Intellectual Output 4
The Profile of the Trainer
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Project MOVE BEYOND
No. ID 2019-1-NL01-KA204-060534
Summary
1.Introduction 3
2.Thetrainerasaperson 4
2.1.Howtodevelopasatrainer? 4
2.2.TheIcebergmodelofDavidMcClellan 4
2.3.The‘onion’modelofKorthagen 5
2.4.DanielOfman’scorequadrants 5
2.4.Howtoseeyourselfasaninstrument? 7 3.Theroleofthetrainer 7
3.1.Thetrainerascoach,facilitatorandevaluator 8
3.1.1.Aglanceatcoaching 8
3.1.2.Theroleasafacilitator 9 3.1.3.Theroleasanevaluator 10 4.Thetrainer’sessentialcompetencies 11 5.Supportingtoolsfortrainerinteractionwithparticipants 13 5.1.TheCompetenceCycle 13 5.2.TheInterventionCircle 14 5.3.TheRoseofLeary 14 6.Dealingwithcommunication 17
6.1.Communicationlevels......................................................................................................................................17 6.2.TeamstagesofdevelopmentbyBruceW.Tuckman 18 6.3.ThenineBelbinteam/grouproles..............................................................................................................21 7.Thesocial,environmentalandeconomicsustainabilityoftheyoungster..........................................24 7.1.Theframeworkofyourimpactasatrainer............................................................................................24 7.2.Thinkingandactingabilities.........................................................................................................................24 8.References
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1. Introduction
Our project MOVE BEYOND focuses on cultural and physical activities to supplement educational and reintegration services There are various learning theories, such as behavioural psychology, cognitive and social psychology, and social constructivism. WithinMOVEBeyond,weassumethatthetrainingcoursesareperson-orientedandnot so much content-oriented. The role of the trainer, therefore, lies mainly in facilitating learningandobservingtheparticipantsthroughtheuseofinteractivetraining.
(Social)constructivismisaboutgivingmeaningtoknowledgethroughsocialprocesses.It isnotthelearningobjectivesthatareleading.Itisthelearningprocessoftheparticipants, giving personal meaning to their experiences. Learning mostly takes place in a social context, through interaction. The aim is to facilitate learning processes: support participantsinshapingtheirownlearninginordertogivepersonalmeaningtoreflection as a process of doubt, hesitation, confusion, perplexity, and deep thinking. Participants give personal meaning to learning experiences by mirroring them to others. In this learningprocess,youasatrainerwantcertainevents,interactionsandparticipationsto take place between participants in a relevant, challenging and stimulating learning environment.
Muchhasbeenwrittenabouttheprofile,roleandcompetenciesofatrainer.Regardingthe profile,withintheframeworkofthisproject,thefocusissetfromthemindsetof(social) constructivism in relation to the six theories described in the theoretical handbook of MOVE Beyond (Output 1). Those include the learning styles of David Kolb, the Multiple IntelligencesofHowardGardnerorthe‘whatandhowoflearning’ofGeorgeHein.Because thereisacloserelationshipbetweenthetrainer’sprofileandthemethodofsupervision, wealsorecommendthatyouconsultchapter5.–Practicalapplicationintraining–,inthe theoreticalhandbook.There,youwillfindallkindsofusefultipsthatcanhelpyoucarry outatrainingprogramme.
The description of the trainer’s profile presented here does not include the role as a facilitatorofdidacticteachingmethods,becauseinformationaboutthisparticularrolecan befoundinourtheoreticalhandbook.Neitherdowedescribetheroleofthetrainerasa designer of learning trajectories, blended learning trajectories and online training. The reasonforthisisthat,intheculturalandphysicalactivityguidelines(Output2and3)of thisproject,weprovideanoverviewofpossibleworkingstrategiesandtrainingcourses, whereby you have the freedom to create your own training by using individual componentsfromthevariousworkshops.
Here, we supplement the theoretical handbook by going deeper into the theories of Timothy Leary and Belbin, some parts from the Hoe-Boek voor de Trainer by Marcolien Huybers (2015), and others, resorting to various information sources, which include websites.
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2. The trainer as a person
2.1.
How to develop as a trainer
Importantinyourroleasatraineriswhoyouareandwhatconnectsyoutothetrainer profession.Youaretheinstrumentyourself.Thebetteryouknowyourselfandthebetter youcan‘handle’yourself,thebetteryoucangivecontenttothetrainerprofession.What are your motivations, values, beliefs, qualities, knowledge, and behaviour? How do you dealwithtension,self-reflection,andself-development?
Developingyourselfasatrainerisapersonalprocess.Ithastodowithyourpersonality, your cultural background, your work experience, and with the moment you start as a trainer.Asatrainer,youhavetodealwithmanyaspectsandfindyourway:
➢ ona personal level(thinkingaboutyourownattitude,abouthowyoudoit,about dealingwithyourtension,howtomakecontact,howtodealwithyourlimits,etc.),
➢ on a content level (if I have sufficient control of the material, how to answer if participantsaskdifficultquestions,howtopreparemyselfwell,etc.),
➢ on a didactic level (which working methods are suitable, how to structure the training,etc.), on a process level (how to deal with the group phases, with giving feedback, confrontingandcomplimenting,etc.)
2.2.
The Iceberg model of David McClellan
TheIcebergmodelofDavidMcClellandlooksataperson’svisiblebehaviour,knowledge andskills andthe underlyingunexpressedand unconscious deeperlayers. In general, a person’sknowledge,skillsandbehaviourcanbefoundabovethewaterlineoftheiceberg.
Source:https://www .boyeco.com/blog/2016/8 /22/needs-versusrequirements
Competenciesarepersonalabilitiesthataredecisiveforsuccessfullyactinginaposition orasituation.Acompetencycanbecomparedinstructuretoaniceberg.Abovewateris thetipoftheiceberg. That isthevisiblepartoftheiceberg. Youcanonlysee thethings thatareunderwaterinpersoniftheydosomethingwiththem.Behaviouristhetipofthe iceberg.Thatbehaviouriscarriedbytheaspectsthatareunderwater. Asatrainer,your deeper-lyingqualities,beliefs,values,standards,andinspirationaremoreimportantthan theinstrumentalknowledgeandskills.Thesedeeperlayersgiveyouastraineryourown uniquecolour.
