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Casual Articles - You are Excused from Training
A case study in online “thinking outside the box” The Fair Measures Corporation Web site, at http://www.FairMeasures.com contains over 500 pages of free in-depth legal information and analysis, provided for both employers and employees. It includes a monthly e-newsletter, and an “Ask the Lawyers” page where visitors can post additional questions. The site attracts frequent media attention, and has been featured in “HR Magazine”. A few years ago we completely restructured the site to add content for the many employees who come there looking for information. Previously, we'd been concentrating on the traditional markets for Fair Measures - human resource professionals and managers who hire Fair Measures attorneys for workplace training programs. But we realized that in doing so, we were missing out on a very different audience for their expertise - and one that really only exists in the online context. How did we know this? In two main ways: 1. by looking in our tra
Listen without interrupting Listen carefully and then restate what they are feeling.
“If I understand you correctly…”
Don’t make the learner wrong Trying to prove that the learner is incorrect is likely to escalate the problem.
“Let me explain what I think has happened so you can understand my thinking. I think we can work this out together.”
Find something you can agree on Make it specific to the topic at hand (the reason for the training, the benefits for the company or the benefits for the individual).
Use Language to create engagement
Positive phrasing has the following qualities:
• Tells the learner what can be done
• Suggests alternatives and choices
• Sound helpful and encouraging rather than bureaucratic
• Stresses positive actions and positive consequences that can be anticipated
Some examples:
• One option open to you is…
• We can help you to (whatever) if you would…
• I might suggest…
• Let me explain the background…or the perspective….
Negative phrasing has the following characteristics:
• Telli
Forums have become the social network of the internet, much like the corner coffee shop where you meet friends for a good cup of joe and a good conversation. What do you talk about at these informal meetings? Your life, your family, your business! The internet marketing forums provide a niche-style coffee shop for any market that you can use to build relationships that will help you grow your business. Joint ventures have long been a way to leverage what you have to start with into something larger and that profit all parties involved. Forums allow you to network with other online marketers and make the relationships that lead to joint ventures.There are four steps in the process to make money with forums. Each forum is an individual entity in itself, so for each one you need to learn about the community that you are in. Just as if you were starting a small business in a new town, these are the steps you will take...Learn who your neighbors are.Develop partnerships in your community.Establish credibility in the comm
As a trainer have you ever experienced presenting to a group with one or more difficult participants? The behaviors and attitudes of one or two of your class members can easily throw off the learning of the entire group. In my early experience as a trainer, there were several times when I found I had to make difficult decisions about how to handle a challenging participant. I posed the question to my manager and mentor, “When it’s obvious that a participant is not interested in the training, and determined to disrupt the entire class; do you ever just ask that person to leave?”
Before I give you the answer that she gave me, let me tell you a little about my thoughts on training, and give you some ideas for identifying and dealing with difficult participants.
Now, I am someone who is dedicated to developing and teaching others. I feel that it is one of my callings in life. Because of this belief the idea of not allowing someone to continue attending a class or a workshop is difficult for me to accept. My philosophy is that the company hired me to train the team members – the team members are in the training session for the benefit of their job – we are all in the situation for ultimately the same reason: to make the company stronger through development. So, why is it sometimes so difficult for people to accept the idea of being in training?
Here are some examples of difficult participants
The Prisoner – This participant is unhappy to be in the classroom. They feel trapped in a training session that they do not see the need for. A Prisoner can be spotted in two ways. They may be disengaged; not making eye contact, not paying attention, not participating in discussion or activities
They may be confrontational; challenging information provided in order to discredit the training or the trainer.
The Sniper – This participant uses rude comments, sarcasm, as well as verbal & nonverbal behaviors to interrupt the learning process for themselves and others. The sniper is targeting the instructor. Statements may include:
“She (the instructor) doesn’t know what she is talking about” “I think that is stupid” “You don’t have authority or creditability with me”
The Challenger – This is a participant who challenges subjects on small details; they like to display their knowledge (which they perceive to be greater than the trainers).
A Challenger differs from a Sniper in the questioning. The Challenger will question or challenge the information. For example:
“Where did you get that fact?”
“I was told to do it this way…”
“I’ve tried that way and it doesn’t work…”
The Lost – This is a participant that is not grasping the concepts being presented. The Lost can be spotted in two ways.
They usually display nonverbal expressions of not comprehending. They may ask questions that show their lack of understanding.
Check out some suggestions I have collected from colleges to handle participant behavior like the prisoner, challenger & sniper.
WIIFM – “What’s in it for me?” Within the first five minutes create the idea that the training is relevant for the participants. Let the class know why they are in the session and what they will get out of the time they spend there.
Deal with challenging participants firmly, but nicely Ask yourself, do you want to win, or do you want the learner to learn?
