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3.1. The trainer as coach, facilitator and evaluator

Encouraging a person’s learning and personal development is a complex task that requires attention to severalcomplex challenges (the learner’s needs and interests, knowledge of the subject, the deeper meaning and impact of knowledge, and the practical application of difficulties in youngster’s life). As teachers, trainers, coaches, leaders, and parents, we often find ourselves facing these educational challenges. The Kolb Educator Role Profile (KERP) was created to help us clarify the role we prefer to take in helping others learn. This role includes your educational philosophy, your teaching style, the goals you set for learners, and the practices you use to promote learning. It provides a framework for assessing our preferred approach to educating others and maximising our effectiveness in helping others learn and develop their selves. It is based on a holistic typology of educator roles derived from Kolb’s Experiential Learning Theory. Training around the learning cycle brings with it the need to rearrange the role that the 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 and adaptable when it comes to guiding trainees. They must assume various roles as a coach, facilitator, evaluator Source: Kolb, A. Y., & Kolb, D. A. (2013). The Kolb Learning Style Inventory 4.0 and a subject expert in order A Comprehensive Guide to the Theory,Psychometrics, Research on Validity and to achieve optimal guidance Educational Application and results.

3.1.1. A glance at coaching

Coaching isto be considered, provided that the goal is not to train and prepare trainersas coaches. Coaching involves the belief that the individual has the answers to their own problems within them. The coach is not a subject expert but rather focused on helping the individual to unlock their potential. The focus is very much on the individual and what is inside their head. A coach is not necessarily a designated individual: anyone can take a coaching approach with others, whether peers, subordinates,or superiors.Trainers who adopt the coaching role teach youngsters to use knowledge to achieve their goals. In order 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 development plans and provide feedback on performance.

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 look for elegant solutions and build sustainable agreements. Training and facilitating are 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 environment for participants to learn and share their experienceseffectively. It empowers 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, group support and tolerance of one another. Of course,it is nice for a trainer if the training runs smoothly, participants are enthusiastic and proactive and there is no resistance. Nevertheless, the trainer must be prepared for moments and situations that are experienced as difficult. It is part of guiding learning processes. How to handle this? In addition to somepractical advice described in chapter 5.6. of the theoretical handbook, we include several tools in this chapter that can help analyse the situation and devise and implement interventions. Here are some of the common differences between a trainer and a facilitator:

Focus on:

Trainer What is discussed / getting the work of the group done Facilitator How the discussion progresses / holding the group together and foster ownership

Attention on:

Trainer content and task, objective/purpose, result/outcome Facilitator methods and process, participation of all, group dynamics

Knowledge needed:

Trainer Subject matter expertise Facilitator Group dynamics expertise

Facilitator competencies:

• to plan meetings using an agenda; • to set a productive climate and begin a discussion; • to get the group to focus on defining and reaching outcomes; • to help the group communicate effectively; • to support and encourage participation; • to foster self-discovery of alternatives and solutions; • to supportthe group make decisions; • to help select a team leader;

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• to handle disruptive participants effectively excluded from the group.

Key techniques to manage the group process:

• Initiate, propose and make suggestions; • Divide participants into subgroups; • Use questioning to draw people outandelicit information and opinions; • Use silence to make space; • Keep track of multiple topics and build on the ideas of others; • Use flip charting to generate additional discussion and record ideas; • Listen for common themes, bar irrelevant details,and redirect discussion; • Organise the sequence of speakers; • Paraphrase to clarify or show understanding; • Have group members relate specific examples to a general idea or make a summary.

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 effectiveness and in checking if training programmes are indeedhelping learners become good at what they do. It collects information that can help determine improvements in training programmes and help trainers decide if certain programmes should be discontinued. The evaluation process is essential to assess training effectiveness and help improve quality. There are various types of training you can use as an evaluator. Among them,we have the Kirkpatrick’s Fourlevel Training Evaluation Model. This four-levelprocess can be used toseek general information about the complex nature of how an educational training programme impacts learners

Source:research.vumc.nl

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1. Reaction Did the learners enjoy the training?

2. Learning To whichextent do participants change attitudes, improve knowledge, and/or increaseskill,as a result of the programme/training? 3. Behaviour Did the training/programmecause a change in behaviour?

