1. The document discusses management concepts including defining management, administration, and the management cycle. It also discusses planning, including identifying problems, setting objectives, developing action plans, implementation, and evaluation. 2. Examples are provided to illustrate management systems with inputs, processes, outputs, and impacts. The planning cycle and decision making process are also illustrated with examples. 3. Types of planning are discussed including strategic, tactical, operational, and contingency planning. Time horizons for different levels of planning are also outlined.

1. MANAGEMENT
IN PRACTICE
Prof./ Adel Fouda

2. ‫آية‬ ‫البقرة‬ ‫سورة‬

5. ‫التدريب‬ ‫قواعد‬Ground
rules
‫االبتسامة‬
 ‫قضية‬ ‫للود‬ ‫يفسد‬ ‫ال‬ ‫الرأى‬ ‫فى‬ ‫االختالف‬
‫المحمول‬ ‫غلق‬
‫االنصات‬ ‫حسن‬
 ‫الفعالة‬ ‫المشاركة‬
.

6. 1. Design the system approach and
illustrate by example.
2. Draw the management cycle.
3. Draw the decision making cycle.
4. Illustrate the planning cycle.
5. Write your aim and objectives in your
professional career
6. Illustrate the process objectives and
outcome objectives
Management module
assignments feb 15,18

7. 7. Describe the steps for successful
implementation .
8. How to evaluate your department.
9. Compare and contrast supportive supervision
and the traditional .
10. Sketch the organizing chart of your
department.
11. Construct a matrix for problems priority setting
.
12. Construct a matrix to select the appropriate
solution.
Illustrate = explain or describe by example

8. ‫التوقعات‬Expectations
 ‫المعارف‬
( knowledge )
‫؟‬
 ‫المهارات‬
( Skills )
‫؟‬
 ‫االتجاهات‬
( ( Attitude ‫؟‬

9. ‫العام‬ ‫الهدف‬GOAL

10. ‫التفصيلية‬ ‫االهداف‬Objectives
‫أن‬ ‫على‬ ‫قادر‬ ‫المشارك‬ ‫يكون‬ ‫الجلسة‬ ‫هذه‬ ‫بنهاية‬
:
.

12. • Define administration ,management and management cycle
• Identify the main management functions.
• Enumerate the planning functions.
• Identify situation analysis
• Problem priorities.
• How to start a health program.
Learning Objectives:

13. LEARNING OBJECTIVES
By the end of the session you should be able to:
1. Define the terms: management, administration,
efficiency, and effectiveness
2. Identify the three main management functions
3. Enumerate the planning functions
4. Identify the levels of planning
5. Define the components of situation analysis

14. elmor123@hotmail.com
Fail to plan = Plan to fail

15. Cost of planning Failure
Good planning
Correction cost
Failure cost

16. Management is a Generic Skills
- It is essential to accomplish anything

17. Aim of Health management:
• to improve population health.
• to Improve health services (quantity and
quality)according to the perceived needs
and demands of the community.

18. WHO states:
Management is Essential for Health Reform
Health Reform depends on:
- Having key resources
- How those resources are managed.
So,
Effective leadership and management are
essential to scaling up the quantity and quality of
health services and to improving population
health.

19. Lack of ‘Managerial Capacity'
at all levels of the health system
is a 'binding constraint' to scaling up
services and achieving the health-related
Millennium Development Goals (MDGs).

20. Scopes of health management:
• Mapping community health profile and policy.
• Running health services (Primary care units, Hospital, private clinic
..etc) .
• Improving health services
• Introducing new health services, treatment, etc.
• Running a health program or projects.
• Conducting research (operational / scientific ),
thesis , survey ,……etc.

21. ?
In an economic way

22. Schools of Management
The Classical Perspective (Scientific management): focuses on
ways to improve the performance of individual workers.
The Administrative Management Perspective: focuses on
managing the total organization.
The Behavioral Perspective: motivation, etc…
The Quantitative Perspective (Management Science): focuses on
mathematical models
The Integrating Perspective (System Analysis / rational
management).

23. Governance
1. Transparency & clearance
2. Accountability
3. Auditing
4. Partnership
5. Compliance to the standard
6. Separation of authority
7. Management Conflict of interest

26. Training one
•System , inputs , process , outputs
,outcomes and impact are the most
common words in use nowadays
•Construct an example to illustrate this.

27. SYSTEM
“A set of interrelated and interdependent
parts designed to achieve common
objectives and goals”
The system has various inputs which
are processed to produce certain
outputs, that together, accomplish the
overall goal of an organization.

