(456) Win-win! Encouraging Individual and Team Success through Professional Development, Deliberate Effort Allocation and Team Functionality

Primary Author(s)

William A. Prescott, Jr., Pharm.D. (he/him/his)

Clinical Professor and Chair, Department of Pharmacy Practice
University at Buffalo, The State University of New York
Buffalo, New York, United States

Co-Author(s)

Kelli L. Cott, MA (she/her/hers)

Assistant to the Chair (Pharmacy Practice)
University at Buffalo, The State University of New York
Hardt, New York, United States
Nicholas M. Fusco, PharmD, BCPS, BCPPS, FCCP, FNAP

Clinical Professor and Division Head, Education and Teaching Innovation
University at Buffalo, The State University of New York
Buffalo, New York, United States
Calvin Meaney, PharmD, BCPS, FCCP

Clinical Associate Professor and Interim Head, Division of Outcomes and Practice Advancement
University at Buffalo, The State University of New York, United States
Nicole Pizzutelli, MS

Director for Student Success and Engagement
University at Buffalo, The State University of New York
Buffalo, New York, United States
Kristin M. Gniazdowski, EdM (she/her/hers)

Senior Assistant Dean, Finance and Administration
University at Buffalo, The State University of New York
Buffalo , New York, United States
Kathleen Boje, PhD

Associate Dean for Professional Education (Pharmacy), Associate Professor, Pharmaceutical Sciences
University at Buffalo, The State University of New York, United States

Investing in professional development and being deliberate about effort allocation and team functionality is essential to achieve faculty/staff success. In 2012, the UB-SPPS Department of Pharmacy Practice established a systematic onboarding process, a faculty development program, and a formal junior-faculty mentoring program (Intervention-1a). These initiatives were implemented alongside a process for assessing faculty workload (Intervention-1b). In 2018, an informal mid-career faculty (MCF) mentoring program was established (Intervention-2). In 2023, a professional-staff development program, consisting of individualized plans and generalized programming, paired with a process for assessing their workload, was launched (Intervention-3). These initiatives complimented a faculty/staff-led endeavor during 2018 which culminated in 22 recommendations to improve team functionality. From 2001-2012, five junior-faculty advanced in rank, three in the nontenure-track (NTT) and two in the tenure-track (TT). Since 2013, 15 junior-faculty advanced in rank (12 NTT and 3 TT). Median time to promotion decreased 50% (11.0 to 5.5 years) among faculty hired pre- and post-Intervention-1. From 2001-2017, two MCF advanced in rank (median=14.5 years-at-rank). Since 2018, four MCF (1 TT and 3 NTT) have been promoted to the rank of Professor/Clinical Professor (median=5.5 years-at-rank). Additionally, nine of 15 MCF promoted since 2013 advanced into leadership positions within the department/school. Retention data, a marker of job satisfaction, burnout and success, revealed a 24% decline in overall faculty attrition from 2001-2012 to 2013-2024. Specifically, resignations decreased by 44%, with no resignations during 2020-2024. Survey data indicated the junior-faculty and staff development programs were well-received. In conclusion, a multifaceted approach intended to encourage individual and team success improved advancement in rank among both junior-faculty and MCF, facilitated growth of the leadership team, encouraged faculty retention, and was well-received.