N-181: Nursing Leadership and Management appraisal

NURSING ADMINISTRATION
November 16, 2006 Labor relations
Prof. Queenie Ridulme Conflict
Role 1. Nurse as an Administrator/Manager/Leader management

Responsibility 1. Demonstrates competence in the

management of: Task 3. Demonstrates competence in fiscal mgt.
1.1 nursing services/unit
1.2 health care unit Task 4. Utilizes bioethical legal principles in decision making and
action taking to address problems/issues/concerns that have
Task 1. Utilizes concepts, principles, theories of management as implications to nursing administration.
applied to nursing admin.
SKILLS KNOWLEDGE ATTITUDES
SKILLS KNOWLEDGE ATTITUDES performs concepts and Values the
Demonstrates Selected theories Adheres to the management principles of importance of the
management of management principles and functions using the bioethics role of the
functions in and their concepts of ethical frameworks administrator in the
a. planning implications to management and principles to planning skills and organization
nursing facilitate value techniques
b. Decision- administration Values the clarification and as
making importance of a basis for decision decision making
Health/ nursing accountability making tools
c. Policy care delivery and
development systems responsibility in Task 5. Keeps abreast on development in technological and
the advances particularly in biomedical technology.
d. Organizing -Organizational performance of
concepts, the role of an
e. Leading structure, and administrator. Responsibility 2. Leads in the change process and
culture advocate for policy changes towards nursing health
f. Controlling development.
-Decision-making
g. Evaluation tools SKILLS KNOWLEDGE ATTITUDES
Identifies Theories, concepts Commits oneself to
-Concepts in policy situations where and principles of change process.
analysis strategies or planned change.
planned change
-Leadership are utilized. Strategies of
concepts planned change.
Attend advocacy
-Evaluation tools activities. Health policy
a. standards process
development Pinpoint the role of
the nurse and
b. continuous planned change.
quality
improvement
Responsibility 3. Utilizes appropriate principles/ theories
-Local and on quality management.
international issues
and trends Responsibility 4.Utilizes appropriate mechanisms for
networking, linkage building, and referrals.
Task 2. Demonstrates competence in human resource
development. SKILLS KNOWLEDGE ATTITUDES
Identifies Resources available for Values the
SKILLS KNOWLEDGE ATTITUDES resources networking, linkage importance of
Manages personnel Selected theories in Values the available for building and referral networking,
in the nursing personnel importance of the networking, linkage building
service utilizing management role of the linkage building Protocols for referral and referral for
developmental administrator in and referral. improving health
supervision and Organizational the organization Communication skills care delivery.
personnel behavior Applies
management protocols for IPR skills
principles and Job designing referral
practices
Job enrichment Demonstrates
communication
Delegation and IPR skills

Staffing

Recruitment, Role 2. NURSE AS A TRAINOR

selection,
promotion Responsibility 1. Demonstrates competency in
developing, implementing and evaluating training
Performance programs for different categories of nursing personnel.
 ons based on Problems/Research nursing practice
Task 1. Identify training needs of the different nursing nursing Questions based on
personnel. practice/situati nursing practice, Values importance
onal analysis situational analysis of updated
SKILLS KNOWLEDGE ATTITUDES of HCS, review of HCS, ROL information R/T
1. Conducts • Assessment • Values the of literature on nursing and health
assessment principles of importance of validation of care system in the
of training training needs accurate admin theory country
needs. Methods/Strategies identification vis-à-vis
Theories of Learning of training nursing theory
needs 2. Id Defining Research Appreciates the
2. Analyze Principles of Adult • Values the entifies Objectives/Hypothes values of
training Learning important of research es explicitness on
needs principle of objectives/hyp formulating
adult learning otheses research
3. Prioritize Organizational vs • Balancing objectives/
s training personal goals organizational hypotheses
needs with personal 3. D Research Designs Adheres to the
needs etermines standards of
appropriate Methods and Tools appropriate
research research
Task 2. Design a training program to meet needs identified. design, Selecting methodology
methods and appropriate
SKILLS KNOWLEDGE ATTITUDES tools based on research design,
specified methods and tools
1. Formulate • Utilize SMART • Adheres to the
research
objectives of • Formulate principles of
variables
program objective objective
4. F Data analysis Demonstrates
statements statements
ormulates data - Quantitative excellence in
(cognitive, analysis plan * Bi-variate formulating the
psychomotor, analysis data analysis plan
affective) *Correlational
2. Determine • Topics/Areas to • Appreciates the analysis
content of be covered value of cost Qualitative
program based on needs effective
and objectives program
• Resources Task 2. Carries out research that address problems R/T nursing
needed administration and generate new knowledge/information R/T
• Budgeting nursing administration

