DIRECTING

• Getting the work done through others.

• Giving orders and directions to others to attain quality patient care.

• It is the issuance of orders, assignments and instructions that enable the nursing personnel to understand what are expected of them.

• is said to be a process in which the managers instruct, guide and oversee the performance of the workers to achieve predetermined goals. Directing is said to be the heart of management process. Planning, organizing, staffing have got no importance if direction function does not take place.

• Directing initiates action and it is from here actual work starts. Direction is said to be consisting of human factors. In simple words, it can be described as providing guidance to workers is doing work. In field of management, direction is said to be all those activities which are designed to encourage the subordinates to work effectively and efficiently. According to Human, “Directing consists of process or technique by which instruction can be issued and operations can be carried out as originally planned” Therefore, Directing is the function of guiding, inspiring, overseeing and instructing people towards accomplishment of organizational goals.

I. Leadership Theories

There is a wide and ever growing variety of theories to explain the concept and practice of leadership. I will provide a brief overview of the more dominant or better known theories. I hope that others will share their thoughts on whether this list neglects any theories of note. In the future we can discuss some of the emerging leadership theories/approaches such as adaptive, authentic, and appreciative. It is important to note that this submission attempts to provide an overview of leadership theories versus models. I view models as attempts to functionalize the more theoretical aspects of leadership and make them easier to put into play by organizations and consultants. This is, in and of itself, an important activity.

Most theories view leadership as grounded in one or more of the following three perspectives: leadership as a process or relationship, leadership as a combination of traits or personality characteristics, or leadership as certain behaviors or, as they are more commonly referred to, leadership skills. In virtually all of the more dominant theories there exist the notions that, at least to some degree, leadership is aprocess that involves influence with a group of people toward the realization of goals. I will say on the front end that, in my opinion, leadership is a dynamic and complex process, and that much of what is written these days tends to over-simplify this process. My goal here is to provide an overview that keeps things simple, without crossing into over-simplification, and for the most part refraining from any critiquing of the various theories. I will leave that to my fellow bloggers for now.

Trait Theory This theory postulates that people are either born or not born with the qualities that

predispose them to success in leadership roles. That is, that certain inherited qualities, such as personality and cognitive ability, are what underlie effective leadership. There have been hundreds of studies to determine the most important leadership traits, and while there is always going to be some disagreement, intelligence, sociability, and drive (aka determination) are consistently cited as key qualities.

Skills Theory This theory states that learned knowledge and acquired skills/abilities are significant

factors in the practice of effective leadership. Skills theory by no means disavows the connection between inherited traits and the capacity to be an effective leader – it simply argues that learned skills, a developed style, and acquired knowledge, are the real keys to leadership performance. It is of course the belief that skills theory is true that warrants all the effort and resources devoted to leadership training and development

Situational Theory This theory suggests that different situations require different styles of leadership. That

is, to be effective in leadership requires the ability to adapt or adjust one’s style to the circumstances of the situation. The primary factors that determine how to adapt are an assessment of the competence andcommitment of a leader’s followers. The assessment of these factors determines if a leader should use a more directive or supportive style.

Contingency Theory This theory states that a leader’s effectiveness is contingent on how well the leader’s

style matches a specific setting or situation. And how, you may ask, is this different from situational theory? In situational the focus is on adapting to the situation, whereas contingency states that effective leadershipdepends on the degree of fit between a leader’s qualities and style and that of a specific situation or context.

Path-Goal Theory This theory is about how leaders motivate followers to accomplish identified objectives.

It postulates that effective leaders have the ability to improve the motivation of followers by clarifying the paths andremoving obstacles to high performance and desired objectives. The underlying beliefs of path-goal theory (grounded in expectancy theory) are that people will be more focused and motivated if they believe they are capable of high performance, believe their effort will result in desired outcomes, and believe their work is worthwhile.

Transformational Theory This theory states that leadership is the process by which a person engages with others

and is able tocreate a connection that results in increased motivation and morality in both followers and leaders. It is often likened to the theory of charismatic

leadership that espouses that leaders with certain qualities, such as confidence, extroversion, and clearly stated values, are best able to motivate followers. The key in transformational leadership is for the leader to be attentive to the needs and motives of followers in an attempt to help them reach their maximum potential. In addition, transformational leadership typically describes how leaders can initiate, develop, and implement important changes in an organization. This theory is often discussed in contrast with transactional leadership.