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How you position yourself and how you engage in training, what you do and what you don’t,islargelydeterminedbywhoyouare.Itincludeseverythingthatyouhavelearned asapersonandthathasshapedyou,whatyoubelievein andwhatisimportanttoyou. Notonlyyourknowledgeandskillsbutalsoyourinspiration,yourconvictionsandvalues, and your qualities. That is why a large degree of self-knowledge is essential for you as trainer.Beconstantlyawarethatparticipantsmayseeyouasarolemodel.
Itisthereforeimportanttogaininsightintowhatyour‘iceberg’lookslike.Youcanask yourselfthefollowingquestions:
➢ WhoamIandwhataremymotivations?
➢ Whataremyvaluesandnorms?
➢ Whataremybeliefsbasedonthosevaluesandstandards?
➢ Whataremyqualitiesandpitfalls?
➢ WhatsocialandcommunicationskillsdoIhaveinmyinteractionwithothers?
➢ WhatinstrumentalskillsdoIhave(presenting,givingandreceivingfeedback, structuring,planning,organising)?
➢ WhatknowledgedoIhave(didacticandsubstantiveknowledge,formulating goals,choosingworkingmethods,evaluating)?
2.3. The ‘onion’ model of Korthagen
Korthagen’s so-called ‘onion model’ provides insight into the mutual position of a behaviour-orientedandmeaning-orientedreflection.Thebehaviouralreflectiononyour behaviour and the interaction with the environmentislocatedontheoutsideofthe onion. This isvisibletoothers.Ifyouwant togodeeperandgettothecoreofyourself, youhavetoreflectinameaningfulway.You get further and further to the inside of the onion and eventually come across your ‘core qualities’ Core qualities are personal qualities such as flexibility, spontaneity, autonomy, self-confidence, empathy, analyticalskills,courage,andcreativity.
2.4.
Daniel Ofman’s core quadrants
Source:https://korthagen.nl/en/focusareas/professional-development-teachers/
Corequalitiesarepositiveaspectsthattruly belongtoyouandthatyouhavehadforalongtime.Itisoneofthefirstthingspeoplesay aboutyouwhentheyareaskedtodescribeyou.Eachpersonhasatleastonecorequality (youaredecisive,modest,rational,etc.).Theyarenaturalpositivequalitiesthathavenot beenlearned.Thisstrengthofthepersonalitycan,however,gotoofartothepointwhere thestrengthbecomesaweakness(apitfall).Itisthereforeimportanttoalsohaveinsight intoyourpitfalls.Inhisbook Core Qualities: A Gateway to Human Resources,DanielOfman (2014)indicatesthefollowingconcepts:
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➢ Core quality: The core quality is someone’s natural positive quality that has not beenacquired.Thisstrongpointofthepersonalitycan,however,gotoofarbecause ofwhichthestrengthbecomesaweakness.Example:modest.
➢ Pitfall: Whenthelimithasbeenexceeded,Ofmanspeaksofapitfall,inwhichthe qualityhasanegativeeffectontheenvironmentandwhichisalsoanobstaclefor thepersoninquestion.Example:modestandinvisible.
➢ Challenge: The positive opposite of the pitfall is the challenge, which is a good supplement to the core quality. It is a quality you often recognise and admire in others. The challenge provides more of a balance. Example: modest/invisible/expressive
➢ Allergy: Theallergyisdirectlyoppositeofthecorequality.Whensomeonegoestoo farin theirchallengethat islinkedtothecorequality, thereisariskthatquality willdeteriorateintoanallergy.Example:modest/invisible/expressive/arrogant.
Your allergy is often the other person’s pitfall So, if you are allergic to somebody’s behaviour, consider it as the other person’s pitfall.Thentryfinding the quality behind it. You might be able to improve your relationship with that person. On the other hand, try showing moreofyourchallenge when you notice somebodyisallergicto yourbehaviour.Thesefourtogetherformacorequadrantaroundeverycorequalityyou have.Asatrainer,youmustlearntobalancewithinanumberofthosecorequadrants
Create your own Core Quadrant as a trainer
Youcanstartinanypartofthequadrant:
➢ Startaninventoryofyourstrongpointsandelaboratebydefiningyourpitfall, challenge,andallergy.Youcanalsoaskotherswhataspecttheyadmireinyou, andwhichyouconsider‘ordinary’
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➢ Haveotherstoldyouwhattheyoftendislikeaboutyou?Thatmightbeyour pitfall.Lookforthepositivequalitybehinditandcontinuebydeterminingyour challengeandallergy.
➢ Youmightalreadyknowsomeofyourchallenges.Youcanalsoaskyourselfwhat qualitiesyouadmireinothersandwhichofthosequalitieswouldyouliketohave more.Tryfindingthepositivequalitybehindthemanddescribethe accompanyingpitfallandallergy.
➢ Istheresomebodythatimmediatelypopsupinyourmindwhenyoutalkabout yourallergies?Trydescribingthepositivethingsaboutthatpersonanddiscover whatitsaysaboutyou.
2.4. How to see yourself as an instrument
Intheend,itisallaboutyouasatrainer.Youarethemostimportantinstrumenttoensure that the training succeeds. That also requires continuous planning on your part. Repeatedly,youcomeacrossthingsofyourself.Soyouhavetokeepdevelopingyourself becausetrainingcannevergodeeperthanyouare.Itisthereforeimportanttoconsider thefollowingthreeaspects:
1) Self-reflection
Self-reflectioncanhelptodevelopnewbehaviour.Itcanalsohelpyoubetterunderstand yourownbehaviour.Yourfeelingscansometimesgetintheway,forexample,becauseyou areangry,sadorfrustrated.
2) Feedback
Getting feedback can be exciting Trust and acceptance are prerequisites for accepting feedback.Inanycase,itisanimportantinstrumenttosupportyourdevelopmentprocess asatrainer.Askforfeedbackfromyourparticipantsandyourcolleagues Askspecifically aboutaspectsyouwanttoknow.
3) Congruence
Itisimportanttotrainfromtheconnectionwithyourownstrength.Makesurethatyour thinking,feelingandbehavingworkthrougheachotherandareattunedtoeachother.So donot forceyourselftodoanything. Takeemotionalreactionsin yourselfseriouslyand act on them. If you are congruent and therefore take yourself completely seriously, you generallyrespecttheotherpersonaswell.Whatyouneedtobecongruentissecurityand confidenceinyourself.Thebetteryouknowyourself,themoreyouacceptthatyouarethe wayyouareandthecloseryoucanstaywithyourself.