Task 3. Implement the Training Program SKILLS KNOWLEDGE ATTITUDES

1. Developing valid Values the
SKILLS KNOWLEDGE ATTITUDES Utilizes valid and and reliable importance of
Implement • Teaching • Demonstrates reliable research research using valid and
Training Program Learning flexibility and instruments/tool instruments/tools reliable
Methods adaptability in s in generating instruments/tools
Strategies implementation of data
programs 2. • Data Coding • Adheres to
Collates research • Data Collection standards of
Task 4. Evaluate the Training Program data based on data collation
research design • Ensures
SKILLS KNOWLEDGE ATTITUDES integrity of data
1. C • Strategies/Methods • Shows collection
onducts of Evaluation willingness to 3. • Data Analyses, • Adheres to
Evaluation • Tools for program improve Analyzes Procedures standards of
evaluation programs research data Technique data analysis
• Criteria for developed based on
Evaluation research
2. M objectives/hypot
onitors • Methods/Strategies heses
implementatio of Programs 4. • Presentation of • Appreciate the
n of programs • Monitoring Scheme Presents Research value of
research Results/Finding appropriate and
results/findings s accurate
Role 3. Nurse as a Researcher using - Methods presentation of
appropriate - Techniques research
Responsibility 1. Conducts research to address methods/proced results/findings
problems/generate new knowledge related to Nursing ures •
Administration.
Task 3. Shares research findings of colleagues and other stake
Task 1. Prepares a research proposal holders
SKILLS KNOWLEDGE ATTITUDES
1. S Preparing the ROL Values importance SKILLS KNOWLEDGE ATTITUDES
pecifies of a ROL to 1. C Poster Presentation Recognizes the
research Formulating determine onducts post • Methods importance of
problem/questi Research research areas in presentation • Techniques excellence in
 poster • Motivation has been described as the ability to get
presentation individuals to do what you want them to do, when and
- original, how you want it done.
creative, easy to • Motivated people have a sense of forward drive as an
understand, identifying characteristic.
concise, brief,
precise, accurate • Motivated individuals have a sense of energy,
2. P Presenting Research Appreciate the enthusiasm, and goal-directedness.
resents Findings in Fora value of • To effectively motivate, leaders need to discover in
research • Methods presenting their followers something that arouses a desire,
findings in • Techniques research findings energizes the will, and serves as a basis for action or
appropriate in appropriate for thought.
for a a

Shows Need Satisfaction Model

willingness to ( Schweiger, 1980)
share results of
study

Accepts critique
Felt Need
with open-
mindedness
3. P Research Report Adheres to
ublishes Writing for Publication standards of
research Establishing linkages research report
findings with writing for
publishers/editorial publication Behavioral
team of
professional/scientific
journals