Transactional Theory This is a theory that focuses on the exchanges that take place between leaders and

followers. It is based in the notion that a leader’s job is to create structures that make it abundantly clear what is expected of his/her followers and also the consequences (i.e. rewards and punishments) for meeting or not meeting these expectations. This theory is often likened to the concept and practice ofmanagement and continues to be an extremely common component of many leadership models and organizational structures.

Servant Leadership Theory This conceptualization of leadership reflects a philosophy that leaders should be

servants first. It suggests that leaders must place the needs of followers, customers, and the community ahead of their own interests in order to be effective. The idea of servant leadership has a significant amount of popularity within leadership circles – but it is difficult to describe it as a theory inasmuch as a set of beliefs and values that leaders are encouraged to embrace.

II. Basic Leadership Style

• Autocratic

• Bureaucratic

• Laissez-faire

• Democratic

Autocratic Leadership Style

• The classical approach

• Manager retains as much power and decision making

authority as possible

• Does not consult staff, nor allowed to give any input

• Staff expected to obey orders without receiving any

explanations

• Structured set of rewards and punishments

Greatly criticized during the past 30 years

• Gen X staff highly resistant

Autocratic leaders:

• Rely on threats and punishment to influence

staff

• Do not trust staff

• Do not allow for employee input

Not all bad

• Sometimes the most effective style to use

When:

New, untrained staff do not know which tasks to perform or which procedures to follow Effective supervision provided only through detailed orders and instructions Staff do not respond to any other leadership style Limited time in which to make a decision A manager’s power challenged by staff Work needs to be coordinated with another department or organization

Should not be used

When:

Staff become tense, fearful, or resentful Staff expect their opinions heard Staff depend on their manager to make all their decisions Low staff morale, high turnover and absenteeism and work stoppage

Bureaucratic Leadership Style

• Manages “by the book¨

• Everything done according to procedure or policy

• If not covered by the book, referred to the next level above

• A police officer not a leader

• Enforces the rules

Most effective

When:

Staff performing routine tasks over and over Staff need to understand certain standards or procedures. Safety or security training conducted Staff performing tasks that require handling cash

Ineffective

When:

Work habits form that are hard to break, especially if they are no longer useful Staff lose their interest in their jobs and in their co-workers Staff do only what is expected of them and no more

Democratic Leadership Style

• Also known as participative style

• Encourages staff to be a part of the decision making

• Keeps staff informed about everything that affects their work and shares decision making and problem solving responsibilities

The Leader

A coach who has the final say, but gathers information from staff before making a decision

• Produce high quality and high quantity work for long periods of time

• Staff like the trust they receive and respond with cooperation, team spirit, and high morale

The Democratic Leader

• Develops plans to help staff evaluate their own performance

• Allows staff to establish goals

• Encourages staff to grow on the job and be promoted

• Recognizes and encourages achievement

Most Effective

• When:

• Wants to keep staff informed about matters that affect them.

• Wants staff to share in decision-making and problem-solving duties.

• Wants to provide opportunities for staff to develop a high sense of personal growth and job satisfaction.

• A large or complex problem that requires lots of input to solve

• Changes must be made or problems solved that affect staff

• Want to encourage team building and participation

• Democratic leadershipshould not be used when …

• Not enough time to get everyone’s input

• Easier and more cost-effective for the manager to make the decision

• Can’t afford mistakes

• Manager feels threatened by this type of leadership

• Staff safety is a critical concern

Laissez-Faire Leadership Style

• Also known as the “hands-off¨ style

• The manager provides little or no direction and gives staff as much freedom as possible

• All authority or power given to the staff and they determine goals, make decisions, and resolve problems on their own

An effective style to use …

• Staff highly skilled, experienced, and educated

• Staff have pride in their work and the drive to do it successfully on their own

• Outside experts, such as staff specialists or consultants used

• Staff trustworthy and experienced

Should not be used

• Staff feel insecure at the unavailability of a manager

• The manager cannot provide regular feedback to staff on how well they are doing

• Managers unable to thank staff for their good work

• The manager doesn’t understand his or her responsibilities and hoping the staff cover for him or her

Other Leadership Styles

• Situational theories propose that leaders choose the best course of action based upon situational variable. Different styles of leadership may be more appropriate for certain types of decision-making.

