Page 362 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 09 11/20/02 1:03 PM Page 351
Keeping the Communication Flowing 351
How are typical sessions organized and prepared?
What expectations might learners bring with them to the session?
Why are learners attending the session?
Were objectives and a program description accurately and adequately distributed
prior to registration?

Has appropriate contents and activities been planned based on scheduled audience
makeup?

How has program format and delivery been organized?
What might learner reaction be to the planned program?

Am I adequately prepared and enthusiastic about the session?
In what ways will the planned environment contribute to a successful program?

Are all materials, equipment, and supplies available and working?
What negative external workplace factors may hinder learner participation, interest,
and success?

What professional issues are participants dealing with that might interfere with their
learning?

INTERACTING WITH DIFFICULT LEARNERS

We train in a diverse world in which learners bring a variety of ethnic, cultural, and
other personal factors with them. The result is that you are likely to come into contact
with someone you might consider a “difficult” learner each time you go into a training
environment. As you read in Chapter 3, you are constantly coming into contact with
people who are demographically, culturally, mentally, and physically different from you.
The strategies outlined in that chapter can assist you to interact effectively with diverse
groups of people. In this section you will read about techniques I have learned and used
to handle people who, because of personality or attitude issues, can create confronta-
tional or awkward situations for you and their peers. To maintain credibility and some
degree of control, you must take a head-on approach in handling participants who
distract or disrupt training. Your learners look to you to do so. The important thing to
remember in dealing with any of these learners is to be firm, but fair and consistent.
Also, do not publicly ridicule or embarrass learners. Failure to follow this advice can
lead to confrontation and animosity from the participant involved. It can also cause you
to lose respect in the eyes of others, especially friends of the participant involved or
whom you embarrassed. Participants tend to stick together when someone outside their