mentoring vs. coaching vs. precepting: what’s the difference? veronica vernon, pharmd, bcps, bcacp...
TRANSCRIPT
Mentoring vs. Coaching vs. Precepting: What’s the
Difference?
Veronica Vernon, PharmD, BCPS, BCACPClinical Pharmacy Specialist
IPA/CPI Annual Joint ConventionSeptember 19, 2014
Disclosure
The speaker has no actual or potential conflicts of interest in relation to
this presentation
Objectives
1. Compare and contrast the purpose and responsibilities associated with mentoring, coaching, and precepting.
2. Describe methods used to facilitate conversations as a mentor, coach, or preceptor.
3. Identify communication strategies that can be employed in challenging situations.
Famous Mentors in the Media
http://www.cruxcatalyst.com/wp-content/uploads/yoda-luke.jpghttp://wandervogeldiary.files.wordpress.com/2014/05/mr-miyagi-the-karate-kid-630-75.jpg?w=655
What do these mentors have in common?
Mentoring
A Mentor Is…
“A trusted counselor guiding the professional development of an individual”
“Knowledgeable and competent professionals who are one or more steps ahead of a trainee”
Byyny RL. Pharos Alpha Omega Alpha Med Soc Winter 2012; 1-3Rose GL, et al.. Acad Med 2005; 80(4): 344-348
The Origins of the Mentor
The Odyssey
Athena appeared as Mentor to Telemachus
Provided encouragement
http://paesmem.stanford.edu
Smilor R. Entrepreneurship. Available at: http://www.entrepreneurship.org/en/resource-center/what-makes-yoda-so-good-how-to-be-an-effective-mentor.aspx
What are desirable qualities in a mentor?
What actions should a mentor take to ensure
a successful relationship with the
mentee?
Successful Actions of a Mentor
ListensProvides
constructive feedback
Supports and
challenges the mentee
Develops a personal
relationship
Designates time for the
mentee
White SJ. Hosp Pharm 2011; 46(5):332-335.Smilor R. Entrepreneurship. Available at:
http://www.entrepreneurship.org/en/resource-center/what-makes-yoda-so-good-how-to-be-an-effective-mentor.aspx
Principles of Mentoring
Focus on the needs of the mentee
Demonstrate perseverance
Mentors must give of themselves
Align passion and work
Model character
Smith RE. ACCP Academy Leadership and Management Newsletter 2007; 1(1): 1-3
What NOT to Do
Attempt to solve the mentee’s problems
Violate confidentiality
Force opinions on a mentee
Share “war stories”
Attempt to create a “clone”
Smilor R. Entrepreneurship. Available at: http://www.entrepreneurship.org/en/resource-center/what-makes-yoda-so-good-how-to-be-an-effective-mentor.aspx
Apprenticeship Model
I do itI do it
and you watch
You do it and I watch
You do it
Maxwell JC. Mentoring 101.
Collaboration
Mentor
Mentee
Zachy LJ. The Mentor’s Guide.
How do you ensure success in a mentoring
relationship?
The Mentoring Equation
Johnson W. The HBR Blog Network. Available at: http://blogs.hbr.org/johnson/2011/10/get-the-mentoring-equation-rig.html
Creating a Positive Experience
Set expectations Frequency of meetings Responsibilities of mentor and mentee
Evaluate, evaluate, evaluate
Coaching
A Coach Is…
“ Someone who helps another person reach higher effectiveness by creating a dialogue that leads to awareness and action.”
An individual who helps another come to their own decision
An observer, a guide
Emerson B, et al. A Manager’s Guide to Coaching: Simple and Effective Ways to Get the Best Out of Your EmployeesAtul G. The New Yorker. 2011 (October 3). Available at: http://www.newyorker.com/reporting/2011/10/03/111003fa_fact_gawande
Coaching
Assists an individual in reaching goals faster
Several types of coaching: Peer Career Performance Life Health
Whitworth L, et al.. Co-Active Coaching, New Skills for Coaching People Toward Success in Work and LifeTofade T. Am J Pharm Edu 2010; 74(3): Article 51.
Co-Active Coaching Model
Develop a connection
Listen/communicate effectively
Keep the end goal in sight
Ask powerful questions
Build self-awareness and self-esteem
Recognize their whole life
Whitworth L, et al.. Co-Active Coaching, New Skills for Coaching People Toward Success in Work and LifeTofade T. Am J Pharm Edu 2010; 74(3): Article 51.
