FEATURE ARTICLE - Peer Learning: Addressing Needs of Executive Directors
By Tracy Douglass

Volunteer Manitoba has introduced a unique learning opportunity for executive directors to address a serious risk facing the nonprofit sector. A recent study of executive directors in the nonprofit sector has revealed troubling indicators of burnout, isolation, poor compensation and benefits, and excessive demand. Without providing meaningful support, we are at risk of losing leadership and management skill sets as these individuals leave the sector.

Volunteer Manitoba has researched various approaches to support executive directors and in Spring 2006 piloted an Executive Director Peer Learning group with promising results.
To find out how to join the next peer learning group this fall go to our Executive Development webpage.

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
Based on research and our own piloted Peer Learning Group, this method is effective in contributing to actual learning that results in real change. Peer learning in our group and others has resulted in the following:
- Increased time dedicated to work on own issues.
- Reduced feelings of 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.

Comments from our past participants include:
"The peer learning format is an excellent, non-threatening method to learn."
"Excellent format for those who want to learn and share. The articles were great but sharing perspectives made it most useful."
"We were very fortunate to have a group that welcomed discussion and were comfortable with varying viewpoints."

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 coach 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.

We used the following common framework when piloting our peer learning group:

1. Determine the membership criteria and theme/topic of the circle.

2. Start-up

a. Build trust by establishing rules of ethics and confidentiality.

b. Affirm the role of the facilitator. The facilitator's role is to:

- move people out of anecdotal mode and into analytical mode;
- focus on and prompt group process;
- help establish an open, trusting atmosphere for communication;
- help group members develop skills of giving and receiving information and opinions; and
- 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.

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 are related to the overall theme so that the other members will be interested in and able to learn from each other's issues.

d. Design the learning sessions. Set an agenda so that each member has equal time.

e. Identify resources - publications, web sites, libraries, etc.

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.