Directing PDF

DIRECTING DIRECTING WHY MANAGER DELEGATE TASKS? ❖ Issuance of orders, assignments, and instructions. ❖ Sometimes managers must delegate routine tasks, ❖ Enables nursing personnel to know what is so they are free to handle more co...

DIRECTING DIRECTING WHY MANAGER DELEGATE TASKS? ❖ Issuance of orders, assignments, and instructions. ❖ Sometimes managers must delegate routine tasks, ❖ Enables nursing personnel to know what is so they are free to handle more complex problems expected from them. or require a higher level of expertise. ❖ Includes supervision and guidance. ❖ Managers may delegate work if someone else is better prepared or has greater expertise or CHARACTERISTICS OF GOOD DIRECTIONS knowledge about solving a problem. 1. Directions must be CLEAR, CONCISE, CONSISTENT, PRINCIPLES OF DELEGATION and COMPLETE. 2. Explain the rationale and make certain that it is ❖ Select the right person. understood. ❖ Delegate both interesting and uninteresting tasks. 3. Words used indicate their importance. Such as ❖ Provide enough time to learn. MUST, SHALL, and WILL. ❖ Delegate gradually. 4. Give directions logically and prioritize the tasks ❖ Delegate in advance. directed to be done by importance and time. ❖ Consult before delegating. 5. Avoid giving too many directions at one time, to ❖ Avoid gaps or overlaps. personalize and follow up. WHAT CANNOT BE DELEGATED ELEMENTS OF DIRECTING ❖ Overall responsibility, authority, and accountability 1. Delegation for satisfactory completion of all activities in the 2. Utilizing, Revising, and Updating Nursing Service unit. Policies ❖ Authority to sign one’s name is never delegated. 3. Supervision ❖ Evaluating the staff and/ or taking necessary 4. Motivation corrective or disciplinary actions. 5. Communication ❖ Responsibility for maintaining morale or the 6. Coordination and Collaboration opportunity to say a few words of encouragement 7. Staff Development to the staff, especially the new ones. 8. Conflict Management ❖ Jobs that are too technical and those that involve 9. Decision Making trust and confidence. DELEGATION WHY NURSE MANAGERS DO NOT DELEGATE ❖ The process by which a manager assigns specific ❖ Lack of confidence in their staff tasks/ duties with commensurate authority to ❖ Fear of loss of control perform a job. ❖ Subordinate may be apprehensive about accepting ❖ Getting work done through others. the task. ❖ Directing the performance of one or more people ❖ Fear of criticism to accomplish organizational goals. ❖ Provides learning or ‘STRETCHING’ opportunities COMMON DELEGATING ERRORS for subordinates. 1. Under Delegating ❖ Increases power. 2. Over Delegating ❖ Cannot delegate total responsibility. 3. Improper Delegating ❖ Do not delegate responsibility without authority. ❖ Delegate to the right person, at the right time, and CAUSES OF UNDER DELEGATING for the right reason. ❖ Say no when you must. ❖ Fear that delegation may be interpreted as a lack ❖ Reward subordinates for jobs well done. of ability to do the job completely or correctly. ❖ Don’t just delegate boring jobs. ❖ A desire to complete the whole job himself or ❖ A managerial tool for subordinate accomplishment herself. and enrichment. ❖ Fear that subordinates will resent delegated work. ❖ For nurses, delegation is not an option, but a ❖ Lack of experience in the job or with delegation; or necessity. the need to control or be perfect. ❖ Enjoyment of the work.  CAUSES OF OVER DELEGATING ❖ Advocacy for nurses and nursing. ❖ Poor managers of time who spend too much time PRINCIPLES OF GOOD SUPERVISION trying to get organized. ❖ Insecurity in the ability to perform a task. ❖ Requires adequate planning and organization which facilitates cooperation, and coordination. CAUSES OF IMPROPER DELEGATING ❖ Gives autonomy to workers depending on their competency, personality, and commitment. ❖ Wrong time, to the wrong person, or for the wrong ❖ Stimulates the worker’s ambition to grow into reason. effectiveness. ❖ Beyond the capability of the person or something ❖ Creates an atmosphere of cordiality and trust. the manager should do. ❖ Considers strengths and weaknesses of employees. ❖ Decision-making without providing adequate ❖ Strives to make the unit an effective learning information. situation. DELEGATION ❖ It promotes a teaching-learning environment where learners are stimulated to exercise critical thinking ❖ If the delegator requires a higher quality than and creativity, especially in patient care. “SATISFICING’, this must be made clear