Page 113 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 03 11/20/02 11:46 AM Page 102
102 The Creative Training Idea Book
Listen Patiently
Take your time and focus on what the participant is saying and then try to understand
the intent of what is being said. You may feel frustration, but imagine what the partici-
pant is feeling as others look on.

Use Inclusive Language
When addressing participants or speaking, be aware of your audience demographics.
Avoid terminology that could potentially exclude, isolate, or discriminate. For example,
instead of using language such as, “You fellows, guys, or gals have found out . . .,” try
referring to participants generically as, “Many of you have found out . . .” This is a more
inclusive approach and not likely to offend.

Avoid Offensive or Discriminatory Jokes or Remarks
Humor often does not easily transcend cultural boundaries. In addition, some people
have hidden sensitivities. Jokes or comments that center on race, culture, politics, reli-
gion, sexual orientation, height, weight, or other personal characteristics can offend.
Each participant has personal preferences and defines social acceptability in different
ways based on his or her own value system. Although you do not have to agree with the
views of others, you should respect them to maintain credibility and not potentially
alienate learners.

Watch Terminology
Just as titles, jokes, and remarks can offend, so too can your words or terms. It is a good
idea to avoid words that focus on, or single out, one person. Also avoid words that might
demean an individual or group. For example, instead of, “The black participant in the
corner,” you could say, “The participant in the corner with the blue shirt on.” Other
terms that some people might find offensive include handicapped or crippled, boy, girl,
idiot, ladies and gentlemen, and ma’am. These may conjure up negative stereotypes or
project condescension to some participants.

Use Standard English
Technical terms, contractions (e.g., don’t, can’t, wouldn’t), slang (e.g., like, you know,
whoopee, rubberneck) or broken English (e.g., sentences that are imperfectly spoken or
that fail to follow standard rules of grammar or syntax) can be obstacles to someone
who does not speak English well. You would do well to recognize that some participants
might understand a language without being able to speak it effectively. Also, some par-
ticipants may not speak a language (especially in public forums) because they are either
self-conscious about their ability, or choose not to. An additional factor to consider is
that, unlike Western cultures, some cultures value and use silence as an important aspect
of communication. Many Westerners might interpret this to mean that the person does
not understand what he or she has been told.