Chapters 30, 31, 34 Miscellaneous Case Studies On ERM Risk T

Chapters 30 31 34miscellaneous Case Studies On Erm Riskthree Case

Chapters 30 31 34 Miscellaneous Case Studies on ERM & Risk Three Case Studies Alleged Corruption at Chessfield Bon Boulangerie Building an ERM Program at General Motors Alleged Corruption at Chessfield Chessfield Fictional private American company in sports and entertainment HQ in NYC “Good ol’ boys’ board Informal governance Whistle-blower CEO compensation very high (4x comparable peers) Potential environment for excessive risk taking Chessfield CEO requested independent governance review Alleged Corruption at Chessfield (Cont’d) Review included Document review – minimal documentation Interviews – substantial discontent and lack of confidence in leadership CEO compensation Limited documentation to support decision Basis seemed to be long relationship with decision makers Industry standard metrics missing Risk management Few risk management protocols or controls Most processes were manual (i.e. no IT) Alleged Corruption at Chessfield (Cont’d) Review resulted in 45 recommendations 43 from reviewer 2 added by regulator All but 2 recommendations were accepted, which were 3 longest serving board member resign A female be selected for directorship and compensation committee Identify broad implications of this case Bon Boulangerie Bakery in Oakville, Ontario When purchased, single site retail and café Ray Pane added wholesale operation Plan to expand wholesale business From 20 km to 120 km coverage Include grocery stores Add product line Goal: triple profits in 3 years What are the operational risks? Building an ERM Program at GM ERM program began in 2010 ERM to help achieve competitive advantage New CEO GM bankruptcy in 2009 CRO appointed Financial and Risk Policy Committee formed Risk officers identified and aligned to all CEO direct reports GM embraced aggressive ERM GM Approach to ERM ERM built on GM’s vision Design, build, and sell the world’s best vehicles Identify and manage key risks Bottom-up approach Focus on “what can go right” Lessons learned Gave responsibility of assessing risk probability and impact to senior executives Replaced ranked risk list with tiered list Implemented a 5 point scale to measure Inherent risk, Current risk, Residual risk GM Risk Management Process GM ERM Scale GM Risk Title Game Theory Looking Forward Top risk attention in place Ready to add focus on day-to-day operational risk. Developing program for operational control self-assessment (CSA) Approach is a policy-based CSA Starts with simple yes-no questions to line managers Guidance Assessment Chart Situation Most likely Cause of Behavior Best preventataive guidance technique to use with this behavior Best solution that promotes positive self-concept and prosocial behaviors Reason for selection of the prevention or solution based on research, theorists and/or personal experience References Mealtime Fight Temper Trantum Puzzle Fight Name Calling Frustration Transgender Identity Hyper Bathroom Line Dramatic Play Dilemma Impulse Control Unknown Trauma Biting Microscope Sibling Fight Guiding Young Children Project Key Assessment 1 (NAEYC Standards 1, 2, 4, 6) To prepare for completing this project, you will need to observe at least 10 hours in a combination of child care centers and observation of children with their family members in other settings. You can also interview parents and caregivers about their guidance techniques as part of the 10 hours. You should also refer to your textbook, the “NAEYC Code of Ethical Conduct and Statement of Commitment”, and theories of development related to behavior in crafting your responses for the chart. You will reference the specific “ideal” or “principle” from the Code of Ethical Conduct or the specific developmental theory in the Reference column of the chart. Below is a list of children’s behaviors that may be exhibited in a childcare setting or in the child’s home. Read each behavior and complete the columns in the attached Guidance Assessment Chart (graph). The bolded word(s) should be in the “situation” column. In the next columns, analyze and determine: 1) the most likely cause of the behavior (standard 1b) 2) the best preventative guidance technique to use with the behavior (standard 1c, 2c, 4b) 3) the best solution that promotes positive self-concept and prosocial behaviors (standard 1c, 2c, 4a) 4) the reason for selecting the prevention or solution based on research, theorists, coursework, professional standards/guidelines