- Email: [email protected]
The individual's role in maintaining a positive climate
Currents in Pharmacy Teaching and Learning 12 (2020) 496–498
Contents lists available at ScienceDirect
Currents in Pharmacy Teaching and Learning journal homepage: www.elsevier.com/locate/cptl
Commentary
The individual's role in maintaining a positive climate ⁎
Carriann Smitha, , Tracy Costellob
T
a
Butler University College of Pharmacy and Health Sciences, 4600 Sunset Avenue, Indianapolis, IN 46208, United States Butler University, 4600 Sunset Avenue, Clinical Pharmacy Specialist, Family Medicine, Community Health Network, Indianapolis, IN 46208, United States
b
A R T IC LE I N F O
ABS TRA CT
Keywords: Workplace Work engagement Interpersonal relationships Workload Academia
Introduction: This commentary adds to the discussion about academic workload challenges raised in the Mothers in Academic Pharmacy article. Outlined here are strategies for individual faculty members to proactively engage in developing a positive climate for all faculty. Perspective: Faculty play an important role in building and maintaining a positive culture. This article provides suggestions for individuals to consider their role and impact at their institution. These suggestions focus on communication, building communities, embracing flexibility, and recognizing burnout. Implications: Faculty retention is important for student support and financial efficiency. Faculty who are able to openly discuss their struggles in a positive climate are more likely to identify opportunities to be productive. This helps faculty meet their overall needs and maintain success in teaching, scholarship, and service.
Introduction The Mothers in Academic Pharmacy1 article has raised concerns about the lack of support the academic environment provides to parents, specifically mothers. The article focuses on a call to action for pharmacy academy administration to create a mother friendly culture shift and also acknowledges that the need for changes applies to all faculty. In 2009/2010, a Council of Deans – Council of Faculties American Association of Colleges of Pharmacy Joint Task Force looked at faculty workforce challenges.2 This task force identified four concepts that impact faculty workforce. These concepts included “organizational culture/climate, role of the department chair, faculty recruitment and retention, and mentoring.”2 This commentary expands on the discussion about organizational culture/climate and focuses on the positive role of individual faculty. Two perspectives on organization culture in academia address the role of individual faculty. First, an article by Tierney3 provides a framework that colleges can use to evaluate their culture. This article suggests a perspective of how all individuals play a role in organizational culture. “The culture of an organization is grounded in the shared assumptions of individuals participating in the organization. Often taken for granted by the actors themselves, these assumptions can be identified from individual and organizational behavior.”3 A second article by Dill4 further states that the culture relates to all those involved in the community. “Organizational culture, then, is the shared beliefs, ideologies, or dogma of a group which impel individuals to action and give their actions meaning.”4 Individual faculty, regardless of rank, should consider the culture of their organization. Peterson and Spencer5 recommend a differentiation between culture and climate. Culture is defined as being “the underlying values, beliefs and meaning” and climate being “the resultant attitudes and behavior.”5 In an article by Sheridan et al.,6 the authors
⁎
Corresponding author. E-mail address: [email protected] (C. Smith).
https://doi.org/10.1016/j.cptl.2020.01.006
1877-1297/ © 2020 Elsevier Inc. All rights reserved.
Currents in Pharmacy Teaching and Learning 12 (2020) 496–498
C. Smith and T. Costello
bridged these definitions from a practical perspective and looked at the long-term impact of a positive climate to improve faculty workload issues. “Climate is generally a reflection of [an organization's] structure, policies, and practices; demographics of its membership; the attitudes and values of its members and leaders; and the quality of the interpersonal interactions.”6 These authors demonstrated that a positive climate shift can increase overall faculty productivity. This positive shift exists even when short-term reductions in productivity occur due to specific periods during a faculty member's career.6 Individual faculty members should consider how their attitudes and values contribute to the climate at their institution. Additionally, individuals should consider how working together to create a positive climate may diversify faculty member's backgrounds, which can provide new perspectives and connections for students. Life experience, whether it be caregiving or something very different, may add to the richness of the community. It is from this foundation of creating a positive and supportive climate for all academic employees to develop and grow that this commentary is built.
