Page 366 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 09 11/20/02 1:03 PM Page 355
Experts Keeping the Communication Flowing 355
A third category of difficult learners are the ones who have (or think they have) a great
deal of subject knowledge and skill. This group can cause potential problems or con-
frontation if handled incorrectly. They are often people who are technically skilled, knowl-
edgeable, and well trained or educated. My experience is that many of these people are
confident and have a need to be heard. They will often challenge what I say or give
additional information following each point presented because they want to show their
knowledge.
The reason that you should not put yourself into a position in which you arbitrarily
say, “Research shows. . . .” is that an Expert will likely ask for a source, thus putting
you on the defensive or damaging your credibility if you cannot provide one.
Here are some ideas for handling this type of learner.

Tactic 1
Be polite and do not show signs of irritation when an Expert speaks up. Listen to what
he or she has to say, then defer to other learners (e.g., “How does that sound to the rest
of you?”), rather than confronting or saying that you disagree. Other participants will
often disagree. This peer pressure can potentially soften the Expert’s approach. You can
always add more information following what is offered by other learners or you can
cite expert sources. If the expert challenges dates, credibility of sources, and so forth, I
simply state, “I wasn’t aware of that. I’ll research it and get back to you.” I then state,
“Let’s get back to our topic and move on.” Obviously you should not use this latter
approach often because others may begin to see the Expert as more knowledgeable and
start deferring to what he or she says rather than to what you are providing.

Tactic 2

Identify any experts in your group through a pre-session needs assessment or a quick
in-class assessment once everyone arrives. Introduce yourself to them before the session
begins, if possible, and ask if they would mind you calling on them for additional input
from time to time. Once the session starts, acknowledge their presence or expertise. This
stroking of ego can help defuse their need to try to take control. You might also make
such a person a small group leader during an activity. Be careful to monitor them in
group sessions, however, or you may find all other participants deferring to this person’s
knowledge or experience when they are supposed to brainstorm or come to a group
consensus. If this seems to be happening, take the Expert aside and again appeal to their
knowledge by encouraging them to guide the thinking of others rather than providing
all the answers because they are in a learning environment. I have found that by being
professional and partnering with experts, there is normally little problem having them
in a session.