Delegation PDF

DELEGATION BY JANET TAKYIWA AMA INTRODUCTION “Delegation is primarily about entrusting others. This means that they can act and initiate independently, and they assume responsibility with you for certain tasks”(Blair 2005). An effective manager is knowledgeable about the strengths and w...

DELEGATION BY JANET TAKYIWA AMA INTRODUCTION “Delegation is primarily about entrusting others. This means that they can act and initiate independently, and they assume responsibility with you for certain tasks”(Blair 2005). An effective manager is knowledgeable about the strengths and weaknesses of his colleagues. Employees are looked upon as members of a team, each playing a significant role in getting a goal accomplished. Delegation cont “authorisation granted by a licensee to a licensed or unlicensed individual to perform selected acts, tasks, or functions which fall within the scope of practice of the delegator and which are not within the scope of practice of the delegatee and which, in the absence of the authorisation would constitute illegal practice of a licensed profession.” Delegatable nursing services Not all nursing tasks may be delegated. The nurse must first determine if the task can be delegated using criteria set forth by the law, in professional standards and the assessment of the unique characteristics of the individual student requiring nursing services. A nursing task may be determined to be delegatable and assigned to be performed by a student or junior nurse under the supervision of a registered nurse (RN) if the individual situation meets all of the criteria and, in the nurse’s judgment, it is safe to do so. It is important to note that a specific task is only delegated to a specific student; therefore, a procedure that is delegatable for one student may not necessarily be delegatable to any other student. Non-Delegatable Nursing Services Certain nursing services may only be performed by a Registered Nurse Should a nursing task fail to meet the criteria for delegation, the The registered Nurse must perform nursing tasks/procedures. Examples of these tasks may include a complex tracheotomy suctioning; tracheotomy tube or inner cannula change or replacement; any medication that requires calculation of the dose or assessment before or after the administration. Non-Delegatable Nursing Service certain medications are given by injection. Any service needing nursing assessment performed as required is not delegatable. Delegation in nursing is a complex process in which the authority to perform a selected nursing task is transferred to a competent assistive personnel (in a specific situation. PRINCIPLES OF DELEGATION 1. Takes responsibility and is accountable for providing nursing Care. 2. Directs the care and determines whether delegation is appropriate 3. Delegates specific tasks but not the nursing process 4 Uses nursing judgment concerning a student’s condition, their competence, and the degree of supervision required before delegation PRINCIPLES OF DELEGATION 5 Communicates and verifies comprehension and acceptance of delegation and responsibility. 6 Provides opportunities for the student/junior nurse to ask questions and clarify expectations. 7 Should be involved in establishing systems to assess, monitor, verify, and communicate ongoing competency requirements in areas related to delegation. PRINCIPLES OF DELEGATION 8 Uses critical thinking and professional judgment when following the Five Rights of Delegation: a. Right task – the task is appropriate to be delegated. b. Right circumstances – appropriate setting and necessary Resources. c. Right person – right task for the right student. d. Right directions and communication – clear, culturally appropriate and concise training of the tasks (objectives, limits, expectations and skills competency demonstration) e. Right supervision and evaluation – appropriate monitoring, evaluation, intervention, supervision, feedback, and documentation 9. Delegates only those tasks where the student/junior nurse has the following: a. knowledge, b. skill, and c. ability to perform the task safely (considering training, d. cultural competence, e. experience, f. regulations, and g. institutional policies and procedures) FIVE STEPS TO SUCCESSFUL DELEGATION Step One: Planning Analyze tasks and identify one that would provide. It is also helpful to consider whether completing the task will benefit the employee to whom it is delegated. Determine goal(s). Visualize results. Consider needs (materials, policies, coaching, resources, etc.) Determine time frame. Choose the right person.  Know workers’ skills and capacities; tap each one’s special creativity. Consider rotating tasks to keep staff motivated. Don’t always give one person the “hard’ stuff. Decide if any others need to be involved. Decide how to gain commitment. Solicit input from other staff by asking, “How can we manage this?” 7/14/2024 16 Step Two: Engaging Present big picture. Gain commitment. Communicate the goal(s). Communicate the expected results. Give pertinent information, such as deadlines.  As needed, teach the person how to perform the task. Include explanation, demonstration, and “teach back,” as needed. Ask for a plan of action. Check for understanding and allow a person to ask questions. Arrange for a meeting to see how it is going. Step Three: Collaborating Review the goal and expected result. Discuss the plan and ways to overcome any possible obstacles. Communicate boundaries. Discuss how/when monitoring will be done. Schedule coaching sessions, if needed. Establish milestone meetings.  