c
 


m? Is the measurement and correction of the performance in order to make sure that enterprise objectives and the
plans devised to attain them are accomplished.
Types of control
1. Anticipatory- Involves seeing problems coming in time and do something about them rather than reacting after the
fact.
2. Concurrent control- Involves monitoring and adjusting ongoing activities and processes to ensure compliance with
standard
3. Feedback control- Involves gathering information about an ongoing or completed activity evaluation that information
and taking steps to improve that activity in the future
J

 

 
 



1. Provide feedback for improvement
2. Highlights problem related to quality care and determines the areas that require priority attention.
3. Ensures quality service is provided
4. Promotes visibility and a means for employees to monitor their own performance
5. Highlights problems related to quality care and determines the areas that require priority attention.

   



1. In evaluating performance, there should be enough time to observe employee͛s behavior.
2. Areas needing improvement must be emphasized to help the worker upgrade his performance.
3. Evaluation conferences should be scheduled and conducted at a convinient time for the rater and employee.
4. The evaluation report and conference should be structured in such a way that it is perceived and accepted positively
as a means of improving job performance.
c

   




 
1. It should be objective
2. Reliable
3. Valid
4. Sensitive
Common Errors of Evaluation
1.? x
   A rating error that occurs when a rater assigns on the basis of an over-all impression of the person
being rated.
2.? ^ 
   rating an employee high on one characteristic because the employee possess another
characteristics that is logically related.
3.? c

   rating that occurs when a rater allows an individual͛s prior performance or other recently
evaluated individuals to affect the ratings given to the employee.
4. c




A tendency to give ratees an average rating on each criteria . That is on a scale of 1-7, circling
all 4͛s or on a 1-5 scale, selecting all 3͛s.
5. ^

 



  The tendency to rate everyone high/excellent or low/poor on all criteria.
6. J
  
 

   a tendency to use the most recent events to evaluate performance instead of
using a longer,more complete time frame
7.?  




  the bias a rater has about individual characteristics.attittudes, backgrounds, and so
on, that influence a rating more than performance.

Ñ
 


An effective controlling technique for nursing managers is planned nursing rounds which can be placed on schedule and
can include all nursing personnel. Rounds cover such issues as patient care, nursing practice, and unit management.
Ñ
 


 

Nursing operating instructions or policies become standards for evaluation as well as controlling techniques.
Example- Special care units will maintain policies and procedures relative to their mission.
Critical control points and milestones

  


 

 should have critical control points, specific points in the production of goods or services at
which the nurse judges whether the objectives are being met qualitatively and quantitavely. c

  
tell
whether the plan is progressing satisfactorily. They pinpoint successes and failures and their causes.







Technique whereby an organization seeks out the best practices in its industry so as to improve its performance. It is a
standard or point of reference in measuring or judging such factors as quality, values and costs.
The following are some of benchmarking
1. Setting goals and objectives and obtaining full team support to meet them.
2. Continual improvement of practices, processes and outcomes
3. Commitment and accountability for excellence
4. Seeking out, learning about and adapting new approaches.

 c
 


A master control plan can be used by nurse managers to fulfill this important management function. It can be general
plan for all, with each manager adding specific items for his or her own management area.



 
   
A useful planning technique by many organizations is management by objectives. MBO is a process of joint objectives
setting between a superior and subordinates.




  
1. It clearly focuses the subordinates͛ efforts on the most important tasks and objectives
2. It focuses the supervisors͛ work efforts on areas of support that can truly help the subordinate to meet the agreed-
upon objectives
3. MBO contributes relationship building because the process involve direct face to face communication between
superior and subordinate
4. It also gives the subordinate a structured opportunity to participate in decisions that affect his or her work
     

1. Improvement objectives- document intentions for improving performacnce in a specific way and with respect to a
specific factor.
Example : To reduce the quality rejects 10 percent
2. Personal Development Objectives- Pertain to personal growth activities, often those resulting in expanded job
knowledge or skills.
Example: To learn the latest version of a computer spreadsheet package.
3. Maintenance Objectives: Which formally expresses intentions to maintain performance at an existing level. The MBO
process emphasizes the improvement and personal growth objectives.
  
