Skills to be considered
Team Leaders & Coordinators

Qualification levels    1     2    3     4    5

 

To evaluate this module, consider the frequency:

1 corresponds to never

2 corresponds to rarely

3 corresponds sometimes

4 corresponds to almost always

5 corresponds to always

 

Mark with “X” the level of compliance in which the collaborator is.

QUESTIONNAIRE

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FUNCTIONS

1. Oversee the spaces regularly for possible hazards during the development of the program.

2. Hold monthly meetings of no more than 30 min, face-to-face or online, with your team to discuss goals of the program, the incidents reported, the new regulations, and any other point of interest.

3. Fill out and review the incident reports and send them to the management for their information. 

4. Monitor the attendance of children.  Follow up when a child is absent for more than 2 days without notice. Notify management if the absence continues for more than 4 days (justified or not).

5. Talk to parents if required

6. Hold meetings with parents of the program to provide information about the social and emotional development of children.

7. Hold 10-minute meetings with your team before starting the day's sessions, notify absences (children or team), coordinate the day, wish the team the best. 

8. Register the performance of the mentors, such as punctuality, complaints, coordination, etc.

9. Ensure compliance with the rules and educational approach of the program.

10. Guides mentors in the implementation and redirection of the educational philosophy

11. Attend coordination meetings with the program management 

12. Responsable for the sharing the knowledge acquired in training to the mentors through collaborative tools

13. Decide together with mentors what topics covered in the training will be implemented

14. Review materials prepared by mentors when necessary

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TOLERANCE AND EMOTIONAL CONTROL

1. Has patience and respects the different learning rhythms of children.

2. Face difficulties without losing the good spirits

3. Guide mentors when they are in a emotional crisis.

4. Regulates negative emotions to properly handle situations that arise.

5. Keeps calm and reassures people around in times of crisis

6. Persevere in the face of obstacles

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HABILITY FOR LEARNING AND CHANGE

1. Confront and accept changes in a positive and constructive way

2. Cares about learning methodologies and tools aligned with the institution's training approach

3. Identify growth needs in their own performance

4. Shows willingness to acquire new skills and knowledge

5. Analyzes and learns from own mistakes

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COMMUNICATION AND INTERPERSONAL RELATIONS

1. Communicates assertively with children, parents, and co-workers

2. Shows a positive attitude when interacting with all members of the organization

3. Treats people respectfully, especially in crises

4. Show willingness and openness to receive suggestions

5. Actively collaborates with peers, sharing management information and achieving goals

 

PROACTIVIDAD

1. Is careful and observant of children and their environment

2. Look for alternatives that align with children's activities

3. Solve difficulties that arise in day to day

4. Anticipates avoiding problematic situations. 

5. Performs tasks promptly and efficiently.

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PEOPLE MANAGEMENT

1. Facilitates collaboration between mentors and with parents

2. Guides the team in achieving the goals of the program maintaining respect and a good ambiance.

3. Empowers and gives mentors autonomy to develop their functions 

4. Give feedback to mentors on their performance and acknowledge their contributions

5. Knows mentors and create training spaces for professional improvement

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IMPROVEMENT ACTIONS 

Describe in terms of an action plan each aspect to improve. (Team Leader)

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ACTION   (What & How)                                              IMPROVEMENT AREA      (Skill)

1.

2.

3.

4.