9 faculty retention - physician assistant education...

PAEA Copyright 2016 1

Faculty Retention

Patrick AuthJoan Ward

Program Directors 101 Pando ™ Workshop

Faculty Retention

• Instructional Objectives: After participating in this session, attendees will be able to:

1. Define faculty burnout2. Discuss the stages of faculty burnout.3. Develop a mentoring program for new, junior and senior

faculty 4. Develop strategies to monitor workload5. Identify key components of a faculty evaluation6. Link faculty development plan with annual faculty

evaluation7. Discuss strategies to creating a welcoming climate for

faculty 8. Share best practices in implementing a flexible and

accommodating work environment

Faculty Attrition

The attrition rate of physician assistant faculty is 9-10% each year.

J. Glen Forister, MPAS, PA-C;; J. Dennis Blessing, PhD, PA-C


Faculty Burnout

“Burnout is a state of physical and mental exhaustion caused by one’s professional life.”

Herbert J. Freudenberger

Cycle of Burnout

Enthusiasm

Stagnation

FrustrationApathy

Intervention


Stages of Burnout

Emotional exhaustion

DepersonalizationLack of personal satisfaction

Stress vs. Burnout

Stress Burnout

Characterized by over engagement Characterized by disengagement

Emotions are over reactive Emotions are blunted

Produces urgency and hyperactivity Produces helplessness and hopelessness

Loss of energy Loss of motivation, ideals and hope

Leads to anxiety disorders Leads to detachment and depression

Primary damage is physical Primary damage is emotional

May kill you prematurely May make life seem not worth living


Job-Person Fit Model

“The greater the gap or mismatch between the person and the job, the greater the likelihood of burnout….”

Maslach & Leiter


Unique Stressors in the Academic Environment that Lead to Faculty Resigning

• Community

• Fairness

• Values

• Workload

• Control

• Reward


• Community

• Fairness

• Values

• Workload

• Control

• Reward


• Community

• Fairness

• Values

• Workload

• Control

• Reward


Unique Stressors in the Academic Environment that Lead to Faculty

Resigning • Breakdown of community occurs when faculty lose a positive connection with the workplace– Most destructive to community is chronic, unresolved conflict with others on the job

– Such conflict produces feelings of frustration and hostility and reduces the likelihood of social support

• Absences of fairness occurs when there is a lack or perceived lack of procedures which maintain mutual respect in the workplace– Inequity of workload or pay– Faculty judge unfairly e.g. end of course evaluations


Resigning

• Value conflict occurs when there is a mismatch between the requirements of the job and faculty’s personal principle– Discrepancy between mission and practice– Academic institution goes through a major change

• Workload occurs when the job demand exceeds human limits – Faculty have to do too much in too little time with too few resources

– Little opportunity to rest, recover, and restore balance


Resigning

• Lack of control occurs when faculty have little or no control over the work they do– Due to rigid polices and tight monitoring or because of chaotic workplace conditions

• Insufficient reward involves a lack of appropriate rewards for the work the faculty do– Lack of recognition devalues both work and the faculty– Loss of external rewards, e.g. salary and benefits– Loss of internal rewards e.g. pride in their work and doing it well


Building, Guiding, and Coaching Your Team

• Team Objectives

– Characteristics of effective teams– Stages of team development– Personality styles

Definition

• Definition of a teamwork:

• “Work done by several associates with each doing a part, but all subordinating personal prominence to the efficiency of the whole.”

Webster


Successful Teams –Who are They?

Characteristics of a Team

1. Objective– Share a clearly stated team objective.

1. Sports team - win the game 2. The Blue Angels – put on a great show and come

home safe 3. PA program team ??

2. Commitment – Develop guidelines through consensus. All may not agree with every guideline, but all are willing to work within the parameters of the agreed upon guidelines.

3. Time– Create a supportive and responsive structure for allowing the team to operate. They need time to create procedures and strategies that will allow them to work efficiently.


4. Members– Need to be active participants. Take responsibility. Make recommendations, offer suggestions and voice opinions. Support decisions in meetings. Offer to assist others when help is needed.

5. Skills – Skills and talents of each member must be clearly and accurately identified. Need to know who is best equipped to deal with situations as they arise.