3. The role of the trainer
Thereisabigdifferencebetweenwhatweexpectfrompeopleandwhattheycanactually do.Knowingandlearningdoesnotautomaticallyleadtoaction.Inaddition,eachgroup andindividualhasitsownexperiences,interestsandneeds
3.1. The trainer as coach, facilitator and evaluator
Encouragingaperson’slearningandpersonaldevelopmentisacomplextaskthatrequires attentiontoseveralcomplexchallenges(thelearner’sneedsandinterests,knowledgeof thesubject,thedeepermeaningandimpactofknowledge,andthepracticalapplicationof difficulties in youngster’s life). As teachers, trainers, coaches, leaders, and parents, we oftenfindourselvesfacingtheseeducationalchallenges.TheKolbEducatorRoleProfile (KERP)wascreatedtohelpusclarifytheroleweprefertotakeinhelpingotherslearn. Thisroleincludesyoureducationalphilosophy,yourteachingstyle,thegoalsyousetfor learners, and the practices you use to promote learning. It provides a framework for assessingourpreferredapproachtoeducatingothers andmaximisingoureffectiveness in helping others learn and develop their selves. It is based on a holistic typology of educatorrolesderivedfromKolb’sExperientialLearningTheory.
Trainingaroundthelearningcyclebringswithittheneedtorearrangetherolethatthe person holds against learners. Educational Role Profile was created to help trainers understand the preferred training role and plan how they can adapt to training around the learning cycle. Educational Role Profiles emerge as a combination of training role preferences, beliefs about training and learning, goals of the educational process, preferred training style and educational practices. The trainer needs to be flexible andadaptablewhenitcomes to guiding trainees. They mustassumevariousrolesas a coach, facilitator, evaluator and a subject expert in order to achieve optimal guidance andresults
3.1.1.
A glance at coaching
Coachingistobeconsidered,providedthatthegoalisnottotrainandpreparetrainersas coaches. Coaching involves the belief that the individual has the answers to their own problemswithinthem.Thecoachisnotasubjectexpertbutratherfocusedonhelpingthe individualtounlocktheirpotential.Thefocusisverymuchontheindividualandwhatis inside their head. A coach is not necessarily a designated individual: anyone can take a coachingapproachwithothers,whetherpeers,subordinates,orsuperiors.Trainerswho adoptthecoachingroleteachyoungsterstouseknowledgetoachievetheirgoals.Inorder to help them learn from their own experiences of life, they often work with individuals
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individually and adopt a collaborative, encouraging style. They help to create personal developmentplansandprovidefeedbackonperformance.
3.1.2. The role as a facilitator The facilitator’s job is to support everyone to do their best thinking. They create an environment where everyone is encouraged to participate, understand one another’s points of view, and share responsibility. In doing so, a group facilitator helps members lookforelegantsolutionsandbuildsustainableagreements. Trainingandfacilitatingare two different activities. They require some of the same skills and some different skills. Using cultural and physical interactions enables a trainer to create a safe and active environmentforparticipantstolearnandsharetheirexperienceseffectively.Itempowers the participants to own and be responsible for their progress. A contribution to a comfortable, challenging, and exciting training course or workshop, encouraging active participation,teamwork,groupsupportandtoleranceofoneanother.
Ofcourse,itisniceforatrainerifthetrainingrunssmoothly,participantsareenthusiastic andproactiveandthereisnoresistance.Nevertheless,thetrainermustbepreparedfor moments and situations that are experienced as difficult. It is part of guiding learning processes.Howtohandlethis?Inadditiontosomepracticaladvicedescribedinchapter 5.6. of the theoretical handbook, we include several tools in this chapter that can help analysethesituationanddeviseandimplementinterventions.
Herearesomeofthecommondifferencesbetweenatrainerandafacilitator:
Focus on:
Trainer Whatisdiscussed/gettingtheworkofthegroupdone Facilitator Howthediscussionprogresses/holdingthegrouptogetherand foster ownership
Attention on:
Trainer contentandtask,objective/purpose,result/outcome Facilitator methodsandprocess,participationofall,groupdynamics
Knowledge needed:
Trainer Subjectmatterexpertise Facilitator Groupdynamicsexpertise
Facilitator competencies:
• toplanmeetingsusinganagenda;
• tosetaproductiveclimateandbeginadiscussion;
• togetthegrouptofocusondefiningandreachingoutcomes;
• tohelpthegroupcommunicateeffectively;
• tosupportandencourageparticipation;
• tofosterself-discoveryofalternativesandsolutions;
• tosupportthegroupmakedecisions;
• tohelpselectateamleader;
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• tohandledisruptiveparticipantseffectivelyexcludedfromthegroup
Key techniques to manage the group process:
• Initiate,proposeandmakesuggestions;
• Divideparticipantsintosubgroups;
• Usequestioningtodrawpeopleoutandelicitinformationandopinions;
• Usesilencetomakespace;
• Keeptrackofmultipletopicsandbuildontheideasofothers;
• Useflipchartingtogenerateadditionaldiscussionandrecordideas;
• Listenforcommonthemes,barirrelevantdetails,andredirectdiscussion;
• Organisethesequenceofspeakers;
• Paraphrasetoclarifyorshowunderstanding;
• Havegroupmembersrelatespecificexamplestoageneralideaormakeasummary.
3.1.3. The role as an evaluator
Training evaluation basically helps with the discovery of gaps in training and opportunities in training learners. It is an important process in determining training effectivenessandincheckingiftrainingprogrammesareindeedhelpinglearnersbecome goodatwhattheydo.
It collects information that can help determine improvements in training programmesandhelptrainersdecide if certain programmes should be discontinued. Theevaluationprocess is essential to assess training effectiveness and help improve quality.
There are various types of training you can use as an evaluator. Among them,wehavetheKirkpatrick’sFourlevelTrainingEvaluationModel. This four-levelprocesscanbeusedtoseek general information about the complexnatureofhowaneducational trainingprogrammeimpactslearners
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1. Reaction Didthelearnersenjoythetraining?
2. Learning
Towhichextentdoparticipantschangeattitudes,improve knowledge,and/orincreaseskill,asaresultofthe programme/training?
