Monitoring And Controlling A Project Management Plan

Assignment 1 1. Which process group starts at the start and ends at the end of the project and why? Monitoring and controlling is the process group that starts at the start and ends at the end as it performs integrated change control to manage and control changes to the cost baseline, scope and schedule. Further, it helps in analyzing and measuring the performance of the project and finding the variation of the project from the project management plan and provides asolutions to those problems. 2. Why does the closing process group start so early in the chart? Since some project deliverables get finished before and get the sponsor acknowledgment that is the reason the closing process group begins ahead of schedule in the chart. 3. Why do the planning and execution process groups have similar shapes and why is the executing process group skewed to the right? Both the planning and the execution process groups have the same shape as we know that everything that is thought ahead and gets regard in planning process group will be done in the execution process group. Since the execution is done when the fulfillment of the planning process group, the execution process group is tilted towards the right. Nonetheless, the most elevated measure of cash and time of all the process groups is taken by execution process group. 4. Did you see that the executing process group is larger and higher than the planning process group? Why? Inthe execution processShow MoreRelatedSoftware Project Management Quiz Questions1182 Words   |  5 Pages | ____ 2. ____ processes include defining and authorizing a project or project phase. |a. |Monitoring and controlling |c. |Executing | |b. |Planning |d. |Initiating | ____ 3. 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The Life And Times Of Jesus Of Nazareth - 1773 Words

Two thousand years ago, the birth of Jesus, arguably the most influential man the world has ever seen, altered history forever. Christians know him as the Messiah, the son of God who came to save all of mankind, and for others, he may just be a great teacher and person of history. It is the latter that Reza Aslan attempts to shed an unbiased light on by comparing the Jesus that modern Christians believe in to the Jesus that Aslan believes would have fit into first-century Palestine: a violet revolutionary, dedicated to the eradication of the Roman government in Israel and the deposition of the rich priestly class. Aslan paints a portrayal of Jesus using knowledge of the time period, Scripture that has been taken out of context and misinterpreted, and most of all, the author’s imagination and powerful rhetoric to cover up his faulty argumentation. 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Leadership Framework Free Essays

string(94) " to describe this and to help staff understand their progression and development as a leader\." Leadership Academy Leadership Framework A Summary  © 2011 NHS Leadership Academy. All rights reserved. The Leadership Framework is published on behalf of the NHS Leadership Academy by NHS Institute for Innovation and Improvement, Coventry House, University of Warwick Campus, Coventry, CV4 7AL. We will write a custom essay sample on Leadership Framework or any similar topic only for you Order Now Publisher: NHS Institute for Innovation and Improvement, Coventry House, University of Warwick Campus, Coventry, CV4 7AL. This publication may be reproduced and circulated free of charge for non-commercial purposes only by and between NHS-funded organisations in England, Scotland, Wales and Northern Ireland staff, and their related networks and officially contracted third parties. This includes the right to reproduce, distribute and transmit this publication in any form and by any means, including e-mail, photocopying, microfilming, and recording. No other use may be made of this publication or any part of it except with the prior written permission and application for which should be in writing and addressed to the Director of Leadership (and marked ‘re. ermissions’). Written permission must always be obtained before any part of this publication is stored in a retrieval system of any nature, or electronically. Reproduction and transmission of this publication must be accurate, must not be used in any misleading context and must always be accompanied by this Copyright Notice. Warning: Unaut horised copying, storage, reproduction, adaptation or other use of this publication or any part of it is strictly prohibited. Doing an unauthorised act in relation to a copyright work may give rise to civil liabilities and criminal prosecution. Similar essay: Describe How Own Behaviour Could Impact Negatively The Clinical Leadership Competency Framework was created with the agreement of the NHS Institute for Innovation and Improvement and the Academy of Medical Royal Colleges from the Medical Leadership Competency Framework which was created, developed and is owned jointly by the NHS Institute for Innovation and Improvement and the Academy of Medical Royal Colleges. NHS Institute for Innovation and Improvement and Academy of Medical Royal Colleges (2010) Medical Leadership Competency Framework, 3rd edition, Coventry: NHS Institute for Innovation and Improvement. NHS Institute for Innovation and Improvement and Academy of Medical Royal Colleges 2010 The Leadership Framework The Leadership Framework provides a consistent approach to leadership development for staff in health and care irrespective of discipline, role or function, and represents the foundation of leadership behaviour that all staff should aspire to. Fundamental to its development was a desire to build on existing leadership f rameworks used by different staff groups and create a single overarching leadership framework for all staff in health and care. In developing the Leadership Framework detailed research and consultation with a wide cross section of staff and stakeholders has been undertaken, including those with a patient perspective and those involved in healthcare outside the NHS such as professional bodies, academics, regulators and policy makers. Those consulted embraced the concept of the Leadership Framework because it affords a common and consistent approach to professional and leadership development, based on shared values and beliefs which are consistent with the principles and values of the NHS Constitution1. The Leadership Framework is based on the concept that leadership is not restricted to people who hold designated leadership roles and where there is a shared responsibility for the success of the organisation, services or care being delivered. Acts of leadership can come from anyone in the organisation and as a model it emphasises the responsibility of all staff in demonstrating appropriate behaviours, in seeking to contribute to the leadership process and to develop and empower the leadership capacity of colleagues2. This document provides a summary of the seven domains of the Leadership Framework. A full and web based version can be found at www. leadershipacademy. nhs. uk/If Design and structure of the Leadership Framework Delivering services to patients, service users, carers and the public is at the heart of the Leadership Framework. The needs of the people who use services have always been central to healthcare and all staff work hard to improve services for them. However, if we are going to transform services, acting on what really matters to patients and the public is essential and nvolves the active participation of patients, carers, community representatives, community groups and the public in how services are planned, delivered and evaluated3. The Leadership Framework is comprised of seven domains. Within each domain there are four categories called elements and each of these elements is further divided into four descriptors. These statements describe the leadership behaviours, which ar e underpinned by the relevant knowledge, skills and attributes all staff should be able to demonstrate. To improve the quality and safety of health and care services, it is essential that staff are competent in each of the five core leadership domains shown at right: demonstrating personal qualities, working with others, managing services, improving services, and setting direction. The two other domains of the Leadership Framework, creating the vision and delivering the strategy, focus more on the role and contribution of individual leaders and particularly those in senior positional roles. 1 Department of Health (2010) The NHS Constitution: the NHS belongs to us all. The NHS Constitution can be accessed via http://www. nhs. uk/choiceintheNHS/Rightsandpledges/NHSConstitution/Pages/Overview. aspx NHS Institute for Innovation and Improvement and Academy of Medical Royal Colleges (2009) Shared Leadership: Underpinning of the MLCF Patient and Public Engagement, Department of Health (2009) Putting Patients at the Heart of Care: The Vision for Patient and Public Engagement in Health and Social Care. www. dh. gov. uk/ppe 2 3 Leadership Framework: A Summary 3 The word ‘patient’ is used throughout the Leadership Framework to enerically cover patients, service users, and all those who receive healthcare. Similarly, the word ‘other’ is used to describe all colleagues from any discipline and organisation, as well as patients, service users, carers and the public. The leadership context The application and opportunity to demonstrate leadership will differ and the context in which competence can be achieved will become more complex and demanding with career progression. We have therefore used four stages to describe this and to help staff understand their progression and development as a leader. You read "Leadership Framework" in category "Essay examples" They are: Stage 1 Own practice/immediate team – is about building personal relationships with patients and colleagues, often working as part of a multi-disciplinary team. Staff need to recognise problems and work with others to solve them. The impact of the decisions staff take at this level will be limited in terms of risk. Stage 2 Whole service/across teams – is about building relationships within and across teams, recognising problems and solving them. At this level, staff will need to be more conscious of the risks that their decisions may pose for self and others for a successful outcome. Stage 3 Across services/wider organisation – is about working across teams and departments within the wider organisation. Staff will challenge the appropriateness of solutions to complex problems. The potential risk associated with their decisions will have a wider impact on the service. Stage 4 Whole organisation/healthcare system – is about building broader partnerships across and outside traditional organisational boundaries that are sustainable and replicable. At this level leaders will be dealing with multi-faceted problems and coming up with innovative solutions to those problems. They may lead at a national/international level and would be required to participate in whole systems thinking, finding new ways of working and