6. Advocacy– Teams needs a designated leader (PD) serving as an advocate, advisor, and supporter. This signals value of the team to the organization. Support of senior management and other teams help in recognition efforts



7. Trust– Foundation of teamwork. Takes time to develop and is never complete. Ongoing process. Members must feel safe in order to give and receive feedback to each other and to program leadership.

8. Respect– Listen to each others point of view. Express feelings with tact. Use persuasion instead of criticism.

C’s of Team Building

C’s of Team Building

• Clear Expectations• Context• Commitment• Competence• Control

• Collaboration• Communication• Creative• Consequences• Customers


Tuckerman’s Team Development Theory

• Forming

• Storming

• Norming

• Performing

• Adjourning

• Informing

How Personality Styles Can Impact

Team Dynamics

Your PA Faculty will design a swing to support the

department’s new rest and relaxation program.


Directness vs. Expressiveness

It’s Time to Get to Know You!

• Do you act differently at work than you do at home or in your social life?

http://youtu.be/USHZZ5bwASU

• Score questions based on your WORK life

• REMEMBER:There are no right or wrong answers, nogood or bad styles


Recognizing the DOMINANT

• Ambitious• Independent• Direct• Competitive• Action & Results• Facts • Risk• Power & Control• Fast paced

“ Winning isn’t everything, it’s the ONLY thing.”

Inner Motivator: Get It Done

Recognizing the INFLUENCER

• Sociable & Talkative• Persuasive• Friendly• Ideas & Dreams• Creative• Enthusiastic• Expressive• Spontaneous• Intuitive• Trusting “ Praise in public and

rebuke in private.”Inner Motivator: Get Feedback

Recognizing the STEADY

• Friendly• Listener• Relationships • Avoid Change• Stability• Practical• Cooperative• Calm• Patient“If it’s working, why mess with it”

Inner Motivator: Get Along!


Recognizing the COMPLIER

• Precise & Exact• Skeptical• Careful & Quiet• Systematic & Logical• Lists & Spreadsheets• Follows Rules• Perfectionist

• Research

“By the book”Inner Motivator: Get It

Right!

Personality Statistics

•Dealing with problems / challenges•Demanding – Forceful – Aggressive –

Pioneering

Dominant•Conduct more research before making

decision•Conservative – Low Keyed – Cautious -

Peaceful

•Influence via talking & Activity•Emotional – Convincing – Warm – Optimistic

Influencer•Influence with data & facts NOT feelings•Reflective – Factual – Skeptical – Suspicious

- Critical

• Challenge the rules• Want independence• Self Willed – Stubborn

• Opinionated – Unconcerned with DetailsComplier

•Follow Rules & Structure•Quality work – Do it right the first time!

•Careful – Neat - Accurate

Like Change & VarietyRestless – Impatient – Eager – Impulsive

SteadyWant a steady pace. Security.

Don’t like changeCalm – Relaxed – Possessive – Stable – Poker

Faced


Flexing

• Identify

• Plan

• Implement

• Evaluate

Tips on Flexing

Dominant– Acknowledge need to get things done – Keep communication brief– Provide details – Be specific – Information in order

Influencer – Recognize with words of appreciation – Give deadlines– Ask for their opinion

Tips on Flexing

Steady – Getting along is important– Social pleasantries – Take time to chat

– Team approach

Complier– Get things right– Acknowledge the priority– Research and ask questions– See the trees but not the forest


DominantValue to the Team• Self Starter• Forward thinking• Places high value on time• Challenge Oriented• Competitive• Initiates activity• Challenges the status quo• Innovative• Tenacious

What they Want• Freedom from controls• Evaluation based on results• Nonroutine work with challenge• Forum to express their ideas

Managing a Dominant• Clearly explain expected results.

• Negotiate commitments one on one

• Define rules• Confront face to face in all disagreements.

• Provide challenging assignments

• Assist them in learning to pace self and relax.

• Train on understanding teamwork and participation.

• Train on listening skills.• Plan advancement and career path.

InfluencerValue to the Team• Optimism and enthusiasm• Creative problem solving• Motivates others• Sense of humor• Team player• Negotiates conflict

What they Want• Free from controls• Popularity and social recognition

• Favorable working conditions• Group activities outside of job• Monetary rewards

Managing an Influencer• Assist in setting realistic goals• Work with on time management

• Make time for daily interactions• Open door policy to allow for discussions

• Station them in people area where they can interact and get job done

• Allow freedom of movement without control

• Look for opportunities to utilize verbal skills.

