Professional Documents
Culture Documents
Lesson 1: Leadership
to go before or with to show the way and to influence or induce --- Webster a social relationship in which one party has greater ability to direct and motivate the behaviour of another than to be influenced by him --- Gillies
Leadership Activities
A) Directing or pointing the way; B) Supervising or overseeing the action; C) Coordinating, or synthesizing the efforts of several individuals.
Leadership Styles:
Autocratic
Democratic Participative Laissez faire
Direction
first of the major activities of the leadermanager To direct activities of the employees, the leader manager may use assignments, orders, specifications, procedures, rules, regulations, standards, opinions, suggestions, or questions.
Supervision (Overseeing)
second major leadership activity of the manager Supervising consists of inspecting the work of another, evaluating the adequacy of performance, and either approving or correcting it
Utilization of resources
Coordination
third type of leadership activity Coordination consists of activities by the supervisor that integrate subordinates work activities and efforts and allows them to work harmoniously coordination is becoming more and more important in ensuring effective patient care ---Gillies
The usual methods for transmitting information within the work group are:
face-to-face conversations Memoranda Posters and
position papers
Power Principles
anyone who fails to increase his power automatically decreases it use any means of control that can effectively manipulate circumstances in her favour total commitment to ones goals Restraint is needed to ensure the most effective use of power
Problem-Solving Methods
trial and error scientific experimentation multistage situation critique
Principles of Problem-Solving
Separate big from little problems, use policy to resolve smaller problems, and conserve expensive managerial time for handling major problems confronting the work force. Delegate smaller problems to subordinates
The manager should consult as necessary with experts inside and outside the institution
Principles of Problem-Solving
Be relaxed and calmed Perfection is impossible
When interviewing the patients and personnel to obtain information for problem definition, the manager should keep in mind the following guidelines:
Ask questions that do not commit the respondent to a particular position relative to the problem solution. Invite respondents to describe rather than to evaluate situations, events and actions.
Stimulate respondents to answer questions from a subjective standpoint, so as to reveal feelings and attitudes that may have a bearing on problem generation or solution. Show attention to and respect for the respondents reactions to questions through active listening, nonjudgmental rephrasing, and accurate summarization.
Types of Decisions:
Strategic Administrative Operational
Decision strategy
Optimizing strategy Satisficing strategy Opportunistic strategy
Do-nothing strategy
Strategy of solving for the critical limiting factor
Decision strategy
The maximax strategy The maximim strategy The strategy of mini-regret
Five Methods:
Autocratic I Autocratic II Consultive I
Consultive II
Group II
Lesson 5: CHANGE
To continue to survive and to grow one has to change Change is inevitable and the only thing in this life that does not change
Change is both content and process. It applies both to an altered future state or significant departure from the status quo and as process of moving from one system to another --- Gillies
Change
Accidental change
homeostatic or reactive, it occurs in response to an outside stimulus of some kind and is directed toward reestablishing balance between the system and its environment
Planned change is the result of a conscious, deliberate, collaborative effort that is intended to improve the operation of a system and to facilitate acceptance of that improvement by involved parties
Refreezing the forces that will stabilize the new system by integrating it into organizational routines.
Change
First level change is change in the agent of change herself. The second level change is one in which the altered behavior of the change agent results in behavioral changes in others. Third level change consists of more complicated alternations that affect the whole organization or department.
When there are serious deterrents to change it is not advisable to initiate change effort. Here are some examples:
The organization has as a long history of unresponsiveness to change. When there re administrators, managers or employees who wish to make use of the change agent as a pawn in a game of power politics. When personnel have already decided upon and are committed to a certain position. When the change targets are powerless within the organizational influence network. When the client system displays numerous symptoms of social-psychological pathology, such as lying, manipulation, scapegoating, rigidly, or obsession.
Two Phases:
a) the phrase of differentiation
the protagonists enumerate and elucidate the issues that divide them and ventilate their feelings about these differences
Analysis of conflict
Through observation and investigation of the conflict Identify the participants, issues involved, type of conflict, stage of conflict, conflict related behaviors, possible consequences to participants and co-worker
Intervention in conflict
After the manager has assessed and diagnosed the nature, type, cause, duration, severity and extent of the conflict she can decide to either ignore or to appropriately intervene.
Guidelines in Mediating
Determine each partys motivation for conflict for negotiation The mediator should maneuver events The mediator is responsible for showing and clarifying the arguments of the participants to each other To facilitate fee and full expression of feeling during negotiation, the mediator must respect the self-respect of both participants
Confrontation
tactic where issues dividing the participants are directly expressed. Two Stages:
In stage one, the participants make a direct the basic problematic issues, stating their positions in simple and concrete terms. Participant argues the importance and validity of her own the conflict issues. In stage two, participants search for points of agreement and similar intentions so as to mend difference.