train the trainer: inspire,motivate,and educate

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Train‐the‐Trainer ‐ Inspire, Motivate, and Educate A One Day PrimerInstructor Guide

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Copyright Courseware Release Version 2.1 © 1998-2009 by Velsoft International Inc. Notice of Rights No part of this publication may be reproduced, transmitted, transcribed, stored in a retrieval system, or translated into any language or computer language, in any form or by any means, electronic, mechanical, magnetic, optical, chemical, manual, or otherwise, without the prior written permission of Velsoft International Inc. except under the terms of a courseware site license agreement. Trademark Notice PowerPoint, Windows, Word, Microsoft, etc. are trademarks of Microsoft, Inc. Throughout this courseware title, trademark names are used. Rather than just put a trademark symbol in each occurrence of a trademarked name, we state we are using the names only in an editorial fashion and to the benefit of the trademark owner with no intention of infringement of the trademark. Notice of Liability The information in this courseware title is distributed on an ‘as is’ basis, without warranty. While every precaution has been taken in the preparation of this course, neither the authors nor Velsoft International Inc. shall have any liability to any person or entity with respect to any loss or damage caused or alleged to be caused directly or indirectly by the instructions contained in this book or by the computer software and hardware products described in it. Disclaimer We make a sincere effort to ensure the accuracy of the material described herein; however, Velsoft International Inc. makes no warranty, expressed or implied, with respect to the quality, correctness, reliability, accuracy, or freedom from error of this document or the products it describes. Data used in examples and sample data files are intended to be fictional. Any resemblance to real persons or companies is entirely coincidental. Terms and conditions Sample versions: If the version of courseware that you are viewing is marked as NOT FOR TRAINING, SAMPLE, or similar, then it is made available for content and style review only and cannot be used in any part of a training course. Sample versions may be shared but cannot be re-sold to a third party. For licensed users: This document may only be used under the terms of the license agreement from Velsoft International Inc. Velsoft International Inc. reserves the right to alter the licensing conditions at any time, without prior notice. All derivative works must retain this copyright to maintain licensing conditions.

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How to Use This Book This book contains several modules, each with the following elements:

Module Overview This bulleted list outlines the topics to be covered in the module.

Topics Each module contains a number of topics. Each topic contains theory and/or an exercise.

Module Summary This summary provides a brief overview of the information covered in the Module. Review questions are provided for the activity.

You will note that some text appears in Times New Roman. This indicates information for reference purposes. Some text appears in Arial Bold. This indicates that the student is supposed to perform that action, answer that question, or complete that task. This book can be used in one of two ways. If you are an instructor, you can use this book as a guide for teaching. You can also offer the book as a reference manual and/or a workbook for students. PowerPoint slides are also available to assist you. If you are a student, you can use this book as a self-study guide. We have included the answers to the review questions in the Activity Files.

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Table of Contents

Module 1: Essential Skills _____________________________________________________________________2

Being Genuine _____________________________________________________________________________2

Communication Skills _______________________________________________________________________2

Presentation Skills __________________________________________________________________________3

Being Humble _____________________________________________________________________________6

Nurturing a Readiness to Learn________________________________________________________________6

Summary _________________________________________________________________________________7

Break (15 minutes)__________________________________________________________________________7

Module 2: Understanding Adult Learning________________________________________________________8

Principles of Adult Learning __________________________________________________________________8

Learning Methods __________________________________________________________________________9

Establishing a Learning Climate ______________________________________________________________12

Dealing with the Difficult____________________________________________________________________12

Summary ________________________________________________________________________________15

Lunch (60 minutes) ________________________________________________________________________15

Module 3: Developing a Training Session _______________________________________________________16

Identifying Your Audience ___________________________________________________________________16

Performing a Needs Analysis_________________________________________________________________18

Writing Objectives _________________________________________________________________________19

Outlining the Program______________________________________________________________________21

Researching and Writing the Program _________________________________________________________22

Testing the Program _______________________________________________________________________23

Summary ________________________________________________________________________________24

Break (15 minutes)_________________________________________________________________________24

Module 4: Adding Fun and Games _____________________________________________________________25

Types of Activities _________________________________________________________________________25

Getting Buy-In ____________________________________________________________________________26

