The document outlines the directing phase of the management process, where managers guide and oversee employee performance to achieve organizational goals. It includes key components such as motivation, delegation, supervision, and leadership, emphasizing the importance of effective communication and various motivational theories. Additionally, it discusses common delegation errors and steps to ensure effective delegation and supervision to enhance productivity and employee satisfaction.

1. THE DIRECTING PHASE OF THE
MANAGEMENT PROCESS

2. LEARNING OBJECTIVES
• Upon completion of this unit, the student should be able to:
– 1) Define the directing phase of the management process.
– 2) Define the various elements of the directing phase of
the management process (i.e., motivation, delegation,
supervision, leadership).
– 3) Differentiate intrinsic from extrinsic motivation.
– 4) Explain the various motivational theories.

3. LEARNING OBJECTIVES
– 5) State the reasons for delegating errors.
– 6) Name the common delegation errors.
– 7) Describe the steps to ensure effective delegation.
– 8) Explain the purposes of supervision.

4. LEARNING OBJECTIVES
– 9) Compare and contrast the different styles of
supervision.
– 10) Explain the different leadership theories.
– 11) Compare and contrast the various leadership theories.

5. THE DIRECTING PHASE OF THE MANAGEMENT
PROCESS

6. 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 is
influencing people's behavior through motivation,
communication, group dynamics, leadership and discipline.
Managers give this function a variety of names. Higgins calls it
leading. Other labels are: influencing, coaching, motivating,
interpersonal relations, and human relations
INTRODUCTION

7. DEFINITION OF DIRECTING
• It is the fourth phase of the
management process
wherein the manager sets
plans into action towards
attainment of organizational
goals
1ST Phase
PLANNING
2ND Phase
ORGANIZIN
G
3RD Phase
STAFFING
4TH Phase
DIRECTIN
G
5TH Phase
CONTROLLING

8. DEFINITION OF DIRECTING
• It is likewise referred to as
the coordinating or acting
phase of management

9. DEFINITION OF DIRECTING
• It is the doing phase of
management requiring
leadership and
management skills

10. THE DIRECTING PHASE OF THE
MANAGEMENT PROCESS
 COMPONENTS OF DIRECTING

11. COMPONENTS OF THE DIRECTING PHASE OF THE
MANAGEMENT PROCESS
• 1) Creating a motivating climate
• 2) Establishing organizational communication
• 3) SUPERVISION
• 4) DELEGATION
• 5)LEADER SHIP

12. COMMUNICATION
Communication is a basic organizational function, which refers
to the process by which person (known as sender) transmits
information or messages to another person(known as
receiver). The purpose of communication in organizations is to
convey orders, instructions, or information so as to bring
desired changes in the performance and or the attitude of
employees. . In an organization, supervisors transmit
information to subordinates. Proper communication results in
clarity and securing the cooperation of subordinates. Faulty
communication may create problems due to
misunderstanding between the superior and subordinates.
The subordinates must correctly understand the message
conveyed to them.

13. • there are two parties, one is known as the sender
and the other is known as receiver;• there is a
message sent by the sender to the receiver; and• the
receiver receives the message and understands it.
Communication does not always flow from
supervisor to subordinate. It can also be from a
subordinate to a supervisor. For example,
subordinates can pass information to the supervisor
about the faults/problemsat the assembly line. Thus,
it is a two way process

14. IMPORTANCE
• Communication helps employees to understand their role
clearly and perform effectively.
• It helps in achieving co-ordination and mutual understanding
which in turn, leads to industrial harmony and increased
productivity.
• Communication improves managerial efficiency and ensures
cooperation of the staff.
• Effective communication helps in molding attitudes and
building up employees’ morale.
• Communication is the means through which delegation and
decentralization of authority is successfully accomplished in an
organization

15. • Formal and Informal Communication The path
through which information flows is called
channel of communication. In every
organization have both formal and informal
channels. The paths of communication which
are based on relationship establish formally by
management Aretha formal channels.

