1. Beam Me Up: Precepting the Next Generation
Chelsea Magee, PharmD, bcps
Felicity Homsted, PharmD, BCPS

2. Objectives
Describe the characteristics, learning styles, motivators, and value structures of learners of each generation.
Identify challenges and opportunities in precepting the next generation of learners.
Identify methods to adapt your current precepting techniques to meet the learning needs of millennials.

3. Precepting Students Precepting Residents Who is in the room?
Training new pharmacists?

4. How do you precept? Facilitate Coach Model Instruct
Direct instruction fills in information that is necessary to acquire before skills can be applied or performed. Direct instruction in the form of assigned books, lectures, articles and discussions help a resident acquire this information.
Modeling is demonstrating a skill or process while "thinking out loud" so the resident can witness the thoughts or problem-solving process of the preceptor, as well as the observable actions. The resident sees and prepares to emulate the modeling example(s). 
Coaching is allowing a resident to perform a skill while being observed by the preceptor, who provides ongoing feedback during the process. The coaching process allows fine tuning of the resident's skills as well as assuring the preceptor that the resident is ready to move to greater independence.
Facilitating is allowing the resident perform independently, while the preceptor remains available if needed and de-briefing with the resident after the fact.

5. Getting to ‘Coach’ and ‘Facilitate’
What personal qualities in learners help you best be able to coach and facilitate?
What are some challenges that you have encountered in moving learners from the instruct and model phase to the coach and facilitate phase?
Of these challenges, which do you think could be due in part to the shift in mindset of upcoming learners?

6. Defining Generations
Generations are defined by similar characteristics, preferences, and values resulting from the culture in which each age group grew up.
Disasters or crises
Parenting
Technology
Economics
Does this make everyone in an age group the same?
Influencers:
Baby Boomers: civil rights, Vietnam war, sexual revolution, cold war, Russia space travel, highest divorce rate in history, post war babies who grew up to be radicals (70s) and yuppies (80s), “the American Dream”
Gen X: Watergate, energy crisis, dual income families and single parents, latchkey kids, y2k, energy crisis, activism, corporate downsizing, self-care early in life, lying politicians, parents got laid off, USA losing status as most powerful and prosperous nation in the world, will not do as well financially as their parents did
Millennials: digital media, child-focused, school shootings, terrorist attacks, AIDS, 9/11, grew up as children of divorce, want to turn around all the “wrong” in the world, grew up sheltered, economic expansion, children with schedules

7. Common Generational Traits
Baby Boomers
Gen X
Millennials/ Gen Y
Centennials/ Gen Z
Competitive
Live to work
Loyal to career
Highly educated
Driven
Risk takers
Value relationships and results
Work smarter, not harder
Frugle
Materialistic
Ambitious
Work to live
Loyal to manager
Results-driven
Self-sufficient
Value structure and direction
Entitled and hardworking
Expect rapid advancement
Needy and independent
High tech
Committed
Value meaningful work
Value strong work bonds
Phigital
Hyper-Customized
Realistic
Driven
Value skill-sharing and resource optimization
Value the opportunity to do-it-yourself
Many of these traits bleed from one generation to the next, or even skip a generation and then reappear.
Some read very positively and some not so much, but with the patience to leverage the skills and drivers at the base of any less than wonderful trait, all can be leveraged for positive results.
Baby boomers are highly competitive, driven, and risk takers, which all often contribute to tangible results, but can

8. Scenario 1
Day 1 of rotation: Your new resident is very keen to take on projects to help lighten your work load. You being by introducing a topic and working on a project together. Your student assures you that he has a firm grasp of the area and would like to work independently with frequent check ins. Day 2: You follow up and are assured all is going well. Day 5: You request a status update and are informed that he has a meeting with the data team the following week. The resident has failed to produce a draft of the project or list of necessary data points for you to review. What strengths of the millennial generation could you leverage with this resident to ensure a positive outcome?

9. Teaching to “Walk Before You Run”

10. Scenario 2
It is time for your APPE student’s midpoint evaluation. While he has performed well in many aspects, there are a few areas in which he is performing significantly more poorly than his peers. While providing the feedback, you notice your student reddening, becoming restless, and visibly agitated. Your student responds that they have never received negative feedback before, that all of their previous evaluations have been stellar, and that you have not tailored the rotation to their skillset. How could you have better provided feedback to this student? How would you move forward in this discussion to reengage the student? What strategies would you use to prevent this situation in future rotations?

11. Self Management
“Your ability to use your awareness of your emotions to stay flexible and direct your behaviors positively.”
“Managing your reactions to situations and people”
Bradberry T, Greaves J. Emotional Intelligence 2.0. San Diego, CA. TalentSmart

12. Self-Management Levels by Generation
Many of the challenges we face when trying to precept at a ‘coaching’ or ‘facilitating’ level tie back to the learner’s ability to self-manage and their perceived ability to self-manage.
Talking about this more and using it as an educational point in the learning experience can benefit the learner both in your learning experience, and as he or she continues on in their professional career, not to mention makes it a little easier on the preceptor!
Bradberry T, Greaves J. Emotional Intelligence 2.0. San Diego, CA. TalentSmart

13. Strategies to Teach Self Management
Counting to ten before responding
Utilizing a delayed response (sleep on it)
Creating emotion vs. reason lists
Taking time to mentally recharge
Focusing on opportunities over barriers
Bradberry T, Greaves J. Emotional Intelligence 2.0. San Diego, CA. TalentSmart

14. Customized Learning Experiences
Begin on Day 1
Identify areas of interest, strength, and weakness
Ask the learner where they hope to be in 5 years
Reevaluate desired experiences frequently
Identify when feedback is being provided and when rotational customizations are made

15. Generational Strengths and Weaknesses
Giang, V. Here Are The Strengths And Weaknesses Of Millennials, Gen X, And Boomers. Business Insider. September 9,

16. Transforming Generational Weaknesses To Strengths
Entitlement
Needy
Independent
Phigital (at times overly tech reliant)
Hyper-Custom
DIYers

17. Assessment Question 1
Which generation is most often described as digital, hyper-custom, realistic, and driven?
Traditionalists
Baby Boomers
Gen X
Millennials
Gen Z

18. Assessment Question 2
Which of the following is a way to accommodate the millennial tendencies to be both “needy and independent?”
Provide feedback and guidance at regularly scheduled intervals, state you are providing feedback or guidance, and lead through guidance and coaching instead of command and controlling.
Have them make a schedule for touching base on projects based on their level of comfort with a topic and what they feel should be run by you before moving forward.
Meet with them on a daily basis to discuss progress, dictate the next day’s work, and provide guidance on positive or poor performance.

19. Assessment Question 3
Your current residency class states frustration with the way in which the program assigns and tracks progress for residency projects. Your current system is to determine what residents’ interest areas are, identify alignment with organizational need, and move projects along at varying paces based on the organizational resources required for each project. Which would be the best way to address this frustration?
Change the program to assign resident projects immediately upon starting residency to allow residents to start working on their projects immediately, so that they don’t worry so much during the first month about not having a project.
Tell the residents to suck it up, because this system has worked very well for everyone else and if they stopped fighting it so hard, it would work well for them too.
Institute a rough timeline for resident projects to be distributed at the beginning of the year to guide them as they independently manage their own projects.

20. Questions?