Using Humor _____________________________________________________________________________27

Quick and Easy Games _____________________________________________________________________28

Troubleshooting Games_____________________________________________________________________30

Summary ________________________________________________________________________________32

Module 5: Delivering the Course_______________________________________________________________33

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Visual Aids_______________________________________________________________________________33

Presentation Tips __________________________________________________________________________34

Managing Questions and Answers_____________________________________________________________35

Scheduling Breaks _________________________________________________________________________36

Evaluations ______________________________________________________________________________37

Summary ________________________________________________________________________________41

Workshop Wrap-Up ________________________________________________________________________41

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Train‐the‐Trainer – Inspire, Motivate, and Educate – A One Day Primer

Agenda

8:30-10:00 Module 1: Essential Skills Being Genuine Communication Skills Presentation Skills Being Humble Nurturing a Readiness to Learn Summary

10:00-10:15 Break

10:15-11:45 Module 2: Understanding Adult Learning Learning Methods Establishing a Learning Climate Sealing with the Difficult Summary

12:00-1:00 Lunch

1:00-2:45 Module 3: Developing a Training Session Identifying Your Audience Performing a Needs Analysis Writing Objectives Outlining the Program Researching and Writing the Program Testing the Program Summary

2:45-3:00 Break

3:00-4:15 Module 4: Adding Fun and Games Types of Activities Getting Buy-In Using Humor Quick and Easy Games Troubleshooting Games Summary

4:15-5:25 Module 5: Delivering the Course Visual Aids Presentation Tips Managing Questions and Answers Scheduling Breaks Evaluations Summary

5:25-5:40 Workshop Wrap-Up

© 2009, Velsoft International Inc. 1

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Module 1: Essential Skills In this Module, we will:

• Explore the concept of being genuine • Discuss key communication skills • Learn the essentials of presentation skills • Explore the concept of being humble • Discover ways to nurture a readiness to learn in your participants

Being Genuine

Being genuine is one of the key aspects of a great trainer. Genuine is being real, being you, and not pretending to be someone or something else. Being genuine, or authentic, means that we are who we are during training, just as we are in other areas of our life and work. If our goal is to share information that is new, or to encourage trainees to change, they are far more likely to pay attention to and accept what we have to say if we are someone that they can relate to. As you read the following statements, check the box that reflects whether the trainer is behaving genuinely or not.

Statement Genuine Not Genuine

Jean usually wears glasses to work, but wears contacts on training days. They get irritating in the bright lights and dry air of the training room, but Jean wears them anyway.

Mark is a serious, introverted individual, but he has heard that training has to be fun in order for trainees to enjoy their experience. In order to develop his fun side, Mark is adding jokes and comedy to his training material.

Tony forgot to photocopy the handouts for his session. He thought about making up an excuse and saying that the photocopier was broken, but then decided to be honest and say that he had forgotten to copy the handouts.

Communication Skills

Good communicators are much more than good speakers. They use body language, listening, and questioning techniques to enhance their message and to deliver it effectively. Here are some things to keep in mind about body language:

• Eyes, eyebrows, and mouth send out the signals that can make a world of difference. • People who smile are happier than those who don't. Smiling releases a chemical in your brain that makes

you feel good. It's a great way to establish a rapport with listeners. • Eye contact helps you carry your message to each person in the audience. It builds trust. • Learn to speak with your hands. Draw lines in the air, make a point, count on your fingers, and emphasize

length and width. • Work on appearing sincere and comfortable. • Let your hands do what they want to do, as long as they don't get in your pockets, fiddle with an object, or

make obscene gestures to your audience.


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• Your body posture affects your emotions and how you feel determines your posture. If you are confident, happy and ready, your body will show it.

When training in the workplace or providing public workshops, we have to be mindful of cultural ideas about communication too. Some cultures are not comfortable with asking questions or challenging a trainer, even if they strongly disagree with you.