If anger is expressed and learning is disrupted Ask the participant if they want to discuss the problem now or later. Let them have control. Don’t discuss the anger in the classroom setting. Take the participant aside to have the discussion or send the class on break.
Listen without interrupting Listen carefully and then restate what they are feeling.
“If I understand you correctly…”
Don’t make the learner wrong Trying to prove that the learner is incorrect is likely to escalate the problem.
“Let me explain what I think has happened so you can understand my thinking. I think we can work this out together.”
Find something you can agree on Make it specific to the topic at hand (the reason for the training, the benefits for the company or the benefits for the individual).
Use Language to create engagement
Positive phrasing has the following qualities:
• Tells the learner what can be done
• Suggests alternatives and choices
• Sound helpful and encouraging rather than bureaucratic
• Stresses positive actions and positive consequences that can be anticipated
Some examples:
• One option open to you is…
• We can help you to (whatever) if you would…
• I might suggest…
• Let me explain the background…or the perspective….
Negative phrasing has the following characteristics:
• Tellin
As part of my recent excursion to Knysna, I popped into an art gallery. The artist had many very beautiful paintings from the area. There was one painting in particular of the lagoon, with the heads in the background, but at night with a full moon, and some clouds. The clouds created a bright outline, which reflected on the lagoon. This picture grabbed me, I don't know why, it just did. But in trying to express to someone what I saw and felt when I saw this picture was just about impossible.You see, we all perceive things differently, very very differently. This difference in perception can create a few problems for us when we try and express things to people, and even more problems when we try and sell stuff to them.In some of the scenarios I have encountered, people have tried to explain to me verbally what they perceived. As they explain I have the opportunity to ask questions to get clarity.When someone tries to explain things to me in writing, often it would take them many pages of carefully detailed wording, to bring across a c
Before I give you the answer that she gave me, let me tell you a little about my thoughts on training, and give you some ideas for identifying and dealing with difficult participants.
Now, I am someone who is dedicated to developing and teaching others. I feel that it is one of my callings in life. Because of this belief the idea of not allowing someone to continue attending a class or a workshop is difficult for me to accept. My philosophy is that the company hired me to train the team members – the team members are in the training session for the benefit of their job – we are all in the situation for ultimately the same reason: to make the company stronger through development. So, why is it sometimes so difficult for people to accept the idea of being in training?
Here are some examples of difficult participants
The Prisoner – This participant is unhappy to be in the classroom. They feel trapped in a training session that they do not see the need for. A Prisoner can be spotted in two ways. They may be disengaged; not making eye contact, not paying attention, not participating in discussion or activities
They may be confrontational; challenging information provided in order to discredit the training or the trainer.
The Sniper – This participant uses rude comments, sarcasm, as well as verbal & nonverbal behaviors to interrupt the learning process for themselves and others. The sniper is targeting the instructor. Statements may include:
“She (the instructor) doesn’t know what she is talking about” “I think that is stupid” “You don’t have authority or creditability with me”
The Challenger – This is a participant who challenges subjects on small details; they like to display their knowledge (which they perceive to be greater than the trainers).
A Challenger differs from a Sniper in the questioning. The Challenger will question or challenge the information. For example:
“Where did you get that fact?”
“I was told to do it this way…”
“I’ve tried that way and it doesn’t work…”
The Lost – This is a participant that is not grasping the concepts being presented. The Lost can be spotted in two ways.
They usually display nonverbal expressions of not comprehending. They may ask questions that show their lack of understanding.
Check out some suggestions I have collected from colleges to handle participant behavior like the prisoner, challenger & sniper.
WIIFM – “What’s in it for me?” Within the first five minutes create the idea that the training is relevant for the participants. Let the class know why they are in the session and what they will get out of the time they spend there.
Deal with challenging participants firmly, but nicely Ask yourself, do you want to win, or do you want the learner to learn?
If anger is expressed and learning is disrupted Ask the participant if they want to discuss the problem now or later. Let them have control. Don’t discuss the anger in the classroom setting. Take the participant aside to have the discussion or send the class on break.
Listen without interrupting Listen carefully and then restate what they are feeling.
“If I understand you correctly…”
Don’t make the learner wrong Trying to prove that the learner is incorrect is likely to escalate the problem.
“Let me explain what I think has happened so you can understand my thinking. I think we can work this out together.”
Find something you can agree on Make it specific to the topic at hand (the reason for the training, the benefits for the company or the benefits for the individual).
Use Language to create engagement
Positive phrasing has the following qualities:
• Tells the learner what can be done
• Suggests alternatives and choices
• Sound helpful and encouraging rather than bureaucratic
• Stresses positive actions and positive consequences that can be anticipated
Some examples:
• One option open to you is…
• We can help you to (whatever) if you would…
• I might suggest…
• Let me explain the background…or the perspective….