SteadyValue to the Team• Strive for consensus and will try hard to

reconcile conflic ts as they arise• Compliant towards authority• A loyal team player• Good at multi-tasking and seeing tasks

through until completion

What they Want• Appreciation for their acts of k indness • Security in both s ituations and

environments• Enjoy repetition and patterns• Need time to adjust to change, if it must

occur

Managing a Steady• Be personable and build rapport

• Provide with specifics and clarification for tasks, explain the “how”

• Be patient when instituting change

• Avoid being confrontational, pushy or overly aggressive

• Create a safe environment for dialogue


ComplierValue to the Team• Objective thinker• Maintains high standards• Task Oriented• Asks the right questions• Diplomatic• Pays attention to small detail• Gets information, criticizes and tests

What they Want• Written procedures• Quality oriented team• No sudden changes• Time to think• Manager who follows policy• Information and data

Managing a Complier• Involve them in defining standards

• Involve them in implementation of standards

• Define requirements of the job

• Set goals that have “reach” in them.

• Encourage their contribution in meetings

• Respect their personal nature

• Involve them in long term planning

Faculty Development

• Why?– Improving faculty attitudes toward learning– Improve faculty effectiveness – Retaining faculty– Improving academic effectiveness– Increasing faculty and student satisfaction

• Should be individualized– Build on strengths– Overcome weaknesses– Learn new material– Develop areas of interest

• Moving trend towards addressing scholarship, leadership, and career development needs, in addition to teaching skills

Faculty Development Program

• Focus is on better learning as well as more effective teaching

• Increase communicati on about teaching and student learning within and between departments

• Emphasize the faculty development program is an agent of change within the PA Department/Pr ogram in the arenas of teaching and learning, rather than a “clinic” for sick teachers



Tier IDevelopment of Teaching skills– Development focuses on the faculty– Emphasis is on teaching skills of individual faculty members

– Potential topics• Effective advisement, Test Item Writing, Delivering effective lectures

– Common activities include classroom visits by program directors, peer reviews, mentoring activities, PAEA workshops and the use of video to analyze teaching styles and techniques


Tier IICurriculum Development Skills– Development focuses on improving the course or the curriculum

– Emphasis is on curriculum development and evaluation

– Potential topics• Choosing textbooks, creating a blended learning course, methods of assessment

– Common activities include improving course and curriculum design and evaluation and incorporating new education technologies into courses and curricula


Tier IIIProgram Development• Development focuses on institution (e.g. University, College, Graduate Department) and the relationship with the Physician Assistant Program/Department

• Emphasis is on institutional support and maximum utilization of resources

• Potential topics– Institutional support for the PA Program/Department (e.g. clinical sites), clarification of mission & goals, interprofessional activities

• Common activities include executive faculty meetings, annual institution retreats with institution administration and PA Chairperson and faculty


Educational Needs Vary

Mature Faculty

Administrative Faculty

Novice Faculty

Who are we? • Committee Chairs , Liaisons, Ass istant D irectors , Associate D irectors , D irectors

• Embraces change• Possess s trong leadership and communication skills• Provides ideas and s tays flexible• Has a vis ion that complements the miss ion of the PA Program

Administrative Faculty

• Course D irectors , Instructors with > 3 years experience, Clinical Coordinators , Academic Coordinators

• Provide excellent mentoring (guidance and support offered by a more experienced colleague)

• Develop qualitative and quantitative research skills in medical education with the goal to publish

• Conflict resolution and negotiation skills

Mature Faculty

• Instructors < 3 years of experience, Adjunct instructors , new preceptors • High level of clinical competency• Understand the pedagogy of adult learners and how student learn• Effective lecturer, small group facilitator and graduate advisor

Novice Faculty

FACULTY DEVELOPMENT RESOURCES

Workshops & Conferences• PANDO Workshops – PAEA• PAEA Education Forum• Association of Schools of Allied Health Professions (ASAHP) – Annual Conference, Leadership Development Program

• ARC-PA– Summer “Accreditation and You” Workshop


History of Pando

• The Pando is a vast living network of aspen trees found in the American West. Although the trees appear, on the surface, to be independent and free-standi ng, they are actually interconnected at the root level, forming a single super-organism . Similar to the Pando, our goal is to connect people through professional development — both the participants with facilitators, as well as the participants with each other — and to cultivate a nationwide educational network.

