Building core organizational values

American Journal of Pharmaceutical Education,  Spring 1998  by Kabat, Hugh F

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Between 1990 and 1992 the AACP House of Delegates adopted a series of recommendations from the Commission to Implement Change in Pharmaceutical Education which have led to the educational revolution that is just now unfolding(1-4). Pharmaceutical care, a concept which holds pharmacists responsible for the outcomes of their patients' drug therapy, was endorsed as the philosophy of practice upon which practitioner education is to be based. AACP member schools and colleges are currently engaged in the process of reframing their core educational activities as well as their political and economic relationships to meet the changing demands of the profession, the health care system and the health needs of the community. The Commission recommended major curriculum revision and restructuring of the educational process leading to a substantial commitment for faculty development. Implementation of these recommendations requires substantial alignment between the organizational values outlined by the Commission and the core personal and professional values of the faculties at each AACP school or college of pharmacy.

Values, in this context, are principles, standards or levels of quality considered inherently worthwhile or desirable by a community or group. They are the ideals, customs, or institutions toward which a community of scholars has an affective regard(5). The institutional culture at each AACP school or college of pharmacy includes a number of these core values. While individual faculties possess value systems that are used to guide their behaviors, they are not necessarily congruent with the core organizational values of their department, school, college or university(6).

Pharmaceutical education is responsible for preparing students to enter the practice of pharmacy and, for some, to undertake postgraduate studies for specialty practice or to perform research. Another responsibility is to generate and disseminate new knowledge about drugs, drug products, drug therapy, drug use and pharmaceutical care systems utilizing basic or applied research. Pharmaceutical education also provides structured postgraduate education and training so that practitioners can maintain knowledge and skill levels and acquire new competencies to meet the changing needs of society. Similarly, pharmaceutical education fosters postgraduate residencies and fellowships in differentiated areas of pharmacy practice promoting advances in pharmaceutical care. Students, during their educational process, develop and reinforce their own values which assist them in serving society as enlightened citizens and caring, ethical, learning professionals(3).

Belonging is a fundamental need underlying most others in our society. Pharmacy faculties commonly belong to several communities of practice both within and outside of the institution. Professional associations and societies are such communities of practice. So are churches and other public organizations(7). AACP facilitates still other communities at its annual and interim meetings utilizing SIG's, Sections, Councils, and other opportunities to network. Collegiate departments are still another community as are departmental faculty groups within a common discipline. A faculty share many core values with others within their discipline and tend to demonstrate their deepest loyalty to these colleagues. In some instances organizational core values may be in conflict with the core values of an individual faculty.

A pharmacy faculty is largely organized into rather flat but highly empowered groups. They frequently interpret and edit organizational core values in terms of their personal or professional disciplinary values. The real locus of their continued learning is in their communities of practice-informal groups of colleagues who have a shared interest in a subject. It may be in educational processes, research methodologies, metabolic pathways, patient care problems, or drug treatment protocols. These faculty groups come together unified by a common class of problems. They are drawn together by forces that are both social and professional. Over time they develop a mutual sense of purpose and common core values. In addition faculties often join voluntary professional societies where they can learn and interact with other members in their community of practice(7).

The organizational core values that guide our institutions do not emanate in the Dean's office. They do not bloom on organizational charts but grow out of the personal and professional values of the faculty and their communities of practice. They develop because their community of practice reframes their core values until they are in substantial alignment with the organizational core values. This leads them to visualize the institution as a temple-a sacred place with shared traditions. values and beliefs-where a community of students and faculty, of diverse age, background, economic status and personal interests, is held together by shared faith and spiritual commitment. Reframing the values of an entire faculty, especially the numerous part time faculty members based at sites external to the university, is a difficult task. It may require substantial change for some individuals(8).