4. Results/Impact Did the training/programmeinfluencethelearner’ s performance?

4. The trainer’s essential competencies

Working with competencies is part of the content of the trainer’s profession. Trainers work on developing the competencies of participants via competency-based training. But also trainers must dispose of certain competencies and deal consciously with their own development. There are different views on the essential skills of a trainer. However,given the fact that in this project we emphasise the trainer in their role of facilitator, we selected six out of the seven competencies for a sparkling and effective trainer defined by De Witte en de Zwarte Zwaan, a network of professional counsellors. Their focus is person-

Source:Actnow-opleidingen.be oriented training: train, stimulate or discover ‘ new behaviour’ together with the participants. To provide insight into which levels you can train at, they use also the ‘model of the onion’, developed by Korthagen. Initially, the model was developed for teachers’competencydevelopment, but it is also applicable toother professionals.

1. The trainer has an appreciative basic attitude,

➢ is aware of the talents, expertise,and qualities as a trainer,and can use them for the individual, the group,or the training, ➢ is curious about mutual differences and can appreciate them, ➢ can use own body language, posture,and voice and, if necessary, adjust, ➢ can practise (self-)compassion, ➢ has an eye for environmental contexts, such as organisational context, ➢ can communicate openly about theirown needs, mission,and motives,and ➢ can be mindful during, before and after training.

2. The trainer is an artist in dealing with group dynamics,

➢ can create a safe and inclusive atmosphere in the group, ➢ has knowledge of phases in groups and adjusts theirtrainer style accordingly, ➢ can manage and has ‘ power ’as a trainer in mutual interaction, ➢ has an eye for influence and power distribution in the group,

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➢ can deal with diversity in the group, in terms of gender (differences) and ethnic backgrounds, ➢ can discuss (mutual) frictions, ➢ has an eye for the different roles of individuals in a group and can skilfully influence these for the benefit of the group or training goals,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, and so on, ➢ makesmindful contact and listensto the participant, ➢ connectsto the talents and strengths of the participant (empowerment), ➢ can apply different conversation techniques (such as connecting and following, asking open (further) questions, asking reflective questions, summarising, focusing, and fostering nonviolent communication), ➢ dares to confront timely and appropriately, ➢ can offer the participant suitable learning challenge(s), ➢ can name (own) feelings and emotions and if necessary,give space,and ➢ is sensitive and careful in the (written) communication before, during and after training.

4. The trainer is a didactic wizard and inspirer,

➢ can transfer theory clearly and in a creative way, ➢ can evaluate learning objectives to test the extent to which these (per participant) have been achieved, ➢ can connect to the different learning preferences and (training) levels in a group, ➢ can use creative, activating work forms that are appropriate for the learning goals of the training, ➢ can make use of e-learning, e.g. transfer knowledge through a video presentation, ➢ can work with co-trainer and training actor, ➢ can guide role-play methodically, ➢ can use body-oriented exercises, ➢ has knowledge of various visions on learning and change (such as Appreciative

Inquiry, diversity thinking, systemic thinking, processes, and organisational changes),and ➢ can learn and change theirvision of learning.

5. The trainer can apply sensible self-reflection,

➢ knows their own (unique) qualities and pitfalls as a trainer and can handle them, ➢ can reflect on their socialisation and motives, and establish a relationship with their mission as a trainer, ➢ can reflect on their influence as a trainer on individual participants or the group as a whole and,as a result of this,adjust their behaviour,

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➢ can reflect on their own way of learning (learning preferences), ➢ dares to ask for feedback from participants, clients and colleagues and can use this for their development,and ➢ can indicate what their development points are and how theywant to continue to develop.

5. The trainer is a skilled training designer,

➢ can make a solid, creative,and innovative training design, ➢ uses a logical and well-structured design (explore, deepen, broaden, anchor, and enrich), ➢ formulates achievable and positive learning goals for the participants and distinguishes between knowledge, skills,and attitude aspects, ➢ takes into account various learning preferences in the training design, ➢ uses (own) activating training methods and ensures sufficient variety and surprise for the participants, ➢ integrates into the design a good transfer from the training to the practice of the participant, ➢ appropriately describes the required facilitation (time, space, materials, etc.) in the design,and ➢ formulates how the learning goals of the training are evaluated with the participants and with the client.

