Staffing

Definitions
Staffing is the process of ascertaining that adequate numbers and an appropriate mix
of personnel are available to meet daily unit needs and organizational goals.
It is the process of determining and assigning the right personnel with the right
qualifications to the job in a right time to accomplish the purposes of the organization.
ELEMENTS OF STAFFING :
Manpower planning
Job analysis
ecruitment and selection
!raining and "evelopment
#erformance appraisal
Purposes of staffing
$ppropriate numbers and mix of nursing staff
"elivery of effective and efficient nursing care.
Increase productivity.
$void role confusion% communication problems and time waste.
Maintain stability in team wor&.
Main objective of staffing :
!o understand the nature of staffing and how it is a function of all managers in an
organisation.
!o understand manpower planning so that people are available at right time and at
right place
!o understand the issues related to job analysis and the uses for which it is underta&en
Objectives of staffing in nursing
#rovide an all professional nurse staff in critical care units% operating rooms% labour
and emergency room
#rovide sufficient staff to permit a '(' nurse) patient ratio for each shift in every
critical care unit
Staff the general medical% surgical% obstetrics and gynaecology% paediatric and
psychiatric units to achieve a *(' professional) practical nurse ratio
#rovide sufficient nursing staff in general% medical% surgical% obstetrics and
gynaecology% paediatric and psychiatric units to permit a '(+ nurse patient ratio on a
day and afternoon shifts and '(', nurse) patient ratio on night shift.
Involve the heads of the nursing staffs and all nursing personnel in designing the
department-s overall staffing program
Nature of Staffing Function
Staffing is an important managerial function)
Staffing is performed by all managers
Staffing is a continuous activity)
!he basis of staffing function is efficient management of personnels)
Staffing helps in placing right men at the right job.
Principes of staffing
"etermine the number and types of personnel needed to fulfil the philosophy% meet
planning responsibilities% and carryout the chosen patient care management
organization
ecruit% interview% select% and assign personnel based on established job description
performance standards.
.se organizational resources for induction and orientation
$scertain that each employee is adequately socialized to organizational values and
unit norms.
.se creative and flexible scheduling based on patient care needs to increase
productivity and retention
"evelop a program of staff education that will assist employees meeting the goals of
the organization.
"esign a staffing plan that specifies how many nursing personnel in each
classification will be assigned to each nursing unit for each shift and how vacation
and holiday time will be requested and scheduled.
/old each head nurse responsible for translating the department-s master staffing plan
to sequential eight wee&s time schedules for personnel assigned to her0 his unit.
#ost time schedules for all personnel at least eight wee&s in advance.
1mpower the head nurse to adjust wor& schedules for unit nursing personnel to
remedy any staff excess or deficiency caused by census fluctuation or employee
absence
eward employees for long term service by granting individuals special time requests
on the basis of seniority.
Staffing nor!s( 2orms are standards that guide% control% and regulate individuals and
communities.
!he nursing norms are recommended by various committees%
the 2ursing Man #ower 3ommittee%
the /igh)power 3ommittee%
"r. 4ajaj 3ommittee%
and the staff inspection committee%
!2$I and I23
NO"MS OF STAFFING# S I $% staff inspection unit&
!he norms has been recommended ta&ing into account the wor&load projected in the
wards and the other areas of the hospital.
$ll the above committees and the staff inspection unit recommended the norms for
optimum nurse)patient ratio.
Such as ':( for 2on !eaching /ospital and '(+ for the !eaching /ospital.
!he Staff Inspection .nit 5S.I...6 is the unit which has recommended the nursing
norms in the year '77')7*. $s per this S.I... norm the present nurse)patient ratio is
based and practiced in all central government hospitals.
"eco!!en)ations of S*I*$:
!he norm has been recommended ta&ing into
account the wor&load projected in the wards and the other areas of the hospital.
!he posts of nursing sisters and staff nurses have been clubbed together for
calculating the staff entitlement for performing nursing care wor& which the staff
nurse will continue to perform even after she is promoted to the existing scale of
nursing sister.
8ut of the entitlement wor&ed out on the basis of the norms% 9,:posts may be
sanctioned as nursing sister. !his would further improve the existing ratio of '
nursing sister to 9.;. staff nurses fixed by the government in settlement with the "elhi
nurse union in may '77,.
!he assistant nursing superintendent are recommended in the ratio of ' $2S to every
<.+ nursing sisters. !he $2S will perform the duty presently performed by nursing
sisters and perform duty in shift also.
!he posts of "eputy 2ursing Superintendent may continue at the level of ' "2S per
every =.+ $2S
!here will be a post of 2ursing Superintendent for every hospital having *+, or beds.
!here will be a post of ' 3hief 2ursing 8fficer for every hospital having +,, or more
beds.
It is recommended that <+: posts added for the area of 9;+ days wor&ing including
',: leave reserve 5maternity leave% earned leave% and days off as nurses are entitled
for > days off per month and 9 2ational /olidays per year when doing 9 shift duties
T+e Nurse%patient "atio as per t+e nor!s of !2$I an) IN, #T+e In)ian Nursing
,ounci- './0&
!he norms are based on /ospital 4eds.
3hief 2ursing 8fficer (' per +,, beds
2ursing Superintendent (' per <,, beds or above
".2S. (' per 9,, beds and ' additional for evcry *,, beds
$.2.S. (' for ',,)'+, beds or 9)< wards
?ard Sister (' for *+)9, beds or one ward. 9,: leave reserve
Staff 2urse (' for 9 beds in !eaching /ospital in general ward@ ' for + beds in
2on)teaching /ospital A9,: Beave reserve
1xtra 2ursing staff to be provided for departmental research function.
Cor 8#" and 1mergency (' staff nurse for ',, patients 5' ( ',, 6 A 9,: leave
reserve
Cor Intensive 3are unit( 5I.3...6) '(l or 5'(9 for each shift 6 A9,: leave reserve.
It is suggested that for *+, beded hospital there should be 8ne Infection 3ontrol
2urse 5I326.
Cor specialised depertments% such as 8peration !heatre% Babour oom% etc. '(*+
A9,: leave reserve. norms are not based on 2ursing /ours or #atientDs 2eeds here.
Staff rotation 1Staffing Sc+e)ues
,entrai2e) sc+e)uing:
!he schedule done by the upper manager for all nurses in all departments manually or
by computer.
Decentrai2e) sc+e)uing
?hen managers are given authority and assume responsibility% they can staff their
own units through decentralized scheduling*
Sef sc+e)uing
Self scheduling is a system that is coordinated by staff nurses. Staff may negotiate
before and after wor& and during brea& and lunchtime. !hey may also write notes to
each other and ?aite for responses.
Aternating or rotating 3or4 s+ifts
Some nurses may wor& all three shifts within = days.
3reate stress for staff nurses.
4ody rhythms need time to adjust to the discrepancy between the persons activity
cycle and the new demands of the environment. !he ability of the body functions to
adjust varies considerably among individuals. It may ta&e *)9 days to * wee&s for a
person to adjust to a different sleep)wa&e cycle.
Per!anent s+ift
A)vantages:
'. #ermanent shift relieve nurses from stress and health related problems associated
with alternating and rotating shifts.
