Page 369 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

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358 The Creative Training Idea Book
Tactic 4
State, “We seem to have differing opinions on the issue. Can we simply agree to disagree
and move on? You and I can discuss it further during a break if you would like.”

Revolutionary
Some trainees come to a session with their own agenda. Even though you may have
clearly stated the program objectives and given an accurate description of content in pro-
motional material, they want something else. As a result, they try to take control of the
session by stating, “What we really need is. . . .”

Tactic 1

Do a quick in-class needs assessment via either a show of hands or anonymously have
participants respond on a strip of blank paper. Ask, “Who agrees with ____?” If the ma-
jority feels the issue is important, you may want to do a quick content adjustment and
build it into your program. You can do so by either modifying and shortening other less
important topics or replacing something altogether. To do this you obviously need a
strong subject knowledge base and have confidence in your ability to think on your
feet. One way to accomplish the inclusion of unplanned agenda items is to have small
group brainstorming on the issue and the possible solutions. Thus, you give them time
to air the issue and walk away with real-world suggestions they can use, so they are likely
to be more satisfied with the training experience.
I have found in such situations that a contributing cause for participants’ need to
address extra issues is that they never have time or opportunity to do so during their
normal days. The only time they all come together is in training or other organizational
sponsored event. They likely know the problem and probably have good ideas for solv-
ing it; they just need a forum to put it all together. When this type of issue surfaces and
I deal with it in the preceding manner, I traditionally get my highest session evaluation
markings for providing valuable tools they can use. In reality, all I did was get out of the
way and facilitate their problem solving.

Tactic 2
Let the Revolutionary know that although the issue being surfaced by him or her is
important, the group needs to get through the session content first. Tell them that if time
permits at the end of the program, the issue can be addressed then. Capture the idea,
and any others that surface, on a posted flip chart page to make it visual, to show its
importance, and to be reminded of it later. Some trainers call such a page a “Parking
Lot” of ideas or issues and even use colorful graphics to make the sheet look like a park-
ing lot. If time does not permit at the end of the session, offer to discuss it with the Rev-
olutionary after the program. If others agree that it is an important issue affecting them
all, try to get an additional session scheduled to address it or pass it along to manage-
ment with the recommendation that action needs to be taken on it.