leading transformational change. Their decisions may have significant impact on the reputation of the NHS and outcomes and would be critical to the future of the NHS. 4 Leadership Framework: A Summary Application of the Leadership Framework and supporting tools The Leadership Framework is designed to enable staff to understand their progression as a leader and to support fostering and developing talent. There are many ways it can be applied, for example: †¢ To raise awareness that effective leadership is needed across the whole organisation †¢ To underpin a talent management strategy †¢ As part of an existing leadership development programme †¢ To inform the design and commissioning of training and development programmes †¢ To develop individual leadership skills †¢ As part of team development †¢ To enhance existing appraisal systems †¢ To inform an organisation’s recruitment and retention processes. To assist users the full and web based version have a suite of indicators across a variety of work place situations which illustrate the type of activity staff could be demonstrating relevant to each element and stage as well as examples of behaviours if they are not. Supporting tools A self assessment and 360 ° feedback tool support the Leadership Framework; in addition an online development module signposts development opportunities for each of the seven domains. The 360 ° is a powerful tool to help individuals identify where their leadership strengths and development needs lie. The process includes getting confidential feedback from line managers, peers and direct reports. As a result, it gives an individual an insight into other people’s perceptions of their leadership abilities and behaviour. To assist with integrating the competences into postgraduate curricula and learning experiences, there is the LeAD e-learning resource which is available on the National Learning Management System and through e-Learning for Healthcare (www. -lfh. org. uk/LeAD). The Clinical Leadership Competency Framework and the Medical Leadership Competency Framework are also available to specifically provide staff with clinically based examples in practice and learning and development scenarios across the five core domains shared with the Leadership Framework. A summary version of the Leadership Framework follows, which includes the domains, elements and d escriptors. Work-place indicators that demonstrate he practical application of the framework at the four stages are included as tables in the back of the document. The examples in practice are not included, however these are available in the full document as well as on the website (www. leadershipacademy. nhs. uk/If). Leadership Framework: A Summary 5 1. Demonstrating Personal Qualities Effective leadership requires individuals to draw upon their values, strengths and abilities to deliver high standards of service. To do so, they must demonstrate effectiveness in: †¢ Developing self awareness by being aware of their own values, principles, and assumptions, and by being able to learn from experiences †¢ Managing yourself by organising and managing themselves while taking account of the needs and priorities of others †¢ Continuing personal development by learning through participating in continuing professional development and from experience and feedback †¢ Acting with integrity by behaving in an open, honest and ethical manner. 1. 1 Developing self awareness 1. Recognise and articulate their own value and principles, understanding how these may differ from those of other individuals and groups 2. Identify their own strengths and limitations, the impact of their behaviour on others, and the effect of stress on their own behaviour 3. Identify their own emotions and prejudices and understand how these can affect their judgement and behaviour 4. Obtain, analyse and act on feedback from a variety of sources 1. 2 Managing yourself 1. Manage the impact of their emotions on their behaviour with consideration of the impact on others 2. Are reliable in meeting their responsibilities and commitments to consistently high standards 3. Ensure that their plans and actions are flexible, and take account of the needs and work patterns of others 4. Plan their workload and activities to fulfil work requirements and commitments, without compromising their own health 1. 3 Continuing personal development 1. Actively seek opportunities and challenge for personal learning and development 2. Acknowledge mistakes and treat them as learning opportunities 3. Participate in continuing professional development activities 4. Change their behaviour in the light of feedback and reflection 1. 4 Acting with integrity 1. Uphold personal and professional ethics and values, taking into account the values of the organisation and respecting the culture, beliefs and abilities of individuals 2. Communicate effectively with individuals, appreciating their social, cultural, religious and ethnic backgrounds and their age, gender and abilities 3. Value, respect and promote equality and diversity 4. Take appropriate action if ethics and values are compromised 6 Leadership Framework: A Summary 2. Working with Others Effective leadership requires individuals to work with others in teams and networks to deliver and improve services. To do so, they must demonstrate effectiveness in: †¢ Developing networks by working in partnership with patients, carers, service users and their representatives, and colleagues within and across systems to deliver and improve services †¢ Building and maintaining relationships by listening, supporting others, gaining trust and showing understanding †¢ Encouraging contribution by creating an environment where others have the opportunity to contribute †¢ Working within teams to deliver and improve services. . 1 Developing networks 1. Identify opportunities where working with patients and colleagues in the clinical setting can bring added benefits 2. Create opportunities to bring individuals and groups together to achieve goals 3. Promote the sharing of information and resources 4. Actively seek the views of others 2. 2 Building and maintaining relatio nships 1. Listen to others and recognise different perspectives 2. Empathise and take into account the needs and feelings of others 3. Communicate effectively with individuals and groups, and act as a positive role model 4. Gain and maintain the trust and support of colleagues 2. 3 Encouraging contribution 1. Provide encouragement, and the opportunity for people to engage in decision-making and to challenge constructively 2. Respect, value and acknowledge the roles, contributions and expertise of others 3. Employ strategies to manage conflict of interests and differences of opinion 4. Keep the focus of contribution on delivering and improving services to patients 2. Working within teams 1. Have a clear sense of their role, responsibilities and purpose within the team 2. Adopt a team approach, acknowledging and appreciating efforts, contributions and compromises 3. Recognise the common purpose of the team and respect team decisions 4. Are willing to lead a team, involving the right people at the right time Leadership Framework: A Summary 7 3. Managing Services Effective leadership requires individuals to focus on the success of the organisation(s) in which they work. To do so, they must be effective in: †¢ Planning by actively contributing to plans to achieve service goals †¢ Managing resources by knowing what resources are available and using their influence to ensure that resources are used efficiently and safely, and reflect the diversity of needs †¢ Managing people by providing direction, reviewing performance, motivating others, and promoting equality and diversity †¢ Managing performance by holding themselves and others accountable for service outcomes. . 1 Planning 1. Support plans for clinical services that are part of the strategy for the wider healthcare system 2. Gather feedback from patients, service users and colleagues to help develop plans 3. Contribute their expertise to planning processes 4. Appraise options in terms of benefits and risks 3. 2 Managing resources 1. Accurately identify the appropriate type and level of resources required to deliver safe and effective services 2. Ensure services are delivered within allocated resources 3. Minimise waste 4. Take action when resources are not being used efficiently and effectively 3. 3 Managing people 1. Provide guidance and direction for others using the skills of team members effectively 2. Review the performance of the team members to ensure that planned services outcomes are met 3. Support team members to develop their roles and responsibilities 4. Support others to provide good patient care and better services 3. Managing performance 1. Analyse information from a range of sources about performance 2. Take action to improve performance 3. Take responsibility for tackling difficult issues 4. Build learning from experience into future plans 8 Leadership Framework: A Summary 4. Improving Services Effective leadership requires individuals to make a real difference to people’s health by delivering high quality services and by developing improvements to services. To do so, they must demonstrate effective in: †¢ Ensuring patient safety by assessing and managing risk to patients associated with service developments, balancing economic consideration with the need for patient safety †¢ Critically evaluating by being able to think analytically, conceptually and to identify where services can be improved, working individually or as part of a team †¢ Encouraging improvement and innovation by creating a climate of continuous service improvement †¢ Facilitating transformation by actively contributing to change processes that lead to improving healthcare. 4. 1 Ensuring patient safety 1. Identify and quantify the risk to patients using information from a range of sources 2. Use evidence, both positive and negative, to identify options 3. Use systematic ways of assessing and minimising risk 4. Monitor the effects and outcomes of change 4. 2 Critically evaluating 1. Obtain and act on patient, carer and user feedback and experiences 2. Assess and analyse processes using up-to-date improvement methodologies 3. Identify healthcare improvements and create solutions through collaborative working 4. Appraise options, and plan and take action to implement and evaluate improvements 4. 3 Encouraging improvement and innovation 1. Question the status quo 2. Act as a positive role model for innovation 3. Encourage dialogue and debate with a wide range of people 4. Develop creative solutions to transform services and care 4. 