Creating Inspiring Workshops and Courses in Transdisciplinarity: A Guide - Manual / Resource - Page 23
Outcomes
What is the overall purpose of the training?
You or the requesting organization may have a particular set of outcomes in mind for the training. The outcomes may also be
informed by what emerges from the survey or application questionnaire that applicants filled out. If the outcomes are vague or
still unclear, it is important to clarify and refine them to yourself or with the requesting organization.
In this guide, you will find three questions that will help you sharpen your focus on the outcomes most appropriate for your
particular audience. They mirror the framework used in this Design Guide to organize TD competencies:
What do you want participants to know, be able to do, and how to be in a
speci昀椀c context?
You may be familiar with this “Know – Do – Be” framework; it is not unique to TD but is very appropriate in that integration
of these three elements is at the heart of transdisciplinary research (TDR) and practice. Your design will contribute to this
integration, enabling you to consider what is most needed and how best to help TD researchers learn “what to know”
about TD work, develop capacities in “how to do” it, and reflect and adjust “how to be” as a researcher engaging in this
type of work.
For which level of pro昀椀ciency are you training your participants?
Once you know your audience and know more about the opportunity, context, and time expectations, you will then be
able to set outcomes. In the Proficiencies section, you will find various contexts that have been identified by researchers to
assist you. These levels of TDR proficiencies are described as:
•
Foundational: Be able to describe and differentiate TD.
•
Intermediate: Be an informed and enabled participant; be able to orient and apply principles and processes.
•
Advanced: Be able to design and lead a TD initiative, project, and process.
Basics of training design
Outcomes
p. 18