during the ❖ Considers equal distribution of work considering delegation. age, physical condition, and competence. ❖ Not everything that is delegated needs to be handled in a maximizing mode. TECHNIQUES IN SUPERVISION ❖ Managers should ask the individuals to whom they ❖ Observation of the worker while making the are delegating if they can complete the delegated rounds. task but should also validate this perception by ❖ Spot checking of charts through nursing audits. direct observation. ❖ Asking the patients about the care they receive. ❖ Monitoring delegated tasks keeps the delegated ❖ Looking into the general condition of the units. task before the subordinate and the manager so ❖ Getting feedback from co-workers or other that both share accountability for its completion. supervisors or relatives. CLEAR COMMUNICATION + DELEGATION ❖ Asking questions discretely to find out the problems they encounter in the wards or drawing ❖ Define the task clearly. out suggestions from the workers for improvement ❖ Delineate results, time frame, and standards. of their work situation. ❖ Delegate the objective, not the procedure. ❖ The atmosphere created by the supervisor as she makes her rounds or talks to the staff will largely RESISTANCE is a common response by subordinates to determine the acceptability of the comments, delegation. criticisms, and/or corrections she makes. SUPERVISION ❖ Given in a soft, courteous manner, these will be taken willingly and accepted as a challenge to ❖ To “SUPERVIDE” to oversee or view directly. improve performance. ❖ Provides guidelines with initial direction and ❖ Given harshly, especially in public, it builds up periodic inspection. resentment, ill will, and poor quality of work. ❖ Active process of directing, guiding, and influencing. LEGAL IMPLICATION OF SUPERVISION ❖ The nurse who delegates is responsible for the acts QUALITIES OF GOOD SUPERVISION of the subordinate and may incur liability if found ❖ Good technical, managerial, and human relations negligent in the process of delegating and skills. supervising. ❖ Ability to communicate in speaking writing, ability ❖ This is under the doctrine of “RESPONDEAT to listen. SUPERIOR” which means “let the superior answer ❖ Firmness with flexibility to adjust to the situation. for the acts of the subordinates”. ❖ Familiarity with policies that affect patient care. ❖ Good decision-making skills. ❖ Willingness to grow and develop. ❖ Ability to accept changes and consider them as challenges. ❖ Dignified pleasing personality. ❖ Ability to motivate employees and provide opportunities.  MOTIVATION MOTIVATIONAL THEORY ❖ Tasked with discovering what drives individuals to work towards a goal or outcome. THE MAJOR COMPONENTS OF MOTIVATION ❖ Throughout history, psychologists have proposed ❖ Activation different theories to explain what motivates human ❖ Persistence behavior. ❖ Intensity MASLOW’S HIERARCHY OF NEEDS MODEL MOTIVATION ❖ The term MOTIVATION describes why a person does something. ❖ It is the DRIVING FORCE BEHIND HUMAN ACTIONS. ❖ The process that initiates, guides, and maintains goal-oriented behaviors. According to MARQUIZ, motivation is the force within the individual that influences or directs behavior. ❖ This includes the biological, emotional, social, and cognitive forces that activate human behavior. ❖ Also, this involves factors that direct and maintain goal-directed actions. MCCLELLAND’S THEORY OF NEEDS WHAT ARE THE TYPES OF MOTIVATION? ❖ NEED FOR ACHIEVEMENT 1. EXTRINSIC MOTIVATION – Arises from outside of Drive to excel. the individual and often involves external rewards Achieve a set of standards. such as trophies, money, social recognition, or Strive to succeed. praise. ❖ NEED FOR POWER 2. INTRINSIC MOTIVATION – Internal and arises from To control others within the individual, such as doing a complicated To get desired things done crossword puzzle purely for the gratification of ❖ NEED FOR AFFILIATION solving a problem. Friendship 4 KINDS OF MOTIVATION Good relationship POSITIVE MCCLELLAND’S THREE BASIC NEEDS THEORY (Motivation towards a goal) INDIVIDUAL WORK JOB EXAMPLE NEED PREFERENCES “Write this report and you “I really want to write this High need for - Individual Field get a bonus.” * report!” + achievement responsibility. SALESPERSON “Write this report or you’re “I really don’t want to write - Challenging WITH fired!” * this report!” * but CHALLENGING achievable QUOTA and NEGATIVE goals. opportunity to earn - Feeback on an individual bonus. (Motivation away