Goal Goal
attained blocked
(satisfactio (frustration

N-181: Nursing Leadership and Management Motivation

Motivation
November 23, 2006
Prof. Queenie Ridulme
Motivation
• A state of mind in which a person views any particular
task or goal.
• Used as a term to describe the process of activating
human behavior.
• Motivation is a catalyst to move individuals toward
goals.
• The basic unit of human behavior is an activity.
• People vary in their ability to do an activity and in their
willingness to do it.
• Motivation is the willingness aspect.
• Motives or needs are defined as wants, drives, or
impulses within the individual. They are the drives to
action and the reasons for behavior.
• Motives are directed toward goals and are the
energizing forces that become an incentive to strive for
and hoped for rewards outside the individual.
• The need with the greatest strength at any one time is
what leads to activity (Hersey & Blanchard, 1993).
• Motivation to work is defined as the degree to which
members of an organization are willing to work (Price &
Mueller, 1986).
• There are energizing forces within individuals that drive
them to behave and environmental forces that trigger
the drives.
• Motivation can be either internal or external, called
intrinsic or extrinsic.
• Internal motivation is motivation that arises from within
an individual and is aimed at a sense of personal
accomplishment.
• External motivation is motivation that arises from
outside an individual, where, something or somebody
becomes an incentive.
• External motivation is related to the application of
rewards or punishments.
• Example: a grade given for an exams, weight loss,
smoking cessatioin, etc..
• A person’s attitudes and values create the internal vs
external orientation.
• Some circumstances involve a combination of both
internal and external motivators.
• Personal philosophy, values, and assumptions are the
foundations for motivation.
• To understand an individual’s internal motivation, an
understanding of his/her beliefs, values, and
assumptions is needed.
Relationship of Attitudes, Motives and Behavior
Motives,
Attitud Behavior
Needs,
es
 Motivators
Herzberg’s Two-Factor Theory
Either Or

Motivato
Feedback rs
reinforce
s Satisfies Fails to
attitude; needs satisfy Can lower Can
lack of needs raise
feedback Performance performance
weakens
attitude
Job
Hygien performance

Maslow’ Hierarchy of Needs

McClelland’s Theory
Self- • 3 Basic Needs
Este • Need for achievement
em
o The strong desire to overcome challenges, to
excel, to advance or succeed, and to grow
• Need for power
o The need to be in control and to get others to
Belonging behave contrary to what they would naturally
do.
• Need for affiliation
o The desire to work in a pleasant environment,
and the desire for friendly, close relationships
Safety and Security