Presentation Skills

If you are a natural when it comes to training, people may have complimented you on your excellent speaking skills, your pacing, the quality of your materials and handouts, and the atmosphere and energy that permeates your training. On the other hand, if you are a person who mumbles when tired, speaks in a monotone, or stands with your feet in the same place for hours at a time, perhaps you need to work on your presentation skills. Good trainers develop their skills in many areas. People who want more experience with speaking in public can join a speaking group such as Toastmasters or an association of professional speakers. If you are not comfortable using technology, then you can take courses that focus on your particular knowledge gap. For example, many training sessions take place in a room with a laptop connected to a projector, to show PowerPoint slides. If you like the idea but aren’t sure how to use PowerPoint, you could take a training course on this particular program. Other businesses have older equipment like overhead projectors. Your ability to use all the equipment properly supports your credibility as a trainer. In addition, your skills at troubleshooting equipment problems will enhance your session rather than having people remember the equipment breakdown. No matter how brilliantly you speak, your audience will remember your points better when they are supported with appropriate pictures and stories. This is another place where you audience analysis will really pay off. In order for your stories to support the presentation (and to avoid going off on a tangent) you need to practice which stories you will use as examples, and be able to explain how they relate to your training objectives. Take a moment to think about being professional and how that relates to being genuine. What are some ways you can ensure that the professional image you project also reflects exactly who you are? A useful planning guide comes from the acronym "PAFEO." This nonsense word will help you focus on the essential ingredients for a successful presentation. P=Purpose What am I trying to accomplish? What is my objective in making this presentation? What will be the end result? A=Audience For whom am I presenting? (Notice that this is for whom and not to whom.) Filling out a profile form forces you to take the needs of your audience into account when you're developing your presentation. It may also alert you to a recycling point. That is, as you think about your audience and its attitudes, you may realize that your preliminary attempts to build consensus have been inadequate. If you discover that members of your projected audience are locked in apparently irreconcilable conflict, you may decide to defer your presentation until you have a better chance for success.


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Think about a presentation (training or otherwise) that you have recently attended or presented, or that you plan to attend or present. Fill out this sample audience profile. What is my objective in making this presentation? Who is the decision-maker or decision-makers? How much does the decision-maker(s) know about the situation? How does the decision-maker(s) view the situation? How will the decision-maker(s) react to the proposal? Who else will attend the presentation? What are their views of the presentation or proposal? Who else will be affected by this presentation? What's the next step? What is my revised objective or fallback position? F=Format How will I do it? In deciding which points to talk about first, keep in mind that:

• People tend to trust those who agree with them. • People are more often persuaded by reasons important to them, rather than by reasons dear to the presenter. • People stop listening and start developing counter arguments when their deeply-rooted convictions are

challenged or threatened. E =Evidence What will convince my group? Although years of reading mystery stories sometimes lead people to save the main point for last, that tactic is disastrous for adult learning experiences. First, training audiences are not interested in second-guessing you; they want answers quickly. Second, people will understand your argument better if they know the direction in which you are leading them. Third, you should take advantage of the fact that people remember best what they hear first and last. Tell them what you want them to know at least twice--once when you start and once when you finish. O=Organization Based on your knowledge and analysis of your audience, and your objective for preparing training for this audience, choose an organizational plan that best meets your needs. Some material or presentations will work in several organizational patterns so you might want to consider more than one pattern before you make your final decision as to “fit.”


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Here are some options: • Chronological order for simple, ordered instructions or processes. • Problem (three parts) and solution (one part) for audiences with low knowledge of the issues. • Problem (one part) and solution (three parts) for audiences with high knowledge of the issues. • Current situation and proposed situations for many persuasive presentations. • Pros and cons (or compare and contrast) for simple analyses or evaluations. • Decision-making pattern for complex issues. • Bad-news pattern for information the audience doesn’t want to hear.

Problem-Solution Pattern For most persuasive presentations, the problem-solution format is the easiest to prepare. If your audience is low on the persuasive continuum—if they have little knowledge about the issue—you will want to spend some time explaining the specifics of the problem. If your audience knows all about the problem, you can spend the majority of your time considering a choice of solutions. Decision-Making Pattern This outlining strategy reminds you to explain the criteria you used when determining how to solve your problem. If you establish criteria first, then show how potential solutions measure up against those criteria, your decision develops its own support as you move through your presentation. Here is the format for this pattern:

• Define and limit problem • Establish checklist of criteria • Identify possible solutions • Evaluate solutions based on criteria • Select best solution • Discuss implementation