Step Four: Supporting Allow the employee the freedom to practice and get up to speed. Check progress. Follow up in a positive manner. Evaluate the need for coaching or other support.  Discuss obstacles and solutions. Offer encouragement and support. Create a relaxed and efficient environment. People make mistakes and produce less when supervision is too close. And constant or too distant. Be realistic and respectful of the time involved.  Step Five: Appreciating Show genuine interest in the results. Give people every opportunity to do a good job and when they do, follow up with compliments. Give credit when credit is due.  Do not accept unfinished, inaccurate, or substandard work. Accept your accountability for unsatisfactory results. Review the delegation process to see what could have been done better. Welcome suggestions and complaints. PERFORMANCE APPRAISAL Definitions All periodic written assessments of job performance measured against responsibilities, goals and tasks, specific duties assigned and agreed to, and identifying strengths and weaknesses demonstrated by employee's potential and training or development needs (United States Office of Personnel Management, 1980). The identification, measurement, and management of human performance in organisations. IMPORTANCE OF PERFORMANCE APPRAISAL 1. Performance appraisals (PA) are essential for the effective management and evaluation of staff. 2. PA help develop individuals, improve organisational performance, and feed into business planning. 3. Annual PAs enable the management and monitoring of standards, the agreement on expectations and objectives, and the Delegation of responsibilities and tasks. IMPORTANCE OF PERFORMANCE APPRAISAL 4. Staff PA also establish individual training needs and enable Organisational training needs analysis and planning. 5. Performance appraisals (PA) generally review each’s performance against objectives and standards For the trading year, as agreed at the previous appraisal meeting. IMPORTANCE OF PERFORMANCE APPRAISAL 9. PAs are also essential for career and succession planning—for individuals, crucial jobs, and the organisation. 10.PAs are essential for staff motivation, attitude and behaviour development, communicating and aligning individual and organisational aims, and fostering positive relationships between management and staff. 11.PAs provide a formal, recorded, regular review of an individual's performance, and a plan for future development. Objectives of Performance Appraisal 1. Improving work performance 2. Administering merit pay 3. Advising employees of work expectations 4. Counseling employees 5. Making promotion decisions 6. Motivating employees 7. Assessing employee potential 8. Identifying Training needs. Making A Success Of Appraisal For appraisal schemes to work effectively, it is necessary to: 1. make sure senior managers are fully committed to the idea; 2. consult managers, employees and trade union representatives about the design and implementation before appraisals are introduced; 3. give appraisers adequate training to ensure fair and objective assessments and compelling appraisal interviews; Making A Success Of Appraisal 4. keep the scheme as simple as possible 5. have written records to provide feedback to employees and to allow more senior managers to monitor the effectiveness of appraisals. 6. focus on the job description for performance and avoid assessing the character of employees. Appraisal Interview Employees should be given adequate notice. Self-assessment form can help them prepare. At least one hour should be set aside for the interview. Seating arrangement should be comfortable and the interview free from interruptions. Appraisal Interview The appraiser should suggest ways in which the employee’s good work can be continued and how he/she can achieve further improvement. Both parties should discuss how far the agreed objectives have been met and agreed on future objectives. The Structure Of The Interview Explain purpose and scope; Discuss job in terms of objectives and demands; Encourage employee to discuss his/her strengths and weaknesses; Discuss how far agreed objectives have been met; Agree future objectives; The Structure Of The Interview Discuss any development needs appropriate to the existing job or the individual's future in the organization e.g., Training, education, work experience; Summaries the plans that are agreed; If there are disagreements explain how the employee can appeal against his/her appraisal making; CHANGE MANAGEMENT INTRODUCTION Is an alteration in the way things get done in the system. alteration in organizational purposes, objectives, strategy, culture, tasks, and activities. It may deal with structure, technology, leadership styles, personality or social systems, compensation methods, or interpersonal functioning. SOURCES OF CHANGE –Internal factors: Change comes from human resource problems and managerial decisions. EXTERNAL FACTORS Political Change Social Factors Economic Forces Technological Change TYPES OF CHANGE 1. Reactive (Unplanned) Change This type of change occurs when action is taken