from something) performance. High need for - Interpersonal CUSTOMER *These 3 don’t work and yet companies keep using them. affiliation relationships. SERVICE - Opportunities REPRESENTATIVE +Only this one creates positive, sustainable, and motivated. to member of work communicate. unit subject to WHAT ARE THE 3 COMPONENTS OF group wage bonus MOTIVATION plan. High need for - Control over The formal position 1. Activation is the decision to initiate a behavior. power other of SUPERVISORY 2. Persistence is the continued effort toward a goal persons. RESPONSIBILITIES, despite obstacles. - Attention appointment as 3. Intensity is the concentration and vigor that goes - Recognition head of a special task force or into pursuing a goal. committee  HERZBERG’S TWO-FACTOR THEORY ❖ These needs cover Maslow’s social needs and a part of esteem needs, derived from the relationship ❖ This theory, also called the MOTIVATION-HYGIENE with other people. THEORY or the DUAL-FACTOR THEORY, was penned by FREDERICK HERZBERG in 1959. GROWTH NEEDS ❖ The growth needs cover Maslow’s self-actualization needs as well as part of esteem needs which are internal to the individual, such as a feeling of being unique, personal growth, etc. ❖ Thus, growth needs are those needs that influence an individual to explore his maximum potential in the existing environment. EXISTENCE MOTIVATION FACTORS Physical and RELATEDNESS ❖ Factors that are related to workplace satisfaction. Material Needs ❖ They cover intrinsic needs such as achievement, Social Interaction GROWTH recognition, and advancement. and Relationship Self-Esteem and ❖ Motivation factors allow employees to be content Self-Actualization in their jobs and promote growth. HYGIENE FACTORS A COMPARISON OF INTERNAL NEED THEORIES ❖ Factors that are not related to workplace OF MOTIVATION satisfaction must be present to prevent dissatisfaction. MASLOW’S ALDERFER’S HERZBERG’S MCCLELLAND’S ❖ Cover extrinsic needs such as pay grade, workplace HIERARCHY ERG TWO ACQUIRED OF NEEDS THEORY FACTOR NEEDS THEORY policy, and relationships with their peers. THEORY Self- Growth Motivator Achievement ALDERFER’S ERG THEORY Actualization Esteem Relatedness Power ❖ The extension of Maslow’s Needs Hierarchy, Belonging Hygiene wherein Maslow’s five needs are categorized into Security Existence Affiliation three categories. Physiological COMMUNICATION COMPONENTS OF COMMUNICATION ❖ Encoder ❖ Code ❖ Decoder ❖ Feedback EXISTENCE NEEDS ❖ The existence needs comprise all those needs that relate to the physiological and safety aspects of human beings and are a prerequisite for survival. ❖ Thus, both the physiological and safety needs of Maslow are grouped into one category because of their same nature and a similar impact on the behavior of an individual. RELATEDNESS NEEDS ❖ The relatedness needs refer to the social needs, that an individual seeks to establish relationships with those for whom he cares.  LINES OF COMMUNICATION ORIENTATION ❖ Refers to planned and guided activities of an Upward employee in the organization, the work environment, and in his job. ❖ It seeks to establish favorable attitudes toward the organization, and unit department providing NURSE information and education for success on the job Horizontal Outward and instilling a feeling of belonginess and acceptance. IN-SERVICE EDUCATION Downward ❖ Includes all on-the-job instructions that are given to enhance the employee’s recent job performance. ❖ It is a planned educational experience provided by BARRIERS TO EFFECTIVE COMMUNICATION the employing agency to assist the employee to perform more effectively both as a person and as a ❖ Physical Barriers worker. ❖ Social and Psychological Barriers ❖ It provides experience with new concepts, ❖ Semantics innovations, product applications, or the ❖ Interpretation acquisition of increased expertise. IN-SERVICE TRAINING AND CONTINUING COORDINATION AND COLLABORATION EDUCATION IN-SERVICE COORDINATION ❖ Education for employees to help them develop their skills in a specific discipline or occupation. ❖ Links the different components of an organization ❖ Takes place after an individual begins her work. and leads them towards goal achievement. ❖ Creates harmony in all activities to facilitate the CONTINUING EDUCATION PROGRAM success of work. ❖ Specific learning activity generally characterized by COLLABORATION the issuance of certificates or continuing education units. ❖ The manager and all the members of the care staff together with the other members of