Bad News Pattern When giving people information that they would rather not have, select the bad news pattern. This organizational strategy allows you to buffer the bad news with a neutral or mildly positive statement first. Be careful that the material you choose is appropriate for the message that is coming; you don’t want to compliment them on being perfect employees and then tell them how bad they are at performing or completing certain tasks. Here is the format for this pattern:

• Cushion audience • Bridge with transition • Deliver bad news • Explain reasons • Suggest alternatives • Rebuild good will

The “deliver the bad news” and “explain reasons” steps are interchangeable. Some speakers would rather get the bad news over with and then explain while others would rather explain first. Whichever way you choose, it is most important that you offer good reasons. The phrase, “It’s company policy,” is not enough. The bad news pattern includes alternatives—specific replacements for whatever it is they want but you cannot give. For example, an important client may have requested that certain products be delivered by specific dates. If you are unable to meet the request, your alternatives might be to deliver a slightly different product on the date requested, or to discount the price to offset late delivery. Offering alternatives almost always reduces the sting of bad news. Complete the bad news pattern by rebuilding good will with your audience, thus sandwiching the negative information between audience-focused messages.


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Which pattern would you use in each of the following situations when you were making a presentation? A presentation on the benefits of exercise: An argument in favor of starting your own small business: A presentation that suggests Canadians are too wasteful: The story of your life to this point: How to deal with procrastination:

Being Humble

The best teachers are humble about what they do. Humility is about understanding that the trainees that you serve can teach as much or more than what you can teach them. The humble trainer wants to serve their client. They are comfortable with the knowledge that they have done the best work they could do, and that they have served their client well. A word on accents The more diverse our workplaces become, and the more trainers travel to different parts of the world to deliver training, the larger the issue of accents can become. You can use your accent to enhance your training, so take advantage of it. If you receive negative feedback about your accent because it is particularly heavy, find someone you trust like a colleague or a manager (not a good friend, since our friends love us and only tell us what we want to hear). Ask questions about your accent; in what ways might it interfere with your message? If it is a problem just as mumbling or poor projection can be, consider language classes focusing on what you need, or find a coach who can assist you in becoming better understood.

Nurturing a Readiness to Learn

When trainees arrive at your session hungry to get started, you will have an easier time establishing your learning environment and getting the course started. The work that you do before training can make a big difference in participant motivation, and there are several ways that you can stimulate learning readiness. Establishing rapport with your training group can actually start well before the session is scheduled to take place. Having rapport will help to transition “cold” trainees (who may be attending your workshop because it is a mandatory part of their job) to “warm” candidates who have some level of interest and motivation to learn. When the training is scheduled, send a questionnaire with a few key questions to all the registered participants or their managers. What do they want to learn about this subject? What struggles do they have at work that could be made easier by some focused training? If you do not have time for a formal survey, you could also make some quick phone calls, introduce yourself, and ask the questions. These questions are crucial to developing your training plan.


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Summary

In this Module we learned that there are four essential skills that trainers need in order to get participants involved in the training process: communication skills, presentation skills, being genuine, and being humble. We learned that being genuine is the most effective way to reach our trainees. We discussed how communication includes much more than what we say; our body language and the quality of our voice have a lot to do with what people will learn from us. We explored the different aspects of presentation skills, including where to learn more about being an effective presenter. We learned about being humble and serving the needs of our participants instead of our own agenda, and we also explored several ways to nurture a readiness to learn in our trainees, something that can start well before the actual training session is scheduled. Review Questions Good communicators do more than speak well. What other techniques do they use in order to enhance their message? What do the initials PAFEO mean? P: A: F: E: O: ________________ is an aspect of serving the people I train, rather than simply delivering content. At what time could a trainer start nurturing a readiness to learn?

a) During the warm up exercises. b) As soon as training is scheduled, well before the session actually begins. c) Any time the chance presents itself. d) A and B.

Describe what it means to be a genuine trainer.

Break (15 minutes)


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Module 2: Understanding Adult Learning In this Module, we will:

• Explore the principles of adult learning • Discuss the learning cycle • Learn how to apply different learning methods • Learn how to establish a learning climate • Discuss ways to deal with difficult trainees

Principles of Adult Learning

The basic principles of Adult Learning are: • We learn to do by doing. • We have five senses. • We learn when we are ready to learn. • We make connections. • We learn one thing at a time. • We learn more rapidly when results are satisfying to us. • We need to understand what we learn. • We develop skill through practice. • We differ from one another in abilities and background.

