Peer to Peer Coaching Manual

Opportunity for Youth Employment (OYE)

 Table of Contents

Introduction 2
SNV OYE Program – SNV Team to provide 2
1.1 Objectives of the Peer to Peer Coaching Manual 2

What is Peer-to-Peer Coaching? 2

2.1 Case Study One: Coaching 2
2.2 Case Study Two: Mentoring 3
2.3 Why you should be a peer coach (Incentives) 3
2.4 OYE Peer Coaching looks like: 4
2.5 Commitments of an OYE Coach 5
2.6 Benefits of peer coaching 6
2.7 How to conduct Coaching 6
2.8 Coaching Tips 6
2.8 Tips for a Successful Peer Coach 8
2.9 Activity 1: Coaching Clinic 9

Needs Assessment 10

Follow up and Feedback 11

3.1 Feedback and performance measurement 11

Additional Coaching Areas 12

4.1 Conflict Management Tool 13

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1. Introduction
SNV OYE Program – SNV Team to provide

1.1 Objectives of the Peer to Peer Coaching Manual

This manual is to serve as a guide for OYE successful beneficiaries to use as a tool in coaching
fellow OYE beneficiaries both at individual Youth Led Enterprises (YLEs) and group YLEs.

Objectives of the manual are

● To strengthen capacity to OYE YLEs facing challenges in their business and required
coaching by their colleagues
● To ensure sustainability of the OYE YLE business and Youth Savings and Lending
Association (YSLA) groups after phasing out of the project
● Conduct training to the youth so that they can coach other youth

2. What is Peer-to-Peer Coaching?

In the context of OYE project, Peer to peer coaching is defined as a confidential and
professional relationship whereby OYE youth work together in building each other on individual
or group YLEs. A peer in this instance will be any SNV OYE youth or YLE group, while a peer
coach may be the individual OYE youth or a YLE group providing coaching support.
To give you better insight on how this relationship works please observer two case studies
below, one that depicts a coaching relationship and the other a mentoring relationship.
NOTE: Mentoring and coaching can be ‘stand-alone’ activities, but they can be used to
complement each other.

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2.1 Case Study One: Coaching

Shaban who is a farmer and a fruit seller needs to improve his agricultural skills in order to have
more yields in his fruit farm, Rajab his group member arranges for Shaban to be coached by
Salum an experienced, farmer colleague. Salum talks to Shaban to explain why his fruit
production is low in his farm. Shaban has the opportunity to his side of the story, Salum and
Shaban then agree the standards of acceptability Shaban must achieve for his farm, they decide
on a time limited coaching programme for Shaban. He will observe examples of best practice
during “on the job” coaching, Shaban will be able to ask question and discuss issues as they
occur, so he can work towards practical solutions. During the coaching programme Shabani has
regular reviews with Salum and Rajab to ascertain his progress. When the programme finishes,
there is a side debriefing session to determine how far Shabani has met the agreed objectives
and to evaluate the programme’s overall success.

Salum’s coaching role involved

● Being willing to take the role of coach to Shabani

● Determining objectives and coaching programme for Shabani
● Being responsible for the practical delivery of coaching plan, for example demonstrating
best practice in agribusiness.
● Participating in ongoing reviews with Shabani and Rajabu
● Evaluating success of the coaching programme

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 2.2 Case Study Two: Mentoring

Joseph, who works in selling solar panels, indicates that he would like to learn more about his
products. He isn’t sure if he wants to change his business, but would like the opportunity to
make an informed choice. Joseph talks to Brian, his team leader, about the possibility of
learning new marketing skills.

Brian approaches Richard an entrepreneur, to whom he introduces Joseph as a potential

mentor. He bears in mind the need for compatibility between mentor and learner. Richard and
Brian agree some overall objectives and a timeframe for Joseph’s mentorship. They arrange a
flexible timetable of practical experience for Joseph on marketing. Joseph goes for mentorship
with Richard.

Richard’s mentoring role has involved:

● being willing to take on the role of mentor to Joseph
● agreeing the objectives for Joseph’s training
● arranging relevant learning experiences for Joseph, for example, briefing and debriefing,
attending presentations, observing customer’s briefings
● introducing Joseph to the new marketing skills and providing an overview of the type of
marketing strategies receiving feedback from Joseph and making further
recommendations.