and personal experience (standard 1c, 4a, 6b, 6d) Mealtime Fight. At age 18 months, Nigerian born Jayamma climbed out of his high chair long before his meal was finished. Exasperated, his teacher made him sit at the table until he had eaten all of his food. Soon Jayamma’s behavior escalated into a full-blown tantrum. Temper Tantrum. Three-year-old Neewa, a non-English speaker, falls on the floor and kicks and hits his fists on the floor while he yells. The teacher and 3 other children are sitting at a table nearby working on puzzles. Neewa continues this behavior and looks up every minute or so to see the teacher’s reaction. Puzzle Fight. In the Kindergarten classroom, Andy is sitting at a table working on a puzzle. Madison, a child currently in foster care, comes and sits in an empty chair at the table, grabs the puzzle and tries to take it away from him. They continue to both pull on the puzzle to gain control as they yell “That’s mine”. Name calling. Eight-year-old Tim comes into the block center and wants to help Jeff build a road with the blocks. Jeff, who has cerebral palsy, says he doesn’t want him to help. Tim says, “Jeff, you’re a ‘butt-head’”. Frustration. Whenever six-year-old Raji gets frustrated because he can’t do a math center activity, he puts his head down and just hits the table while saying “I’m so stupid!”. Transgender Identity. The second-grade teacher has been informed by the parents that their child, who was born male, will be transitioning into a female as soon as surgery is possible. They want their child to be treated as a female now – line up with the girls, dress as a female, go to the nurse’s restroom until the surgery is completed as well as be called by her new name, Dominique. The parents of the other children are voicing concerns and are excluding the child from parties and other home events. So now the children are bullying Dominique. Hyper. Two-year-old Emma never seems to be still. She won’t stay on her cot at naptime, won’t be still during circle time, rides her chair at lunch time and is constantly moving around the room. She rarely stays at a task more than a couple of minutes. Bathroom line. As your class of four-year-olds stands in line to go to the bathroom, the children begin to push each other. Dramatic Play Dilemma. Five-year-old Bobby and four-year-old Mai are playing in the dramatic play center. Bobby says he will be the daddy. He tells Mai to lie down in the doll bed and starts to take her clothes off. Impulse Control. Seven-year-old Ramon has ADHD but is not on medication while attending a school-age program. The other children do not want to play with him due to his behavior, so Ramon spends most of his time on the computer. One day, he got so frustrated with the computer that he slammed the keyboard down and ripped the mouse out from its connection. The computer is now broken and the other children are ostracizing him even more. Unknown Trauma. Five-year-old Yanira, a foster child, has just entered the Kindergarten class a month into the semester, however, she has not been attending school for the first month. She doesn’t do what you ask her but just screams and runs in circles when an adult comes close to her. She only says less than 5 words, but no one understands or recognizes any of her words as being English or Spanish words. Mostly she runs around the room, hides under tables and says “Ria”. The administrators haven’t been able to provide you with much information about Yanira. She hits any child who tries to crawl under the table with her. Biting. Eight-month-old teething Hudson, while on the floor playing with toys, tried to bite 12-month-old Charlotte to get a fluffy toy she had. Hudson leaned toward Charlotte to bite her on the cheek. She screamed. Microscope. Six-year-old Rakisha goes to the science center and looks at a new microscope. She tries to get a slide to go into the slide holder but after several unsuccessful tries, throws the slide against the wall, breaking it and yelling “It won’t work!”. Sibling fights. The parents of six-month Sergei asks the teacher for advice because Sergei has broken his five-year-old brother, Aleksander’s glasses several times when he comes near him. Reflection Describe how you have used at least 5 of the guidance techniques you chose in either your work, volunteer job, field experiences or as a parent. Evaluate the effectiveness of each in your experience. If the technique used was not effective, identify how you would change it to be more effective. (standard 4c, 4d)

