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    Maslow and Motivation for Residential Care Managers: Residential Care Management, #2
    Maslow and Motivation for Residential Care Managers: Residential Care Management, #2
    Maslow and Motivation for Residential Care Managers: Residential Care Management, #2
    Ebook120 pages1 hour

    Maslow and Motivation for Residential Care Managers: Residential Care Management, #2

    By Anthony Morgan-Clark

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    About this ebook

    This is the second of in the Residential Care Management series. It is a workbook for residential care managers and aspiring managers. It focusses on how they can use the teachings of Maslow, Herzberg and Alderfer to retain and motivate their staff team, and to be more successful in their own career in an industry notorious for high levels of staff turnover. The emphasis is on developing reflective practice and problem-solving rather than just cascading information to managers. It is based on a series of highly successful workshops of the same name.

    Throughout the course of the workbook you will examine a number of topics, namely looking at each tier of Maslow's hierarchy as it relates to staff motivation, theories beyond Maslow's, and applying this reflective practice to your own career.

    The exercises are designed to be followed sequentially and will both deepen and broaden your understanding of the topics.

    LanguageEnglish
    PublisherAnthony Morgan-Clark
    Release dateNov 9, 2017
    ISBN9781386546351
    Maslow and Motivation for Residential Care Managers: Residential Care Management, #2
    Author

    Anthony Morgan-Clark

    Anthony is an independent author of novels, novellas and short stories. He writes across all styles of horror, as well as sci-fi, thrillers and non-genre fiction. His horror has been compared to that of early James Herbert, and to Graham Masterton. Anthony currently lives in the Forest of Dean, in the UK.

    Read more from Anthony Morgan Clark

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      Book preview

      Maslow and Motivation for Residential Care Managers - Anthony Morgan-Clark

      About the author

      In a career spanning two decades, Anthony Morgan-Clark has assisted and advised in the establishment of a number of specialist children’s homes. He is a successful manager of children’s homes and alternative education provisions, and has delivered care and management training across the South West of England. Anthony holds an honours degree in education, several social care qualifications, a diploma in management and a level six management qualification from the Chartered Management Institute.

      He has now decided to share his knowledge and experience via this series of workbooks, aimed at assisting residential care managers and deputy managers to take control of their professional development.

      For my wife, Ali, and for Jack and Rhian.

      Maslow and motivation for residential childcare managers

      The purpose of this book is to pose to you questions that will change the way you think about motivating your team. Staff turnover in the residential childcare sector is notoriously high, adding to the difficulty already inherent in motivating a team. It is, however, a known fact that people are more likely to leave a job because of their manager than because of the company; and they are more likely to stay productive members of a team in which they feel happy and settled, even if they dislike the company. Your ability to motivate, and therefore retain, a consistent staff team is crucial to your success as a manager, and to your home’s success in achieving positive outcomes for your residents. For some it is a hard fact to accept, but without your team you will not achieve anything.

      Throughout the course of the book we are going to examine a number of topics, including the most relevant stages of Maslow’s hierarchy of needs; how you can use your knowledge of the stages to motivate your team; how you can help your team to achieve its potential; theories of motivation beyond Maslow’s hierarchy of needs; and how you can manage your own motivation.

      I have designed the exercises to be followed sequentially. Some of those who have attended my workshops have at first struggled with revisiting the very basics of management, but is it important that you make no assumptions about any aspect of your understanding – or of anybody else’s.

      It will help you to write down your answers and thoughts in a journal. This will not only be a record of your learning as you work through the book, but will also provide a map of how your thinking has changed when you revisit it at a later date. You will work though a series of activities that ask for your opinions or knowledge. There will also be reflective exercises which will encourage you to draw out your understanding of a particular topic.

      Luck smiles on the efficient, they say. So let’s start immediately.

      Introduction

      Before my career in residential childcare and alternative education management I was a teacher. I spent four years studying for my BA Hons in education, and at first I was a typically enthusiastic student, keen to spend time with and develop young minds.