2.3 Why you should be a peer coach (Incentives)

a) By being a peer coach you will impart skill to a coachee while at the same time
you will be increasing your own coaching skills
b) Peer coaching widens one’s business network hence you will be interacting with
different coaches and hearing and observing their businesses
c) It build close and mutually supportive relationships
d) It helps to opens up individuals to opportunities presented in the communities.
It build understanding and trust as it is easy for people on the same level to open
up

A success story from group in Kigwa Village, Tabora

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 Hosea Yusto explaining about best practice of chicken rearing to youths from Tabora that
visited Babati for a learning exchange which was conducted in a form of peer caching

After receiving coaching session on chicken rearing from their peers, the group from Tabora
was able to do very well in their chicken rearing enterprise.
“We are now proceeding well, I feel like it started like a joke, and most youth thought we were
wasting our time many of them are now asking how to join OYE. I have reached very far in a
short period of time because of the training received from OYE and their support too, I will
always cherish lessons learnt during OYE trainings” Tausi Abas, Accountant of a group from
Tabora.

How to identify external support

Depending on the needs that an individual/group requires, it may happen that a fellow peer or
LSP cannot necessarily provide support needed, there are other individuals in the community
mentioned below that can be of assistance.
● Local Government Authority
● Contacts such as vendors, farm extension officers
● Experienced business professionals in the community
● Family members with experience in specific areas

2.4 How OYE Peer Coaching looks like

● a one-to-one relationship over a period of time between a less experienced OYE
youth/group and an established OYE youth/group, which provides consistent support,
guidance and practical help
● a process by which an experienced OYE youth/group shares their personal skills,
knowledge and experience with their peers
● A means of enabling a less experienced OYE youth/group to gain the necessary skills,
knowledge and confidence to be able to perform at a higher level.

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 ● An opportunity for a less experienced OYE youth to gain access to impartial, non-
judgmental guidance and support.
● A process of working together to achieve predetermined goals and objectives.
● A two-way process through which both parties derive satisfaction from the progress,
and success is attained through working together.

Case Study: Peer Coaching at work

One of the YLE groups in Tabora region started with humble beginnings and now they
are supplying cooking stoves for over 24 institutions.
The YLE group was paired with SIDO as a coach to help them with both technical skills in
addition to growing and maintaining inter-district relationship in order to increase their business
network. OYE has had a positive impact on their YLE.

“We started realizing the impact of OYE in our business soon after we finished the training. SIDO
assisted us to apply for a United National Development Programme (UNDP) tender of worth
61,200,000.00 million TZS under the Regional Commissioners office. We produced improved
cooking stoves: 24 for institutions, 320 single plate stoves and 639 double plates. This was our
first major project to ever secure and we made a profit of more than 30 million TZS.” Hosea
explained.

2.5 Commitments of an OYE Coach

A peer coach’s work is not to give answers to situations or give advice on what should be done
but rather to listen, and help ask the right questions that will enable the fellow OYE Youth/YLE
group to find the answers needed.
a) To help and assist their fellow OYE Youth/ YLE Group to form their goals and
strategies so that they are able to achieve their objectives.
b) To help/ assist the group on finding themselves through the coaching process
and realize better ways that can help them accomplish their goals.
c) To help stimulate understanding using the best method of questioning to
determine their needs.
d) To help them develop a plan to achieve their goals step by step.
e) To provide sustainable support for sanctions or any changes that the client can
deal with it.
f) Give the Member tools, techniques and strategies to achieve change and lasting
success.

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2.6 Benefits of peer coaching
● Participants receive more time for personal growth
● Direct interaction between peers coach and coachee promotes active learning.
● Peer coaches reinforce their own learning by instructing others.
● The youth feel more comfortable and open when interacting with a peer.
● Peers and students share a similar discourse, allowing for greater understanding.

2.7 How to conduct Coaching

As a coach you should understand that there are different types of coaching styles but with regards to
OYE program, it is recommended to either use, one on one or Group coaching. To get a better
understanding of these two coaching styles please observe the case studies below;
One on One Coaching
Sarah a graduate of the OYE Youth program has started a successful Solar panel business in her village.
And she has been able to grow her business to provide cooking stoves also. Ali another youth from the
same village has been observing her and he also signs up for the OYE program. Knowing whom his role
model is he asks to be paired with Sarah as his coach. Sarah organizes meetings with Ali at least once a
month to understand help him set up his own income generating business.