*. provide social% educational% and psychological advantages.
9. staff can participate in social activities.
<. they can continue their education by planning courses around their wor& schedules.
+. child care arrangement can be stable.
5* fewer health problems and less absenteeism% and turnover
Disa)vantages:
Managers may have difficulty in evaluating the evening and night shifts.
the staff of permanent shift not develop an appreciation for the wor&load or problems
of other shifts.
6oc4- c7cica- sc+e)uing
4loc&% or cyclical% scheduling uses the same schedule repeatedly. !he schedule repeat
itself every ; wee&s.
8ariabe staffing
1ight hour shift in a five day wor& wee&
+)day% <,)hours wor&wee&
!he shift usually =am to 9(9,pm% 9pm to ''(9,pm% and ''pm to =(9, am and a half
hour overlap time between shifts to provide continuity of care.
Ten +our s+ift in Four )a7 3or4 3ee4
!he main problem was fatigue.

T3eve%+our s+ift in seven )a7 3or43ee4
!he better use of personnel lower staffing requirementsE this consequently lowers the
cost per patient day.
Staffing to !eet fuctuation nee)s1 a)just!ent to 3or4oa)
!ransfer staff from a less busy area to the overloaded area.
Foat nurse9
full time staff nurses who are oriented to many areas and li&e the challenge of
different types of patients and settings.
part ti!e staff*
temporary help for the summer to give relief for vacations.
1xternal temporary help agencies are available in some areas.
Factors affecting staffing
Patient factors
. #atient type 5 age % sex% diagnosis6.
. Cluctuation in admission.
. Bength of stay.
. 3omplexity of care.
Staff factors:
. #ersonnel policies 5job % overtime% part time% wor&6.
. 1ducational levels of staff.
. Job description.
. Mar&et competition
Environmental factors
. 2umber of patientsD beds.
. $vailability of supplies and equipments.
. 8rganizational structure.
. Supportive services .
Staffing process
Identify the type and amount of nursing care to be given.
"etermining which categories of nursing personnel should be used to deliver needed
care.
#redicting the number of each category of personnel that will be needed to deliver
care.
Selecting and appointing personnel from available applicants.
ecruit personnel to fill available positions.
$rranging available nursing personnel into desired configurations by shift and unit.
$ssigning responsibilities for patient care.
#erformance appraisal for various staff categories.
3ontinues staff development.
,o!puting nu!ber of nurses re:uire) on a 7ear7 basis
$. Cind out total no. of general nursing hours needed in one year F
$verage patient census x $verage nursing hours per patient for *< hours x days in a
wee& x wee&s in a year
4. Cind out total no. of general nursing hours needed in one year which should be
given by the registered and ancillary nursing personnel.
'. number of nursing hours per year x percent to be given by registered nurses
*. number of nursing hours per year x percent to be given by ancillary nursing
personnel.
3. Cind the number of registered nurses and ancillary nursing personnel required on a
yearly basis
'. egistered nurse hours needed per year divided by hours given per year by one
registered nurse
5hours on duty wee&ly per nurse x wee&s on duty during year per egistered nurse6
*. $ncillary nursing hours needed per year divided by hours given per year by one .
$ncillary nurse
5hours on duty wee&ly per nurse x wee&s on duty during year per $ncillary nurse6
,o!puting nu!ber of nurses re:uire) on a 3ee47 basis
$. Cind out total no. of general nursing hours needed in one wee&F
$verage patient census x $verage nursing hours per patient for *< hours x days in a
wee&
4. Cind out total no. of general nursing hours needed in a wee& which should be given
by the registered and ancillary nursing personnel.
'. number of nursing hours per wee& x percent to be given by registered nurses
*. number of nursing hours per wee& x percent to be given by ancillary nursing
personnel
3. Cind the number of registered nurses and ancillary nursing personnel required on a
wee&ly basis
'. egistered nurse hours needed per wee& divided by hours on duty wee&ly per
egistered nurse
*. $ncillary nursing hours needed per wee& divided by hours on duty wee&ly per
$ncillary nurse
,o!puting nu!ber of nurses re:uire) on a )ai7 basis
$. Cind out the fraction of registered nurse and ancillary nursing personnel regularly
assigned to the unit on a wee&ly basis who are on duty daily.
"ays wor&ing each wee& divided by total days in a wee&
4. Cind the number of registered nurses and ancillary nursing personnel on duty daily
'. number of registered nurses assigned to the unit wee&ly x fraction of registered
nurse on duty daily
*. number of ancillary nursing personnel assigned to the unit wee&ly x fraction of
ancillary nursing personnel on duty daily
STAFF ;ELFA"E
/8.S 8C ?8G
the policy should give direction on
max. no of hours to be wor&ed per wee&
!he no of days off per month
#rocedures to be followed regarding public holidays
hours to be wor&ed on evening and night duty
Teac+ing oa)
!ime for preparation of class and laboratory sessions
Student guidance and counseling
1valuation of student assignment
3ommittee wor&
ecord &eeping
*, hours of formal teaching hours per wee& should not be exceeded
esidence ( $ccommodation facility
Beave
!ime of year during which annual leave may 2ormally be ta&en
/ow much may be ta&en at a time
!he purpose of which the casual or special leave may be granted
#rovision of maternity leave
Atten)ance
3onferences
?or&shops
3ontinuing and in)service education
Sic4ness
?ho is responsible for medical treatment
!he &ind of ward( private% semiprivate0 general
!he financial concession
,oncusion
!he &ey to success of any hospital primarily depends upon its human resource than
any other single factor.
!he core determinants of staffing in the hospital organization are quality% quantity and
utilization of its personnel &eeping in view the structure and process.
!he staffing norms should aim at matching the individual aspiration to the aims and
objectives of the organization.
Perfor!ance Appraisa
5'6 $ccording to E)3in Fippo- H#erformance $ppraisal is the systematic% periodic
and impartial rating of an employeeDs excellence% in matters pertaining to his present
job and his potential for a better job.H
5*6 $ccording to Dae 6eac+- H#erformance $ppraisal is the systematic evaluation of
the individual with regards to his or her performance on the job and his potential for
development.H
,+aracteristics
It is a step by step process
It examine the employee strengths and wea&nesses
Scientific and objective study
8ngoing and continuous process
Secure information for ma&ing correct decisions on employees
Nee)s an) Objectives(
#rovide feedbac& about employees
#rovide database
"iagnose the S @ ? of individuals
#rovide coaching% counseling% career planning to subordinates
"evelop positive relation and reduce grievance
Cacilitates research in personnel management
Purpose 1 $ses
5'6 Identify employees who are eligible for salary increase.
5*6 Ienerate data to ta&e personnel decisions such as promotion% transfer and
termination decision.
596 "etermine the training and development needs of the employees.
5<6 Jalidate the selection process.
+6 !o measure whether standards laid down has been achieved by the employees or
not
5;6 1stimate the future requirement of wor& force.
5=6 /elps to recognise potential of promising employees.
5>6 performance appraisal also helps in motivating employees by providing feed bac&
about their level of performance.
Essentias of an effective appraisa s7ste!
