Interview Questions to Assess Relationship-Readiness

Use the following questions and the rating scale to determine the relationship-readiness of the candidates you are considering based on the position. For instance, for positions where you think sensitivity to children is necessary, use question #1. For positions requiring conflict resolution with colleagues is important, use question #2. For some positions, both questions may apply.

1. Think of a child you have had a significant relationship with through your work. Think of a time this child became upset.

Questions:

• Describe your relationship with this child. • Choose five adjectives that reflect your relationship with this child. This might take some time.

Why did you choose those adjectives? • What was going on inside the child when he/she was upset? • How did you respond to the child’s needs? • How did it affect you emotionally when this child was upset? • Why did you choose this child to talk about?

2. Think of a specific difficulty you have had with a colleague or supervisor. • Please describe what you think was going on in that situation. • What were your feelings? • Describe how you believe the other person saw this situation differently from you. • If you had the situation to do over again, what would you do differently?

Based on the Adult Attachment Interview developed by Mary Main, adapted by Blair Johnson and Redmond Reams for the 17th Annual Birth to Three Institute and edited by PMFO.

Rating Scale to quantify answers on relationship-readiness

1. How rich and elaborate are the descriptions of the other people? Unclear Vivid 1 2 3 4 5

2. How much does the interviewee seem emotionally connected to the people they are talking about? Distant Connected 1 2 3 4 5

3. How much does the interviewee seem to feel positively about the other individuals? Negative Positive 1 2 3 4 5

4. How much does the interviewee seem clear when describing the situation? Rambling Clear 1 2 3 4 5

5. How much does the interviewee communicate an interest in others’ emotional well-being? Not interested Interested 1 2 3 4 5

Based on the Adult Attachment Interview developed by Mary Main, adapted by Blair Johnson and Redmond Reams for the 17th Annual Birth to Three Institute and edited by PMFO.

Span of Control Activity

Span of control refers to the number of subordinates a supervisor oversees. The following

scenarios illustrate how span of control factors should influence the design of your supervisory

structure. This activity will help you understand the factors that influence your specific program

and help you consider these as you design your system of supervision.

In your small group, review the scenarios and the Factors to Consider in Developing a

Supervisory Structure. Identify the span of control factors that may be at play, and discuss how

this information could influence the design of your program’s structure.

Scenario 1

Union City Head Start is an urban grantee serving 1200 children and families. A thousand

children are served in the Center Based Head Start Program and 175 the Center Based Early

Head Start. Twenty five infants and toddlers are served in EHS Home Based Option. Union City

just received word that their request to serve an additional 72 children in an Early Head Start

Family Child Care Option has been approved.

The HS and EHS classrooms are located in four large centers that have strong center team

leadership and well established systems for center team planning and communication.

What factors should Union City consider as they review the structure that supports their

growing grantee?

Scenario 2

Rolling Hills Head Start is a small rural grantee that serves 150 children and families. One

hundred children participate in the grantee’s Center Based Head Start and 50 EHS and HS

Children are served in a Home Based Option. This summer, 3 Head Start teachers who had

been with the agency for an average of 25 years each will be retiring. Additionally the grantee’s

Family Services Manager and Health Manager, who began their association with Rolling Hills as

Head Start Parents when the grantee was a summer demonstration project in 1965, will also be

retiring.

With a number of new staff coming on board Rolling Hills wants to look at their organizational

structure to be sure they are best poised to support their new employees and maintain the

quality services they have been offering for many years. Additionally the average distance

between each of the grantee’s 6 centers is 60 miles….. Oh and by the way…did we remember to

tell you that the Education manager also oversees Disabilities Services and fills in for the Head

Start Director when she is not available?

Scenario 3

Great River Head Start serves a small city and surrounding rural area. Four hundred children

and families participate in the program in the following program options:

200 Head Start Center Based

100 Early Head Start Center Based

50 EHS Family Child Care Option

50 EHS/HS Home Based

On a recent monitoring review Great River received the following scores in a CLASS

observation.

Emotional Support: 3.2, Classroom Organization 2.4, Instructional Support, 1.2.

Through internal ongoing monitoring, managers at Great River have also identified adult child

interactions as an area of focus in their Early Head Start as well.

Great River is interested in beginning a Practice Based Coaching program that will involve

focused observation, planning and modeling high quality adult child interactions. Currently the

Education Manager is responsible for all day care licensing, and oversees transportation. The

EHS/HB Manager also oversees Health and Nutrition.

Scenario 4

Spacious Skies Early Head Start serves 500 children and families in center based and home

based program options across a large mid-western state. The grantee’s centers are located in

small communities, some as many as 150 miles from the administrative offices.

The recent adoption of a web based management information system now allows managers,

who once spent long hours traveling to visit centers for file checks, to have real time reporting

of child and family data.

The administrative team is considering how this new technology will affect the way they do

their work and use their time.

