Part 2/3 - Report on Advanced Nursing Administration Contents: 2. Supervision of Personnel (Principles and Techniques) 3. Motivation 3.1. Theories of Motivation (Content and Process Theories) 3.2. Use of Motivation Theories to Nursing Administration 4. Coordination of Services 5. Communication 5.1. Principles of Effective Communication 5.2. Lines of Communications

2. ---Part II---
2. Supervision of Personnel (Principles and Techniques)
3. Motivation
3.1. Theories of Motivation (Content and Process
Theories)
3.2. Use of Motivation Theories to Nursing
Administration
4. Coordination of Services
5. Communication
5.1. Principles of Effective Communication
5.2. Lines of Communications

4. ●Supervision●
Definition
Supervision is the authoritative direction of the
work of a subordinate. It is based on the
hierarchal organization in which each level of
subordinate to the one immediately above is
subject to its orders. (Basavanthappa)

5. It is also known as a cooperative relationship
between a leader and one or more persons to
accomplish a particular purpose (Lambertson);
and a kind of teaching which involves, advising,
helping, inspiring leading and liberating. (Jean
Barett)

6. Supervision is about nurturing employees
and not about intimidating, challenging, or
over powering them. It is about sharing
knowledge, skills, work expectations as well
as being committed to make supervisees
successful in their roles rather than waiting
for them to make a mistake. Supervisors
need to have clear thinking and a specific
idea of how one can support the individuals
who work for you and the organization. It is
the same as if you have a specific plan to
maintain a service or process. Good
supervision requires a road map to get
people to where they want to go with their
roles and careers (Wenger, 2009).

7. Principles of Supervision (Tan, 2009)
1. Good supervision is focused on the
improvement of work rather than upgrading the
worker.
2. It is based on the lines of authority,
organizational philosophy, vision/mission, job
description, policies and standards, and the
needs of the individual.

8. 3. Focuses on the three areas of skill:
conceptual, technical and interpersonal.
4. It is cooperatively planned, and accepts both
challenge and change.
5. It uses a democratic process to facilitate:
-effective communication
-continuous improvement of staff
-respect for the individuality of each staff
member

9. -bring about a harmonious relationship
and a conducive social, psychological and
physical atmosphere
6. The ultimate goal of good supervision
is to provide safe, effective, quality care.

10. Functions of Supervision (Dawson, 1926)
• Administrative (Normative)
• Educational (Formative)
• Supportive (Restorative)

11. Functions of Supervision in Directing (Borders, 2001)
1. Improve the quality of decision-making and
interventions.
2. Enable effective line management and
organizational accountability.
3. Identify and address issues related to caseloads
and workload management.
4. Help to identify and achieve personal learning,
career and development opportunities.

12. 5. Supervision is not always easy. A supervisor is often
called upon to make decisions based upon the knowledge
and skills which have been acquired through the years of
professional involvement. A supervisor must serve many
functions. Among these are:
• Articulating and achieving the unit's missions and
needs
• Monitoring and managing the climate of the unit
• Fostering individual development
• Developing teamwork capabilities and group resources
• Coordinating work activities
• Promoting active problem solving

13. Qualities of good supervisor
Personality Character
Professional Competence

14. Techniques and tools for supervision
• Observation (nursing and supervisory rounds)
• Individual and group conferences
• Checklists
• Rating scales
• Written policies, printed manuals, bulletin records etc.
• Reports written or verbal (anecdotal reports, incidence
reports)
• Follow-up visits and evaluation
• Staff meeting
• In-service education
• Performance evaluation (self-evaluation, peer
evaluation, supervisor’s evaluation, evaluation by the
general public)

15. Approaches to Supervision
1. Authoritarian - based on the belief that staff
members require constant attention
2. Laissez Faire - based on the desire to allow
staff members freedom in accomplishing job
responsibilities
3. Companionable - based on a friendship-like
relationship
4. Synergistic - a cooperative effort between
the supervisor and the staff member

16. Religion and Supervision
• Staff development is important in creating a
positive work environment.
• There can be considerations for discussing
religious practices, customs, in general to benefit
all staff members.
• It may also be helpful for supervisors to have a
listing of religious holidays. A better
understanding of religion in the workplace can
make for positive environments.
• It is also important to take religious holidays into
account when planning staff or division wide
events.

