Seminar 2016 Schools/Colleges of Pharmacy - Preceptor Track Sponsors

Transcription

1

2 Seminar 2016 Schools/Colleges of Pharmacy - Preceptor Track Sponsors

3 Creating a Mentorship Program: A Roadmap to Success Pauline Chan, R.Ph., MBA, FCSHP, FASHP Senior Pharmacist Consultant Department of Health Care Services Sacramento, CA & Jeffrey Nehira, B.S., Pharm.D. Director of Pharmacy Services Dignity Health-Mercy General Hospital Sacramento, CA

4 Disclosure The authors have no conflict of interest to disclose This presentation is not funded

5 Learning Objectives Pharmacists: At the end of the presentation, pharmacists will learn how to: 1. Perform an environment scan and assess chapter needs for a mentorship program, with considerations on culture and climate, member needs and expectations to determine best fit 2. Develop a mentorship program business case to successfully garner support from the chapter board of directors 3. Effectively manage limited human and financial resources to ensure program sustainability 4. Select different approaches for program evaluation aiming at continuous improvement 5. Identify and summarize the key elements (roadmap) for program success

6 Learning Objectives Student Pharmacists: At the end of the presentation, student pharmacists will learn how to: 1. Identify the need for a mentorship program, and seek early faculty consultation to garner buy in and support 2. Collaborate and partner with the affiliated local chapter to develop a mentorship program that has a strong student voice 3. Realistically assess time commitment and limitations to effectively manage expectations 4. Balance student demands for growth versus maintaining program quality 5. Identify and summarize the key elements (roadmap) for program success

7 Overview of the CSHP-Sacramento Valley Chapter Geographic Area: Serving Sacramento Valley and the Northern California Region Membership: (April 2016) Pharmacist: 100 Technician: 21 Corporate, honorary, or other associate: 8 Affiliated Student Chapter: California Northstate University College of Pharmacy (CNU-COP) Recognition: CSHP Chapter of Distinction: 2011, 2012, 2013, 2014, 2015

8 CSHP-Sacramento Valley Chapter Mentorship Program Timeline Program Phase Key Milestones 2012 Pilot CSHP-SVC pilot mentorship project to serve new practitioners 2013 Planning Expands program to mentor student pharmacists at the California Northstate University (CNU) College of Pharmacy 2014 Implementation/ Expansion Further expands to student pharmacists at the University of the Pacific (UOP) School of Pharmacy 2015 Evaluation Major retooling; development of measures and evaluation tools, begin tracking and trending outcomes 2016 Sustainability Continuous improvement of program at both schools

9 2012: Idea to Pilot Background: Received chapter of distinction award in 2011 A strong desire to maintain chapter of distinction status in 2012, focused on increasing pharmacist membership Board of Directors recognized the increasing numbers of licensed pharmacists without practical working experience due to the rapid expansion of schools of pharmacy Mentorship pilot program to attract new pharmacist members who needed guidance on experience, job availability, and resume/cv building Long term goal of maintaining active membership

10 2012: Idea to Pilot -2 Background: Recruitment and promotion of the program was limited to the chapter newsletter Retrospective analysis: Did not perform an in-depth environmental scan No business case developed No budget allocated

11 2013: Planning Background: CNU student chapter leadership requested mentorship program to expand to mentoring students The Dean of the School of Pharmacy at CNU at the time, endorsed and offered training opportunities First planning meeting drew over 40 pharmacists and students This group of pharmacists and students continued the planning with regular discussions at the board meetings

12 2013: Planning -2 The two building blocks in planning phase: 1. Environmental Scan 2. Business Case

13 Environmental Scan Why perform an environmental scan? Culture & Climate Membership (Stakeholders) Internal Capability (Mentors) Budgets Getting the Big Picture for organization readiness

14 Environmental Scan -2 Key questions: 1. Is there a need? 2. Is there support from the CSHP-SVC membership at large? 3. What is the culture and climate of the CSHP-SVC? 4. Does the program align with the mission and vision of the CSHP-SVC? 5. As a new program, how do we compete with established programs for limited funding resources? 6. Will we have enough volunteer mentors for students?

15 Environmental Scan -3 Pearls of wisdom: 1. The need is dependent on the culture and climate of the organization 2. Examining the culture and climate is a crucial step often overlooked 3. Creating a mission and vision statements offers opportunities to clarify and validate the purpose 4. The scan identifies crucial resources needed, lends itself to address sustainability early on in the process 5. Planning takes a lot longer than anticipated, but worth it

16 Addressing Culture and Climate Definitions: Culture: A set of cognitions that are shared by all or many members of a social unit and which are acquired through social learning and socialization processes. Climate: A relatively enduring characteristic of an organization distinguishing it from other organizations that (a) embodies members collective perceptions about the organization, (b) is produced by member interactions, (c) serves as a basis for interpreting interactions, (d) reflects the norms and values, and (e) acts as a source of influence for shaping behavior. 1. Kabanoff B. An exploration of espoused culture in Australian organizations. Asia Pacific J Hum Resources. 1993;31:1-29, pg McMurray AJ. The relationship between organisational culture and organizational climate with reference to a university setting. Joint International Communication Association-Australia and New Zealand Communication Association Conference, Sydney, Australia; 1994.

