

October 10-21 Gather all data (student evaluations, employee files, etc…)

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October 24-28 Discuss with participants the value of the research study

October 31-Nov. 30 Put the studies into action and wait and see what happens

Nov. 30-Dec. 15 Conference with Teaching Staff to see how they feel it is going

Dec. 15-Jan 2 Break

Jan. 3-13 Data Analysis

Jan. 16-27 Writing the Results and putting it inot the action research report.

Jan. 30-Feb. 10 Revisions of the Paper.

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York, NY. Hyperion.

Lundin, Stephen C. PhD., Christensen, John, & Paul, Harry. (2003). Fish Sticks. New

York, NY. Hyperion.

Merraim-Webster Online Dictionary (2011). Motive. Retrieved July 15, 2011, from

http://merriam-webster.com/dictionary/motive.

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Mueller, Claudia M., & Dweck, Carol S. (1998). Praise for Intelligence Can Undermine

Children’s Motivation and Performance. Columbia University. Journal of

Personality and Social Psychology 1998, Vol. 75, No. 1, 33-52

Nohria, Nitin, Groysberg, Boris, & Lee, Linda-Eling. (2008). Employee Motivation A

Powerful New Model. Harvard Business Review.

Paladino, Angela. (2009). Squeeze that Intellectual Juice! Encourage Interactions in

the Lecture Theater to Enhance Skill Development and Student Performance.

University of Melbourne. Marketing Education Review, Volume 19, Number 1

(Spring 2009).

Patterson, Kerr, Grenny, Joseph, Maxfield, David, McMillian, Ron, & Switzler, Al.

(2008). Influencer, The Power to Change Anything. New York. NY., McGraw

-Hill

Richter, Fredrick D., & Tjosvold, Dean. (1980). Effects of Student Participation in

Classroom Decision Making on Attitudes, Peer Interaction, Motivation, and

Learning. American Psychological Association, Inc. British Columbia, Canada.

Journal of Applied Psychology 1980, Vol. 65, No. 1, 74-80.

Siebert, John, Litzenberg, Kerry, Gallagher, Richard, Wilson, Christine, Dooley, Frank,

& Wysocki, Al. (2006). Factors Associated with Students’ Academic Motivation

In Agricultural Economics Class. Gainesville Fl. University of Florida. Amer. J.

Agr. Econ. 88(3) (August 2006): 70-762

Shroff, Ronnie H., Vogel, Doug, & Coombes, John. (2007). Student E-Learning

Instrinsic Motivation: A Qualitative Analysis. Hong Kong. University of Hong

Kong. Communications of the Association for Information Systems (Volume

19, 2007) 241-260.

Tulgan, Bruce. (2009). Not Everyone Gets a Trophy. How to Manage Generation Y.

San Francisco, CA. Jossey-Bass.

Wagner, Michael J, Powers, Stephen, & Irwin, Pi. (2001). The Prediction of

Achievement Motivation Using Performance and Attributional Variables.

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Tucson, AZ. Tucson Unified School District. The Journal of Psychology,

119(6), 59-598.

Wetsch, Lyle R. (2009) Using Peer Benchmarking to Improve Student Motivation,

Effort and Performance. New Zealand. Queen’s University. Marketing Edition

Review, Volume 19, Number 1 (Spring 2009).

Wilson, Robert Evans Jr. (2010). The Reward is in the Eye of the Beholder. Penn

Well Publishing Corp.

Wooden, John, & Jamison, Steve. (2009). Coach Wooden’s Leadership Game Plan

for Success. McGraw-Hill Books.

Appendix A

What Are You the Expert On?

Please answer the following questions. They may or may not pertain to your current job,

and that is ok. Please answer them truthfully. Use another sheet of paper to write your

answers.

1. What are you best at doing? (It is amazing how many people try to get good at what

their bad at instead of getting better at what they are good at)

2. What do you like to do most?

3. What do you wish that you were better at?

4. What talents do you have that you have not developed? (Don’t say, “None” Everyone

has bundles of them. Pick a few. Don’t hold back.)

