Page 363 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

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352 The Creative Training Idea Book
group “attacks” one of them. The following are descriptions of a variety of participant
behaviors that can create learning challenges and some ideas for addressing them.

Talkers

A learner who is a talker can be one of two types.

Conversationalist

The first is one who continually holds side conversations in a low voice with those sit-
ting nearby. When asked if he or she would share his or her comment with the rest of
the group, the response is usually, “No” or “That’s okay.” To handle such participants I
use one or more of the following tactics.

Tactic 1
Without drawing attention to the person verbally, I casually move in his or her direc-
tion as I continue to talk to all participants. I position myself near the person, possibly
increasing my volume to draw attention to myself. I also make direct eye contact with
the person as I speak. The power of nonverbal communication (e.g., closing proximity,
raising my voice, and making eye contact) is powerful and will normally say to the per-
son, “Pay attention.” Once I have refocused the learner’s attention I can move back to
the front of the room. This technique works well in rooms configured for interaction,
as outlined in Chapter 5.

Tactic 2
A simple strategy that also ties to brain-based learning concepts is to move a person
who is talking to another location or group. This is helpful for dividing small cliques
of friends or co-workers who often sit together out of choice or a feeling of obligation
to do so. People who know one another are often more likely to have side conversa-
tions, often about non–session-related topics. To accomplish such movement, use one
of the random techniques discussed in other parts of this book so that it is not obvious
that you are doing so primarily to relocate a talker. This can prevent the perception that
you are singling one person out or picking on him or her. I often put extra grouping sys-
tems in place when planning a session even though I may not use them (e.g., colored
dots on name tents, color-coded pencils, and so forth). Doing this allows me to group
participants spontaneously as needed.

Tactic 3
A more direct approach to handling a conversationalist is to ask a blanket question of
the entire group and then directly call on the person talking to answer it (CPA question-
ing technique described earlier). For example, “Earlier, we discussed ___. Can someone
give an example of how that would work in the workplace? (Talker’s Name)?”