28. There is ongoing feedback among these
various parts to ensure they remain aligned
with overall organization goals.
SYSTEM
INPUTS PROCESS OUTPUTS
Feedback
There are several classes of systems,
ranging from very simple frameworks all the
way to social systems, which are the most
complex.(organization)

29. The Management Process (System View)
Resources
Man
Money
Material
Machinary
Goal

objective
Process Outputs
Inputs
Outcome
Impact
Management Functions
Planning Organizing Directing Control

30. INPUTS
RESOURCE
S
PROCESS
ACTIVITIES
OUTPUTS
Products/servi
ce
EFFECTS
KAP
IMPACTS
Morbidity/Motalit
y
Mangament services
Trainers
ORS
Packets
Guidelines
Train & evaluate
(lecture/practical
s)
Doctors
trained in
ORT
Doctors
skilled in
ORT
incidence of
diarrhea and
death rates for <
5 children
decreased
Trained
Doctors
ORS
packets
Diagnose
&prescribe
ORT(Supervised
)
Mother
counseled ORS
issued
Mother
uses ORT
Avoid
dehydration &
death of child
PHC Services
A system Diagram for Diarrhea Control

31. Input Process Output Effect Impact
defining indicators for PHC and
management services (Child nutrition)
cards,
scales,
Nutrition
monitors
Clinics
Weighing
diagnosing
PEM
counseling
Weight
recorded
child
referred
to Clinic,
mother
counseled
on breast
feed &
nutrition
Mother
understand
s child
nutrition,
Mother
Feeds
better
Weight gain,
malnutrition
drops

32. training two
•What is management cycle and
decision making?
•Construct an example to illustrate
this.

33. WHAT IS
MANAGEMENT?
 It is an ART.
 It is a SCIENCE.
 It is Decision Making.
 It is Getting Things Done.
 It is achieving Objectives
through / with others.

34. What is MANAGEMENT?
• Management is the process of
achieving organizational goals by
engaging in the four major functions
of planning, organizing, leading and
controlling.
• Management process is the set of
ongoing decisions and work activities.

35. Definition of Management
Management is getting things effectively
done to achieve desired objectives,
through proper planning, efficient
implementation, and evaluation to assess
achievements and identify the needs for re-
planning.
Management is thus a dynamic process.

36. • Effectiveness is the degree to which a
stated objective is being achieved.
• Efficiency is the optimized (balanced) use
of resources (human resources,
equipments, supplies, money & time).
Good management
is smooth functioning

37. Definition of Administration
• Administration is the execution of
predetermined policies.
• It represents part of the implementation
element in the management cycle.

38. Management vs Administration
Administration
• Frames the policies and goals.
• Top level with the decisive functions.
Management
• implements policies and goals.
• Middle level with executive function.

39. Program Management Cycle
Planning
Implemention
Evaluation

40. Management Process
DM
Evaluation
Staffing
Planning
Organizing
Budgeting
Directing
Controlling
Coordinating
Reporting

41. Decision Making Process
Problem
Identification
Gather
Information Develop
Alternatives
Evaluate
Alternative
Solutions
Select The
Best
Alternative
Make
The
Decision
Implement
The Solution
Monitoring
&
Evaluation
D. taking

42. Training three
•What is planning and it’s steps ?
•Why planning ?
•What are the types of planning and it’s
horizons?

43. PLANNING
Future
of the
Organization
Current Status of the
Organization
Plan
Where the health organization wants to be in the future
and how to get there.
REMEMBER: “If you don’t know where you are going, that’s
probably where you’ll end up—nowhere!!!”

44. Definitions
• Planning is the process of formulating objectives
and determining the steps which will be employed
in attaining them.
• A plan is a statement of goals, objectives and
outputs, and a description of the courses of action
and the resources necessary to achieve them.

45. Planning:
• A continued process of anticipating the
resources and services required to achieve
objectives determined according to an order
of priorities that permits the selection of the
optimal solution or solutions from among
several alternatives; these choices take
account of the context of internal and external
constraints, whether already known or
foreseeable in the future (Pineault).
• The core of planning consists of analyzing
alternative means of moving toward identified
goals in the light of priorities and existing
constraints. (Reinke)

46. Planning
Needs &
demands
Attitudes of
public
Resources
Planning is
based on
compromising
between:

47. Identify and
Define the
Problem
RATIONAL &
JUSTIFY
(PRIORITISE)
SET GOALS
/
OBJECTIVES
DETAILED
ACTION PLAN
IMPLEMENT
MONITORING
EVALUATE