  
1. An individual list key performance objectives for a time target dates for accomplishing them
2. Objectives are reviewed and discussed with the supervisor agreed-upon set of objectives is documented
3. The supervisor and subordinates meet regularly to review progress and make revisions or update objective as needed
4. As a specified time, such as after 6 months, the individual preparing a performance report that lists major
accomplishements and comments on dicrepancies between expected and actual results.
5. This self-appraisal is discussed with the supervisor with an emphasis on its implication for future performance.
6. A new set of objectives is established for the next time period, as step 1 and MBO begins anew.
     

The best resort in correcting undesirable employee behavior
The act of influencing behavior through reprimand.
Under such system, penalties for employees vary according to how significant the inappropriate behavior is and how
often it occurs
Progressive Discipline Procedures
1. Verbal Warning
2. Written warning
3. Final warnings
4. Dismissal
   c 
 

How to conduct employee counselling?
1. Listen carefully with empathy to convey concern.
2. Describe what you can and what you cannot do
3. Keep the responsibility for solving the problem with employee
4. Agree on action plan to solve the problem
  

 


A formal structured system that compares performance to established standards
Uses of Performance appraisal
1. Performance Improvement- Performance feedback allows the employee,manager and personnel specialist to
intervene the appropriate actions to improve performance.
2. Compensation adjustment- Performance evaluations help decision makes determine who should receive pay increase.
3
 

 

     




 
1. Compatibility between the criteria for individual evaluation and organization goals
2. Direct application of the rated performance to performance standards and objectives expected of the worker
3. Development of behavioral expectations which have been mutually agreed by both the rater and employee worker.
4. Understanding the process and effective utilization of procedure by the rater
5. Rating of each individual by immediate supervisor.
6. Concentration on the strengths and weaknesses to improve individual performance
7. Encouragement of feedback from the rated employees about their performance needs interest
Methods of Performance appraisal
 c 

 Ñ
3

 
!    
 


 
! 
Evaluator ranks the employees according to how he fare with co-workers with respect to certain aspects of performance
or qualifications



 J


- The supervisor simply ranks subordinates form highes to lowest, generally based on over-all
performance rather than on numerous dimensions of performance.
Alternation ranking- used with large numbers of subordinates for evaluation.


c 

- The manager compares each employee with every other subordinates,one at a time
3 


A method of ranking similar to grading on curve. Only certain percentages of employees can be ranked high average or
low.
  



 
! (Individual evaluatin method)
Forced Choice comparison- Evaluator choose which best describes the employee being evaluated
Absolute Feedback Techniques


- Appraiser writes a paragraph about the employee͛s strengths, weaknesses, past performance, potentials
and provides reccomendations for improvement.
J


 
This method list a set of performance factors or activities in the employee͛s job description or the absence or presence
of desired behaviors.
Ñ 



 - Includes numbers against a list of behaviors are evaluated.

 


 - Words are used instead of numbers. Broad and general personal characteristics are used.
     J

 
 - Similar to graphic rating scale except that it represents a more elaborate description of
behavior being rated.
 

 


 - Provides a quantitative choice instead of descriptive.



J 

A written report kept in a positive tone. The supervisor observes and then records the employee͛s
actions and work throughout the day while the activities are occurring.
c






The system of selecting very effective and ineffective examples of job behavior and rating wheter an employee displays
the type of behaviors specified in the critical incidents.
Behaviorally anchored Rating Scales- A rating scale that uses critical incidents as anchor statements place along a scale.
 
 
  


 
A method similar to BARS that uses the critical incident technique to identify a series of behavior that describe the job
 
    




 

1. Self- Appraisal- Assessment or evaluation of staff by themselves and then discusses this with his supervisor.
2. Continuous feedback- A tool that collects and displays about the perceptions and opinions of employees, clients,
members, or anyone with an interest in the process improvement of an organization.
  J    

- A method in which the performance of the employee is evaluated by work colleagues rather
than his manager.
Customer or subordinate evaluation- Evaluation is done by the person working under another͛s authority
"#
  

- A mulit-source performance appraisal approach: self and others(boss, peers,
subordinates,customer) rate a person and information is fedback on his rating.
     

 


Tell and Sell- The supervisor coaches by telling the employees the evaluation and then persuading the employee to
follow reccomendations for improvement.
Tell and listen- The supervisor coaches by telling the employee the evaluation and then listens to the employee͛s
reaction to the evaluation in a non-judgemental manner.
Problem Solving- The supervisor does not offer evaluation but lets the employee decide his weak areas and works with
the employee to develop an action plan for improvement.
Goal Setting- Focuses attention on the employee͛s achievement and consequently stimulates accomplishment.
c
    



     
1. Probationary- This is typically used for orientation to determine if the new employee meets the competency
requirment for the position.
2. Annual- Determines the current competency of the employee,provide feedback and plan for professional
goals for the coming year as pas goals are reviewed.
Transfer- If an employee is transferring to another area within the organization or receiving a promotion, a performance
appraisal should take place before changing position and after orientation to a new position.
Exit- If an employee is leaving an organization, a terminal performance appraisal should be done.