16. • Upward, Downward, Horizontal and Diagonal
Communication(On the basis of the flow or direction
of communication in organizations, it can be classified
as upward, downward, horizontal or diagonal) When
employees make any request, appeal, report, suggest
or communicate ideas to the superior, the flow of
communication is upward i.e., from bottom to top.
For instance, when a typist drops a suggestion in the
suggestion box, or a foreman reports breakdown of
machinery to the factory manager, the flow of
communication is upward

17. • Upward communication encourages employees to participate
actively in the operations of their department. They get
encouraged and their sense of responsibility increases when
they are heard by their supervisors about problems affecting
the jobs. When communication is made from superiors down
the hierarchy it is called a downward communication. For
instance, when superiors issue orders and instructions
tosubordinates,it is known as downward communication.
When the General Manager orders supervisors to work
overtime, the flow of communication is downward i.e., from
top to bottom. Similarly, communication of work assignments,
notices, requests for performance, etc. through bulletin boards,
memos, reports, speeches, meetings, etc, are all forms of
downward

18. communication. Communication can also be amongst members at the same
level in the organization. For instance, production manager may
communicate the production plan to the sales manager. This is known as
horizontal flow of communication. Here, the communication is among people
of the same rank and status. Such communication facilitates coordination of
activities that are interdependent. When communication is made between
people who are neither in the same department nor at the same level of
organizational hierarchy, it is called diagonal communication. For example,
cost accountant may request for reports from sales representatives not the
sales manager for the purpose of distribution cost analysis. This type of
communication does take place under special circumstances

19. CHANNELS OF COMMUNICATION
Verbal And Non – Verbal On the basis of the mode
used, communication may be verbal or non-verbal.
While communicating, managers may talk to their
subordinates either face to face or on telephone or they
may send letters, issue notices, or memos. These are
all verbal communication. Thus, the verbal modes of
communication may be oral and written. Face to face
communication, as in interviews, meetings and
seminars, are examples of oral communication. Issuing
orders and instructions on telephone or through an
intercommunication system is also oral communication.

20. The written modes of communication include letters,
circulars, notice sand memos. Sometimes verbal
communication is supported bynon-verbal
communication such as facial expressions and body
gestures. For example– wave of hand, a smile or a
frown etc. This is also termed as the gestural
communication

21. THE DIRECTING PHASE OF THE
MANAGEMENT PROCESS
 MOTIVATION

22. MOTIVATION
• It is the force within the
individual that influences
strength or direction of
behavior

23. MOTIVATION
• It is the action people take
to satisfy unmet needs

24. MOTIVATION
• It is the willingness to put
effort into achieving a goal
or reward to decrease the
tension caused by the need.

25. IMPORTENT
• with proper motivation there can be maximum
utilization of the factors of production like men,
money, material etc.;• if employees are motivated it
will reduce employee turnover and absenteeism;•
motivation fosters a sense of belongingness among
the employees towards the organization and also
improves their morale;• motivation helps in reducing
the number of complaints and grievances. The
wastage and accident rate also come down;• with
proper motivational techniques management can
attract competent and best quality employees

26. TWO TYPES OF MOTIVATION
• (1) Intrinsic Motivation
• (2) Extrinsic Motivation

27. INTRINSIC MOTIVATION
• This is the type of
motivation that comes from
within the person, driving
the person to be productive

28. IMPORTANT CONCEPT
• The intrinsic motivation to
achieve is directly related to
a person’s level of
aspiration.

29. EXTRINSIC MOTIVATION
• This is the type of
motivation that comes from
outside of the person,
driving the person to be
productive

30. IMPORTANT CONCEPT
• Extrinsic motivation is
enhanced by the job
environment or external
rewards.

31. THE DIRECTING PHASE OF THE
MANAGEMENT PROCESS
 MOTIVATIONAL THEORIES

32. MOTIVATIONAL THEORIES
MOTIVATIONAL THEORY YEAR PROPONENT
1) Hawthorne Effect 1953 Elton Mayo
2) Operant Conditioning 1953 B. F. Skinner
3) Theory X and Theory Y 1960 Douglas McGregor
4) Expectancy Model 1964 Victor Vroom
5) Hierarchy of Needs 1970 Abraham Maslow
6) Basic Motivational Needs 1971 David McClelland
7) Two-factor Theory 1977 Frederick Herzberg