48. Identify and Define
the Problem
RATIONAL & JUSTIFY
(PRIORITISE)
SET GOALS /
OBJECTIVES
WHY IT IS
IMPORTANT ?
CONSIDER
ALTERNATIVES
WHAT IS TO
BE
ACHIEVED
?
Define
indicator
DETAILED
ACTION
PLAN
HOW WILL IT BE
DONE ?
WHAT IS
NEEDED TO DO
IT?
IMPLEMENT
COORDINATION
IDENTIFY RESOURCE
NEEDS
DO IT
MONITORING
ARE THE
ACTIVITIES
BEING
CARRIED
OUT AS
PLANNED
?
EVALUATE
DID WE
ACHIEVE
WHAT WAS
PLANNED ?
PRIORITISE
Solution

49. The planning function includes
1. Situation analysis.
2. Problem identification and priority setting.
3. Objective setting.
4. Selection of alternative
solutions/interventions.
5. Planning for resources.
6. Planning for monitoring and evaluation.
7. Planning for sustainability.

50. 1- Preparatory phase (Planning to Plan)
Assignment of Team & team Leader
Term of References of planning (objectives ,
Resources, time allocated )
2- Situational Analysis
Health & demographic Data..etc
Health Services (government – private...)
Needs & Demands
3- Identify Needs or problems
Identify Health Problems or needs
Setting Priorities or needs
4- Planning
Vision & Mission
Goal and Objectives
Strategies (Select the suitable)
Organizing (hierarchy & Units)
Planning for resources
Planning to Implement (Action Plan)
Planning for evaluation
Management Functions
& Strategic Planning
Quick references to
Manage or Plan a
Program

51. 5- Implementation
Organizing
Staffing
Directing
Coordination
Reporting
Supervision
Time table
6- Evaluation
KPI Evaluation
Monitoring & Supervision
7- Communication
Management Functions & Strategic Planning
Quick references to Manage or Plan a Program

52. Resources
Time
line
Key Performance
Indictor(KPI)
Responsible
Team/Person
Main Activities
Internal
2 weeks
1 week
1 week
- 1st Draft of the
plan
- Finalize the plan
- Communicate the
plan
Planning
Team
Finalize annual
plan
Univers
ity
4 weeks
4 weeks
-Training all doctors
- Training Nurses
HR
Trainning the
staff
Directo
r
2weeks
3 weeks
-Quotation
-To buy the machine
X Ray Dept.
To buy a sonar
…etc
Annual Action Plan of X General Hospital
(Simplified Example)

53. Types of Planning
is Essentialto achieve organizationalgoals.
Contingency plan (backup plans that fail )
Action (Operational) plans
are necessary to attain tactical plans
Tactical plans lead to the achievement of
Strategic plans.

54. - Top-level managers,
- Begin with an organization's vision and mission.
- Usually 3-5 years
- To formulate the desired future and long-term
goals
- It serve as the framework for tactile planning.
Strategic Plans

55. - Mid-level managers
- Translate strategic plans into specific and
more detailed plans for the different areas of
the organization.
- Concerned with the responsibility and
functionality of departments
- Serve as a guideline for the action plan.
Tactical Plans

56. - Converting objectives into activities.
- Who will do What and When?
- Arrangements for monitoring implementation
and resource usage.
- Contain Key performance indictors(KPI),
- Contain the routine tasks and time tables
of the department with full details.
Operational plan
Action Plan

57. Contingency Plans
Backup plans
- Even the best plans can fail.
- Alternative plan or course of action.
- Managers at all levels have to put a contingency
plan.
- Flexible and can be implemented if and when an
original plan fails to produce the anticipated
results.

58. Planning horizons
year
Short-term 1 or less most district health
plan
Medium-term 1
-
3
long-term 3-5 most of strategic plan

59. Training four
Write your aims and objectives in
your professional career.

60. GOALS - AIMS
General statement about what you
wish to be

61. Objectives
Goals are specific statements of anticipated results that
further define the organization's purpose
They are expected to be SMART: Specific, Measurable, Attainable, Rewarding,
and Timed.
Specific—clearly written to avoid differing
interpretations;
Measurable—to allow for monitoring and evaluating
progress toward achieving the result;
Appropriate—to the scope of your program or work
activities, so that you can influence or make changes;
Realistic—achievable within the time allowed;
Time bound —with a specific time period for completion.

62. OBJECTIVES
Objectives are specific accomplishments that must
be accomplished in total, or in some combination, to
achieve the goals in the plan.
Objectives are usually "milestones" along the way
when implementing the strategies.