4 Facilitating transformation 1. Model the change expected 2. Articulate the need for change and its impact on people and services 3. Promote changes leading to systems redesign 6. Motivate and focus a group to accomplish change Leadership Framework: A Summary 9 5. Setting Direction Effective leadership requires individuals to contribute to the strategy and aspirations of the organisation and act in a manner consistent with its values. To do so, they must demonstrate effective in: †¢ Identifying the contexts for change by being aware of the range of factors to be taken into account †¢ Applying knowledge and evidence by gathering information to produce an evidence-based challenge to systems and processes in order to identify opportunities for service improvements †¢ Making decisions using their values, and the evidence, to make good decisions †¢ Evaluating impact by measuring and evaluating outcomes, taking corrective action where necessary and by being held to account for their decisions. . 1 Identifying the contexts for change 1. Demonstrate awareness of the political, social, technical, economic, organisational and professional environment 2. Understand and interpret relevant legislation and accountability frameworks 3. Anticipate and prepare for the future by scanning for ideas, best practice and emerging trends that will have an impact on health outcomes 4. Develop and communicate aspiration s 5. 2 Applying knowledge and evidence 1. Use appropriate methods to gather data and information 2. Carry out analysis against an evidence-based criteria set 3. Use information to challenge existing practices and processes 4. Influence others to use knowledge and evidence to achieve best practice 5. 3 Making decisions 1. Participate in and contribute to organisational decision-making processes 2. Act in a manner consistent with the values and priorities of their organisation and profession 3. Educate and inform key people who influence and make decisions 4. Contribute a clinical perspective to team, department, system and organisational decisions 5. 4 Evaluating impact 1. Test and evaluate new service options 2. Standardise and promote new approaches 3. Overcome barriers to implementation 4. Formally and informally disseminate good practice 10 Leadership Framework: A Summary 6. Creating the Vision Effective leadership involves creating a compelling vision for the future, and communicating this within and across organisations. This requires individuals to demonstrate effectiveness in: †¢ Developing the vision of the organisation, looking to the future to determine the direction for the organisation †¢ Influencing the vision of the wider healthcare system by working with partners across organisations †¢ Communicating the vision and motivating others to work towards achieving it †¢ Embodying the vision by behaving in ways which are consistent with the vision and values of the organisation. 6. 1 Developing the vision for the organisation 1. Actively engage with colleagues and key influencers, including patients and public, about the future of the organisation 2. Broadly scan and analyse the full range of factors that will impact upon the organisation, to create likely scenarios for its future 3. Create a vision which is bold, innovative and reflects the core values of the NHS 4. Continuously ensures that the organisation’s vision is compatible with future developments within the wider healthcare system. 6. 2 Influencing the vision of the wider healthcare system 1. Seek opportunities to engage in debate about the future of health and care related services 2. Work in partnership with others in the healthcare system to develop a shared vision 3. Negotiate compromises in the interests of better patient services 4. Influence key decision-makers who determine future government policy that impacts on the NHS and its services. 6. 3 Communicating the vision 1. Communicate their ideas and enthusiasm about the future of the organisation and its services confidently and in a way which engages and inspires others 2. Express the vision clearly, unambiguously and vigorously 3. Ensure that stakeholders within and beyond the immediate organisation are aware of the vision and any likely impact it may have on them 4. Take time to build critical support for the vision and ensure it is shared and owned by those who will be communicating it. 6. 4 Embodying the vision 1. Act as a role model, behaving in a manner which reflects the values and principles inherent in the vision 2. Demonstrate confidence, self belief, tenacity and integrity in pursuing the vision 3. Challenge behaviours which are not consistent with the vision 4. Identify symbols, rituals and routines within the organisation which are not consistent with the vision, and replace them with ones that are. Leadership Framework: A Summary 11 7. Delivering the Strategy Effective leadership involves delivering the strategy by developing and agreeing strategic plans that place patient care at the heart of the service, and ensuring that these are translated into achievable operational plans. This requires individuals to demonstrate effectiveness in: †¢ Framing the strategy by identifying strategic options for the organisation and drawing upon a wide range of information, knowledge and experience †¢ Developing the strategy by engaging with colleagues and key stakeholders †¢ Implementing the strategy by organising, managing and assuming the risks of the organisation †¢ Embedding the strategy by ensuring that strategic plans are achieved and sustained. 7. 1 Framing the strategy 1. Take account of the culture, history and long term underlying issues for the organisation 2. Use sound organisational theory to inform the development of strategy 3. Identify best practice which can be applied to the organisation 4. Identify strategic options which will deliver the organisation’s vision 7. 2 Developing the strategy 1. Engage with key individuals and groups to formulate strategic plans to meet the vision 2. Strive to understand others’ agendas, motivations and drivers in order to develop strategy which is sustainable 3. Create strategic plans which are challenging yet realistic and achievable 4. Identify and mitigate uncertainties and risks associated with strategic choices 7. Implementing the strategy 1. Ensure that strategic plans are translated into workable operational plans, identifying risks, critical success factors and evaluation measures 2. Identify and strengthen organisational capabilities required to deliver the strategy 3. Establish clear accountability for the delivery of all elements of the strategy, hold people to account and exp ect to be held to account themselves 4. Respond quickly and decisively to developments which require a change in strategy 7. 4 Embedding the strategy 1. Support and inspire others responsible for delivering strategic and operational plans, helping them to overcome obstacles and challenges, and to remain focused 2. Create a consultative organisational culture to support delivery of the strategy and to drive strategic change within the wider healthcare system 3. Establish a climate of transparency and trust where results are discussed openly 4. Monitor and evaluate strategic outcomes, making adjustments to ensure sustainability of the strategy 12 Leadership Framework: A Summary The following tables combine the indicators of behaviours at different leadership stages from each domain section. Please refer to the full domain pages for the element descriptors. 1. DEMONSTRATING PERSONAL QUALITIES Effective leadership requires individuals to draw upon their values, strengths and abilities to deliver high standards of service. To do so, they must demonstrate effectiveness in demonstrating self awareness, managing themselves, continuing their personal development and acting with integrity. 2 Whole Service/Across Teams 3 Across Services/Wider Organisation Element Appreciates the impact they have on others and the impact others have on them. Routinely seeks feedback and adapts their behaviour appropriately. Reflects on their interactions with a wide and diverse range of individuals and groups from within and beyond their immediate service/organisation. Challenges and refreshes own values, beliefs, leadership styles and approaches. Overtly role models the giving and receiving of feedback. Successfully manages a range of personal and organisational demands and pressures. Demonstrates tenacity and resilience. Overcomes setbacks where goals cannot be achieved and quickly refocuses. Is visible and accessible to others. Acts as an exemplar for others in managing their continuous personal development. Facilitates the development of a learning culture. 1 Own Practice/Immediate Team 4 Whole Organisation/Wider Healthcare System Uses sophisticated tools and sources to continuously learn about their leadership impact in the wider health and care community and improve their effectiveness as a senior leader. Understands how pressures associated with carrying out a high profile role impact on them and their performance. Remains focused on strategic goals when faced with competing and, at times, conflicting demands arising from differing priorities. Identifies where they need to personally get involved to achieve the most benefit for the organisation and wider healthcare system. Develops through systematically scanning the external environment and exploring leading edge thinking and best practice. Applies learning to build and refresh the service. Treats challenge as a positive force for improvement. 1. 1 Developing Self Awareness Reflects on how factors such as own values, prejudices and emotions influence their judgement, behaviour and self belief. Uses feedback from appraisals and other sources to consider personal impact and change behaviour. Understands personal sources of stress. 1. 2 Managing Yourself Plans and manages own time effectively and fulfils work requirements and commitments to a high standard, without compromising own health and wellbeing. Remains calm and focused under pressure. Ensures that own work plans and priorities fit with the needs of others involved in delivering services. Demonstrates flexibility and sensitivity to service requirements and remains assertive in pursuing service goals. Leadership Framework: A Summary Puts self forward for challenging assignments and projects which will develop strengths and address development areas. Acts as a role model for others in demonstrating integrity and inclusiveness in all aspects of their work. Challenges where organisational values are compromised. 1. 3 Continuing Personal Development Takes responsibility for own personal development and seeks opportunities for learning. Strives to put learning into practice. 1. 4 Acting with Integrity Behaves in an open, honest and inclusive manner, upholding personal and organisational ethics and values. Shows respect for the needs of others and promotes equality and diversity. Creates an open, honest and inclusive culture in accordance with clear principles and values. Ensures equity of access to services and creates an environment where people from all backgrounds can excel. Assures standards of integrity are maintained across the service and communicates the importance of always adopting an ethical and inclusive approach. