Providing Feedback to Colleagues: A Continual Challenge.

Abstract

The ongoing provision of effective feedback is a critical component of the learning process for pharmacy students, residents, and practitioners. In recent years, more attention has been focused on this topic in the pharmacy literature, particularly with regard to preceptor development and pharmacy residency accreditation. The American Society of Health-System Pharmacists (ASHP) accreditation standards for postgraduate year one (PGY1) and postgraduate year two (PGY2) pharmacy residency programs emphasize the importance of ongoing, criteria-based feedback by preceptors and the need for residents to then apply this feedback to improve performance.1,2 Hospital Pharmacy published an article on providing effective feedback as part of their preceptor development series in January 2013.3 This increased attention on the importance of developing effective feedback skills for pharmacy preceptors is valuable; however, many practicing pharmacists struggle with providing feedback to colleagues. When feedback is given inappropriately, resentment and hurt feelings can occur that may negatively impact the work environment for a long time. Many individuals feel more uncomfortable providing constructive feedback to colleagues than to students or residents for various reasons, including fear of a negative response, lack of understanding the importance of constructive comment, and discomfort with providing feedback to a “seasoned” colleague who has more experience. In work environments, this can lead to individuals avoiding giving any feedback, even though constructive comments are one of the most valuable contributions anyone can make to another person’s learning and understanding. One key to improving the quality of feedback between colleagues is for all individuals to know that ongoing, effective feedback is valued in the work environment. This starts from the top. Employees must see their employer not only encouraging feedback among colleagues, but also being open to receiving and making improvements based upon feedback from others. An environment should be created in which feedback is viewed by all as another way to “improve the final product,” whether that is streamlining the medication use process, effectively tailoring drug therapy, or instituting a policy or protocol. Helpful feedback makes an important distinction between the colleague, who is always valued, and the particular behavior or work, which may be subject to critical comment. Both the individual offering the comments and, more importantly, the one receiving feedback must understand this distinction, so that constructive comments about behavior or work are not viewed as an attack against the person. When offering feedback, there are a variety of strategies and factors to improve its effectiveness.3 First, ask for permission to give feedback. The simple act of asking can mentally prepare the person who is receiving the feedback; this is preferable to blindsiding them with your comments. In addition, feedback to a colleague should be: Realistic. Stay focused on comments that can actually be implemented; do not make comments that are outside the scope of what can be accomplished by your colleague. Specific. Base feedback on concrete observable examples; avoid generalizations. Timely. Provide feedback promptly and on an ongoing basis; do not provide comments after your colleague has moved on to another project or patient. Descriptive. Describe your viewpoint; avoid telling your colleague what he or she should feel. Nonjudgmental. State your view but avoid acting as an authority, even if you are in charge. Positive. Try to communicate what you appreciate while giving feedback; sandwich a “negative” comment between positive comments. Sensitive. Remember that although the work completed by your colleague may not have met your expectations or goals, it doesn’t necessarily mean that the work is poor, but rather that the colleague may have different expectations or goals in mind. Sometimes, colleagues request and expect feedback on a project or performance. Determine in advance what type of feedback is needed, so that your colleague’s time is used most effectively. When you are receiving the feedback, remember to be open and attentive to the constructive comments given by your colleague. If your colleague has a different viewpoint, do not dismiss it outright. Instead, listen attentively and think through the comments. You may ultimately decide to discard the feedback; however, at least you did not immediately reject or censor the comments. Remain silent while receiving feedback before making a response. Don’t get distracted by the need to explain or correct factual errors. Providing effective feedback to colleagues is an important skill for pharmacists. Although many pharmacy practitioners feel quite comfortable providing feedback to students and residents, they are not as comfortable providing feedback to their co-workers. There are ways to approach colleagues so that feedback is received in a manner that ultimately enhances work product or behavior and improves the work environment.