the health care SPECIALTY COURSES team all participate in the decision-making process. ❖ These may be offered by the agency if they have trained specialists, facilities, and resources. Critical Care Nursing – CCNAPI STAFF DEVELOPMENT CONFLICT Geriatric Nursing – GNAP MANAGEMENT DECISION-MAKING Oncology Nursing – PONA Pediatric Nursing – MCNAP Philippine Nurses Association (PNA) STAFF DEVELOPMENT Renal (Dialysis)/ ADNEP Gastroenterological Nursing ❖ To provide structure and assistance for employees Respiratory Nursing to learn in greater depth and to translate the knowledge, skills, abilities, and principles learned FUNCTIONS OF STAFF DEVELOPMENT into nursing practice within their institution of ❖ To maintain staff efficiency and staff development. employment. ❖ To create quality employees. ❖ Planned experience to help employees perform ❖ To meet staff’s needs and address their problems. effectively and enrich their competence in practice, ❖ To motivate and improve their self-confidence. education, administration, and research. ❖ To help prepare them for greater responsibilities. ❖ Geared ultimately to organizational development. FORMAL EDUCATION ❖ As required by the Philippine Nursing Act of 2002, RA 9173 specifies that nursing administrators and  those engaged in nursing education and training b. The habit is based on an intellectual commitment programs should have a master’s degree in to using those skills to guide behavior. nursing. ❖ Nurses are encouraged to attend post-graduate programs. THEORETICAL APPROACHES TO PROBLEM- DECISION-MAKING SOLVING AND DECISION MAKING ❖ Often thought to be synonymous with management PROBLEM-SOLVING MODELS and is one of the criteria on which management 1. Identify the problem. expertise is judged. 2. Gather data to analyze the causes and ❖ A course of action that is consciously chosen from consequences of the problem. available alternatives to achieve a desired result. 3. Explore alternative solutions. ❖ It involves a choice utilizing mental processes at the 4. Evaluate the alternatives. conscious level and is aimed at facilitating a 5. Select the appropriate solution. defined objective. 6. Implement the solution. ❖ Most people who rise to the top of their chosen 7. Evaluate the results. careers share a common characteristic: They are decisive. THE NURSING PROCESS They make decisions and are not afraid to take risks. NURSING PROCESS DECISION-MAKING ❖ When it is time to do something, they do it, while PROCESS others procrastinate and wait for someone else to ASSESSMENT (Assess the Identify the purpose situation) make the decision. DIAGNOSIS (Identify the ❖ The quality of the decisions that leader-managers ethical problem) make is the factor that often weighs most heavily PLANNING (Identify - Set the criteria. in their success or failure. options and explore the - Weigh the criteria. ❖ Both the innermost leadership activity and the core probable short-term and - Examine of management. long-term consequences) alternatives. ❖ Primary requisites for successful management and - Project leadership: IMPLEMENT (Implement Carrying out actions A. Decision-Making your decision and B. Problem Solving compare the outcome of C. Critical Thinking your action) EVALUATION (What have Evaluate the outcome DECISION-MAKING you learned from this process that will help you ❖ A complex cognitive process often defined as in the future?) choosing a particular course of action. ❖ The process of choosing one course of action over another. WHAT IS CONFLICT MANAGEMENT? PROBLEM-SOLVING ❖ A critical skill in both your personal and professional life. ❖ Part of decision-making. ❖ The process by which disputes are resolved, where ❖ A systematic process that focuses on analyzing a negative results are minimized, and positive results difficult situation. are prioritized. ❖ Always includes a decision-making step. CONFLICTS CRITICAL THINKING ❖ Inevitably arise in the workplace (especially in an ❖ Sometimes referred to as reflective thinking. industry like consulting where deadlines are tight). ❖ A manner of thinking that moves from general to ❖ A part of our lives, personally and professionally. specific, ever narrowing the focus until the logic of ❖ Workplace conflicts are a natural part of working both the questions and arguments comes to the with other people. same conclusion. ❖ The ways to manage conflicts differ based on many dimensions including: TWO COMPONENTS OF CRITICAL THINKING The criticality of the issue. a. A set of information and belief generating and The importance of the relationship. processing skills. Time sensitivity.  