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Demonstrates behaviours that are counter to core values of openness, inclusiveness, honesty and equality †¢ Lacks confidence in own abilities to deliver results Does not understand own emotions or recognise the impact of own behaviour on others †¢ Approaches tasks in a disorganised way and plans are not realistic †¢ Unable to discuss own strengths and development needs and spends little time on development 13 14 2 Whole Service/Across Teams 3 Across Services/Wider Organisation 4 Whole Organisation/Wider Healthcare System Works across b oundaries creating networks which facilitate high levels of collaboration within and across organisations and sectors. Builds and maintains sustainable strategic alliances across the system and other sectors. Has high impact when interacting with others at all levels. Uses networks to bring individuals and groups together to share information and resources and to achieve goals. Identifies and builds effective networks with a range of influential stakeholders internal and external to the organisation. Builds and maintains relationships with a range of individuals involved in delivering the service. Manages sensitivities between individuals and groups. Creates a supportive environment which encourages others to express diverse opinions and engage in decisionmaking. Constructively challenges suggestions and reconciles conflicting views. Helps lead others towards common goals, providing clear objectives and offering appropriate support. Shows awareness of team dynamics and acts to promote effective team working. Appreciates the efforts of others. Integrates the contributions of a diverse range of stakeholders, being open and honest about the extent to which contributions can be acted upon. Builds and nurtures trusting relationships at all levels within and across services and organisational boundaries. Creates systems which encourage contribution throughout the organisation. Invites contribution from different sectors to bring about improvements. Takes on recognised positional leadership roles within the organisation. Builds high performing inclusive teams that contribute to productive and efficient health and care services. Promotes autonomy and empowerment and maintains a sense of optimism and confidence. Contributes to and leads senior teams. Enables others to take on leadership responsibilities, building high level leadership capability and capacity from a diverse range of backgrounds. †¢ Does not encourage others to contribute ideas †¢ Does not adopt a collaborative approach 2. WORKING WITH OTHERS Effective leadership requires individuals to work with others in teams and networks to deliver and improve services. This requires them to demonstrate effectiveness in developing networks, building and maintaining relationships, encouraging contribution, and working within teams. Element 1 Own Practice/Immediate Team . 1 Developing Networks Identifies where working and cooperating with others can result in better services. Endeavours to work collaboratively. 2. 2 Building and Maintaining Relationships Communicates with and listens to others, recognising different perspectives. Empathises and takes into account the needs and feelings of others. Gains and maintains trust and support. 2. 3 Encouraging Contribution Seeks and acknowledges the views and input of others. Shows respect for the contributions and challenges of others. Leadership Framework: A Summary 2. 4 Working within Teams Understands roles, responsibilities and purpose within the team. Adopts a collaborative approach and respects team decisions. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Fails to network with others and/or allows relationships to deteriorate †¢ Fails to win the support and respect of others 3. MANAGING SERVICES Effective leadership requires individuals to focus on the success of the organisation(s) in which they work. This requires them to be effective in planning, managing resources, managing people and managing performance. Whole Service/Across Teams 3 Across Services/Wider Organisation 4 Whole Organisation/Wider Healthcare System Anticipates the impact of health trends and develops strategic plans that will have a significant impact on the organisation and wider healthcare system. Ensures strategic objectives are translated into operational plans. Strategically manages resources across the organisation and wider healthcare system. E lement Works collaboratively to develop business cases and service plans that support organisational objectives, appraising them in terms of benefits and risks. Leads service design and planning processes. Communicates and keeps others informed of strategic and operational plans, progress and outcomes. 1 Own Practice/Immediate Team 3. 1 Planning Contributes ideas to service plans, incorporating feedback from others including a diverse range of patients, service users and colleagues. 3. 2 Managing Resources Understands what resources are available and organises the appropriate type and level of resources required to deliver safe and efficient services. Identifies resource requirements associated with delivering services. Manages resources and takes action to ensure their effective and efficient use. Forecasts resource requirements associated with delivering complex services efficiently and effectively. Manages resources taking into account the impact of national and local policies and constraints. Motivates and coaches individuals and teams to strengthen their performance and assist them with developing their own capabilities and skills. Aligns individual development needs with service goals. Leadership Framework: A Summary Provides others with clear purpose and direction. Helps others in developing their roles and responsibilities. Works with others to set and monitor performance standards, addressing areas where performance objectives are not achieved. †¢ Does not effectively manage and develop people †¢ Fails to identify and address performance issues 3. 3 Managing People Supports others in delivering high quality services and excellence in health and care. Inspires and supports leaders to mobilise diverse teams that are committed to and aligned with organisational values and goals. Engages with and influences senior leaders and key stakeholders to deliver joined up services. . 4 Managing Performance Uses information and data about performance to identify improvements which will strengthen services. Establishes rigorous performance measures. Holds self, individuals and teams to account for achieving performance standards. Challenges when service expectations are not being met and takes corrective action. Promotes an inclusive culture that enables people to perform to their best, ensuring that appropriate performance management systems are in place and that performance data is systematically evaluated and fed into future plans. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Disorganised or unstructured approach to planning †¢ Wastes resources or fails to monitor them effectively 15 16 2 Whole Service/Across Teams 3 Across Services/Wider Organisation 4 Whole Organisation/Wider Healthcare System Creates a culture that prioritises the health, safety and security of patients and service users. Delivers assurance that patient safety underpins policies, processes and systems. Reviews practice to improve standards of patient safety and minimise risk. Monitors the impact of service change on patient safety. Develops and maintains audit and risk management systems which will drive service improvement and patient safety. Engages with others to critically evaluate services and create ideas for improvements. Synthesises complex information to identify potential improvements to services. Identifies potential barriers to service improvement. Benchmarks the wider organisation against examples of best practice in healthcare and other sectors. Evaluates options for improving services in line with future advances. Acts as a positive role model for innovation. Encourages dialogue and debate in the development of new ideas with a wide range of people. Challenges colleagues’ thinking to find better and more effective ways of delivering services and quality. Accesses creativity and innovation from relevant individuals and groups. Drives a culture of innovation and improvement. Integrates radical and innovative approaches into strategic plans to make the NHS world class in the provision of healthcare services. Focuses self and others on achieving changes to systems and processes which will lead to improved services. Energises others to drive change that will improve health and care services. Actively manages the change process, drawing on models of effective change management. Recognises and addresses the impact of change on people and services. Inspires others to take bold action and make important advances in how services are delivered. Removes organisational obstacles to change and creates new structures and processes to facilitate transformation. †¢ Maintains the status quo and sticks with traditional outdated ways of doing things †¢ Fails to implement change or implements change for change’s sake 4. IMPROVING SERVICES Effective leadership requires individuals to make a real difference to people’s health by delivering high quality services and by developing improvements to services. This requires them to demonstrate effectiveness in ensuring patient safety, critically evaluating, encouraging improvement and innovation and facilitating transformation. Element 1 Own Practice/Immediate Team 4. 1 Ensuring Patient Safety Puts the safety of patients and service users at the heart of their thinking in delivering and improving services. Takes action to report or rectify shortfalls in patient safety. . 2 Critically Evaluating Uses feedback from patients, carers and service users to contribute to healthcare improvements. Leadership Framework: A Summary 4. 3 Encouraging Improvement and Innovation Questions established practices which do not add value. Puts forward creative suggestions to improve the quality of service provided. 4. 4 Facilitating Transformation Articulates the need fo r changes to processes and systems, acknowledging the impact on people and services. Generic behaviours observed if individual is not yet demonstrating this domain: Overlooks the need to put patients at the forefront of their thinking †¢ Does not question/evaluate current processes and practices 5. SETTING DIRECTION Effective leadership requires individuals to contribute to the strategy and aspirations of the organisation and act in a manner consistent with its values. This requires them to demonstrate effectiveness in identifying the contexts for change, applying knowledge and evidence, making decisions, and evaluating impact. 