Page 359 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning
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348 The Creative Training Idea Book
• Doodling or working on outside items
Throughout a session, you may note some learners doodling (scribbling or draw-
ing on a piece of paper), working on nonsession materials, or looking through
their calendars.
• Failure to complete assignments
When given an individual or group task (e.g., read information or write down
ideas) some participants will ignore the assignment or will take a half-hearted
approach and perform only minimally.
• Disruptive behavior
Learners who exhibit juvenile behavior (e.g., shooting rubber bands or tossing
paper balls) can distract others.
Because training time is too valuable to waste, controlling resistance is crucial.
Unfortunately, many trainers revert to methods learners to control disruptive behavior
that they learned as children from their caregivers (e.g., parents or teachers). They attempt
to use intimidation (e.g., “Because I’m the trainer, that’s why . . . “) or threats (e.g., “If
you don’t stop/settle down, I’m going to have to skip the break so we can cover all the
material we have left), or accommodation (e.g., “We’ll just wait until you finish your
conversation so we can continue”). All of these strategies can lead to further resistance
in the form of frustration and anger because you likely are going to embarrass the par-
ticipant(s) involved and you are ultimately penalizing other learners. These approaches
can also damage your credibility because you appear weak and powerless.
Strategies for Handling Resistance
To handle resistance effectively, you must first determine the reason for it. The behavior
being exhibited by difficult learners is often not directly related to you or your program.
Outside influences sometimes impact a trainee’s desire or ability to focus and actively
participate in a session. However, there might be some things that you are doing, or
not doing, that may be causing adverse reaction or behavior. Some common causes of
resistance follow.
Session-Related Causes
• Program format or content
In some instances, you may have inappropriately planned content or targeted the
wrong level of participants. For example, because of a limited or omitted needs
assessment, you failed to determine that your audience is made up primarily of
mid-level managers and supervisors. Yet, your program content is focused more
on entry-level skills. The result is a bored and frustrated audience who feel they
are wasting valuable time.
• Delivery style or format
Perhaps you are tired or complacent about the topic and as a result are coming
across in a low-key manner. Such a performance will likely drain enthusiasm or
energy level and demotivate your learners.