CONFLICT-DISAGREEMENT BETWEEN PEOPLE CONFLICT RESOLUTION ON: ❖ Redirect to the set of goals. a. Substantive Issue ❖ Make more resources available to everyone. b. Emotional Issue ❖ Change the people. ❖ Alter the physical environment. WHAT IS THE PARETO PRINCIPLE? ❖ Change the reward system. ❖ The PARETO PRINCIPLE is a concept that specifies ❖ Change policies. that 80% of consequences come from 20% of the ❖ Training in interpersonal relationships. causes, asserting an unequal relationship between CONFLICT MANAGEMENT STYLE inputs and outputs. ❖ Named after economist VILFREDO PARETO, the Pareto Principle serves as A GENERAL REMINDER THAT THE RELATIONSHIP BETWEEN INPUTS AND OUTPUTS IS NOT BALANCED. ❖ The Pareto Principle is also known as the PARETO RULE or the 80/20 RULE. ❖ Keep in mind that the Pareto Principle is an observation-not a law. ❖ 80% of the conflicts in your life are probably with 20% of the people in your life, and ❖ 20% of those conflicts are causing 80% of the negative consequences in your life, so because you can’t resolve all the conflicts, you must pick the ones that matter. ❖ Concentrate on the 20% that are causing 80% of COMPETING your problems. ❖ An attempt to gain power. SOURCES OF CONFLICT ❖ A recognized tactic is using pressure to change ❖ Human interactions that relate to conflict are opinions at another person’s expense. characterized by competition, domination, and ❖ One party pursues what it wants regardless of the provocation. cost to others. ❖ It arises from differences in knowledge, skills, COLLABORATE values, and interests; scarcity of resources; intergroup rivalry for rewards; role ambiguity, ❖ This style procedures the best long-term results, at unworkable organizational structure, and shift in the same time it is often the most difficult and time- organizational power base and organizational consuming to reach. climate; and unacceptable leadership styles. ❖ Each party’s needs and wants are considered, and a win-win solution is found so that everyone leaves CAUSES OF CONFLICT satisfied. ❖ Role Ambiguities ❖ This often involves all parties sitting down ❖ Task Interdependence together, talking through the conflict, and ❖ Competing Objectives negotiating a solution together. ❖ Structural Differentiation ❖ This is used when it is vital to preserve the ❖ Unresolved Prior Conflicts relationship between all parties or when the solution itself will have a significant impact. HOW TO DEAL WITH CONFLICT? COMPROMISE CONFLICT RESOLUTION – Eliminates the underlying causes of conflict and reduces the potential for similar conflicts in ❖ Puts equal emphasis on the relationship and the the future. outcome. ❖ The goal is for both parties to feel somewhat ❖ Redirect to the set of goals. satisfied with the outcome. ❖ Make more resources available to everyone. ❖ Is best used when a deadline is approaching, and ❖ Change the people. any solution is better than no solution. ❖ Alter the physical environment. ❖ Change the reward system.  AVOIDANCE ❖ This style aims to reduce conflict by ignoring it, removing the conflicted parties, or evading it in some manner. ❖ Team members in conflict can be removed from the project they are in conflict over, deadlines are pushed, or people are even reassigned to other departments. ACCOMMODATION ❖ This style is about simply putting the other party's needs before one’s own. You allow them to ‘WIN’ and get their way. ❖ For situations where you don’t care as strongly about the issue as the other person. If prolonging the conflict is not worth your time, or if you think you might be wrong. ❖ This option is about keeping the peace, not putting in more effort than the issue is worth and knowing when to pick battles. ❖ Can be the absolute best choice to resolve a small conflict and move on with more important issues. ❖ This style seeks to find the middle ground by asking both parties to concede some aspects of their desires so that a solution can be agreed upon. ❖ This style is sometimes known as lose-lose. ❖ This is used when there is a time crunch, or when a solution simply needs to happen, rather than be perfect. Issue Relationship Time Power Importance Importance Limits over Issue Competing High Low High High Collaborating High High Low Moderate Compromising Medium Medium Low Equal Avoiding Low Low N/A Equal Accommodating Low Low High Low END RESULT ❖ LOSE-LOSE SITUATION ❖ WIN-LOSE SITUATION ❖ WIN-WIN SITUATION