17 Creating Mission & Vision Statements Mission: To promote professional growth of each individual member through mutual support Vision: To foster an environment in which members benefit from long lasting professional relationships and growth with mentors and mentees Key lessons learned: Align statements with regional and local chapter statements Statements guide ideas and people throughout implementation Useful in addressing unanticipated questions and making the right decision

18 Mentoring: A Definition Mentoring has been defined as a nurturing process in which a more skilled or more experienced person, serving as a role model, teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter s professional and personal development. Mentoring functions are carried out within the context of an ongoing, caring relationship between the mentor and the protégé. 3. Hanie HT. Mentor-protégé relationship. Am J Pharm Edu. 2003;67(3):Article 82. Key lessons learned: Many definitions on mentoring Choose the one that is the best fit for the organization and its mission and vision

19 Budgeting The Challenge: Competing with existing established programs with limited financial resources. What is the added value, if any? What is the added burden to the local chapters bottom line?

20 Assessing Internal Capabilities Mentoring program is human resource intensive: Pharmacists as volunteer mentors Student pharmacists as willing mentees A sustainable program requires a good balance of both

21 Environmental Scan-4 Summary: The scan identifies the big picture Examines the culture and climate Clarifies and validates the program s purpose and goals with mission and vision statements Assesses the availability of human and financial resources The scan is an indicator of the organization s readiness The next step is to develop a business case

22 Developing a Business Case Consider range of funding options 5. Develop a budget 1. Align mentorship program to chapter mission and vision Business Case 4. Program development and training 2. Involve the right people 3. Identify and communicate with decision makers

23 Developing a Business Case -2 Many models are available and can be adapted. Our model has six components: 1. Aligning program goals with the chapter s mission and vision 2. Involving the right people adding structures and reporting mechanism 3. Communicating with decision makers CSHP-SVC Board of Directors 4. Program development & Training Expectations, Matching Process, Activities, Training, Evaluation 5. Formalizing a budget plan Funding request and approval 6. Considering a range of funding options creating additional funding sources

24 Program Structure CSHP-SVC Board of Directors (7) Mentorship Program Advisory Group (13) Mentorship Program Chair/Co-Chair (2-3) Mentors and Mentees

25 Program Structure Oversight: CSHP-SVC Board of Directors 2. Steering: Mentorship Program Advisory Group: Chair, pharmacists, new practitioners, student pharmacists 3. Execution: Committee Chair and Co-Chair: Pharmacist, student pharmacists from each school Mentors and mentees

26 Communicating with Decision Makers Obtaining approval by CSHP-SVC board Answering tough questions: Return on Investment (ROI) Program justification Selecting appropriate targets/measures to quantify perceived benefits Competing resources, both financial and human with existing well-established programs Exploring working with CPhA-Sacramento Valley Chapter Pros: Potential synergy, serving the same community Cons: Two organizations with different board oversight, different decision makers, separate budget, program too new to seek partners

27 Program Development & Training Essential Components: Program Contents Matching Process Activities Training Evaluation

28 Program Development & Training -2 Program Contents (start with basics and keep it simple) a. Mentor and Mentee Expectations (single page) b. Mentor Guidelines (initial, middle and final stage, 1-2 pages) c. Mentee Guidelines (initial, middle and final stage, 1-2 pages)

29 Program Development & Training -3 Matching Process: a. Mentor inventory/questionnaire b. Mentee inventory/questionnaire c. Best match: Based on inventory/questionnaire Availability of mentors d. Orientation for mentees on campus after matching process complete

30 Program Development & Training -4 Activities a. Quantity vs. Quality b. Optimize opportunities to piggyback to regular established activities: Membership/industry night Legislative day CSHP Seminar Annual mentor appreciation dinner Training a. Live Continue Education (CE) Credits, 2-4 hours Annually Presentations, group discussion, Q&A Desirable, not always feasible

31 Program Development & Training -5 Evaluation a. Structure measure: Annual update of mentors and mentee roster b. Process measure: Matching process evaluation c. Outcome measure: Mentor and mentee satisfaction

32 Budget When competing with existing projects, a survival strategy might work best: a. Learn to live with a shoe-string budget b. Seek free consultations c. Use free services d. Think win-win e. Focus on the essentials: optimize training and recruitment expense f. Be ruthless in cutting the non essential g. Resist budget scope creep

33 Budget Consider alternate funding sources (if necessary) a. Founding Circles donations b. Fund-raising activities c. Sponsored events

34 2014: Implementation Matching Process a. Small program adequately matched by reviewing the mentor and mentee inventory/questionnaire b. Larger program may consider using software for best match Scheduling a. Academic year, match process begins in the fall of each year b. 9 month cycle can affect planning due to summer low activities and fall with peak activities Ongoing Training a. Helpful to hold on campus training, such as panel discussion or small group Q&A b. Activities should focus on mentor and mentee 1:1 relationship, typically 1-3 hours per month