33. HAWTHORNE EFFECT (1953)
• The studies conducted by
Elton Mayo and his Harvard
associates at the
Hawthorne Works of the
Western Electric Company
in Chicago began as an
attempt to look at the
relationship between light
illumination in the factory
and productivity

34. HAWTHORNE EFFECT (1953)
• Mayo discovered that when
management paid special
attention to workers,
productivity was likely to
increase, regardless of the
environmental working
conditions

35. HAWTHORNE EFFECT (1953)
• This “Hawthorne Effect”
indicated that people
respond to the fact that
they are being studied,
attempting to increase
whatever behavior they feel
will continue to warrant the
attention.

36. HAWTHORNE EFFECT (1953)
• Mayo also found that
informal work groups and a
socially informal work
environment were factors in
determining productivity

37. HAWTHORNE EFFECT (1953)
• Mayo recommended more
employee participation in
decision-making

38. OPERANT CONDITIONING (1953)
• B. F. Skinner demonstrated
that people can be
conditioned to behave in a
certain way based on a
consistent reward or
punishment system.

39. OPERANT CONDITIONING (1953)
• B. F. Skinner showed that:
– (1) behavior that is
rewarded will be
repeated and;

40. OPERANT CONDITIONING (1953)
• B. F. Skinner showed that:
– (2) behavior that is
punished or unrewarded
is extinguished.

41. THEORY X AND THEORY Y (1960)
• Douglas McGregor
theorized that managerial
attitudes about employees
can be directly correlated
with employee satisfaction

42. THEORY X AND THEORY Y (1960)
CHARACTERISTICS OF THEORY X
EMPLOYEES
1) Avoid work if possible
2) Dislike work
3) Must be directed
4) Have little ambition
5) Avoid responsibility
6) Need threats to be motivated
7) Need close supervision
8) Motivated by rewards and
punishment

43. THEORY X AND THEORY Y (1960)
CHARACTERISTICS OF THEORY Y
EMPLOYEES
1) Like and enjoy work
2) Are self-directed
3) Seek responsibility
4) Are imaginative and creative
5) Have underutilized intellectual
capacity
6) Need only general supervision
7) Are encouraged to participate in
problem solving

44. EXPECTANCY MODEL (1964)
• Victor Vroom looked at
motivation in terms of the
person’s preference based
on social values.

45. EXPECTANCY MODEL (1964)
• The Expectancy Model says
that a person’s expectations
about his environment or a
certain event will influence
behavior.

46. EXPECTANCY MODEL (1964)
• People look at all actions as
having a cause and effect.

47. EXPECTANCY MODEL (1964)
• People make conscious
decisions in anticipation of
a reward.

48. HIERARCHY OF NEEDS (1970)
• Maslow believed that
people are motivated to
satisfy certain needs
ranging from basic survival
to complex psychological
needs

49. HIERARCHY OF NEEDS (1970)
• Maslow believed that
people seek a higher need
only when the lower needs
have been met.

50. MODIFIED VERSION OF MASLOW’S HIERARCHY
OF NEEDS (1990)
• The eight-level version of
Maslow’s Hierarchy of
Needs

51. BASIC MOTIVATIONAL NEEDS (1971)
• David McClelland claimed
that people are motivated
by three basic needs:
– (1) Achievement
– (2) Affiliation
– (3) Power

52. BASIC MOTIVATIONAL NEEDS (1971)
David McClelland’s Basic Motivational Needs Theory is also
known as the Acquired Needs Theory.

53. BASIC MOTIVATIONAL NEEDS (1971)
• (1) Achievement-oriented
people:
– (1.1) Actively focus on
improving what is
– (1.2) Transform ideas
into action
– (1.3) Take risks when
necessary

54. BASIC MOTIVATIONAL NEEDS (1971)
• (2) Affiliation-oriented
people focus their energies
on families and friends

55. BASIC MOTIVATIONAL NEEDS (1971)
• (3) Power-oriented people
want to:
– (3.1) command attention
– (3.2) get recognition
– (3.3) control others