Co-Active Coaching Model
Acknowledge efforts
Identify limits
Hold the individual accountable
Debrief learning
Celebrate accomplishments
Whitworth L, et al.. Co-Active Coaching, New Skills for Coaching People Toward Success in Work and LifeTofade T. Am J Pharm Edu 2010; 74(3): Article 51.
Precepting
What are attributes of a “good” preceptor?
A Preceptor…
Sets Expectations Provides Feedback
Displays Passion Is Confident, yet Humble
Challenges the Learner
Seeks Learning Activities
Cuellar LM, Ginsburg DB. Preceptor's handbook for pharmacists.Beck DE, Boh LE, PS O'Sullivan. Am J Pharm Educ. 1995; 59: 236– 46.
The One Minute Preceptor
Have the student commit to an assessment/plan
Require evidence
Teach concepts that can be applied elsewhere
Provide positive feedback
Give constructive feedback
Furney SL, et al. J Gen Intern Med. 2001; 16: 620– 4.
The Learning Pyramid
Direct instruction
Facilitating
Modeling
Nimmo CM, Guerrero R, Greene SA, Taylor JT, eds. Staff development for pharmacy practice. Bethesda, MD: ASHP; 2000
Culminating Integration
Practical Application
Foundational Skills and
Knowledge
Coaching
How do you incorporate direct instruction, modeling,
coaching, and facilitation into your precepting?
Four Facets of Precepting
Setting expectations Structured and informal learning activities
Topic discussions Journal clubs
Providing the learner autonomy
Mentoring, Coaching, Precepting: Similarities and Differences
Mentoring
• Involves sharing of knowledge
• Longer time investment
• Facilitates decisions
• Focused on the mentee
Coaching• Involves
questioning and assessing
• Limited investment
• Reflective listening
• Focused on tasks
Precepting
• Involves teaching and evaluation
• Limited time investment
• Focused on the learner and tasks
Atul G. The New Yorker. 2011 (October 3). Available at: http://www.newyorker.com/reporting/2011/10/03/111003fa_fact_gawande
Communication
Communicating as a Preceptor/Mentor/Coach
Regular contact is essential
Set clear expectations early
Ask open-ended questions
Maintain open lines of communication
Utilize active listening
Be vigilant of body language
APhA and NACDS. Available at: http://www.therapeuticresearch.com/ce/documents/custom/apha_nacds.pdfUniversity of Pittsburgh Institute for Clinical Research Education. Available at: http://www.icre.pitt.edu/mentoring/effective.html
The Importance of Feedback
Vital to the learning experience
Preceptors may not meet learner needs
Meant to improve a targeted skill or behavior of the recipient
It is not an evaluation
Novices vs. experts respond differently
Sonthisombat P. Am J Pharm Educ. 2007;72:1–6. Finkelstein SR, et al. J Consum Res 39; 22-38.
Purpose of Feedback
Actual performance
Desired performance
Actual performance
Desired performance
Cantillon P, et al. BMJ 2008;337:a1961.
Feedback Techniques
Feedback Sandwich
Pendleton Model
Reflective Feedback Conversation
Cantillon P, et al. BMJ 2008;337:a1961.
Feedback Techniques
Feedback Sandwich
• Reinforcing statement• Corrective statement• Reinforcing statement
Cantillon P, et al. BMJ 2008;337:a1961.
Feedback Techniques
Pendleton Model
• Learner states what was good• Teacher agrees and elaborates• Learner states areas for improvement• Teacher states areas for improvement
Cantillon P, et al. BMJ 2008;337:a1961.Pendleton D, et al. The consultation: an approach to learning and teaching. .
Feedback Techniques
Reflective Feedback Conversation
• Teacher asks about concerns• Learner shares concerns and what could
have been improved• Teacher provides opinion and support• Teacher asks learner what may improve
the situation• Learner responds• Teacher elaborates on learner’s response
Cantillon P, et al. BMJ 2008;337:a1961.
Effective Feedback
Timely Scheduled
Specific Straightforward
Collaborative
Beck DE, et al. Am J Pharm Educ. 1995;59:236–46.Koons K, et al. J Am Pharm Assoc 2012;52: e273-e276.
