Fail Forward: Building a Culture of Growth in Academic Pharmacy
In many colleges of pharmacy, failure is something to avoid, correct, or quietly move past—not something to talk about. Whether it’s a course that didn’t land, a grant that was rejected, or a leadership decision that backfired, failure often carries a quiet stigma.
But here’s the truth: failure isn’t the opposite of success—it’s part of it.
Great academic cultures don’t just tolerate failure—they learn from it. In Dare to Lead, Brené Brown argues that vulnerability is the birthplace of innovation and courage. And The Culture Code by Daniel Coyle reminds us that psychological safety—knowing we can speak up or fall short without fear—is a hallmark of the highest-performing teams.
In pharmacy education, we need to make room for purposeful failure—not recklessness, but risk-taking in service of learning and progress.
Here’s how you can reframe failure as fuel for growth and innovation.
1. Normalize Conversations About Setbacks
Key Idea: If no one talks about failure, everyone assumes they’re the only one struggling.
One of the biggest barriers to growth is silence. When faculty quietly internalize failures, they miss the opportunity to reflect, recalibrate, and share valuable lessons. Vulnerability from leadership helps shift the narrative.
Try This:
Host “Lessons Learned Forums” or reflective sessions where faculty can share lessons learned from things that didn’t go as planned. It’s great to share how you recovered from the failure.
Encourage department chairs and deans to model transparency about their own missteps and how they moved forward. Sharing this humanistic side can help prevent a fear-based culture from taking hold.
Example:
A department chair shares how a new course pilot flopped—but explains the insights gained and how it shaped a stronger redesign. That one story gives colleagues permission to be bolder in their own teaching.
2. Redefine What Success Looks Like
Key Idea: If the only metric is perfection, no one takes creative risks. How many times have you seen a well-worded SMART goal that has unrealistic expectations. It sets one up for failure right from the start.
In Think Again, organizational psychologist Adam Grant explains that progress often comes from “productive pivots”—experiments that don’t work out but point us toward better approaches. Leaders must reward initiative, not just outcomes.
Try This:
Create space for small-scale innovation grants where process and reflection are as valued as results.
In annual reviews, include space to highlight lessons learned—not just achievements.
In designing workload plans, create incremental milestones and coach to the “pivot” if results dictate a change.
Example:
A faculty member who tried to integrate a new active learning platform documents the challenges and offers recommendations to peers. Instead of hiding the experiment’s shortfalls, it becomes a catalyst for collective learning.
3. Build Psychological Safety Into Team Culture
Key Idea: Innovation requires the freedom to speak up and screw up—without fear of blame. Sometimes faculty may not even be aware that they are fostering a culture that limits the voices of others.
The Fearless Organization by Amy Edmondson emphasizes that high-trust teams outperform others because they make more mistakes—but recover faster. Faculty need to know they can take risks without being punished for honest failure.
Try This:
Begin department or committee meetings with a quick “What didn’t go as planned this week?” check-in.
Recognize and thank team members who raise concerns, admit missteps, or propose bold ideas—even if they don’t succeed. I’ve always been told that you enable what you draw attention to - so, less about “don’t do this or that” and more about shining a light on these positive actions.
Example:
During curriculum meetings, a faculty member suggests dropping a long-standing assignment. The idea is debated and refined—but they’re praised for speaking up, not shut down for challenging the norm.
4. Coach for Resilience, Not Just Results
Key Idea: Growth after failure requires reflection, not rumination.
Faculty who experience failure—especially early in their careers—need tools to process and reframe. In Grit, Angela Duckworth reminds us that passion and perseverance are more predictive of success than talent alone.
Try This:
Incorporate reflective questions in mentorship conversations: What did you learn? What would you do differently? What new idea came from this?
Offer workshops or coaching on resilience, self-compassion, and growth mindset.
Example:
A junior faculty member’s first grant application is rejected. Their mentor walks through the reviewers’ feedback, highlighting not just the gaps but the potential. Together, they craft a revised submission—and a renewed sense of confidence.
Final Thoughts:
Academic pharmacy thrives when we give ourselves and our colleagues permission to try, stumble, reflect, and try again. Failure isn’t a verdict—it’s a signal that we’re reaching for more.
Let’s create spaces where failure is not feared but understood. Where learning is not just measured by outcomes, but by courage, reflection, and the will to grow.
Because the next breakthrough—in the classroom, lab, or leadership suite—might just begin with a misstep.
Next Steps to Elevate Your Culture of Growth:
Want to build a culture that values innovation over perfection? We offer coaching and strategic support to help academic pharmacy teams cultivate resilience and next-level results. Learn more here.
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