56. TWO-FACTOR THEORY (1977)
• Frederick Herzberg believed
that:
• (1) employees can be
motivated by the work itself
• (2) there is an internal or
personal need to meet
organizational goals
• (3) separating personal
motivators from job
dissatisfiers was possible

57. TWO-FACTOR THEORY (1977)
MOTIVATORS
Achievement
Recognition
Work
Responsibility
Advancement
Possibility for growth
Company policy
Status
HYGIENE or MAINTENANCE FACTORS
Salary
Supervision
Job security
Positive working conditions
Personal life
Interpersonal relations / peers

58. Integrating leadership roles and
management functions in creating
a motivating climate at work
• Mangers cannot intrinsically motivate people,because
motivation comes froom within the person.the humanistic
manager can,however,create an enviroment in which the
development of human potential can be maximized
• Positive reinforcement is one of the most powerful motivation
the manager can use and is frequently overlooked or
underused.
• The supervisor or managers personal motivation is an
important factor affecting staffs commiment to duties and
morale.

59. • The success of a motivational strategy is
measured by the increased productivity and
benefit to the the organization and by the
growth in the person, whish motivates him or
her to accomplish again.
• Managers must show their own positive
attitude to demonstrate to employess that
there is joy in work

60. THE DIRECTING PHASE OF THE
MANAGEMENT PROCESS
 DELEGATION

61. DEFINITION OF DELEGATION
• It is the art of getting work
done through others

62. DEFINITION OF DELEGATION
• It involves directing the
performance of one or
more people to accomplish
organizational goals

63. REASONS FOR DELEGATING
• 1) Managers delegate
routine tasks in order to be
free to handle more
complex problems that
require a higher level of
expertise.

64. REASONS FOR DELEGATING
• 2) Delegation provides
learning or “stretching”
opportunities to
subordinates

65. REASONS FOR DELEGATING
• 3) Delegation empowers
subordinates to participate
and make a difference
toward the success of the
organization

66. COMMON DELEGATION ERRORS
• 1) Underdelegating
– A manager sparingly
delegates tasks that can
be accomplished by
subordinates resulting
into an overburdened
manager

67. REASONS FOR UNDERDELEGATING
• Underdelegating is brought
about by:
– (1) the manager’s false
assumption that
delegation may be
interpreted as a lack of
ability on his part to do
the job correctly or
completely.

68. REASONS FOR UNDERDELEGATING
• Underdelegating is brought
about by:
– (2) the manager’s desire
to complete the whole
job himself

69. REASONS FOR UNDERDELEGATING
• Underdelegating is brought
about by:
– (3) the manager lacks
experience in the job

70. REASONS FOR UNDERDELEGATING
• Underdelegating is brought
about by:
– (4) the manager lacks
experience in delegating

71. REASONS FOR UNDERDELEGATING
• Underdelegating is brought
about by:
– (5) the manager has an
excessive need to
control or be perfect

72. COMMON DELEGATION ERRORS
• 2) Overdelegating
– A manager turns over to
subordinates more tasks
than they can effectively
handle.
– This results into
overburdening the
subordinates

73. REASONS FOR OVERDELEGATING
• Overdelegating is brought
about by:
– (1) the manager
practicing poor time-
management.

74. REASONS FOR OVERDELEGATING
• Overdelegating is brought
about by:
– (2) the manager feeling
insecure about his ability
to perform a task.

75. COMMON DELEGATION ERRORS
• 3) Improperly Delegating
– A manager delegates at
the wrong time, to the
wrong person, or for the
wrong reason

76. COMMON DELEGATION ERRORS
• 3) Improperly Delegating
– A manager delegates
tasks and responsibilities
which are beyond the
capability of the
subordinate assigned to
do the task

77. COMMON DELEGATION ERRORS
• 3) Improperly Delegating
– A manager delegates
decision-making without
providing adequate
information

78. STEPS TO ENSURE EFFECTIVE DELEGATION
• 1) Plan ahead to identify
tasks to be accomplished

79. STEPS TO ENSURE EFFECTIVE DELEGATION
• 2) Identify the skill or the
educational level necessary
to complete the job

80. STEPS TO ENSURE EFFECTIVE DELEGATION
• 3) Identify the person best
able to complete the job in
terms of capability and
freedom of time to do so.