17. Gender Issues In Supervision
• Be attentive to the health and safety of women who
may be pregnant. Do not ask them to lift or carry
items that may cause them to strain and harm the
baby (Certo, 1994).
• Be conscious of same gender communication and
opposite gender communication patterns. These can
be the source of difficulties.
• Mentor relationships need to be carefully examined.
Understand the dynamics of same gender mentor
relationships as well as opposite sex mentor
relationships (Karsten, 1994).

18. • Do not stereotype new mothers as individuals not
interested in career advancement, or interested in
their current positions (Karsten, 1994).
• In the case of working mothers, devise a plan for
how the two of you will handle a child being sick. It
is advisable that this be done as soon after their
employment as possible (Karsten, 1994).

20. DO DON'T
Openly discuss the goals and process of
supervision with each staff member
Treat supervision as a routine
administrative task
Include advancement of staff member's
personal and professional goals in the
supervisory process
Establish supervisory structure without
genuine input from supervisor
Show concern and interest in staff
member's personal concerns
Attempt to become a staff member's
therapist
Work at establishing friendly relationships
with staff
Allow romantic or "special" caring to
develop with persons supervised
Treat staff members equitably Show or appear to show favor to some staff
members
Confront problems and issues when first
realized
Confuse the value of the person with his or
her behaviors

21. Support the decisions of superiors
with subordinate staff and students
Hide disagreement from supervisor
during decision making process
Publicly admit when wrong or
mistaken
Criticize (correct) staff members
publicly
Deal with staff members face to
face
Discuss a staff member's problem
behavior with another subordinate
or coequal staff member
Keep confidences Hesitate to consult with supervisors
or other professionals
Be direct, open, and honest Try to send indirect message or
message thorough a third party to a
staff member about his or her
conduct
Keep records of supervisory
contacts
Rely on memory for details of
supervisory sessions

22. Establish specific performance
objectives or program outcomes
periodically (at least biannually)
Fail to follow up on accomplishment of
objectives periodically
Recognize and reward achievement Assume that a "good job" is the norm
and does not require acknowledgment
Make realistic assignments based on a
knowledge of the staff member's
experience and skill level, personal
maturity, and current life situation
Assume that everyone on a staff or in
an office should do the same thing at
the same time
Make explicit connection between
supervision and staff development
activities
Assume that staff members can always
identify the areas in which they need to
develop skills or acquire knowledge
Listen and learn from staff supervised Assume final knowledge about
supervision or about a supervisory
relationship

24. ●Motivation●
Definition
Motivation is derived from the Latin word
‘movere’ which means ‘to move’. It refers to the
process that account for an individual’s intensity,
direction, and persistence of effort towards
attaining a goal.

25. Common Aspects of Motivation
Effort
-concerns the magnitude or intensity of
employee’s work-related behavior
Persistence
-concerns the sustained efforts employee
manifested in their work-related activities
Direction
-quality of an employee’s work that is the
investment of sustained effort in a direction that
benefits the employer

26. Theories of Motivation (Content and Process
Theories)
Content Theories (WHAT motivates us)
Process Theories (WHY and HOW motivation
occurs)

27. Perspectives of Motivation
-approaches to motivation that try to answer
the question: “What factors in the workplace
motivate people?”

29. Abraham Maslow’s Hierarchy of Needs
Maslow’s Hierarchy of Needs suggests that people
are motivated to fulfill basic needs before moving
on to other, more advanced needs. As a humanist,
Maslow believed that people have an inborn desire
to be self-actualized. In his theory of motivation, he
argued that there are five levels of need, and that
these are hierarchical, such that lower level needs
must be satisfied before higher ones. Maslow's five
levels of need (starting with the lowest) are:
physiological, safety, social, self-esteem and self-actualization.