3. Behaviour Didthetraining/programmecauseachangeinbehaviour?
4. Results/Impact Didthetraining/programmeinfluencethelearner’s performance?
4. The trainer’s essential competencies
Working with competencies is part of the content of the trainer’s profession. Trainers workondevelopingthecompetenciesofparticipantsviacompetency-basedtraining.But alsotrainersmustdisposeofcertaincompetenciesanddeal consciouslywiththeirown development.Therearedifferentviewsontheessentialskillsofatrainer.However,given thefactthatinthisprojectweemphasisethetrainerin theirroleoffacilitator,weselectedsixoutoftheseven competencies for a sparkling and effective trainer definedbyDeWitteendeZwarteZwaan,anetworkof professional counsellors. Their focus is personoriented training: train, stimulate or discover ‘ new behaviour’ together with the participants. To provide insightintowhichlevelsyoucantrainat,theyusealsothe‘modeloftheonion’,developed byKorthagen.Initially,themodelwasdevelopedforteachers’competencydevelopment, butitisalsoapplicabletootherprofessionals.
Source:Actnow-opleidingen.be
1. The trainer has an appreciative basic attitude, ➢ isawareofthe talents,expertise,andqualitiesasatrainer,andcanusethemfor theindividual,thegroup,orthetraining, ➢ iscuriousaboutmutualdifferencesandcanappreciatethem, ➢ canuseownbodylanguage,posture,andvoiceand,ifnecessary,adjust, ➢ canpractise(self-)compassion, ➢ hasaneyeforenvironmentalcontexts,suchasorganisationalcontext, ➢ cancommunicateopenlyabouttheirownneeds,mission,andmotives,and ➢ canbemindfulduring,beforeandaftertraining
2. The trainer is an artist in dealing with group dynamics, ➢ cancreateasafeandinclusiveatmosphereinthegroup, ➢ hasknowledgeofphasesingroupsandadjuststheirtrainerstyleaccordingly, ➢ canmanageandhas‘ power ’asatrainerinmutualinteraction, ➢ hasaneyeforinfluenceandpowerdistributioninthegroup,
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➢ can deal with diversity in the group, in terms of gender (differences) and ethnic backgrounds, ➢ candiscuss(mutual)frictions, ➢ hasaneyeforthedifferentrolesofindividualsinagroupandcanskilfullyinfluence theseforthebenefitofthegrouportraininggoals,and
3. The trainer meets and empowers each participant; ➢ has an eye for the vast diversity of each individual with their own (ethnic) background,norms,values,knowledge,talents,andsoon, ➢ makesmindfulcontactandlistenstotheparticipant, ➢ connectstothetalentsandstrengthsoftheparticipant(empowerment), ➢ can apply different conversation techniques (such as connecting and following, asking open (further) questions, asking reflective questions, summarising, focusing,andfosteringnonviolentcommunication), ➢ darestoconfronttimelyandappropriately, ➢ canoffertheparticipantsuitablelearningchallenge(s), ➢ canname(own)feelingsandemotionsandifnecessary,givespace,and ➢ is sensitive and careful in the (written) communication before, during and after training.
4. The trainer is a didactic wizard and inspirer, ➢ cantransfertheoryclearlyandinacreativeway, ➢ canevaluatelearningobjectivestotesttheextenttowhichthese(perparticipant) havebeenachieved, ➢ canconnecttothedifferentlearningpreferencesand(training)levelsinagroup, ➢ canusecreative,activatingworkformsthatareappropriateforthelearninggoals ofthetraining, ➢ canmakeuseofe-learning,e.g.transferknowledgethroughavideopresentation, ➢ canworkwithco-trainerandtrainingactor, ➢ canguiderole-playmethodically, ➢ canusebody-orientedexercises, ➢ has knowledge of various visions on learning and change (such as Appreciative Inquiry, diversity thinking, systemic thinking, processes, and organisational changes),and ➢ canlearnandchangetheirvisionoflearning.
5. The trainer can apply sensible self-reflection, ➢ knowstheirown(unique)qualitiesandpitfallsasatrainerandcanhandlethem, ➢ can reflect on their socialisation and motives, and establish a relationship with theirmissionasatrainer, ➢ canreflectontheirinfluenceasatraineronindividualparticipantsorthegroupas awholeand,asaresultofthis,adjusttheirbehaviour,
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➢ canreflectontheirownwayoflearning(learningpreferences), ➢ darestoaskforfeedbackfromparticipants,clientsandcolleaguesandcanusethis fortheirdevelopment,and ➢ canindicatewhattheirdevelopmentpointsareandhowtheywanttocontinueto develop.
5. The trainer is a skilled training designer, ➢ canmakeasolid,creative,andinnovativetrainingdesign, ➢ uses a logical and well-structured design (explore, deepen, broaden, anchor, and enrich), ➢ formulates achievable and positive learning goals for the participants and distinguishesbetweenknowledge,skills,andattitudeaspects, ➢ takesintoaccountvariouslearningpreferencesinthetrainingdesign, ➢ uses(own)activatingtrainingmethodsandensuressufficientvarietyandsurprise fortheparticipants, ➢ integratesintothedesignagoodtransferfromthetrainingtothepracticeofthe participant, ➢ appropriatelydescribestherequiredfacilitation(time,space,materials,etc.)inthe design,and ➢ formulates how the learning goals of the training are evaluated with the participantsandwiththeclient
5. Supporting tools for trainer interaction with participants
5.1. The Competence Cycle
OneusefulmodelforlearningistheCompetenceCycle, afour-stagemodelintroducedby Noel Burch in the 1970s. This model can help not only participants but also trainers to identifytheircompetences.Thefourstagesofcompetence,alsoknownasthefourstages of learning, is a model based on the premise that before a learning experience begins, learnersareunawareofwhatorhowmuchtheyknow(unconsciousincompetence),and as they learn, they move through four psychological states until they reach a stage of unconscious competence. By understanding the model, trainers can better identify learningneedsanddeveloplearningobjectivesbasedonwheretheirtargetaudienceisin thefourstagesrelatedtoagiventopic.
Unconscious Incompetence
Conscious
Incompetence
definesastagewhenyoudo notknowthat you arenot good at something, or you do not see the benefits of learningit.
is when you become aware that you do not know somethingorarenotverygoodataparticularskill;this stageisabsolutelycrucialtolearning:youhavetorealise thatyouarenotgoodatsomethingandthatpossessing the skill would help you, to give you the motivation to worktoacquireit.
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Conscious Competence
Unconscious Competence
5.2.
The Intervention Circle
is when you know how to use the skill or perform the task, but doing so requires practice, consciousthought, andhardwork.
Atthisstage, you have become sogoodat the skillthat youhavehard-wireditintoyourbrain,andithasbecome instinct.