81. STEPS TO ENSURE EFFECTIVE DELEGATION
• 4) Clearly communicate
exactly what is to be done,
including the purpose for
doing so.

82. STEPS TO ENSURE EFFECTIVE DELEGATION
• 5) Delegate the authority
and the responsibility
necessary to complete the
task

83. STEPS TO ENSURE EFFECTIVE DELEGATION
• 6) Set time lines, and
monitor how the task is
being accomplished.
– This can be done
through informal but
regularly scheduled
meetings

84. STEPS TO ENSURE EFFECTIVE DELEGATION
• 7) If the subordinate is
having difficulty carrying
out the delegated task, be
available as a role model
and resource in helping
identify alternative
solutions

85. STEPS TO ENSURE EFFECTIVE DELEGATION
• 8) Evaluate the
subordinate’s performance
after the task has been
completed.

86. STEPS TO ENSURE EFFECTIVE DELEGATION
• 9) Be sure to reward
appropriately a successfully
completed task.

87. Management functions
• Creates gob descriptions and scope of practice
statements for all personal, including NAP,
that conform to national,state,and
professional recommendations for ensuring
safe patient care.
• Is knowledgeable regarding legal liabilities of
subordinate supervision.
• Accurately assesses subordinates capabilities
and motivation when delegation.

88. • Delegates a level of authority necessary to
complete delegated tasks
• Develops and implements a periodic review
process for all delegated tasks
• Provides recognition or reward for the
completion of delegated tasks.

89. THE DIRECTING PHASE OF THE
MANAGEMENT PROCESS
 SUPERVISION

90. DEFINITION OF SUPERVISION
• Supervision is a critical
watching and directing of
activities or course of action
of a subordinate by his
superior.

91. SUPERVISION
• After the employees have been instructed
regarding what they have to do and how to-
do, it is the duty of the manager to see that
they perform the work as per instructions.
This is known as supervision. Managers play
the role of supervisors and ensure that the
work is done as per the instructions and the
plans. Supervisors clarify all instructions and
guide employees to work as a team in co-
operation with others. Supervisors solve most
of the routine job-related problems of

92. FUNCTIONS
• clarifies orders and instructions issued to
subordinates and ensures that they have understand
and follow these fully;• ensures that subordinates
have the required facilities to perform their jobs;•
keeps a watch and guides the activities of
subordinates in performing their jobs;• broadens the
horizon of his subordinates by making them aware of
the wider aspects of their day-to-day work;•
coordinates the work of different subordinates under
him;• detects errors and omissions and ensures their
rectification

93. PURPOSES OF SUPERVISION
• (1) Supervision enhances
the professional functioning
of the subordinate

94. PURPOSES OF SUPERVISION
• (2) Supervision monitors the
quality of professional
service offered by the
subordinate to the client

95. IMPORTANCE
• Supervisors are the key people among
managers at different levels. They are the link
between the top and middle management
and the workers. Take, for example, the
foreman of the factory or the office
superintendent inthe office. Both of them are
members of the management team, and are
in direct contact with operatives in the
workshop and clerical staff in the office. They
are the mouthpiece of management for
communicating its ideas, plans and policies to

96. STYLES OF SUPERVISION
• 1) Directing Supervision
• 2) Coaching Supervision
• 3) Supportive Supervision
• 4) Delegating Supervision

97. DIRECTING SUPERVISION
• Involves high directive or
task communications with
low support or relationship
behavior

98. DIRECTING SUPERVISION
• Typical use would involve
managing an enthusiastic
newcomer to the particular
task (motivated, but needs
guidance).