2 Whole Service/Across Teams 3 Across Services/Wider Organisation 4 Whole Organisation/Wider Healthcare System Synthesises knowledge from a broad range of sources. Identifies future challenges and imperatives that will create the need for change and move the organisation and the wider healthcare system in new directions. Influences the context for change in the best interests of services and service users. Uses knowledge, evidence and experience of national and international developments in health and social care to influence the future development of health and care services. Ensures that corporate decision-making is rigorous and takes account of the full range of factors impinging on the future direction of the organisation and the wider healthcare system. Can operate without all the facts. Takes unpopular decisions when in the best interests of health and care in the long term. Identifies gains which can be applied elsewhere in the organisation and incorporates these into operational/ business plans. Disseminates learning from changes which have been introduced. Synthesises learning arising from changes which have been introduced and incorporates these into strategic plans. Shares learning with the wider health and care community. Element Identifies the external and internal drivers of change and communicates the rationale for change to others. Actively seeks to learn about external factors which will impact on services. Interprets the meaning of these for services and incorporates them into service plans and actions. 1 Own Practice/Immediate Team 5. 1 Identifying the Contexts for Change Understands the range of factors which determine why changes are made. 5. 2 Applying Knowledge and Evidence Gathers data and information about aspects of the service, analyses evidence and uses this knowledge to suggest changes that will improve services in the future. Involves key people and groups in making decisions. Actively engages in formal and informal decision-making processes about the future of services. Obtains and analyses information about services and pathways to inform future direction. Supports and encourages others to use knowledge and evidence to inform decisions about the future of services. Understands the complex interdependencies across a range of services. Applies knowledge to set future direction. Leadership Framework: A Summary Evaluates and embeds approaches and working methods which have proved to be effective into the working practices of teams and individuals. 5. 3 Making Decisions Consults with others and contributes to decisions about the future direction/vision of their service. Remains accountable for making timely decisions in complex situations. Modifies decisions and flexes direction when faced with new information or changing circumstances. 5. 4 Evaluating Impact Assesses the effects of change on service delivery and patient outcomes. Makes recommendations for future improvements. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Makes poor decisions about the future †¢ Fails to evaluate the impact of previous decisions and actions Unaware of political, social, technical, economic, organisational factors that impact on the future of the service/organisation †¢ Does not use an evidence-base for decision-making 17 18 ELEMENT DESCRIPTORS (see also page 11) 4 Whole Organisation/Wider Healthcare System Actively engages key stakeholders in creating a bold, innovative, shared vision which reflects the future need s and aspirations of the population and the future direction of healthcare. Thinks broadly and aligns the vision to the NHS core values and the values of the wider healthcare system. Actively participates in and leads on debates about the future of health, wellbeing and related services. Manages political interests, balancing tensions between organisational aspirations and the wider environment. Shapes and influences local, regional and national health priorities and agendas. Clearly communicates the vision in a way that engages and empowers others. Uses enthusiasm and energy to inspire others and encourage joint ownership of the vision. Anticipates and constructively addresses challenge. Consistently displays passion for the vision and demonstrates personal commitment to it through their day-to-day actions. Uses personal credibility to act as a convincing advocate for the vision. †¢ Misses opportunities to communicate and share understanding of the vision with others †¢ Lacks enthusiasm and commitment for driving the vision 6. CREATING THE VISION Those in senior positional leadership roles create a compelling vision for the future, and communicate this within and across organisations. This requires them to demonstrate effectiveness in developing the vision for the organisation, influencing the vision of the wider healthcare system, communicating the vision and embodying the vision. Element 6. 1 Developing the Vision for the Organisation †¢ Actively engage with colleagues and key influencers, including patients and public, about the future of the organisation †¢ Broadly scan and analyse the full range of factors that will impact upon the organisation, to create likely scenarios for its future †¢ Create a vision which is bold, innovative and reflects the core values of the NHS †¢ Continuously ensures that the organisation’s vision is compatible with future developments within the wider healthcare system . 2 Influencing Vision in the Wider Healthcare System †¢ Seek opportunities to engage in debate about the future of health and care related services †¢ Work in partnership with others in the healthcare system to develop a shared vision †¢ Negotiate compromises in the interests of better patient services †¢ Influence key decision-makers who determine future government policy that impacts on the NHS and its services Lea dership Framework: A Summary 6. 3 Communicating the Vision Communicate their ideas and enthusiasm about the future of the organisation and its services confidently and in a way which engages and inspires others †¢ Express the vision clearly, unambiguously and vigorously †¢ Ensure that stakeholders within and beyond the immediate organisation are aware of the vision and any likely impact it may have on them †¢ Take time to build critical support for the vision and ensure it is shared and owned by those who will be communicating it 6. 4 Embodying the Vision Act as a role model, behaving in a manner which reflects the values and principles inherent in the vision †¢ Demonstrate confidence, self belief, tenacity and integrity in pursuing the vision †¢ Challenge behaviours which are not consistent with the vision †¢ Identify symbols, rituals and routines within the organisation which are not consistent with the vision, and replace them with ones that are Gene ric behaviours observed if individual is not yet demonstrating this domain: Does not involve others in creating and defining the vision †¢ Does not align their vision with the wider health and care agenda 7. DELIVERING THE STRATEGY Those in senior positional leadership roles deliver the strategic vision by developing and agreeing strategic plans that place patient care at the heart of the service, and ensuring that these are translated into achievable operational plans. This requires them to demonstrate effectiveness in framing the strategy, developing the strategy, implementing the strategy, and embedding the strategy. Element ELEMENT DESCRIPTORS (see also page 12) 4 Whole Organisation/Wider Healthcare System Critically reviews relevant thinking, ideas and best practice and applies whole systems thinking in order to conceptualise a strategy in line with the vision. 7. 1 Framing the Strategy †¢ Take account of the culture, history and long term underlying issues for the organisation †¢ Use sound organisational theory to inform the development of strategy †¢ Identify best practice which can be applied to the organisation †¢ Identify strategic options which will deliver the organisation’s vision . 2 Developing the Strategy †¢ Engage with key individuals and groups to formulate strategic plans to meet the vision †¢ Strive to understand others’ agendas, motivations and drivers in order to develop strategy which is sustainable †¢ Create strategic plans which are challenging yet realistic and achievable †¢ Identify and mitigate uncertainties and risks associat ed with strategic choices Integrates the views of a broad range of stakeholders to develop a coherent, joined up and sustainable strategy. Assesses organisational readiness for change. Manages the risks, political sensitivities and environmental uncertainties involved. Leadership Framework: A Summary 7. 3 Implementing the Strategy †¢ Ensure that strategic plans are translated into workable operational plans, identifying risks, critical success factors and evaluation measures †¢ Identify and strengthen organisational capabilities required to deliver the strategy †¢ Establish clear accountability for the delivery of all elements f the strategy, hold people to account and expect to be held to account themselves †¢ Respond quickly and decisively to developments which require a change in strategy Responds constructively to challenge. Puts systems, structures, processes, resources and plans in place to deliver the strategy. Establishes accountabilities and holds people in local, regional, and national structures to account for jointly delivering strategic and operational plans. Demonstrates flexibility whe n changes required. 7. 4 Embedding the Strategy Support and inspire others responsible for delivering strategic and operational plans, helping them to overcome obstacles and challenges, and to remain focused †¢ Create a consultative organisational culture to support delivery of the strategy and to drive strategic change within the wider healthcare system †¢ Establish a climate of transparency and trust where results are discussed openly †¢ Monitor and evaluate strategic outcomes, making adjustments to ensure sustainability of the strategy Enables and supports the conditions and culture needed to sustain changes integral to the successful delivery of the strategy. Keeps momentum alive by reinforcing key messages, monitoring progress and recognising where the strategy has been embraced by others. Evaluates outcomes and uses learnings to adapt strategic and operational plans. Generic behaviours observed if individual is not yet demonstrating this domain: †¢ Absolves oneself of responsibility for holding others to account †¢ Fails to enable an organisational culture that embraces the strategy †¢ Does not align the strategy with local, national and/or wider health care system requirements †¢ Works to develop the strategy in isolation without input or feedback from others 19 How to cite Leadership Framework, Essay examples

The hospital and management

