Post on 29-Dec-2021
Recruitment, Training & Retention:
Creating Remarkable Peer Education Groups
Trisha M. Tinney, MS CHES
UNCW Health Educator
Courtney A. Simmons, MS, RD, LDN
UNCW Campus Dietitian
Melissa L. Heivly
UNCW Health Promotion Peer Educator
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• List 3-4 recruitment practices to increase
number and superiority of applicant pool
• Identify a variety of innovative concepts to
apply towards peer education training programs
• Describe strategic actions in motivating and
retaining peers
• Discuss current recruitment, training, and
retention practices
Learning Objectives
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A little bit about UNCW…
• Total 13,733
• Undergraduate
12,387
• Graduate 1,346
• Female 61%
• Male 39%
• Minority 17%
• In state students 82%
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• Extension of Abrons Student Health Center
• Health Educator & Campus Dietitian
• 13 paid Peer Educators
– Learn & present existing programs
– Create & implement new programs
• 200 Programs a year
– 2011-2012 = 185
– 2012-2013 = 242
• Collaboration
A little bit about Health Promotion
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Recruitment
• Year long process – Classroom announcements
– Sign up sheets
• Listserv
• Social Media
• Professor/Instructor Support
• Reputation and on-campus presence – Random Acts of Wellness
– Healthy Hump Days
– Golf Cart Advertising
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What interested you in applying?
“Once I saw the Health Promotion Team in
action through my UNI class and other
events I was able to attend, I got to see how
much fun they were having and how well the
HP team got along together. I wanted to be
a part of that.”
7
What interested you in applying?
“As soon as I started to going to more and
more HP programs, I fell in love with the
peers’ presentation style and confidence. I
knew I wanted to do what they did!”
8
What interested you in applying?
“I attended an information session and was
instantly drawn in by the passion the current
peers had for their position. When Trisha
left the room, allowing the peers to speak
with us candidly, they raved about the
position and the sense of community and
family it has brought to their UNCW
experience.”
9
Interest Meetings
• When & why we started doing these
• Host 2-3 interest meetings on different days/times
• What we expect of them
• Application & Interview Process
• Q & A followed by private session
with the current Peer Educators
10
Applications • Cut off day/time
• Peer involvement
• What we look for:
– Content
– Involvement
– GPA
– Why are they applying
– References
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Interview Process & Selection
• 3-4 Peers involved in all interviews
• Attire/Body Language/Presence
• Set list of questions
• Address uncomfortable questions if needed
• Presentation
• 2nd interviews
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Thoughts on your interview…
“The whole interview was so laid back that I
felt more at ease, yet still very professional
and got the overview of the job across. The
public speaking portion was a great way for
us to show our public speaking skills and
have a little more of our personality come
out in the interview.”
13
Thoughts on your interview…
“The interview questions imparted on me that
Trisha and Courtney weren’t looking for people
with the most initial knowledge of health or most
impressive resume. They were looking for role
models, and students who had potential to be
positive leaders on our campus. The
presentations during the interview are the most
nerve-wracking part, but gives interviewees the
chance to show off their creativity and presenting
style.”
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Thoughts on your interview…
“I thought the interview and the public speaking
portion were extremely important for both
parties. I thought that it gave Trisha and Courtney
a great idea of the type of person I am & it also
showed the level of public speaking I was
currently at. For me, I thought it gave me a better
understanding of what Health Promotion was
looking for. I also thought having peers in the
interview was impactful because it showed their
opinions matter.” 15
After Selection • Individuals are contacted ASAP
– Upset emails and phone calls
• Acceptance contract
• What’s needed before the end of the year
• New staff brunch/meet & greet
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Acceptance Contract I am committed to becoming a Health Promotion Peer Educator during the 2013-2014 academic year. I understand that I am required to work between 6-10 hours per hours. I agree to do the following:
• Attend all mandatory trainings and meetings
• Assist fellow peer educators in the creation of programs and workshops
• Maintain a minimum G.P.A. of 2.5
• Take initiative in educating self on various health-related issues
• Check my e-mail frequently for updates from peers and/or supervisors
• Be productive during office hours and honest about hours worked
• Respect the Health Promotion Team
• Have fun and inform my supervisors if I am not enjoying myself
As a UNCW student and Health Promotion employee, I will serve as a positive role model by making positive and healthy decisions while encouraging my peers to do the same.
