Directing_2011

DIRECTING NCM 105 Nursing Leadership & Management,[object Object]

Directing,[object Object],Getting the work done through others.,[object Object],Giving orders and directions to others to attain quality patient care.,[object Object],It is the issuance of orders, assignments and instructions that enable the nursing personnel to understand what are expected of them.,[object Object]

Elements of Directing,[object Object],Delegation,[object Object],The process by which a manager assigns specific tasks/ duties to workers with commensurate authority to perform the job.,[object Object],Two Criteria – ability of the worker to carry-out the task & fairness not only to the employee but to the team as a whole.,[object Object]

Principles of Delegation,[object Object],Select the person to whom the job is delegated.,[object Object],Delegate both interesting and uninteresting tasks.,[object Object],Provide subordinates with enough time to learn.,[object Object],Delegate gradually.,[object Object]

Delegate in advance.,[object Object],Consult before delegating.,[object Object],Avoid gaps and overlaps.,[object Object]

Matters that cannot be delegated,[object Object],Overall responsibility, authority and accountability for satisfactory completion of all activities in the unit.,[object Object],Authority to sign one’s name is never delegated.,[object Object],Evaluating the staff and / or taking necessary corrective or disciplinary action.,[object Object]

Responsibility for maintaining morale or the opportunity to say a few words of encouragement to the staff especially the new ones.,[object Object],Jobs that are too technical and those that involve trust and confidence.,[object Object]

Elements of Directing (cont),[object Object],SUPERVISION,[object Object],comes from the word “supervide” – “to oversee or view directly.,[object Object],It is providing guidelines for the accomplishment of the task or activity with initial direction and periodic inspection.,[object Object]

Qualities of Good Supervision,[object Object],Good technical, managerial and human relation skills;,[object Object],Ability to communicate well in both spoken and written language; ability to listen;,[object Object],Firmness with flexibility to adjust to the needs of the situation;,[object Object],Fairness in dealing with employees,[object Object]

Familiarity with hospital and nursing policies that affect patient care;,[object Object],Good decision-making skills;,[object Object],Willingness to grow and develop;,[object Object],Ability to accept changes and consider them as challenges;,[object Object]

Dignified and pleasing personality;,[object Object],Ability to motivate employees and provide opportunities for continuing professional growth and development and,[object Object],Advocacy for nurses and nursing.,[object Object]

Principles of Good supervision,[object Object],Good supervision required adequate planning and organization which facilitate cooperation, coordination and synchronization of services;,[object Object],Good supervision gives autonomy to workers depending on their competency, personality and commitment.,[object Object],Good supervision stimulates the worker’s ambition to grow into effectiveness.,[object Object]

Good supervision creates an atmosphere of cordiality and trust.,[object Object],Good supervision considers the strengths and weaknesses of employees.,[object Object],Good supervision strives to make the unit an effective learning situation.,[object Object],Good supervision considers equal distribution of work considering age, physical condition, and competence.,[object Object]

Techniques in Supervision,[object Object],Participatory Management,[object Object],Leading,[object Object]

3. STAFF DEVELOPMENT,[object Object],The Three C’s,[object Object],Communication,[object Object],Collaboration,[object Object],Culture,[object Object]

Sustaining the Change Initiative Through Communication,[object Object],Effective communication is essential to the change process.,[object Object],Develop and articulate specific plans, the preparation and public presentation of the plan signals the significance.,[object Object],What’s monitored gets done.,[object Object],Questions posed communicate priorities and give direction.,[object Object],People communicate most effectively through their actions.,[object Object],Time devoted to an issue tells people what is really valued.,[object Object],Progress towards the vision must be made apparent.,[object Object],Those who violate the vision and values must be confronted.,[object Object],Keep it simple (KISS),[object Object]

Communicate the importance of issues by:,[object Object],Identifying the criteria with which it will monitor the advancement toward its vision, the presence of its values, and the accomplishment of its goals.,[object Object],Systematically gathering information on those criteria.,[object Object],Sharing data with the entire staff.,[object Object],Engaging the entire staff in collective analysis of the information that is gathered.,[object Object],Developing new strategies for achieving its objectives more effectively.,[object Object],Carefully monitoring the results of implementing those strategies.,[object Object]

Sustaining the Change Initiative Through Collaboration,[object Object],Transforming a school into a professional learning community is a collective endeavor.,[object Object],Collaboration by invitation does not work.,[object Object]

