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students learning needs and feedback regarding
Staff Development
Staff development refers to the processes,
programs and activities through which every
organization develops, enhances and improves
the skills, competencies and overall performance
of its employees and workers.
A process consisting of orientation, in-service
education and continuing education for the
people of promoting the development of
personnel within any employment setting,
consistent with the goals and responsibilities of
the employment.( ANA)
Personal and Professional Development (CPPD)
is the new name for the Staff Development
TYPES OF STAFF DEVELOPMENT
Induction Training.
Job Orientation.
In service Education
Continuing Education
Training for Special Function
INDUCTION TRAINING
It is a brief, standardised indoctrination to an agencys
philosophy, purpose, policies and regulations given to
each worker during her or his first 2 or 3 days of
employment in order to ensure his or her identification
with agencys philosophy, goals and norms.
NEED OF INDUCTION TRAINING
Increased retention of newly hire employees
Improved employee morale
Increased Productivity.
STEPS IN INDUCTION
Tour of facilities
Introduction to the other employees, superiors
and subordinates.
Description of organizational functions.
Departmental visit
Orientation to philosophy goals and objectives
Administration policies and procedures
FORMS OF INDUCTION
Internship- works as an exchange of services for
experience between the students and his or her
employer
Preceptorship - a short term relationship between a
student as novice and an experienced staff person
professional who provides individual attention to the
performance student experience relative independence
in making decisions, setting priorities, management of
time, and care activities.
Mentorship - programs offered to support in program
completion, confidence building and transitioning to
further education or the workforce.
JOB ORIENTATION
The process of creating awareness with an individual of
his/her roles responsibilities and relationships in the new
work situation.
Orientation training program introduces new
employee to these basic aspects of her job.
CONTENT OF AN ORIENTATION PROGRAMME
The origination and its environment
Policies, rules and regulation
Personnel
Services
Functions to be undertaken
IMPORTANCE OF ORIENTATION PROGRAMME
Provides essential, relevant and necessary
information
Helps employee to gain confidence,
Lessen the time for the employee to learn about
new situations related to his/her job setting.
Helps the new employee to develop a sense of
belonging
Eliminates
Learning by trial and error
Passing of incorrect information by old employees
and peers
Reduces misinterpretation
Mistakes and confusion
Apprehension
Help new employee in solving initial
problems and adjust the new
situation/environment,
Acquaints her with personnel services readily
within the institution/community
IN-SERVICE EDUCATION
In service education is a planned educational
experience provided in the job setting and
closely identified with services in order to help
person perform more effectively as a person and
as a worker.
In-service training is a process of staff
development for the purpose of improving the
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performance of an incumbent holding a position TRAINING FOR SPECIFIC FUNCTION

with assign job responsibilities
It refers to an ongoing on the job instruction that
is give to enhance the workers performance in
their present job. In-service education is a
pleasured educational experience provided in the
job setting and closely identified with service in
order to help the person to perform more
effectively as a person and a worker.
Concept of In-service Education
o Improvement of client through up grading the
services reduced with scientific principles.
o To keep in face changing society to their needs
o Acquisition of new knowledge
o Improvement of performance
o To develop right concept of client care
o To maintain the high standards of nursing
CONTINUING EDUCATION
Continuing education is all the learning activities
that occur after an individual has completed
his/her basic education. (COOPER)
The education which builds on previous
education. (SHANON)
Continuing education of health workers include
the experiences after initial training which help
healthcare personnel to maintain and improve
existing and acquire new competencies.
This is concerned with developing expert
technical or manual skills, communication and
helps the personnel to perform their functions
effectively.
OBJECTIVES
To help the nursing personnel to perform correct
methods and procedures with understanding.
Establishing standards and quality of nursing
services.
Procedure to skill nurses to skilled nurses
GUIDELINES FOR SKILL TRAINING
1. Set the stage, using equipment similar to that
provided for the worker in the work
situation.
2. Create in worker a learning attitude
3. Give reasons why the procedure is carried
out in this way in this agency
4. Break the activities in to logical steps,
necessary to carry out the procedure.
Demonstrate step by step.
5. Make certain that the person has learnt by
requiring a return demonstration
6. Provide written out lines for references.
7. Arrange for follow up

Continuing education is all the learning activities METHODS OF DELIVERING STAFF DEVELOPMENT
that occurs after an individual has completed his
basic education PROGRAM
INDUCTI JOB IN- CONTINUI TRAININ
ORIENTATI SERVICE NG G FOR
PURPOSE CONTINUING EDUCATION ON
ON EDUCATIO EDUCATIO SPECIFIC
Enable a worker to move from satisfactory to N N FUNCTIO
N
excellent performance Physical Orientatio Orientati Lecture Demons
Demonstra
Provides exposure to new concepts, procedural tour of n on
tion tration
the Seminar Skill Seminar Discussi
refinements, innovative product applications, or Debate
facilities Discussion training on
Journal
acquisition of increased expertise Group Hand out Continui club
Role-
or book ng Book
discussi
Ensure professional development and educatio review play
on pamphlet n Correspon
dence method
Increase ability in order to solve the problem in a Seminar
Leadershi course
Handb
p Formal
clinical teaching/ administrative area. ook
training course
and
Clinical
Improve the ability to communicate or pamphl
research
et
participate in research work.