Choose four of these principles and brainstorm how you might incorporate each into a time management workshop. Principle One: Principle Two: Principle Three: Principle Four:


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Four Basic Steps in Learning (The Learning Cycle) Review the information in the figure below. It outlines four basic steps that many adult learners go through in the learning process. Note that the experiences build upon one another to create a richer background for the learner. Although the steps are simplistic, the idea is that learners take on new knowledge based on what they get involved in and what they think about.

Learning Methods

Although there may be times when a trainer must lecture, those times should be few and far between. Although lecturing may appear easier for the trainer, it really is not easier than other methods can be. Preparing a lecture requires research, writing, media preparation (slides, video, or audio), advance preparation, and a certain comfort level with being the centre of attention. Lecturing is not the way that most people prefer to learn. We learn best by doing. A lecturette (a short lecture) can often be used as a way to introduce new information or complex content, but it must be supplemented by a change of pace and activity to keep participants engaged in the subject.


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Design Tips In designing activities, a trainer must consider the applicability of the chosen method, and must always refer back to the objectives when deciding on what to include. If you use the same approach and methods repeatedly you may notice your trainees disengaging from learning. Here are some tips to make designing your workshop a bit easier.

• Reuse a good design. When you have an excellent design, don’t limit it to one workshop. If you develop an excellent way to use case studies, for example, then continue to do so. Even the case studies themselves can be modified slightly and used in different situations rather than having to design them from scratch each time you need something new.

• Research published designs that you can modify to suit your own training needs. There are excellent resources available that have been tested and successfully applied in particular situations. Using those resources is recommended so that you keep in touch with what other trainers are doing to bring material alive, and so that you do not have to always design an entire program.

• Network and read. There are many associations for trainers, coaches, speakers, and facilitators. There are also associations related to specific industries (such as IT, oil and gas, transportation, and agriculture). Keep yourself up to date and network with peers in other organizations so that you continue to bring fresh and interesting insights to your training program.

Methodologies In this course, we are including seven different methodologies that you can draw from in your training. This is not an exhaustive list, but more of a sample to get you started thinking about different ways to approach your own training program planning. Demonstration Taking participants through an experience as it actually unfolds adds another element to training. If they can see, touch, feel, or smell then they become involved in the activity, rather than simply watching. Talking about applying a paint finish to a piece of oak is not nearly as effective as demonstrating the process. Allowing the trainee time to practice and then demonstrate their new skill back to the trainer makes lots of sense! In setting up a demonstration, always consider the objective that you are going to highlight. Choose a concept or procedure that can be demonstrated. For example:

• A purchase order procedure • A safe vehicle walk around procedure • A cleaning procedure • A document handling procedure

Here are some possible methods for your demonstration:

• Trainer demonstrates to the group • Participants demonstrate to the group • Trainer creates index cards with individual steps, gives them to participants, and has participants arrange

themselves in the correct sequence Case Study Case studies are useful in several ways. You can take actual workplace events, remove the identifying information, and then use the examples in your training. When you write a case study, whether drawing from actual examples or creating a situation that fits the training objectives, you can present abstract information in a concrete manner. Guided Teaching This method can be particularly helpful when you have not had an opportunity to contact trainees before a workshop, or if you do not know them well. Guided teaching asks a series of questions to assess the group’s background in the subject. It can also be used to get their thoughts or conclusions on a subject. If you record their answers and comments and then compare them to the learning objectives in your notes, then you only need to bring


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the missing information into your lesson. This method also encourages self discovery, which is a great way to help participants realize that they often know more than they thought they did. For example, let’s say you’re teaching a workshop on recruiting and hiring. Questions that will get them thinking and give you an idea of their knowledge about the subject could include:

• What effective methods are you using to recruit new staff currently? • Are you using ineffective recruiting methods? If so, what are they? • How many recruiting methods have you tried in the past two years? • Where do most of the people that you would like to hire get their education? • Where do most of the people that you would like to hire hang out in their spare time? • Can you list the attractive areas of your company’s pay and benefits package? • What efforts does your organization make to provide education or training to their staff? • What are the key components of your health, safety, and wellness programs? • What is the turnover like in your company? In your industry? In the region(s) where you have staff?

