The relationship between the process of learning and the role of the trainer is rather complex. Different theories of learning refer to trainers as to interventionists or facilitators; however, these two sides are not polar, and their compilation provides an opportunity to review the issue more comprehensively. The purpose of this paper is to analyse this relationship and specify why trainers can perform both functions.
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On the one hand, the process of training implies that an individual should be instructed and directed to achieve specific goals. Importantly, in this setting, the trainee is corrected if the chosen direction is wrong. On the other hand, the process of education requires an individual to self-identify, which means that the trainee is given a possibility to explore a variety of options. According to Tennant “a critical understanding of a range of psychological ‘world views’ is preferable to blind faith in any single one” (140). Therefore, it is reasonable to assume that these roles are interchangeable, and the trainer should be flexible to shift the roles from interventionist to the facilitator and the reverse according to the educational setting and learner needs.
Nonetheless, it is reasonable to assume that regardless of the trainer’s role, he or she should strive for employing learning centred approach (Khoon and Jewson 22). That is to say, the overall aim of the educator is to serve as an enabler. The culture of the organisation should encourage the establishment of an environment with an orientation at continuous learning. In this relation, Guile and Young stated that “not only does it focus attention upon an active role for individuals in organising their learning, it also implies that individuals have prime responsibility for putting themselves in a position to learn” (174). Thus, the trainer does not only facilitate learning but also allows it to occur continuously.
Also, the culture of the workplace can influence attitudes greatly. If the culture is inclusive of all individuals, and they can actively take part in it, it will positively affect their intention to engage in the learning processes. Also, the culture has an impact on the way trainees will learn, and educators should oversee the broader context in which they have to operate. Apart from the context, the trainer must build on the content delivered to trainees. In particular, the mode of delivery will depend on the core of educational information, and the role of the educator is to either remove or prevent the situational barriers that might occur in the process.
Thus, it can be concluded that the role of a trainer can be versatile. It is crucial to monitor the broad context in which the learning process occurs to be able to adapt to the setting and promote continuous education. The trainer can perform as both facilitator and interventionist, but the choice of a particular function depends on the setting, the participants, and the content of learning.
Guile, David, and Michael Young. “Apprenticeship as a Conceptual Basis for a Social Theory of Learning.” Journal of Vocational Education & Training, vol. 50, no. 2, 1998, pp. 173-193. Web.
Khoon, Huam, and Nick Jewson. Changing Hearts and Minds: Training Programmes for ‘Mid-Career’ Workers in Singapore. Centre for Labour Market Studies, 1995. Web.
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Tennant, Mark. Psychology and Adult Learning. 3rd ed., Routledge, 2006. Web.