63. Children
under 2 years
To improve
the survival
of children
under 2 years
*Reduce mortality
among children
under 2 years to a
rate of 90 per 1,000
live births within 1
year.
*Decrease the
prevalence of third
degree malnutrition
among children <2
years by 30% within
6 months .
Target group Goal Objective

64. comparison between outcome and process objectives
Outcome objectives
To reduce the incidence of measles
among children <2 years to x levels within
1 year.
To increase the average breast feeding
period to at least 18 months among
children <2 years within 1 year
To reduce the prevalence of malnutrition
among children under 5 years from 15-
10% over the next 3 months
To raise the prevalence of modern
contraception to 25% among women of
child bearing age within 1 year
To reduce the incidence of diarrhea
among the children <5 years by 75%
within 6 months
Process objectives
To provide measles immunization services
weekly at all health centers and do
monthly outreach for all children <2 years
within 1 year.
To provide for 1 year, bi-weekly individual
and group counseling to motivate mothers
to breast-feed children till the age of 2
years.
To improve the food supply from an
average 1900-2,200 Kcal food/p/day to all
persons over the next 3 months.
To extend the availability of information
and services for modern contraception to
all women of child bearing age within 1
year.
To increase the potable water supply in
the district by 25% within 6 months.

65. Objectives Services Strategy Activities Who will
deliver
How and
where
Reduce
incidence
of
measles
Immunization
Nutrition.
Health
education.
Basic
curative
care.
Prevention:
What
Establish
cold
chain .
Vaccinate
all <12
years.
Active
case
finding.
Manage
cases.
When ?

66. Motivate
remaining
40%
Dr motivate
30% more
Dr motivate
20% mothers
to use ORT
Dr diagnose &
prescribe
ORT
Dr training on
ORT
Recruit
volunteers
OCT
SEP
AUG
JUL
JUN
MAY
APR
MAR
FEB
JAN
ORT
activities

67. Training five
• What are the types of situation analysis
• How to do it in your ???????

68. Situation Analysis
• Population Based Planning
• Community Based Planning
• Organization based planning

69. Population /Community and organization -
based situation analysis should include
1. Political and administrative structure
2. Demographic features
3. Economic activities
4. Social stratification and power relations
5. Leadership pattern and its influence.
6. Organizations and their functions and
activities
7. Cultural facets or traditions
8. Health, nutrition, and sanitation levels
9. Education
10. Resources and strengths

70. Sources of information for situation
analysis/needs assessment
1. Documents or files (governmental and NGOs)
2. Reports or surveys.
3. Community members.
4. Informal leaders in the community.
5. Senior citizens.
6. Government officers or formal leaders.
7. NGO personnel.
8. Politicians, central or local government
representatives of the area.

71. Important points to remember when collecting
information from the community
- Use a variety of techniques. The most common
are:
* Questionnaires
* Interviews
* Observation
- Group discussion with community organizations,
leaders and members is very useful.
- Official data, records, reports, and studies of specific
issues

72. Training six
•How to identify , define and
prioritize your problems

73. PROBLEM
IDENTIFICATION AND
PRIORITY SETTING
Population / Community

74. Problem Definition
Each problem should be clearly described. This
should cover:
• The nature, extent and magnitude of the
problem, including who is affected, which age
group, social class, and geographic area;
• The trend of the problem, whether increasing,
decreasing or stationary;
• Causes of the problem including the health
related factors affecting the problem;
• Consequences of the problem.

75. Analysis of the problem
Community health problems can be analyzed by the
problem tree indicating
• the problem,
• causes and
• contributing factors.
This is done by asking yourself 5 times why?

76. CRITERIA FOR SELECTING
PRIORITY PROBLEMS ON
POPULATION , COMMUNITY
AND ORGANIZATION
Priority setting

77. 1.The extent of the problem.
2. Seriousness of the problem which has four main
components:
3. Effect on economy and productivity, and other
socio-economic implications.
4. Availability of cheap feasible technologies for
prevention and control
5. Single, or multi-sectoral approach, and the
feasibility of implementation and monitoring of
the program.
6. sTime required for achieving visible results.

78. Seriousness of the problem
• Urgency: Some problems require a rapid response in
order to prevent the spread of the problem or death; e.g.
contaminated food, or radioactive waste.
• Severity: This is measured by immediate effects e.g. high
mortality rates, or late sequels in the form of
complications or handicapping conditions.
• Economic costs should include the costs of medical
expenses, public services and prevention programs to the
community.
• Impact on others: communicable disease control remains
an important priority; however, other problems include
water and air pollution, passive smoking, ..etc.

79. Identify community needs or problems
according to situational analysis
Extent Seriou
sness
Urgency Solution
Available
Public
Concern
HCV
Aids
Car
Accident
Cancer
Obesity
Avian Flu

80. Training seven
• State your solutions
• How to select the appropriate solution(s)

81. SELECTION OF ALTERNATIVE
SOLUTIONS

82. Criteria for selecting appropriate
solutions
-The foreseen effectiveness of the proposed
solution & visibility.
-Technical feasibility reflecting the use of
appropriate technology and availability of
needed resources (Human resources,
equipments and supplies, and money), plus
social acceptability.
-Political and institutional support.