Group Coaching
Muungano and Mategemeo Group are YLE groups that were formed during the same cycle. Mategemeo
group however has proved to be an example to all as they have recently secured Youth funds from their
Local Government about Tshs 5,000,000/= and have secured a spot to showcase their goods at the
upcoming agricultural trade show. Muungano group on the other hand has been struggling to even hold
their monthly meetings, Muungano group leader reaches out to Mategemeo’s group leader and they
agree that for a period of meetings, Muungano will attend Mategemo’s meetings to see how they run
their business and learn tips on building a team.

2.8 Coaching Tips

To be a successful coach, it is recommended that you apply the tips below during your
interaction with your fellow OYE youth member or YLE group.

A. Being able to listen with curiosity

The Coach should be able to listen with curiosity to what others are saying, paying attention in
order to have an effective dialogue.
Effective listening skills for effective peer coaching

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 i. Pay attention: One thing to do while listening, is paying attention to who is
speaking. This helps to set comfortable environment for the coachee to open up
but also set time or them to think and speak. As you listen, allow yourself to stay
focused don’t let your mind wonder, One trick for this is to be able to paraphrase
the last statement, pay attention that you don’t think of what you will reply or
what you will ask on what they just said.

ii. Hold your judgment:

As a peer coach it is crucial to have an open mind, they are open to new ideas
possibilities and opportunities. Speak to yourself and hold any judgment,
comment, you are not there to judge nor to criticize, rather to listen and
understand your coachee’ situation and help become well. Active listeners are
open-minded.

iii. Ask questions:

Questions are essential tool in the coaching process. They help lay down clarity, or help
in highlighting the coachee assumptions. Open-ended questions are encouraged
to help provide additional information or ideas. They can also encourage one to
uncover the hidden information and people become less defensive rather they
reflect on the issues.
Example of open-handed question peer coacher can ask are:
a. “How does this situation impact you?”
b. “What do you think will help resolve the situation?”
c. “What makes you hesitate in addressing the issue?”
These questions don’t have to be complex but rather simple.

iv. Summarize:
Before starting sharing your thoughts on how the issue can be approached, summarize
what the coachee had been saying. This will help you reflect if you have
understood what had been shared and if not the coachee has a room to clarify,
but also the coachee will get to see what they have shared. By summarizing one
can weigh if they have been effective in listening and understanding.

B. Effective coaching one must set a goal

It is important for a coach to set a goal with the coachee on the end result of the coaching
sessions. This helps to structure and build framework of the conversation and guidance
provided.

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 C. Take in What You Hear
You need to hear the words, read the gestures, and take in the thoughts, ideas, and emotions
of the speaker. To take in what you hear, you need to pace the conversation and put yourself in
the shoes of the other party.

D. Reflect with Accuracy

Reflecting back with accuracy shows the person you’re really listening and confirms that you
have digested the right information. It also allows the person to hear back what he or she has
said and to check within him or herself: Is it exactly what he or she meant to say?
The Coach should ask participants if they can reflect back by:
a. Paraphrasing - Restate the essence of what they heard in their own words, or repeat
what they heard using the same words the other party used.
b. Summarizing -When you hear a lot of information, one may want to summarize the
main message into short and concise sentences. When people have
conversations, sometimes information doesn't emerge in an orderly way, it is
important to summarize for clear understanding
c. Repeating meaningful words -When you repeat meaningful words, you let the other
person know that you heard what is really important to them. It enables them to
sense that you're listening and understanding them.

E. Questioning for Exploration

Asking questions extends the conversation and allows for a more proactive dialogue. Coacher,
ask open-ended questions that allow more exploration to occur. By asking open-ended
questions, you give your peers an opportunity to find answers within themselves.

2.8 Tips for a Successful Peer Coach

Dos DONTs
➢ Should be positive ➢ Should not ask too many questions
➢ Be a team player ➢ Use appropriate and understandable
➢ Maintain confidentiality language
➢ Practice effective communication ➢ Not using alcohol during coaching sessions
➢ Should be committed ➢ Be a liar
➢ Choose wisely the place for peer ➢ Promise things one cannot fulfill
coaching sessions ➢ Not to show off as he knows everything
➢ Do have empathy ➢ Not to talk too much than listening
➢ Not confrontational

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2.9 Activity 1: Coaching Clinic

