Role Play

Learners need to see how they did soon after performing a role play, so I like to leave the participants who performed the role play in a separate viewing room after they finish recording to give them the opportunity to play back their performance. Provide a job aid or checklist of things to look for so they have a framework to assess their performance. If each participant has had an opportunity to play each role, there may be a few short videos to watch. Have the small group watch each video together, and provide feedback to each other. Before they retire to the viewing room, be sure to encourage them to exchange balanced feedback, beginning with what went well and then exploring opportunities for change. This small group environment typically provides safe, yet honest, feedback.

Task Assessment

It’s important for participants to see a task performed properly in the classroom before having the opportunity to practice. Conducting a proper demonstration requires the right equipment, timing, execution, etc. These variables may not be constant in a classroom environment. With that in mind, playing a pre-recorded demo may be the best way to go. Video technology can help you take advantage of close-ups, freeze live action, and even add text to the screen to support the demo. When introducing this presentation technique, simply introduce the topic, and then invite the group to watch the demo. You have the option to pause for questions during the demo, or you can ask that the group hold questions until the demo is complete. You can always play it a second time if needed. That is much easier than having to reset all of your equipment so you can repeat a live demo. The other advantage to a pre-recorded demo is the fact that it is consistent. No matter who teaches the class, you can be sure that each group of participants will see the same demo handled the same way. That consistency supports the credibility of your training.

It’s also important for each participant to observe their own work objectively. After performing his or her role play, each participant could conduct a self critique using a job aid or checklist. Self-correction provides a very safe environment for feedback. Ensure that the playback method is easy to operate and can take place in a private setting. If the materials are available to help each individual as they self-critique their performance, there is no need to play the video for the entire class.

Object Lesson

After recording an object lesson, play back the video to highlight your points. In this situation, the video is played for the entire group. I’d suggest that you cover one key point, and then have the group watch a segment of the video to see that point come to life. If you are planning to cover three major areas, consider recording three segments so that one recording can be used for each area to be covered. This type of play back can be a great springboard into a large group discussion on the topic as well.

Timing also makes a difference. Consider recording right after lunch, and then playing these videos back later in the afternoon. To make the play back even more enjoyable, serve up some popcorn or other movie snacks to drive home the movie theme.

When used appropriately, video can provide an interesting variety of presentation and feedback methods in the classroom.

Jim

LISTEN. Listen objectively and completely to the question without interrupting (I admit this is hard to do sometimes). Avoid making judgments about the learner asking the question.

REPEAT. Direct the question back to the entire class (relay question). Make certain everyone can hear the question and involve the class in the response. I usually say something like this: “I have some thoughts on that, but I’m going to throw it out to the group.” Use this time for a mental analysis of the question and to get the complete attention of your group.

RESPOND. Respond truthfully and as briefly as possible. Relate the response to content previously covered whenever possible. Use a visual aid such as the flipchart or PowerPoint slide if it will clarify, or simplify, your response. Never bluff or make up answers if you don’t know the answer! Doing so can seriously affect your credibility and learners’ buy-in!

Let’s look at some techniques for properly handling questions for which you don’t have the answer.

• If it’s a question within the scope of the training course you’re teaching, offer to find out. Keep your promise and tell the class what you will do. I usually say something like this: “I want to give you the correct information, so let me do some research and I’ll get back to you by tomorrow by 10 a.m.“ If possible, deliver the answer before the deadline. It’s great customer service when you “under-promise and over-deliver!”
• If it’s a question that is of interest only to the more advanced learners, identify several sources of information and offer to help the learners find the answer themselves or provide the process to find out.
• If there’s no exact information available, inform the learners that facts are not known. This might be a good opportunity to open it up to the entire group for discussion.
• Finally, if the question is unrelated to the topic at hand, have the learner write his or her question on the “Parking Lot” and you can address it later.

For credibility and learning purposes, we really want to avoid looking like the “deer in the headlights” at all costs! Hopefully the techniques I’ve shared can help. If there any other techniques you use that are not mentioned above, we’d love to hear about them!