5. Supporting tools for trainer interaction with participants

5.1. The Competence Cycle

One useful model for learning is the Competence Cycle, a four-stage model introduced by Noel Burch in the 1970s. This model can help not only participants but also trainers to identify their competences.The four stages of competence, also known as the four stages of learning, is a model based on the premise that before a learning experience begins, learners are unaware of what or how much they know (unconscious incompetence), 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 learning needs and develop learning objectives based on where their target audience is in the four stages related to a given topic.

Unconscious Incompetence

Conscious Incompetence

defines a stage when you do not know that you are not good at something, or you do not see the benefits of learning it. is when you become aware that you do not know something or are not very good at a particular skill;this stage is absolutely crucial to learning: you have to realise that youare notgood at something and that possessing the skill would help you, to give you the motivation to work to acquire it.

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Conscious Competence

Unconscious Competence

is when you know how to use the skill or perform the task, but doing so requires practice, conscious thought, and hard work. At this stage, you have become so good at the skill that you have hard-wired it into your brain, and it has become instinct.

5.2. The Intervention Circle

Marcolien Huybers describes in her book Hoe-Boek voor de Trainer how the intervention circle can help,and when, where and how itis needed, keeping in mind the following steps. Observing What is the situation: what do you see, what do you feel?

Analysing and interpreting

Why do you find this difficult, what does this say about you?You often donot see the world as it is but as youare. Why does the participant find this difficult, what does it say about themor the group? Intervening What are you going to do? The type of intervention depends on the situation and the goal you want to achieve. It is important to combine relationship support and goal orientation. In some interventions, you ‘pull’on the participantsto get them moving. In other interventions you ‘push’to get them moving.

Pulling Pushing

active observation and listening giving recognition investigating: asking questions explaining and checking giving feedback discussing/debating taking a stand

5.3. The Rose of Leary

Do difficult people exist? This basic question immediately leads to another question. Why is certain behaviour perceived as difficult by other people? To get a better understanding of this perception, psychologistTimothy Learydistinguished four basic behaviours, which he subdivided into nuances,called theRose of Leary. The Rose of Leary is not about the typing of human nature but rather about getting a clearer understanding of the impact of behaviour on others and the interaction between 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, Timothy Leary developed a communication model, named the Rose of Leary, based on a horizontal and a vertical axis. The horizontal axis focuses on relationships with others and the vertical axis focuses on attitude to others. The four directions form a rose from which the name of Timothy Leary’ s theory has been derived.

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He referred to the north axis as the above behaviour, the south axis as the below behaviour, the west axis as the ‘opposed’ behaviour and the east as the together behaviour. Timothy Leary distinguishes additional nuances in these four basic behaviours such as abovetogether, above-opposed, below-together and below-opposed.

Source: toolshero.nl

Dominance The vertical axis indicates the degree of dominance. Dominant behaviour is above. Behaviour that is hardlydominantor not at all is under. The degree of dominance evokes an opposite reaction. For example, if one is very following, the other takes a leading role. And vice versa. This is also known as complementary behaviour.

Relation The horizontal axis indicates the degree of the relationship. On the right are concepts such as: together, us, relationship-oriented, cooperation, sympathy, and affection. On the left are concepts such as: against, me, task-oriented, autonomy, antipathy,and rejection. 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 other becomes rebellious. This is also known assymmetrical behaviour.

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Effect 1 When two people are in the same quadrant together, they maintain the same behaviour. The following effect is obvious for each quadrant:

Effect 2 Vertically opposite behaviour evokes a complementary response. In both the Up/Against quadrants: They find themselves in a power struggle. In both the Above/Together quadrants: They want to carry out their own plan, but at the same time be valued. In boththe Down/Together quadrants: They donot get much further because they lack initiative. In both the Under/Against quadrants: They reinforce each other in their critical view. So,if you want to reinforce someone’ s behaviour, you have to choose behaviour that is vertical to it.

Effect 3 Behaviour that stands horizontally next to another has a constructive influence.

