03/29/2021
As a trainer, it is easy for us to see how the parts of a learning experience fit together, why the sequence of presentation and activities make sense, and how everything in the session moves to a purposeful goal. Sharing this with learners equips them to engage actively in the process and decreases any anxiety about what is going to happen or what they are expected to do.
In the book, Powerful Training, transparency is one of our explicit practices of intentionality. It simply means being open with adult learners about what we are doing and why. We often underestimate the impact this has.
For example, we offer participants a "behind the scenes" look into why we do simple things. Having a check-in time as we begin a session expands our understanding of who is in the room and what might influence how they participate and what they bring to the session. We model listening for understanding, so learners can experience how it feels when someone is intent on hearing what they have to say. Providing space for people to first think about a question before jumping into a discussion respects the fact that some people need more time to reflect before they can share their ideas and opinions. While it is unquestionably easier as teachers to be the "sage on the stage" and present the material to be covered, that is less effective if the aim is for learners to integrate new ideas into how they think and do things. Such changes – one writer describes this as “deep learning” - come about when people are fully engaged in learning. That level of engagement expands when people understand the "big picture" and its parts.
Transparency is also critical in the way we model the capacity to reflect and change in the course of a session. For example, Victor was presenting the concept of framing as a leadership tool. The looks of confusion on participants' faces suggested he had made the concept overly complicated. He stopped and described what he was sensing, sharing how he reacts as a learner when he's not understanding something and wondering if he is the only one not getting it. This "intervention" allowed him to acknowledge what was happening, connect their confusion to his experience of being confused, and invite participants to identify what needed greater clarity. On another occasion Mary Jo was working with a large group on intercultural competency when they complained that one of the exercises was unfair and did not offer a true picture of their intercultural experiences. Mary Jo asked a few questions to gain better understanding of their concerns. In the end, she agreed it was a poor exercise and asked the group for suggestions to improve it. Together they were able to craft a better exercise tailored to the group.
When we model transparency, we are teaching learners its value in their own practice. When we make clear our process, the choice of activities, and outcomes, we create an environment of mutual learning. And when we can deal forthrightly with missteps and mishaps that occur, we demonstrate how perfection is an elusive goal as a trainer while ongoing learning and development even from mistakes is at the heart of being powerful at what we do.