III. LEADERSHIP SKILLS

Many years of experience in Exploring have shown that good leadership is a result of the careful application of 11 skills that any post leader or officer can learn to use. With practice, these skills can become a part of the adult’s or youth officer’s leadership style and will prove helpful in Exploring and all other leadership situations.

UNDERSTANDING THE NEEDS AND CHARACTERISTICS OF THE POST

Each individual participant of the group has certain needs and characteristics.

1. A leader should understand his or her own needs and characteristics.

2. A leader should understand the needs and characteristics of each participant of the group. This helps the leader to deal with each person as an individual, to treat that individual with respect, and to help the person grow.

3. This understanding helps in planning the program and in getting things done.

4. This understanding creates trust and builds confidence among group participants.

Through conversation and informal surveys of post participants, try to find out:

• Why they joined your post

• What they expect from the post’s program

• What their major interests are

• What their plans for the future are

KNOWING AND USING THE RESOURCES OF THE GROUP

Resources include all those things necessary to do a job. Resources also include people, because people have knowledge and skills. Knowledge is what a person learns through familiarity or experience—what you know. Skill is the ability to use what you know. Attitude includes the desire to do something—motivation—and the belief that you can do it—confidence.

When the leader uses the knowledge and skills of group participants to get a job done, the participants gain experience and improve skills. They also develop a positive attitude toward using a skill.

• Keep the post’s program capability inventory up-todate and use it in planning.

• Understand the purpose and resources of your participating organization.

• Survey the participants’ parents; include them in your program capability inventory.

• Find out your post participants’ skills, interests, and resources.

COMMUNICATING

To improve your skills in getting information:

• Pay attention and listen carefully.

• Make notes and sketches.

• Ask questions and repeat your understanding of what was said.

To improve your skills in giving information:

• Be sure others are listening before you speak.

• Speak slowly and clearly.

• Draw diagrams, if needed. Ask those receiving information to take notes.

• Have the listeners repeat their understanding of what was said. Encourage questions.

PLANNING

Planning is an important part of everything we do in Exploring. The following is a simple process for planning:

• Consider the task and objectives. What do you want to accomplish?

• Consider the resources—equipment, knowledge, skills, and attitudes.

• Consider the alternatives. Brainstorm.

• Reach a decision, evaluating each option.

• Write the plan down and review it with the post.

• Execute the plan.

• Evaluate the plan.

CONTROLLING GROUP PERFORMANCE

-A leader influences the performance of the group and individual participants through his or her actions.

Why is control needed?

-A group needs control as an engine needs a throttle—to keep it from running itself into the ground. A group works together best when everybody is headed in the same direction. If a plan is to be properly carried out, someone must lead the effort. Control is a function that the group assigns to the leader to get the job done. Control happens as a result of recognizing the difference between where the group is and where the group is going. The leader is responsible for developing a plan to help the group get to its goal. Setting the example is the most effective way of controlling the group. When working with post participants, do the following:

• Continually observe the group. Know what is happening and the attitude of the group.

• Make your instructions clear and pertinent.

• Pitch in and help when necessary.

• Quickly deal with disruption. Guide the post toward self-discipline.

EVALUATING

Evaluating helps measure the performance of a group in getting a job done and working together. It suggests ways in which the group can improve its performance.

There are two basic categories of evaluation questions.

After any event or activity, ask these questions:

Getting the job done—

• Was the job done?

• Was the job done right?

• Was the job done on time?

Keeping the group together—

• Were relationships between group participants helped or hurt?

• Was participation equally distributed among group participants?

• Did the group enjoy the activity?

• Did the group handle conflicts well?

SETTING THE EXAMPLE

Setting the example is probably the most important leadership skill. It is the most effective way to show others the proper way to conduct themselves, and is even more effective than verbal communication. Without this skill, all the other skills will be useless. One way to think about setting the example is to imagine yourself as part of a group and think about how you would like your leader to act.