 

J 
Should be written jointly by the supervisor and the employee who has been evaluated. It should be reliable, valid, and
accurate showing progress made by the employee and giving illustrations to substantiate value judgement.
Steps in the control process
1.? Establish performance standards
- This standards are created when objectives are set during the planning process.
- A guidelines established as the basis of measurement.
    







1. Standards on structure- Focus on the structure or management system used by the agency to deliver services
2. Process standards- Refers to the decisions, actions, and process on how employees deliver their services.
3. Outcome standards- Standards designed to measure the results of services provided.
2. Measuring actual performance
This is done to determine the variation from set standards.
3. Compared measured results of performance with standards and objectives
-This is to determine whether services are rendered properly of if not, necessary actions should be taken
4. Take corrective actions as necessary
Corrective actions are applied to improve performance.




  c  c  




The core competency standards will serve as a unifying framework for nursing education, regulation and practice.
? ?
Ñ3cÑc3xcJcÑc$ÑJ
???guide in developing curriculum in nursing
framework in developing test syllabus for entrants into the nursing profession
X? tool for performance evaluation among nurses
basis for advanced practice and specialization
framework for developing a training curriculum for nurses
X? protect the public from incompetent practitioners
X? yardstick for unethical and unprofessional practice of nursing

ÿ

 ?

oThe chapter includes many theories of motivation.

†Content theories of motivation attempt to identify what things motivate people.
†Maslow͛s hierarchy of needs,
† McClelland͛s theory of achievement, power, and affiliation needs, and
†Herzberg͛s two-factor theory of motivation are explained.
oProcess theories look at the process of motivation rather than specific motivators.
†Included are
†Vroom͛s expectancy-valence theory, and
† Skinner͛s reinforcement theory.
oAll of the theories depend on the individual͛s perception of what is a valued motivator.
†What will be perceived as a motivator depends on the individual͛s needs.
oSome supervisors and other managers assume that the main thing employees want out of a job is money.
†While money can be a motivator, it is not the only motivator, and for some people it is not the most important
motivator.
†For money to motivate, it must meet employee needs, and employees must believe they are able to achieve the
financial rewards the organization offers.

oSeveral financial incentives are discussed, including

†piecework systems,
†production bonus systems,
†commissions,
†suggestion plans,
†group incentive plans,
†profit-sharing, and
†gainsharing.
oSupervisors will likely have limits on the types of motivators they can use.
†But they can motivate their employees by making work interesting through such means as
†job rotation,
†job enlargement,
†job enrichment, and
†contact with users of the product or service.

oOther ways to motivate include

†having high expectations of employees,
†providing rewards that are valued,
†relating rewards to performance,
†treating employees as individuals,
†encouraging employee participation, and
† providing feedback, including praise.

J

 ?

?ÿ

 ??   ??

oMotivation: Giving people incentives that cause them to act in desired ways.
oThe objective of motivating employees is to lead them to perform in ways that meet the goals of the department and
the organization.
oBecause supervisors are largely evaluated on the basis of how well their group as a whole performs, motivation is an
important skill for supervisors to acquire.

oEmployees ultimately decide how they are going to perform or not perform.
†A supervisor can influence employees͛ behavior through the use of rewards and other incentives.
†Supervisors are a significant factor in creating the environment in which employees work.
oFlextime: a policy that grants employees some leeway in choosing which eight hours a day or which 40 hours a week
to work.
oJob sharing: an arrangement in which two part-time employees share the duties of one full-time job.

o͞Content theories͟ of motivation focus on the content of the motivator.

oThree researchers whose content theories of motivation are widely used are

†Abraham Maslow,
†David McClelland, and
†Frederick Herzberg.
Maslow ͚s Hierarchy of Needs?

oMaslow assumes that what motivates people is unmet needs.

oAccording to Maslow, the needs that motivate people fall into five basic categories:
†physiological needs (the most basic need),
†security needs,
†social needs,
†esteem needs, and
†self-actualization needs (the highest-level need).