Mutual trust
3lear objectives
Standardizations
!raining
Job relatedness
"ocumentation
Ceedbac& and participation
Individual differences
#ost appraisal review
eview and appeal

<O; OFTEN S<O$LD APP"AISALS 6E DONE=
$nnually
Semi)annually
Kuarterly
Monthly
3ontinuously

;+o Perfor!s t+e Appraisa=
Immediate Supervisor
/igher Management
Self)$ppraisals
#eers 53o)?or&ers6
1valuation !eams
3ustomers
L9;,M $ppraisalsN
APP"AISAL P"O,ESS steps (
1stablish the Standards of #erformance.
3ommunicate these standards to employees.
Measure the actual performance.
3ompare actual performance with the standards established.
"iscussing results
!a&ing corrective standards
In case of variation% initiate corrective action.
3ommunicate the rating to the employee.
"iscuss the feedbac& with the employee.
3onduct post)appraisal Interview.
Initiate corrective action if required.
Met+o)s of Perfor!ance Appraisa: Tra)itiona Met+o)s

5'6 an&ing Method
5*6 #aired 3omparison Method
596Corced "istribution
5<6Corced 3hoice Method
5+6 3hec& Bist Method
5;6 3ritical Incident Method
5=6 Iraphic ating Scale
5>6 1ssay Method
576 Cield eview Method
5',6 3onfidential eport
Methods of #erformance $ppraisal( Modern Methods (
5'6 M48
5*6 4$S
596 $ssessment 3entres
5<6 9;, $ppraisal
5+6 3ost $ccounting Method
#'& Tra)itiona Met+o)s :
!hese methods lay more emphasis on rating of individualsD personality traits% such as
initiative% dependability% drive% creativity% integrity% intelligence% leadership potential%
etc.
#a& "an4ing Met+o) :
. In this method the employee is ran&ed from the highest to the lowest or from best to
the worst.
Paire) ,o!parison Met+o) :
In this method% each employee is compared with the other on one)to)one basis. !his
method ma&es judgement easier as compared to ran&ing method. !he number of
times the employee is rated as better in comparisons with others determines his or her
final ran&ing.
Force) Distribution Met+o)
!his technique was contributed by >osep+ Tiffin* !he method operates under the
assumption that an employeeDs performance can be plotted in a bell)shaped curve.
/ere ',: of the employees are given excellent grade% *,: are given good grade%
<,: are given the average grade% next *,: are given the below average grade and
last ',: are given unsatisfactory grade.
#)& Force) ,+oice Met+o) :
!his method was contributed by >*P* Guifor)* /ere% an evaluator rates an employee
on the basis of a group of statements. !hese statements are a combination of positive
and negative statements and are arranged in bloc&s of two or more. !he rater is
required to identify the most or least descriptive statement pertaining to an employee.
#e& ,+ec4%ist Met+o) :
!he main purpose of this method is to reduce the evaluatorDs burden of rating the
employee. In this method a dichotomous questionnaire is used. $ rater is required to
put a tic& mar& against the respective column.
#f& ,ritica Inci)ent Met+o) :
!his method evaluates an employee on the basis of certain OeventsD or OepisodesD
&nown as critical incident.
Grap+ic or Linear "ating Scae :
/ere the Kuestionnaire consists of more than * answer choices. !he Kuestionnaire
consists of set of questions covering aspects such as(
#i& E!po7ee ,+aracteristics 5includes factors such as initiative% leadership%
dependability% attitude% loyalty% creative ability% analytical ability etc.6
#ii& E!po7ee ,ontribution 5includes factors such as Kuantity and Kuality of wor&%
Specific goals achieved% regularity% attitude and approach towards supervisors and
colleagues% etc.6
#+& Essa7 Met+o) :
In this method% the rater writes a narrative description of an employees strengths%
wea&nesses% past performance% potential and suggestions for improvement.
#i& Fie) "evie3 Met+o) :
If during the appraisal process there are reasons to believe that the employee is given
a higher rating because of rater bias% a review process is initiated. !he review process
is generally conducted by the personnel officer of the / department.
#j& ,onfi)entia "eport :
!his is a traditional method of evaluating an employeeDs performance. It is normally
used in Iovernment departments and small business units. /ere% the evaluation is
done by the immediate boss or supervisor. !he main limitation of this method is the
ratings are generally not discussed with the ratee
Mo)ern Met+o)s :
#a& M6O #Manage!ent b7 Objective or >oint Target Setting& :
$ccording to Ieorge S. 8diorne% M48 can be described as Ha process whereby the
superior and the immediate subordinate of an organisation jointly identify the
common goals% define each individualDs major areas of responsibility in terms of
results expected of him and use these measures as guides for operating the unit and
assessing the contribution of each of its members.H
M48 is used as a performance appraisal technique% as it is easy to measure whether
the stated objectives have been achieved or not.
,ore ,oncepts of M6O
Instead of just a few top)managers% all managers should(
participate in the strategic planning process% in order to improve the implementability
of the plan% and
implement a range of performance systems% designed to help the organization stay on
the right trac&.
Main Principe of M6O
!he principle behind Management by 8bjectives 5M486 is to ma&e sure that
everybody within the organization has a clear understanding of the aims% or
objectives% of that organization% as well as awareness of their own roles and
responsibilities in achieving those aims.
!he complete M48 system is to get managers and empowered employees acting to
implement and achieve their plans% which automatically achieve those of the
organization.
T+e Five%Step M6O Process
T7pes of Objectives
outine objectives
Innovation objectives
Improvement objectives
!he objectives must be(
focused on a result% not an activity
consistent
specific
measurable
related to time
attainable
M6O Strateg7 : T+ree 6asic Parts
$ll individuals within an organization are assigned a special set of objectives that
they try to reach during a normal operating period.
#erformance reviews are conducted periodically to determine how close individuals
are to attaining their objectives.
ewards are given to individuals on the basis of how close they come to reaching
their goals.
M6O A)vantages ? Disa)vantages
A)vantages
M48 programs continually emphasize what should be done in an organization to
achieve organizational goals.
M48 process secures employee commitment to attaining organizational goals.
Disa)vantages
!he development of objectives can be time consuming% leaving both managers and
employees less time in which to do their actual wor&.
!he elaborate written goals% careful communication of goals% and detailed
performance evaluation required in an M48 program increase the volume of
paperwor& in an organization.
#b& 6A"S #6e+avioura7 Anc+ore) "ating Scae& :
In order to overcome the problem of judgmental evaluation% this method was
conceived by some organisations. !his method combines the benefits of 1ssay
Method% 3ritical Incident and ating scales. In this method the employeeDs behaviour
and performance dimensions are analysed and used for evaluating the performance of
the employee.
#c& Assess!ent ,entres :
/ere employees are ta&en to a place away from wor& and a series of tests and
exercises are administered.
Cor example% assesses are as&ed to participate in group exercise and role plays.
#erformance of the employee is evaluated in each of these tests and feedbac& is
provided to the ratee% in terms of strengths and wea&nesses.
#)& (5@o Appraisa Met+o) :
?here multiple raters are involved in evaluating performance% the technique is called
9;,)degree appraisal.
!he 9;,)degree technique is understood as systematic collection of performance data
on an individual or a% group derived from a number of sta&eholdersPthe sta&eholders
being the immediate% team members customers peers and self.