If you want to influence someone in a constructive way, you should choose behaviours that are equally dominant and on the other side of the vertical. It is good to realise that behaviour is not necessarily right or wrong. Every behaviour has a cause. Leary further states that every human being has all kinds of behaviour in them. 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 table below shows the behaviours and self-image for all eight forms of the Rose of Leary.

Behaviour

Leading

Helping

Cooperative

Verbal Non-verbal

Convincing Advising Being emphatically visible and audible ‘I am strong and I have an overview.

Showing understanding Defending Using humour Having eye contact ‘I am reliable and sympathetic. ’

Showing respect and flatter Listening Nodding

Self-image

‘I do what you ask. ’

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Behaviour

Dependent/ Following

Withdrawn

Rebellious

Aggressive/ Attacking

Competitive

Verbal

Seeking confirmation Asking questions Avoiding eye contact Staying inconspicuous ‘I cannot do it alone. ’

Non-verbal Self-image

Expressing (self) criticism Complaining Isolating oneself Radiating gloom ‘I’m doing it wrong. ’

Looking for conflict Asking critical questions Showing cynicism and disgust ‘I do not need you. ’

Threatening Offending

Bragging Commanding Being emphatically visible and audible

Showing Arrogance Showing dislike ‘I am dangerous. ’

‘Look how good I am. ’

6. Dealing with communication

6.1. Communication levels

Communication is one of the main training tools(see also chapter 2.3. Social Cognition,in the theoretical handbook). Knowledge about this is therefore essential for the trainer. Marcolien Huybers describes in her book that this always involves verbal and non-verbal communication. A large part of the communication relates to what we are discussing, the content. In addition, we make implicit or explicit agreements with each other about the rules that we apply during communication, the procedure. And finally, the way in which we talk to each other and what this evokes, the interaction and the feeling. For a trainer,it is important to recognise communication levels, intervene,and switch between them.

Content This concerns the different topics/themes that will be discussed during the training.

Procedure

Process

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.

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

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Feeling

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. Disruptions at the content and procedure level are easier to discuss than disruptions at the process level. On the last-mentioned level, it often happens that an intervention consists of two parts: the combination of the interaction and the feeling level.Therefore, process-level failures are much more personal. Failures at this level often interfere with and influence the content or the procedure. It is therefore important as a trainer to hang above the situation and to see at which level the malfunction occurs. We are talking about 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 communication does to you, by staying in touch with your feelings and expressing them. Rules of feedback can help with this.

6.2. Team stages of development by Bruce W. Tuckman

A group can be defined as more than two individuals, interacting and interdependent, who have come together to achieve a particular objective. Groups are either formal or informal but have a common feature: the stages of development. The most commonly used framework for a team’s stages of development was establishedin the mid-1960s by Bruce W. Tuckman. Although many authors have written variations and enhancements to Tuckman’s work, his descriptions of Forming, Storming, Norming, Performing and Adjourning provide a useful framework for looking at your group as a trainer.

Forming The formation of the group is called the forming phase. The characteristic of this phase is that people adopt a wait-and-see attitude. They do not develop agroup feeling at all yet. No one has a role yet,and members of the groups are dependent on, for example, a trainer or coach (if there is one).

Storming It storms and rages in the conflict phase. The position of the monkeys on the rock is determined. This leads to conflict when team members’ideas collide,and especially when

http://apppm.man.dtu.dk/index.php/How_to_successfully_go_through_the_Five_Stages_of_Team_Develop ment

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they do not get along. The characteristic of this phase is that ideas are criticised, and hostility can be felt. Cliques can also form. Norming What is the standard in this group at the moment? The norms and values of the group are determined. It is clear what the goal of the team is,and the roles are defined. That beautiful we-feeling that you want to have as a group is increasing. Now we can trulywork together.

Performing The group is a team. There is a good way of working together towards the goal. There is a production orientation, problems are easily solved,and team members complement each other. The magic happens in the performance phase. Adjourning It is time to say goodbye. The original goal(s) of the team has been achieved and the farewell phase is characterised by withdrawal and increased independence. Everyone can move on.