Collaborative Teams,[object Object],Schools must create structures to ensure that every staff member is assigned to a team that works together on important issues.,[object Object],Implement the team concept by:,[object Object],Grade Level,[object Object],Shared Students,[object Object],School Wide Task Force,[object Object],Area of Professional Development,[object Object]

Collaborative Teams,[object Object],must create structures to ensure that every staff member is assigned to a team that works together on important issues.,[object Object],Implement the team concept by:,[object Object],Level,[object Object],Shared Workforce,[object Object],Area of Professional Development,[object Object]

Collaborative Teams,[object Object],Effective teams are characterized by:,[object Object],Shared beliefs and attitudes.,[object Object],High levels of trust that in turn result in open communication, mutual respect for people and opinions, and a willingness to participate.,[object Object],The belief that they had the authority to make important decisions and a willingness to assume responsibility for the decisions they made.,[object Object],Effectively managed meetings with clear operational norms or ground rules, agendas developed with input from all, defined roles for members, and minutes to pro vide continuity,[object Object],Ongoing assessment of and discussions regarding the functioning of the team.,[object Object]

Collaborative Teams,[object Object],Prerequisites:,[object Object],Time for collaboration must be built into the school day and year.,[object Object],The purpose of collaboration must be made explicit.,[object Object],School personnel need training and support to be effective collaborators.,[object Object],Educators must accept their responsibility to work together as true professional colleagues.,[object Object]

Sustaining the Change Initiative Through Culture,[object Object],The culture is founded upon the assumptions, beliefs, values, and habits that constitute the norms of that school.,[object Object],The most effective strategy for influencing and changing culture is simply identifying, articulating, modeling, promoting, and protecting the shared values.,[object Object]

EVALUATION,[object Object],Evaluation is carefully collecting and analyzing information in order to make decisions. There are many types of evaluations in organizations, for example, evaluation of marketing efforts, evaluation of employee performance, program evaluations, etc. Evaluations can focus on many aspects of an organization and its processes, for example, its goals, processes, outcomes, etc.,[object Object]

Evaluation is carefully collecting information about something in order to make necessary decisions about it. There are a large number and wide variety of evaluations. Evaluation is closely related to performance management (whether about organizations, groups, processes or individuals), which includes identifying measures to assess progress toward achieving results.,[object Object]

THE CHANGE PROCESS,[object Object]

Three Phases for Managing Change,[object Object],Unfreezing phase - old ways are no longer appropriate and that change is needed ,[object Object],Changing phase - select an appropriate and promising approach,[object Object],Refreezing phase – the new approach is implemented and it becomes established,[object Object]

Conditions for successful change,[object Object],dissatisfaction with the status quo,[object Object],people have the necessary knowledge and skills ,[object Object],tools needed to are available,[object Object],implementers have time to learn, adapt, integrate and reflect on change,[object Object],rewards or incentives exist for participants,[object Object],participation in process is expected and encouraged,[object Object],have support for innovation by key players and stakeholders ,[object Object]

Useful Strategies,[object Object],establish a sense of urgency,[object Object],create a guiding coalition,[object Object],develop a compelling vision and strategy,[object Object],communicate the change vision widely,[object Object],empower stakeholders for broad-based action on the vision,[object Object],generate short-term wins,[object Object],consolidate gains and produce more change,[object Object],anchor new approaches in organizational culture,[object Object]

Resistance to change,[object Object],lack of trust,[object Object],perception that change is not necessary,[object Object],perception that change is not possible,[object Object],relatively high cost,[object Object],fear of personal failure,[object Object],loss of status or power,[object Object],threats to values and ideas ,[object Object],social, cultural or organizational disagreements,[object Object],resentment of interference,[object Object]

Conflict Management,[object Object],As inevitable as change in any organization because of the complexity of relationships within the organization, the interactions among its members or their dependence on one another. ,[object Object]

Leadership Roles associated with conflict resolution,[object Object],Is self-aware and conscientiously works to resolve intrapersonal conflict.,[object Object],Addresses conflict as soon as it is perceived and before it becomes felt or manifest.,[object Object],Seeks a win – win solution to conflict whenever feasible,[object Object]

