WORKSHOP
- 16th
International Leprosy Congress
Salvador,
Bahia Brazil - August 5, 2002
Prevention
of Impairment and Disability (POID)
Linda Faye Lehman, OTR MPH
C.Ped – Regional POID Consultant for Latin America & Africa for American
Leprosy Missions lehman@uai.com.br
OBJECTIVES:
The participant will be able
to:
1. Identify the need
for POID within their setting.
2. Develop an
appreciation of supervision styles which facilitate or impede development of
POID and differentiate between positive and negative supervision styles.
3. Recognize the
benefits which arise from positive supervision.
4. Identify specific
activities which prevent or minimize impairments and disability in Hansen’s
Disease (HD) / Leprosy.
5. Develop criteria
needed to supervise POID within HD/Leprosy control programs.
6. Identify and plan
effective and appropriate methods and materials for supervision.
QUESTIONS
FOR REFLECTION:
·
What is Supervision?
·
Why do you Supervise and what results do you expect?
·
Who makes the best Supervisor?
·
What do you do during Supervision?
·
How do you Supervise and what makes it a positive or negative experience?
·
How often should Supervision be done?
The Role of the Supervisor is to achieve results
through people
POSITIVE SUPERVISION
Uses
leadership, guidance, motivation, personal example and develops personal
qualities of the persons he/she supervises.
RESULTS:
The individual
desires to improve and is more confident
·
Understands personalities, differing
needs and interest.
·
Recognizes potential ability and helps
to develop it. (learning
materials, learning opportunities / training, promotion, etc)
·
Provides regular opportunities to meet
and share.
·
Gives opportunity for individual to
control his/her own work.
(objectives & methods to measure progress)
· Realistic decision-making and planning, according to need, priorities and available resources.
· Concentrates on key areas.
· Avoids excessive close supervision and fault-finding over minor details.
· Anticipates cases of problems and takes preventive action before they become unmanageable.
·
Sets standards of performance with the
team. (achieves desired results, be attainable,
measurable and clearly understood by all)
·
Encourages the team to participate in
establishing guidelines for ensuring that standards are maintained. (few, simple, reasonable &
practical, enforceable, and understood by all)
·
Takes immediate corrective action when
performance falls below the standards. (collect all the facts, Call individual to a private interview,
listen to his side of the story, establish the extent of the deviation, decide
the action to be taken and explain the reasons, take action, advise any others
who could be affected and try to establish a normal relationships as soon as
possible after the interview)
· Ensures all the team understands the standards and reason for any corrective action.
·
Makes criticism of performance in a
constructive manner, stressing the correct way versus emphasizing the
mistakes made.
NEGATIVE SUPERVISION
Uses threats of disciplinary action, fault-finding and destructive
criticism.
RESULTS: The individual is poorly motivated and feels
as though he/she is a failure.
WHAT IS SUPERVISION?
Some Definitions:
·
A guide, support and assist to the team at all levels to accomplish
their tasks in the best way possible.
It is not only to assure the efficiency of the program but to also
maintain the motivation and dedication of the health team to do their job.
·
The process of overseeing the performance or carrying out of specific
actions and/or responsibilities.
·
The process of encouraging the members of a work unit to contribute
positively toward accomplishing the organization goals.
·
The act of seeing that the work is completed satisfactorily and on
schedule. All work activities are
related to stated objectives
·
The act of making sure that staff perform their duties
effectively. Guides and trains workers
as necessary to help them become more competent in their work.
·
The effective monitoring enabling one to watch the progress and
standards of the work in a program.
Monitoring is done by check-list, interviews, discussions and studying
records and reports. A program is
redirected as a result of monitored information.
·
The act of achieving results through people.
·
Autocratic: The health worker is told what to do with no
choices to make and no influence on the type of work that is to be done (Do
what I say!)
·
Anarchic: The health worker can do whatever he
likes. (Do what you like!)
·
Democratic/Consultative: The health worker is told about the job to
be done and the desired results to be achieved. Together the health worker and supervisor agree how best to do
it. (Let us agree on what we are to
do!)
·
Persons who are able to clearly identify objectives and point all group
efforts toward their achievement.
·
Those who trained the health-worker (trust & friendship)
·
Primary school teachers (knowledge and teaching skills)
·
Experienced worker (knows realities and problems of the work)
·
Workers expect their supervisor to be technically competent.
WHY DO SUPERVISORS FAIL?
·
Inability or unwillingness to delegate work (skills, relationships,
administrative)
·
Improper use of authority
·
Trying to be “one of the gang”
·
Setting a poor example
·
A lack of desire for the job
·
Understands and Recognizes the Workers as Individuals
·
Allows Staff to Control Their Own Activities
·
Concentrates on the Key Result Areas
·
Avoidance of Excessive Close Supervision
·
Anticipates Problems Before They Give Way to Crisis
·
Sets Standard of Work and Behavior
·
Encourages Staff to Participates in Drawing up Rules for Conduct
·
Takes Corrective Action
·
Makes Criticism Constructive
DEPENDS
ON:
·
Job Factors (complexity, difficulty, need for quick decision, need for
consistent results, need for creative work or new ideas)
·
Personal Factor (skill, reliability, experience, willingness to accept
responsibility and make decisions)
·
Support available from community, team or other workers
·
Distance and cost
·
Reimbursement of costs
·
Seasonal Factors
·
Length of Visit
·
Normal workload
1. What must be done
(objectives)?
2. Why must it be
done?
3. When should it be
done?
4. Where should it
be done?
5. How should it be
done?
NOTES:
BIBLIOGRAPHIC REFERENCES:
1. Abbatt F and
McMahon R. Teaching Health-care Workers
– A practical Guide, London, MacMillan Education Ltd., reprinted 1989.
2. Feuerstein,
Marie-Thérèse. Partners in
Evaluation: Evaluating Development and
Community Programmes with Participation, London, MacMillan Press Ltd., 1992.
3. Fodor JT and
Dalis GT. Health Instruction: Theory & Application (4th
edition), Philadelphia, Lea and Febiger, 1989.
4. Kanani S, Maneno
J and Schluter. Health Service
Management – Learning Materials, Volume I, Kenya, African Medical and Research
Foundation, Ministry of Health, Government of Kenya, 1991.
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practical manual for use in developing countries, London, MacMillan Education
Ltd., reprint 1995.
6. Mager Robert
F. Preparing Instructional Objectives
(3rd edition), Atlanta, The Center for Effective Performance, Inc.,
1997.
7. McMahon R, Barton
E and Piot M. On Being in Charge - A
guide for Middle-level Management in primary Health Care, Geneva, World Health
Organization, 1980.
8. Silva Joana
Azevedo. Capacitação Pedagógica para
Instrutor/Supervisor Área da Saúde, Brasília, Secretaria de Modernização
Administrativa e Recursos Humans, Secretário-Geral, Ministro de Saúde, 1989.
9. Terry GR and Rue
LW. Programmed Leaning Aid for
Supervision. Illinois, Learning Systems
Company, 1982.
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Health / FPMD, 1999.