Span of Control Activity

Span of control refers to the number of subordinates a supervisor oversees. The following

scenarios illustrate how span of control factors should influence the design of your supervisory

structure. This activity will help you understand the factors that influence your specific program

and help you consider these as you design your system of supervision.

In your small group, review the scenarios and the Factors to Consider in Developing a

Supervisory Structure. Identify the span of control factors that may be at play, and discuss how

this information could influence the design of your program’s structure.

Scenario 1

Union City Head Start is an urban grantee serving 1200 children and families. A thousand

children are served in the Center Based Head Start Program and 175 the Center Based Early

Head Start. Twenty five infants and toddlers are served in EHS Home Based Option. Union City

just received word that their request to serve an additional 72 children in an Early Head Start

Family Child Care Option has been approved.

The HS and EHS classrooms are located in four large centers that have strong center team

leadership and well established systems for center team planning and communication.

What factors should Union City consider as they review the structure that supports their

growing grantee?

(Factors: Financial Resources, Ability to provide team supervision, Workforce skill level)

Scenario 2

Rolling Hills Head Start is a small rural grantee that serves 150 children and families. One

hundred children participate in the grantee’s Center Based Head Start and 50 EHS and HS

Children are served in a Home Based Option. This summer, 3 Head Start teachers who had

been with the agency for an average of 25 years each will be retiring. Additionally the grantee’s

Family Services Manager and Health Manager, who began their association with Rolling Hills as

Head Start Parents when the grantee was a summer demonstration project in 1965, will also be

retiring.

With a number of new staff coming on board Rolling Hills wants to look at their organizational

structure to be sure they are best poised to support their new employees and maintain the

quality services they have been offering for many years. Additionally the average distance

between each of the grantee’s 6 centers is 60 miles….. Oh and by the way…did we remember to

tell you that the Education manager also oversees Disabilities Services and fills in for the Head

Start Director when she is not available?

(Factors: Workforce Skill Level, Geography, Administrative Requirements)

Scenario 3

Great River Head Start serves a small city and surrounding rural area. Four hundred children

and families participate in the program in the following program options:

200 Head Start Center Based

100 Early Head Start Center Based

50 EHS Family Child Care Option

50 EHS/HS Home Based

On a recent monitoring review Great River received the following scores in a CLASS

observation.

Emotional Support: 3.2, Classroom Organization 2.4, Instructional Support, 1.2.

Through internal ongoing monitoring, managers at Great River have also identified adult child

interactions as an area of focus in their Early Head Start as well.

Great River is interested in beginning a Practice Based Coaching program that will involve

focused observation, planning and modeling high quality adult child interactions. Currently the

Education Manager is responsible for all day care licensing, and oversees transportation. The

EHS/HB Manager also oversees Health and Nutrition.

(Factors: Value added by supervisor, Manager’s responsibility, Workforce skill level)

Scenario 4

Spacious Skies Early Head Start serves 500 children and families in center based and home

based program options across a large mid-western state. The grantee’s centers are located in

small communities, some as many as 150 miles from the administrative offices.

The recent adoption of a web based management information system now allows managers,

who once spent long hours traveling to visit centers for file checks, to have real time reporting

of child and family data.

The administrative team is considering how this new technology will affect the way they do

their work and use their time.

(Factors: Geography, Managers Responsibility, Financial Resources)

Head Start/Early Head Start Management Structure

Requirements Citations Questions to Consider

General Structure

Must establish & maintain organizational structure to support accomplishment of program objectives.

1304.52(a)(1) Do you have an organizational chart that depicts all organizational positions and that is reviewed at least annually?

Structure must address major functions & responsibilities for each position and provide evidence for adequate supervision & support.

1304.52(a)(1) Do you have all major functions and responsibilities assigned and do managers have enough time to supervise and support those under their authority?

Management Structure & Qualifications

Program management functions must be formally assigned and adopted for:

Program Management(HS/EHS Director)

Child Development & Education

Health

Mental Health

Child Nutrition

Services for children with disabilities

Family & Community Partnerships

1304.52(A)(2) Have you formally assigned all content management responsibilities, including them in your organizational chart, even if using consultants to carry out the responsibilities? , Are the responsibilities fully outlined in job descriptions?

Staff & consultants must have knowledge, skills, experience and need to perform functions responsibly.

1304.52(b)(1) Do all your staff and consultants have the knowledge, skills and experience necessary for their positions? Do you have an effective performance review system to assure that they are performing their jobs effectively?