Leadership Issues Inadequate knowledge and lack of good inter-personal skills leads to poor decision making. Abdul Karim, the general manager does not have any management degree or course. His management role emanates from trust as he spends most of his time in other businesses not related to the hospital, and even the people he contacts are not related to the hospital in any way.Advertising We will write a custom assessment sample on The hospital and management specifically for you for only $16.05 $11/page Learn More The hospital owners have other businesses not related to health care. There should be spirit of delegation by giving responsibility to others instead of committee heads keeping everything for themselves. Delegation makes work easier and boosts employee morale. The hospital fails to educate, train, and hold seminars for its employees limiting their capabilities, knowledge, and skills in their duty of work. It facilitates achievement of goals and good employee-employer relationship because they help to achieve organizational objectives. Medical and administration committee heads fail to reach consensus on employee employment and retrenchment because of insufficient of communication and consultation between committee heads. There is a lot of interference from shaded, a medical doctor whose opinion is that doctors are the best to manage hospitals because they know the nature of this business more than anyone else does. The management shows lack of effective communication, consultation, and trust between leaders and delays decision- making in an organization by exerting pressure and stress to employees. The management should overcome this challenge by making active, effective, and purposeful contacts with individuals and groups in an organization. It should use appropriate means of communication such as electronic, verbal, and paper-based communication. Poor performance is the third issue in leadership. The employee turnov er has remained at 30%, which is very high for an institution operating with such number of employees and staff.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The management should provide tools for monitoring employee performance on daily basis or weekly, if employees know of specific goals to achieve they will employ resources to achieve. Employees should know what is expected from them on a daily, weekly, and monthly basis by establishing clear rules and making them clear and easy to follow. SWOT Analysis Strengths.  Strong IT and Administration Department Better Life Hospital has the advantage of a strong IT department run by two IT genius engineers who could implement the electronic records system within four months. Service delivery increases and employees can provide quality services by use of electronic machines such as computer, telephone and, printers because they save ti me and working space. This gives the hospital a competitive advantage over its competitors. The administration department is very strong because of its good relations of the staff who can empower people and reduce bureaucracy. This gives a competitive advantage because employees can solve their problems internally and improve relations between management, employee, and customer. Weaknesses.  Human Resources and General management Department The human resources department has no potential of implementing quality decisions because the manager has a weak personality. The strong background qualifications are insufficient for the responsibility. In most cases, the medical committee does interfere with employment and retrenchment of staff. This weakness management and competitors are likely to take an advantage. There is weakens the general management because the general manager is not qualified. He does not have degree or even course in management and therefore is a challenge to the ho spital management. Opportunities.  Marketing and Administration Department The marketing department has an opportunity to grow and expand. The manager is qualified with many contacts and resources. If all resources are well employed and utilized, the marketing department can grow leading to growth of the hospital. The administration department that is managed by Mr Mansour has opportunities for growth. The administration manager through his administration skills can facilitate development of good relations between the employees, solve complaints among the customers and reduce bureaucracy.Advertising We will write a custom assessment sample on The hospital and management specifically for you for only $16.05 $11/page Learn More Threats.  Competition from other Hospitals Better life hospital is facing competition from other hospitals in the city because they are offering better salaries and benefits to the employees. Most of the hospital staff resigned and got employment in other hospitals that were paying better salaries and therefore lost qualified staff and better quality service they offered. Another threat is poor customer relations by receptionists because there are frequent complaints from customers who are mishandled. An overpriced service that does not match with quality is making customers to migrate to other hospitals that have good customer relations and high-qualified staff. Mr Karim Incompetent Mr Karim is incompetent because he lacks proper management degree or even course in management. He should have adequate training and education in management. The key reasons for education and training is to keep him with up-to date information and keep the organization on plain level ground with competitors. Methods of training include workshops, games, and lectures where a group of employees learns through dictations and audiovisual aids. Lacks Commitment Mr Karim acts very different in front of his superior and subordinates when his secretary calls him during visits by hospital owners. This character demonstrates lack of commitment and honesty in his job. Commitment plays a critical role in management and attainment of performance goals. Therefore, to overcome this challenge the top management should put committed employees in top leadership roles, meet with the problem employees and explain areas of improvement. Punishing reduced performance by disciplining employees who fails to meet expectations or even relinquish their position. He also lacks honesty and transparency as no one knows who these VIP people he meets are and his secretary can only contact his mobile in case employers will be visiting the hospital.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Issues within the Hospital Management Poor Cooperation between the Managers There is no cooperation between the managers of the various departments of the hospital. The medical committee interferes with the management issues of administration committee. They feel that doctors are the best to manage the hospital and want to be involved decision making. The management should initiate better communication through transparent agreements, discuss, and identify areas of opportunity through regular meetings and better communication. Lack Problem Solving-Skills and Low Levels of Education Most of the managers lack knowledge and skills of solving internal wrangles between the employees. There is also lack of power to implement key decisions within various departments because of levels of education or unqualified staff. Therefore, the management should initiate a proper and efficient way of empowering managers by setting and enforcing rules and regulations for all employees. The top managemen t should also conduct regular education for all the managers to give them knowledge and proper education. This helps to handle any internal problems between employees that improves relationships them. It also empowers the management and can delegate duties without favoritism. Showing Favoritism and Lack of Equality in Management The management has no system for equality in the issues of employment and salary increment.The marketing manager does not perform to the expectation but despite that he gets a pay rise leaving rise junior employees whose performance is high. The general manager and other managers heading various departments are not qualified, they either have low levels of education or have different qualification from the area they work. This is main cause of poor performance and failure of achievement that reduces employee morale leading to poor performance and organizational failure. The management should provide equal working environment for all the employees, ensure the re is transparency when promoting and employing employees, and employing staff based on their qualifications and achievement. Character of Dr Shadid.  Encourages the culture of open communication and discussion The hospital top management should advise Dr Shadid to feel free and discuss any matters affecting hospital performance. He should raise all ideas openly in a meeting and opinions from other managers and employees. Open communication helps employees to raise all issues they feel oppressing and suggest solution to these problems through discussion. The management should initiate job specialization whereby managers specialize in areas they are best. This increases performance and better service delivery because the manager will be able to handle problems relating to his or her departments very effectively because they are fully informed about these areas. Are Doctors the Best Managers of hospitals? Doctors are not the best managers of hospitals. They have no proper management skills of Planning, organizing, leading, and controlling. Dr Shadid cannot plan effectively within his department. Through competence management, Knowledge management, and performance evaluation, this method allows reconciliation of interests for all employees and human resources while comparing the knowledge and skills required by the hospital to those who reside in employees. Competence is quality that allows a person to play his role effectively. Management involves identification of what the manager needs for employees to know and willing to provide full value for the benefit of the organization. Management should initiate an incentive scheme to facilitate reconciliation of interest for each employee with interest for the hospital. Incentives should be initiated objectively, based on a set standards and should be transparent, comprehensible, and concise. Support to Human Resource Officer The human resources officer needs to be support in various ways. To begin with, the officer should be helped by providing him with the necessary financial support that can enable him execute his activities of recruiting employees and conducting employee workshops and training programs. The human resource officer needs to be provided with cooperation from other departments in the organization such as the management/administration so that he can determine employee performance and appraisal. This is necessary for promotion of employees in the organization. He should be given enough authority and autonomy to enact any changes required in his department so that the organization can improve its performance. The support accorded to the officer is significant especially to the long term performance of the organization. Staff Retention Retention is the process in which an organization employs policies and practices to avoid performing employees from leaving the organization. Employees are encouraged to remain within the organization for a certain period. Proper retention strategie s strengthen the ability of a company to attract and retain their workforce. There are several reasons for staff retention that include lack of trust in senior management, lack of recognition and appreciation of good performing employees, loss of faith in the management regarding decision making, and poor payment of employees. Management should overcome these challenges by providing competitive salaries and payment to employees. When employees are better paid, they feel valued and recognized therefore developing positive attitude toward job hence improving general performance. Other