Moderation of Peer Learning Activities

As discussed already, peer learning is a concrete approach to stimulate learning and organi- sational change (at least when it refers to the development of study programmes). Its success relies on realising the five principles presented above. Therefore, we have decided to work with a model, which characterises problem solving as a cyclical process (see Figure 8). Within a peer-learning activity, the eight phases of this problem-solving process model can be used as a procedure for improving a study programme while drawing on the ECS or CPRs. The model draws on a broad empirical basis and is very generic in its logic (Schiersmann & Thiel 2014, p. 69). It helps to organise planned learning and change processes in practice. For instance, a moderator can use it to navigate a group through a peer-learning process. The model can also be used as a tool to reflect on what has already has been reached, and to determine the next steps, which a team should work on.

NICE Handbook

The problem-solving process model is neither static nor should it be understood as a path that has to be followed exactly in the direction depicted here. It was utilised by the peer-learning groups as a heuristic with a good empirical foundation both in the problem-solving theory and in the practice of organisational change (Weber & Katsarov 2013, p. 65). The problem-solving process model indicates that complex developmental processes follow generic stages of prob- lem solving, which are described in eight phases. By focusing on these elements and realising them, the change process will be supported in its capacity to address a problem or challenge. The applicability of the problem-solving process model in the context of NICE was tested in the peer-learning events and evaluated through the three case studies. Its phases have been integrated into the guidelines for peer learning, which are presented in Chapter 7.3.

Figure 8: Problem-solving process model, adapted and translated with kind permission from C. Schiersmann & H.-U. Thiel (2014)

Peer Le arning 1. Start to work 4. De�ine Shared Norms 3. Set Goals 5. Identify Actions 2. Clarify Situation 8. Evaluate & Transfer Results 7. Realise & Monitor Actions 6. Plan Actions

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7.2 Peer Learning in Practice:

Three Case Studies

The European Competence Standards (ECS) and the common points of reference (CPRs) of NICE have been used in various ways to develop quality programmes. The NICE Core Compe- tences (NICE 2012) and the ECS have been used most often, but the NICE Curriculum Frame- work and the NICE Professional Roles have also been applied in various ways (see Chapter 6). NICE network members came together for three different peer-learning activities during the period from May 2014 to May 2015: in Gödöllö, Hungary, in Bordeaux, France, and in Mann- heim, Germany. The aim of the activities was to either establish a new degree programme in

career guidance and counselling or to develop aspects of existing programmes through the sharing of ideas and good practices amongst the members of the specific peer-learning group. A descriptive case study methodology was used to capture and document the particular type of collaboration. Case studies provide a “unique example of real people in real situations” (Co- hen et al. 2011, p. 289) and are used for a number of reasons in education, guidance counsel- ling and therapeutic research (Hearne 2011; McLeod 2015; Yin 2009). Generally, case studies are the chosen method when “(a) ‘how’ or ‘why’ questions are being posed; (b) the investigator has little control over events; and (c) the focus in on a contemporary phenomenon within a re- al-life context” (Yin 2009, p. 2). In the different case studies, participant observation was used: Members of the peer-learning group not only observed and recorded the work, but also en- gaged collegially in the activity with the other participants (Cohen et al. 2011). The following two sections will discuss the moderation of the peer-learning activities, and present the three different case studies in the form of case vignettes.

7.2.1 Moderation of Peer Learning Activities

As discussed already, peer learning is a concrete approach to stimulate learning and organi- sational change (at least when it refers to the development of study programmes). Its success relies on realising the five principles presented above. Therefore, we have decided to work with a model, which characterises problem solving as a cyclical process (see Figure 8). Within a peer-learning activity, the eight phases of this problem-solving process model can be used as a procedure for improving a study programme while drawing on the ECS or CPRs. The model draws on a broad empirical basis and is very generic in its logic (Schiersmann & Thiel 2014, p. 69). It helps to organise planned learning and change processes in practice. For instance, a moderator can use it to navigate a group through a peer-learning process. The model can also be used as a tool to reflect on what has already has been reached, and to determine the next steps, which a team should work on.

NICE Handbook

The problem-solving process model is neither static nor should it be understood as a path that has to be followed exactly in the direction depicted here. It was utilised by the peer-learning groups as a heuristic with a good empirical foundation both in the problem-solving theory and in the practice of organisational change (Weber & Katsarov 2013, p. 65). The problem-solving process model indicates that complex developmental processes follow generic stages of prob- lem solving, which are described in eight phases. By focusing on these elements and realising them, the change process will be supported in its capacity to address a problem or challenge. The applicability of the problem-solving process model in the context of NICE was tested in the peer-learning events and evaluated through the three case studies. Its phases have been integrated into the guidelines for peer learning, which are presented in Chapter 7.3.

Figure 8: Problem-solving process model, adapted and translated with kind permission from C. Schiersmann & H.-U. Thiel (2014)

Peer Le arning 1. Start to work 4. De�ine Shared Norms 3. Set Goals 5. Identify Actions 2. Clarify Situation 8. Evaluate & Transfer Results 7. Realise & Monitor Actions 6. Plan Actions

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