Relationship Roles (cont),[object Object],Lessens the perceptual differences that exist between conflicting parties and broadens the parties’ understanding about the problems.,[object Object],Assists subordinates in identifying alternative conflict resolutions.,[object Object],Recognizes and accepts the individual difference of staff.,[object Object]

Leadership Role (cont),[object Object],Uses assertive communication skills to increase persuasiveness and foster open communication.,[object Object],Role Models honest and collaborative negotiation efforts.,[object Object]

Management Functions associated with Conflict Resolution,[object Object],Creates a work environment that minimizes the antecedent conditions for conflict.,[object Object],Appropriately uses legitimate authority in competing approach when a quick or unpopular decision needs to be made.,[object Object],When appropriate, formally facilitates conflict resolution involving subordinates.,[object Object]

Management Functions (Cont),[object Object],Accepts mutual responsibility for reaching predetermined supraordinate goals.,[object Object],Obtains needed unit resources through effective negotiation strategies.,[object Object],Compromises unit needs only when the need is not critical to unit functioning and when higher management gives up something of equal value. ,[object Object]

Management functions (cont),[object Object],Adequately prepared to negotiate for unit resources, including the advance determination of a bottom line and possible trade-offs.,[object Object],Addresses the need for closure and follow-up to negotiation.,[object Object],Pursues alternative dispute resolution when conflicts cannot be resolved by using traditional conflict management strategies. ,[object Object]

Latent Conflict,[object Object],Perceived Conflict,[object Object],Felt Conflict,[object Object],Manifest Conflict,[object Object],Conflict Resolution ,[object Object],Or,[object Object],Conflict Management,[object Object],Conflict Aftermath,[object Object],THE CONFLICT PROCESS,[object Object]

Sources of Conflicts,[object Object],Competition,[object Object],Domination,[object Object],provocation,[object Object]

Conflict arises from,[object Object],Knowledge,[object Object],Skills,[object Object],Values,[object Object],Interests,[object Object],Scarcity of resources,[object Object],Unacceptable leadership styles,[object Object],Intergroup rivalry for rewards,[object Object],Role ambiguity,[object Object],Unworkable organizational structure,[object Object],Shift in org. power base and climate,[object Object]

Factors that provoke Conflict,[object Object],Failure to provide assistance & complete info on patient care;,[object Object],Varying perceptions of work situations,[object Object],Unstable staffing and work schedule,[object Object],Highly differentiated work positions or role change;,[object Object],Disagreement over policies and procedures; and,[object Object],Competition for scarce resources.,[object Object]

Evidences of Conflict,[object Object]

Types of Conflict,[object Object],OVERT or COVERT,[object Object],VERTICAL or HORIZONTAL,[object Object],BEHAVIORAL or PROCESS STANDPOINTS,[object Object], - intrapersonal, interpersonal, intragroup, intergroup,[object Object]

LEARNING EXERCISE,[object Object], You are a male unit supervisor of a pediatric trauma unit at Children’s Hospital. Three years ago, you ended a serious romantic relationship with a nurse named Susan, who was employed at a different hospital in the same town. The break up was not mutual and Susan was hurt and angry. ,[object Object], Six months ago, Susan accepted a position as a unit supervisor at the Children’s Hospital. This has required you and Susan to interact formally at department head meetings and informally regarding staffing and personnel issues on a regular basis. Often, these interactions have been marked by either covert hostility on Susan’s part, non-verbal aggression, or sniping comments. When you attempted to confront Susan about her behavior, she stated that “she didn’t have a problem and you shouldn’t flatter yourself to think that she does”.,[object Object]

The situation is becoming increasingly more difficult to “work around” and both staff and fellow unit supervisors have become aware of the ongoing tension. You love your position and do not want to leave Children's Hospital, but it is becoming increasingly apparent that the situation cannot continue as it is. ,[object Object],ANSWER THE FOLLOWING QUESTIONS,[object Object],How might gender have influenced the latent conditions, perceived or felt conflict, manifest conflict and conflict aftermath in this situation?,[object Object],What conflict strategies might you use to try to resolve this conflict? Avoidance? Smoothing? Accommodation? Competing? Compromise? Collaboration?,[object Object],Would the use of a mediator be helpful in this situation?,[object Object]

"It is not the strongest of the species that survives, nor the most intelligent, but rather the one most responsive to change."---Charles Darwin---,[object Object]

Thank you for listening!,[object Object]

Directing_2011

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