Must hire staff/consultants who meet qualifications to provide the following

1304.52(d)(1-8)

Do all your managers, including the Head Start Director, meet the minimum qualifications for the job? If you combine management

Head Start/Early Head Start Management Structure

Requirements Citations Questions to Consider

content expertise & oversight on ongoing and regular basis:

HS/EHS Director: Demonstrated skills/abilities in human services management

Education & child development manager: Have a baccalaureate or advanced degree in ECE; or baccalaureate or advanced degree and coursework equivalent to a major relating to ECE, with experience teaching preschool-age children. Trained & experienced in theories/principles of child development; ECE & family support; Have capacity to offer assistance to other teachers in implementation & adaptation of curricula to group and individual needs of children in HS classroom

Health manager: Trained & experienced in public health, nursing, health education, maternal/child health or health administration. If agency provides health procedures, must be

HS Act. Sec. 648A(a)(2)(B)(i)(II) HS Act Sec. 648A(a)(2)(B)(i)(I)

positions, do you assure that staff qualifications are met? Do managers have professional development plans that address all their responsibilities?

Head Start/Early Head Start Management Structure

Requirements Citations Questions to Consider

performed by licensed/certified health professional

Nutrition: Registered dieticians or nutritionists

Mental Health: Licensed or certified mental health professionals with experience/expertise serving young children/families

Family & Community Partnership: Trained & experienced in social/human/family services.

Parent Involvement: Trained, skilled & experienced assisting parents of young children in advocating/decision-making for their families

Disabilities Services: Trained & experienced in securing and individualizing needed services for children with disabilities

Fiscal: Regularly scheduled or ongoing services of qualified fiscal officer with history of successful management of public or private organization.

HS Act Sec. 642(i)

Factors to Consider in Developing a Supervisiory Structure

The first requirement outlined in the Head Start Program Performance Standards in the human resources section

relates to establishing an organizational structure.

“Grantee and delegate agencies must establish and maintain an organizational structure that supports the

accomplishment of program objectives. This structure must address the major functions and responsibilities

assigned to each staff position and must provide evidence of adequate mechanisms for staff supervision and

support.” (45 CFR 1304.52(a).

In developing your structure, it is critical to consider factors that influence how to set up your supervisory

structure (span of control.) The structure represents reporting and operational relationships, lines of authority

and communication pathways.

1. Financial resources of the organization—The financial resources the organization can devote to hiring

managers often suggests whether the organization is flat (few management levels) or more hierarchical

(many layers of management).

2. Workforce skill level—How much support and skill building the supervisees need influences the

number of staff per supervisor.

3. Skill level of supervisor —The skill of the supervisor is a factor in determining how many and what

kind of employees the supervisor may oversee.

4. Manager’s responsibility—If the manager or supervisor has many other responsibilities besides

oversight, their ability to supervise many people may be limited.

5. Geography—The geographical distance of the supervisor from the people supervised may factor into

the number and type of positions supervised.

6. Ability to monitor through use of technology—Administrative supports may make supervision easier,

i.e. technology or other administrative supports, allowing the supervisor to supervise more people.

7. Similarities in job functions—It is easier to supervise people that are all doing the same job; hence, the

supervisor may be able to supervise more of them. However, in Head Start/Early Head Start programs

where integrated services are so important, there can also be value in supervising people with different

job functions who work as service teams. (Site-based supervision)

8. Value added by supervisor—If the supervisor is spending time with the supervisee modeling or

growing their skills or providing reflective supervision, the supervisor may not have the time to

supervise many staff.

9. Administrative requirements—If the supervisor has many administrative tasks to accomplish, she/he

may need to limit the number of staff they supervise as time may be limited.

10. Ability to effectively provide team supervision—In situations where a supervisor oversees a group of

people providing similar functions, it may be possible to rely on team members to provide some aspect

of supervision to peers, effectively reducing the number of managers needed to supervise individuals.

Resources

From article Span of Control: What factors should determine how many direct reports a manager has?

retrieved 6/5/2014 from Society for Human Resource Management website:

http://www.shrm.org/templatestools/hrqa/pages/whatfactorsshoulddeterminehowmanydirectreportsaman

agerhas.aspx

Considerations for Changes Made in Your Management Structure

Implementing

Check to make sure your organizational chart has been updated to reflect your new structure.

Job descriptions express new responsibilities and former responsibilities are reevaluated/or

reprioritized.

Update your written program plans and policies and procedures to reflect changes in structure.

Communicate the changes to all staff and stakeholders.

Determine how you will measure the success of the new structure and identify the data you will

need to evaluate.

Supporting

Train staff in their new roles and include ongoing professional development in their individual

PD plans.

Consider using consultants to supplement the expertise needed on your management team.

Strengthen your communication with staff during stressful times.

Acknowledge staff who have taken on new roles, and reward them, if possible.

Acknowledge the loss of staff no longer with the organization.

Evaluating

Determine when you will evaluate the new structure.

Gather data identified during implementation to assist in measuring success of the new structure.

Develop a process for soliciting feedback at all levels of the organization so that you have a full

understanding of the impacts of change.

Assure that the feedback process allows for recommended changes to the reorganized structure.

If necessary, make course corrections in your structure if you determine it’s not effective.