mentoring vs. coaching vs. precepting: what’s the …...sep 12, 2018 · mentoring vs. coaching...
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MENTORING VS. COACHING VS. PRECEPTING: WHAT’S THE DIFFERENCE?
Veronica Vernon, PharmD, BCPS, BCACP, NCMP
Assistant Professor of Pharmacy Practice
Butler University
September 12, 2018
DISCLOSURE
The speaker has no actual or potential conflicts of interest
OBJECTIVES
1. Compare and contrast the purpose and responsibilities associated with precepting, coaching, and mentoring.
2. Describe methods used to facilitate conversations as a preceptor, coach, and mentor.
3. Identify communication strategies that can be employed in challenging situations.
FAMOUS TEACHING RELATIONSHIPS
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?
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.
FOUR FACETS OF PRECEPTING
•Set expectations
•Create structured &informal learning activities• Topic discussions
• Journal clubs
•Provide the learner autonomy
•Evaluate performance & deliver feedback
Cuellar LM, Ginsburg DB. Preceptor's handbook for pharmacists.Weitzel KW, etal. AJHP 2012:1588-1599.
THE LEARNING PYRAMID
Direct instruction
Facilitating
Modeling
Nimmo CM, et al. Staff development for pharmacy practice. Bethesda, MD: ASHP; 2000
Culminating Integration
Practical Application
Foundational Skills and Knowledge
Coaching
APPRENTICESHIP MODEL
I do itI do it
and you watch
You do it and
I watch
You do it
Maxwell JC. Mentoring 101.
THE ONE MINUTE PRECEPTORHave 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.
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.
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
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
How do you incorporate direct instruction, modeling,
coaching, and facilitation into your precepting?
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 languageAPhA and NACDS. Available at: http://www.therapeuticresearch.com/ce/documents/custom/apha_nacds.pdf
University 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 differentlySonthisombat 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 plans
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 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 beyond 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
Passmore J, ed. Excellence in Coaching: the Industry Guide.
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
UW Institute for Clinical and Translational Research. Available at: https://ictr.wisc.edu/mentoring/individual-development-plan/
PDP EXAMPLE
•Name:
•Short Term Goal(s) (completion in 1-2 years):
• Long Term Goal(s) (completion in 5+ years):Skills Assessment Activities 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 learner on his clinical rotation at your site
•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 students on their clinical rotation together
•Throughout the first week, you notice that DE appears to take more initiative and is more prepared for the rotation than GL
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, BCACP, NCMP
Assistant Professor of Pharmacy Practice
Butler University
September 12, 2018