• Faculty Skills 101: October 16-18• Clinical Coordinators 101: October 16-18• Faculty Skills 201: October 16-17• Clinical Coordinators 201: October 16-17• Leadership 101: Developing Minority Faculty Leaders:

October 16-17• Oral Heath: October 16-18• Program Directors 201: October 16-17• Objective Structured Clinical Examinations (OSCE):

October 16-17

Additional Pando Workshops

• Admissions• Grant Writing• Academic Law


FACULTY DEVELOPMENT RESOURCES

Journals• Journal of Physician Assistant Education

– http://journals.lww.com/jpae/pages/default.aspx

• Academic Medicine– http://journals.lww.com/AcademicMedicine/pages/default.aspx

• Journal of Allied Health– Need to be a member of ASAHP– Interdisciplinary allied health periodical, publishing scholarly works related to research and development, feature articles, research abstracts and book reviews

Sample Professional Development PlanPROFESSIONAL DEVELOPMENT PLAN

(Completed forms must be signed by both parties in order to be considered valid.)(All information must be submitted in typewritten format.) Program: Name: Title: Number of Hours worked (FTE equivalent): Number of Credits Taught (per academic year): Supervisor's Signature: (Signature required) Date Faculty/PD's Signature: (Signature required) Date Date Developed: Date Revised: Activities RE: Priorities or Strategic Plan

Goals

Action Steps To Achieve Goal

Timeline

Outcomes/ Revisions/Results

Mastery of Subject Matter (e.g., Clinical Practice, Presentations, Book Reviews, Certifications) Scholarly Ability (e.g., Publications, Research in Progress, Grant Proposals) Effectiveness in Teaching (e.g., Projected course responsibilities, New courses developed, New teaching methods, Revision of courses) University Service (e.g., Program, College, Center-wide, Community) Continuing Growth (e.g., Continuing education courses, Degree credits, Conferences attended, Service in professional organizations)

Sample WorkloadFaculty NTT, T T or

Tenure9 month or 12 monthcontract

NormalLoad*

Annual Buyout

AdjustCredit Hours Load

ProgramDirector

NTT 12 36 60% 14.4

Associate PD NTT 12 36 40% 21.6AcademicCoordinator

NTT 12 36 20% 28.8

Director of Clinical Education

NTT 12 36 20% 28.8

Clinical Coordinator

NTT 12 36 15% 30.6

Principal Faculty

NTT 12 36 5% 34.2


Sample Workload

Position Description of Buyout Credit Hour Reduction

All faculty Interviewing,site visits, oral examinations…

42 to 36 credit hour reduction

Program Director Administrative Buyout 60%

Associate Director Administrative Buyout 40%

Academic Coordinator Administrative Buyout 20%

Director of Clinical Education

Administrative Buyout 20%

Clinical Coordinator Administrative Buyout

All Faculty Scholarship 5%

Resources

• Glicken A. Excellence in physician assistant training through faculty development. Acad Med. 2008;;83:1107–1110.

• Leslie, K., Baker, L., Egan, E., Reeves, S. Advancing Faculty Development in Medical Education: A Systematic Review, Academic Medicine. 2013, July;; 88 (7);; 1038-45.

• Schor, N., Guillet, R., & McAnarney, E. Anticipatory Guidance as a Principle of Faculty Development: Managing Transition & Change. Academic Medicine 2011, October;; 86 (10);; 1235-40.

Resources• Berman, Mark. (Spring 1995). “Psychologist Mark Berman on Burnout.” ASTD InfoLine (American Society for Training and Development), pp.1-2

• Ames, G. (2010). The burnout. (Order No. 3408499, State University of New York at Binghamton). ProQuestDissertations and Theses, , 288. Retrieved from http://search.proquest.com/docview/594643173?accountid=10559. (594643173).

• Linzer M. Preventing Burnout in Academic Medicine. Arch Intern Med. 2009;;169(10):927-928. doi:10.1001/archinternmed.2009.77.

• Shanafelt TD, West CP, Sloan JA, et al. Career Fit and Burnout Among Academic Faculty. Arch Intern Med. 2009;;169(10):990-995. doi:10.1001/archinternmed.2009.70.


Acknowledgements

• Many thanks to: – Dawn Morton-Rias– Brad Schwartz– Lisa Walker – Melissa Coffman

9 faculty retention - physician assistant education...

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