Creating Inspiring Workshops and Courses in Transdisciplinarity: A Guide - Manual / Resource - Page 49
Creating a climate of mutual respect,
trust and openness
Understanding roles of trainers vis-à-vis
trainees
No one learns well if they feel unsafe, shamed, dismissed, or
subject to criticism or embarrassment in front of others. A
trainer, therefore, must – from the start – establish a climate
of mutual respect, trust, and openness. Inviting questions and
reassuring people that all questions are welcome is a critical
early step. If questions cannot be addressed immediately,
acknowledging them, noting them down on a flipchart, and
returning to them at an appropriate time before the training ends
conveys to participants that they are heard, their opinions are
valued, and their needs respected. A trainer must also intervene
immediately if there is disrespect among participants (see
Tending to group dynamics, page 45).
Trainers are facilitators of experiential learning. They can be
expected to be well prepared, on time, and familiar with the
needed technology. They serve as an expert guide through the
learning process. They can also be expected to be an expert at
reading a room and being able to help learners see themselves
in their learning process. They also enable peer-to-peer
learning and reflection, and provide necessary frameworks and
orientation. Trainers provide structure and practice opportunities
for trainees, as well as the necessary material support. By
contrast, a trainer is not expected to know everything (e.g.,
not only be an expert trainer but also an expert in multiple
sustainability arenas, and know every context in which the
training might be applied). But trainers should be aware of their
own knowledge and limits. They approach all trainees as learners
with valuable experiences and pre-existing areas of expertise.
They understand that trainees come with different learning
styles and needs.
A trainer is not expected
to know everything.
In-depth exploration of adult learning
Trainees, in turn, can be expected to open their minds, challenge
themselves, participate in activities, respectfully engage with
others, connect what they are learning to previous experience
and understanding, reflect on new information, and provide
feedback on the training.
p. 44