35 2014: Implementation -2 Program Contents: Expectations of mentors and mentees Mentor Guidelines Mentee Guidelines Scheduling and time commitment Nine months cycle Academic year calendar Recruitment Mentors (during membership night) Mentees (start of academic year & on campus)

36 2014: Expansion Second expansion: University of the Pacific (UOP) School of Pharmacy The expansion resulted in several major changes and program retooling: 1. Structure and key stakeholders: Each school has a separate student organization Each school s faculty also has different approach on mentorship Added support from both school s administration

37 2014: Expansion Scheduling UOP has a three year accelerated program which requires the matching to occur at the second year instead of the senior (third) year and during the most heavy academic workload Because the academic calendar is different from CNSU, UOP has a different start date of matching from CNSU which causes confusion for mentors having student mentees from both schools 3. Activities: UOP mentors and mentees have less time to develop and grow the mentor-mentee relationship prior to graduation due to accelerated academic program The distance between Stockton and Sacramento is a barrier for in person meeting and can be frustrating at times, if not properly managed

38 Retooling The Mentorship program began a series of retooling to accommodate the two schools with different academic schedules, locations and student readiness. The solution was to operate two parallel programs, with oversight by the CSHP- SVC board and a single Advisory Group: Structure: Committee co-chairs include CSHP-SVC pharmacist and leadership from CNSU and UOP ( tri-chair) Matching Process: Student leadership conducts the actual matching assignment using the same matching tools (mentor and mentee inventory questionnaire) Activities: Combined activities: Committee meetings, poster presentation and Meet and Greet at Seminar Separate activities: Panel discussions and small group activities at each school campus

39 2015: Evaluation 1. Growth in CSHP membership Annual growth rate 2. Professional accomplishments of mentees (increase from previous year) Obtainment of a residency/fellowship Obtainment of a satisfactory job Award(s) Scholarship(s) Leadership position(s) Attendance at pharmacy conference(s) Community services 3. Mentor and Mentee satisfaction from surveys (scale)

40 2016: Sustainability CSHP-SVC Mentorship program aims to promote the professional growth of each individual member through mutual support in a vibrant and engaging environment Through guided professional development, mentees are encouraged to continue involvement in professional organization and to become future mentors The ability of the program to self-generate future mentors and future leaders for our professional organization keeps this program sustainable

41 Program Resources For developing the mentoring relationship: Mentor and Mentee Expectations For the matching process: Mentor inventory questionnaire Mentee inventory questionnaire Matching process evaluation tool For mentors: Mentor guidelines Mentor satisfaction survey For mentees: Mentee guidelines Mentee satisfaction survey Mentee growth: accomplishment tracking

42 The Road Map Stages: Pilot Planning Implementation Growth/Expansion/sustainability Tools: Environmental scan Business case development Evaluation for continuous improvement

43 Reflection Sharing of the mentors voice and the student mentees voice from satisfaction surveys and at the annual Mentor Appreciation Dinner

44 Conclusion The CSHP-SVC Mentorship program s long term impact has yet to be determined, with some early data showing favorable results Current challenges include direct quantification of impact and enhancing the matching process, given the limited diversity of the pharmacist mentors practice specialties, along with the varied interests of the student mentees We thank Seminar 2016 for the opportunity to share our work Consistent with the theme of Seminar 2016: Transitions in Pharmacy, our model could potentially help guide the transition from a local chapter mentor program statewide

45 Test Question: 1 1. What topics are commonly addressed in an environmental scan: a) culture and climate b) budget c) stakeholders d) internal capability e) all of the above Answer Key to question 1 : e

46 Test Question: 2 2. What is NOT a helpful resource/information for a mentorship program: a) mentor and mentee expectations b) mentor guidelines c) mentor guidelines d) disciplinary rules e) matching process Answer Key to question 2: d

47 Test Question: 3 3. In developing mentorship program evaluation, what measures or tools could be considered: a) mentor satisfaction survey b) mentee satisfaction survey c) matching process evaluation d) focus group feedback e) all of the above Answer Key to question 3: e

48 References 1. Kabanoff B. An exploration of espoused culture in Australian organizations. Asia Pacific J Hum Resources. 1993;31:1-29, pg McMurray AJ. The relationship between organisational culture and organizational climate with reference to a university setting. Joint International Communication Association-Australia and New Zealand Communication Association Conference, Sydney, Australia; Haine ST. The mentor-protégé relationship. Am J Pharm Edu. 2003;67(3):Article Stanford Alumni Mentoring (SAM).

49 CSHP thanks our Schools/Colleges of Pharmacy for their support of Seminar 2016

50 Session Code: 1. Write down the course code. Space has been provided in the daily program-at-aglance sections of your program book. 2. To claim credit: Go to before December 1, 2016.