Page 360 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 09 11/20/02 1:03 PM Page 349
• Trainer attitude Keeping the Communication Flowing 349
Projecting an arrogant (e.g., I’m the expert), nonsupportive, or indifferent attitude,
in which you are seen to be there because you have to be rather than want to in
order to help can have a negative influence. If it appears that you have a canned
presentation and are just going through a routine performance, participants might
be offended and stop listening to your message.
• Training environment
As you read in Chapter 5, the training atmosphere influences learning, retention,
and application. If you are in a dull, colorless environment with ineffective light-
ing and temperature, or fail to provide refreshments and other elements to stim-
ulate, participants will likely react accordingly.
• Your knowledge or expertise
It is important to demonstrate that you are worth listening to. Because time is
in such short supply these days participants need to believe that they will get
value for their investment of time and money. This is especially true if you are an
unknown coming from outside the organization. Providing advance marketing
and background information can help encourage learner confidence in your
abilities.

External Related Causes

• Preexisting expectations
Learners may come with expectations based on the training environment or organ-
ization in which the training is being conducted. For example, they might show
up without a pencil or notepad because they are in the habit of having such items
provided by trainers. This is one reason why prior planning on your part is so
crucial to your success. In addition, participants might not be enthusiastic because
they know that their supervisor is not an advocate of training and sends learners
only because management requires it. Once back in the workplace, participants
are not encouraged to apply what was learned and instead hear things such as, “I
hope you had a nice day off. Welcome back to the real world.”
• Directed training
A common reason for resistance that I have encountered is having participants
who are required to attend a program, often as either part of an employee’s pro-
fessional growth performance goals or because of perceived deficits in knowledge,
skills, or attitude.
• Misperceptions
Participants sometimes register for a program without adequately reading pro-
gram objectives. They register based on a session title (e.g., Communication Skills
for Professional Advancement) thinking it will fit their needs. When the content
turns out to be focused differently, the learner can become frustrated. For example,
the preceding sample title might be a session about how to write business corre-
spondence effectively, but the participant needed a course on interpersonal com-
munication skills, including effective listening.