31. Alderfer’s ERG Theory of Motivation
Growth refers to an intrinsic desire for personal
development; the intrinsic component of Maslow’s
social/love need, and the external component of his
esteem need.
Relatedness refers to the desire we have for
maintaining interpersonal relationships; similar to
Maslow’s social/love need, and the external
component of his esteem need.
Existence refers to our concern with basic material
existence requirements; what Maslow called
psychological and safety needs.

32. • It suggests that people can be motivated by
needs from more than one level at the same
time. There is not necessarily a strict progression
from one level to the next.
• It acknowledges that the importance of the needs
varies for each person and as circumstances
change. Some people might put a higher value on
growth than relationships at certain stages of
their lives.
• It has a "frustration-regression" element. This
means that that if needs remain unsatisfied at
one of the higher levels, the person will become
frustrated, and go back to pursuing lower level
needs again.

33. Implication of the ERG Theory
• an employee has various needs that must be
satisfied at the same time
• if the manager concentrates solely on one
need at a time, this will not effectively
motivate the employee
• if an employee is not provided with growth
and advancement opportunities in an
organization, he might revert to the
relatedness need such as socializing needs and
to meet those socializing needs

35. Mc Gregor’s Theory X and Y
Assumptions of Theory X
• An average employee intrinsically does not like work
and tries to escape it whenever possible.
• Since the employee does not want to work, he must be
persuaded, compelled, or warned with punishment so
as to achieve organizational goals. A close supervision
is required on part of managers. The managers adopt a
more dictatorial style.
• Many employees rank job security on top, and they
have little or no aspiration/ ambition.
• Employees generally dislike responsibilities.
• Employees resist change.
• An average employee needs formal direction.

36. Assumptions of Theory Y
• Employees can perceive their job as relaxing and normal. They
exercise their physical and mental efforts in an inherent manner
in their jobs.
• Employees may not require only threat, external control and
coercion to work, but they can use self-direction and self-control
if they are dedicated and sincere to achieve the organizational
objectives.
• If the job is rewarding and satisfying, then it will result in
employees’ loyalty and commitment to organization.
• An average employee can learn to admit and recognize the
responsibility. In fact, he can even learn to obtain responsibility.
• The employees have skills and capabilities. Their logical
capabilities should be fully utilized. In other words, the
creativity, resourcefulness and innovative potentiality of the
employees can be utilized to solve organizational problems.

37. Implications of Theory X and Theory Y
• Theory X encourages use of tight control and
supervision. It implies that employees are reluctant to
organizational changes. Thus, it does not encourage
innovation.
• Theory Y implies that the managers should create and
encourage a work environment which provides
opportunities to employees to take initiative and self-direction.
Employees should be given opportunities to
contribute to organizational well-being. It harmonizes
and matches employees’ needs and aspirations with
organizational needs and aspirations.

39. Herzberg’s Two-factor Theory
According to Frederick Herzberg, there are some
job factors that result in satisfaction while there
are other job factors that prevent
dissatisfaction. According to Herzberg, the
opposite of “Satisfaction” is “No satisfaction”
and the opposite of “Dissatisfaction” is “No
Dissatisfaction”.

40. Hygiene factors
-job factors which when adequate/reasonable in
a job, pacify the employees and do not make
them dissatisfied
-are extrinsic to work
-also called as dissatisfiers or maintenance
factors as they are required to avoid
dissatisfaction

41. Hygiene factors
• Pay
• Company Policies and administrative policies
• Fringe benefits
• Physical Working conditions
• Status
• Interpersonal relations
• Job Security

42. Motivational factors
• Recognition
• Sense of achievement
• Growth and promotional opportunities
• Responsibility
• Meaningfulness of the work

43. Implications of Two-Factor Theory
• Managers must stress upon guaranteeing the
adequacy of the hygiene factors to avoid
employee dissatisfaction.
• Managers must make sure that the work is
stimulating and rewarding so that the
employees are motivated to work and
perform harder and better.

45. McClelland’s Achievement, Power, and
Affiliation Needs
David McClelland identified three motivators
that he believed we all have: a need for
achievement, a need for affiliation, and a need
for power. People will have different
characteristics depending on their dominant
motivator regardless of our gender, culture, or
age.