MarcolienHuybersdescribesinherbook Hoe-Boek voor de Trainer howtheintervention circlecanhelp,andwhen,whereandhowitisneeded,keepinginmindthefollowingsteps
Observing
Whatisthesituation:whatdoyousee,whatdoyoufeel?
Analysing and interpreting
Intervening
Whydoyoufindthisdifficult,whatdoesthissayabout you?Youoftendonotseetheworldasitisbutasyouare. Whydoestheparticipantfindthisdifficult,whatdoesit sayaboutthemorthegroup?
Whatareyougoingtodo?
Thetypeofinterventiondependsonthesituationandthegoalyouwanttoachieve.Itis important tocombine relationship supportandgoalorientation. Insomeinterventions, you‘pull’ontheparticipantstogetthemmoving.Inotherinterventionsyou‘push’toget themmoving.
Pulling Pushing
activeobservationandlistening givingrecognition investigating:askingquestions
5.3.
The Rose of Leary
explainingandchecking givingfeedback discussing/debating takingastand
Dodifficultpeopleexist?Thisbasicquestionimmediatelyleadstoanotherquestion.Why iscertainbehaviourperceivedasdifficultbyotherpeople?Togetabetterunderstanding ofthisperception,psychologistTimothyLearydistinguishedfourbasicbehaviours,which hesubdividedintonuances,calledtheRoseofLeary.
The Rose of Leary is not about the typing of human nature but rather about getting a clearerunderstandingoftheimpactofbehaviouronothersandtheinteractionbetween people. According to Timothy Leary, people do have a preference for a certain type of behaviour. In order to clarify human behaviour and the interaction between people, TimothyLearydevelopedacommunicationmodel,namedtheRoseofLeary,basedona horizontalandaverticalaxis.
Thehorizontalaxisfocusesonrelationshipswithothersandtheverticalaxisfocuseson attitudetoothers.ThefourdirectionsformarosefromwhichthenameofTimothyLeary’s theoryhasbeenderived.
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Hereferredtothenorthaxisastheabovebehaviour,thesouthaxisasthebelowbehaviour, thewestaxisasthe‘opposed’behaviourandtheeastasthetogetherbehaviour.Timothy Leary distinguishes additional nuances in these four basic behaviours such as abovetogether,above-opposed,below-togetherandbelow-opposed.
Source: toolshero.nl
Dominance
The vertical axis indicates the degree of dominance. Dominant behaviour is above. Behaviourthatishardlydominantornotatallisunder.Thedegreeofdominanceevokes anoppositereaction.Forexample,ifoneisveryfollowing,theothertakesaleadingrole. Andviceversa.Thisisalsoknownascomplementarybehaviour.
Relation
Thehorizontalaxisindicatesthedegreeoftherelationship.Ontherightareconceptssuch as: together, us, relationship-oriented, cooperation, sympathy, and affection. On the left areconceptssuchas:against,me,task-oriented,autonomy,antipathy,andrejection.The degree of relationship evokes a similar response. Simply put: If someone exhibits behaviour together, it elicits behaviour in another person. And if someone exhibits counter-behaviour, it provokes counter-behaviour. For example, if one is offensive, the otherbecomesrebellious.Thisisalsoknownassymmetricalbehaviour.
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Effect1 When two people are in the same quadrant together, they maintain the same behaviour. The following effectisobviousforeachquadrant:
In both the Up/Against quadrants: They find themselves in a power struggle.
In both the Above/Together quadrants: They want to carry out theirownplan,butatthesametimebe valued.
InboththeDown/Togetherquadrants: Theydonotgetmuchfurtherbecause theylackinitiative.
In both the Under/Against quadrants: They reinforce each other in their criticalview
Effect2 Vertically opposite behaviour evokesacomplementaryresponse.
Effect3 Behaviour that stands horizontally next to another has a constructive influence.
So,ifyouwanttoreinforcesomeone’s behaviour,youhavetochoose behaviourthatisverticaltoit.
Ifyouwanttoinfluencesomeoneina constructive way, you should choose behavioursthatareequallydominant andontheothersideofthevertical
Itisgoodtorealisethatbehaviourisnotnecessarilyrightorwrong.Everybehaviourhas acause.Learyfurtherstatesthateveryhumanbeinghasallkindsofbehaviourinthem. By adapting this to someone else in a flexible way, you can change the other person’s behaviour.
(Non-)verbal behaviour and self-image When observing behaviour, both verbal and non-verbal behaviours are important. The tablebelowshowsthebehavioursandself-imageforalleightformsoftheRoseofLeary.
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Behaviour
Verbal Non-verbal Self-image
Dependent/ Following Seeking confirmation Asking questions
Withdrawn
Expressing (self) criticism Complaining
Avoiding eye contact Staying inconspicuous ‘I cannot do it alone ’
Isolating oneself Radiating gloom ‘I’m doing it wrong ’
Rebellious
Looking for conflict Asking critical questions Showing cynicism and disgust ‘I do not need you ’
Aggressive/ Attacking Threatening Offending Being emphatically visible and audible ‘I am dangerous ’
Competitive Bragging Commanding
6. Dealing with communication
6.1.
Communication levels
Showing Arrogance Showing dislike ‘Look how good I am.’
Communicationisoneofthemaintrainingtools(seealsochapter2.3.SocialCognition,in the theoretical handbook). Knowledge about this is therefore essential for the trainer. MarcolienHuybersdescribesinherbookthatthisalwaysinvolvesverbalandnon-verbal communication.Alargepartofthecommunicationrelatestowhatwearediscussing, the content. Inaddition, wemakeimplicit orexplicit agreementswitheachotheraboutthe rulesthat weapplyduringcommunication, the procedure. Andfinally, thewayin which wetalktoeachotherandwhatthisevokes, the interaction and the feeling.Foratrainer,it isimportanttorecognisecommunicationlevels,intervene,andswitchbetweenthem.
Content This concerns the different topics/themes that will be discussed during the training.
Procedure
Process
This concerns agreements about time, subjects, how the themes are discussed, the socalled working methods, and the sequence. Of course, during training, it can be suggested to tackle subjects differently.
This concerns the route along which communication takes place.The training is a form of cooperation.
the process level is divided into two aspects
Interaction
This concerns the way in which the trainer and the participants of the group interact with each other, regardless of the topic of discussion. The way you make contact, listen to each other, and who says the most or the least. As a trainer, you set an example in this by making comments about the way of dealing. You can indicate how you experience the mutual interaction and also invite participants to say something about this.