SHARING LEADERSHIP

While there are various ways to exercise leadership, the goal of Exploring leadership is exemplified in a quote from the ancient Chinese philosopher, Lao-Tzu: “But of a good leader . . . When the work is done, his aim fulfilled, they will say, ‘We did this ourselves.’ ”

The Exploring leader wants to give post participants the skills he or she possesses, not to use those skills in ways that keep the post weak or dependent. He or she offers leadership opportunities to post participants and teaches them the skills they need.

COUNSELING

Counseling is important

• To help people solve problems

• To encourage or reassure

• To help an Explorer reach his or her potential

Counseling can be effective when a person is

• Undecided—he or she can’t make a decision

• Confused—he or she doesn’t have enough information or has too much information

• Locked in—he or she doesn’t know any alternatives. How do you counsel?

• First, try to understand the situation. Listen carefully. Summarize. Check the facts. Paraphrase to make sure you understand.

• Second, help list as many options as possible.

• Third, help list the disadvantages of the options.

• Fourth, help list the advantages of the options.

• Finally, let the person decide on a solution. The counselor’s role is to give encouragement and information, not advice.

REPRESENTING THE GROUP

Where do you represent the post? Post leaders represent the post at post committee meetings, Advisors’ meetings, officers’ meetings, and planning conferences, and to the participating organization.

The leader represents the post in two situations:

• Without consultation—when he or she doesn’t have the opportunity to consult with post officers about a decision

• With consultation—when he or she can meet with post officers about the issue

In some cases the leader must represent the post’s decision exactly; in other cases, he or she must use independent judgment. You will need to solicit and analyze participants’ views and attempt to represent those views within the guidelines of your post, your participating organization, and Exploring.

EFFECTIVE TEACHING

Effective teaching is a process to increase the knowledge, skills, and attitudes of the group and its participants. The focus is on learning, not teaching. For teaching to be effective, learning must take place. The steps of effective teaching include:

• Choosing the learning objectives

• Providing a discovery experience that helps the learner understand the need for the skill

• Demonstrating or explaining the skill

• Allowing the learner to practice the skill

• Evaluating the process

IV. Elements of Directing

• Delegation – The process by which a manager assigns specific tasks/ duties to workers with commensurate authority to perform the job.

• Two Criteria – ability of the worker to carry-out the task & fairness not only to the employee but to the team as a whole.

Defining Delegation

Delegation is the process by which responsibility and authority for performing a task is transferred to another individual who accepts that authority and responsibility

o Delegator remains accountable for the task

o Delegation skills can be learned

Principles of Delegation

• Select the person to whom the job is delegated.

• Delegate both interesting and uninteresting tasks.

• Provide subordinates with enough time to learn.

• Delegate gradually.

• Delegate in advance.

• Consult before delegating.

• Avoid gaps and overlaps.

Matters that cannot be delegated

• Overall responsibility, authority and accountability for satisfactory completion of all activities in the unit.

• Authority to sign one’s name is never delegated.

• Evaluating the staff and / or taking necessary corrective or disciplinary action.

• Responsibility for maintaining morale or the opportunity to say a few words of encouragement to the staff especially the new ones.

• Jobs that are too technical and those that involve trust and confidence.

Responsibility and Accountability

Responsibility denotes an obligation to accomplish a task Accountability is accepting ownership for the results or lack thereof Responsibility can be transferred Accountability is shared

You can delegate only those tasks for which you are responsible

Authority

Authority is the right to act

By transferring authority, the delegator is empowering the delegate to accomplish the task

Differentiating Delegation From Assignment

In assignment no transfer of authority occurs

Assignments are a bureaucratic function that reflect job descriptions

Effective delegation benefits the delegator, the delegate, and the organization

Delegation versus Dumping

Delegate because it is the best use of time Do dump an undesirable task Role modeling delegation and giving staff opportunities to experience delegation

from another’s point of view can improve the work of the team

Benefits of Delegation to the Nurse

Patient care is enhanced Nurse’s job satisfaction increases Retention is improved

