The directing phase of the management process

The directing phase of the management process is the 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

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

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 satisf y unmet needs

24. MOTIVATION It is the willingness to put effort into achieving a goal or reward to decrease the tension caused b y 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 t ype of motivation that comes from within the person , driving the person to be productive

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

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

30. IMPORTANT CONCEPT Extrinsic motivation is enhanced b y 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 Ma yo 2) Operant Conditioning 1953 B. F. Skinner 3) Theor y X and Theor y Y 1960 Douglas McGregor 4) Expectanc y Model 1964 Victor Vroom 5) Hierarch y of Needs 1970 Abraham Maslow 6) Basic Motivational Needs 1971 David McClelland 7) Two-factor Theor y 1977 Frederick Herzberg

33. HAWTHORNE EFFECT (1953) The studies conducted b y 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 the y are being studied , attempting to increase whatever behavior the y 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 wa y based on a consistent reward or punishment s y stem .

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 emplo yees 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 responsibilit y 6) Need threats to be motivated 7) Need close supervision 8) Motivated b y rewards and punishment

43. THEORY X AND THEORY Y (1960) CHARACTERISTICS OF THEORY Y EMPLOYEES 1) Like and enjo y work 2) Are self-directed 3) Seek responsibilit y 4) Are imaginative and creative 5) Have underutilized intellectual capacit y 6) Need onl y 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 Expectanc y 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 satisf y certain needs ranging from basic survival to complex psychological needs

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

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

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

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

53. BASIC MOTIVATIONAL NEEDS (1971) (1) Achievement-oriented people : (1.1) Activel y 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) emplo y ees can be motivated b y 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 Responsibilit y Advancement Possibilit y for growth Compan y policy Status HYGIENE or MAINTENANCE FACTORS Salar y Supervision Job securit y 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 sparingl y delegates tasks that can be accomplished by subordinates resulting into an overburdened manager

67. REASONS FOR UNDERDELEGATING Underdelegating is brought about b y: (1) the manager’s false assumption that delegation ma y be interpreted as a lack of abilit y on his part to do the job correctl y or completel y .

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

69. REASONS FOR UNDERDELEGATING Underdelegating is brought about b y: (3) the manager lacks experience in the job

70. REASONS FOR UNDERDELEGATING Underdelegating is brought about b y: (4) the manager lacks experience in delegating

71. REASONS FOR UNDERDELEGATING Underdelegating is brought about b y: (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 the y can effectively handle . This results into overburdening the subordinates

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

74. REASONS FOR OVERDELEGATING Overdelegating is brought about b y: (2) the manager feeling insecure about his abilit y to perform a task .

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

76. COMMON DELEGATION ERRORS 3) Improperl y 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) Improperl y Delegating A manager delegates decision-making without providing adequate information

78. STEPS TO ENSURE EFFECTIVE DELEGATION 1) Plan ahead to identif y tasks to be accomplished

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

80. STEPS TO ENSURE EFFECTIVE DELEGATION 3) Identif y 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) Clearl y communicate exactly what is to be done , including the purpose for doing so .

82. STEPS TO ENSURE EFFECTIVE DELEGATION 5) Delegate the authorit y 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 regularl y scheduled meetings

84. STEPS TO ENSURE EFFECTIVE DELEGATION 7) If the subordinate is having difficult y 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 appropriatel y 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 subordinates.

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 the workers and employees.

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.