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Setting Standards • Everyone doing a job should know what he/she is expected to do. • Standards must be attainable. • There must be a point against which performance can be measured.
Setting Standards • Involve your staff in setting standards. • Self-evaluation will then become automatic. • Corrective action can be taken immediately. • You provide the encouragement to stay on target.
Action Steps Working with Human Resources: • Review your department’s job descriptions. • If needed, add a list of standards to be met. • Design an evaluation system – how will you measure performance?
There’s More! Part 2: Structuring the performance review • Review and preparation • Putting the employee (and you!) at ease • Giving feedback
There’s More! Part 3: Giving negative feedback & setting goals • Structure for giving negative feedback • Reviewing last year’s goals/setting new goals • Career development plans • What NOT to do • Ending on a positive note
“ It is one of the most difficult things we ask line managers to do. You have to continue to work with these people, count on them. They are critical to your success. And all of a sudden you are the judge .”
Uses a three-phase upward feedback system - Survey Feedback Action (SFA)
Yearly anonymous HR standard survey
Feedback session between manager and group
Action plan phase
What is the concern? What is your analysis? What is the cause? What should be done?
WHAT HAPPENS TO THE TEAM WORK? WHO IS APPRAISED?
An Activity in Performance Appraisal ADDRESSING SALLY’S ERRORS IN JUDGEMENT You are a senior student nurse and this is your sixth week of MS + Leadership Clinical Focus. Your CI assigns two students to work together in caring got gour to six patients. The students alternate fulfilling leader and follower roles and providing total patient care. This is the second full day that you have worked as a team with Sally Kayumanggi.
Last week, when you were assigned with Sally, she was the leader and made numerous errors in judgment. She got a patient up who was on strict bed rest. She made an IV Medication error giving a medication to the wrong patient. She gave Nubain too soon because she forgot to record the time in the therapeutic sheet and she frequently did not seem to know what was wrong with her patients.
Today you have been the leader and have observed her contaminate a dressing and forget to observe the 5 basic rights twice when she was giving medications. When you asked her about checking placement of the NGT, she did not know how to perform this skill. You have heard some of the other students complain about Sally. What is your obligation to your patients, your fellow students, the Clinical Agency (Hospital) and your instructor? Outline what you would do. Give rationale for your decisions.
The finished products is correctly processed and checked according to the defined procedures.
Pharmaceutical products are not sold or supplied before the authorized persons have certified that each production batch has been produced and controlled in accordance with the requirements of the marketing authorization and any other regulations relevant to the production, control and release of pharmaceutical products
Satisfactory arrangements exist to ensure, as far as possible, that the pharmaceutical products are stored by the manufacturer, distributed and subsequently handled so that quality is maintained throughout their shelf-life.
There is a procedure for self-inspection and/or quality audit that regularly appraises the effectiveness and applicability of the quality assurance system