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.