in response to perceived problems, threats or opportunities. Unplanned change often occurs spontaneously or at random. Types of change 2. Proactive (Planned) Change This change involves actions based on a carefully thought-out process that anticipates future difficulties, threats, and opportunities. Planned change is a direct response to a perception of a performance gap – a discrepancy between the desired and The actual state of affairs. Models and dynamics of planned change Change can affect key components of the organisation. Change influences organisations by drastically altering the pattern of interactions and coordination. Leaders need insights into change models to identify effective ways to manage the change process. Models and dynamics of planned change Lewin’s 3-phase process and Kotter’s 8-stages model are very helpful regarding the insights they provide to change managers. Assumptions of change models Five assumptions underlie the two change models: 1. The change process involves learning something new and discontinuing current attitudes, behaviours, or organisational practices. 2. Change will only occur if there is a motivation to change. Assumptions of change models 3. People are at the centre of all organizational changes.Any change requires individuals to change. 4. Resistance to change is found even when goals of change are highly desirable. 5. Effective change requires reinforcing new behaviours, attitudes, and organizational practices. Lewin’s 3-Phase Change Model Lewin suggests that any change effort should be viewed as a three-phase process: unfreezing, changing, and refreezing. 1. Unfreezing This is the stage of preparing a situation for change. It involves disconfirming existing attitudes and behaviours to create a felt need for something new. It is facilitated by environmental pressures, declining performance, recognising a problem, and awareness of a better way. Lewin’s 3-Phase Change Model 2. Changing The transformation stage is where modification of an existing System and introduction of new ones take place. Because change involves learning, this phase entails the provision of new information, new behaviour models, or new ways of looking at things. Lewin’s 3-Phase Change Model Changing cont The purpose is to help the people to learn new concepts or points of view. Role models, mentors, experts, benchmarking results, and training are valuable mechanisms to facilitate change. Lewin’s 3-Phase Change Model 3. Refreezing Change is stabilised during the refreezing by helping the people integrate the changed behaviour or attitude in their normal way of doing things. This is accomplished by first giving them a chance to exhibit the new behaviours or attitudes. Freezing cont Once exhibited, positive reinforcement is used to reinforce the desired change. Additional coaching and modelling are also used at this point to reinforce the stability of the change. Kotter’s Model Kotter recommends that organisations follow eight parallel and sequential steps to overcome these problems. Each step depicted is associated with the eight fundamental flaws that Kotter identifies. These steps also support Lewin’s model for change. The first four steps represent Lewin’s UNFREEZING phase. Steps 5, 6, 7 represent CHANGING, and step 8 corresponds to REFREEZING. Kotter’s model 1. Establish a sense of urgency ◦ Unfreeze the organisation by creating a compelling reason for why the change is needed. 2. Create the guiding coalition ◦ Create a cross-functional, cross-level group of people with enough power to lead the change 3. Develop a vision and strategy ◦ Create a vision and strategic plan to guide the change process Kotter’s model 4. Communicate the change vision ◦ Create and implement a communication strategy that consistently communicates the new vision and strategic plan. 5. Empower broad-based action ◦ Eliminate barriers to change and use target elements to transform the organisation. Encourage risk-taking and create problem-solving. Kotter’s model 6. Create short-term wins ◦ Plan to create short-term wins or improvements. Recognize and reward people who contributed. 7. Consolidate gains and produce more change ◦ The guiding coalition uses credibility from short-term wins to create more change. Additional people are brought into the change process as change cascades through the organisation. Attempts are made to reinvigorate the change process. Kotter’s model 8. Anchor new approaches in the culture ◦ Reinforce the changes by highlighting connections between new behaviours, processes, and organisational success. Develop methods to ensure leadership development and succession Reasons change fail John Kotter believes that change typically fails because senior management commits one or more of the following errors: 1. Failure to establish a sense of urgency about the need for change. 2. Failure to create an influential guiding association responsible for leading and managing the change process. 3. Failure to establish a vision that guides the change process. Reasons change fail 4. Failure to effectively communicate the new vision. 5. Failure to systematically plan for and create short-term wins. Such wins represent the achievement of important results or goals. 6. Declaration of victory too soon. 7. Failure to anchor the changes in the organization’s culture. Resistance to change