83. Example of a matrix to select
appropriate solution
Idea Feasibility Effectives C/E
Technical Social Financial

84. Training eight
•Describe the steps for successful
implementation.

85. Implementation

86. PLANNING: ‫التخطيط‬
Organizing: ‫التنظيم‬
Staffing: ‫العامله‬ ‫القوى‬ ‫أعداد‬
Directing: ‫التوجيه‬
monitoring Controlling: ‫الرقابه‬
Coordination: ‫التنسيق‬
Reporting: ‫التقاريير‬ ‫أعداد‬
Budgeting: ‫الميزانيه‬ ‫أعداد‬
EVALUATION: ‫التقيم‬
IMPLEMENTATION
‫التنفيذ‬

87. Coordination
Leadership
and
Management
of staff
Management
of
constraints (risks)
and changes
Reporting

88. Organizing
Group of:
• Persons, materials, procedures, ideas, or
facts.
Arranged and ordered so that
The combination of parts makes
a meaningful whole

89. Organizing
Men
Contribute
Participate
Procedure
where
Talents
Energies
Applied
Economically
Effectively
Harmoniously

90. Organizing
in planning
Activities
Partitionized to
Duties to be
Assigned

91. Organizing
•Relationships must be established
between individuals.
•To assure that efforts are coordinated
towards a basic objective.

92. Organizing
Organization structure
•Deals with the over all
arrangements.
•Resembles the architectural plan.
•Starts with the objectives and
activities of the organization as in
planning.

93. Organizing
Organization structure
Items to be considered
First: primary departmentation.
Second: the focus of operating responsibilities.
Third: the facilitating unit.
Fourth: the structural arrangements.
organizing

94. First: Primary Departmentation
• into which the work
may be divided
Creating
major
operating
divisions
• activities into units
The process
of grouping
of
organizing

95. First: Primary Departmentation
Patterns of grouping
By service
• Curative and
Preventive
groups.
• Advantage of
specialization
By location
• For widely
dispensed
services.
• Meeting local
needs.
By client
• Assure
adequate
attention to
certain groups;
mothers, and
children.
Also by:
• Time
• Process
• Function
• …etc.
organizing

96. First: Primary Departmentation
Provides rule of what included or excluded in
departments.
Few follow single pattern; majority are
composite.
Subdivisions under any single executive
preferably follow single pattern.
organizing

97. First: Primary Departmentation
Departmentation
Specialization
Independence
Coordination
Focus on important
Recognize local
needs
Reduce expenses
Factors should
be
accomplished
by
Departmentatio
n
organizing

98. Second: the focus of operating
responsibilities
Means; the units and levels at which most of the
operating decisions will be made.
The level of decision making might be at all levels
according to degree of decentralization:
A- higher. B- intermediate. C- local.
organizing

99. 1 - Autocratic (centralized )
organizing

100. 2 - Bureaucratic (centralized )

101. 3- Delegated authority
Operating decisions pushed down till the first line of
supervision.
Advantages
Relieve
seniors
Flexibility
Interest &
enthusiasm
organizing

102. 4- Bottom – Up Administration
Challenge
Create
Decide
Initiate
Authority and
initiatives
decentralized
Make
employee
organizing

103. The choice between the 4 types
depends on:
Facts
Who
knows
Who can
get
Capacity
Of men
At all levels
The need of
Speedy
decision
At local
levels
The need of
Uniformity
of action
Significance
Of decision
How busy
The
executive
making
delegation
organizing

104. Third: the facilitating units
Additional units
Examples
Facilitate
Assist
• Assure that operating
departments function
effectively and efficiently.
• Different staff services.
• The work of agency.
• Working units by working with
them.
• Without interfering with their
authorities or responsibility.
organizing

105. Third: the facilitating units types:
Administrative staff
• Concerned with all management processes as
budgeting and planning.
Service staff
• House keeping activities: statistical, legal,
accounting,…..etc.
Technical staff
- Technical aspects of operation such as specialties.
organizing

106. Fourth: the structural arrangements
Follows
merits
of 3
principa
ls
Span of
supervisio
n
Even
strata
Parallel
departmentatio
n
This
add
Simplicity
Consisten
cy
Smooth
working
organizing

107. 1-Span of supervision (span of
control)
1. It is the day to day relationship between
an executive and his immediate
assistants
to train, motivate, direct and control.
2. Is the number of subordinates
supervised by an executive.
organizing