Study Group A study group can be a good way to introduce new material without lecturing. It also requires participants to work together and get to know each other. Participants are provided with well-designed handouts of lecture material (including text, diagrams, charts, etc.) and then arranged in small groups to clarify the concepts. The results are best if the material is of a moderate difficulty or open to wide interpretation. Structure from the trainer is needed to provide focus to the exercise. You will also need to ensure that the groups receive input from each member, since some participants hesitate at adding their voices to group conversation. Role Play Role play is a popular method of learning for trainers and trainees. It is a helpful way for participants to experience certain feelings and practice their skills in a non-threatening environment. Participants may object to participating in role plays if they feel that they are being judged on their performance. The trainer’s role is to ensure that participants feel comfortable with the experience, which, as always, is helped along when participants understand the reason for the exercise. Role play is ideal when you want to include dramatic, energetic, or awkward content since the participants (or actors) can pretend to be someone else rather than being themselves. Games and Simulations Games and simulations can be enjoyable and effective ways to enhance the learning experience for participants. They are also a way to inject some energy and humor into the training session or demonstrate a key instructional concept. Some trainers may hesitate to use games in their programs, especially if they are not comfortable with them. Games and simulations should always reflect an objective. One easy method of creating games is to modify well known games. Many trainers have adapted versions of the television game shows Jeopardy or Wheel of Fortune. Board games can also be adapted depending on what you need; for example, giant versions of Scrabble can lead to additional learning and much laughter. E-Learning For organizations that have multiple sites or individuals wanting to learn while at home, e-learning is a viable option. Although some e-learning options can be very complex and costly to set up, other options are quite reasonable. If you need to bring trainees together over long distances or want to have people work at their own pace, there are now trainers who specialize in electronic learning methods. Consider the capacity to communicate via video streaming, video conferencing, specially designed Internet applications, and telephone.


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Establishing a Learning Climate

We have discussed some of the elements of a learning climate in Module 1: Nurturing a Readiness to Learn. In that section we spoke about preparation that the trainer can do prior to beginning a training session. When we refer to climate in this section, we are focusing on the look and feel in the environment where training is taking place: a classroom, tailgate of a truck, computer lab, or anywhere else you can imagine. When the climate is right, participants engage and learn. A learning climate has the following attributes: Warmth and professionalism Adults need to feel as though they are in the right place and will be able to learn in the environment that you establish. Be welcoming, professional, and accepting of all your trainees. Color and sound If you are providing training somewhere that isn’t normally a classroom (perhaps a lunch room, hotel conference room, open area of your office, or on a construction site), you can prepare your area just as you would a conventional classroom. Including some colorful signs, pictures, or a stereo to warm up your participants signals that there is something different happening here than when they normally work. Define the expectations Trainees will relax when they know what is expected of them. Many adults have had poor experiences when it comes to learning; bullying, teasing, or being humiliated in front of peers are part of the experiences they bring to training as adults. Your adult learners need to know immediately that they are in a positive, encouraging situation where they can feel free to take risks because the consequences will not follow them back to the workplace. Establish clear goals Some adult learners love the opportunity to play plenty of games, laugh, and socialize during training. That is not the case for all adults, however. Let them know ahead of time what the learning plan is so that they can prepare appropriately. When you have adults who do not wish to take part in activities that are way outside of their comfort zone, be encouraging but always respect their wishes to pass on some things. Use motivation and rewards Without being condescending or treating your adults as children, reward and motivate them. Use rewards that they can relate to and reinforce the benefits of their learning. This could be explaining the rewards of training (“This is going to make your work easier because…”) in a positive way, or in certain circumstances negatively (“You will need to complete this course to continue working for this company.”). Usually, detailing the rewards of training is more productive. Remember, trainees must make a conscious decision to connect to the learning. They will not pick it up subconsciously. Some things have to be unlearned If you are teaching new processes and trainees have been doing something in the same way for a long period of time, you should design activities and allow time so that they can let go of what they have been used to doing. Use group dynamics Adults respond well to learning from one another even more than they do a trainer. A trainer can facilitate a learning situation (create the environment, share common goals, and stimulate feedback) while participants actually learn from one another. The strengths of the individuals in a group truly enriches the learning that takes place, and when structured appropriately by you (so that one individual is not monopolizing a group), they can learn more material and at a faster rate than you can provide as an individual trainer.