      About halfway through my degree I decided I didn’t want to teach. It wasn’t a sudden decision; for several months previously a feeling had grown within me- timidly at first, but ever more vocal- that teaching wasn’t my calling.

      At first I dismissed the feeling. I put it down to the nerves we all should feel when undertaking a new challenge. I put it down to the fact that, with my limited experience of the workplace prior to college consisting of the sorts of menial jobs one undertakes as their entry into the world of gainful employment, I felt a little bit out of my depth in such a professional environment as the staff room. I put it down to my inexperience in handling the responsibility I felt towards the thirty or so young people who, for six hours a day, looked to me for guidance on every matter.

      The deciding factor was the experience of working through my final teaching practice, particularly one of my eight year-old pupils (lets call him ‘Dan’). Dan was a likeable boy, very quiet and very polite. Every morning he would come in to the class, nod a good morning to me and sit at his desk.

      He would manage the lessons until first break well; it would arrive just as he was on the cusp of getting bored. I might have to remind him to stay on task once or twice, or remind him to stop talking to his friend about football, but after 15 minutes kicking a ball around at break time he would come back in to the classroom looking relieved to have been outside. By lunchtime however, I could guarantee that I would have had to reprimand him more severely for his lack of concentration. He would produce very little actual work between first break and lunch. He would be nervous and fidgety, and difficult to direct. The period between lunch and final break would be a struggle to keep him near his desk, let alone listening to any instructions. You were was as likely to find him sat in detention during last break as you would find him playing football. As for the period between last break and home time, I was grateful if he didn’t interrupt my lesson and he was grateful if I allowed him to quietly go unnoticed.

      The problem was, Dan was actually a fairly bright kid. He was articulate and knew how to get along with staff and pupils alike. He knew all there was to know about Chelsea FC, devised his own football training programmes at break times and was keen to coach others. He just wasn’t academic. I often thought about the experience of having him in my classroom, and why we could not get him to engage in the work we provided.

      A few years later I found myself working in the residential childcare sector, and for the first time was introduced to Maslow’s hierarchy of needs. Suddenly the likes of Dan, and the other kids who failed to achieve their potential, made sense; I also thought about the effect on a child of being placed in a system which was not suited to him and then, essentially, punishing him for not doing well in that system.

      We continue to blame residents for the fact that we are failing to meet their needs. We label them failures because it is easier than dealing with the fact that we are failing them.

      This was my first introduction to Maslow’s hierarchy of needs. It has influenced my career and the way I think about managing residents and their behaviour ever since.  It has formed, to a greater or lesser degree, a part of the induction at every company for whom I have worked. Yet never in residential childcare have I come across managers who apply the same thinking and understanding to the way in which they choose to manage their staff. This workbook is my contribution to changing that.

      Chapter one – the hierarchy of needs

      Maslow’s hierarchy of needs has become one of the cornerstones of residential childcare. It is a classic theory of human development, used to explain and understand residents’ behaviours as related to how their needs are or aren’t being met. You will find it referred to in many a residential childcare company’s policies and procedures. But how well do you know it?

      For the first exercise I would like to you summarise your experience of working with Maslow’s framework in your learning journal. There is no need to write the whole of the framework, as this will be described below. What I would like you to do is describe how the framework affects your practice as a residential childcare manager. You should need no more than five minutes to write your summary. Once you have completed your summary I want you to answer the following:

      Is your knowledge and understanding of Maslow’s framework a result of your own learning and professional development, or was it driven by your company’s policies and training?

      FOR THE NEXT EXERCISE I want you to reflect on your answer to the previous question. When you wrote your answer were you thinking of Maslow’s theory as applied to childcare or as applied to staff management? Why?

      MASLOW’S THEORY STATES that all needs are hierarchical. All preceding needs must be satisfied in order before the current need can be satisfied. Therefore once a person has satisfied a need they will then be motivated to meet the next need. In terms of residents’ behaviours, we know that they need to have their needs for food and shelter met and to feel safe and secure before they can contemplate forming any sort of attachment to their carers.

      The same principle

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