Perspective The Mothers in Academic Pharmacy 1 article begins a discussion about what can be done to build a positive environment for working mothers through institutional changes.1 In this commentary, we will discuss strategies an individual may use to examine and improve the climate at their organization.
Communicate A key component of climate is the quality of interpersonal communications. It is important for colleagues to share their individual preferred method and style of communication. Consider how do you want others to reach you when you are on campus or at a practice site? Do you know how others want to be reached? Taking the time to articulate clear expectations on communication may appear insignificant; however, being proactive to manage expectations of yourself and others through open communication is key. Specifically, consider the best method to communicate when a list of high priority items is overflowing. You may suggest an outof-office type of note on email if electronic communication is primarily used or a door sign if it is common practice to have open office hours for students. While a basic suggestion, this provides the other person the opportunity to focus for a period of time. It may be helpful to consider what strategies are currently practiced at your institution and what other solutions may be useful to implement.
Join or build a community Faculty may find it helpful to consider the different communities or groups that they are a part of and purposefully identify people that are core to your work. Each individual should consider the climate of that group and take time to build a connection. When faculty are busy, it is possible to negate the importance of relationships. As a general rule, we tend to display more respect, understanding, and support to those we have established more than a causal relationship. Individuals who put effort into personal relationships can help reduce miscommunication, which saves valuable time. Formal professional mentor-mentee relationships may also improve overall workload concerns. We encourage mentoring for all faculty, but with flexibility to address different professional needs. Individuals should develop and utilize internal and external mentoring programs. In addition to formal mentoring, faculty should consider having a variety of mentors at different academic levels both within and outside the institution. Internal mentors can help navigate a complex system of policies for a leave of absence, workload reduction, sabbatical, or other work-related benefits. External mentors can provide an outside perspective from another organization. Junior faculty may assist with unique generational differences. Importantly, never underestimate the reverse benefits of being someone else's mentor. Embrace flexibility Faculty may find that adding flexibility to schedules or offering reduced work can result in positive climate shift. Two articles from pharmacy academic literature outline potential for part time and job sharing as options for flexible schedules.7,8 Griffin et al.7 suggests there is financial benefit of retaining experienced faculty and that this opportunity projects a positive opportunity to students considering academia as a career choice. In another article by Fjortoft et al.,8 the authors discuss the department chair's perspective of part time schedules. This article confirms the benefit to faculty retention but encourages clear communication of expectations and consideration of workload distribution.8 Individuals serving on promotion and tenure committees may consider how their policies support or discourage flexible schedules. Flexibility can also include working a schedule with less traditional hours. Once you know your personal priorities, you can look for options that will work for you and your unit, department, or organization. If you are able to offer an evening course, would that allow you a morning or afternoon off to spend on personal time? This could create a win-win. The course is covered, it is less likely to conflict with other courses for rooms and students, and you are able to spend quality time in the way most important to you. To continue to embrace a positive climate, it is important to avoid judgement or create bias when peers may utilize flexible or less traditional schedules. 497
Currents in Pharmacy Teaching and Learning 12 (2020) 496–498
C. Smith and T. Costello