Other Theories of Work Motivation

• MBO (Management by Objectives)
• Job enrichment
Physiological needs
• Organizational behavior modification theories
• Positive reinforcement and social learning theories
Alderfer’s ERG Theory • While needs and values are fundamental to motivation,
goal-setting helps to motivate employee performance
1. Existence needs – human needs specific to sustaining since goals regulate human actions and can be
life influenced by managers
2. Relatedness needs – needs for meaningful
interpersonal relationships
MacGregor’s Theory X and Theory Y
3. Growth needs – needs for self-esteem and self-
actualization
Theory X Theory Y
Herzberg’s Motivation-Hygiene Theory People: People:
• Dislike work • Like to work
Hygiene Motivators
• Need control and • Can be self-
force to make them disciplined for
work objectives they are
• Like to be directed committed to
Security • Lack ambition • Will accept
Growth & responsibility
Status
development
Salary
Advancement • Based on a belief that • Assumes that people
Work conditions
Responsibility people who work for are not lazy and
Interpersonal
The work itself an employer are lazy unreliable by nature,
relations
Recognition • Assumptions that but can be self-
Supervision
Achievement employees dislike directed and creative
Policies
responsibility, prefer if properly motivated
to be directed, resist to unleash their
change, and want potential
safety • Managers think that
 • Accompanying belief people do like to
is that people are work, can be self-
motivated by money directed, and will
and the threat of accept responsibility
punishment given in an
environment in which
to grow, accomplish,
and feel a sense of
self-esteem and
autonomy
Motivation in Organizations
• Hawthorne studies in 1924
• A team of researchers went into the plant to find out
what motivated people
• The purpose of the study was to test the effect of
working conditions, to include lighting and pay, on
productivity.
• It resulted in a new awareness about the need to study
and understand human interpersonal relationships at
work.
• The most significant factor affecting organizational
productivity was jo-related interpersonal relationships,
not just pay or working conditions
Motivation in Nursing
• Motivation is a critical and recurring problem for both
leadership and management.
• All workers expect to be rewarded consistent with their
roles, responsibilities, the demands of their jobs, and
their productivity… workers are looking for some
evidence of fairness and appropriateness in the
application of recognition of their performance
(PorterO’Grady, 1986)
• Rewards come in two basic categories:
o Personal or professional – recognition,
acknowledgement, autonomy, personal
esteem and status
o Economic – compensation via a paycheck
• Employee recognition is a critical component of
motivation.
• Both compensation and professional recognition are
rewards for service provided and are viewed as
powerful motivators.
• Thus, organizations that employ nurses can do and use
both as strategic methods to attract and retain nurses.
• 3 levels of administrative reward strategies:
o Temporal, short term, noncontinuing or time
limited mechanisms ( funding to attend a
conference)
o Structural features based on the recognition of
professional achievements through on-going
or longer term compensation (clinical ladders)
o Self-motivating mechanisms that more
comprehensively reward the individual for
meeting organizational goals ( profit sharing
or gain sharing
Attitudes About Motivation
• Nurses work best when money is the reward.
• Most nurses’ motivation is intrinsic or internal;
therefore, the manager cannot do anything about it
• If nurses need feedback about how they are doing; they
can ask their manager.
• The annual performance appraisal is enough
reinforcement.
• It is uncomfortable to give praise.
• Telling someone they are doing a good job removes
their incentive to incentive
Leadership and Management Behaviors
LEADERSHIP BEHAVIORS
• Enables others through high expectations
• Recognizes contributions
• Celebrates accomplishments
• Creates social support networks
• Fosters collaboration
• Communicates an inspiring vision
• Motivates followers
• Sets an example of high motivation
• Provides opportunities for growth and development
MANAGEMENT BEHAVIORS
• Plans motivating rewards
• Links rewards to performance
• Directs others to achieve organizational goals
• Evaluates effectiveness of motivation strategies
• Motivates subordinates
• Provides opportunities for subordinates to achieve
• Provides valued rewards
OVERLAP AREAS
• Motivates others
• Provides opportunities for need satisfaction
Summary
• Motivation is important in a service industry such as
nursing.
• Motivation and human relations variables are important
for productivity.
• Motivation is a state of mind in which a person views
goals.
• Motivation is a process of activating human behavior.
• Motivation to work is the willingness to work
• Motivation is a process of felt need, behavior, goal
attainment/blockage, frustration, and cycle repetition.
• Motivation can be either internal or external.
• There are many theories in motivation
• Maslow described a hierarchy of five levels of needs
• Alderfer collapsed Maslow into three levels
• Herzberg applied Maslow to work motivation
• Herzberg identified hygiene and motivator factors
related to satisfaction and dissatisfactions
• McClelland identified 3 basic needs.
• McGregor differentiated manager’s attitudes in to
Theory X and Theory Y
• The Hawthorne experiments highlighted the
importance of human interaction factors in work
motivation.
 • Personal and economic rewards are powerful • A complex, ongoing dynamic process in which the
motivators in nursing participants simultaneously create shared meaning in
• The core of what motivates nurses is the work itself. an interaction.

• Motivation is complex. • Giving and receiving information via talk, gestures,

writing and so forth
• The manager’s job is to create an environment that
fosters motivated behavior.
Process of Communication

Thank you!!!
SPEAKER LISTENER
influenced by past MESSAGE influenced by
conditioning, Has content, conditioning,
present situation, structure, and purpose,
communicative style situation, and
purpose, speaking attitudes toward
skill, attitudes self, subject and
toward self, speaker
subject and
listener

SENDER RECEIV
ER

FEEDBACK FEEDBACK RESPONSE

Causes the Causes speaker Feedback to the
speaker to to modify speaker in the
alert his or her message form of visual or
verbal or non- verbal signals
verbal
behavior

Metacommunication
• nonverbal messages in communication, including body
language and environmental factors

Intrasender Conflict
• difficulty in interpreting the intended meaning of a
message due to incongruity between verbal and
nonverbal communication.