†Physiological needs are the ones required for survival.

†Security needs involve keeping oneself free from harm.
†Social needs are the desire for love, friendship, and companionship.
†Esteem needs are the need for self-esteem and the respect of others.
†Self-actualization needs describe the desire to live up to one͛s full potential.
†People may be seeking to meet more than one category of needs at a time.

McClelland͛s Achievement-Power-Affiliation Theory?

oThis motivation theory is based on the assumption that through life experiences, people develop various needs.
†The three needs include:
†(1) The need for achievement
†the desire to do something better than it has been done before.
†(2) The need for power
†the desire to control, influence, or be responsible for other people.
†(3) The need for affiliation
†the desire to maintain close and friendly personal relationships.

oPeople have all of these needs to some extent.

oThe relative strength of the needs influences what will motivate a person.
Hertzberg͛s Two-Factor Theory

oEmployees͛ satisfaction and dissatisfaction stem from different sources.

†Dissatisfaction results from the absence of what Hertzberg calls P
?
.
†salary
†relationship with others
†Satisfaction results from the presence of ~ 
?
.
†opportunities

oThe supervisor has control of many of the motivating factors, including

†recognition,
†responsibility,
†advancement, and
†personal growth.
Process Theories of Motivation

oAnother way to explain motivation is to look at it as a process.

oTwo major process theories are expectancy-valence theory and reinforcement theory.

0 %& 

0

 ?

oVictor Vroom assumes that people act as they do to satisfy needs they feel.
oHe sets out to explain what determines the intensity of people͛s motivation.

oHe explains that motivation depends on two things:

†(1) Valence
†the value a person places on the outcome of a particular behavior.
†(2) Expectancy
†the perceived probability that the behavior will lead to the outcome.

oThe strength of motivation equals the perceived value of the outcome times the perceived probability of the behavior
resulting in the outcome.
†In other words, people are most motivated to seek results they value highly  ?think they can achieve.
oThis theory is based on employees͛ perceptions?of rewards and whether they are able to achieve those rewards.
†It is important to note that employees may place different values on rewards and their ability to achieve the outcome
than does the supervisor.
†Supervisors need to determine from the employees what is rewarding and what is possible to achieve.


'J 
  
 ?

oB. F. Skinner says that people behave as they do because of the kind of consequences they experience as a result of
their behavior.
†Broadly speaking, people keep doing things that lead to consequences they like, and avoid doing things that have
undesirable consequences.
†For example, praise feels good, so people tend to do things that get them praised.
oSupervisors can encourage or discourage a particular kind of behavior by the way they respond to the behavior.
†Consequences can be thought of as:
†(1) Reinforcement
†the desired consequence for behavior.
†This term is used to indicate positive consequences for desired behavior.
†This is also used to indicate the outcome for ceasing negative behavior.
(2) Punishment
†an unpleasant consequence of a behavior a supervisor wants to end.
†This is sometimes described as negative reinforcement
 
 


: The use of reinforcement and punishment to motivate people to behave in certain way.
†For long term results, positive reinforcement is more effective than punishment.
†Punishment can lead to what is called |
 ?P| |.
†Employees who are repeatedly punished will eventually believe that they are unable to succeed.

oSupervisors must consider individual differences in designing rewards.

†What motivates one person may not motivate another.
oLikewise, not all rewards are under the control of the supervisor.
† Organizational policy, labor contracts, and laws may dictate what an employee may receive.
Financial Incentives??

oSome supervisors and other managers assume that the main thing employees want out of a job is money.
†Based on the content theories of motivation, it makes sense to say that money motivates people when it meets their
needs.
†When a person has high financial demands and relatively low income, money may be a motivator.
†If an individual is financially comfortable, nonfinancial rewards, such as a sense of accomplishment, are increasingly
important.


^
 c 

Incentive Pay Plans

o3





  Payments for meeting or exceeding objectives.

oThere are a variety of pay systems that include additional incentives for productivity of employees.
†Included are:
†Piecework system.
†Production bonus system
†Commissions?
†Payments for suggestions
†Group incentive plans
†Gainsharing
Piecework system?

o    Payment according to the amount produced.

oThis system pays people according to how much they produce.
†Piecework pay systems are usually
†based on an individual͛s performance, but
†may be based on the department͛s overall performance.
†It is often used to pay independent contractors, for example, farm workers and independent writers.
Production bonus system?

oEmployees in a production department may receive a basic wage or salary plus a bonus that consists of a payment for
units produced.
†This method has been used extensively in manufacturing.
†It is less common today.
†inconsistent with producing quality because it emphasizes quantity
†often includes a quality factor where a bonus is paid on good units produced
Commissions?

oIn a sales department, employees may earn commissions.