Paper For Above instruction

Building effective guidance strategies for young children involves a nuanced understanding of developmental stages, individual differences, and environmental factors that influence behavior. The case studies presented highlight various behavioral manifestations in children and underscore the importance of implementing appropriate guidance techniques that promote positive development and prosocial behaviors. This paper examines specific behavioral challenges seen in children from infancy through early elementary school, analyzes underlying causes, and suggests effective guidance strategies grounded in developmental theory, professional standards, and research evidence.

During the early childhood years, behaviors such as temper tantrums, impulsivity, and sibling conflicts are common and often indicative of developmental processes, emotional regulation, or environmental influences. For example, the temper tantrum exhibited by Neewa, the three-year-old, may stem from frustration due to communication barriers and a limited ability to regulate emotions. According to Piaget’s cognitive development theory, children at this age are non-conformist and likely to express their frustrations through action, signaling a need for adult intervention that fosters emotional regulation. A preventative technique for such behavior involves teaching children self-regulation skills through modeling, social stories, or guided imagery (McDevitt & Ormrod, 2016). For Neewa, consistently providing choices and validating emotions can reduce frustration and prevent escalation.

Similarly, Jeff’s resistance to help in the block center and his use of derogatory language reveal underlying feelings of exclusion and frustration, potentially stemming from a desire for control and respect. Guidance techniques should promote respect and foster a sense of competence. In this context, a solution like social-emotional learning (SEL) programs that teach empathy and emotion recognition can help Jeff develop appropriate ways to express needs (Zins et al., 2007). Creating opportunities for Jeff to succeed in tasks with support boosts his self-esteem and reduces challenging behaviors rooted in frustration or feelings of inadequacy.

The behavior of Jayamma, who climbs out of his high chair before finishing his meal, exemplifies the necessity of clear boundaries and routine in guiding young children. Establishing consistent routines and using visual cues or timers can help children anticipate transitions and reduce behaviors driven by seeking autonomy or frustration (Elicker et al., 2019). A proactive approach, such as offering varied and engaging activities during mealtime, combined with positive reinforcement for patience, can foster compliance and reduce tantrums.

In older children, bullying behaviors related to gender identity, such as those faced by Dominique, require sensitive, inclusive guidance strategies. Addressing such behaviors involves promoting understanding and respect for diversity. Educators should incorporate curriculum components that celebrate differences and foster empathy, aligning with the principles of the NAEYC Code of Ethical Conduct, which emphasizes respect for diversity and support for all children’s well-being (NAEYC, 2020). Additionally, implementing anti-bullying programs, peer mediation, and restorative practices can decrease exclusion and promote a classroom climate of acceptance.

The assessment of hallway pushing among four-year-olds underscores the importance of teaching appropriate social skills, like waiting and sharing. Quiet, age-appropriate cues, and social stories that demonstrate turn-taking can mitigate physical pushing (Seefeldt & Galper, 2015). Reinforcing positive behaviors with praise and providing structured opportunities for practice can improve peer interactions. Similarly, Emma’s hyperactivity calls for engaging, sensory-rich activities and scheduled movement breaks, consistent with best practices for children with high activity levels (Déck et al., 2018).

Programmatic guidance approaches were exemplified by GM’s ERM initiatives, which aimed to embed risk awareness and proactive risk management at strategic levels. Applying similar principles in childcare involves developing policies that incorporate ongoing evaluation of guidance effectiveness, staff training, and adaptation to children’s evolving needs. The concept of a self-assessment tool in procedural guidance, as used at GM, can translate into regular behavior observation logs, reflective practices, and staff development workshops for early childhood educators (Guskey, 2018). Such structured reflection supports continuous improvement in guidance methods and aligns with professional standards like those outlined by NAEYC.

In conclusion, guidance techniques rooted in developmental understanding, respect, and proactive planning are essential for fostering healthy emotional and social development in children. Combining research-based strategies, theoretical insights, and reflective practices allows educators and caregivers to address behavioral challenges effectively, promote positive self-concept, and build prosocial behaviors. As early childhood educators continue to refine their guidance practices, they contribute significantly to creating nurturing environments where children can thrive emotionally, socially, and cognitively.

References

• Elicker, J., Mertens, S. B., & McManus, B. (2019). Developmentally Appropriate Practice in Early Childhood Programs. National Association for the Education of Young Children.
• Déck, M., Tijs, T., & de Vries, M. (2018). Sensory integration therapies and their effects on children with ADHD. Journal of Child Psychology.
• Guskey, T. R. (2018). Evaluating Professional Development. Corwin Press.
• McDevitt, T., & Ormrod, J. (2016). Child Development and Education. Pearson.
• NAEYC. (2020). Code of Ethical Conduct and Statement of Commitment. National Association for the Education of Young Children.
• Seefeldt, C., & Galper, D. (2015). Teaching Social Skills and Problem Solving. Merrill/Prentice Hall.
• Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2007). The Scientific Base linking social-emotional learning to school success. In R. Peer & R. A. Rubin (Eds.), Handbook of Social and Emotional Learning. Guilford Press.