Peer learning process guide The G-REG Initiative has developed a process for peer learning among regulators. The peer learning process involves a Peer Panel, made up of regulatory agency people from central and local government with a range of skills and expertise, who will be available to engage, share knowledge and discuss regulatory practice when invited to do so by a regulatory agency.

This guide presents the process in brief, and then steps you through a typical peer learning discussion. Please use this as a basis for conducting your own peer learning discussion, including adapting it to your needs.

The G-REG Secretariat is the secretariat for the peer discussions, with support from the G-REG Regulatory Stewardship working group and regulators involved in peer discussions.

Contents Peer learning process guide .............................................................................................................. 1

The process in brief........................................................................................................................ 2

Step 1: Kick-off............................................................................................................................... 3

Step 2: Discussions........................................................................................................................ 4

Step 3: Pull out key messages ....................................................................................................... 5

Step 4: Share learning ................................................................................................................... 6

FAQs ................................................................................................................................................. 7

Practical matters ............................................................................................................................ 7

Peers ............................................................................................................................................. 7

Costs and resources ...................................................................................................................... 7

Information management ............................................................................................................... 8

Concerns ....................................................................................................................................... 8

Related initiatives ........................................................................................................................... 8

Scope ............................................................................................................................................ 9

The process in brief There are four steps to a peer learning discussion.

Step 1: Kick-off A Senior leader from a regulator (which may be part of a department, local authority or regional authority) •through G-REG, invites 2-3 people from the peer panel and 2-3 people from the regulator to hold a peer

learning discussion •holds a meeting with panel reps and the regulator reps to agree an agenda for the peer learning discussion,

agree discussion ground-rules (eg, good faith), and identify key documents (eg, descriptions of the regulator’s work)

Step 2: Discussions Panel reps and regulator reps meet one or more times to •consider and discuss the selected parts of the regulator's practice(s) in the context of the core components

of good regulatory practice •nominate one person to write up the discussion notes (exactly how the record will be developed and used

is at the discretion of the regulator inviting the peer learning discussion)

Step 3: Pull out key messages The note writer (assuming agreement of the regulator) •emails notes to discussion participants and asks participants to reply-all with proposed key messages •emails agreed key messages to participants (in a generalised form that would apply to similar types of

regulators)

Step 4: Share learning Regulator reps meet with regulator senior leader to discuss key messages and how they wish to use the results of the peer learning in their organisation Panel reps report key messages to other panel colleagues and G-REG secretariat, for discussion at six-monthly meetings and to refine process. G-REG secretariat uses key messages from discussions to develop G-REG products and activities (including for example, best practice guides for all regulators and/or other steps including feedback at G-REG conferences)

Step 1: Kick-off A peer learning discussion starts with a senior leader from a regulator. The regulator may be a stand-alone agency, a part of a department, or local authority or regional authority. The senior leader can also be from any part of the regulator’s business.

The senior leader asks the G-REG working group to identify 2-3 people from the peer panel with the right range of regulatory practice or policy skills for the peer learning discussion that the senior leader has in mind.

The senior leader invites the 2-3 people from the peer panel, and 2-3 people from the regulator, to hold a peer learning discussion.

The senior leader gets on the phone …

… to invite colleagues to participate

The senior leader then holds meeting with panel reps and the regulator reps to agree an agenda, discussion ground-rules (e.g. good faith), and identify key documents (e.g. descriptions of the regulator’s work).

An initial meeting to get off on a

good foot …

… to ensure good-faith dialogue …

… and focus on an

aspect of regulatory practice

Step 2: Discussions Panel reps and regulator reps meet one or more times to consider which core components of good regulatory practice to discuss.

First discussion

Further discussions as required

The discussions are the core of peer learning. They are the place where people can confidently raise an issue with the regulatory system, and allow others to comment further on the issue and its various implications.

Here are some insights the G-REG community has gained on what makes for effective discussions:

• The presence of experienced regulatory practitioners, especially who had observed the regulatory system in action and had worked closely with a range of other experienced people in other agencies and overseas

• The presence of senior people reflecting on the system in an open and constructively critical way. The attitude and interest of these senior managers may help to prompt others to contribute in a similar way.

Step 3: Pull out key messages The people in the peer learning discussions nominate one person to write up the discussion notes reflecting learning and insights gained from the peer learning discussions. The note writer then emails the notes to discussion participants and asks participants to reply-all with proposed key insights.

One person writing notes and

key messages

Others responding with thoughts and suggestions

The note writer emails agreed insights to participants (in a generalised form that would apply to similar types of regulators and that reflect the learning gained). Note – ultimately, the way the information is recorded and used is at the discretion of the regulator who has invited the peer learning process.

Step 4: Share learning There are two principles for sharing the results of peer learning discussions

The first principle is that any insights on how to improve the regulator’s practices are owned by the regulator that initiated the discussion. Regulator representatives in the discussions meet with regulator senior leader to discuss key messages and any internal action in response (e.g. changes to regulatory processes).