Feeling
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This concerns the individual feeling of each person about what is happening in the group at that moment, possibly as a result of a task. Especially whether there are positive or negative emotions. As a trainer, you can make emotional interventions or invite participants to express their feelings.
Disruptionsatthecontentandprocedurelevelareeasiertodiscussthandisruptionsat the process level. On the last-mentioned level, it often happens that an intervention consistsoftwoparts:thecombinationoftheinteractionandthefeelinglevel.Therefore, process-levelfailuresaremuchmorepersonal.Failuresatthislevelofteninterferewith andinfluencethecontentortheprocedure.Itisthereforeimportantasatrainertohang abovethesituationandtoseeatwhichlevelthemalfunctionoccurs.Wearetalkingabout metacommunication. So make sure that as a trainer you regularly stand above communication, especially if it does not feel right. You do this by experiencing what communicationdoestoyou,bystayingintouchwithyourfeelingsandexpressingthem. Rulesoffeedbackcanhelpwiththis.
6.2. Team stages of development by Bruce W. Tuckman
Agroupcanbedefinedasmorethantwoindividuals,interactingandinterdependent,who havecometogethertoachieveaparticularobjective.Groupsareeitherformalorinformal but have a common feature: the stages of development. The most commonly used frameworkforateam’sstagesofdevelopmentwasestablishedinthemid-1960sbyBruce W. Tuckman. Although many authors have written variations and enhancements to Tuckman’s work, his descriptions of Forming, Storming, Norming, Performing and Adjourningprovideausefulframeworkforlookingatyourgroupasatrainer.
Forming
Theformationofthegroupiscalledtheformingphase.Thecharacteristicofthisphaseis thatpeopleadoptawait-and-seeattitude.Theydonotdevelopagroupfeelingatallyet. Noonehasaroleyet,andmembersofthegroupsaredependenton,forexample,atrainer orcoach(ifthereisone).
Storming
It storms and rages in the conflict phase. The position of the monkeys on the rock is determined.Thisleadstoconflictwhenteammembers’ideascollide,andespeciallywhen
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they do not get along. The characteristic of this phase is that ideas are criticised, and hostilitycanbefelt.Cliquescanalsoform.
Norming
Whatisthestandardinthisgroupatthemoment?Thenormsandvaluesofthegroupare determined.Itisclearwhatthegoaloftheteamis,andtherolesaredefined.Thatbeautiful we-feelingthatyouwanttohaveasagroupisincreasing.Nowwecantrulyworktogether.
Performing
Thegroupisateam.Thereisagoodwayofworkingtogethertowardsthegoal.Thereisa productionorientation,problemsareeasilysolved,andteammemberscomplementeach other.Themagichappensintheperformancephase.
Adjourning
It is time to say goodbye. The original goal(s) of the team has been achieved and the farewellphaseischaracterisedbywithdrawalandincreasedindependence.Everyonecan moveon.
Each stage of team development has its recognisable feelings and behaviours; understanding why things are happening in certain ways in the group/team can be an important part of the self-evaluation process. The stages are a helpful framework for recognisingagroup/team’sbehaviouralpatterns;theyaremostusefulasabasisforteam conversation, rather than boxing the team into a ‘diagnosis.’ And just as human developmentisnotalwayslinear(thinkofthefive-year-oldchildwhorevertstothumbsuckingwhenanewsiblingisborn),teamdevelopmentisnotalwaysalinearprocess. The storming and norming phasesinparticularareoftencompletedcyclically.Whenthere isachangeintheteam,causedbyanexternalevent,internalorwhatever,oftenalltiesare sharpagain.Howcanyouasatrainerrespondtothisandhowensure,togetherwiththe participants, that you get to the performing phase in a good, constructive way? You can promotethisbytalkingtoeachotherinanopenway.Bymakingyourselfvulnerablewhen necessary.Itisnotalwayseasytoenterintoaconversationwithhonestyandrespect,and yetthereisanimportantkeytothesuccessofateamorgroup.Havingawaytoidentify and understand causes for changes in the team behaviours can help the trainer to maximisethegroupprocessanditsproductivity.
AccordingtoMarcolienHuybers,wecandistinguishsixgroupphasesviewedfromtherole ofthetrainer:
Thephasebeforethestartofthetraining
This concerns the script of the programme, the rules, agreements, logistics and facility preparationsforthetraining.Thisalsoincludesindividualintake.Whatistheimpression oftheparticipants?Howmotivatedarethey?Doyoufeelaconnectionasatrainerwith thegroup?
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Thephaseofacquaintanceandtrust
Inthebeginning(thefirstday/hour),theremaybelittlemutualcontactwithinthegroup. Everyoneisbusywiththemselves.Thisisoftencharacterisedby: ➢ docilityandacceptingthetrainer’sleadership, ➢ littleexpressionoffeelings, ➢ littlelisteningtoeachother,littlecommonunderstanding, ➢ littleproposalsforimprovementandchangeoftrainingcontent. Asatrainer,youmainlyfocusonthegoals,themethods,therules,andyourexpectations ofthetrainingtocreatebindingandsafety.Icebreakersareexcellentinstrumentstocreate bonding.
Thephaseofinfluence
Participants become more critical of the trainer and their leadership, about the mutual relationshipsandmanners. Theymay alsohavedoubtsaboutthe purposeandworking methods. As a trainer, keep in mind that feelings such as helplessness, incompetence, disappointment,orangermayoccurinthegroup.
As a trainer, stay aware of your leadership role. This is part of group development and doesnothavetodowithyourqualitiesasatrainer.Itisimportantinthisphasetocontinue toworkinatask-orientedmanner,butalsotoshowsupportivebehaviour(activelistening, acknowledging dissatisfaction and problems, showing explicit attention to the group process, discussing and solving conflicts, taking proposals seriously, encouraging opennessaboutfeelings,andsoon).Thebiggestpitfallasatrainerinthisphaseisdenial or being defensive. This can lead to an escalation of negative feelings or underground resistance.