46. Achievement  Has a strong need to set and accomplish challenging
goals.
 Takes calculated risks to accomplish their goals.
 Likes to receive regular feedback on their progress
and achievements.
 Often likes to work alone.
Affiliation  Wants to belong to the group.
 Wants to be liked, and will often go along with
whatever the rest of the group wants to do.
 Favors collaboration over competition.
 Doesn't like high risk or uncertainty.
Power  Wants to control and influence others.
 Likes to win arguments.
 Enjoys competition and winning.
 Enjoys status and recognition.

47. Implications of Achievement, Power, and
Affiliation Needs Motivation Theory
• Every person has one of three main driving
motivators: the needs for achievement,
affiliation, or power. These motivators are not
inherent; we develop them through our
culture and life experiences.

49. ●Coordination●
Definition
Coordination is the orderly synchronization of
efforts to provide the proper amount, timing,
and directing execution resulting in harmonious
and unified actions to a stated objective. It is
also known as the integration of several parts
into an orderly whole to achieve the purpose of
undertaking.

50. Importance of Coordination
1. Creative force. Group efforts when
coordinated create a result greater than the
sum total of the individual and isolated.
2. Unity of direction. Coordination ensures unity
if direction by way of securing spontaneous
collaboration on the part of different
departments.

51. 3. High employee morale. Coordination
enhances the general level of employee morale
and provides satisfaction.
4. Diverse and specialized activities. Total
activities of an organisation are divided into
several units and subunits on the basis of either
product specialisation.

52. 5. To avoid personal rivalries and prejudice.
Human organization gives rise in course of time
to the development of personality politics
among members.
6. To avoid conflict of interests. Subordination
of individual interest to general interest often
happens in organizations. There is need for
coordination to avoid conflicts or overlapping in
the work of employees or units or as
organization.

53. Techniques of Coordination
• Communication
• Orderly plans
• Supervision
• Leadership
• Departmentalization
• Direct contact

54. Hindrances to Coordination
• Uncertainty of the future, as to the behaviour
of the individual and the people.
• Lack of knowledge, experience, wisdom and
character among leaders and their confused
and conflicting ideas and objectives.
• Lack of administration skill and technique.

55. • Vast number of variables involved and the
incompleteness of human knowledge,
particularly with regard to men and life.
• Lack of orderly methods coordination.
• Size and complexity, personality and political
factors.
• Lack of leaders with wisdom and knowledge
pertaining to public administration
• Accelerated expansion of public
administration of international dimension.

56. Coordination Applied to Nursing Management
1. Health care system consists of different
categories of health personnel which requires
intense coordination to function it effectively.
2. Nursing service is often the largest group of
health personnel with wide range of functions
and skills.
3. Effective coordination of nursing services and
patient care will lead to patient satisfaction,
better quality of service and patient outcomes.

58. ●Communication●
Definition
Communication supports each of a manager’s
functions. The ability to effectively communicate is
a necessary condition for successfully planning,
organizing, leading, and controlling. Communication
is vital to organizations—it’s how we coordinate
actions and achieve goals. It is a process by which
information is exchanged between individuals
through a common system of symbols, signs, or
behavior.” (Merriam-Webster)

59. Effective communication
Effective communication is a part and parcel of
any successful organization. A communication
should be free from barriers so as to be
effective. Communication is a two way process
where the message sent by the sender should
be interpreted in the same terms by the
recipient.

60. The Communication Process
Communication fulfills three main functions
within an organization:
(1) transmitting information
(2) coordinating effort
(3) sharing emotions and feelings

61. Elements of Communication
(1) Sender
The person who intends to convey the message with the
intention of passing information and ideas to others is
known as sender or communicator.
(2) Ideas
This is the subject matter of the communication. This may
be an opinion, attitude, feelings, views, orders, or
suggestions.
(3) Encoding
Since the subject matter of communication is theoretical
and intangible, its further passing requires use of certain
symbols such as words, actions or pictures etc.
Conversion of subject matter into these symbols is the
process of encoding.

62. (4) Communication Channel
The person who is interested in communicating has to
choose the channel for sending the required information,
ideas etc. This information is transmitted to the receiver
through certain channels which may be either formal or
informal.
(5) Receiver
Receiver is the person who receives the message or for
whom the message is meant for. It is the receiver who
tries to understand the message in the best possible
manner in achieving the desired objectives.