Melissa

1. Get Organized – It is important to have order. It’s time to discard those old files and clear off the desk.
2. Review last year’s evaluations and identify your strengths and weaknesses. Choose one or two weaknesses that you would like to improve upon and create a plan and a timeline.
3. Identify and read a new industry-related book/magazine that can assist in staying abreast of the rapid changes occurring in the field of training.
4. Examine courses that you teach often and identify one or two things that could be done differently that might enhance the course and add more juice.
5. Try something new; an icebreaker, brainteaser, activity, or technique that you’ve never used before, and push out of your comfort zone.
6. Take another Langevin workshop and build on your knowledge and skills and become certified. The more we learn and grow, the more we can contribute.
7. Continue to read and comment on our blog and network on LinkedIn.
8. And finally, let’s have an Attitude of Gratitude. Let’s show gratitude for the opportunity to impart knowledge and skills that will help our participants improve their job performance.

Success is measured by the willingness to keep trying, so let’s begin this New Year with the spirit of joy and enthusiasm that will move our learners and ourselves to be better at what we do.

Linda

The students in the world of Langevonia have been, in general, great. This example comes from a decade before I joined Langevin.

Here is some background. In the mid-80s, the United States Parachute Association (USPA), an association with about 18,000 members at the time, adopted as an option a new method of training skydiving students. It was called Accelerated (as in accelerated learning) Freefall (AFF). It involved for the world of skydiving what was then a non-traditional, student-centered instructional approach. It also involved instructors actually accompanying the student during the freefall portion of each jump to provide in-freefall instruction and as a safety backup. Prior to this time, an instructor prepared a student on the ground and dispatched the student from the aircraft. In freefall and under canopy, the student was on their own. The Accelerated Freefall training process offered significant learning and safety improvement if the instructor did their job.

USPA’s tactic to insure a high level of performance by AFF instructors was to centralize the training and certification process for new instructors. The association did this by having just one course director present the training and supervise the certification process which was heavily application oriented. The instructor traveled around the country—sometimes internationally—to conduct nine day training and certification camps. Typically, the camps involved a weekend of classroom instruction where theory and techniques were introduce followed by up to seven days of practice and testing where experienced instructors acted as students while undergoing the ground preparation for jumps and then presented the candidates with scenarios to respond to on the actual jumps. Detailed feedback and coaching sessions followed each evaluation. Based on candidate performance, points were awarded that could lead to certification. For four and a half years, I was USPA’s AFF certification course director.

Generally, candidates were—at least on a surface level—very receptive. I say on a surface level because of the particular nature of skydivers and skydiving instructors. That nature is captured by a joke. How many skydivers does it take to change a light bulb? At least eight, one actually has to do it while seven stand with their arms crossed saying  “I could do that better.” So, when someone had the audacity to try to tell sometimes seasoned instructors a better way to provided skydiving instruction and then to test their skills, there was, in some of the participants a natural resistance to not only change, but to the whole process of the certification.

The Challenge

An experienced facilitator quickly learns to read subtle body language to identify where a participant is coming from. This guy was last person to enter the room. Seating was a bowl shaped auditorium that would hold about a hundred people. I had about twenty clustered in the first two rows.  He moved to the top row, furthest from me. He wore a baseball cap and sun glasses which he did not take off as he entered the dimly lit room. He slouched into his seat and—although I wasn’t using them for this training—put a tent card on the desk in front of him. On the tent card was an image of a smoking gun and the motto “make my day.” I made a snap judgment and categorized this person as a resistant learner.

The Response

He was, of course, non-participative during the first two, heavily lecture-oriented days. While I tried to build in as many benefits statements as possible about the content and applications and invite participation, I did not directly address him. As he had put himself out of proximity to the rest of the participants, he did not represent an obstacle to learning for the group and, as he was generally out of my room scan by position, he didn’t affect my presentation or mood. While I didn’t make a point of ignoring him, it was also not necessary to confront him. I certainly don’t believe it would have been productive. Despite his feelings, I knew he was there voluntarily and I also knew that the proof was in the practical application that followed the classroom time.

The Results

During the performance testing portion of the course, overall attitude made little difference. Performance was judged as objectively as possible. He was evaluated on how he prepared his “student” and how he reacted to the challenges on the skydive as well his overall awareness throughout the process. Ignoring some of the lessons from the classroom, he didn’t do well during his initial evaluations. However, realizing that he had to cooperate to graduate, he began to take advice and demonstrate the required performance. Using the maximum allowable opportunities (not uncommon for this workshop), he passed the course.