N-181: Nursing Leadership and Management Intersender Conflict

Communication
November 23, 2006 • difficulty in interpreting the intended meaning of a
Prof. Queenie Ridulme message due to two conflicting messages received
from different sources
Communication

Downward Communication
OBJECTIVES:
• Communication, generally directive, given from an
At the end of the lecture-discussion, the students will be able authority figure or manager to staff.
to :
• The staff is told what needs to be done or given
• Describe the factors influencing communication information to facilitate the job to be done.
• Discuss the role of assertiveness in communication
• Appreciate the importance of communication in an Upward Communication
organization.
• Communication, generally reporting, that occurs from
staff to management or from lower management
Communication management to middle or upper management.
• Often involves reporting pertinent information to
facilitate problem solving and decision making.

Lateral Communication
• Communication that occurs between individuals at the
same hierarchical level (e.g., nurse managers,
department heads).
Diagonal Communication
• Communication involving individuals at different
hierarchical levels (e.g., staff nurse to chief of the
medical staff).
• Both lateral and diagonal communication involve
information sharing, discussion, and negotiation.
Grapevine Communication
• Usually rapid, haphazard and prone to distortion
• The problem is that no one is accountable for the
misinformation relayed.
Factors Influencing Communication
• Gender
o Men – tend to talk more, longer and faster;
concentrate on individual performance; focus
on content; are more responsive to superiors;
express views more; disagree more; withdraw
when stressed.
o Women – use descriptive language; relate
personal experience; use open communication
techniques to seek and clarify information;
attend to message and messenger; are more
responsive to subordinates; perceive verbal
and nonverbal messages; promote harmony
and cooperation; use tag questions; withdraw
from conflict; seeks to be heard; requires
validation
• Cultural background
o Cultural attitudes, beliefs, and behaviors all
affect communication.
o A great deal of misunderstanding results from
people’s lack of understanding of each other’s
cultural expectations
o Understanding the cultural heritage of
employees and learning to interpret cultural
messages is essential for nurse manager to
communicate effectively with staff from
diverse backgrounds.
• Organizational Culture and Climate
o The customs, norms and expectations within
an organization are powerful forces that shape
behavior.
o Focusing on relevant issues regarding
organizational culture can identify failures in
communication
• Critical components of formal organizational
communication systems (Farley, 1989):
1. Accessibility of information
2. Communication channels
3. Organizational structures
4. Clarity of message
5. Flow control and information load
6. Communicator effectiveness
General Guidelines in Deciding which Method of Communication
to Use (Fulk & Boyd, 1991)
• Face to face verbal communication is considered the
most effective method of communication, followed, in
diminishing order, by the telephone, voice mail,
electronic mail, and finally, written documents.
• Difficult communication should be relayed face to face.
• Routine and simple communication may be sent via
memos or letters.
• Multiple forms of media should be used to clarify
critical issues. For example, follow up a telephone
communication with a memo.
• As new technologies are developed, they should be
critically evaluated before they are assumed to be
appropriate for the full range of management tasks.
Assertive Communication
• Assertive communication techniques help to identify
problems and facilitate problem solving and decision
making.
• Assertive behavior is specific to the situation and can
be differentiated from nonassertive and aggressive
behavior, in which participants respond in a certain
manner regardless of the situation
• As Janice, the head nurse, enters Mr. So’s room, she
finds him scowling. He promptly states, “That stupid
nurse forgot my my medicine again!” Janice could
respond in one of the following ways:
a. “There now, don’t worry, I’m sure it will be all right.”
b. “Oh, really! Well, Ill take care of her!”
c. “Tell me what you missed, and I’ll check on it.”
• People who learn assertive communication are able to
respond to problems when they occur.
• The nonassertive person often attempts to avoid
problems by remaining silent when he or she is angry;
the aggressive person responds to the emotional
aspect of the situation, thereby alienating others.
• The assertive person responds appropriately to the
specific situation and at the appropriate time
RULES TO HELP PEOPLE DEVELOP MORE ASSERTIVE BEHAVIOR
(Smith, 1979)
• Avoid overapologizing.
• Avoid defensive, adverse reactions, such as aggression,
temper tantrums, backbiting, revenge, slander,
sarcasm, and threats.
• Use body language that is appropriate to and matches
the verbal message (e.g., eye contact, body posture,
gestures, facial expression).
RULES TO HELP PEOPLE DEVELOP MORE ASSERTIVE BEHAVIOR
(Smith, 1979)
• Accept manipulative criticism while maintaining
responsibility for your decision.
• Calmly repeat a negative reply without justifying it.
• Be honest about feelings, needs, ideas. Use “I”
statements.
• Accept and/or acknowledge your faults calmly and
without apology.
The Role of Communication in Leadership
• The manager’s ability to communicate often
determines his or her success as a leader.
