Peer Learning: Addressing Needs of Executive Directors
By Tracy Douglass
March 14, 2005
A recent study of executive directors in the nonprofit sector reveals troubling
indicators of burnout, isolation, poor compensation and benefits, and excessive
demands. The nonprofit sector is at risk of losing leadership and management
skill sets as these individuals leave and find less stressful jobs, resulting
in a significant drop in the ability of nonprofits to cope with the demands
placed on them.
Our sector needs to reduce this risk and peer learning methods show promising
results. Having an executive director who is satisfied with his or her role
could positively impact the capacity of the organization to address its mission
with a strong, committed and loyal employee and volunteer base.
Traditional Training Approach
Training is key when attempting to improve people's ability to address the demands of their job. However, there are significant problems with the typical training options popularly available.
1. Today's preference for one-shot, quick training sessions doesn't
often work.
2. Learners rarely apply materials and information from training sessions.
3. People rarely achieve major goals from taking training sessions.
4. Trainers don't plan for ongoing support among learners.
According to adult learning principles, a new concept or skill must relate directly to a real-life issue, must be practiced, and there must be periods of rest during learning for consolidation of information (time for the learner to figure out how to apply this information to his/her particular reality).
Today's training is too intense, short, and generalized to effectively address these principles. There is little time for practice and consolidation within the supportive environment of the classroom.
Peer Learning - An Alternative Approach
Several recent pilot projects have been successfully completed that evaluate
the effectiveness of peer learning as an alternative learning technique. The
pilot projects indicate this method effectively addresses ED burnout and isolation,
and provides actual learning that results in real change. Peer learning has
resulted in the following:
- Increased time dedicated to work on own issues.
- Reduced burnout because of the ongoing support provided by peers.
- Isolation is reduced since peer learning, given its trusting and confidential environment, is a sustainable forum for interacting and collaborating with peers.
- Opportunities to brainstorm and evaluate options before making decisions.
- Increased confidence because of participants' improved problem solving and critical thinking skills, which in turn results in real organizational change.
- More action-oriented leadership since participants see themselves as involved learners responsible for their own experience instead of being passively dependent on experts for answers.
A national school that uses learning circles in their curriculum says the circle is an effective tool in improving team-building skills because everyone depends on each other to participate and maximize learning.
Framework of a Peer Learning Circle
A peer learning circle is a small group that meets to learn about issues or
solve problems surrounding a broad topic. The group determines the format and
content of the meetings, along with a facilitator to aid the progress of the
meetings. The learning comes from describing and discussing your individual
issue, receiving factual information, and developing action plans to address
the issue.
Developing Human Resources in the Voluntary Sector (HRVS) used the following common framework when piloting their peer learning circle:
1. Identify the group
a. Determine the membership criteria and theme/topic of the circle.
b. Develop an initial group leader and determine a host. Is an outside facilitator
required or can the group be self-sustaining by sharing the facilitator responsibilities?
One participant of such a group told me that identifying a leader within the
group was critical in the future success of their group. Without that leader
willing to keep the group moving forward and encouraging the members to come
to the meetings, their group would have faded away.
2. Start-up
a. Build trust by establishing rules of ethics and confidentiality.
b. Establish who will fill the role of the facilitator. As Marquardt (1999)
indicates, "the facilitator acts as a:
- link to maintain contact with key people outside the action learning group;
- catalyst to move people out of anecdotal mode and into analytical mode;
- observer to focus on and prompt group process;
- climate setter to help establish an open, trusting atmosphere for communication;
- communications enabler to help group members develop skills of giving and receiving information and opinions; and
- learning coach to assist team members in taking responsibility for their own learning as well as to appreciate their experiences within the group as a valuable growth opportunity."
Some groups rotate this role among members, but many recommend using the services
of a professional facilitator.
c. Identify the issues that are related to the theme. The group members decide on the topics that they will be working on but they should be related to the overall theme so that the other members will be interested in and able to learn from each other's issues.
d. Establish the meeting schedule - once a month is usually chosen.
e. Design the learning sessions. Set an agenda so that each member has equal
time. Also, allow time for formal presentations from the content expert.
f. Identify content experts. Should they be included and who?
g. Identify resources - publications, web sites, libraries, etc.
3. Sustaining the group
a. Continue to create peer learning opportunities by renewing the group's theme or reviewing the membership criteria.
b. Formalize the recording of best practices to preserve knowledge.
c. Recognize the natural lifecycle of the group and make plans for a formal
end before it begins to fade and become unsatisfying for the members.
By learning in a supportive environment, having an opportunity for critical feedback,
and focusing on real issues, EDs become more confident and better able to implement
real change.
Overall, based on the pilot projects so far, peer learning effectively reduces
the risk of talented EDs leaving the nonprofit sector by increasing their leadership
capacity, reducing isolation, and increasing relationships and partnerships
with other nonprofits.
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Resources:
Aksim, R.E., Learning Circle Basics, www.magma.ca/~raksim/index.html.
HRVS (Developing Human Resources in the Voluntary Sector), HR Peer Group Pilot Projects: Summary Report, November 2004.
Marquardt, Michael J., Action Learning in Action: Transforming Problems and People for World-Class Organizational Learning, Davies-Black Publishing, 1999.
McNamara, Carter, Leaders' Often Unmet Needs from Training and Development
Programs, Feb 17, 1998, www.leaderscircles.org/unmet.htm.
Seel, Keith and Angelini, Anita, Strengthening the Capacity of Executive Directors:
Highlights, National Learning Initiative for the Voluntary Sector, June 30,
2004.
Tracy Douglass is a respected Human Resources Management Specialist and Facilitator
for social services and nonprofits. As an experienced facilitator and trainer,
she specializes in conflict resolution practices, change management, and personnel
development. She delivers seminars and workshops at conferences as well as customized
training. She can be reached at TnPHR@mts.net.
