Ph Pharmacy rmacy Pr Precep ceptor tor Upda date te: : Ge - - PowerPoint PPT Presentation

Ph Pharmacy rmacy Pr Precep ceptor tor Upda date te: : Ge Gener nerational ational Diffe fferences rences

Kevin W. Cleveland, PharmD, ANP Assistant Dean and Director of OEE Associate Professor Idaho State University College of Pharmacy

Dis isclosure closure Stat atement ement

I do do not t ha have (nor does any immediate family member have) a vested interest in or affiliation with any corporate organization offering financial support or grant monies for this continuing education activity, or any affiliation with an organization whose philosophy could potentially bias my presentation.

Ob Objecti ectives ves

1. Review recent changes within the Office of Experiential Education (OEE) 2. Recognize potential challenges encountered when collaborating with different generations within your pharmacy/practice site 3. Identify strategies to help overcoming these challenges/barriers while strengthening collaboration amongst the generations

OE OEE E Up Upda date tes

Wh Who

• is

is that at in in OE OEE? E?

Mer eridi idian an

Kevin W. Cleveland, PharmD, ANP Assistant Dean and Director of OEE Experiential Education Zone Liaison-Western Idaho Janet Renk Experiential Education Administrative Assistant

Al Alas aska ka

Thomas Wadsworth, PharmD Assistant Dean for Alaska Programs Experiential Education Zone Liaison - Alaska Christina Jackson Alaska Programs Coordinator

Po Pocat atello ello

Tracy Pettinger, PharmD Experiential Education Zone Liaison – Eastern Idaho Cassandra Tack Assistant Director Experiential Education

Ou Outer er Ri Rim Te Territorie itories

Luke Rice Experiential Education Zone Liaison – Northern Idaho Michelle Barcelon. PharmD, BCPS Reno, Nevada Experiential Coordinator

OE OEE Zon

• ne

e Lia iais isons

• ns Con
• ntact

act

Pocatell atello/E

• /Eas

aster ern Idaho: ho: Dr. Tracy Pettinger / (208) 282-5012 / petttra1@isu.edu Bois ise/W e/Weste estern rn Idaho: ho: Dr. Kevin Cleveland / (208) 373-1872 / clevkevi@isu.edu Alaska ska: Dr. Tom Wadsworth / (907) 786-6211 / wadsthom@isu.edu Reno: Dr. Michelle Barcelon / (775) 982-6982 / mbarcelon@renown.org Coeur d’Alene/N. Idaho: Luke Rice / riceluke@isu.edu

OE OEE E Pr Prog

• gram

ram Upda dates tes

New ew IP IPPE PE Struc ucture ture

Year/Course Hours Requirements PY0 / PHAR 9911 Immunizations, certifications, trainings, background check, drug screen PY1 / PHAR 9912 130 10 hrs outreach/service + 120 hrs IPPE Community (3 week summer block) PY2 / PHAR 9913 130 10 hrs outreach/service + 120 hrs IPPE Institutional (3 week winter block OR 3 week summer block) PY3 / PHAR 9914 50 10 hrs outreach/service + 40 hrs APPE Prep Clinical Experience (shadow) (1 week summer block or fall longitudinal block in the following settings: acute inpatient, ambulatory, community & drug information) Total Hours: 310

Pr Prec eceptor eptor Dev evel elopment

• pment Re

Resources

• urces
• CEImpact
• Available through E-value portal
• Has specific preceptor training available

that counts as CE

• No cost to the preceptor
• Use the code that is available on the

brochure

Pr Prec eceptor eptor Dev evel elopment

• pment Re

Resources

• urces
• Pharmacist Letter
• Available through E-value portal
• Has specific preceptor training available that counts as CE
• No cost to the preceptor

GENERATIO RATIONAL NAL DIFFEREN ERENCES CES

The reality is……..

• On the surface, generational differences and diversity in any organization or academic setting is

the norm. Faculty, staff, preceptors and students bring energy and life to these environments filled with learning, discovery and collaboration.

• However, below the surface, differences in work habits, communication/learning styles, motivations

and life experiences can interject challenging situations and conflicts due to the various gaps and lack of understanding that exist between generations.