NEED FOR STAFF DEVELOPMENT
Social change and scientific advancement
Advancement in the field of science like
medical science and technology.
To provide the opportunity for nurses to
continually acquire and implement the
knowledge, skills, attitudes, ideals and valued
essentials for the maintenance of high quality
of nursing care:
As part of an individuals long-term
career growth.
To add or improve skills needed in the
short term
Being necessary to fill gap in the past
performance
To change or correct long-held attitudes
of employee
Need to increase the productivity and
quality of the work.
To motivate employees and to
promote employee loyalty
COORDINATION and COLLABORATION
DEFINITION:
Coordination
"Coordination is the orderly synchronization of
efforts to provide the proper amount, timing,
and directing execution resulting in harmonious
and a unified actions to a stated objective"
"Coordination is the integration of several parts
into an orderly whole to achieve the purpose of
undertaking"
"Coordination is the integrating process in an
orderly pattern of group efforts in an
organization toward the accomplishment of a
common objective
Collaboration
The roots of the word collaboration, namely co-,
and elaborate, combine in Latin to mean work
together.
That means the interaction among two or more
individuals, which can encompass a variety of
actions such as communication, Information
sharing, coordination, cooperation, problem
solving, and negotiation.
3
It is a process by which members of various
disciplines (or agencies) share their expertise to
accomplishing a common goal.
The goal of collaboration is for parties to work
cooperatively with one another in a way that
everyone wins and no one has to give up
anything
Importance of co-ordination
Creative force
Group efforts when coordinated create a result
greater than the sum total of the individual and
isolated.
Unity of direction
Co-ordination ensures unity if direction by way
of securing spontaneous collaboration on the
part of different departments.
High employee morale
co-ordination enhances the general level of
employee morale and provides satisfactionn
Diverse and specialized activities
Total activities of an organisation are divided
into several units and subunits on the basis of
either product specialisation.
To avoid personal rivalries and prejudice
Human organisation gives rise in course of time
to the development of personality politics
among members.
To avoid conflict of interests
Subordination of individual interest to general
interest often happen in organizations. There is need
for coordination to avoid conflicts or overlapping in
the work of employees or units or as organisation
Barriers to Effective Coordination
1. Competition for resources - Resources are not
available, some organisations which may want to
participate in a coordinated effort have inadequate
resources to contribute to the effort
2. Threats to autonomy (real or perceived) - Members
of organizations fear that coordination will reduce their
freedom to make decisions and run programs.
3. Disagreement on objectives among resource
providers - People or groups providing resources
disagree about needs to be met, services to be provided,
and programming approaches
4. Different expectations of coordination - Different
expectations about which populations should be
provided with which servicesthis may become
complicated by differing and/or changing political
interests