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 recognising a group/team’s behavioural patterns; they are most useful as a basis for team conversation, rather than boxing the team into a ‘diagnosis.’ And just as human development is not always linear (think of the five-year-old child who reverts to thumbsuckingwhen a new sibling is born), team development is not always a linear process. The storming and norming phases in particular are often completed cyclically. When there is a change in the team, caused by an external event, internal or whatever, often all ties are sharp again. How can you as a trainer respond to this and how ensure, together with the participants, that you get to the performing phase in a good, constructive way? You can promote this by talking to each other in an open way. By making yourself vulnerable when necessary. It is not always easy to enter into a conversation with honesty and respect, and yet there is an important key to the success of a team or group. Having a way to identify and understand causes for changes in the team behaviours can help the trainer to maximise the group process and its productivity. According to Marcolien Huybers, we can distinguish sixgroup phases viewed from the role of the trainer: The phase before the start of the training This concerns the script of the programme, the rules, agreements, logistics and facility preparations for the training. This also includes individual intake. What is the impression of the participants?How motivated are they?Do you feel a connection as a trainer with the group?

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The phase of acquaintance and trust In the beginning (the first day/hour),there may be little mutual contact within the group. Everyone is busy with themselves. This is often characterised by: ➢ docility and accepting the trainer’s leadership, ➢ little expression of feelings, ➢ little listening to each other, little common understanding, ➢ little proposals for improvement and change of training content. As a trainer,you mainly focus on the goals, the methods, the rules,and your expectations of the training to create binding and safety.Icebreakers are excellent instruments to create bonding.

The phase of influence Participants become more critical of the trainer and their leadership, about the mutual relationships and manners. They may also have doubts about the purpose and working methods. As a trainer, keep in mind that feelings such as helplessness, incompetence, disappointment,or anger may occur in the group. As a trainer, stay aware of your leadership role. This is part of group development and does not haveto do with your qualities as a trainer. It is important in this phase to continue to work in a task-oriented manner, but also to show supportive behaviour (active listening, acknowledging dissatisfaction and problems, showing explicit attention to the group process, discussing and solving conflicts, taking proposals seriously, encouraging openness about feelings,andso on). The biggest pitfall as a trainer in this phase is denial or being defensive. This can lead to an escalation of negative feelings or underground resistance. The phase of intimacy In this phase, the participants attach more importance to mutual relationships. Trust increases about the place and role that participants have in the group, resulting in more agreement about norms and behavioural criteria. At thislevel,you see a growth inskills, insight and increasing in the group’s performance. It is now mainly about interdependence, distance-proximity, how we treat each otherpersonally, how much trust we place in each other,and if we canstrengthen this. 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. Celebrating successes and regularly evaluating progress isimportant.

The phase of harmony and autonomy 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 give the group more personal input. There is more attention toindividual contributions, the group has become more independent and does many interventions at the task and process level itself.

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The phase of saying goodbye In this phase,it is jointly and individually checked whether the learning objectives have been achieved and which actions participants still have to practise in practice and to maintain what has been learned. As a trainer,you can do this by letting participants give each other feedback or by having a group discussion about their own experiences.

As a trainer, it is good to be and to remain aware of what each phase evokes in you or means to you personally. How do you deal with your relationship withthe themes in the group? Are you open to it,or do you ignore your own thoughts and experiences about this?

6.3. The nine Belbin team/group roles

Teams are a group of training participants that can become unbalanced if all members have similar styles of behaviour or roles. If members have similar weaknesses, the team or group as a whole may tend to have that weakness. If members have similar team/group work strengths, they may tend to compete (rather than cooperate) for the team/group tasks and responsibilities that best suit their natural styles. Belbin suggests that, by understanding the roles within a particular team/group, you can develop strengths and manage weaknesses, and so improve how they contribute to the team. 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 shows that teams with mixed roles perform better than those that are ‘unbalanced’ due to an overrepresentation of certain roles. For a trainer, it is also a good model to analyse and deal with group processes.

Action-Oriented Roles

1. Shaper (SH) Shapers are people who challenge the team to improve. They are dynamic and usually extroverted people who enjoy stimulating others, questioning norms, and finding the best approaches for solving problems. The Shaper is the one who shakes things up to make sure that all possibilities are considered and that the team doesnot become complacent. Shapers often see obstacles as exciting challenges, and they tend to have the courage to push on when others feel like quitting.Their potential weaknesses may be that theyare argumentative and that they may offend people’s feelings.