Dis isclosure closure Stat atements ements

• 1. For the context of this presentation, individual characteristic traits used to describe/define

each generation may not accurately describe/define individuals associated to their respective generation.

• 2. Each generation is a byproduct of their current environment so we must take care in

identifying differences and approaching them in an appropriately positive manner

Pew Research Center - 2015

• The

he Tradi ditiona tionalist lists/Bui s/Builders: ders: Approx. 3.8 million in the workplace

• The

he Ba Baby Bo Boomers: s: Approx. 45.1 million in the workplace

• Gen

n X: Approx. 52.8 million in the workplace

• Gen

n Y/M /Millennial llennials: s: Approx. 54 million in the workplace

• Gen

n Z: TBA

Did you know….?

Ac Activ ivity: ity: Think, Pair, Share….Who are we?

• 1. Generational Characteristic Traits
• Core Values (fundamental beliefs of a person or organization)
• Teaching/Learning Styles (refers to the general principles, pedagogy and communication strategies used for

providing/receiving information)

• Work Styles/Beliefs (approach to how you work with others, your attitude, and your work ethic)

Tr Trad aditional itionalist ist Tr Trai aits

• Cor
• re value

ues: s: Dedication, law & order, patience, honor, conservative

• Learning

rning Sty tyles: s: Preferred from someone their age, textbooks and printed material

• Teachi

aching ng sty tyles: s: Formal, authoritative, and face-to-face

• Wor
• rk Sty

tyles s & Beliefs: fs:

• If I work hard and am loyal, I can expect good compensation/pension
• Need to feel valued by their employer
• Top-down approach (Chain of command)

Bo Boomer

• mer Tr

Trai aits

• Cor
• re value

ues: s: Live to Work

• Learni

rning ng sty tyle: : Study individually with flash cards, reference books, hands-on

• Teachi

aching ng sty tyle: : Pop quizzes, expressed a need for tactile teaching activities

• Wor
• rk sty

tyles s & beliefs: efs:

• Expect to be rewarded for a job well done
• Often prefer face-to-face communication over email
• Identified by their work/title “workaholics”

Ge Gene neration ation X Tr X Trai aits

• Cor
• re value

ues: s: Relationships, Freedom and Flexibility, Skepticism/Cynical

• Learning

rning sty tyles: s: Studying in groups, focus on what will be tested and seek feedback, structured environment

• Teaching

aching sty tyle: : Group work and technology-focused

• Wor
• rk sty

tyles s & beliefs: efs:

• Value work/life balance
• Do not respond well to micro-managing

Mi Millenn lennial ial Tr Trai aits

• Cor
• re Values:

es: Confident, cyber literate, realistic, team oriented, achiever, optimistic, fairness is important (no double standards)

• Learni

rning ng Sty tyles: s: Group based learning, want clear and explicit expectations up front and ongoing, active learning, have high expectations of their learning environment

• Teachi

aching ng Sty tyles es: : Group work with integrated technology

• Wor
• rk sty

tyles s & Beliefs: fs:

• Collaborative and creative
• Want constant feedback (prefer positive over constructive)
• Work/Life Balance very important!!

Ob Observ ervation ation & D & Dis iscus ussion sion

• 1. What are your observations with regards to generational differences within your practice site?
• Have you encountered/observed any issues/problems?
• Have you encountered/observed positive interactions/outcomes?

Ti Tips to

• stren

engthen gthen col

• lla

laboration boration am amon

• ngst

gst the e ge gene nera rations tions

• 1. Be

e Aw Aware re of Gen ener erationa ional l Differ eren ences ces

• Simply being aware of generational differences can significantly impact a relationship,

learning environment or experience.

• 2. In

Intergen rgenerati eration

• nal

l Te Tens nsion ion may y Im Impact ct Learnin ning

• Focus on similarities rather than differences between current and prior generations of

learners

• “Well back in my day, we did it that way…” - this can be counter productive
• Avoid assumptions about what motivates individuals
• Ask what motivates them!

3.