5. Lack of trust - Participating agencies may have a
history of poor relations leading them to see each other
as threats, competitors and/or untrustworthy
6. Cost/benefit perceived as unsatisfactory- - Staff of
some organisations think the costs of coordination or the
program costs will be higher than the benefits
7. Unilateral donor actions and agendas- When donors
act unilaterally, politicize aid, or earmark funds for
specific populations; they may undermine the efforts of
established international coordinating mechanisms
8. Rapid staff turnover - Frequent staff turnover
threatens policy continuity, coordination agreements
and institutional memory. Trust often depends on
increased levels of familiarity and contact among parties,
which is lost with high turnover rates
9. Lack of coordination skills, knowledge and
experience - Organisations that do not understand the
preconditions and dynamic nature of coordination or
that field representatives without proper training or skills
will frustrate and be frustrated by coordination efforts
1. Threat to autonomy (real or perceived) - Members of
organizations fear that coordination will reduce their
freedom to make decisions and run programs.
2. Professional staff fears - Professionals fear loss of
freedomcoordination agreements may require ways
of working that are different from staff preferences.
3. Disagreement among resource providers - People or
groups providing resources disagree about needs to
be met, services to be provided, and programming
approaches.
4. Multiple local government, private sector and non-
governmental organizations - Coordination is
complicated by the presence of too many actors,
slowing the process and losing focus.
5. Absence of consensus among participants -
Disagreements among organizations regarding:
The right of one or more organizations to be
involved
Which organisation should function in which
geographic area
Which organisation should provide which services
Which affected populations are to be served by
each organisation
6. Different expectations of different levels of the
government hierarchy - Different expectations about
which populations should be provided with which
servicesthis may become complicated by differing
and/or changing political interests
7. Coordination viewed as low priority - Members of
some organisations think that coordination is not
really necessary and do not follow through with
commitments.
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8. Costs and benefits are viewed as unsatisfactory - Staff
of some organisations think the costs of coordination
or the program costs will be higher than the benefits.
9. Resources are not available - Some organisations
which may want to participate in a coordinated effort
have inadequate resources to contribute to the effort
10. Diffusion of "credit" - Sometimes recognition is the
only form of personal reward that members of
organisations receive. In a coordinated effort,
however, "credit" for or acknowledgement of
individual contributions may get lost or diffused.
11. Lack of trust - Participating agencies may have a
history of poor relations leading them to see each
other as threats, competitors and/or untrustworthy.
12. Fragmentation - The diversity of mandates, policies
and procedures as well ideologies, values and vested
interests among all of the international organisations
leads to a fragmentation within the humanitarian
response system
13. Highly centralized bureaucratic organisations -
Coordination will be hindered by agencies that must
generally seek approval from their headquarters prior
to approving inter-organizational goals or making
commitments of time and resources.
14. Lack of coordination skills, knowledge and
experience - Organisations that do not understand
the preconditions and dynamic nature of
coordination or that field representatives without
proper training or skills will frustrate and be
frustrated by coordination efforts.
15. Staff turnover - Frequent staff turnover threatens
policy continuity, coordination agreements and
institutional memory. Trust often depends on
increased levels of familiarity and contact among
parties, which is lost with high turnover rates.
16. Unilateral donor actions - When donors act
unilaterally, politicize aid, or earmark funds for
specific populations, they may undermine the efforts
of established international coordinating mechanisms.
17. Ineffectual or inappropriate coordination leadership -
Participation in coordination may break down if the
leadership is autocratic, imposing their decisions and
agenda on the body. Lack of leadership skills or
resources will diminish the value and quality of the
coordination effort.
Skills Needed to Achieve Effective
Collaboration
1. Team focused
A team-focused (Team Player) individual thinks about
"we" rather than "I". He/she makes sure to keep the team
focused on group goals and group success rather than
individual agendas.
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2. Generous
A great collaborator is willing to take the first step and
pitch in, even if they won't get the spotlight. Generosity
is also an incredibly desirable leadership characteristic.
3. Curious
Theyre good at asking the right questions. A great
collaborator is always looking for the root of the issue.
They dont interrogate; they simply follow their natural
curiosity because they want to understand.
4. Appreciative
The best collaborators express sincere appreciation for all
that team members have contributed. Theyre not shy
about expressing this appreciation to the entire team and
they give credit where credit is due.
REFERENCES
Marquis B.L. ,Hutson C.J . Leadership roles and
management functions in nursing Theory and
application. 5th ed. Philadelphia: Lippincott Williams
and Wilkins; 2006.
Douglass L M. The effective nurse- leader and manager.
5th ed. Mosby: St. Louis; 2006
COORDINATION AS A MANAGEMENT FUNCTION.
February 16, 2011

5. Listens to understand http://currentnursing.com/nursing_management/coordin

Great collaborators listen attentively to what is being ation.html
said. But more importantly, they listen to understand.
How can you tell someone is a great listener? 10 Top Qualities of Great Collaborator (2016).
Skills Needed to Achieve Effective Collaboration https://www.samepage.io/blog/10-top-qualities-great-
6. Seeks to find and answer the bigger questions collaborator
Projects are rarely just about the task in front of you. It's
important to make sure that every project contributes to
a company's high level strategy

7. Connects the dots or creates the dots

Natural collaborators are dot-connectors and/or dot-
creators. They are either deeply knowledgeable in a
specific subject, or they know how different pieces work
together.
8. Gives and expects trust
More than anything, highly successful teams are built on
safety and trust. Great collaborators help create and
maintain that trusting environment. They give their trust
freely and expect to receive your trust in return.

9. Builds relationships; breaks down walls

Collaboration is all about
on the entire company, and they usually have great
external networks too. When you need help from
someone outside of the team, the natural collaborator
knows just whom to ask.

10. Diplomatic
The best collaborators are diplomats. They know that
relationships are built on mutual respect, and that being
liked is not always the most important thing.