• Leaders who engage in frank, open, 2-way
communication and whose nonverbal communication
 reinforces the verbal communication are seen as
informative.
• Communication is even more enhanced when the
manager listens carefully and is sensitive to others.
• The major factor, however, is an ongoing relationship
with the manager’s employees.
TECHNIQUES USED
• Indirectness
o Hints, prompts, or teases about a need for
action
• Avoids responsibility for making a demand
• Use of palliatives or polite strategies – expressing
admiration, claiming common viewpoints, displaying
concern, and desiring cooperation in order to protect
the other person from a loss of respect.
The Role of Communication in Leadership
• The most effective means of persuasion is the leader’s
personal characteristics.
• Competence, emotional control, assertiveness,
consideration, and respect promote trustworthiness
and credibility.
• Bass (1990) has noted a correlation between leadership
style and communication style.
• For example, a participative leader is seen as a careful
listener who is open, frank, trustworthy, and
informative.
Communicating with Different Populations
• SUBORDINATES
o Giving direction is not, in itself,
communication.
o If the manager receives an appropriate
response from the subordinate, however,
communication has occurred.
o To give directions and achieve the desired
results, the nurse manager needs to develop a
message strategy
• Techniques that can help improve effective responses
from others:
o Know the context of the instruction
o Get positive attention
o Give clear, concise instructions
o Verify through feedback
o Give follow-up communication
• SUPERIORS
o The manager’s interaction with higher
administration is comparable to the
interaction between the manager and a
subordinate, except that the manager is now
the subordinate.
o The nurse manager must recognize that
higher administration is responsible for the
consequences of decisions made for a larger
area.
Communicating with Different Populations
• Managers must be organized and prepared to state
their needs clearly, explain the rationale for requests,
suggest benefits for the larger organization, and use
appropriate channels.
• They also must be prepared to listen objectively to
their supervisor’s response and be willing to consider
reasons for possible conflict with needs of other areas.
• One aspect of managing upward is to understand the
supervisor’s position from her or his frame of reference.
• Understand that a supervisor is a person with even
more responsibility and pressure.
• Learn about the supervisor from a personal
perspective.
INFLUENCING A SUPERVISOR
• Nurse managers need to approach their supervisor to
exert their influence on a variety of issues and
problems.
• Support for the purchase of equipments, changes in
staffing or anew policy or procedure all require
communicating with the supervisor.
• Timing, rationale, choice of form or format and possible
objections are important factors to consider as you
prepare to make a request.
• Managers often succeed in influencing superiors
through persistence and repetition, especially if
supporting data and documentation are supplied.
• Keep an open mind, listen, and try to meet objections
with suggestions of how to solve problems.
• Be prepared to compromises, which is better than no
movement at all, or to be turned down.
Peers
• Relationships with peers can vary from comfortable and
easy to challenging and complex.
• Because peers often have much in common with
respect to authoruty and power, they can share similar
concerns
• Peers can provide support, and the strengths of one
can be developed in the other.
• There may also be competition or conflicts (e.g., battles
over territory, personality clashes, differences of
opinion).
• Even when there are conflicts, peers should interact on
a professional level; tactics for communicating with
difficult people and negotiating may be helpful.
Medical Staff
• Communication with the medical staff may be difficult
for the nurse manager because of the nature of the
relationship between physician and nurse: Historically,
the relationship of physicians and nurses has been that
of superior and subordinate.
• To support greater collaboration between nurses and
physicians and to improve the product of nursing
service-patient care- following strategies offered.
• Respect physicians as persons, and expect them to
respect you.
• Consider yourself and your staff equal partners with
physicians in health care
• Build your staff’s clinical competence and credibility.
Ensure that your staff has the clinical preparation
necessary to meet required standards of care.
• Actively listen and respond to physician complaints as
a customer complaints. Create a problem-solving
structure. Stop blaming physicians exclusively for
communication problems.
• Use very opportunity to increase your staff’s contact
with physicians and to include your staff in meetings
that include physicians. Remember that limited
interactions contribute to poor communication.
 • Serve as a role model to your staff in nurse-physician
communication.
• Support your staff in participating in collaborative
efforts by words and by your actions
Umiker (1990) describes 4 ways to generate power:
1. With words:
• Use the other person’s name frequently.
• It is essential to recognize cultural differences in
communication. People in some cultures do not ask
questions for fear of imposing others.
DIFFICULT PEOPLE
Strategies for coping with difficult people follow:
1. Put physical distance between you and the
difficult person