Recognize burnout As outlined in an article by El-Ibiary et al.,9 burnout is a “pathological syndrome in which emotional depletion and maladaptive detachment develop secondary to chronic occupational stress.” Assessments used to identify burnout look at dimensions including exhaustion, cynicism and inefficacy. An increase in burnout among faculty may result in negative perceptions of workload and organizational climate. The earlier burnout is identified the more likely you can minimize negative outcomes, such as depression and loss of productivity. Colleagues can identify burnout in each other by communicating openly, building a sense community and having mentors. Individuals who attempt to be proactive in preventing and identifying burnout can assist the organization with building a judgement free, supportive culture. Implications As discussed in the Mothers in Academic Pharmacy1 article, there is evidence to support a need for change in academic mindset to support a climate that promotes success for all faculty members.1 As we promote change at an institution level, there is an impact we can each make at an individual level. Utilizing the skills of interpersonal communication, building community, embracing flexibility, and recognizing burnout, we can work toward a positive environment and quality relationships. We implore all faculty to reflect on their own attitudes and behaviors, accept personal responsibility, and take action to commit to maintaining a positive climate to support faculty success in workload balance. There is hope that the display of a healthy balance may further excite the next generation to pursue careers in academia. We encourage others to respond to this article, share their ideas, and add to the discussion about how we can continue to build a positive climate for all in academia. Declaration of competing interest None. References 1. Tang SS, Bostwick JR, Wells T, Kraft S. Mothers in academic pharmacy. Curr Pharm Teach Learn. 2018;10(9):1168–1170. 2. Desselle SP, Peirce GL, Crabtree BL, et al. Pharmacy faculty workplace issues: findings from the 2009-2010 COD-COF joint task force on faculty workforce. Am J Pharm Educ. 2011;75(4) https://doi.org/10.5688/ajpe75463. 3. Tierney WG. Organizational culture in higher education: defining the essentials. J Higher Educ. 1988;59(1):2–21. 4. Dill D. The management of academic culture: notes on the management of meaning and social integration. J Higher Educ. 1982;11(3):303–320. 5. Peterson MW, Spencer MG. Understanding academic culture and climate. New Dir Inst Res. 1990;68:3–18. 6. Sheridan J, Savoy JN, Kaatz A, Lee Y-G, Filut A, Carnes M. Write more articles, get more grants: the impact of department climate on faculty research productivity. J Women’s Health (Larchmt). 2017;26(5):587–596. 7. Griffin B, Vest K, Pohl S, Mazan J, Winkler S. Part-time and job-share careers among pharmacy practice faculty members. Am J Pharm Educ. 2014;78(3) https://doi. org/10.5688/ajpe78349. 8. Fjortoft N, Winkler SR, Mai T. Pharmacy practice department chairs’ perspectives on part-time faculty members. Am J Pharm Educ. 2012;76(4) https://doi.org/10. 5688/ajpe76459. 9. El-Ibiary SY, Yam L, Lee KC. Assessment of burnout and associated risk factors among pharmacy practice faculty in the United States. Am J Pharm Educ. 2017;81(4) https://doi.org/10.5688/ajpe81475.
498
Contents lists available at ScienceDirect
Currents in Pharmacy Teaching and Learning journal homepage: www.elsevier.com/locate/cptl
Commentary
The individual's role in maintaining a positive climate ⁎
Carriann Smitha, , Tracy Costellob
T
a
Butler University College of Pharmacy and Health Sciences, 4600 Sunset Avenue, Indianapolis, IN 46208, United States Butler University, 4600 Sunset Avenue, Clinical Pharmacy Specialist, Family Medicine, Community Health Network, Indianapolis, IN 46208, United States
b
A R T IC LE I N F O
ABS TRA CT
Keywords: Workplace Work engagement Interpersonal relationships Workload Academia
Introduction: This commentary adds to the discussion about academic workload challenges raised in the Mothers in Academic Pharmacy article. Outlined here are strategies for individual faculty members to proactively engage in developing a positive climate for all faculty. Perspective: Faculty play an important role in building and maintaining a positive culture. This article provides suggestions for individuals to consider their role and impact at their institution. These suggestions focus on communication, building communities, embracing flexibility, and recognizing burnout. Implications: Faculty retention is important for student support and financial efficiency. Faculty who are able to openly discuss their struggles in a positive climate are more likely to identify opportunities to be productive. This helps faculty meet their overall needs and maintain success in teaching, scholarship, and service.
