Page 358 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning
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lucas chap 09  11/20/02  1:03 PM  Page 347
                                   • Offer credible evidence.        Keeping the Communication Flowing   347
                                     When you state facts or make references to material, provide professional cita-
                                     tions or source information to add credibility. This can reduce opportunities for
                                     someone to challenge or dispute your information.
                                   • Mediate effectively.
                                     When the inevitable disagreement occurs between individuals or groups, profes-
                                     sionally and calmly intervene to redirect comments or head off inappropriate
                                     criticism or feedback.



                      OVERCOMING RESISTANCE

                                Learners are typically in your sessions because they want to gain new knowledge, insights,
                                and tools for enhancement of performance; however, there are instances when some par-
                                ticipants do not have those goals or are reluctant to participate for a variety of reasons. The
                                result can be resistance or challenges to learning for them and others during the program.


                    Indicators of Resistance

                                Here are some of the more common types of resistance that trainers encounter in sessions.
                                See if you recognize any of them.


                                   • Coming to the Session Ill Prepared
                                     People show up with no pencil or paper, have not done preclass assignments, and
                                     have no idea what the session is to be about.
                                   • Reluctance to respond
                                     When questions are asked, participants refuse to answer or give only minimal
                                     responses, prompting follow-up questions. When this happens, make sure it is not
                                     because of the type of question you asked.
                                   • Side conversations with peers
                                     Throughout the session, some learners hold side conversations about what is
                                     being discussed in class or about totally unrelated topics.
                                   • Making humorous remarks
                                     To attract attention or as part of a personality that causes a learner to be fun loving,
                                     comments and jokes are made that elicit laughter from others. This is not neces-
                                     sarily bad unless it becomes continual, disruptive behavior.
                                   • Excessive breaks
                                     Some people continue to return late from breaks or regularly excuse themselves
                                     throughout a session.
                                   • Questioning designed to derail
                                     Some learners challenge ideas or comments that you or others make during the
                                     session, seemingly just to see if they can throw you off balance or to stimulate
                                     controversial discussion.
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