benefits include bendable work schedule, favorable working environment, and additional days of break. Employees are most humbled if they know their work is valued and contribute to the organization. Key Stakeholders The key stakeholders are patients because they are customers of the hospital. They generate revenue to the hospital and therefore facilitate employment and payment of doctors, nurses, and oth er management staff. Better life hospital can improve quality through customer focus by emphasizing understanding and identifying customer needs, taste, and preferences, and requirements. Designing services to meet needs of the customer, listening to customer complaints, support improvement strategies, and brand recognition. Involve all stakeholders in the management affairs of the hospital by initiating representation of all people to fulfill their functions. Competencies. To Improve Relations with Customers Through fair competition, hospital will be able to maintain good customer relations between the staff and the customers. They have to lay better strategies of handling customers by lowering the prices of their services to, effectively attending to customer needs, and advising patients. This is better way of ensuring efficient service delivery and therefore improving the hospital brand image. Improve quality of services, whereby due to fear of competition, hospitals will improve its services to give it a competitive advantage and retain customers. Departments should be interlinked by having objectives that are measurable, specific, and appropriate and, timely. Restructuring Effective management is critical in improving organizational performance. Managers should improve management through management functions of planning, organizing, leading, and controlling. They should ensure good relationships between employees have a culture of rewarding employees and embrace total quality management. These are the most important factors that determine organizational competitive advantage. Rebranding.  Encouraging Open Communication and Transparency to All Stakeholders They should not leave anything for interpretation and ensuring transparency in recruitment and promoting of staff. Constantly Reminding employees and support staff the long-term vision of the hospital and staying firm on the new brands of the firm. Customer Satisfaction The management should to carry o ut customer satisfaction survey. They should be able to know the level of customer satisfaction Are customers pleased with the hospitals than they were with previous management. How does customer level of satisfaction compare that of competitors and what impact does have on company’s gross returns? Character of Mr Mansour He has good problem solving-skills, dedicated to his duties, and highly committed to his job. Mr Mansour has good management skills that if effectively and efficiently applied in an organization can improve employee performance and improve organizational outside image. The senior management should promote based on performance to general manager because he has good managerial skills and reward him through salary increment. Strategic Management The IT personnel should set goals to facilitate achievement of goals and articulate vision. They should identify what they need to achieve, define their short and long-term plans and relate them to organizational needs. Forming strategies, priorities, and develop options. They should review results of their analysis and issues that they need to accomplish. Strategy implementation is through assembling the necessary resources and applying them. They should the chosen plans into practice and introduce resources to encourage strategy implementation. Regular monitoring of strategies identifies areas that need improvement in an organization. The marketing manager should make use of the contacts to build good relations and image for the organization. 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French Expressions Using Donner

French Expressions Using Donner The French verb donner literally means to give and is also used in many idiomatic expressions. Learn how to sound the alarm, devote oneself, show signs of weakness, and more with this list of expressions with donner. Possible Meanings of Donner to giveto attack, go into actionto awardto be on (TV, radio)to deal (cards)to grant (permission)to hand in (homework)to hold (a party, dance)to make a donationto put on (a play, show)to show (a movie)to yield, produce (fruit, juice)(familiar) to grass/squeal/fink on Expressions with Donner donner __ ans quelquunto give someone __ years, to guess that someone is __donner fondto be on full-blast (radio, TV)donner manger/boire quelquunto give someone something to eat/drinkdonner pleinto be on full-blast (radio, TV)donner quelquun penser/croire/comprendre queto suggest that, to make someone think/believe/understand thatdonner rireto give cause for laughterdonner au nord/sudto face north/southdonner contreto run intodonner dans  - (people) to tend toward; to enjoy, be into  - (architecture) to lead intodonner dans le panneau (informal)to fall right into the trapdonner dans une embuscade/un pià ¨geto fall into an ambush/a trapdonner de lappà ©tit quelquunto give someone an appetitedonner de la tà ªte/du front contre quelque choseto hit ones head against somethingdonner des signes de faiblesseto show signs of weaknessdonner de soi-mà ªme/de sa personneto give of oneselfdonner de soi-mà ªme pourto devote oneself todonner du cor(hunting) to sound the horndonne r du fil retordre quelquunto give someone a lot of work or troubledonner faim/froid quelquunto make someone feel hungry/colddonner la chair de poule quelquunto give someone goose bumpsdonner la charge contre quelquunto charge at someonedonner la communion to give communion todonner lalarme/lalerteto sound the alarmdonner la mal de mer quelquunto make someone seasickdonner lassaut quelquunto attack someonedonner le changeto alleviate suspiciondonner le change quelquunto put someone off the scent/trackdonner le feu vert to give the green light, the go-aheaddonner le la (music)to set the tonedonner le ton/la note(music) to set the tonedonner le vertige quelquunto make someone feel dizzydonner lexempleto set an exampledonner lheure quelquunto tell someone the timedonner lordre quelquun de infinitiveto order someone to verbdonner quelque chose ( a business)to take something in (to a business - mechanic, tailor, etc.) to be repaireddonner quelque chose faire quelquunto give someone something to dodonner quelque chose quelquun par testamentto bequeath something to someonedonner quelque chose pour/contre quelque choseto trade, exchange, swapdonner raison quelquunto prove someone right, to side with someonedonner sa langue au chatto give up (trying to guess)donner sa placeto give up ones seatdonner son amitià © quelquunto offer ones friendship to someonedonner son coeur quelquunto give ones heart to someonedonner son corps la scienceto donate ones body to sciencedonner son sangto donate blood, to shed blooddonner surto look out over/onto; to open onto; to overlookdonner tort quelquunto blame someone, to disagree with someone, to prove wrongdonner tout son temps to devote all ones time todonner un baiser quelquunto give someone a kissdonner un coup de balai/chiffonto sweep/dust quicklydonner un coup de fil quelquun (informal)to give someone a calldonner un coup de main quelquun (informal)to give someone a hand, help someone outdonner un coup de piedto kickdonner une fessà ©eto spankdonner une fà ªteto throw a partydonner une gifleto slapdonner un fait pour certainto present a fact as a certaintyen donner quelquun pour son argentto give someone his moneys worthne pas savoir oà ¹ donner de la tà ªteto not know which way to turnne rien donnerto have no effectAvec lui, cest donnant donnant. He never does anything for nothing.Ça donne  ! (familiar)Its cool! Brilliant!Cela donne chaud/soifIt makes you (feel) hot/thirsty.Cela donne des maux de tà ªteIt gives you a headache.Cela va te donner des forcesIt will give you strength.Cest toi de donnerits your dealCest ce quon ma donnà © entendreThats what I was led to believe, given to understanddonnant donnantfairs fairdonnà © cest donnà ©a gift is a giftà ©tant donnà ©given thatIl nest pas donnà © tout le monde de... Not everyone in the world is lucky enough to...Je donnerais beaucoup pour savoirId give a lot to knowJe me donnerais des coups  !I could kick myself!Je te le donne en cent/mille (informal)Youll never guess (in a million years)!...nest pas donnà © tout le monde.Not everyone is gifted with...On donne quelquun/quelque chose pour...He/It is said to be...On lui donnerait le bon Dieu sans confession.He looks as if butter wouldnt melt in his mouth, He looks totally innocent.On ne lui donne pas dà ¢ge .You cant tell how old he is. Le soleil donne en plein.The sun is beating down.Les sondages le donnent en tà ªte.The polls put him in the lead.un donneur / une donneusegiver, (card) dealer, donor; (familiar) informant, narc Se Donner The pronominal French verb  se  donner  literally means to give oneself or to give to each other and is also used in many idiomatic expressions. Learn how to give ones all, act like, find the means, and more with this list of expressions with  se  donner.se  donner  ___  jours/mois  pour...to give oneself ___ days/months to...se  donner  to devote oneself tose  donner   fond  dans  quelque  choseto give ones all to somethingse donner bonne conscienceto affect a clear conscience, ease ones consciencese  donner  comme  but/mission/objectif  de... to make it ones aim/mission/objective to...se  donner de  grands  airsto give oneself airsse  donner des airs deto act likese  donner le temps de  faireto give oneself time to dose  donner  les  moyens  de  faireto find the means to dose donner un maà ®tre/prà ©sidentto choose a master/presidentse  donner du malto take great troublese  donner de la peineto take great painsse  donner des  baisersto kiss one anotherse  donner des coupsto exchange blowsse  donner du  bon  tempsto have a good/whale of a timese  donner le motto pass the word onse  donner le nom/titre  deto call oneself by the name/title ofse  donner pourto claim/profess to be; to make oneself out to bese donner pour but/mission/objectif/tà ¢che  de... to make it ones aim/mission/objective/task to...se  donner  rendez-vousto arrange to meet, make an appointmentse donner une contenanceto pretend to be composedse  donner  une  importance  quon  na  pasto act as if one is important when s/he isntse  donner  une  nouvelle  imageto give oneself a new imagesen  donner  (informal)to have the time of ones lifesen  donner   cÅ“ur  joieto enjoy oneself to the full, to have a field dayDonner conjugations

The Terror - History of the French Revolution