Introduction The Mothers in Academic Pharmacy1 article has raised concerns about the lack of support the academic environment provides to parents, specifically mothers. The article focuses on a call to action for pharmacy academy administration to create a mother friendly culture shift and also acknowledges that the need for changes applies to all faculty. In 2009/2010, a Council of Deans – Council of Faculties American Association of Colleges of Pharmacy Joint Task Force looked at faculty workforce challenges.2 This task force identified four concepts that impact faculty workforce. These concepts included “organizational culture/climate, role of the department chair, faculty recruitment and retention, and mentoring.”2 This commentary expands on the discussion about organizational culture/climate and focuses on the positive role of individual faculty. Two perspectives on organization culture in academia address the role of individual faculty. First, an article by Tierney3 provides a framework that colleges can use to evaluate their culture. This article suggests a perspective of how all individuals play a role in organizational culture. “The culture of an organization is grounded in the shared assumptions of individuals participating in the organization. Often taken for granted by the actors themselves, these assumptions can be identified from individual and organizational behavior.”3 A second article by Dill4 further states that the culture relates to all those involved in the community. “Organizational culture, then, is the shared beliefs, ideologies, or dogma of a group which impel individuals to action and give their actions meaning.”4 Individual faculty, regardless of rank, should consider the culture of their organization. Peterson and Spencer5 recommend a differentiation between culture and climate. Culture is defined as being “the underlying values, beliefs and meaning” and climate being “the resultant attitudes and behavior.”5 In an article by Sheridan et al.,6 the authors
⁎
Corresponding author. E-mail address: [email protected] (C. Smith).
https://doi.org/10.1016/j.cptl.2020.01.006
1877-1297/ © 2020 Elsevier Inc. All rights reserved.
Currents in Pharmacy Teaching and Learning 12 (2020) 496–498
C. Smith and T. Costello
bridged these definitions from a practical perspective and looked at the long-term impact of a positive climate to improve faculty workload issues. “Climate is generally a reflection of [an organization's] structure, policies, and practices; demographics of its membership; the attitudes and values of its members and leaders; and the quality of the interpersonal interactions.”6 These authors demonstrated that a positive climate shift can increase overall faculty productivity. This positive shift exists even when short-term reductions in productivity occur due to specific periods during a faculty member's career.6 Individual faculty members should consider how their attitudes and values contribute to the climate at their institution. Additionally, individuals should consider how working together to create a positive climate may diversify faculty member's backgrounds, which can provide new perspectives and connections for students. Life experience, whether it be caregiving or something very different, may add to the richness of the community. It is from this foundation of creating a positive and supportive climate for all academic employees to develop and grow that this commentary is built.
Perspective The Mothers in Academic Pharmacy 1 article begins a discussion about what can be done to build a positive environment for working mothers through institutional changes.1 In this commentary, we will discuss strategies an individual may use to examine and improve the climate at their organization.
Communicate A key component of climate is the quality of interpersonal communications. It is important for colleagues to share their individual preferred method and style of communication. Consider how do you want others to reach you when you are on campus or at a practice site? Do you know how others want to be reached? Taking the time to articulate clear expectations on communication may appear insignificant; however, being proactive to manage expectations of yourself and others through open communication is key. Specifically, consider the best method to communicate when a list of high priority items is overflowing. You may suggest an outof-office type of note on email if electronic communication is primarily used or a door sign if it is common practice to have open office hours for students. While a basic suggestion, this provides the other person the opportunity to focus for a period of time. It may be helpful to consider what strategies are currently practiced at your institution and what other solutions may be useful to implement.
