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Appraiser Peer Support Guidelines
Appraiser Peer Support Guidelines
Content
The 360° appraisal process supports, besides self-assessment and feedback, the professional development of trainers. One of the critical pillars of this professional development is the peer support trio. Trios (you + 2 other trainer colleagues) will support you through this 360° appraisal process. You can help each other to interpret the data, extract the key insights, be devil’s advocate and plan your further professional development based on the findings.
We will give you some guidelines on how your trio could function, but it is important to know from the start that it should be tailored to you and your trio’s current needs, plans and wishes.
In these guidelines, you will find answers on:
- How to find your trio
- What you need to do before meeting with your trio
- How you could use your trio time
- What if things do not work out and possible pitfalls
Activities to complete
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Content
Starting your trio for the first time, we recommend the following structure:
- Start with opening and checking in. If you do not know each other, present yourself and your areas of work as a trainer, check with yourself and each other how you are at the moment and how much you want to share.
- Share your expectations and needs – what do you want from the trio? What are the current needs behind this process, for example, lacking recognition of your work or longing for community and contribution?
- Talk about the internal rules and guidelines you would like to follow. For example, keeping it confidential, being respectful, and a non-judgemental place could be a start.
- Discuss what could be your shared purpose as a trio. It could be beneficial to write it down (e.g., create a shared Google doc for documenting your meetings), remember it and come back to it occasionally, e.g., have an open and supportive space for sharing and learning from it through reflection and group empathy.
- When the trio foundations are complete, you can start! We propose to start sharing your 360 process (self-assessment you did and feedback you got): What were your impressions? How are you feeling about it? What are your conclusions? What do you want to do about it now? Some plans or steps to take?
- When sharing, ensure everyone has equal time to share and be heard.
- Make plans for your next trio meeting! Schedule it realistically in your agenda.
- Closure – check in again. How are you right now? How did this trio time serve you? What are you taking away with you?
If you have already been through the first (possibly unfamiliar) trio meeting, then for the next meetings we propose the following structure:
- Opening- checking in with each other, how are we today
- Decide how much time you can spend together for the trio, ensuring you leave time as well for closing
- While you share your situation/insights/thoughts, others have their focus on you with the intention of understanding and support.
- If you wish, you could share and discuss these areas: Current needs in your professional development; ETS competence area you are focusing on and support on making sense out of it; Supervision of a current training environment situation that happened; Exercises from Hold Your Aces
- The next person who shares can choose the same focus or use their time in a different way
- Closing – check if your needs were met – did you connect? Did you give and receive support? Is the structure of the trio working for you?
- Make plans for your next trio meeting! Schedule it realistically in your agenda.
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Starting your trio for the first time, we recommend the following structure:
- Start with opening and checking in. If you do not know each other, present yourself and your areas of work as a trainer, check with yourself and each other how you are at the moment and how much you want to share.
- Share your expectations and needs – what do you want from the trio? What are the current needs behind this process, for example, lacking recognition of your work or longing for community and contribution?
- Talk about the internal rules and guidelines you would like to follow. For example, keeping it confidential, being respectful, and a non-judgemental place could be a start.
- Discuss what could be your shared purpose as a trio. It could be beneficial to write it down (e.g., create a shared Google doc for documenting your meetings), remember it and come back to it occasionally, e.g., have an open and supportive space for sharing and learning from it through reflection and group empathy.
- When the trio foundations are complete, you can start! We propose to start sharing your 360 process (self-assessment you did and feedback you got): What were your impressions? How are you feeling about it? What are your conclusions? What do you want to do about it now? Some plans or steps to take?
- When sharing, ensure everyone has equal time to share and be heard.
- Make plans for your next trio meeting! Schedule it realistically in your agenda.
- Closure – check in again. How are you right now? How did this trio time serve you? What are you taking away with you?
If you have already been through the first (possibly unfamiliar) trio meeting, then for the next meetings we propose the following structure:
- Opening- checking in with each other, how are we today
- Decide how much time you can spend together for the trio, ensuring you leave time as well for closing
- While you share your situation/insights/thoughts, others have their focus on you with the intention of understanding and support.
- If you wish, you could share and discuss these areas: Current needs in your professional development; ETS competence area you are focusing on and support on making sense out of it; Supervision of a current training environment situation that happened; Exercises from Hold Your Aces
- The next person who shares can choose the same focus or use their time in a different way
- Closing – check if your needs were met – did you connect? Did you give and receive support? Is the structure of the trio working for you?
- Make plans for your next trio meeting! Schedule it realistically in your agenda.
Tasks
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Skills
ETS-TR
#Het erkennen en omgaan met onverwachte leermomenten en resultaten
ETS-TR
#Persoonlijke/professionele ontwikkeling ondergaan door middel van feedback
ETS-TR
#Leerdoelen identificeren en deze proactief nastreven
ETS-TR
#Demonstreert begrip van leren als een continu proces
ETS-TR
#Houdt de focus op geplande leerdoelen, maar staat open voor het integreren van ongeplande doelen
ETS-TR
#Spoort duidelijk aan en geeft lerenden actief de mogelijkheid om verantwoordelijkheid te nemen voor hun eigen leerproces
ETS-TR
#Heeft inzicht in hoe leren doeltreffend en zinvol kan worden georganiseerd, zowel in diverse leeromgevingen als online
ETS-TR
#Moedigt aan en ondersteunt de uitvoering van het leerplan
ETS-TR
#Past leerprocessen dienovereenkomstig aan
ETS-TR
#Laat begrip zien van het belang van waarden en hoe kansen te ontwerpen voor waardengericht leren in een leerproces
ETS-TR
#Toont bereidheid om te leren van anderen, zelfs van degenen die mogelijk verschillende waarden en wereldbeelden hebben
ETS-TR
#Begrijpt de waarden en mechanismen van feedback
ETS-TR
#Analyseert de sterke punten, zwakke punten en leermogelijkheden van lerenden
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Organisers
International Youth Work Trainers Guild
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