#e& ,ost Accounting Met+o) :
!his method evaluates an employeeDs performance in relation to the contribution of an
employee in monetary terms. /ere the rater evaluates the employee in terms of cost
of retaining the employee and the benefits the organisation derives from him0her. 5'6
3ost of training the employee% $ccidents% damages% errors% spoilage%
wastages% etc.
A)vantages of Perfor!ance Appraisa :
5'& $nalysis of employeeDs strength% wea&nesses
5*6 3areer #lanning
596 Suitable #lacement (
5<6 Self)"evelopment (
5+6 1ffective !raining #rogramme (
5;6 Sound #ersonnel #olicies (
5=6 1mployee Q 1mployer elations
5>6 /igher 1mployee #roductivity (
576 potential human resource planning*
Probe!s in Perfor!ance Appraisa
Appraiser Disco!fort: #erformance appraisal process cuts into manager-s time
1xperience can be unpleasant when employee has not performed well
Lac4 of Objectivit7
In rating scales method% commonly used factors such as attitude% appearance% and
personality are difficult to measure
Cactors may have little to do with employee-s job performance
1mployee appraisal based primarily on personal characteristics may place evaluator
and company in untenable positions
<ao1<orn Error
<ao error % 8ccurs when manager generalizes one positive performance feature or
incident to all aspects of employee performance resulting in higher rating
<orn error % 1valuation error occurs when manager generalizes one negative
performance feature or incident to all aspects of employee performance resulting in
lower rating
Lenienc71Strictness
Beniency ) Iiving undeserved high ratings
Strictness ) 4eing unduly critical of employee-s wor& performance
,entra Ten)enc7
1rror occurs when employees are incorrectly rated near average or middle of scale.
May be encouraged by some rating scale systems requiring evaluator to justify in
writing extremely high or extremely low ratings
"ecent 6e+avior 6ias
1mployee-s behavior often improves and productivity tends to rise several days or
wee&s before scheduled evaluation
8nly natural for rater to remember recent behavior more clearly than actions from
more distant past
Maintaining records of performance
Persona 6ias #Stereot7ping&
Managers allow individual differences such as gender% race or age to affect ratings
they give
1ffects of cultural bias% or stereotyping% can influence appraisals
8ther factors Q 1xample( mild)mannered employees may be appraised more harshly
simply because they do not seriously object to results
Manipuating t+e Evauation
Sometimes% managers control virtually every aspect of appraisal process and are in
position to manipulate system
1xample( ?ant to give pay raise to certain employee. Supervisor may give
employee a undeserved high performance evaluation
E!po7ee AnAiet7
1valuation process may create anxiety for appraised employee
8pportunities for promotion% better wor& assignments% and increased compensation
may hinge on results
Supervision
L?ord supervision derived from two Batin words super and video
super ( above
video( to loo& Boo&ing from above
Margaret ?illiamson
$ process by which wor&ers are helped by a designated staff member to learn
according to their needs% to ma&e the best use of their &nowledge and s&ills and to
improve their abilities so that they do their jobs more effectively and with increasing
satisfaction to themselves and agency.
Objectives of Supervision:
Meeting predetermined wor& objectives.
#romotion of motivation and morale
4ridging the gap between the wor&er-s personal goals and the organizational goals.
1nsuring that the subordinate staff or supervisee does what she is supposed to do.
#romotion of team wor&
Purposes
$chieving aims and objectives
!o set a high standard of quality
!o identify potentials0 strength and wea&ness of individuals
einforcement of strong points and assist individuals to overcome the wea& points
Sharing of experiences
!o build up courage and confidence in individuals
1nable them to become independent
!o provide opportunities for self growth
!o evaluate
!o help subordinates to do their job s&illfully and efficiently
!o promote team wor&
!o bridge the gap between the wor&ers personal goals and the organizational goal
,oncept of supervision
Supervision signifies overseeing the subordinates at wor&.
It is an important part of function of every manager.
It means to see that they are wor&ing according to plan and policies of the
organization and &eeping the time schedule and help them to solve their wor&
problems
Principes of supervision
Supervision should not overburden any individual or group
Supervision should not exert undue pressure
Supervision should be general and not close
Supervision should be professionally and technically competent for his or her success
in career
Supervision calls for good planning and organization
Supervision is a process of cooperation and coordination
Supervision needs to understand the problems and situations
Supervision should create suitable climate for productive 3or4
Supervisors should communicate with wor&ers freely for their effective Supervision
Supervisors should have the capacity to influence downwards depends on capacity to
influence upwards
Supervision should give autonomy to wor&ers depending upon personalities%
expertise% capabilities% &nowledge% competence% experience and characteristics
Supervision should encourage innovation allowing free flow of ideas and share
positive experiences of personnel
Supervision should ensure staff development
Supervisors are always accountable for the performance of their subordinates
Supervision should be a teaching learning process
Supervisors are required to help the wor&ers develop the right attitude
Supervision should provide necessary counseling guidance and training to staff
Supervision should provide good leadership
Buaities of goo) supervisor
$ supervisor must have something to give which is greater than that which is
possessed by the individuals whom she is supervising
$ good supervisor inspires confidence by her ability and her high expectation
$ good supervisor has enthusiasm
$pproachable
Is a leader
$ good supervisor is fair
$ good supervisor has infinite patience and hope
$ good supervisor able to loo& at herself objectively
!horoughness% 1motional control
Sharing ability
Functions of supervisor
$dministrative
1ducative
3ommunicative
1valuative
A)!inistrative
$ssessment of wor&load
$ssignment of duty
Rpreparing duty roster
Identify the needs for supplies and equipments
Identify the problems faced by the staff and offers help to overcome the problems
E)ucative
#lan and conduct in service education
1nsure staff development
!eaching the subordinates by sharing &nowledge and providing technical guidance
Steps in supervision
"efinition of the job to be done
Selection and organization of supervisor activities
$nticipation of difficulties
1stablishment of criteria for evaluation
T7pes of supervision
!echnical Js. creative supervision
Scientific Js. Intuitive supervision
3ooperative Js. authoritarian
Met+o)s of supervision
"irect
Indirect
Met+o)s of Supervision:%%in <ospita
S "irect method
S is based on observation on the spot% which is mostly used in hospitals.
S Indirect methods
S are based on reports and records maintained by staff% individual conferences or
tal&s% staff meetings and performance during some training sessionE patient-s%
physician-s and patient-s relatives opinion is also used by a supervisor in a
hospital
S In t+e +ospita settings t+ese incu)e: :
#atient-s records and reports% #atient-s history sheets% treatment records% results of
investigations and diagnostic procedures.
S Maintenance of ( general order boo& % round boo&s% #rocedure manuals
S medicine ledger boo& % dangerous drug record and registers.
S 2ursing care plans 2urse-s notes % 3all boo&s % $dmission and discharge %
registers% death registers Indent requisition registers for drugs and supplies
S 8ther records available in special settings
In t+e ,o!!unit7 Settings incu)e:
/ome Jisiting( /ome visiting along with the staff is one of the best ways in
supervision.
!he purpose of visit is to help and guide the staffE
the frequency of visit will depend on the need of the individual% or the request
from individual or the amount of time available for visiting.