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5. What skills do you have that you are most proud of?

6. What do others comment on most often as being your greatest strength?

7. What have you gotten better at that you used to be bad at?

8. What are you just not getting better at no matter how hard you try?

9. What do you dislike doing the most?

10. The lack of which skills most gets in your way?

11. What sort of people do you work best/worst with?

12. What sort of organization culture brings out the best in you?

13. What were you doing when you were the happiest in your work life?

14. What regrets do you have about how you have run your career?

15. What are your most cherished hopes for the future, work? Personal?

16. What are you most proud of in your life, Work? Personal?

17. What one lesson would you want to pass along to your children about how to

manage their careers?

18. What was the most important lesson that you learned from your mother and your

father (one from each) relating to work? Personal?

19. What one lesson did the best boss you ever had teach you about yourself?

20. In what way(s) do you think your time could be better used in your current job to

add value to the organization?

Hallowell, Edward. M. MD. (2011). Shine, Using Brain Science to Get the Best from your People. Bosten, MA. Harvard

Appendix B

Entry Skills Assessment

Read and answer the questions to the best of your ability. Incomplete assessments will not be reviewed. Each answer is worth 5 points.

Name: ________________________________ Date: _______________

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1. How long have your been a teacher, a provider?

______________________________________________________

______________________________________________________

2. What do you enjoy about being a teacher, a provider?

______________________________________________________

______________________________________________________

3. What do you believe is the most important role of a teacher, a

provider? ______________________________________________

______________________________________________________

______________________________________________________

4. What age do you feel you work with best? What age do you prefer?

______________________________________________________

______________________________________________________

5. What do you feel the children need to know before entering

Kindergarten? __________________________________________

______________________________________________________

______________________________________________________

6. What is required for Kindergarten readiness by the State of Kansas?

______________________________________________________

______________________________________________________

7. What is the most important feature of customer service?

______________________________________________________

______________________________________________________

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Appendix C

Customer Satisfaction Survey

We would like to hear how we are doing. Please take a moment to fill out this survey so we may better serve you and future customers. Please do not hesitate in letting us know what aspects of your dealings with our company could be improved upon. We take all surveys seriously and look at all criticism as constructive to help us improve our services. When contacting the office was the phone answered promptly and professionally? ___________________ Have the office and teachers been courteous and polite? _______________________________________ Were any questions and concerns handled in a timely manner? __________________________________ Is the facility cleaned to your satisfaction? ___________________________________________________ Are you happy with the care that your child(ren) are receiving? ___________________________________ Are you happy with the education that your child(ren) are receiving? _______________________________ Are their any concerns that you have with the daily schedule or running of the center? _________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Are their any concerns or issues that you have with staff? _______________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ What ideas do you have for improvement? ___________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Additional Comments: ___________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Thank you for taking the time to fill out our survey.

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Appendix E Pre/Post Assessment

Section 1: Quality Customer Service

1. List 5 ways to provide Quality Customer Service:

a. _________________________________________________

b. _________________________________________________

c. _________________________________________________

d. _________________________________________________

e. _________________________________________________

2. What are your responsibilities when a potential parent is on a tour

through your room?

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

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3. What are your responsibilities when a parent of a child in your room

arrives? _______________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

4. Johnny’s Mom is upset because he got bit, he wants to know who

the kid was who bit her son. What do you do? _________________

______________________________________________________

______________________________________________________

5. How would you teach customer service to a friend?

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Appendix F Section II: Quality Care

1. What are children’s basic needs?

______________________________________________________

______________________________________________________

______________________________________________________

2. Give the proper steps for diapering/setting a child on the toilet.

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

3. Give the proper steps to meal time.

______________________________________________________

______________________________________________________

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______________________________________________________

______________________________________________________

4. How do you handle Nap Time?

______________________________________________________

______________________________________________________

______________________________________________________

5. How does a child in your care know that you care for them?

______________________________________________________

______________________________________________________

______________________________________________________

6. Describe the characteristics of an individual with Quality Care traits.

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Section III: Quality Education

