These are questions that young researchers are often faced with. This means there’s a need to gain new insights together with other peers: colleagues in the same position. With peer coaching you help each other in a group context with work-related questions and obstacles with the support of a facilitator (that could be you!). You discuss case histories using an efficient question-based approach and so discover new insights.
Peer coaching, or ‘intervision’, provides support and guidance during your PhD or postdoc
During your PhD or postdoc you sometimes have to be highly self-reliant. For that reason HR is starting a new round of peer coaching for PhD candidates and postdocs. Participants take part in discussions in groups of eight to ten PhDs or postdocs from a range of disciplines. Each group has a facilitator - also a PhD or postdoc - who is trained by an external trainer to lead the group according to a fixed, structured method. In this safe space the participants can discuss common shared problems and challenges and help each other to deal with them.
Background
The initiative has come from Sander Bosch, Open Science coordinator at VU Amsterdam. He took part in peer coaching during his PhD and postdoc at the Radboud University in Nijmegen. “It struck me that PhDs and postdocs often struggle with the same issues, regardless of the subject of their research. I found it really useful to talk with people in the same role as me, and I also wanted to introduce this initiative at VU Amsterdam.” Together with Lidy Stassen, career coaching coordinator at HR, he organised a pilot in 2020.
Following the successful peer coaching pilot (with an average rating of 4.4 on a 5-point scale) a third round peer coaching will start in 2024. Dutch and English-speaking PhDs and postdocs who will be at VU Amsterdam until at least mid-July 2024 will receive an e-mail in the week of 8 january with all important information. They can sign up as a peer or facilitator via this email until 5 February 2024. There are places for ten facilitators and eighty peers. The participants will then be assigned to groups. The first ten facilitators to sign up (selected by us) will receive training in four two-hour sessions and one individual coaching session in the period from March to (mid-)July. After each training session they plan five monthly meetings with their own intervision group, in which they can put what they’ve learned into practice.
Shared experiences
PhD candidate Hannah Visser took part in the pilot. “I started on my PhD just before corona. I felt a bit lost and lonely, especially because the Religion and Theology faculty is very small and only a few PhD candidates work there. I wanted to meet other PhDs, and I found it very instructive to discuss shared experiences, such as coping with isolation, pressure of work and power structures.”
Reflection first instead of advice
The intervision sessions take place according to a fixed structure, where someone shares a challenge and the group asks questions to gain a clear picture of the situation. In the training the facilitators learn how to keep to this structure, especially in the beginning of the programme. “It’s important not to give advice straight away, but first to really try to understand the person asking the question and unravel the issues,” says Carla de Jong, the trainer for the programme. “Group members often get so involved with the peer who brings in the case history, that they want to quickly offer solutions and assistance. The facilitator guides and supports the process of deeper reflection.”
No hierarchy or power relationship
It was a deliberate choice to have PhDs and postdocs lead the groups themselves, with separate training to gain a solid understanding of the method. This means there is no hierarchy, and the experiences can be shared and recognised by everyone. PhD candidate Perline Demange, who took part in the pilot as a facilitator, sees this as a major advantage. “The fact that the facilitator is a peer, and not an external leader, contributes to a safe environment. There is no hierarchy or power relationship. It’s also good that we work in different departments and don’t have to know all the details, such as the name of someone’s supervisor. This makes it easier to trust each other."
Intervision enhances autonomy and problem-solving ability
The aim of the intervision is to discuss problems together in a constructive way. “Of course you can also have a good old moan, but not for too long,” says Carla. “You keep it constructive by staying focused on what the person bringing in the case history does himself or herself, and what possibilities they have to improve the situation.”
Ultimately it’s not only down to the facilitator to keep the discussion constructive; the peers also take responsibility for this. In this way, all participants develop competencies that can also help in other situations, such as working groups or meetings.”
Why take part?
Peer coaching is a great way of getting to know other PhDs or postdocs and enhancing your personal development. “It sharpens your skills, such as listening attentively and formulating penetrating questions,” says Sander. “It’s a good opportunity to reflect on what you’re doing and what you’re struggling with, to take a step back and gain an overview.”
Perline has a clear message for anyone in doubt: “Just do it! Everyone should get involved in this, whether that’s at the beginning or the end of your PhD or postdoc, even if it’s just to learn good listening skills. Apart from that, after taking part in the programme I’ve got much better at explaining what my problem is and asking my question. This means the discussion that follows is truly constructive, and people know what I expect from them. I found it a fantastic experience, and I’d recommend it to anyone.”
Further information on peer coaching.
You can also sign up here from 8 January 2024 if you’re interested in taking part as a facilitator or peer.
If you have any specific questions, please contact Lidy Stassen.