Now that you have learned the basics of being a Peer Coach, it is time to put this into practice.
The activity described below is meant to act as a practice run for you when in session with your
peers before you actually go out on the field.
Time: 15 minutes
Materials: None
Instructions:
● Divide the participants into groups of 2 (you can ask them to count 1,2,1,2 to ensure
random pairing)
● In their groups of two ask them to share with their teammate about any challenge that
they are currently facing and are comfortable in talking about it.
● Of the two, one has to agree to be a coach while the other is a coachee. The coach will
do the listening and ask probing questions in the first round while the coachee will be
the one talking about their challenge. We have also provided you with probing
questions guide that you can use below.
● After 5 minutes the teams will switch and the same activity happens
● Debrief with the full class and ask how they felt and whether they practiced their
coaching skills

Remember: A coach is NOT to provide recommendations at any point in time, your role is to
help your fellow OYE youth/YLE group to come up with their own choices and decision

Probing Questions Guide

● What did you hope to achieve?
● Do you think you were able to solve the challenge?
● What do you think you could have done differently?
● Why do you think this is happening?
● What resources or tools do you think you need?

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 2. Needs Assessment

Before coaching starts it is important to know the areas/gaps that need to be addressed. This
can be done in two different approaches as elaborated below.

A. Individual Business needs assessment

This involves the individual/personal evaluation of needs and personal choices of the
participant to reach his/her business goal. These needs will be addressed through discussing
(asking question) with your OYE Coachee prior to training and it involves filling needs
assessment form. The form is filled out after you have conducted a thorough one on one
interview to asses the needs to be worked on.

Individual Business evaluation form

Name Contact Name of Enterprise Challenge faced Areas of

details Enterprise details Improvement

B. Group needs evaluation

This is the evaluation done by the coach to identify needs and wants of the groups which can
affect the performance of the group toward reaching their goals. Needs of the group can be
identified by meeting members of the group and discussing (asking questions) before the
training and fill the form of group needs assessment( see the effective listening skills for
effective peer coaching).

Group evaluation form

Name of Contact Contact Enterprise Challenge Area of
Group/Enterprise person Person Details faced Improvement
Phone
Number

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 3. Follow up and Feedback

The coaching session is a process that continues after establishing the will to implement the
extracted options as solutions; the peer coach needs to be following up with the coachee/group
to ensure that the desired actions are happening.

Feedback can be obtained through formal or informal discussions between the coach and
learner, the results of the programme should be recorded in written report, along with a set of
recommendations and learner feedback.

3.1 Feedback and performance measurement

In order to evaluate progress of a coaching intervention, it is advised to agree on standards of

criteria that will be used to, measure the intervention success. The objective(s), standard
target(s), assessment and evaluation need to be clearly stated so that the OYE youth/YLE Group
achievements can be reviewed easily.

Example:
John Coaching programme
Objective Improve his marketing skills
Standard target • Conduct market research
• Know your customers
• Improve product quality
• Attract customers

Assessment Informal monthly reviews for the next three months

Evaluation After three months

As a coach you are to encourage your coachee to reflect on their objectives during the session
in order to have an effective coaching programme.

Weekly or bi weekly follow up with your coachee/group is required at the beginning of their
implementation to see if there is need to explore other options and monitor their progress.

Unless the coachee/group is a success, the coach is obligated to follow up and at times start the
whole process again when the desired change is not happening with the previously selected
options.

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4. Additional Coaching Areas

Area Intervention
Conflict Management Assist groups and individuals manage team
dynamics. You can help them address this
challenge by using the Conflict Management Tool
show in Figure 1.

Branding/Marketing Advise on the importance of labeling products with

important information such as expiry dates,
contact information and brand name. e.g. a YLE
group in Dodoma was harvesting honey but they
were not doing any value add. After getting
coaching from another YLE group, they then found
a brand name, started packing their honey and
transported it for sale in Dar es Salaam.

Business Ethics/Etiquette You can advise your team on;

● The importance of not giving bribes

● Respecting and encouraging diversity in
team settings
Time Management Highlight the importance of time in a business
setting from

● Opening times of one’s business should be

clearly communicates,

● Investing time wisely on income

generating activities

● Arrive early and be prepared for meetings

Networking Donald Beatus from Kigwa B village, Uyui District,

Tabora, joined OYE in June 2016, and established
their enterprise in December 2016 . Donald
thanked OYE for impacting his life and also for
networking him with his fellow youths at the
village are now his colleagues or people he would
trust and recommend anywhere to work on what
they have been trained.

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 4.1 Conflict Management Tool
The steps below are meant to be a guide that the OYE Youth coach can use when working with
a fellow youth/YLE group facing a conflict management challenge.                 

Figure 1.

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