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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Disclaimer

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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.”

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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!”

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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.”

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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

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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.”

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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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Six and half years and counting!

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Questions?

Suggestions?

Feedback?

Ideas?

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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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