Recruiting and Hiring Peer Supporters

• Committing the time to:
  • Complete the work required
  • Support peers to prepare for research team meetings
  • Support peers to engage during research team meetings
  • Discuss what went well and areas for improvement with peers after the meeting
• Experience with typical research tasks including identifying research questions, designing methods, collecting and analyzing data, and disseminating findings
• Interest in the topic or focus of the research

• Advocates for materials and procedures that are inclusive and accessible for all
• Willingness to share knowledge and experiences with peers
• Can work in partnership with peers, and listens and learns from peers
• Able to identify peers' strengths and abilities
• Can adjust own communication and interaction style, with support, to match peers' preferences
• Capacity to act as a proxy and liaison for peers, if requested

A definition of peer support that specifies that the peer supporter should have similar experiences and disability/diagnoses as study participants. Statements such as “position requires experience as a former or current user of disability services,” or “individuals must self-disclose or have lived experience as a person with an intellectual or developmental disability” can help clarify that workers must have a disability.

Essential functions are the basic job duties that research peer supporters are required to complete, with or without reasonable accommodation (U.S. Equal Employment Opportunity Commission, 2021). A key consideration is if the position exists to perform that function. For Research Peer Supporters, essential functions will likely include both research and peer support duties. If duties can be completed with accommodations, that can be specified in the job description. Accommodations could include provision of equipment/devices, modified work schedules, modification of materials, and/or timelines/deadlines.

Because research often involves use of technology, the job description should specify if specific skills are needed, or if training is provided (e.g., using email communication, phone communication, searching the internet, word processing software).

Working on a research team has unique responsibilities, such as periods of more or less intense work to meet funding or project deadlines. Work can occur in a variety of settings (i.e., the community) and times (i.e., during evenings and weekends). Travel may be necessary for tasks such as data collection and dissemination. You may want to specify that the Research Peer Supporter will need to adhere to project timelines and deliverables, be able to work a flexible schedule, and is able to travel within a specific radius.

Minimum educational requirements should take into consideration the local (e.g., state, national) approach to conferring degrees for individuals with disabilities who received special education services. Currently, in the US, most states provide standard diplomas, although some states may still provide certificates of completion or alternative diplomas. Job descriptions should indicate if these are equivalent to standard diplomas. Team leaders may need to identify or consider non-degree indicators of education and training. For example, “volunteer work experience will be considered” or “formal vocational training will be considered in lieu of a completed diploma.”

Many states have postsecondary training and educational programs for people with intellectual disabilities, or peer support training programs. These programs provide advanced training that may enhance someone’s success in a position as a Research Peer Supporter, and completion of these programs could be specified as "preferred, but not required."

The job description should specify who will be supporting and supervising the Research Peer Supporter, the frequency of supervision, and the way that feedback will be provided. If applicable, a review period should be specified for job continuation. The job description should also specify if the Research Peer Supporter will be considered a supervisor of the other members of the research team, and if they will be the primary supervisor of the other members of the research team, or if supervision responsibilities are shared.

Based on the project and specific duties, research team leaders should consider if the Research Peer Supporter will work a consistent number of hours each week, or if hours will fluctuate across various stages of the project. Peer supporters should receive fair and equitable compensation for their time and expertise. They bring skills to the research team that are unique and essential in developing and implementing research initiatives that are meaningful and important to key key community members. Many researchers struggle to identify what is considered fair and equitable compensation for research staff and key community members. Advocacy groups and key community member led community organizations are often excellent resources to advise and consult on financial matters related to key community member engagement. Additionally, institutional human resource departments frequently have guidelines for hiring and financial compensation based on experience and training. If previous research expertise is required for the position, the hourly rate should be comparable to wages of other research staff with similar levels of responsibility and training.

Provide applicants with several opportunities to interact with the research team, so that some level of familiarity can be established. This allows applicants a chance to become accustomed to various team members and the context, which may reduce nervousness and help an applicant feel more comfortable acting “natural.” Scheduling multiple meetings also allows the applicant to demonstrate their ability to manage their schedule and meet deadlines, which are often essential functions of a Research Peer Supporter.

Ask applicants to engage in a phone or web video conferencing conversation to "walk through” their resume. Ask them to provide a summary of each entry on their resume, including their responsibilities, what they liked about the activity, and what skills they gained from the activity. This also provides the research team with an in-depth understanding of the potential skills and abilities of the applicant.

The availability of a trusted supporter (for example, a parent, a service provider, or friend) for the beginning of the interview can foster a safe environment for the applicant. Further, it is an opportunity to establish positive communication with the support networks of the potential employee, who often play a crucial role in employment success. When using this strategy, it is crucial that the research team still direct questions and conversations to the applicant and not their support person.

The goal of an interview question is to elicit an individual’s experience, problem solving ability, and approach to work. However, when applicants respond to interview questions during an interview, the quality of their response may reflect their ability to “think on their feet” rather than the abilities addressed in the questions. Providing interview questions to the applicant before the interview gives them the opportunity to prepare a response that highlights their skills and experiences. Further, the team can evaluate the ability of the applicant to adequately prepare for meetings, which is often an essential function for a Research Peer Supporter.

Interviews may rely heavily on spoken communication, but applicants may or may not have verbal communication as a strength, especially when interacting with new people. Team members can obtain a more comprehensive and “natural” view of a person’s capacities by giving them tasks or activities to complete as part of the interview process that mirror their job duties. Examples include:

• Have them compose an email to respond to a question from a peer about a research task or a research meeting.
• Ask them to demonstrate a specific peer support task during a role play with another member of the team, to give a direction about how to complete a step of a research process, such as conducting an interview or administering a survey.
• Solicit their feedback about how directions or other written material can be edited to be easier to use or understand.

Ask applicants to provide 2-3 references, who know the applicant well in a range of settings including work, volunteering, social groups in the community, or other contexts. References often have a comprehensive picture of the applicant’s abilities and potential, beyond what teams may observe within the constraints of the interview context. Ask references to comment on the applicant’s ability to meet the essential functions (with accommodations, as described), and potential readiness to succeed in the position when provided with training and support.