You’ve Got What It Takes: You’ve Got What It Takes: Peer Training and Mentoring Peer Training and Mentoring

for Staff Developmentfor Staff Development Instructor:Instructor:

Janet HildebrandJanet Hildebrandjhildebr@ccclib.orgjhildebr@ccclib.org

An Infopeople WorkshopAn Infopeople WorkshopWinter 2006Winter 2006

This Workshop Is Brought to You By This Workshop Is Brought to You By the Infopeople Projectthe Infopeople Project

Infopeople is a federally-funded grant project supported by the California State Library. It provides a wide variety of training to California libraries. Infopeople workshops are offered around the state and are open registration on a first-come, first-served basis.

For a complete list of workshops, and for other information about the project, go to the Infopeople website at infopeople.org.

What Is Peer Training?What Is Peer Training?

Staff training other staffStaff training other staff typically in groupstypically in groups

Involves all classification levels Involves all classification levels as trainers as well as learnersas trainers as well as learners

Can be on any topicCan be on any topic

How Is Peer Mentoring Different?How Is Peer Mentoring Different?

One-on-oneOne-on-one non-supervisorynon-supervisory

Extended period of timeExtended period of time

PersonalizedPersonalized focused on individualfocused on individual mutual work planmutual work plan

Based on trustBased on trust Relationship lasts until goal is Relationship lasts until goal is

achievedachieved

Workshop OverviewWorkshop Overview

Why Use Peers?Why Use Peers?

How to BeginHow to Begin

Planning and ImplementingPlanning and Implementing

Meeting ChallengesMeeting Challenges

Designing Your OwnDesigning Your Own

Why Train or Mentor With Peers?Why Train or Mentor With Peers?

Involves staffInvolves staff

uses existing knowledgeuses existing knowledge better training resultsbetter training results

Builds teamsBuilds teams

Creates culture of learningCreates culture of learning investment in the human resourceinvestment in the human resource

Increases nimbleness of organizationIncreases nimbleness of organization shared burdenshared burden preparedness for changepreparedness for change

Creating A Peer Training PlanCreating A Peer Training Plan

Determine training goal and Determine training goal and objectivesobjectives

Assess training needsAssess training needs Identify and recruit trainersIdentify and recruit trainers Prepare trainers and materialPrepare trainers and material

Plan the roll-outPlan the roll-out

What Training Is Needed?What Training Is Needed?

What do learners already know?What do learners already know?

What do they need to learn?What do they need to learn?

What is the range of skills and What is the range of skills and aptitudes in the target audience?aptitudes in the target audience?

Needs Assessment MethodsNeeds Assessment Methods FormalFormal

surveyssurveys pre-test of skillspre-test of skills measures of demandmeasures of demand focus groups with stafffocus groups with staff

InformalInformal peer trainer observation of peerspeer trainer observation of peers supervisor inputsupervisor input listening and noticinglistening and noticing

Identify TrainersIdentify Trainers

What skills are needed?What skills are needed? positive attitude toward learningpositive attitude toward learning aptitude for learning to trainaptitude for learning to train knowledge level beyond learnersknowledge level beyond learners or, ability to learn it quickly or, ability to learn it quickly

How many trainers are needed?How many trainers are needed? From where in organization?From where in organization?

Recruit TrainersRecruit Trainers

Give the big picture and their role in itGive the big picture and their role in it Be specific and personalBe specific and personal

tell what they bringtell what they bring describe what they will getdescribe what they will get

Describe support providedDescribe support provided address their doubtsaddress their doubts ask what they need to say “yes”ask what they need to say “yes”

Design The TrainingDesign The Training

Draft training materialsDraft training materials complementary roles of trainer and complementary roles of trainer and

expertexpert ““leave none behind” designleave none behind” design

Test training materialsTest training materials arrangement builds logicallyarrangement builds logically transitions create relationship transitions create relationship

between topicsbetween topics time schedule workstime schedule works

Support Trainer PracticeSupport Trainer Practice

Offer multiple ways to prepareOffer multiple ways to prepare

Ask what they need to be Ask what they need to be successfulsuccessful

Use trainer teamsUse trainer teams

Allow “baby steps” for a new Allow “baby steps” for a new trainer on the teamtrainer on the team

Plan Roll-OutPlan Roll-Out

Schedule for successSchedule for success maximize participationmaximize participation be creative and committedbe creative and committed recruitment pitchrecruitment pitch

Details countDetails count plan thoroughlyplan thoroughly write up instructions, tip sheetswrite up instructions, tip sheets

Roll-OutRoll-Out

Go! and pay attentionGo! and pay attention details continue to countdetails continue to count

DelegateDelegate

CommunicateCommunicate

To Reinforce LearningTo Reinforce Learning

Follow-up for the learnersFollow-up for the learners how will they practice?how will they practice? how will they know if they got it?how will they know if they got it?

Follow-up for the trainersFollow-up for the trainers what did they learn?what did they learn? what would they do differently next what would they do differently next

time as trainers?time as trainers?