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Fall Training Overview
• 3 full days
• Paid
• Meals provided
• Various locations
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Training Objectives
• HP Peer Educators will understand Health Promotion’s role alongside the Student Health Center and within the Division of Student Affairs and the UNCW community
• HP Peer Educators will understand their job responsibilities and expectations
• HP Peer Educators will participate in team building activities in order to develop a cohesive Health Promotion team
• HP Peer Educators will learn program content, participate in professional development opportunities, as well as gain organization and time management skills
• HP Peer Educators will begin to develop and improving public speaking skills
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Peer Educators will understand Health Promotion’s role alongside
the Student Health Center and within the Division of Student
Affairs and the UNCW community
• Presence of Student Health Center Director
– Organizational Chart
– SHC & student health insurance overview
– Introductions, Q&A, and breakfast with SHC staff
– Tour of SHC
• Associate Vice Chancellor
• Vice Chancellor
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Peer Educators will understand
job responsibilities and expectations
• What is a Peer Educator?
– Why do we do what we do?
– What are our goals?
• What are our expectations?
– Health Promotion’s image
– Personal choices
– Online presence
– Teamwork
– Peer Educators are NOT counselors
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Peer Educators will understand
job responsibilities and expectations
• What are your responsibilities?
– Timesheets
– Office hours
– Weekly meetings
– Marketing tasks
– Presentation process from beginning to end
– Appearance
– Procedures when missing work/program
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Peer Educators will participate in team building activities in
order to develop a cohesive Health Promotion team
• Ice breakers
– Speed dating
– Taboo
• Lunches
– Program cell phones
– Group & individual photos
• End of training BBQ
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Peer Educators will learn program content, participate in
professional development opportunities, as well as gain
organization and time management skills
• Content
– Contraception
– STD’s
– Nutrition 101
– Hot topics in nutrition
• Professional Development
– Diversity
– Ethics
– QPR
– Public Speaking
• Time management 24
Peer Educators will begin to develop and improve
public speaking skills
• Communication Studies Professor
– Presentation & activity
• Practice
• Presentations
• Critiques
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“I would say as a whole the training was great. My
main highlight would be working with the public
speaking professor. Other highlights were
watching seasoned peers present, and having ice
breakers with all the peers, as well as with the
SHC Staff since we work in there often. The food
was great too! :)”
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Thoughts on training…
“Training was AWESOME! The icebreakers were a great way for everyone to get to know each
other and to help ease the awkwardness of the new peers. We thoroughly went over the
curriculum which made me feel a lot more comfortable and got to hear EVERYTHING we wanted to know about the Health Center, Health
Promotion, and the nitty gritty of everything! Getting to present presentations was a
phenomenal way for us to practice our speaking and become more comfortable presenting .”
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Thoughts on training…
“One of the main highlights I remember are things not to do when you publicly speak. This
was extremely helpful because it made me analyze myself when I speak in front of groups. Another highlight from the training was getting to present with the peers in front of the peers. I found that
helpful because I liked getting critiqued by my co-workers first and fixing things, rather than messing
up or boring a group of people that I was presenting to.”
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Thoughts on training…
Retention
• We care
• EVERYONE is at staff meeting
• Recognition
• Evaluations & mid semester check-in
• Continuing education
• BACCHUS
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Retention
• Wean them into presenting
• Avoid micromanaging
• Provide internships or D.I.S.
• We never dismiss their ideas
• Social events (holiday parties, gift exchange)
• Accolades
• Celebrate birthdays & graduation
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Retention
• They are involved with everything going on
• Everyone works with everyone
• Address issues ASAP
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Why do you love being a peer educator?
“You couldn't make me leave if you tried :). I love that
Trisha and Courtney are so laid back and can joke around.
They give the peers respect and leeway and in return we
respect them and get things done. I feel like it teaches us to
manage ourselves instead of having someone "on your
case" all the time about getting things done. I also like how
well everyone gets a long. The past jobs I have been in
haven't been like that, but I can honestly say we all enjoy
each others' company.”
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Why do you love being a peer educator?
“I love that we are all like one big happy family!
We’re so supportive of each other and are
willing to help out whenever asked or needed.
We never have to pick up anyone’s slack
because everyone is so hard working and
motivated; and I think that is because we love
coming to work, love what we do, and love
working with our great bosses!” 33
Why do you love being a peer educator?
“I enjoy educating students and working close with
the University. I know we are making a difference by
improving the overall wellness of the campus. Also, I
like that we are a family and we all get along so well.
Trisha and Courtney do a great job keeping a playful,
yet structured and VERY organized system that we all
follow naturally. I like that we always have something
going on and that all of us are there for each other
when someone needs a hand or needs a last minute
cover.”
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Trisha M. Tinney, MS, CHES
tinneyt@uncw.edu
Courtney A. Simmons, MS, RD, LDN
simmonsc@uncw.edu
Melissa Heivly, Peer Educator
mlh2540@uncw.edu
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