Reciprocal peer management: Improving staff instruction in a vocational training program

Area of Science:

• Education
• Psychology
• Special Education

Background:

• Effective teaching strategies are crucial for adults with mental retardation.
• Staff training and management programs require innovative approaches.
• Peer feedback can be a valuable tool in professional development.

Purpose of the Study:

• To assess the feasibility and utility of peer feedback in staff training.
• To evaluate the impact of peer management on teaching interactions.
• To explore a novel model for co-worker involvement in staff management.

Main Methods:

• A multiple baseline design was employed across pairs of instructors.
• Instructors received training on effective teaching and peer management techniques.
• Data on teaching interactions were collected during baseline, training, and follow-up phases.

Main Results:

• Four out of six instructors demonstrated an increase in effective teaching methods.
• Peer management procedures included monitoring, data recording, feedback, and goal setting.
• Observed increases in teaching methods varied in magnitude and durability.

Conclusions:

• Involving peers as feedback sources in staff training is a potentially valuable model.
• The study's findings are inconclusive due to inconsistencies in results.
• Further research is needed to refine and validate this peer management approach.