Common MethodsCommon MethodsFor Evaluating SuccessFor Evaluating Success

Survey participants after training and Survey participants after training and after a period of timeafter a period of time

Ask trainers their experience of Ask trainers their experience of lesson design and performance of lesson design and performance of learnerslearners

Give post-test of skills and compare Give post-test of skills and compare to pre-testto pre-test

Collect supervisor feedbackCollect supervisor feedback

Congratulate!Congratulate!For Future SuccessFor Future Success

Notice the accomplishment, and Notice the accomplishment, and report the resultsreport the results

Acknowledge trainers for their Acknowledge trainers for their contributionscontributions

Celebrate togetherCelebrate together

Determine Your Goal and ObjectiveDetermine Your Goal and Objective

Goal is big pictureGoal is big picture what is the broad, overall purpose?what is the broad, overall purpose? how will staff benefit?how will staff benefit? how will library users benefit?how will library users benefit?

Objective is specificObjective is specific who needs what skills, knowledge, who needs what skills, knowledge,

attitudes?attitudes?

Is peer training the answer?Is peer training the answer?

Sample Goal and ObjectiveSample Goal and Objective

Training Goal: Customers receive Training Goal: Customers receive assistance in the use of library computers assistance in the use of library computers to meet their needs. to meet their needs.

Training Objectives: Training Objectives: • All staff efficiently use basic computer skills All staff efficiently use basic computer skills

and troubleshooting tools in all they do.and troubleshooting tools in all they do.• Staff assists customers to use library Staff assists customers to use library

computers.computers.• Staff provides public training in the use of Staff provides public training in the use of

library computers.library computers.

What Is Peer Mentoring?What Is Peer Mentoring?

One-on-one guidance and consultationOne-on-one guidance and consultation

Focused on individualFocused on individual to develop individual skills, andto develop individual skills, and

to meet needs of the organizationto meet needs of the organization

Specified period of timeSpecified period of time to meet specific objective(s)to meet specific objective(s)

Based on trust and communicationBased on trust and communication

If you were going to be mentored,If you were going to be mentored,

what qualities would you likewhat qualities would you like

in your mentor?in your mentor?

As the mentor, As the mentor, how would you establish how would you establish

trust in the mentoring trust in the mentoring relationship?relationship?

Peer Mentoring SituationsPeer Mentoring Situations

Staff developmentStaff development

Succession planningSuccession planning

Performance improvementPerformance improvement

The Mentor’s RoleThe Mentor’s Role

Respect individual’s learning processRespect individual’s learning process understand how the mentee is different understand how the mentee is different

from youfrom you appreciate and build on strengthsappreciate and build on strengths

Act patientAct patient

Encourage and applaud the menteeEncourage and applaud the mentee

Provide opportunities to build new skillsProvide opportunities to build new skills

The Mentee’s RoleThe Mentee’s Role

Consider the mentor’s points of view, and Consider the mentor’s points of view, and options suggested by the mentoroptions suggested by the mentor demonstrate flexibilitydemonstrate flexibility show willingness to try new thingsshow willingness to try new things

Work to gain knowledge and skillWork to gain knowledge and skill

Take initiativeTake initiative

Creating A Peer Mentoring PlanCreating A Peer Mentoring Plan

Determine mentoring goal and objectiveDetermine mentoring goal and objective

Identify and invite mentor and/or menteeIdentify and invite mentor and/or mentee

Assess learning needs togetherAssess learning needs together

Develop mutual work planDevelop mutual work plan

Finish up togetherFinish up together

Identify and Invite the MenteeIdentify and Invite the Mentee

Let them know what’s in it for themLet them know what’s in it for them

Tell why you need them specificallyTell why you need them specifically

Describe how you will work togetherDescribe how you will work together

Offer up what you will bring as mentorOffer up what you will bring as mentor

Assess Needs TogetherAssess Needs Together

Ask mentee Ask mentee what they need to be successfulwhat they need to be successful what feels easy or hardwhat feels easy or hard how they describe their learning stylehow they describe their learning style

Ask supervisorAsk supervisor Ask co-workers and other Ask co-workers and other

observersobservers

Develop Mutual Work PlanDevelop Mutual Work Plan

Prioritize needsPrioritize needs

Develop timelineDevelop timeline

Personalize approachPersonalize approach

Stay flexibleStay flexible

Finish Up TogetherFinish Up Together

Follow-upFollow-up determine what is left to learndetermine what is left to learn consider next steps in developmentconsider next steps in development

Evaluate and acknowledgeEvaluate and acknowledge provide written commendationprovide written commendation

Congratulate and celebrateCongratulate and celebrate

Determine Your Mentoring Determine Your Mentoring Goal and ObjectiveGoal and Objective

Goal is big pictureGoal is big picture what needs to be accomplished?what needs to be accomplished? who will benefit how?who will benefit how?

Objective is specificObjective is specific what skills, knowledge, attitudes will the mentee what skills, knowledge, attitudes will the mentee

learn?learn? what is the scope?what is the scope? what is the time frame?what is the time frame?

Is peer mentoring the answer?Is peer mentoring the answer?

What challenges or barriers What challenges or barriers do you anticipate in carrying do you anticipate in carrying

out your peer training or out your peer training or mentoring plan?mentoring plan?

Common ChallengesCommon Challenges

Recruiting reluctant peopleRecruiting reluctant people

Finding the knowledge withinFinding the knowledge within

Meeting tight deadlinesMeeting tight deadlines

Ensuring ways to practiceEnsuring ways to practice