108. Comparison between traditional
supervision and SS
Traditional
• External staff
• Periodic visits
• Inspection
• Focus on individuals
• One way comm.
• Emphasizes the past
• Reactive
• Not continuous
• Punitive
Supportive
• Self assessment,
internal & external
• Continuous as needed
• Focus on process
• Participatory
• Proactive
• Training
• Continuous & CQI
• Coaching

109. 1-Span of supervision (span of control)
Effective span of supervision is the number of employees
adequately supervised.
This No. is kept small by:
Limited hours
man can work
Fatigue of
nervous energy
Limited mental
capacity
Complexity of
the situation
organizing

110. 1-Span of supervision (span of control)
Span = 16
1 supervisor
1 layer of supervision
Span = 4
5 supervisors
2 layers
Span = 2
15 supervisor
4 layers
organizing

111. 1-Span of supervision (span of control)
Disadvantages of increased No. of supervisors and levels
of supervision:
Communications
• Inaccuracy.
Inflexibility Impossible
• Communication
horizontally
except through
higher levels.
Cost
• high cost of
supervision.
Lower morale
• Of people low in
scale due to
many layers of
supervision
above.
organizing

112. 1-Span of supervision (span of control)
Empirical studies suggest that:
Executives in higher levels
• Should have span of 3 – 7 subordinates.
First line supervision
• Should have 15 – 20 subordinates as
optimum range.
organizing

113. 2- Even strata
All individuals reporting directly to a single executive
should be of about the same status or rank to:
1- Evade bad feelings.
2- Make senior executive give equal attention to all
subordinates.
organizing

114. 3- Parallel departmentation
Means similarity among different department.
:
Advantages
Easier for executive in head quarter.
Easier to transfer of personnel.
Disadvantages:
Lack of adaptability to local
conditions.
Executive payroll tends to be higher.
organizing

115. Organization chart
Graphic presentation of certain aspects of organization.
Types:
Skeleton chart
only main units
Personnel chart
units, and major
position and persons
occupying.
Functional chart
Include in addition a
brief description of the
functions, purposes,
duties, and activities of
each persons.
organizing

116. Organization chart
• Characters:
1- units are shown at the same line.
2- senior executive at the top with subordinates below as
a pyramid.
3- unity of commands is the fundamental concept of the
hierarchy with lines of authority and responsibility going
both up and down so that every individual has only one
supervisor.
organizing

117. Organization chart
Disadvantages Advantages
organizing

118. Staffing
This is the process of personalizing
the organization.
In most cases the choice of personnel
to staff the organization is limited.
This is overcame by: fitting the
available talents.
devise education to staff.

119. Staffing
Steps of recruit
1. Define the job.
2. Choice of the fitted person by:
A. Advertisement.
B. Examination.
C. Certifying the degree of fitness.
D. Appointing the fit.
E. Sorting and classification.
F. Preservice and inservice training.

120. Budgeting
Financial administration consists of
a series of activities where by
funds are made available to
certain officials under procedures
which will ensure their lawful and
efficient use.

121. Budgeting
Main
activiti
es
Budgeting
Accountin
g
Auditing
Purchase
Supply

122. Directing

123. Directing Process
Directing is the process of influencing people's behavior
through motivation, communication, group dynamics, leadership
and discipline.
The purpose of directing is to channel the behavior of all
personnel to accomplish the organization's mission and objectives
while simultaneously helping them accomplish their own career
objectives.
The directing function includes:
Communicating goals.
Communicating objectives and performance expectations,
including priorities and standards.
Communicating progress and providing feedback on
results.

124. Barriers to Communication
Problems with any one of the components of the
communication model can become a barrier to
communication.
These barriers suggest opportunities for
improving communication.
1. Muddled messages ‫المشوشه‬ ‫الرسائل‬- Effective communication
starts with a clear message. Contrast these two messages:
"Please be here about 7:00 tomorrow morning." "Please be
here at 7:00 tomorrow morning." The one word difference
makes the first message muddled and the second message
clear.

125. 2. Stereotyping ‫النمطى‬ ‫الشكل‬- Stereotyping causes us to
typify a person, a group, an event or a thing on
oversimplified conceptions, beliefs, or opinions.
Thus, basketball players can be typed as tall, green
equipment as better than red equipment, etc..
Stereotyping can substitute for thinking, analysis and
open mindedness to a new situation.
Stereotyping is a barrier to communication when it
causes people to act as if they already know the
message that is coming from the sender or worse, as
if no message is necessary because "everybody
already knows."