• 3. Sh

Share Your Generat eration ional al Ch Characterist cteristic ic Traits ts & Life fe Phi hilo losophy sophy

• Provide details on your background and the path to your current role
• Share why you enjoy what you do and what you do to keep current and interested in the profession
• Be transparent with your teaching/learning styles as we tend to teach the way we learn
• Invite students to share their core values, learning/teaching style & work beliefs

• 4. Em

Emphasize asize Te Team Dyn ynamics mics and nd Collaboration aboration

• Some individuals will feel intimidated being part of medical team with rigid hierarchy
• Promote inclusiveness within the team
• Provide a sense of purpose
• Students (especially) need to be reviewed and evaluated, but also look for ways to recognize their

contributions toward the team’s combined effort

• Remember…..your approach to integrate and recognize contributions my be different depending on the

generation

• 5. En

Encoura urage Ex Explor loration ation and nd Cur uriosity

• sity
• Encourage discussion and exploration about generational similarities and differences
• Try to not set limits on exactly how a task should be completed. Remember…….each generation may

approach the task or situation differently

6.

• 6. Know th

the po pote tential tial st strengt gths/limi hs/limita tations tions of e f each ch gener eration ation

• For example: Millennial students are connected 24/7 via multiple platforms
• Recognize this can positively and/or negatively impact the learning experience
• Identify and integrate generational strengths
• Try to model your strengths but anticipate modifying your approach for different students or situations

Sum ummary ry

1. Understanding of the four generations (values, beliefs and influences) 2. Recognize challenges that may be encountered when working with different generations 3. Found strategies for overcoming these challenges leading to creating a better work environment or learning experience for all 4. Discovered overlap among the generations resulting from adaptation

Que uestions? tions?

Sel elf-asses assessment sment Que uestion tion #1

You have a difficult APPE student at your practice site, who is acting unprofessionally to you and patients. You have tried to redirect the student’s behavior with little success. What should be your next step?

• A. Dismiss the student from the APPE site
• B. Contact the your OEE Zone Liaison
• C. Let the student continue to act unprofessionally because it is

how their generation acts

• D. Contact the Dean for the College of Pharmacy

Sel elf-asses assessment sment Que uestion tion #2

When intergenerational tension arises in a workplace or teaching setting. As the preceptor it is best to: A.

To demonstrate how things were done when you were trained because that is the only way to accomplish a task

B.

Assume the learners/trainees motivation in order to guide the learning experience

C.

Focus on similarities that exist between current and prior generations, in order to build understanding and foster learning

Sel elf-asses assessment sment Que uestion tion #3

The following generations can be described as optimistic, prefer group-based learning, treating people fairly, expecting clear and explicit expectations up front, and preferring constant positive feedback. A. Traditional generation B. Generation X

• C. Millennial generation
• D. Baby Boomer generation

Re References erences

• Chetty, Raj, Nathaniel Hendren, Patrick Kline, and Emmanuel Saez. 2014. “Where is the Land of Opportunity? The Geography of Intergenerational

Mobility in the United States.” NBER Working Paper 19843.

• Council of Economic Advisers. “Fifteen Economic Facts About Millennials”. 2014.
• Haynes C. The Millennial Becomes a Physician, AAMC 2008 Annual Meeting.
• Howe, N. and W. Strauss. (2007). Millennials Go to College, 2nd ed. LifeCourse associates.
• Lancaster, L.C. & Stillman, D., When generations collide. (2002).
• Pew Research Center 2011. How Millennial Are You? [Accessed 2016 April 22]. Available from http://pewresearch.org/millennials/quiz/ intro.php
• Report of the ASHP task force on pharmacy’s changing demographics. Am J Health-Syst Pharm. 2007;64:1311-9.
• Roberts DH, Newman LR, Schwartzstein RM. Twelve tips for facilitating Millennials’ learning. Med Teach. 2012;34(4):274–8.
• Scott-Clayton, Judith. “What explains trends in labor supply among US undergraduates, 1970-2009?” NBER Working Paper 17744.
• Taylor, Paul and Scott Keeter. 2010. “Millennials: Confident. Connected. Open to Change.” Pew Research Center.
• Zemke R, Raines C, Filipczak B. Generations at Work: Managing the Clash of Veterans, Boomers, Xers, and Nexters in Your Workplace. New York:

American Management Association, 2000.