24. October 2017

Peer learning: why does peer learning ensure impact in executive education?

Peer learning is an excellent way for participants to benefit from the knowledge and experience of their colleagues in executive education courses.

It supplements approaches such as experiential and action learning opening a space in which learners can deepen their understanding of complex challenges and concepts by talking about them with their peers. Peer learning is broadly scalable, pragmatic, encourages critical thinking, strengthens teams, mobilizes “peer pressure” for good, creates a push for achievement, ensures attention to organizationally relevant issues, and can be effectively employed as part of online learning approaches. One student’s weakness might be another student’s strength, and encouraging active and conscientious exchange strengthens individuals, fosters group bonding, and generates collective knowledge. Finally, learning to discuss new concepts in groups strengthens the communication skills of individuals. This has the potential to positively impact operations, management processes, innovation, as well as attention to changes in your company’s environment that demand action in a VUCA world.


Picture: Istockphoto

About the author
Dr. Rachel Brooks
Dr. Rachel Brooks (full name Brooks-Ames Lachenmeier) has been Program Manager of Custom Programs at the Executive School of Management, Technology and Law (ES-HSG) since January, 2016. From 2011 - 2016, Dr. Brooks completed her doctorate in Organization and Culture at the University of St.Gallen. Her research explored communication structures in multinational companies and in particular, how managers pay attention to internal and external feedback when establishing sustainability initiatives in transnational agricultural supply chains. She holds a bachelor's degree in Latin American and Latino/a Studies from Smith College in Massachusetts, where she was on the Dean's List. She received her master's degree in Latin American and Caribbean Studies from New York University, with full funding from the Henry MacCracken Fellowship.