126. 3. Wrong channel - "Good morning." An oral channel for this
message is highly appropriate. Writing "GOOD MORNING!" on
a chalk board in the machine shed is less effective than a warm
oral greeting
4. Language - Words are not reality. Words as the sender
understands them are combined with the perceptions of those
words by the receiver.
Language represents only part of the whole. We fill in the rest
with perceptions.
Trying to understand a foreign language easily demonstrates
words not being reality.
Each new family member and employee needs to be taught the
language of the farm. Until the farm's language is learned, it can
be as much a barrier to communication as a foreign language.

127. 5. Lack of feedback - Feedback is the mirror of communication.
Feedback mirrors what the sender has sent.
Feedback is the receiver sending back to the sender the
message as perceived. Without feedback, communication is one-
way.
6. Poor listening skills - Listening is difficult.
Typical speaker says about 125 words per minute. The typical
listener can receive 400-600 words per minute. Thus, about 75
percent of listening time is free time. The free time often
sidetracks the listener. The solution is to be an active rather than
passive listener.
One important listening skill is to be prepared to listen.

128. 7. Interruptions:
Long periods of calm and quiet rarely interrupt the
usual hectic pace. In this environment, conversations,
meetings, instructions and even casual talk about last
night's game are likely to be interrupted.
8. Physical distractions - Physical distractions are the
physical things that get in the way of communication.
Examples of such things include the telephone, a
pick-up truck door, a desk, an uncomfortable meeting
place, and noise.

129. Improving Directing Process
Beyond removal of specific barriers to communication, the
following general guidelines may also help communication.
1. Have a positive attitude about communication.
2. Work at improving communication skills.
3. Include communication as a skill to be evaluated along with
all the other skills in each person's job description.
4. Make communication goal oriented. Relational goals come
first and pave the way for other goals.

130. 5. Approach communication as a creative
process rather than simply part of the chore of
working with people.
6. Accept the reality of mis-communication.
The best communicators fail to have perfect
communication. They accept
miscommunication and work to minimize its
negative impacts.

131. COORDINATION
‫التنسيق‬

132. Coordination
Coordination can be defined as the
planned collaboration of two or more
individuals, departments, programs, or
organizations who are concerned with
achieving a common goal.

133. Why coordination is important
Coordination makes the most efficient and
effective use of: Staff; Equipment, supplies, and
physical facilities Funding; Services provided;
Knowledge, experience, and skills; Research and
evaluation results; Educational activities and materials;
Access to client groups
Coordination improves services: Most health
providers share a mission of delivering high-quality
services to the population. To fulfill this common mission,
a number of organizations can work together, each in its
area of strength, to provide quality services.

134. Coordination brings greater influence:
When all the health providers speak with one
strong voice, they are much more likely to be
heard, respected, and answered.
Coordination builds trust and
decreases competition and conflict
among health planning providers
Coordination shares information and the
lessons learned from the experiences of
others

135. Coordination reduces or eliminates
duplication of or gaps in services
Coordination enlarges the scope of
activities: When organizations coordinate,
they can assign activities to those
organizations which are best qualified to carry
those activities out, thus putting an end to
duplication of services

136. There are three basic coordinating mechanisms:
 Mutual adjustment,
 Direct supervision
 Standardization: work processes, work outputs, and
worker skills.
Coordination
Mechanisms
Mutual
adjustment
Direct
supervision
Standardization
processes outputs skills

137. Mutual Adjustment:
This mechanism is based on the simple process of informal
communication.
It is used in very small organizations, such as a 5-person
private clinic, or for very complicated tasks, such as brain
surgery.
It's especially useful when nobody really knows ahead of
time how to do what they're doing.
Direct Supervision:
Achieves coordination by having one person take
responsibility for the work of others, issuing instructions and
monitoring their actions.

138. Standardization:
Here, the coordination is achieved "on the drawing board", so
to speak, or "at compile-time" if you like, not during the action or
"run-time". The coordination is pre-programmed in one of three
ways:
•Work Processes: An example is the set of instructions that
guide the hospital staff and patients.
•Outputs: Standardized outputs means that there are
specifications that the work output must meet, but aside from
that the worker is free to do as they wish.
•Workers Skills: Professional schools, like medical schools,
Nursing school, etc…, produce workers that do stuff exactly the
same way. How do you treat a staphyloccocus infection? use of
antibiotics.

139. Fitting Coordinating
Mechanisms to Tasks
Simple tasks are easily coordinated by mutual adjustment.
As organizational work becomes more complicated, direct
supervision tends to be added and takes over as the primary
means of coordination.
When things get even more complicated, standardization of
work processes (or, to a lesser extent, of outputs, or of skills)
takes over as primary, but in combination with the other two.
Then when things become really complicated, mutual
adjustment tends to become primary again, but in combination
with the others.