†the payment linked to the amount sales completed
†Most organizations that pay a commission also pay a basic wage or salary.

Payments for suggestions?

oIn companies with suggestion programs, employees are paid for suggestions for improvements.
†Typically, for the employee to receive payment, the suggestion must be adopted or save some minimum amount of
money.
†A common practice is for payment to be linked to the saving realized.
Group incentive plans?

oThe group incentive plan pays a bonus when the group as a whole exceeds some objective.
†For example, a company may pay a bonus when a department, sales region, or other work unit meets sales goals.
†The bonus may also depend on meeting organizational goals either by itself or in combination with work unit goals.
Gainsharing

oAn extension of the group incentive plan.

† The company encourages employees to participate in making suggestions and decisions on how to improve the way
the company or work group operates.
†As performance improves, employees receive a share of the greater earnings.
†Seeks to motivate through financial rewards and psychological rewards.
Pay Information

oIn our society money is considered a private matter, and most people don͛t talk about what they earn.
oDoes secrecy help or hurt?
†To motivate employees, the organization must let them know what they hope to earn.
†Organizations often publish pay ranges.

oMaking work interesting increases the likelihood of employees giving work their full attention and enthusiasm.

o ?

 ?involves moving employees from job to job so as to give them more variety.
†Job rotation requires that employees have relatively broad skills.
†This means the supervisor and organization must provide for cross-training or training in the skills required to perform
more than one job.
†The opportunity to learn new skills can in itself motivate employees.
o ? 
  
?means that duties are added to a job.
†For example, in a factory a machine operator may be given the added task of setting up the machine.
o ?   
is?the incorporation of motivating factors into a job.
†The kinds of factors that are considered to enrich a job are the ones Herzberg called motivators.
†Specific factors include
†giving employees more responsibility to make decisions,
†more recognition for good performance, and
†making jobs more challenging.

oWhen jobs are modified to make them more interesting, it is important for the organization and supervisor to
remember that not all employees are motivated by the same things or at the same time.
†Some employees will see job modification as a way to get them to do more for the same amount of money.
†This may also be true of job rotation and job enlargement.
oAnother way to make work meaningful is to give employees some contact with the people who receive and use their
products or services.
†Sometimes the supervisor can arrange to have workers visit the users of the products or services.
oFor example, when a user of manufactured products is having trouble, a visit from employees may serve two
purposes.
†First, employees may be able to help the user of the product.
†Second, employees will learn and understand more about the product from the users͛ point of view.
 

 ?

o’P?
~| ???the direct relationship between expectations and performance.
†This is similar to the well-used phrase of ͞self-fulfilling prophesy.͟
†When a supervisor relates the message that he or she does not expect employees to be able to accomplish a task, it is
likely they won͛t.
†However, if the supervisor conveys high expectations, employees are likely to succeed.

oProviding rewards that are valued is very important

oThe content theories of motivation indicate that a variety of rewards may motivate and that not all employees will
value the same rewards at the same time.

oThe supervisor͛s challenge is to determine what rewards will work for particular employees at particular times.
†Although supervisors may not be able to control some rewards such as wages or benefits,
†they have great freedom to administer rewards such as praise and recognition.
†Supervisors may have discretion in job assignments and additional training opportunities.

oWhatever rewards the supervisor uses, they should be recognized by the employee as linked to performance.
†If there is a connection, employees should be aware of it and understand it.
†Linking rewards to the achievement of realistic objectives is a way to help employees believe they can attain desired
rewards.

oIf a supervisor is to succeed at motivating, he or she has to remember that employees will respond in varying ways.
oAs much as possible the supervisor should respond to individual differences.
†Communication with employees is a necessary ingredient in learning about employees.
†Encouraging employees to participate will help the supervisor learn more about the employee.
†People also want to know how they are doing.
oFeedback will provide the employee with information to help them move closer to accomplishing personal,
department, and company goals.
oThis will also provide the supervisor with an opportunity to praise an employee.
oThe attention of the supervisor may also be motivating to the employee whether the feedback is positive or a
corrective action.