Thephaseof
intimacy
In this phase, the participants attach more importance to mutual relationships. Trust increasesabouttheplaceandrolethatparticipantshaveinthegroup,resultinginmore agreementaboutnormsandbehaviouralcriteria.Atthislevel,youseeagrowthinskills, insight and increasing in the group’s performance. It is now mainly about interdependence,distance-proximity,howwetreateachotherpersonally,howmuchtrust weplaceineachother,andifwecanstrengthenthis Your role as a trainer is mainly supportive/coaching, aimed at making the group more independent, self-managing and self-solving. The contribution of the group itself is increasing. Strengths and points for the development of the participants become clear, everyone’s role is accepted, and individual differences are used to create added value. Celebratingsuccessesandregularlyevaluatingprogressisimportant.
Thephaseofharmonyandautonomy
The atmosphere is characterised by a higher degree of openness, easier expression of personal feelings and the creation of a productive working entourage. As a trainer, you givethegroupmorepersonalinput.Thereismoreattentiontoindividualcontributions, the group has become more independent and does many interventions at the task and processlevelitself.
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Thephaseofsayinggoodbye
Inthisphase,itisjointlyandindividuallycheckedwhetherthelearningobjectiveshave been achieved and which actions participants still have to practise in practice and to maintainwhathasbeenlearned.Asatrainer,youcandothisbylettingparticipantsgive eachotherfeedbackorbyhavingagroupdiscussionabouttheirownexperiences.
As a trainer, it is good to be and to remain aware of what each phase evokes in you or meanstoyoupersonally.Howdoyoudealwithyourrelationshipwiththethemesinthe group?Areyouopentoit,ordoyouignoreyourownthoughtsandexperiencesaboutthis?
6.3. The nine Belbin
team/group roles
Teams are a group of training participants that can become unbalanced if all members havesimilarstylesofbehaviourorroles.Ifmembershavesimilarweaknesses,theteam or group as a whole may tend to have that weakness. If members have similar team/group workstrengths,theymaytendtocompete(rather than cooperate) for the team/group tasks and responsibilitiesthatbestsuittheirnaturalstyles.
Belbin suggests that, by understanding the roles within a particular team/group, you can develop strengthsandmanageweaknesses,andsoimprove howtheycontributetotheteam.
With the Belbin model, you can make sure that necessary team roles are covered, and that potential behavioural tensions or weaknesses among team members are addressed. Research showsthatteamswithmixedrolesperformbetter than those that are ‘unbalanced’ due to an overrepresentationofcertainroles.Foratrainer, it is also a good model to analyse and deal with groupprocesses.
Action-Oriented Roles
1. Shaper(SH)
Source: https://play.google.com/store/apps/details?i d=com.belbin.belbin&hl=en_US&gl=US
Shapers are people who challenge the team to improve. They are dynamic and usually extrovertedpeoplewhoenjoystimulatingothers,questioningnorms,andfindingthebest approaches for solving problems. The Shaper is the one who shakes things up to make surethatallpossibilitiesareconsideredandthattheteamdoesnotbecomecomplacent. Shapersoftenseeobstaclesasexcitingchallenges,andtheytendtohavethecourageto pushonwhenothersfeellikequitting.Theirpotentialweaknessesmaybethattheyare argumentativeandthattheymayoffendpeople’sfeelings
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2. Implementer(IMP)
Implementers are the people who get things done. They turn the team’s ideas and concepts into practical actions and plans. They are typically conservative, disciplined peoplewhoworksystematicallyandefficientlyandareverywellorganised.Thesearethe peoplethatyoucancountontogetthejobdone.Onthedownside,Implementersmaybe inflexibleandcanbesomewhatresistanttochange.
3. Completer-Finisher(CF)
Completer-Finishersarethepeoplewhoseethatprojectsarecompletedthoroughly.They ensurethattherehavebeennoerrorsoromissions,andtheypayattentiontothesmallest ofdetails.Theyareveryconcernedwithdeadlinesandwillpushtheteamtomakesure thatthejobiscompletedontime.They aredescribedasperfectionistswhoareorderly, conscientious,andanxious.However,aCompleter-Finishermayworryunnecessarilyand mayfindithardtodelegate.
People-Oriented Roles
4. Coordinator(CO)
Coordinatorsaretheoneswhotakeonthetraditionalteam-leaderroleandhavealsobeen referredtoas‘chairpersons.’Theyguidetheteamtowhattheyperceivearetheobjectives. Theyareoftenexcellentlisteners,andtheyarenaturallyabletorecognisethevaluethat each team member brings to the table. They are calm and good-natured, and delegate tasksveryeffectively.
Their potential weaknesses are that they may delegate away too much personal responsibilityandmaytendtobemanipulative.
5. TeamWorker(TW)
TeamWorkersarethepeoplewhoprovidesupportandmakesurethatmembersoftheir teamareworkingtogethereffectively.Thesepeoplefilltheroleofnegotiatorswithinthe teamandareflexible, diplomatic, andperceptive. These tendtobepopularpeoplewho areverycapableintheirownright,butwhoprioritisebuildingastrongteamandhelping peoplegetalong.
Their weaknesses may be a tendency to be indecisive and to maintain uncommitted positionsduringdiscussionsanddecision-making.
6. ResourceInvestigator(RI)
Resource Investigators are innovative and curious. They explore available options, developcontacts,andnegotiateforresourcesonbehalfoftheteam.Theyareenthusiastic team members who identify and work with external stakeholders to help the team
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accomplishitsobjective.Theyareoutgoingandoftenextroverted,meaningthatothersare oftenreceptivetothemandtheirideas.
Onthedownside,theymayloseenthusiasmquicklyandareoftenoverlyoptimistic. Thought-OrientedRoles
7. Plant(PL)
ThePlantisthecreativeinnovatorwhocomesupwithnewideasandapproaches.They thrive on praise, but criticism is especially hard for them to deal with. Plants are often introvertedandprefertoworkapartfromtheteam.
Becausetheirideasaresonovel,theycanbeimpracticalattimes.Theymayalsobepoor communicatorsandcantendtoignoregivenparametersandconstraints.
8. Monitor-Evaluator(ME)
Monitor-Evaluators are best at analysing and evaluating ideas that other people (often Plants)comeupwith. These peopleareshrewdand objective, andtheycarefullyweigh theprosandconsofalltheoptionsbeforecomingtoadecision.
Monitor-Evaluatorsarecriticalthinkersandareverystrategicintheirapproach.Theyare often perceived as detached or unemotional. Sometimes they are poor motivators who reacttoeventsratherthaninstigatingthem.
9. Specialist(SP)
Specialistsarepeoplewhohavespecialisedknowledgethatisneededtogetthejobdone. They pride themselves on their skills and abilities, and they work to maintain their professional status. Their job within the team is to be an expert in the area, and they committhemselvesfullytotheirfieldofexpertise.