Source: https://play.google.com/store/apps/details?i d=com.belbin.belbin&hl=en_US&gl=US

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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 people who work systematically and efficiently and are very well organised. These are the people that you can count on to get the job done.On the downside, Implementers may be inflexible and can be somewhat resistant to change. 3. Completer-Finisher (CF) Completer-Finishers are the people who see that projects are completed thoroughly. They ensure that there have been no errors or omissions, and they pay attention to the smallest of details. Theyare very concerned with deadlines and will push the team to make sure that the job is completed on time. They are described as perfectionists who are orderly, conscientious,and anxious.However, a Completer-Finisher may worry unnecessarily and may find it hard to delegate.

People-Oriented Roles

4. Coordinator (CO) Coordinators are the ones who take on the traditional team-leader role and have also been referred to as ‘chairpersons.’ They guide the team to what they perceive are the objectives. Theyare often excellent listeners, and theyare naturally able to recognise the value that each team member brings to the table. They are calm and good-natured, and delegate tasks very effectively. Their potential weaknesses are that they may delegate away too much personal responsibility and may tend to be manipulative. 5. Team Worker (TW) Team Workers are the people who provide support and make sure that members of their team are working together effectively. These people fill the role of negotiators within the team and are flexible, diplomatic, and perceptive. These tend to be popular people who are very capable in their own right, but who prioritise building a strong team and helping people get along. Their weaknesses may be a tendency to be indecisive and to maintain uncommitted positions during discussions and decision-making. 6. Resource Investigator (RI) Resource Investigators are innovative and curious. They explore available options, develop contacts, and negotiate for resources on behalfof the team. Theyare enthusiastic team members who identify and work with external stakeholders to help the team

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accomplish its objective. Theyare outgoing and often extroverted, meaning that others are often receptive to them and their ideas. On the downside, they may lose enthusiasm quickly and are often overly optimistic. Thought-Oriented Roles 7. Plant (PL) The Plant is the creative innovator who comes up with new ideas and approaches. They thrive on praise, but criticism is especially hard for them to deal with. Plants are often introverted and prefer to work apart from the team. Because their ideas are so novel, they can be impractical at times. They may also be poor communicators and can tend to ignore given parameters and constraints. 8. Monitor-Evaluator (ME) Monitor-Evaluators are best at analysing and evaluating ideas that other people (often Plants) come up with. These people are shrewd and objective, and they carefully weigh the pros and cons of all the options before coming to a decision. Monitor-Evaluators are critical thinkers and are very strategic in their approach. Theyare often perceived as detached or unemotional. Sometimes they are poor motivators who react to events rather than instigating them. 9. Specialist (SP) Specialists are people who have specialised knowledge thatis needed to get the job done. 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 commit themselves fully to their field of expertise. This may limit their contribution, and lead to a preoccupation with technicalities at the expense of the bigger picture. While Belbin suggests that individuals tend to adopt a particular team role, bear in mind 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 different teams/groups or in different projects. Just knowing about the Belbin Team Roles model can bring more harmony to your team/group, as members learn that different approaches are important in different circumstances –and that no single approach is best all of the time.

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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 behaviour and attitude of your participants. What could be going on in the lives and minds of youngsters that may influence their motivation and active participation?And what can you influence? In other words, being aware as a trainer of the distinction between our circle of concern (things you cannot control, and therefore shouldnot think about too much),our circle of influence (things you can have an impact on but cannot fully control) and our circle of control (things you can fully control). The ‘Circle of Concern’

Source: Carl De Meester includes the wide range of concerns people have in the world, their work and life –including health, family, finances, and the economy. The challenge with the Circle of Concern is for you as a trainer to realise that some of the things are outside of your control and influence.Even though as a trainer you 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 understand certain well-being, behaviours,and attitudes of your participants.

7.2. Thinking and acting abilities

The Dutch Scientific Council for Government Policy made a report called ‘Knowing is not yet doing. A realistic perspective on self-reliance.’ In addition to the ability to think, the ‘ability toact’is at least as important in order to be able to meet the high demands of the participatory society. With this report, the council draws attention to the importance of non-cognitive abilities, such as setting a goal, taking action, persevering and being able to deal with temptation and setbacks.