Negative phrasing has the following characteristics:
• Telli
Outsource marketplaces are websites to connect to buyers and sellers of software development services. Buyers and sellers of services are located worldwide. Therefore, outsource marketplaces are often linked to the following terms: offshore, nearshore, inshore, ruralshore when describing procurement of software development services.Buyers and sellers use software development outsource marketplaces similar to using auction sites like eBay. A buyer defines and posts a software development project to an outsource marketplace, whereby providers can bid on delivering the project. Posted projects have a limited amount of time for providers to bid on the project. In addition, often both buyers and providers are rated based on past experience. Posting projects is usually free for buyers. Posting, bidding, rating, connecting buyers and sellers makes outsource marketplaces similar to auction sites like eBay.Most outsource marketplaces offer some kind of process to protect buyers and sellers from scams. A popular method is built in escrow and a
The Prisoner – This participant is unhappy to be in the classroom. They feel trapped in a training session that they do not see the need for. A Prisoner can be spotted in two ways. They may be disengaged; not making eye contact, not paying attention, not participating in discussion or activities
They may be confrontational; challenging information provided in order to discredit the training or the trainer.
The Sniper – This participant uses rude comments, sarcasm, as well as verbal & nonverbal behaviors to interrupt the learning process for themselves and others. The sniper is targeting the instructor. Statements may include:
“She (the instructor) doesn’t know what she is talking about” “I think that is stupid” “You don’t have authority or creditability with me”
The Challenger – This is a participant who challenges subjects on small details; they like to display their knowledge (which they perceive to be greater than the trainers).
A Challenger differs from a Sniper in the questioning. The Challenger will question or challenge the information. For example:
“Where did you get that fact?”
“I was told to do it this way…”
“I’ve tried that way and it doesn’t work…”
The Lost – This is a participant that is not grasping the concepts being presented. The Lost can be spotted in two ways.
They usually display nonverbal expressions of not comprehending. They may ask questions that show their lack of understanding.
Check out some suggestions I have collected from colleges to handle participant behavior like the prisoner, challenger & sniper.
WIIFM – “What’s in it for me?” Within the first five minutes create the idea that the training is relevant for the participants. Let the class know why they are in the session and what they will get out of the time they spend there.
Deal with challenging participants firmly, but nicely Ask yourself, do you want to win, or do you want the learner to learn?
If anger is expressed and learning is disrupted Ask the participant if they want to discuss the problem now or later. Let them have control. Don’t discuss the anger in the classroom setting. Take the participant aside to have the discussion or send the class on break.
Listen without interrupting Listen carefully and then restate what they are feeling.
“If I understand you correctly…”
Don’t make the learner wrong Trying to prove that the learner is incorrect is likely to escalate the problem.
“Let me explain what I think has happened so you can understand my thinking. I think we can work this out together.”
Find something you can agree on Make it specific to the topic at hand (the reason for the training, the benefits for the company or the benefits for the individual).
Use Language to create engagement
Positive phrasing has the following qualities:
• Tells the learner what can be done
• Suggests alternatives and choices
• Sound helpful and encouraging rather than bureaucratic
• Stresses positive actions and positive consequences that can be anticipated
Some examples:
• One option open to you is…
• We can help you to (whatever) if you would…
• I might suggest…
• Let me explain the background…or the perspective….
Negative phrasing has the following characteristics:
• Telli
TIME. That is the one thing that all webmasters do not have in abundance. Unknown to some, managing a website is not a piece of cake. The mind-boggling, back-breaking effort that goes into the development and management of a website is overwhelming and more than enough to daunt the faint of heart. Think about those webmasters who are managing not one, but three or more websites everyday… they need help.This is where outsourcing comes in. Outsourcing is like manna from heaven both for agents and clients. Agents are able to find a decent paying job while clients get more value for their money. Not only will they be able to hire professionals at a fraction of the cost they would have paid for an upfront employee, they are also freed from the hassles of the hiring process and planning for the compensations of an employee.Leasing an agent to do the tasks that you could no longer handle alone at a minimum cost is appealing to a lot of webmasters. Some of them acquire the help of a freelancer while those who know better lease a full-time agent f
“I was told to do it this way…”
“I’ve tried that way and it doesn’t work…”
The Lost – This is a participant that is not grasping the concepts being presented. The Lost can be spotted in two ways.
They usually display nonverbal expressions of not comprehending. They may ask questions that show their lack of understanding.
Check out some suggestions I have collected from colleges to handle participant behavior like the prisoner, challenger & sniper.
WIIFM – “What’s in it for me?” Within the first five minutes create the idea that the training is relevant for the participants. Let the class know why they are in the session and what they will get out of the time they spend there.