"uring home visiting the supervisor is expected to ma&e observations on()) !he
approach to the family%
!he action ta&en by the nurse to meet the problem%
Standing orders are observed adequately
!he response of the health teaching did previously%
!he plan made with the family about further course of action%
!he nursing technique followed% and ?hether all aspects of the health problem
dealt or not.
S Tec+ni:ues of Supervision :
Jaries from individual to individual
S !he technique used for supervising graduate staff nurses differ from those used
for supervising graduate staff nurses differ from those used for student nurses.
S Similarly techniques for senior students vary from those used for young students.
S
Tec+ni:ues of Supervision: :
S 8bservation 1g . ?ard rounds Interview and questioning
S #erformance evaluation) self evaluation% peer evaluation% supervisor-s evaluation%
evaluation by general public.
S Jerbal and written reports Qanecdotal reports% critical incident reports%
confidential reports etc.
S 8rientation and guided experience
S Manuals and protocols
S In service education program
S 3ontinuing education
S Iroup conference
S Individual conference
S Initial conference
S 3ontrol of early experience
S Incidental teaching
S Tec+ni:ues for Supervision of Gra)uate Staff Nurse: :
8bservation 1g . ?ard rounds Interview and questioning
S #erformance evaluation) self evaluation% peer evaluation% supervisor-s evaluation%
evaluation by general public.
S Jerbal and written reports Qanecdotal reports% critical incident reports%
confidential reports etc.
S 8rientation and guided experience
S Manuals and protocols
S In service education program
S 3ontinuing education
S participation of the staff nurse
S Iroup conferences with staff nurses
S Individual conferences
S $necdotal records
S Supervision of stu)ents :
S 8bservation 1g . ?ard rounds Interview and questioning
S #erformance evaluation) self evaluation% peer evaluation% supervisor-s evaluation%
evaluation by general public.
S Jerbal and written reports Qanecdotal reports% critical incident reports%
confidential reports etc.
S 8rientation and guided experience
S Manuals and protocols
S Initial conference
S 3ontrol of early experiences
S $ssistance with bedside care
S eassurance:
S Individual conferences
S TOOLS of Supervision :
3hec&)list
S ating Scales
S 2urses- eports .
S 2ursing ounds 5Supervisory ounds
S St7es of Supervision :
!as& 3enteredP the tas& more than the performer whom she0he supervise.
S 1mployee centered supervisorPpeople oriented% they believe concern for the
staff% their needs and welfare
T+e organi2ation benefits fro! supervision
( supports innovation% experimentation and ris& ta&ing
develops relationships e.g. between managers and staff
develops mutual understanding and positively influences team relationships as trust
and openness are established
assures high quality 0 improving services to clients and safeguards standards
Staff benefit fro! supervision
learn and develop improved wor&ing practices% s&ills% &nowledge and values by
developing s&ills of reflection% creative thin&ing% problem solving and learning from
mista&es and successes
Motivated and empowered
Supported and encouraged
"evelop critical evaluation s&ills
"evelop self awareness e.g. strengths% personal style preferences
Identify and understand own development needs and how to address them
"evelop confidence
"evelop strategies for change
T7pes of Supervisor7 S4is
!echnical s&ills
/uman relation s&ills
3onceptual s&ills
"ecision)ma&ing s&ills
Functions of Supervisors
#lanning
8rganizing
Staffing
Beading
3ontrolling
"esponsibiities of Supervisors
ecognize the talents of each subordinate.
S Share your vision of where the organization wants to go.
S !reat employees with dignity and respect.
S 3onduct necessary meetings efficiently and ensure they accomplish their intended tas&s.
S Geep your staff informed and up to date.
4e accessible to those under your supervision.
S 3onduct periodic evaluations of your group-s progress.
S #rovide an opportunity for employees to evaluate you.
S #raise your staff for their accomplishments.
S Geep in touch with your industry.
S 4e able to perform the duties of those you supervise
Outco!e of t+e goo) supervision
#atient Satisfaction
#ersonnel stimulation
Increased morale and wor&man ship
"ecreased !urn out
"evelopment and promotion
$dministrative gains
#ublic endorsement and support
Irowth of the supervisor and of supervision
,ON,L$SION
Supervision is a co)operative process that has for its objective the improvement of
nursing service. !o achieve these objectives there are different methods and techniques to
be used as a supervisors. !he techniques may vary for person to person depending on
his0her abilities% potentialities and experience in nursing services.
Staff Deveop!ent
Staff development includes all training and education underta&en by an employer
to improve the occupational and personal &nowledge% s&ills% and attitudes of employment.
Staff development activities are defined by the following concepts( competence%
interests needs and learning.
,o!petence: is a state of possessing qualities that are required for a particular role or
tas&.
l Interest( Is inclination that causes an individual to be attracted to certain
objects% events or persons% with the result that the individual see&s experience that favor
development.
* A nee)( is a lac&% tension% desire% or demand that implies% a person to specific behavior.
$n educational need is a measurable discrepancy between a nurse-s actual job
competence and a desired competence level.
.Learning: consists of desirable behavior change that results from a prescribed
experiences.

Goas:
'. $ssist each employee 5nurse6 to improve performance in his0her position.
*. $ssist each employee 5nurse6 to acquire personal and professional abilities that
maximize the possibility of career advancement.
Objectives:
!o increase employee productivity.
!o ensure safe and effective patient care by nurses.
!o ensure satisfactory job performance by personnel.
!o orient the personnel to care objectives% job duties% personnel policies% and
agency regulations.
!o assist the employees to fulfill the requirements of registration authorities
5accreditation and licensing bodies6.
!o help employees cope with new practice role.
/elp nurses to close the gap between present abilities and the scientific basis for
nursing practice that is broadening through research.
help employees cope with new practice role.
help nurses to close the gap between present abilities and the scientific basis for
nursing practice that is broadening through research.
Nee)s for staff Deveop!ent:
social change and scientific advancement in the field of science li&e medical
science and technology.
to provide the opportunity for nurses to continually acquire and implement the
&nowledge% s&ills% attitudes% ideals and valued essentials for the maintenance of
high quality of nursing care.
$s part of an individualDs long)term career growth.
!o add or improve s&ills needed in the short term
4eing necessary to fill gap in the past performance
!o change or correct long)held attitudes of employee
T7pes of staff )eveop!ent progra!e
individual training orientation procedures
in)service education
continuing education @
specific education programmes as
T supervisory training
T management training
T organization development.
T7pes an) )escription of staff )eveop!ent
'* In)ivi)ua training: is a brief 5*)9 days6 standardized indoctrination to agency
philosophy% purposes% administration% programs% policies and regulations that is given to
every wor&er during the first two to three days of employment to foster quic&
identification with agency.
Orientation:
) Most common form S".
) !he purpose is to prepare the employees to function effectively in the position for
which he or she was appointed.
*. In%service e)ucation( It is designed to &eep the employee-s job &nowledge and s&ills
up to date in pace with current job demands.
TIenerally% in)service education are designed to inform employees about new patient
care procedures% new diagnostic or treatment techniques proper 3are and operation of
equipment changed function of agency personnel and new agency services.
