(Management Case Study) Implementation of a Pharmacy Technician Leadership Series

This activity qualifies for live CPEL℠ recertification credit.

Purpose: Pharmacy technician leaders are provided general expectations and tasks associated with their positions but there is an opportunity to expand knowledge and resources, through formal training and instruction, to support their professional development. While some may have guidance from their direct supervisor, there is no standard for development or leadership training program. We describe our internal, formal leadership training program which integrates pharmacist and pharmacy technician leaders to build professional relationships and provide the skills and knowledge necessary to facilitate professional growth and development.

Methods: In the ever-evolving landscape of healthcare, pharmacy technicians continue to play a crucial role in ensuring the safe and efficient delivery of pharmaceutical services. Recognizing the need for skilled and empowered professionals in this field, we developed a Pharmacy Technician Leadership Series aimed to equip individuals with necessary skills and knowledge to excel in their leadership roles. We defined several core areas of focus based on needs identified through manager feedback and pharmacy technician survey results. Our pharmacy technician leaders were provided with didactic education, supplemented by self-directed learning tools and one on one conversations with managers. Topics sessions were provided including effective conflict resolution, cultural awareness, building professional relationships, and leader presence to name a few.

Results: Fifteen individuals participated including Assistant Managers, Lead Technicians, and Pharmacy Coordinators. Seven (47%) participants completed a survey prior to starting the series. The majority of respondents were in their leadership role for 3 years or less and were technicians for at least 10 years prior to becoming a leader.

The top reasons cited for becoming a leader included career goals, compensation, and recognition. Five respondents (71%) indicated they were very satisfied or somewhat satisfied with their role with the same number indicating they were being developed professionally. Four (57%) stated they had the tools and skills to be effective.

Communication, conflict resolution, feedback, and project management were the greatest areas of improvement. Six (86%) respondents stated they were very prepared or somewhat prepared to assume leadership responsibilities. Five (71%) respondents indicated they were very likely or somewhat likely to be in their current position in the next three years.

Participants were surveyed to determine action steps taken as a result of their learning. Eight participants responded. All respondents indicated they were very likely to apply concepts from sessions to their daily work. Respondents were better able to manage stressful work situations, cultivate communication, improve listening skills, and foster trust.

Conclusion: Our insourced pharmacy technician leadership training program has demonstrated success. Through target instruction, hands-on experience, and mentorship, participants honed their skills and embraced leadership roles with confidence. By fostering a culture of continuous learning and empowerment, we've developed a more cohesive and motivated team. This program strengthens our department's resilience and adaptability. We remain committed to nurturing the growth and development of our pharmacy technicians, ensuring a legacy of excellence in leadership and service.