Project MOVE BEYOND No. ID 2019-1-NL01-KA204-060534

Source: adjusted English translation from https://www.kcbr.nl/beleid-en-regelgeving-ontwikkelen/integraalafwegingskader-voor-beleid-en-regelgeving/verplichte-kwaliteitseisen/doenvermogen

In thisreport,they mention different questionnaires in various areas to have more insight into the mental capacities and stress that help explain certain behaviours and attitudes. ➢ Social Inclusion 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 ‘De Jong Gierveld scale’has proved to be a valid and reliable measuring instrument for overall, emotional and social loneliness. ➢ Utrecht Proactive Coping Competencies (UPCC) The concept of proactive coping is relevant to health psychology as it indicates that people have the ability to anticipate and deal with potential threats to their health before they occur. The UPPC proves to be highly reliable and is positively associated with other measures of futureorientation, goalsetting and planning,and negatively associated with measures of worry and distress. The UPCC is also positively associated with measures of goal attainment, self-efficacy,and health behaviours. ➢ Avoidance andapproach-temperament Approach-avoidance conflicts occur when there is one goal or event that has both positive and negative effects or characteristics that make the goal appealing and unappealing simultaneously. The negative effects of the decision help influence the decision maker to avoid the goal or event, while the positive effects influence the decision maker to want to approach or proceed with the goal or event. The influence of the negative and positive

Project MOVE BEYOND No. ID 2019-1-NL01-KA204-060534

aspects createsa conflict because the decision-maker has to either proceed toward the goal or avoid the goal altogether. ➢ Self-Control Scale This scale is designed to focus on the behavioural aspects of self-control, like breaking bad 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), and personality (e.g. conscientiousness and perfectionism). ➢ Optimism andMastery Developed by psychologist Michael Scheier and colleagues (1994), the Revised Life Orientation Test (LOT-R) is a scale that measures how optimistic or pessimistic people feel about the future.

Project MOVE BEYOND No. ID 2019-1-NL01-KA204-060534

8. References

About | Experience Based Learning Systems, LLC (EBLS) (learningfromexperience.com) Belbin Reports | Belbin Bode, C., & Thoolen, B. (2008). Het meten van proactieve copingvaardigheden. Psychologie en Gezondheid, 36(2), 81-91. Burch, N. (1970). Four stages of competence. Gordon Training International. Covey, S. R. (2014). The 7 Habits of Highly Effective Families: Creating a Nurturing Family in a Turbulent World. St. Martin’s Press. De Jong-Gierveld, J., & Van Tilburg, T. (1990). Manual of the loneliness scale. Amsterdam, Netherlands: Vrije Universiteit. Elliot, A. J., & Thrash, T. M. (2010). Approach and avoidance temperament as basic dimensions of 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). (vijfde herziene druk) HOE-boek voor de trainer, Uitgeverij van Schouten & Ne Kolb educator role profile ( kerp) | Experience Based Learning Systems, LLC (EBLS) (learningfromexperience.com) lissen ISBN: 978 94 6272 258 3 Kolb, A. Y., Kolb, D. A., Passarelli, A., & Sharma, G. (2014). On becoming an experiential educator: The educator role profile. Simulation & gaming, 45(2), 204-234. Malouf, E. T., Schaefer, K. E., Witt, E. A., Moore, K. E., Stuewig, J., & Tangney, J. P. (2014). The brief self-control scale predicts jail inmates’ recidivism, substance dependence, and post-release adjustment. Personality and social psychology bulletin, 40(3), 334-347. McClelland, D. C. (1975). Power: The inner experience. Irvington. Ofman, D. (2001). Core qualities: A gateway to human resources. Schiedam: Scriptum. Reflectiemodellen | Nederlands Jeugdinstituut (nji.nl) Revised Life Orientation Test (LOT-R) | SPARQtools Roos van Leary -uitleg -test -gebruik (wij-leren.nl) Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & organization studies, 2(4), 419-427. van Algemene Zaken, M. (2017). Weten is nog geen doen. Een realistisch perspectief op redzaamheid-Rapport-WRR. What is the Rose of Leary / Leary’s rose? Theory and test | toolshero