The Terror - History of the French Revolution In July 1793, the revolution was at its lowest ebb. Enemy forces were advancing over French soil, British ships hovered near French ports hoping to link up with rebels, the Vendà ©e had become a region of open rebellion, and Federalist revolts were frequent. Parisians were worried that Charlotte Corday, the assassin of Marat, was only one of the thousands of provincial rebels operating in the capital ready to strike down the leaders of the revolution in droves. Meanwhile, power struggles between sansculottes and their enemies had begun to erupt in many sections of Paris. The whole country was unfolding into a civil war.   It got worse before it got better. While many of the Federalist revolts were collapsing under both local pressures- food shortages, fear of reprisals, reluctant to march far- and the actions of Convention Deputies sent on mission, on August 27th, 1793 Toulon accepted an offer of protection from a British fleet which had been sailing offshore, declaring themselves in favor of the infant Louis VII and welcoming the British to port. The Terror Begins While the Committee of Public Safety wasnt an executive government- on August 1st, 1793, the Convention refused a motion calling for it to become the provisional government; it was the closest France had to anyone being in overall charge, and it moved to meet the challenge with utter ruthlessness. Over the next year, the committee  marshaled the nations resources to tackle its many crises. It also presided over the bloodiest period of the revolution: The Terror. Marat may have been killed, but many French citizens were still forwarding his ideas, chiefly that only the extreme use of the guillotine against traitors, suspects, and counter-revolutionaries would solve the countrys problems. They felt terror was necessary- not figurative terror, not a posture, but actual government rule through terror.   The Convention deputies increasingly heeded these calls. There were complaints about a spirit of moderation in the Convention and another series of price increases were quickly blamed on endormers, or dozer (as in sleeping) deputies. On September 4th, 1793, a demonstration for more wages and bread was quickly turned to the advantage of those calling for terror, and they returned on the 5th to march to the Convention. Chaumette, backed by thousands of sans-culottes, declared that the Convention should tackle the shortages by strict implementation of the laws. The Convention agreed, and in addition voted to finally organize the revolutionary armies people had agitated for over previous months to march against the hoarders and unpatriotic members of the countryside, although they turned down Chaumette’s request for the armies to be accompanied by guillotines on wheels for even swifter justice. In addition, Danton argued that arms production should be increased until every patriot had a musket and that the Revolutionary Tribunal should be divided to increase efficiency. The sansculottes had once again forced their wishes onto and through the Convention; terror was now in force. Execution On September 17th, a Law of Suspects was introduced allowing for the arrest of anyone whose conduct suggested they were supporters of tyranny or federalism, a law which could be easily twisted to affect just about everyone in the nation. Terror could be applied to everyone, easily. There were also laws against nobles who had been anything less than zealous in their support for the revolution. A maximum was set for a wide range of food and goods and the Revolutionary Armies formed and set out to search for traitors and crush the revolt. Even speech was affected, with citizen becoming the popular way of referring to others; not using the term was a cause for suspicion. Its usually forgotten that the laws passed during the Terror went beyond simply tackling the various crises. The Bocquier Law of December 19th, 1793 provided a system of compulsory and free state education for all children aged 6 – 13, albeit with a curriculum stressing patriotism. Homeless children also became a state responsibility, and people born out of wedlock were given full inheritance rights. A universal system of metric weights and measurements was introduced on August 1, 1793, while an attempt to end poverty was made by using ‘suspects’ property to aid the poor. However, it is the executions for which the Terror is so infamous, and these began with the execution of a faction called the Enrages, who was soon followed by the former queen, Marie Antoinette, on October 17th and many of the Girondins on October 31st. Around 16,000 people (not including deaths in the Vendà ©e, see below) went to the guillotine in the next nine months as the Terror lived up to its name, and around the same again also died as a result, usually in prison. In Lyons, which surrendered at the end of 1793, the Committee of Public Safety decided to set an example and there were so many to be guillotined that on December 4th-8th, 1793 people were executed en masse by cannon fire. Whole areas of the town were destroyed and 1880 killed. In Toulon, which was recaptured on December 17th thanks to one Captain Bonaparte and his artillery, 800 were shot and nearly 300 guillotined. Marseilles and Bordeaux, which also capitulated, escaped relatively lightly with only hundreds executed. The Repression of the Vendà ©e The Committee of Public Safetys counter-offensive took the terror deep into the heart of the Vendà ©e. Government forces also began winning battles, forcing a retreat which killed around 10,000 and the whites began to melt away. However, the final defeat of the Vendà ©es army at Savenay was not the end, because repression followed which ravaged the area, burnt swathes of land and slaughtered around a quarter of a million rebels. In Nantes, the deputy on mission, Carrier, ordered the guilty to be tied up on barges which were then sunk in the river. These were the noyades and they killed at least 1800 people. The Nature of the Terror Carriers actions were typical of autumn 1793 when deputies on mission took the initiative in spreading the Terror using revolutionary armies, which may have grown to 40,000 strong. These were normally recruited from the local area they were to operate in and were usually comprised of artisans from the cities. Their local knowledge was essential in seeking out hoarders and traitors, usually from the countryside. Around half a million people may have been imprisoned across France, and 10,000 may have died in prison without trial. Many lynchings also occurred. However, this early phase of the terror was not, as legend recalls, aimed at nobles, who made up only 9% of the victims; clergy were 7%. Most executions occurred in Federalist areas after the army had regained control and some loyal areas escaped largely unscathed. It was  normal, everyday people, killing masses of other normal, everyday people. It was a civil war, not class. Dechristianization During the Terror, deputies on mission began attacking the symbols of Catholicism: smashing images, vandalizing buildings, and burning vestments. On October 7th, in Rheims, the sacred oil of Clovis which was used to anoint French kings was smashed. When a revolutionary calendar was introduced, making a break with the Christian calendar by starting on September 22nd, 1792 (this new calendar had twelve-thirty day months with three ten-day weeks) the deputies increased their dechristianization, especially in regions where rebellion had been put down. The Paris Commune made dechristianization an official policy and attacks began in Paris on religious symbols: Saint was even removed from street names. The Committee of Public Safety grew concerned about the counter-productive effects, especially Robespierre who believed that faith was vital to order. He spoke out and even got the Convention to restate their commitment to religious freedom, but it was too late. Dechristianization flourished across the nation, churches closed and 20,000 priests were pressured into renouncing their position. The Law of 14 Frimaire On December 4th, 1793, a law was passed, taking as its name the date in the Revolutionary Calendar: 14 Frimaire. This law was designed to give the Committee of Public Safety even more control over the whole of France by providing a structured chain of authority under the revolutionary government and to keep everything highly centralized. The Committee was now the supreme executive and nobody further down the chain was supposed to alter the decrees in any way, including the deputies on a mission who became increasingly sidelined as local district and commune bodies took over the job of applying the law. All unofficial bodies were shut down, including provincial revolutionary armies. Even the departmental organization was bypassed for everything bar tax and public works. In effect, the law of 14 Frimaire aimed to institute a uniform administration with no resistance, the opposite of that to the constitution of 1791. It marked the end of the first phase of the terror, a chaotic regime, and an end to the campaigning of the revolutionary armies who first came under central control and were then closed on March 27th, 1794. Meanwhile, factional infighting in Paris saw more groups go to the guillotine and sansculotte power began to wane, partly as a result of exhaustion, partly because of the success of their measures (there was little left to agitate for) and partly as a purging of the Paris Commune took hold. The Republic of Virtue By the spring and summer of 1794, Robespierre, who had argued against dechristianization, had tried to save Marie Antoinette from the guillotine and who had vacillated over the future began to form a vision of how the republic should be run. He wanted a cleansing of the country and committee and he outlined his idea for a republic of virtue while denouncing those he deemed non-virtuous, many of whom, including Danton, went to the Guillotine. So began a new phase in the Terror, where people could be executed for what they might do, not had done, or simply because they failed to meet Robespierres new moral standard, his utopia of murder. The Republic of Virtue  concentrated power at the Centre, around Robespierre. This included closing all provincial courts for conspiracy and counter-revolutionary charges, which were to be held at the Revolutionary Tribunal in Paris instead. Parisian jails soon filled with suspects and the process was speeded up to cope, partly by scrapping witnesses and defense. Furthermore, the only punishment it could give out was death. As with the Law of Suspects, almost anyone could be found guilty for anything under these new criteria. Executions, which had tailed off, now rose sharply again. 1,515 people were executed in Paris in June and July 1794, 38% of which were nobles, 28% clergy and 50% bourgeoisie. The Terror was now almost class-based rather than against counter-revolutionaries. In addition, the Paris Commune was altered to become docile to the Committee of Public Safety and proscribed wage levels were introduced. These were unpopular, but the Paris sections were now too centralized to oppose it. Dechristianization was reversed as Robespierre, still convinced that faith was important, introduced the Cult of the Supreme Being on May 7th, 1794. This was a series of Republican themed celebrations to be held on the rest days of the new calendar, a new civic religion.