99. DIRECTING SUPERVISION
• A Directing style makes use
of clear, assertive
communication behaviors:
– (1) setting expectations,
– (2) proposing,
– (3) reasoning and evaluating,
and
– (4) the use of incentives and
pressures

100. DIRECTING SUPERVISION
CHARACTERISTICS OF A DIRECTING SUPERVISOR
1) Identifies problems
2) Set goals and defines roles
3) Develops an action plan to solve problems
4) Controls decision-making
5) Provides specific directions
6) Initiates problem solving and decision-making
7) Announces solutions and decisions
8) Closely supervises and evaluates work

101. COACHING SUPERVISION
• Coaching Supervision
involves high directive and
high supportive behavior

102. COACHING SUPERVISION
• Typical use would involve
managing an uncertain or
reluctant learner, someone
who needs convincing or
support along with task
guidance

103. COACHING SUPERVISION
• A Coaching style makes use
of clear, assertive and
supporting communication
behaviors

104. COACHING SUPERVISION
CHARACTERISTICS OF A COACHING SUPERVISOR
1) Identifies problems
2) Set goals
3) Recognizes and praises progress
4) Explains decisions
5) Solicits ideas
6) Makes final decision after hearing subordinate’s ideas,
opinions and feelings
7) Continues to direct work
8) Evaluates work

105. SUPPORTING SUPERVISION
• Supportive Supervision
involves low directive and
high supportive behavior.

106. SUPPORTING SUPERVISION
• Typical use would involve
managing a competent but
insecure subordinate.

107. SUPPORTING SUPERVISION
• A Supportive style makes
use of bridging or attracting
communication behaviors:
– (1) involving/drawing out the
other person,
– (2) active listening,
– (3) disclosing,
– (4) finding common ground,
and
– (5) visioning (attracting the
other person to a course of
action)

108. SUPPORTING SUPERVISION
CHARACTERISTICS OF A SUPPORTING SUPERVISOR
1) Involves the subordinate in identifying problems and setting
goals
2) Allows the subordinate to take the lead in defining how the
task is to be done or how the problem is to be solved
3) Provides assurance and support, resources, ideas if requested
4) Shares responsibility with the subordinate for problem-solving
and decision-making
5) Listens to and facilitates problem-solving and decision-making
by the subordinate
6) Evaluates subordinate’s work together with the subordinate

109. DELEGATING SUPERVISION
• Delegating supervision
involves low directive or
task communications with
low supportive behavior

110. DELEGATING SUPERVISION
• Typical use would involve
managing a competent and
motivated subordinate –
who provides much of his or
her own support and
guidance

111. DELEGATING SUPERVISION
• A Delegating style would
provide only that degree of
task information and
support that is appropriate,
given the ability and
motivation of the
subordinate

112. DELEGATING SUPERVISION
• Appropriate monitoring is
maintained so that
additional guidance or help
can be provided as needed.

113. DELEGATING SUPERVISION
CHARACTERISTICS OF A DELEGATING SUPERVISOR
1) Jointly defines problems with the subordinate
2) Collaborates with the subordinate in formulating goals
3) Allows the subordinate to develop action plan and control
decision-making about how, when and with whom the
problem should be solved
4) Accepts the subordinate’s decisions
5) Evaluates performance only periodically
6) Allows subordinate to take responsibility and credit

114. SUMMARY OF CHARACTERISTICS OF DIFFERENT
STYLES OF SUPERVISION
STYLE OF SUPERVISION DIRECTING
BEHAVIORS
SUPPORTING
BEHAVIORS
1) Directing Supervision HIGH () LOW ()
2) Coaching Supervision HIGH () HIGH ()
3) Supporting Supervision LOW () HIGH ()
4) Delegating Supervision LOW () LOW ()

115. LEADERSHIP
• While motivation is the process through which
employees are made to contribute voluntarily
to work, leadership is the ability to persuade
and motivate others to work in a desired way
for achieving the goal. Thus, a person who is
able to influence others and make them follow
his instructions is called a leader. For example,
in an organisation the management decides to
install some new machines to which the
workers are resisting

116. • However, one ofthe workers takes the
initiative,explains the fellow workers the benefits of
working withthe new machines and moulds them to
accept themanagement’s decision. Now he is said to
be leader ashe is able to influence a group of workers
who followedhim. In practice, the managers have to
guide and leadtheir subordinates towards the
achievement of goals,and so, to be an effective, a
manager has to be a goodleader.Leadership is the
process, which influences thepeople and inspires
them to willingly accomplish theorganisational
objectives. The main purpose ofmanagerial
leadership is to get willing cooperation ofthe
workgroup in pursuit of the goals.

