This is presented as a tool which supports "learning before doing" processes. Using the same principles as a scientific peer review, it begins with the premise that, for any given activity, someone else has done something that is at least broadly similar. This tool encourages participatory learning, by asking those with experience in certain activities to assist those wishing to benefit from their knowledge, through a systematic process, towards strengthened mutual learning.
In order to use the peer assists, a team or group first needs to identify the right group of people, and then uses a systematic method to benefit from their insights/experience. If conducted effectively, peer assists can promote learning, and be used to strengthen mutual learning between people and groups within an organisation.
In order to use the peer assists, a team or group first needs to identify the right group of people, and then uses a systematic method to benefit from their insights/experience. If conducted effectively, peer assists can promote learning, and be used to strengthen mutual learning between people and groups within an organisation.
WHEN TO USE IT AND WHY
This method brings together a group of peers to elicit feedback on a problem, project or activity, and draw lessons from the participants' knowledge and experience. It can be especially useful when a team needs to targets a specific task or technical challenge, or when it needs to identify possible approaches and new lines of inquiry. Helping gain assistance and insights from people outside the team, Peer Assists may be useful when:
- You are starting a new job, activity or project and you want to benefit from the advice of more experienced people;
- You face a problem that another group has faced in the past;
- You had not to have to deal with a given situation for a long time;
- You are no longer sure what new procedures to follow;
- You are planning a project that is similar to a project another group has completed.
HOW TO?
- Develop a clear definition of the problem to be addressed. It may be worthwhile doing some background research on whether similar issues have been, or are being, faced elsewhere. The definition should include a set of hoped-for outcomes from the peer assist process. Step 1 will help focus the peer assist meeting, and will also provide a long list of potential participants.
- Enlist participants. Participation can be generated either through open invitation or selection. In general, it is worth getting a good mix of people playing a range of roles across different locations, and from different positions in the organisational hierarchy, with the proviso that peer assist work best when there is some common ground, and scope for open honest interactions. Consider including people from outside, but only if this will not disrupt internal sharing. It may be worth bringing in outside experts after the internal process has been completed.
- Time the meeting carefully. The peer assist meeting should take place early enough to ensure that: i) the required participants are given enough notice and are available, and ii) the lessons can be applied effectively by the team calling the peer assist.
- Run the peer assist meeting. Effective peer assist meetings comprise six parts (see box).
- Part 1 – the learning team presents context, history and ideas regarding the task or issue at hand. This should occur in an open and flexible manner to enable redefinition in the session.
- Part 2 should allow the participants to consider the problem, and discuss issues of interest –namely, what has been covered, and what hasn’t been covered.
- Part 3 should be a session in which participants consider what the learning team might need to know to address the problem and where might they find that knowledge.
- Part 4 of the meeting should be for the participants to reflect on what has been learned from the others and to examine options. Again, the learning team should not be the focus here.
- In Part 5 of the meeting, the participants should present feedback to the learning team and answer specific questions. This should be informal, and deal with what has been learned, what options there are and experiences elsewhere. Begin with the positive and then move on to options to do things differently. When presenting what has worked elsewhere, participants should be encouraged to describe rather than prescribe.
- In Part 6, the team who called the peer assist should acknowledge the contribution of the participants. There should be a commitment to a timeline for delivery of an action list of key lessons learned, and what the learning team are going to do differently as a result. Finally, all the participants should be invited to reflect on what they learned, and how they might apply it going forward.
- Develop a set of lessons and related options to shape the learning team’s decision-making process and provide pointers to future actions. This document should be shared with the peer assist participants for final comments and suggestions, and then placed in a publicly accessible area such as an intranet.
WHAT DO YOU NEED?
- Participants, an external facilitator and note-taker. Preferably, the facilitator should be from outside the teams concerned, in order to make sure the diverse needs of the participants are met
- A clear objective. Ensure everyone is clear about the purpose of the peer assist
- Clear roles: Learning team listens in order to understand and learn, while participants share knowledge and experience to help resolve the challenge without adding to the workload
- Briefing materials, shared in advance so that participants have time to prepare
- Time. Allow time for the teams to socialise (rapport is essential for open learning)
- IT support
MORE INFORMATION / SOURCES
- UNICEF, 2019. Knowledge Exchange Toolbox. A collection of tools "for anyone who needs to make effective decisions, facilitate or guide effective decision-making processes, or manage or coordinate group work in development that requires the knowledge of multiple persons to succeed."
- Ramalingan, Ben, 206. Tools for Knowledge and Learning: A Guide for Development and Humanitarian Organisations. ODI Toolkit. With 30 tools and techniques, the aim of this toolkit was to present entry points and references to the wide range of tools and methods that have been used to facilitate improved knowledge and learning in the development and humanitarian sectors.
- CGIAR and others, n/d. Knowledge Sharing Toolkit. This toolkit includes a description of Peer Assist and many other knowledge sharing tools and methods, all of them applicable in a wide range of contexts.