Benefits of Delegation to the Delegate

Delegate gains new skills and abilities Delegate gains trust and support resulting in self-esteem and confidence Job satisfaction and motivation are enhanced Individuals feel stimulated by new challenges Morale improves, a sense of pride and belonging develops Greater awareness of responsibility

Benefits of Delegation to the Manager

Manager will have a better functioning unit Manager will have more time to devote to management tasks Manager will have time to develop new skills and abilities, facilitating the

opportunity for career advancement

Benefits of Delegation to the Organization

Organization achieves goals more efficiently Overtime and absences decrease, productivity increases Financial position may improve Quality of care improves Patient satisfaction increases

The Delegation Process

Define the task

o Delegate only an aspect of your own work for which you have responsibility and authority

o Routine tasks

o Tasks for which you do not have time

o Tasks that have moved down in priority

o Define the complexity of the task and its components

o Subdivide the task into component parts and delegate the components congruent with the available delegate’s capabilities

Certain tasks should never be delegated

o Discipline

o Highly technical task

o Situations that involve confidentiality or controversy

Decide on the delegate

o Match the task to the individual

o Delegate to the lowest person in the hierarchy who has the requisite. capabilities and who is allowed to do the task legally

o Determine availability

o Delegation is an agreement that is entered into voluntarily

Determine the task

o Clearly define your expectations for the delegate, plan when to meet

o Key behaviors in delegating tasks

o Describe the task using ‘I’ statements

o The delegate needs to know what is expected, when the task is to be completed, where, and how

o If written reports are required, indicate whether tables, charts, or other graphics are necessary

o Be specific about reporting times; identify critical events or milestones

Key behaviors in delegating tasks

o Describe the importance to the organization, you, the patient, and the delegate

o Clearly describe the expected outcome and the timeline for completion

o Identify any constraints for completing the task or any conditions that could change

o Validate understanding of the task and your expectations

Reach agreement

o Be sure that the delegate agrees to accept responsibility and authority for the task

Monitor performance and provide feedback

o Monitoring performance provides a mechanism for feedback

o Be sure to give praise and recognition due

Obstacles to Delegation

A nonsupportive environment

o Organizational culture

o Culture within the organization may restrict delegation

o An atmosphere of distrust prevails

o Personal qualities

Poor communication and interpersonal skills can also be barriers to delegation

Nonsupportive Environment

Lack of resources

Financial constraints

Educational resources

Time limits

Insecure Delegator

Fear of competition or criticism

Fear of liability

Fear of loss of control

Fear of overburdening others

Fear of decreased personal job satisfaction

Unwilling Delegate

If proper selection criteria are used and steps of delegation followed, then the delegate should not fail

Another barrier is the individual who avoids responsibility or is overly dependent on others

Avoiding Unnecessary Duplication

Try to delegate associated tasks to as few people as possible

To prevent work duplication ask:

o How often does staff duplicate an activity that someone else has recently performed?

o Why does this duplication occur and is it necessary?

o How can nurses delegate to prevent duplication?

Avoiding Underdelegation

Transfer full authority to the delegate

Avoid taking back responsibility for aspects of the task

Equip and direct the delegate

Reverse Delegation and Overdelegation

Reverse delegation

o Someone with a lower rank delegates to someone with more authority

Overdelegation

o When the delegator loses control over a situation by providing the delegate with too much authority or too much responsibility

o This places the delegator in a risky position, increasing the potential for liability

Liability and Delegation

Fear of liability often keeps nurses from delegating

State nurse practice acts determine the legal parameters for practice

Professional associations set practice standards

Organizational policy and job descriptions define delegation appropriate to the specific work setting

Five Rights of Delegation

Right task

Right circumstances

Right person

Right direction and communication

Right supervision

V. Four Ways that Generate Power

With words

o Use the other person’s name frequently

o Use strong statements

o Avoid discounters, cliches, and fillers

Through delivery

o Be enthusiastic

o Speak clearly and forcefully

o Make one point at a time

o Do not tolerate interruptions

By listening

o For facts, emotions, and what is not being said

Through Body Posture and Language

o Sit next to antagonist; turn 30 degrees to address that person

o Expand your personal space

o Use gestures

o Maintain eye contact, but do not stare