1. What are basic skills a teacher/provider should teach?

______________________________________________________

______________________________________________________

______________________________________________________

2. Is behaviourism a part of the Education process at RKCLC? Why or

why not? ______________________________________________

______________________________________________________

______________________________________________________

3. What are key features a teacher/provider should keep parents

informed about? ________________________________________

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______________________________________________________

______________________________________________________

4. How can you organize student’s belongings and work?

______________________________________________________

______________________________________________________

______________________________________________________

5. How do you gain information about what a child may or may not

understand? ____________________________________________

______________________________________________________

______________________________________________________

6. What do you teach during the following:

Reading _______________________________________________

Math__________________________________________________

Science________________________________________________

Social Skills ____________________________________________

Art ___________________________________________________

Bible Explorers__________________________________________

Appendix G

Preschool Performance Task What content areas, levels, and standards does this activity address?

** Can you think of any other content areas that can be addressed with this activity?

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What is it that you want students to know and be able to do?

Essential Vocabulary:

OVERVIEW OF PERFORMANCE TASK:

Closure:

Students will share their improvements and work with their parents.

Materials and

Resources:

EXTRA LEARNING ACTIVITIES:

ASSESSMENT

Traits/Targets -- Emerging--1 Developing--2 + Proficient--3 * Advanced--4

Appendix H

Reflective Learning Log

Name: ______________________________ Date: ____________________

Topic: ________________________________________________________________

Key Topics or Ideas that I am Learning:

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1. ________________________________________________________

2. ________________________________________________________

3. ________________________________________________________

4. ________________________________________________________

Connections I can make with other ideas:

1. ________________________________________________________________

2. ________________________________________________________________

Questions I still have:

1. ________________________________________________________________

2. ________________________________________________________________

Changes I will make in my own environment:

1. ________________________________________________________________

2. ________________________________________________________________

Appendix I Observation Checklist

Student: Class: Date:

Type of Assessment:

CENTER HABITS: YES NO

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Plays well with other children __________ __________

Shares/Helps Friends __________ __________

Stays in their center till times up __________ __________

Cleans up when it is time __________ __________

SOCIAL SKILLS:

Works well with other children __________ __________

Listens to others __________ __________

Helps others __________ __________

Joins Group Discussion/Activity __________ __________

WORK HABITS:

Sits and stays at the table __________ __________

Asks for help when necessary __________ __________

Works to learn what is taught __________ __________

Understand what is taught __________ __________

Goals:______________________________________________________

___________________________________________________________

Comments:_________________________________________________

___________________________________________________________

___________________________________________________________

Appendix J

Would you regard yourself as a self-starter? Can you give me a recent example where

you displayed this quality?

What are the most critical aspects of our job and why?

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What has been your career progression?

What early career steps best prepared you for your current position?

If you knew then what you know now would you have prepared differently if so how?

How has your management style differed from the person holding your position before

you or early in your career?

Having said that, what career preparation recommendations would you give to someone

aspiring to hold a position similar to yours in the future?

What are some personal attributes one must possess to be a successful manager?

How would your staff members describe your management style?

What do you feel is your greatest strengths? Weaknesses?

Name one person you feel has inspired you the most during your career. What did they

do that has inspired you?

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What steps do you take to reduce your personal stress levels when there are stressful

occasions at work?

With reference to a day’s work, what steps do you take to organize and prioritize your

tasks? How do you decide which tasks take priority when organizing a days tasks?

How do you keep each member of the team involved and motivated, while keeping

morale high? What steps do you need to take to achieve this?

How would you handle a conflict between you and higher management?

Appendix K

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Appendix L

Consent to Participate in a Research Project

By signing this form, you are agreeing to participate in a Research Project on the

job, that deals with Motivation. During this Research, I ask that you be nothing but

Honest with me and help during this research to help change the education our

students receive.

This research could change the company was we know it. So be all that you can be

and have fun doing it.

___________________________________________ _________________

Signature Date