Dealing with the Difficult

Since training involves people, it makes sense to prepare for behavior that can derail your training plan. There are some generally recognized categories of difficult behaviors that the trainer needs to manage. The behaviors often are


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the result of frustration, boredom, or personality characteristics that are well beyond your scope of delivering training. Disruptive behaviors can come from a variety of learners, whether they are:

• Motivated and interested to learn what is being presented. • Hostages who must attend the course but have no interest whatsoever in being present. • Vacationing and looking forward only to being away from their usual work for the day.

Two important things to keep in mind:

• Not every disruptive behavior will be present in every course that you deliver. • It is the behavior that is disruptive, not the person. Don’t make it personal to them, and don’t take their poor

behavior personally yourself. In dealing with unwanted behaviors, you must consider why the participant is behaving in this way as you also decide how you will respond. If a person feels insecure in front of their peers, they actually may turn to talking incessantly or joking in order to hide their lack of confidence. If they are a senior staff person who has tried many approaches and then seen them fail, they may be hesitant to try anything new. When someone is not normally consulted as a part of the team at work, it is quite likely that they will not expect you to want their opinions in the open either. Lack of understanding, difficulty hearing, or outright rudeness can all result in whispering.

Behavior Description Responses Available

Jester The joker or class clown who, on the one hand can help reduce inhibitions and barriers by getting people laughing, but on the other hand may not recognize the limit to their behavior and can monopolize or derail a session.

Limit the number of times they intervene. Peer pressure may also inhibit interjections once the trainees understand your position. Coach the individual by offering that, “We appreciate your humor, but our time here is limited and we want to make sure that others also have a chance to contribute / get through the material.”

Cynic Could be a senior staff or negative person who has seen the efforts of trying hard result in failure. May have had trouble having ideas respected in the past, or may feel that they are ill equipped to succeed at what you are presenting.

Explain benefits to making changes and work on gaining commitment. Listen to and acknowledge their doubts/fears so that they are addressed through training. Allow them to explain the reason for their doubt one time only, ask them for a solution, and then indicate that you are moving on.

Indifferent Does not participate in discussions or activities except at the bare minimum. Like the cynic, indifference can come from having tried and failed, or having ideas ignored.

Uncover the cause and find ways to involve the individual, respecting and encouraging their involvement to build confidence.


SAMPLE


Talker Disrupts by interjecting comments or anecdotes, or chats about something similar that happened to them. In severe display can be monopolizing and distracting.

Use proximity to stand close to them and silence them politely when they take a breath. Example: “I appreciate your comment, Bob; perhaps you can tell the full story at the break,” and then move on. Elicit their cooperation by directing their energies and comments. At a break explain that you have appreciated their input but you must ensure that the group all participates equally and ask for their support.

Whisperer Starts side conversations that may or may not be related to the training.

Check for understanding by asking if they misunderstood or are having difficulty hearing. You may need to adjust your training approach. If they are having unrelated conversations, politely ask them to hold off until the break. Insert an energizer or activity that requires a rearrangement so that the whisperers are no longer seated together. Stop talking until they notice that they are distracting you. Ask one of them a question about what you have just covered, acting like you did not realize they were involved in another conversation.


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Summary

In this Module, we focused on understanding the adult learner. We explored the principles of adult learning, considering that adults come to training with knowledge and a preferred style of learning new information. We explored the learning cycle and the process that an adult goes through as they relate new learning to their experiences and the type of learner that they are. This module also introduced several learning methods that can be applied to a training session, in addition to how to establish a learning climate. Finally, we explored ways to identify and respond to difficult behaviors in order to keep training focused and reflective of the needs of the trainees. Review Questions What are the four steps to the learning cycle? Describe two methods you might use to conduct a workshop in first aid, and explain why you would use them over other methods. What are five behaviors that can disrupt a training session? How can you use group dynamics to establish a learning climate? What are two important factors when it comes to dealing with difficult behavior?

Lunch (60 minutes)


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