(*,ontinuing e)ucation: includes all planned learning that is intended to increase
wor&er &nowledge or s&ill beyond needed for satisfactory performance in present
position.
3ontinuing education is given for ')'+ days.
C*Manage!ent training:
Staff development is needed by managers at all hierarchical levels.
1nhancing the management s&ills of the first Q level nurse manager will produce
the greatest improvement in patient services.
Organi2ationa )eveop!ent(
"efinition( Method for improving the processes by which employees relate to
each other and wor& together to realize organizational goals.
8" activities include() role clarification% process consultation team building s&ill
training and management by objectives.
It is often directed by an external consultant% who is brought in by top
management to weld several independent administrator into a management team
It also help them to form management goals% ran& them according to priority and
use resources effectively in pursuit of those goals.
In%Service E)ucation
In service education is a planned educational experience provided in the job
setting and closely identified with services in order to help person perform more
effectively as a person and as a wor&er.
,+aracteristics of an In%Service E)ucation Progra!!e=
l Is provided within the job setting.
l Cocuses on efficiency and quality of services for which personnel needs are
determined Is closely related and identified with service components and
l Is developed around the areas of personnel needs% determined in respect of the job
and the tas&s to be performed.
l Is planned and ongoing.
l $dapts to the needs of the ever)expanding demands of scientific% technological
and medical development in respect to patient care services and treatment.
;+7 s+ou) t+ere be an In%Service E)ucation Progra!!e=
l !he health care institutions ensure returns for the money they spend towards
salary of health care providers by constantly maintaining and upgrading the services
rendered by them. It thus becomes cost effective and therefore an investment.
l "evelopment of potentials and capacity building of the employees are ensured.
l #ersonnel are brought to a pea& of productivity within a short time.
l !he employees have a greater job satisfaction.
l !he employees develop a willingness to learn while wor&ing.
l 2ecessary changes can be brought about with active participation from the
employees.
<o3 s+ou) In%service E)ucation for <ospita Nursing Personne be Deveope)U
!he should be developed in respect of the needs of the hospital 2ursing personnel. !hese
needs may broadly be classified as under(
l 2eed for introduction to their jobs Q routine% expanding% new% higher% complicated%
complex and sophisticated.
l 2eed for development of manual% behavioural% and communication s&ills essential
for execution of their jobs.
l 2eed for development of leadership% decision)ma&ing and managerial s&ills.
l 2eed for development of analytical and innovative thin&ing for investigating the
potentialities and efficacy of their jobs.
Different Areas of In%Service E)ucation Progra!!es
!hese areas are:
8rientation
S&ill training
Beadership and management development training and
8n the job training
Orientation Progra!!e:

!he process of creating awareness with an individual
of his0her roles% responsibilities and relationships in the new wor& situation
It is that component of the staff development programme% which introduces(
5i6 $ new employee to his or her job setting so that he0she is aware of his0her job
responsibilities and expectations.
5ii6 $ present employee to the job responsibilities of his0her expanded0enriched role.
5iii6 !he old employees to the policy changes.
EAa!pes in Nursing setting:
?hen a freshly qualified 2urse join hospital.
?hen a qualified 2urse joins a hospital on leaving another health deputation.
?hen Staff 2urses are assigned a with commensurate authority. Cor example
monitoring fluid and electrolyte balance of patients which was earlier an assigned
responsibly of doctors in a particular hospital% has now become the Staff 2urses-
responsibility.
8rientation also includes familiarizing the employees to their new roles. Cor
example when a Staff 2urse of the hospital is promoted to that of a ward sister or night
supervisor within the hospital% or $ 2urse teacher is appointed as a 2ursing educational
administrator.
8rientation becomes equally essential when a new unit is opened within the
hospital or
when a new sophisticated bio)medical equipment is being put to use for the first
time or
when the present health professionals are going to be assigned additional
responsibilities requiring additional and new s&ills.
8rientation to the newly opened dialysis unit within the hospital% giving
orientation to the existing staff when &idney transplant starts in the nephrology
department of a hospital and 2urses are expected to handle &idney donors and related
matters this type of orientation.
I!portance of orientation progra!!e:
$n orientation programme is necessary as it(
#rovides essential% relevant and necessary information to a new employee%
promotee% transferee or an old employee requiring refreshing of &nowledge.
/elps employee to gain confidence% which in turn leads to patients- confidence in
new employee.
Bessens the time for the employee to learn about new situations related to his0her
job setting.
/elps the new employee to develop a sense of belonging to the institution and the
2ursing fraternity.
It provides correct information to the employee in respect of the organization.
2ursing service department unit setting and the position in which he0she will have to
wor&.
1liminates
Bearning by trial and error.
#assing of incorrect information by old employees and peers
educes misinterpretation
Mista&es and confusion%$pprehension.
/elps new employee in solving initial problems and adjust to new situations.
$cquaints her with personnel services readily available within the institution.
/elps in promoting the group to accept the new employee.
$ssists the 2ursing Service 0 In)service ' /" authorities in learning about the
employee-s attitude% s&ill% &nowledge base% Jalues% personality% strong and wea& points
and training needs.
,ontent of an orientation progra!!e
$ broad outline of the content of an orientation programme is presented below.
!he employee should be introduced to(
!he organization and its environment
/ospital
Support services including blood ban&% diet &itchen% laundry etc.
esidential accommodation
3ommunity settings
#ersonnel services available
Special features
8rganization-s philosophy and objections
Safety programmes
ii6 #olicies% ules and egulations related to(
/ospital
2ursing service department
2ursing unit
2ursing team
Meals% uniform% use of facilities
2ursing activities
/ours of duty% off% leave% vacation% sic&ness% absence% relieving duty etc.
emuneration
1mergencies
esidence
Begal and ethical issues
3hannels or communication
ecords and reports
iii6 #ersonnel
$dministrators
2urse educators
3o)wor&ers% doctors and others
/ealth team members
8ther significant personnel
Subordinates
iv "etails of 2ursing services to be rendered
- Morning
- 1vening
- 2ight
1mergency% casualty and specialty services
v. Cunctions to be underta&en
Job description
Job responsibilities% including teaching% administrative and nursing
responsibilities.
!as& responsibilities
3hannels of communication and accountability
Job safety requirements
1mergency service functions.
ecords% reports
Supervision and evaluation
1xpected standards of care
S4i training progra!
It refers to that area of in)service education program that is concerned with
developing expert technical or manual s&ills% communication% and other behaviour s&ills
associated with one-s job.
Objectives of S4i Training
!he main objectives areE
#roviding safe care to indoor and outdoor patients by &nowledgeable 2ursing
personnel capable of Lperforming correct methods and procedures with understanding of
underlying principlesN.
Minimization of passing on and perpetuation of wrong methods and procedures
from older 2urses to the younger ones.
Culfilling the established standards of quality of 2ursing care services.
Costering job satisfaction
eduction of friction among team members.
Minimization of need for direct supervision of employees.
,ontents of S4i Training
In s&ill analysis two types of information is required(
!he important steps involved in carrying out the s&ill
Gey points of the action.
!eaching guides for teaching technical 0 manual and behavioural s&ills are
designed and developed based on the findings of s&ill analysis.