Regulatory staff take the suggestions …

… and take ownership of acting on these

The second principle is that the wider G-REG community should benefit from insights into best practice that emerge from the discussions. Panel representatives in the discussions report key messages to other panel colleagues and G-REG secretariat, for discussion at six-monthly meetings and to refine the peer learning process. The G-REG secretariat uses key messages from discussions to develop G-REG products and activities (including for example, best practice guides for all regulators and/or other steps including feedback at G-REG conferences)

The panel reps and G-REG secretariat share insights

The G-REG secretariat shares good practices more widely

FAQs

Practical matters Where are the discussions held?

Discussions can be held wherever is most convenient for the regulator and peers.

What happens if discussion participants work in different cities?

We encourage discussions that involve people from different cities and there are several ways to make these discussions work. Video and phone-conferencing provide a low-cost option, and some organisations such as SOLGM are well-practiced video-conference facilitators.

Peers How can I be a peer, or nominate a peer?

Please send expressions of interest or nominations to Andrea Loughran, G-REG Programme Manager (andrea.loughran2@mbie.govt.nz), including a short bio if possible.

How much time does a peer need to allocate?

The time commitment of a panel member would be about two or three days a year, which would allow for a member to participate in at least one peer learning discussion with a regulator per year.

How do I get the right peers for our peer learning discussion?

The regulator initiating the discussion should discuss their preferences for peers with the G-REG Secretariat, early on. The Secretariat will ensure that these preferences are taken into account, but will also consider issues such as good rotation of people across the wider Peer Panel.

Can discussions involve people other than the regulator and people from the peer panel?

Yes. The main consideration is ensuring the regulator and the peers feel that they can speak openly in the discussions.

Costs and resources Who pays travel costs?

The regulator initiating the peer learning discussion should ideally meet the travel costs of discussion participants that are coming from out of town.

Discussion participants should consider video or phone-conferencing as a way to minimise travel costs and emissions.

How much time does it take?

Each participant in a peer learning discussion will need to devote about 2 days to a peer learning discussion, over the space of a month.

A peer learning discussion of one area of regulatory practice should be completed in one or two meetings, with perhaps one and a half hours per meeting.

Participants may need to read some key documents before the meetings, and one participant will need to spend a couple of hours writing up the meeting notes and key messages.

How many of my staff will it involve? For how long?

A peer learning discussion should involve two or three staff from the regulator, along with two or three peers. As noted in the answer above, each participant will spend about two days on discussion work over the space of a month.

Information management Who has the final say on key messages from a discussion?

The regulator initiating the discussion has the final say.

Who owns the results of a discussion?

The regulator initiating the discussion owns the results of the discussion. The G-REG Secretariat would like to share any key messages from discussions that relate to best practices.

Who gets to see the results?

The meeting notes should only be shared among the discussion participants, as they are not the final product of the discussion.

Other than discussion participants, the key messages from the discussion should be shared more widely within the regulator initiating the discussion.

It is the regulator’s choice whether the key messages are shared more widely outside the regulator (e.g. among the G-REG Secretariat and working group).

All discussion activities involving are subject to the Official Information Act and/or the Local Government Official Information and Meetings Act, depending on the participants.

Concerns Is it a review?

No. The discussions are meant to be two-way learning experiences. Regulators and peers should both be seeking to learn about good regulatory practice.

Do agencies get graded?

No. There are plenty of other forums for grading regulator performance. The focus of the discussions is on two-way learning.

What if we disagree with the results of a peer learning discussion?

The regulator initiating the discussion owns the results. If participants disagree on some key messages, the regulator has the final say but should allow the messages to acknowledge when an issue is contested.

Related initiatives How do peer learning discussions relate to similar government initiatives?

Many government activities involve discussion of regulatory practices. There are Performance Improvement Framework reviews, Regulatory Stewardship Strategies, Crown entity monitors, Treasury regulatory system monitors, other G-REG initiatives and internal agency discussions.

Peer learning discussions are intended to complement all of these other activities by providing a forum for reflection and face-to-face discussion. At the same time, peer learning discussions are not meant to be ‘another review’. The focus is on getting regulatory people together to reflect on experience and learn from each other.

Scope Are peer learning discussions just for regulators?

Yes, in the sense that the focus is regulators learning about good regulatory practice. However, regulators can be taken to include stand-alone regulators and business units in larger multi-purpose organisations (e.g. councils and departments). Discussions can also involve participants that play roles outside of regulatory practice, such as policy analysts.

Are discussions just for central government?

No. G-REG is a collaborative initiative involving central and local government. Local government is a key part of peer learning.

Can non-government people get involved?

Yes, depending on the preferences of the regulator initiating the discussion.

How do discussions take account of the voice of regulated parties and the beneficiaries of regulation?

At this stage the focus is on learning between ‘peers’, as a way of encouraging regulators to work together more frequently.

However, a focus on ‘peer’ learning should not be at the expense of learning from regulated parties and the beneficiaries of regulation. Regulators initiating discussions should consider ways to include the voice of regulated parties and beneficiaries of regulation in the discussion.

Can overseas agencies be involved?

Yes, depending on the preferences of the regulator initiating the discussion, and also depending on the practicality of doing this.