Ende J. Feedback in clinical medical education. JAMA 1983;250: 777-81.
Providing Effective Feedback
1• Prepare learner prior to
the activity
2• Provide descriptive,
relevant, and objective feedback frequently
3• Avoid overloading the
learner with feedback
4• Follow-up on action
plansBeck DE, et al. Am J Pharm Educ. 1995;59:236–46.
Koons K, et al. J Am Pharm Assoc 2012;52: e273-e276.Ende J. Feedback in clinical medical education. JAMA 1983;250: 777-81.
Providing Positive vs. Negative Feedback
Positive Negative
Weitzel KW, et al. Am J Health Syst Pharm 2012 69:1588-1599
Common Pitfalls to Avoid
Judgmental feedback
Insufficient “wait time”
Lecturing inappropriately
Close-ended questions
Challenging learner past abilities
“Sugar-coating”
Not focusing on the learner
Quilligan S.. Clin Teach 2007;4:100-105.Maynard, R. Preceptor CE: Giving effective feedback to students and residents. Pharmacist’s Letter PL CE Live
2012.
GROW Model
G •Goal
R •Reality
O •Options
W •Way Forward
Personal Development Plans (PDPs)
Plan and tracks progress against goals SMART goals
Professional and personal goals
Important to update and assess progress with goals at regular time intervals
PDP ExampleName:
Short Term Goal(s) (completion in 1-2 years):
Long Term Goal(s) (completion in 5+ years):Skill
sAssessme
ntActivities to
improve
Goal Date
Mentor signature and date
Structural Tension Chart
Action Steps Date Completed
Fritz R. The Path of Least Resistance for Managers.
Current Reality
Goal/Future
Questions to Facilitate Meetings
1. What do you really want to do?
2. What do you do well that allows you to reach your goal?
3. What is preventing you from reaching your goals?
4. What will you do differently tomorrow?
5. How can I help?
Tjan AK. HBR Blog Network. Available at: http://blogs.hbr.org/tjan/2009/03/five-questions-every-mentor-mu.html
Components of Successful Meetings
Scheduled time at intervals determined by the mentor or mentee
Assist the mentee in developing SMART goals
Learner Scenarios
Scenario #1
TR is a final-year student pharmacist on his eighth APPE rotation
He was 10-15 minutes late on the first week of his rotation
He was on time during the second week
TR is now late again on the 1st day of the third week of his rotation and is unprepared for his topic discussion today
Scenario #2
DE and GL are two final-year student pharmacists on a community pharmacy rotation together
Throughout the first week, you notice that DE appears to take more initiative and is more prepared for the rotation than GL
Scenario #3
You will be precepting multiple learners in your clinic JJ, an IPPE student RS, an APPE student PL, a PGY1 resident
How will you ensure each learner has a meaningful experience?
Scenario #4You are an enthusiastic, innovative
pharmacist who desires to advance pharmacy practice at your site. Management fully supports new initiatives to improve patient care and further incorporate the pharmacists into a team.
JR is one of your colleagues who does not see the benefit of these changes and wants to maintain the status quo.
How would you approach this situation?
What other challenging precepting situations
have you encountered?
Summary
The roles of preceptor, mentor, and coach often overlap
Clear and open communication is key
Feedback is essential to the development of a student/resident/mentee
Various feedback methods exist
Tailor the approach to the student/resident
Resources
Stoddard DA. The Heart of Mentoring. 1st ed. Colorado Springs, CO: NavPress; 2003.
Zachy LJ. The Mentor’s Guide. 2nd ed. San Francisco, CA: Jossey-Bass; 2012.
Maxwell JC. Mentoring 101. 1st ed. Nashville, TN: Thomas Nelson; 2008.
Resources Continued
Adams M. Change Your Questions, Change Your Life: 10 Powerful Tools for Life and Work. 2nd ed. San Francisco, CA: Berrett-Koehler Publishers; 2009.
Bradberry T, Greaves J. Emotional Intelligence 2.0. 1st ed. San Diego, CA: TalentSmart; 2009.
Mentoring vs. Coaching vs. Precepting: What’s the
Difference?
Veronica Vernon, PharmD, BCPS, BCACPClinical Pharmacy Specialist
IPA/CPI Annual Joint ConventionSeptember 20, 2014