Level in the organization. Experience level. Research projects, specific challenges, industry pressures or initiatives. Stakeholders — sponsors, program staff, community partners, champions and participants — all have goals and expectations about what participation in a peer learning program will yield.
Discover an intersection where a goal can fulfill multiple stakeholder objectives. Verify the value of the purpose with the different groups involved. Based on the needs, you can innovate and experiment with the best facilitation methods, frequency of interaction, online tools, success metrics and length to achieve those objectives.
Focus on what matters most. Check in with participants individually or in small groups to find out what is top of mind or keeping them up at night. To create a core of engaged, enthusiastic colleagues who help keep discussions dynamic, check in with members by email or phone; ask specific individuals to share their ideas or experiences in an upcoming discussion, or invite members to present or be a case study.
Build trust and camaraderie. Peer learning facilitators, whether internal leaders or external consultants, listen for themes, capture key ideas and resources, maximize time, and create opportunities for participants to bond. Participants can concentrate on sharing and learning, knowing that one person is keeping the conversation on track and moving forward. Enhance social learning. Peer learning is social as well as professional. Create opportunities for participants to connect with each other in discussion, during a meal, a walk or a video call.
If the goal for a peer community is to improve and learn together, bringing the discussion to relevant, pressing matters is a great way to engage participants in lively conversation around decision points, distinctions, resources and issues.
Difference is a point of value. Diverse perspectives can help us transform our thinking. Participant check-ins will help you understand and prepare for differing perspectives. Capture insights. Make it easy for participants to get the main points from the discussion, whether they attended or not. One of the many benefits of a peer learning group is a record of ideas, strategies, tools and resources shared by members.
When young people come face to face with the realities of intolerance, they are often highly motivated to take action. Peer leaders need to learn and practice basic skills and competencies to be effective. Skill development occurs best when peer leaders are first exposed to a body of knowledge and then have opportunities to integrate that knowledge into their lives.
A literature review, Wisconsin Department of Public Instruction. Peer Helping includes one-on-one helping relationships, group and discussion leadership, advisement, tutoring, service learning, leadership, conflict mediation, peer education, mentoring, staff outreach support, and all activities of an interpersonal human helping or assisting nature. Peer Helping implies the use of human capital that provides invaluable resources in the helping community. Programmatic Standards, Ethics, and Rubric: These protocols were designed to serve as implementation models for new peer programs.
NAPPP adopted the most recent revisions in The Standards were originally adopted by the National Peer Helpers Association in after three years of development. Peer Program Professional: A Peer Program Professional is a trained person who serves in the following roles: Trainer, Administrator, Coordinator, Facilitator, or any role that involves being in charge of Peer Helpers and their projects.
Programs may apply after they have completed two years of operation. Peer Education Career Development Mentors : These are additionally trained Peer Helpers who assist and reinforce the skills taught by the school counselors or other professionals responsible for career development. They may also facilitate group lessons about success in the workplace and other topics identified by the school counselor.
Peer Mediation Peer Mediator : These are additionally trained Peer Helpers who assist peers disputants with peacefully solving conflict utilizing a specific conflict resolution process. Peer Tutoring Peer Tutor : These are additionally trained Peer Helpers who assist peers to increase academic skills, grades, achievement motivation, connecting to school and attendance.
Following this intensive 32 hour training, individuals will qualify to teach adults how to establish, maintain, and evaluate a peer mediation program. Upon completion, participants will be eligible to receive a certificate from the Association for Conflict Resolution and the National Association of Peer Program Professionals as meeting the criteria of establishing a standards based program. Learn about program start-up, program implementation, and program maintenance.
Peer helping programs can include one-on-one helping, mentoring, mediation, tutoring, and leadership. This training is designed to help the adult professional learn the basic steps in putting together any peer-led program. Bring your ideas and creativity. This is a process-based training, and every participant will be involved. It's most effective when training takes place with a team.
Focus will be on identifying local needs, plus highway traffic safety and evaluation of peer programs. Each participant will be presented with their Certified Peer Program Educator certificate at the end of the training. Low academics, conflict Logistics of training credit, club etc. Time will be spent on evaluation of student learning Know National Standards and Ethics around peer resource programs How to coordinate with other peer leadership programs Selection of the peer leaders, helpers, mediators, tutors etc.
Utilization of peer resources Short and long term Understanding the rational for peer programs How to organize your program Roles of team members Evaluation model of peer programs Public Relations Plan of Action The team training will involve some lecture, small group work, role playing. Materials will be provided. Must apply directly to Lindenwood Universirty.
Participants will be introduced to nine essential areas of training: helping roles, confidentiality and referrals, communication skills, decision-making, team-building, ethics, group management, group process, and organizational dynamics. Each participant will learn a variety of techniques that will make any training they lead more fun while enhancing the educational component. Bring your ideas and creativity to this interactive workshop. They will explore public relations strategies for building organizational and community support.
They will generate ideas on connecting to other peer resource programs, learn ways to keep the program relevant and exciting and discover additional service opportunities for their peer helpers. Participants will learn about funding sources as well as tips on grant writing. Research in peer helping to support funding will also be reviewed. Opportunities for trouble-shooting and problem solving, organizational conflicts such as ethical violations, conflicting interest groups that tend to compromise standards and hot issues in peer helping ex.
Program responses to emerging needs such as bullying etc. Participants will be given an overview of program implementation including student selection, student training, grading, evaluation, helping projects, classroom activities, public relations, and other programmatic issues. Time will be spent reviewing a variety of evaluation tools to be utilized with their programs. Participants are asked to bring any evaluation tools they are currently using to share with others.
Actual evaluation materials will be developed during the training. A case study with several evaluation strategies will also be presented.
Activities are designed to teach participants to assess strengths and growth areas in their own programs and design strategic improvements to upgrade performance and optimize outcomes. The Ethics component focuses on applied use of ethical principles based on simulated, common dilemmas frequently faced by peer programs.
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