Lea)ers+ip an) Manage!ent Deveop!ent Progra!!es
Beadership and management development will be discussed ta&ing into consideration the
aspect of preparing leaders and managers beyond the hospital or institutional level
because of its crucial importance in 2ursing.
Nee):
!he profound changes in the present day health care services% have in its wa&e brought in(
Irowing complexities
Sophisticated therapy and management
Shift of emphasis with a corresponding change in approach in the delivery of the
health care services.
Objectives of Lea)ers+ip an) Manage!ent Deveop!ent
$t the institutional levelE
Beadership and management development programme help in.
"ecentralizing leadership and management competency and spreading this among
the 2ursing personnel)at all levels.
.nderstanding about the importance of delegation of authority.
#romoting good morale among the 2ursing administration personnel which in
turn permeates among the 2ursing personnel leading to good staff morale.
#reventing costly turnovers in top 2ursing positions
ii6 $t the regional and national levels(
Beadership and management development programme will enable the target
2ursing group inE
#lanning for effective changes in 2ursing practice in time with the increasing
changes in the health care services.
"eciding on effective strategies for necessary changes.
.sing effective strategies in management of various 2ursing situations.
#resenting the point of view of 2ursing and 2urses in different form and
presenting the right image of 2ursing before the public.
4uilding a vision of 2ursing in the days to come.
esolving conflicts and negotiating conflicts.
,ontent an) Met+o)s of Lea)ers+ip an) Manage!ent Deveop!ent Progra!!e
#olitical issues
economic principles%
legal constraints
cultural determinants of behaviourE
trade unionism%
employment practicesE
Beadership statusE assertivenessE
decision ma&ing%
communication technique
inter viewing s&illsE
performance appraisalE
management of change and conflictE
report writingE
statistical analysisE
labour)contract
group dynamics
On t+e job training
Is also referred to as L/ands on trainingN and L8n the job trainingN
$s the term implies it involves teaching learning as one performs a tas& related and
inherent in his0her job0so. It is focused around the tas&s underta&en by individuals. In
this case by the 2urses in the course of their day)to)day 2ursing care services. !hus on
the job training ta&es place(
$t individual levels according to his0her learning needs with reference to
particular tas&s 5job related6.
?ith guidance from experts in the respective fields 0 areas and in performance of
the concerned tas&s with help of training.
It is thus a continuation from orientation and s&ill training.
Collowing of illustrate this feature.
4efore posting a group of Staff 2urses to the paediatric ward they are given an
orientation% they underta&e s&ill training in specific paediatric and neonatal 2ursing
procedures li&e neonatal resuscitation% neonatal feeding% administration of fluid and
electrolytes to children etc. 8n the job training and learning will begin when they are
posted to the paediatric ward and start ta&ing care of the neonates and the children.
Objectives of On%t+e%job Training 1 Learning
8n the job training 0 learning helps in(
Maintaining the quality of 2ursing services rendered.
1nsuring safety to clients.
"eveloping confidence in performance of various job related tas&s.
"evelops mastery in performance of tas& and consequent expertise %
Self directed learning.
,ontent of On t+e job training
!he content depends again on the learning needs of practicing 2urses in relation to the
tas&s being performed by them in particular job settings%
for instance 2urses may need to reinforce their &nowledge and s&ills in neonatal and
paediatric.
Bife support measures 52BS and #BS6 in the paediatric ward%
the need is for expertise in 3# in a coronary care unit
the need may be in gaining expertise in conducting immunisation % cold chain
maintenance%
s&ill in administering intra)dermal injections etc.
!hese have to be in relation to the latest trends @ practices.
<o3 is on t+e job Training con)ucte)=
It is conducted in the job settings encouraging self)directed learning under the
supervised guidance of concerned experts. /ere the job related learning ta&es place by
doing all tas&s in the right manner consistently @ constantly% see&ing assistance as @
when necessary.
!eaching 0 training guides may also be developed to support activity and tas&
based on the job training and learning. !hese guides are prepared on the basis of the
various tas&s to be performed by the 2urses in order to support the tas&)based learning.
,ontinuing e)ucation
is all the learning activities that occur after an individual has completed his basic
education ) cooper
!he education which builds a previous education is called continues education )Shannon
Ai!s of continuing e)ucation
'.Improvement of professional practice
*.!o motivate the staff to see& the latest &nowledge
9.!o &eep the nurses with the latest development of technologies
<.It develops interest% job satisfaction and confidence
Purpose of continuing e)ucation
1nable a wor&er to move from satisfactory to excellent performance
#rovides exposure to new concepts% procedural refinements% innovative product
applications% or acquisition of increased expertise
1nsure professional development
Increase ability in order to solve the problem in a clinical teaching0
administrative area.
Improve the ability to communicate or participate in research wor&
Nee) of continuing e)ucation
!o ensure safe and effective nursing care
3hanging health care delivery system%
"evelopment of nurses by updating their &nowledge
Cor career advancement
#rofessional are altered as society changes and as technologies emerge
!o acquire specialized s&ill for professional
#roblem solving.
#roblem solving( is the process of ta&ing corrective action in order to meet
objectives.
Defining ;or4 Probe!s
.ndesired % unplanned situations
8bstacles that slow down achieving goals
Inevitable in day to day wor&
,auses of ;or4 Probe!s
2egligence of rules and regulations
Ignorance of the presence of rules and regulations
Improper organizing and planning wor&
.nexpected events
,auses of ;or4 Probe!s
Man% Machine% Methods% Materials
#rincipals 8f #roblem Solving
$void the Hright0wrongH or Hassigning blameH paradigm
3onvey respect for the other person
.nderta&e to solve the problem together
Cocus on the problem first% then loo& for solutions

Steps to Probe!%soving
?ho owns the problemU
?ho is involvedU
?ho is being affected by itU
Probe!%Soving Steps:
"efine the problem
Iather information
"evelop alternatives
?eigh alternatives
Select the best alternative
Implement the solution
Monitor progress and follow up
Step ': Define t+e probe! an) ana72e t+e situation
Define t+e probe!
(with input from yourself and others)
) ?hat is it that ma&es you thin& thereDs a problemU
) ?here is it happeningU
/ow is it happeningU ) ?hen is it happeningU
) ?ith whom is it happeningU
) ?rite down a five)sentence description of the
problem
3onsider these questions(
?hat is the problemU
Is it my problemU
3an I solve itU Is it worth solvingU
Is this the real problem% or merely a symptom of a larger oneU
If this is an old problem% whatDs wrong with the previous solutionU
"oes it need an immediate solution% or can it waitU
Is it li&ely to go away by itselfU
3an I ris& ignoring itU
"oes the problem have ethical dimensionsU
?hat conditions must the solution satisfyU
?ill the solution affect something that must remain unchangedU
Gat+ering Infor!ation EAporation of t+e Probe!
.
!his is the initial activity of decision)ma&ing in which thin& about all of the
possibilities related to the problem and the decision.
Iatther Information(( from whereVV
Cacts @ data
esearch.
esults from experimentation and studies.
Interviews of HexpertsH and trusted sources.
8bserved events% past or present% either personally observed or reported
4oundaries % 4oundaries 0 constraints of the situation that are difficult to change.
1.g.% lac& of funds or other resources.