• Use strong statements. 2. Psychologically distance yourself from the

individual.
• Avoid discounters, such as “I’m sorry, but…”
3. Identify the individual’s feelings and
• Avoid cliches. information level.
• Avoid fillers (such as “ah”, “uh”, and “um”. 4. Ask extensional questions.
2. Through delivery: 5. Use physical movement.
• Be enthusiastic. 6. Try humor.
• Speak clearly and forcefully.
• Make one point at a time. Leadership and Management Behaviors
• Do not tolerate interruptions LEADERSHIP BEHAVIORS
3. By listening: • Communicates a vision
• For facts • Structures messages to inspire
• For feelings
• Motivates by communication strategies
• For what is not being said (e.g., body
• Projects a professional image
language, mixed messages, hidden
messages). • Models positive communication
4. Through body posture and body language: • Influences frequent communication
• Sit next to your antagonist; turn 30 degrees • Coaches followers
toward the person when you address that
• Structures symbols and shared meetings
person.
• Lean forward.
MANAGEMENT BEHAVIORS
• Expand your personal space
• Use gestures • Communicates with superiors and subordinates
• Stand when you talk • Structures messages for clarity
• Smile when you are pleased, not in order to • Directs the performance of others by communication
please strategies
• Maintain eye contact, but do not stare • Influences organizational goal accomplishment by
communicating

OTHER HEALTH CARE PERSONNEL • Leadership and Management Behaviors

• The nurse manager has the overwhelming task of

coordinating the activities of a number of personnel OVERLAP AREAS
with varied levels and types of preparation and • Communicates with others
different kinds of tasks.
• Influences others
• In interacting with personnel from other departments,
the nurse manager must recognize and respond to
differences between the goals of their departments and Thank you!!!
the nursing unit.
• Recognizing this helps both parties identify their
commonalities and to deal with their differences.