Deal with challenging participants firmly, but nicely Ask yourself, do you want to win, or do you want the learner to learn?
If anger is expressed and learning is disrupted Ask the participant if they want to discuss the problem now or later. Let them have control. Don’t discuss the anger in the classroom setting. Take the participant aside to have the discussion or send the class on break.
Listen without interrupting Listen carefully and then restate what they are feeling.
“If I understand you correctly…”
Don’t make the learner wrong Trying to prove that the learner is incorrect is likely to escalate the problem.
“Let me explain what I think has happened so you can understand my thinking. I think we can work this out together.”
Find something you can agree on Make it specific to the topic at hand (the reason for the training, the benefits for the company or the benefits for the individual).
Use Language to create engagement
Positive phrasing has the following qualities:
• Tells the learner what can be done
• Suggests alternatives and choices
• Sound helpful and encouraging rather than bureaucratic
• Stresses positive actions and positive consequences that can be anticipated
Some examples:
• One option open to you is…
• We can help you to (whatever) if you would…
• I might suggest…
• Let me explain the background…or the perspective….
Negative phrasing has the following characteristics:
• Telli
Internet success can of course be measured in dollars and cents. It would seem to be pervasive on Google the programs that talk about how to become wildly successful by just pushing a button or two. You could be led into thinking that just by buying a very specialized piece of software, or by downloading their ebook for success, that elusive thing called inter net success will plop itself right in front of you begging you to help yourself to all you want. I have been there far too many times in my earlier internet marketing career. I would surf for all the new programs, joining one after another and sometimes not even remembering what I had signed up for. Quite possibly, any one of these products could have made me successful on Google, but quite frankly, none of them did. Does that story sound familiar to you? I bet money that it does. The simple truth about the internet, now that I have grown and matured to the level of expertise that I have is the fact that a huge majority of people are not now successful on the net, nor will they ever be. Wait just a
Listen without interrupting Listen carefully and then restate what they are feeling.
“If I understand you correctly…”
Don’t make the learner wrong Trying to prove that the learner is incorrect is likely to escalate the problem.
“Let me explain what I think has happened so you can understand my thinking. I think we can work this out together.”
Find something you can agree on Make it specific to the topic at hand (the reason for the training, the benefits for the company or the benefits for the individual).
Use Language to create engagement
Positive phrasing has the following qualities:
• Tells the learner what can be done
• Suggests alternatives and choices
• Sound helpful and encouraging rather than bureaucratic
• Stresses positive actions and positive consequences that can be anticipated
Some examples:
• One option open to you is…
• We can help you to (whatever) if you would…
• I might suggest…
• Let me explain the background…or the perspective….
Negative phrasing has the following characteristics:
• Telling the learner what cannot be done
• Has a subtle tone of blame
• Includes words like: Can’t, Won’t, Shouldn’t
Some examples that can be interpreted as sarcastic or patronizing:
• No doubt…
• You understand, of course
• We can not…
• You are overlooking the fact that…
• You claim that…
• I cannot see how you….
Link the solution to the learners needs or frustrations You cannot make someone listen, but you can make it worthwhile for them to listen from their perspective.
Indicate that the learner is not the only one with the same fears or frustrations
Indicate that others are working on possible solutions
• Utilize a feedback process for their suggestions
• Ask them to be open to the concept in class
• Ask them to identify areas of strength or weakness
• Ask them to write up an analysis and suggestions for a better procedure
• Invite them to channel the information to the appropriate people
Handling the lost, working with the challenger
Clarify if the issue is skill or will. Ask them to indicate which part they don’t understand. Offer to provide additional support during activities. Team a lost individual up with a challenger; make the challenger use their knowledge to help “the lost” grasp concepts.
I learned all of the things above from manager’s, mentors, other trainers, and through my own experience. When I experienced a challenging participant (Prisoner) again, I followed the rules above. I spoke to the individual on a break, listened to their feelings and gave him the option to leave if he felt it warranted. In the end he understood why his behavior challenged the whole class. He chose to stay and found a way to make the session work for him.
My mentor helped me specifically with my original challenge from the beginning of this article.
“When it’s obvious that a participant is not interested in the training, and determined to disrupt the entire class; do you ever just ask that person to leave?”
She explained as an instructor you should talk to the participant, respect them and explain your perspective to them in a way that does not turn you into the disciplinarian and them into a child. As adults in a business setting you can give them the option to step out of the training, but let them know they will be responsible for their decision. Responsible for the material missed and explaining the situation to their manager. The participant will let you know when they need to leave.
As trainers you have tools to handle and management difficult participants. Give some of these a try and you will never have to say, “You are excused from training”.
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