Join or build a community Faculty may find it helpful to consider the different communities or groups that they are a part of and purposefully identify people that are core to your work. Each individual should consider the climate of that group and take time to build a connection. When faculty are busy, it is possible to negate the importance of relationships. As a general rule, we tend to display more respect, understanding, and support to those we have established more than a causal relationship. Individuals who put effort into personal relationships can help reduce miscommunication, which saves valuable time. Formal professional mentor-mentee relationships may also improve overall workload concerns. We encourage mentoring for all faculty, but with flexibility to address different professional needs. Individuals should develop and utilize internal and external mentoring programs. In addition to formal mentoring, faculty should consider having a variety of mentors at different academic levels both within and outside the institution. Internal mentors can help navigate a complex system of policies for a leave of absence, workload reduction, sabbatical, or other work-related benefits. External mentors can provide an outside perspective from another organization. Junior faculty may assist with unique generational differences. Importantly, never underestimate the reverse benefits of being someone else's mentor. Embrace flexibility Faculty may find that adding flexibility to schedules or offering reduced work can result in positive climate shift. Two articles from pharmacy academic literature outline potential for part time and job sharing as options for flexible schedules.7,8 Griffin et al.7 suggests there is financial benefit of retaining experienced faculty and that this opportunity projects a positive opportunity to students considering academia as a career choice. In another article by Fjortoft et al.,8 the authors discuss the department chair's perspective of part time schedules. This article confirms the benefit to faculty retention but encourages clear communication of expectations and consideration of workload distribution.8 Individuals serving on promotion and tenure committees may consider how their policies support or discourage flexible schedules. Flexibility can also include working a schedule with less traditional hours. Once you know your personal priorities, you can look for options that will work for you and your unit, department, or organization. If you are able to offer an evening course, would that allow you a morning or afternoon off to spend on personal time? This could create a win-win. The course is covered, it is less likely to conflict with other courses for rooms and students, and you are able to spend quality time in the way most important to you. To continue to embrace a positive climate, it is important to avoid judgement or create bias when peers may utilize flexible or less traditional schedules. 497
Currents in Pharmacy Teaching and Learning 12 (2020) 496–498
C. Smith and T. Costello
Recognize burnout As outlined in an article by El-Ibiary et al.,9 burnout is a “pathological syndrome in which emotional depletion and maladaptive detachment develop secondary to chronic occupational stress.” Assessments used to identify burnout look at dimensions including exhaustion, cynicism and inefficacy. An increase in burnout among faculty may result in negative perceptions of workload and organizational climate. The earlier burnout is identified the more likely you can minimize negative outcomes, such as depression and loss of productivity. Colleagues can identify burnout in each other by communicating openly, building a sense community and having mentors. Individuals who attempt to be proactive in preventing and identifying burnout can assist the organization with building a judgement free, supportive culture. Implications As discussed in the Mothers in Academic Pharmacy1 article, there is evidence to support a need for change in academic mindset to support a climate that promotes success for all faculty members.1 As we promote change at an institution level, there is an impact we can each make at an individual level. Utilizing the skills of interpersonal communication, building community, embracing flexibility, and recognizing burnout, we can work toward a positive environment and quality relationships. We implore all faculty to reflect on their own attitudes and behaviors, accept personal responsibility, and take action to commit to maintaining a positive climate to support faculty success in workload balance. There is hope that the display of a healthy balance may further excite the next generation to pursue careers in academia. We encourage others to respond to this article, share their ideas, and add to the discussion about how we can continue to build a positive climate for all in academia. Declaration of competing interest None. References 1. Tang SS, Bostwick JR, Wells T, Kraft S. Mothers in academic pharmacy. Curr Pharm Teach Learn. 2018;10(9):1168–1170. 2. Desselle SP, Peirce GL, Crabtree BL, et al. Pharmacy faculty workplace issues: findings from the 2009-2010 COD-COF joint task force on faculty workforce. Am J Pharm Educ. 2011;75(4) https://doi.org/10.5688/ajpe75463. 3. Tierney WG. Organizational culture in higher education: defining the essentials. J Higher Educ. 1988;59(1):2–21. 4. Dill D. The management of academic culture: notes on the management of meaning and social integration. J Higher Educ. 1982;11(3):303–320. 5. Peterson MW, Spencer MG. Understanding academic culture and climate. New Dir Inst Res. 1990;68:3–18. 6. Sheridan J, Savoy JN, Kaatz A, Lee Y-G, Filut A, Carnes M. Write more articles, get more grants: the impact of department climate on faculty research productivity. J Women’s Health (Larchmt). 2017;26(5):587–596. 7. Griffin B, Vest K, Pohl S, Mazan J, Winkler S. Part-time and job-share careers among pharmacy practice faculty members. Am J Pharm Educ. 2014;78(3) https://doi. org/10.5688/ajpe78349. 8. Fjortoft N, Winkler SR, Mai T. Pharmacy practice department chairs’ perspectives on part-time faculty members. Am J Pharm Educ. 2012;76(4) https://doi.org/10. 5688/ajpe76459. 9. El-Ibiary SY, Yam L, Lee KC. Assessment of burnout and associated risk factors among pharmacy practice faculty in the United States. Am J Pharm Educ. 2017;81(4) https://doi.org/10.5688/ajpe81475.
498