If a solution is surrounded by too many constraints% the constraints themselves
may be the problem.
8pinions and $ssumptions
S 8pinions of decision ma&ers% committees or groups% or other powerful groups will be
important to the success of the decision.
S It is important to recognize truth% bias% or prejudice in the opinion
I)entification of Feasibe Aternatives
$lternatives( 8ptional courses of action from which a decision ma&er is expected
to choose that are obtained from memory% research and development%.
$lternatives differ in their nature or character% not only in quantitative details. If $
is selected% 4 cannot be chosen.
Boo& at the problems in different ways
2eeded more information..
$re new solutions..
3an be combined or eliminated..
?ill meet opposition..
Seem promising or exciting..
3an be combined or eliminated
!he manager must identify all wor&able alternative solutions for resolving the
problem.
?or&able prevents alternative solutions that are too expensive% too time)consuming% or
too elaborate.
;eig+ Aternatives
I.e.% evaluate them without prejudice%%
3onsider all criteria while a suitable solution may solve the problem%% it may not
wor& if resources arenDt available%% if people wonDt accept it%% or if it causes new
problems
,+oose T+e Most Desirabe Aternative
!he number and quality of alternatives depend largely on the creativity and
productivity of managers and their staff.
Manager could assess the potential consequences of each alternative .
.ncertainty is a state in which the decision)ma&er judges the different possible
outcomes of each alternative but lac&s any feeling for their probabilities of
success.
"onDt consider any alternative as Hperfect solution..-
3onsider your intuition% 5inner feelings6 in deciding on a course of action
eturn to a trusted outsider.
3ompromise when you have a full grasp of the problem% and your alternatives
I!pe!ent t+e soution
"evelop an implementation plan
'. Step)by)step process or actions for solving the problem.
*. 3ommunications strategy for notifying sta&eholders.
9. ?here important or necessary% inform those who care for you and0or will be
affected by the change. #repare them as necessary about your decision.
<. esource identification0allocation.
+. !imeline for implementationn
Monitor progress
Successful implementation will be only if monitoring is running%%
If results are not that expect% options and alternatives must be revised..
;+at S4is Do Dou $se In Probe! Soving=
$nalytical s&ills
"ecision ma&ing
3ollecting information
#lanning
Lea)ers+ip
Lea)ers+ip is t+e process of infuencing t+e be+avior of ot+ers to3ar)s t+e
acco!pis+!ent of goas in a given situation*
T+e process b7 3+ic+ a person !otivates an) gui)es t+e group to3ar)s a
visuai2e) goa
is a process 3+ereb7 an in)ivi)ua infuences a group of in)ivi)uas to
ac+ieve a co!!on goa
=
ea)ers+ip
Leadership Qualities
$bility to communicate
Boyalty
Judgement
Selflessness
#roblem solving capacity
8penness to change
"istant vision and close focus
4alance
Ways to develop Leadership Qualities
Bearn to thin& more critically
"o more to enthuse your team
Ma&e your goals and future vision attractive and attainable
Bearn to communicate clearly
Improve your spea&ing s&ills
8rganize and allocate wor&flow
Ma&e sure wor& is done correctly and on time
Cind better ways to do things
1ncourage progress and recognize efforts
!ry to match individual s&ills and wor&
4uild team spirit
1ncourage people to wor& cooperatively
ecognize success and learn from failure
!rust your subordinates
Lea)ers+ip Traits
Intelligence
More intelligent than non)leaders
Gnowledge
4eing able to get things done
P+7sica
DoesnEt see to be correate)
Personait7
Jerbal facility
/onesty
Initiative
$ggressive
Self)confident
$mbitious
8riginality
Sociability
$daptability
Lea)ers+ip St7es
$utocratic 5$uthoritarian6
4ureaucratic
"emocratic
3oercive
!ransactional
!ransformational
Baissez)Caire
Autocratic (Authoritarian)
Manager retains power 5classical approach6
Manager is decision)ma&ing authority
Manager does not consult employees for input
Subordinates expected to obey orders without explanations
Motivation provided through structured rewards and punishments
When to use Autocratic
2ew% untrained employees
1mployees do not respond to any other leadership style
/igh)volume production needs
Bimited time for decision ma&ing
Manager-s power is challenged by an employee
6ureaucratic
Manager manages Lby the boo&W
1verything must be done according to procedure or policy
If it isn-t covered by the boo&% the manager refers to the next level above him or her
#olice officer more than leader
When to use Bureaucratic
#erforming routine tas&s
2eed for standards0procedures
.se of dangerous or delicate equipment
Safety or security training being conducted
!as&s that require handling cash
De!ocratic
8ften referred to as participative style
Geeps employees informed
Shares decision ma&ing and problem solving responsibilities
Iathers information from staff members before ma&ing decisions
/elp employees evaluate their own performance
$llows employees to establish goals
1ncourages employees to grow on the job and be promoted
ecognizes and encourages achievement
3an produce high quality and high quantity wor& for long periods of time
When to use Democratic
!o &eep employees informed
!o encourage employees to share in decision)ma&ing and problem)solving
!o provide opportunities for employees to develop a high sense of personal growth and
job satisfaction
3omplex problems that require a lots of input
!o encourage team building and participation.
T+e ear of t+e ea)er !ust ring 3it+ t+e voices of t+e peope*
,oercive
#ower from a person-s authority to punish
Most obvious types of power a leader has.
When to use Coercive
!o meet very short term goals
?hen left with no other choice
In times of crisis
Transactiona
Motivate followers by appealing to their own self)interest
Motivate by the exchange process.
1X( business owners exchange status and wages for the wor& effort of the employee.
Cocuses on the accomplishment of tas&s @ good wor&er relationships in exchange for
desirable rewards.
1ncourage leader to adapt their style and behavior to meet expectations of followers
?hen to use !ransactional
Beader wants to be in control
?hen there are approaching deadlines that must be met
elationship is short term
$ esult of the Beadership ?e Gnew...
L?e made wor&ers into robotsE we made them into machinesY
...2ow% we want them to become a different &ind of person( to come up with new ideas.N
>ac4 S!it+- ,EO- Genera Motors
Transfor!ationa
3harismatic and visionary
Inspire followers to transcend their self)interest for the organization
$ppeal to followersD ideals and values
Inspire followers to thin& about problems in new or different ways
3ommon strategies used to influence followers include vision and framing
.
Instils feelings of confidence% admiration and commitment
Stimulates followers intellectually% arousing them to develop new ways to thin& about
problems.
.ses contingent rewards to positively reinforce desirable performances
Clexible and innovative.
?hen leaders want members to be an active part of the organization and have ownership
to it
?hen leaders are building a sense of purpose
?hen the organization has a long term plan
?hen people need to be motivated
Laisse2%Faire
$lso &nown as the Lhands)offW style
Bittle or no direction
Iives followers as much freedom as possible
$ll authority or power is given to the followers
Collowers must determine goals% ma&e decisions% and resolve problems on their own.
When to use Laisse!"aire
1mployees are highly s&illed% experienced% and educated
1mployees have pride in their wor& and the drive to do it successfully on their own
8utside experts% such as staff specialists or consultants are being used
1mployees are trustworthy and experienced