The Training of Trainers Manual - UNFPA

Day 5
■ Peer educators should be expected to work independently, contacting their
supervisors rarely.
■ Most peer educators leave a program because they do not feel appreciated by
their organizations.
After you have read the first statement, the participants should go to the spot that
best describes their response to it. When they are all standing somewhere along
the line, ask a volunteer to explain why he or she is standing there. Ask participants
to provide examples of the types of financial and non-financial incentives that can
be used to motivate peer educators. Let three volunteers give their viewpoint, then
let the other participants react to these opinions.
Continue with the other statements in the same way. At the end of the session,
provide a copy of Handout 11. Incentives for Peer Educators.
Closure
After reading and reviewing all the statements, explain important points about
motivating and retaining peer educators. (See the box below.)
Tips for managing relationships among peer educators
▼ Frequently change the composition of small groups of peer educators to ensure that they all
have opportunities to work with each other, separate from their closest friends or cliques.
▼ As much as possible, ensure that small groups include equal numbers of male and female
participants and make sure that members of both sexes are able to play active roles
in the activities.
▼ Plan activities that encourage trainees to show ‘who they are’ early in the training. Sharing
vulnerabilities and personal information is likely to lead to increased bonding within the group,
provided that the trainees feel their work is taking place in a ‘safe space’.
▼ To identify issues on which young women and young men may have differing perspectives,
ensure that some exercises are done by small groups of only male or female peer educators.
They can then present their results to one another, compare their answers, and discuss
similarities and differences.
▼ Identify and deal with points of stress within group relationships early on. Some interpersonal
difficulties are inevitable.
▼ Encourage the group to respond collectively to contentious issues that may arise (e.g., a peer
educator’s irregular attendance). The impact can be greater if decisions on how to deal with the
issue emerge from a group consensus.
Section 2. Guidelines for Training of Trainers
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