117. IMPORTANCE
• The objectives of any organization can only be
fulfilled if its employees are working towards
• accomplishment of such objectives. To make
people work in the desired manner, proper
• instructions and guidance are necessary. And
this direction process becomes effective
• when the persons who give such direction
have leadership qualities. Leadership is
essential

118. • in functioning of any organization and its importance
and benefits are varied. Some of
• these importance are:
• • leadership improves the performance of the
employees. Leaders can motivate the
• followers to work and thereby increase their
performance level.
• • with continuous support and guidance, leaders are
able to build confidence among the
• followers, thereby increasing speed and accuracy and
decreasing wastage.
• • with friendly and cooperative efforts the leader is
able to build employees’ morale
• which in turn contribute to higher productivity.

119. In order to be successful, a leader must possess certain
qualities. A good leader should
be professionally competent, intelligent, analytical and he/she
should have a sense of fair play, including honesty, sincerity,
integrity, and sense of responsibility. He must possess
initiative, perseverance, be diligent and realistic in his outlook.
He must also be able to communicate his subordinates
effectively. Human relation skills are a must for any leader.
Earlier, it was believed that the success or effectiveness of a
leader depends upon his personal traits or characteristics, like
physical appearance, intelligence, self-confidence,
alertness, and initiative.
LEADERSHIP QUALITIES

120. • This is no longer regarded as a correct approach. It
has been established on the basis of experiments
that the success or effectiveness of a person as a
leader depends upon his behaviour pattern or
leadership style in relation to the followers.
• To get things done, managers have to influence their
subordinates and seek their voluntary co-operation.
If their leadership is not based on suitable behaviour
or style, they will not be successful. When leaders
involve people in determining goals, and build up
team spirit, chances are that people will follow them
voluntarily

121. QUESTION NO. 1
• 1) The management process of directing involves which of the
following?
– A) Creation of the mission, vision and goals of the
organization
– B) Setting of plans into action towards the attainment of
organizational goals
– C) Assigning the right people at the right jobs or positions
at the right time
– D) Recruitment, interview and selection of staff

122. QUESTION NO. 13
• 13) Which style of supervision provides high directing
behaviors and low supporting behaviors?
– A) Directing Supervision
– B) Coaching Supervision
– C) Supporting Supervision
– D) Delegating Supervision

123. ANSWER TO QUESTION NO. 13
• 13) Which style of supervision provides high directing
behaviors and low supporting behaviors?
– A) Directing Supervision
– B) Coaching Supervision
– C) Supporting Supervision
– D) Delegating Supervision

124. QUESTION NO. 14
• 14) Which style of supervision should be used when managing
a competent and motivated subordinate who provides much
of his or her own support and guidance ?
– A) Directing Supervision
– B) Coaching Supervision
– C) Supporting Supervision
– D) Delegating Supervision

125. ANSWER TO QUESTION NO. 14
• 14) Which style of supervision should be used when managing
a competent and motivated subordinate who provides much
of his or her own support and guidance ?
– A) Directing Supervision
– B) Coaching Supervision
– C) Supporting Supervision
– D) Delegating Supervision

126. REFRENCE
• Stamler, L. L., Berry, L. & Alecxe, A. (2011). Improving Patient, Nursing and
Organizational Outcomes Utilizing Formal Nurse-Patient Ratios. Part of final report
for the Research To Action Project.Ottawa, ON, Canada: Canadian Federation of
Nurses Unions.
• Tourangeau, A., Cranley, L., Laschinger, H. & Pachis, J. (2010). Relationships among
leadership practices, work environments, staff communication and outcomes in
long-term care. Journal of Nursing Management, 18, 1060-1072.
• University of Toronto Magazine. (2003, summer). Study measures overcrowding in
hospital emergency rooms. Toronto, ON, Canada.
http://www.magazine.utoronto.ca/leading-edge/ canada-emergency-room-
overcrowding-study-michael-schull/
• Weidner, A., Graham, C., Smith, J., Aitken, J. & Odell, J. (2012). Evaluation of
nursing retention and recrutiment programs in Alberta. Canadian Journal of
Nursing Leadership(Sp), 130-147.