63. (6) Decoding.
The person who receives the message or symbol from the
communicator tries to convert the same in such a way so
that he may extract its meaning to his complete
understanding.
(7) Feedback
Feedback is the process of ensuring that the receiver has
received the message and understood in the same sense
as sender meant it.

64. Characteristics of Effective communication
1. The message to be delivered must be clear in
the mind of sender.
2. The message delivered should not be
incomplete.
3. The message should be concise.
4. The feedback should be timely and in
personal. It should be specific rather than
general.

65. 5. Empathy with the listeners is essential for
effective verbal communication.
6. The information requirement by different people
in the organization differs according to their needs.
7. For effective communication multiple channels
should be used as it increases the chances of clarity
of message.
8. The employees and managers should not always
discourage grapevine.

66. Principles of Effective Communication
1. Know your audience.
2. Know your purpose.
3. Know your topic.
4. Anticipate objections.
5. Present a rounded picture.
6. Follow through on what you say.

67. 7. Communicate a little at a time, then check if
the listener understands.
8. Present information in several ways.
9. Develop practical, useful ways to get
feedback.
10. Use multiple communication techniques.

68. Ways of Communication (Corrado, 1994)
• Informal talks
• Planned appointments
• Telephone calls
• Interoffice memos
• Letters
• Reports
• Informal staff meeting
• Planned conferences
• Mass meetings/ General assemblies
• Bulletin board notices
• Posters
• Exhibits
• Displays
• Visual aids

69. Dimensional Flow of Communication in Nursing
1. Vertical Communication
2. Horizontal Communication
3. Outward communication
4. Diagonal Communication

70. Lines of Communication
Line of Power
Line of Technology
In-Person Communication

71. Online Sources:
Supervision
http://www.slideshare.net/AlluriGlory/supervision-in-nursing
http://www.slideshare.net/WelingkarDLP/16-supervision?related=3
http://www.slideshare.net/shmily_j/supervisory-ethics-and-issues?related=6
http://www.slideshare.net/DrSnipes/supervision-1197925?related=7
http://www.slideshare.net/51278/history-of-supervision?related=8
http://paanluelwel.com/2013/04/14/supervision-functions-and-characteristics-of-a-good-supervisor/
http://infed.org/mobi/the-functions-of-supervision/
http://www.staffingpractices.soe.vt.edu/supervision.htm
Motivation
http://www.slideshare.net/ymdp08/theories-of-motivation-25560236?qid=188a7cce-e4e9-4c0f-8158-
5189476f6e00&v=qf1&b=&from_search=1
http://positivementalhealthfoundation.files.wordpress.com/2010/07/800px-maslows_hierarchy_of_needssvg.png
http://www.westbrookstevens.com/Pictures/Resear4.gif
http://www.mindtools.com/pages/article/newTMM_78.htm
http://www.mindtools.com/pages/article/human-motivation-theory.htm
http://www.managementstudyguide.com/herzbergs-theory-motivation.htm
Coordination
http://currentnursing.com/nursing_management/coordination.html
Communication
http://www.slideshare.net/Sweetp999/principles-of-effective-communication-24566620
http://www.slideshare.net/Sweetp999/principles-of-effective-communication-24566620
http://catalog.flatworldknowledge.com/bookhub/5?e=carpenter-ch12_s01
https://nationalvetcontent.edu.au/alfresco/d/d/workspace/SpacesStore/b13b0b38-07f7-4b41-93f3-
a661d822c81d/903/content/resources/03_effective_communication/02_principles/page_002.htm
http://www.slideshare.net/guptayuvraj/organizational-communication-12972727
References:
Tan, C.B., & Beltran E.I. (2009). Leadership and Management in Nursing: A Transformative and Reflective Text and
Workbook. Manila, Philippines: Educational Publishing House.
Berman, A. & Kozier, B. (2008) Kozier & Erb's Fundamentals of Nursing: Concepts, Process and Practice. Upper Saddle
River, N.J.: Pearson Prentice Hall.