140. CONTROLLING
‫التحكم‬

141. Controlling Process
 Controlling is the process through which standards
for performance of people and processes are set,
communicated, and applied.
Controlling is directly related to planning. The
controlling process ensures that plans are being
implemented properly.
In the functions of management cycle - planning,
organizing, directing, controlling, etc.. - planning
moves forward into all the other functions, and
controlling reaches back.

142. The control process is a continuous flow between
measuring, comparing and action.
There are four steps in the control process:
Step 1. Establish Performance Standards.
Step 2. Measure Actual Performance.
Step 3. Compare Measured Performance Against
Established Standards.
Step 4. Take Corrective Action.

143. Step 1. Establish Performance Standards.
Standards are created when objectives are set
during the planning process.
A standard is any guideline established as the
basis for measurement. It is a precise, explicit
statement of expected results from a product,
service, machine, individual, or organizational
unit. It is usually expressed numerically and is
set for quality, quantity, and time.
Tolerance is permissible deviation from the
standard. What is expected? How much deviation
can be tolerated?

144. Step 2. Measure Actual Performance.
Supervisors collect data to measure actual performance to
determine variation from standard.
Written data might include time cards, production tallies,
inspection reports, and sales tickets.
Personal observation, statistical reports, oral reports and
written reports can be used to measure performance.
Control by walking around, or observation of staff working,
provides unfiltered information, extensive coverage, and the
ability to read between the lines.

145. Step 3. Compare Measured Performance Against
Established Standards.
Comparing results with standards determines variation.
Some variation can be expected in all activities and
the range of variation - the acceptable variance -
has to be established.
Management by exception lets operations continue
as long as they fall within the prescribed control limits.
Deviations or differences that exceed this range
would alert the supervisor to a problem.

146. Step 4. Take Corrective Action.
The supervisor must find the cause of deviation from standard.
Then, he or she takes action to remove or minimize the cause.
If the source of variation in work performance is from a deficit in
activity, then a supervisor can take immediate corrective action
and get performance back on track.
An example of the control process is a thermostat.
Standard: The room thermostat is set at 22 degrees.
Measurement: The temperature is measured.
Corrective Action: If the room is too cold, the heat comes on. If
the room is too hot, the heat goes off.

147. Types of Control
Controls are most effective when they are applied at key places.
Supervisors can implement controls before the process begins
(feedforward), during the process (concurrent), or after it ceases
(feedback).
Feedforward controls focus on operations before they begin.
Their goal is to prevent anticipated problems.
Concurrent controls apply to processes as they are
happening. They are enacted while work is being performed
(direct supervision, automated systems e.g. computers programs
and quality programs).
Feedback controls focus on the results of operations. They
guide future planning, inputs, and process designs.

148. Designing Effective Control Systems
1. Control at all levels in the services
2. Acceptability to those who will enforce decisions
3. Flexibility
4. Accuracy
5. Timeliness
6. Cost effectiveness
7. Understandability
8. Balance between objectivity and subjectivity
9. Coordinated with planning, organizing and leading

149. Monitoring
• Definition: Monitoring is the maintenance of
regular checking of ongoing activities or
programs with respect to defined objectives.
• The purpose is to record what the system is
actually doing at present and to detect possible
deviations from the decided course of action.
• Where there are deficiencies, control and
correction decisions and measures must follow.

150. Monitoring is concerned with
•Work progress
•Staff performance
•Service achievement

151. To make sure
that any project
changes are
carried out as
planned and that
they work.
.
To make
sure the
project is
implementd
as planned.
- Resources are mobilized as scheduled.
- Services and products are delivered as planned.
- Beneficiaries are receiving quality services as intended.
To detect when
something goes
wrong so that it
can be fixed (a
supportive role)
To revise
objectives (if
inappropriate in
addressing the
original
problem, or if
the situation
has changed).

152. Training nine
What is evaluation and
how to do?

153. EVALUATION
Evaluation is a judgment of value based on
measuring or assessing the achievements
of program activities.
Evaluation is intended to measure the
degree to which the objectives of the
program have been achieved; to identify
pitfalls, and constraints; and to help re-
planning for correction.

154. Determine
Who
What
Where
When
How to carry the
evaluation
Types
Internal
External
Self evaluation
Carrying out the
evaluation involves : Reporting the evaluation
Dealing with constraints
Data collection

155. ‫لكم‬ ‫شكرا‬
‫تتبعكم‬ ‫حسن‬ ‫على‬
‫ومساهماتكم‬
‫عليكم‬ ‫والسالم‬