Thismaylimittheircontribution, andleadtoapreoccupation withtechnicalitiesat the expenseofthebiggerpicture.
WhileBelbinsuggeststhatindividualstendtoadoptaparticularteamrole,bearinmind that one’s behaviour within a team/group can be dependent on the situation and the relationship with others. Participants may behave and interact quite differently in differentteams/groupsorindifferentprojects.JustknowingabouttheBelbinTeamRoles model can bring more harmony to your team/group, as members learn that different approachesareimportantindifferentcircumstances–andthatnosingleapproachisbest allofthetime.
7. The social, environmental and economic sustainability of the youngster
7.1. The framework of your impact as a trainer
As a trainer, it is important to be aware of external influences that may determine the behaviourandattitudeofyourparticipants.Whatcouldbegoingoninthelivesandminds ofyoungstersthatmayinfluencetheirmotivationandactiveparticipation?Andwhatcan youinfluence?Inother words, being aware as a trainer of the distinction between our circle of concern (things you cannot control, and therefore shouldnotthinkabout toomuch),ourcircleof influence (things you can have an impact on but cannot fully control) and our circle of control (things you canfullycontrol).
The ‘Circle of Concern’ includes the wide range of concerns peoplehaveintheworld,theirworkandlife–includinghealth,family,finances,andthe economy. ThechallengewiththeCircleof Concernisfor youasatrainertorealisethat someofthethingsare outside ofyourcontrolandinfluence.Eventhoughasatraineryou cannot fully influence the circle of concern, it is still important to check how your participants feel about themselves. A degree of insight helps you as a trainer to better understandcertainwell-being,behaviours,andattitudesofyourparticipants.
7.2. Thinking and acting abilities
TheDutchScientificCouncilforGovernmentPolicymadeareportcalled‘Knowing is not yet doing. A realistic perspective on self-reliance.’ In addition to the ability to think, the ‘abilitytoact’isatleastasimportantinordertobeabletomeetthehighdemandsofthe participatorysociety.Withthisreport, thecouncildrawsattentiontotheimportanceof non-cognitiveabilities,suchassettingagoal,takingaction,perseveringandbeingableto dealwithtemptationandsetbacks.
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Source:adjustedEnglishtranslationfromhttps://www.kcbr.nl/beleid-en-regelgeving-ontwikkelen/integraalafwegingskader-voor-beleid-en-regelgeving/verplichte-kwaliteitseisen/doenvermogen
Inthisreport,theymentiondifferentquestionnairesinvariousareastohavemoreinsight intothementalcapacitiesandstressthathelpexplaincertainbehavioursandattitudes.
➢
SocialInclusion
Loneliness is an indicator of social well-being and pertains to the feeling of missing an intimate relationship (emotional loneliness) or missing a wider social network (social loneliness).The‘DeJongGierveldscale’hasprovedtobeavalidandreliablemeasuring instrumentforoverall,emotionalandsocialloneliness.
➢
UtrechtProactiveCopingCompetencies(UPCC)
Theconceptofproactivecopingisrelevanttohealthpsychologyasitindicatesthatpeople havetheabilitytoanticipateanddealwithpotentialthreatstotheirhealthbeforethey occur. The UPPC proves to be highly reliable and is positively associated with other measuresoffutureorientation,goalsettingandplanning,andnegativelyassociatedwith measuresofworryanddistress.TheUPCCisalsopositivelyassociatedwithmeasuresof goalattainment,self-efficacy,andhealthbehaviours.
➢
Avoidanceandapproach-temperament
Approach-avoidanceconflictsoccurwhenthereisonegoaloreventthathasbothpositive and negative effects or characteristics that make the goal appealing and unappealing simultaneously.Thenegativeeffectsofthedecisionhelpinfluencethedecisionmakerto avoidthegoalorevent,whilethepositiveeffectsinfluencethedecisionmakertowantto approach or proceed with the goal or event. The influence of the negative and positive
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aspectscreatesaconflictbecausethedecision-makerhastoeitherproceedtowardthe goaloravoidthegoalaltogether.
➢ Self-ControlScale
Thisscaleisdesignedtofocusonthebehaviouralaspectsofself-control,likebreakingbad habits or persevering through a task. The measure’s creators related self-control to behavioural and psychological health areas such as achievement, impulse control, psychological adjustment, interpersonal relationships, moral emotions (e.g. shame and guilt),andpersonality(e.g.conscientiousnessandperfectionism).
➢ OptimismandMastery
Developed by psychologist Michael Scheier and colleagues (1994), the Revised Life OrientationTest(LOT-R)isascalethatmeasureshowoptimisticorpessimisticpeoplefeel aboutthefuture.
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8. References
About|ExperienceBasedLearningSystems,LLC(EBLS)(learningfromexperience.com)
BelbinReports|Belbin
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Covey,S.R.(2014).The7HabitsofHighlyEffectiveFamilies:CreatingaNurturingFamilyina TurbulentWorld.St.Martin’sPress.
DeJong-Gierveld,J.,&VanTilburg,T.(1990).Manualofthelonelinessscale.Amsterdam, Netherlands:VrijeUniversiteit.
Elliot,A.J.,&Thrash,T.M.(2010).Approachandavoidancetemperamentasbasicdimensionsof personality. Journal of personality, 78(3),865-906.
https://www.belbin.com/media/1490/team-role-circle.pdf
https://www.dewitteendezwartezwaan.nl/trainersopleiding/
Huybers,M.(2021) (vijfdeherzienedruk) HOE-boek voor de trainer,UitgeverijvanSchouten& NeKolbeducatorroleprofile(kerp)|ExperienceBasedLearningSystems,LLC(EBLS) (learningfromexperience.com)
lissenISBN:9789462722583
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Ofman,D.(2001). Core qualities: A gateway to human resources.Schiedam:Scriptum. Reflectiemodellen|NederlandsJeugdinstituut(nji.nl)
RevisedLifeOrientationTest(LOT-R)|SPARQtools
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Tuckman,B.W.,&Jensen,M.A.C.(1977).Stagesofsmall-groupdevelopmentrevisited. Group & organization studies, 2(4),419-427.
vanAlgemeneZaken,M.(2017).Wetenisnoggeendoen.Eenrealistischperspectiefop redzaamheid-Rapport-WRR.
WhatistheRoseofLeary/Leary’srose?Theoryandtest|toolshero