PATIENTS AND FAMILIES

• When dealing with patient or family complaints, keep
the following principles in mind:
• The pt and family are the principal customers of the
organization. Keep communication open and honest.
Many times, even lawsuits can be avoided if the pt and
family feels that someone has taken the time to listen
to their complaints.
• Most individuals are unfamiliar with medical jargon. Use
words that are appropriate to the recipient’s level of
understanding.
• Maintain privacy and identify a neutral location for
dealing with difficult interactions
• Make special efforts to find interpreters if a pt or family
does not speak your language or dialect.
 Three fold concept emphasizing the broader scope of
management: (Harbizon and Myers)
 an economic resource
 a system of authority
 an elite class

ROLES OF MANAGER (Mintsberg)

 Three fold concept emphasizing the broader scope of
management: (Harbizon and Myers)
 an economic resource
 a system of authority
 an elite class

NECESSARY FUNDAMENTAL SKILLS OF A MANAGER

 1. Technical- proficiency in performing an activity in the
correct manner with the correct technique.
 2. Human-skills on how to get along with people
 3. Conceptual- to see individual matters as they relate
N-181: Nursing Leadership and Management to the total picture.(Katz)
THE NURSING MANAGEMENT PROCESS  1. Knowledge - ideas, concepts or principles expressed
November 23, 2006 and accepted because they have logical proofs.
Prof. Queenie Ridulme
 2. Attitude - beliefs, feelings and values may be
THE NURSING MANAGEMENT PROCESS subjective. Interest in one’s work, confidence in one’s
mental competence, desire to accept responsibility,
 The three changes in the effort to improve the Filipino’s
respect for dignity, and desire for creative contribution.
health :(RA 9173)1. From hospital or institutional care,
emphasis shifted to community health delivery  3. Ability - skill, art, judgment and wisdom. (Summer)
 2. From emphasis on physical care, efforts are now
directed toward holistic approach to the care of Management:
individual, families and communities; and
 A process by which a cooperative group directs actions
 3. From being mere recipients of care, patients, towards common goals.
individuals, families and communities are now active
participants in health care efforts.
 Revolutionary changes:
 discovery of various and complex diagnostic
procedures;
 organ transplants;
 use of therapeutic devices and rehabilitation
techniques

 nurses must continue updating their kavs, to

competently and adequately meet those
changing needs.
 Nurses have to learn and adjust to the complex
interrelationships between and among:
 service units,
 families,

 departments, significant others,

 professional disciplines, employee’s groups community
agencies, and the
 patients, administration.

The Management Process

 Is universal;
 used in business;
 in the practice of one’s profession
 running one’s day- to - day personal affairs
 For nurses: this process assures smooth functioning of
their units through the judicious use of available human
and material resources.

MANAGEMENT
  Involves techniques by which a distinguished group of
people coordinates the services of people.
 It includes moral and ethical standards in the selection
of right ends towards which managers should strive.
 Staffing- determining the staff needed. It
covers, recruiting, selecting, orienting and
developing personnel to accomplish the goals of
the organization. Schedules are made to meet
the needs of clients, personnel and agency.

MANAGEMENT PROCESS
 Communicating via various routes to ensure common
 Four major functions: understanding;
 Planning  developing people by providing staff development
 Organizing programs; and
 Directing  making sound decisions.
 Controlling  Controlling leads to the assessment and
regulation of performance of workers.
FOUR MAJOR FUNCTIONS OF MANAGEMENT PROCESS  To ensure attainment of objectives;
 Planning - other functions are dependent on it.  certain standards are utilized to measure
performance, monitor and evaluate nursing
 by forecasting - one can estimate the future; care, including the utilization of resources.
 It promptly reveals deviations from set plans
 by setting objectives - results to be achieved can be
and standards, necessitating immediate
determined;
corrective measures, actions or disciplines.
 by developing and scheduling programs- the activities Thank you!!!
needed within a set time frame can be defined.

 By preparing the budget - tools and resources can be

allocated while establishing policies and procedures for
action and standard.

 Organizing -establishes formal authority

 sets up the organizational structure by
identifying groupings, roles, relationships with
the agency.
 Job descriptions - defines the qualifications and
scope of responsibilities, the relationships and
authorities of personnel.