Transitions Exam 1

Principles of scientific management

Scientifically design work for optimal efficiency "one best way" - belief that managers are born (inherent traits)

Theory X

Workers are lazy. requiring constant supervision

Theory Y

Workers will work hard to meet personal and organizational goals

Theory Z

Consensus decision making, quality circles, holistic concern with workers

decision making

the final choice of action

steps of decision making

Intuition

Trial and error

Analytical Formal Process (Problem Solving)

autocratic leaders

given position of control and they are only person to make a decision

tell other people to do tasks and expected to not be challenged

Democratic leader

A style of leadership where leaders consult with followers who are allowed to participate in decision-making

Laissez-faire leader

A style of leadership where leaders do not interfere or do not provide direction "hands-off" approach

leadership

use of personal traits and power to ethically influence others

management

set of behaviors that provide structure and direction in conducting activities

Transformational leader

has a vision, empowers others, motivates as a role model and is creative

transactional leader

sets goals, gives direction and reward/punishments, emphasizes process and controls situation (management tasks)

Emotional Intelligence

Self awareness, Self regulation, Motivation, Empathy, Social skills

authentic

In order to lead, leaders must be true to themselves and their values and act accordingly

servant

Serving others is critical to success of leaders

“To be a great leader – you must first be a servant”

Listen and understand; choose words carefully, open minded, deal with ambiguity, foresight and intuition

Strength Based

“Positive organizational scholarship”

-Common ground

-Continuous learning

-Collaborative relationships

Focus on the empowerment of individuals’ strengths vs identifying problems

Tools to improve decision making

SWOT

Delphi method

intrapersonal conflict

Conflict within a person

interpersonal conflict

Conflict between people: Not everyone sees the world the way we do

intragroup conflict

conflict within a group

Avoiding

Accommodating

Competing

Negotiating

Collaborating

What are the 5 types of conflict resolution?

Avoiding

Withdrawn; unassertive; ignore conflict

Use:

• Trivial issues

• Negative results are greater than benefits

• When need to “cool Down”

• No chance to obtain needs

Accommodating

Competing

Pursue own needs at expense of others

Use power, creativeness, and strategies to “WIN”

Use:

• Quick decision/action

• Individual is right about issues that are vital to group welfare

• Important unpopular actions needs to be taken

Negotiating

Involves assertiveness/cooperation

Requires SKILL, Compromise involves a “middle position”

Use:

• Temporary solutions to complex issues need to be implemented

• Two powerful sides are committed strongly to goals

• Conflicting goals are “moderately important

• Time pressure to expedite a solution

Collaborating

Creative: both assertive and cooperative

Satisfies all parties

Works towards a mutual goal: interprofessional team work

Use:

• Seeking creative strategies to problem

• Greater understanding and empathy

• Balance of power between self and others

• When merging vastly different opinions

win/win

Who wins?

Collaboration

Lose/win

Who wins?

Accommodation

Lose/lose

Who wins?

Avoiding

Win/lose

Who wins?

Competing

No one wins

Who wins?

Negotiating

How to respond to conflict

calm, I statements, watch non-verbals

Stage 1: Latent Conflict

• Actual conflict not yet developed although issues become apparent that conflict may occur

• Hidden frustration may begin to surface

• Unfortunately some issues may be hidden for years but never resurface

• Sometimes issues come without warning

Example: Policies are implemented without prior notification to employees

Stage 2: Perceived Conflict

• Parties are aware of conflict yet symptoms or manifestations may not be present

• Not all parties experience emotions simultaneously

Example: Misunderstanding of someone’s position on an issue-scheduling or assignments

Stage 3: Felt Conflict

• Parties involved begin to feel a response to the conflict-emotionally involved

• Once perceived emotions surface: stress, anxiety, frustration, hostility

Example: Discrimination can be intentional or unintentional. It can be based on personal biases or institutional policies. It can occur in workplaces, schools, and public spaces. A real-life is the pay gap between men and women in the United States, which is caused by a combination of personal biases and institutional policies

Stage 4: Manifest Conflict

• Action is taken

• Can be positive or negative

• Statements, actions or reactions

• Goal: Healthy conflict resolution Negative: shutdown, withdrawal, competing

Example: Staff agree to change scheduling process with group of affected individuals

Stage 5: Conflict Aftermath

• Completion of conflict

• Positive or negative In one time conflict events this may be the culmination

Example: Positive: Satisfied parties can work together to resolve problem

Negative: No acceptable solution and tensions continue to rise

Audits – structure, process, outcomes – what is evaluated?

Structure—monitor the structure or setting in which patient care occurs

Audits

Outcome—determine what results, if any, followed from specific nursing interventions for patients

Audits

Process—measure the process of care or how the care was carried out

Benchmarking

The process of measuring products, practices, or services against best-performing organizations

patients' perceptions of their hospital care

What do HCAHPS surveys measure?

Pay for performance (P4P) Program

Introduced to Improve the quality and safety of healthcare

Program introduced by Medicare

The Joint Commission

The major accrediting body for healthcare organizations and programs in the United States

Centers for Medicare & Medicaid Services (CMS)

Plays an active role in setting standards for and measuring quality in health care including pay for performance.

Managing aggressive or inappropriate communication

Reflect – “I understand…”

Repeat the Assertive message – I am willing to discuss….

Point out the implicit assumptions – Listening closely and reaffirming key points

Restate the message – Change from “you” statements to “I” statements

Question – When aggressor use non-verbal cues, do you understand them correctly?

Crucial conversations

 2 or more people involved

 Stakes are high

 Emotionally charged

There is a difference in opinion

Developmental Dimensions, Inc. (DDI) Approach to Handling a Difficult Conversation

Open

Clarify

Develop

Agree

Close

Assertive

Conversation style: advocates for what is wanted, direct, honest, “I” statements

CUS

I am concerned

Help me to understand or I am uncomfortable

It is a safety issue

“I need clarity”