The Conclusion

When Langevin instructors train other trainers to handle challenges in the classroom, the first response to a challenge suggested is to identify if the challenge is an obstacle to learning for the group. Things that would be considered rude or objectionable in a social situation need to be handled differently in a classroom. Any time a trainer is seen as confronting a student, he or she risks losing the rapport with the group that they have worked so hard to develop. Oftentimes, the best response a trainer can make in the classroom is no overt response – and that is what I decided to do. In this case, the resistant learner had chosen to take himself out of the mix. But, since the training had heavy emphasis on application, the focus soon shifted to the learners. When that happened, my resistant learner did what he had to do and the problem (such as it was) went away.

Paul

I recently encountered a “Dominator” in one of my workshops and used the following techniques to get the group back – without paying the ransom!

PHYSICAL PROXIMITY

While the “Dominator” is speaking, walk toward him/her and stop (linger near them). Experience shows that very often the closer the Trainer gets, the quicker the person finishes talking.  The Dominator’s tangents will get shorter.

USE A DIRECT QUESTION

Rather than single out one participant (and put them on the spot), direct a question to a specific table group when seeking an answer – a group other than the Dominator’s. Someone in the group will be able to answer the question (or at least help each other out).

BUILD A BRIDGE

This is a two-fold strategy. First, compliment the controller by offering praise “we’ve heard some great tips” then redirect the class focus by saying “now let’s hear from someone else.” At the same time, turn your gaze to other table groups. This takes the attention away from the Dominator – without being overt!

These techniques are subtle, but work well – with minimum disruption to the class flow.  For more techniques to deal with difficult participants, see what Mama has to say…

Melissa

I had two such individuals in one of our advanced courses a few years ago. These two participants came on their own, did not know each other, yet – interestingly enough – gravitated to each other from the very beginning. They did not share with anyone but each other (especially once they realized they shared the same energy). Over the period of 3 days, these two participants became the worse clients I have EVER had to deal with in my years with Langevin. (And just a minor note about our clients – they are all training professionals and are expected, you would assume, to be more conscientious about their learning surroundings than someone who has never worked in our industry.)

From the very first hour on day one, these two individuals spoke and conducted themselves with arrogance. They constantly made faces or verbal comments about how “elementary” the contributions of the other participants were, somehow believing that this made them look more advanced than the rest of the group. They constantly interrupted other people, including me, made negative comments about the course content or items on the agenda, and persisted in their efforts to convince me to customize the agenda to fit their personal schedules. I attempted to explain to them that the extent of customization that they wanted was not possible in a public workshop, however, this did not seem to matter to them.

When lunch time came around on Day 1 – aware that I really had no desire to put up with their behaviors for three days, and having already had personal interventions with each of them to encourage an improvement in their behaviors – I spoke to them before they left for lunch. I explained that if this course was not meeting their expectations they should not feel bad about leaving, as Langevin has a 100% satisfaction guarantee and that they would not lose their money. Unfortunately, they did not take the bait and they both returned after lunch. During the remaining two and a half days, their behaviors deteriorated to such a degree that at one point they were left sitting alone at one table while the other participants sat noticeably away from them.

I gave a great deal of thought to how I wanted to deal with these participants. After careful consideration, I decided to focus on the other participants who were there to learn and share, and who were appreciative of what the course and I had to offer them. Those clients had a fantastic learning experience because we decided not to buy into the drama and negative energy of the two negative participants.

When the time came to collect evaluations for the course, I was glad to see that the participants who were engaged and working together rated both the course and me very well and made some fantastic comments about their experience, even mentioning my attempts to satisfy the needs of very “self centered” (as they expressed) attendees. It was interesting to notice that after they turned in their evaluations and collected their certificates they all left rather rapidly as if they sensed I was going to have some serious words with the two offenders. Once the other participants left the room, I approached my two rude and difficult participants. They proceeded to tell me the course did not meet their needs and how it really should not be considered an “advanced” course. They went on to provide some more negative feedback which had no merit at all. Then they left.

I managed to put that negative experience out of my mind until two weeks later. I was teaching a different course, in a different city, when I noticed that one of the participants who would be attending the course worked at the same company as one of the previous negative participants. I braced myself for the worst, but this time I had a plan on how to deal with the negative behaviors should the new participant display any. So, you can imagine my surprise when on Day 1 of the course, this participant came to apologize and explain she would have to step out of class for an hour that day because she had a mandatory conference call she had to attend at 10:30 AM. This conference call was organized and scheduled by her team leader, who just happened to be one of the two offenders from the advanced course! He wanted to share with his team some BEST PRACTICES HE HAD PICKED UP at a course he attended, two weeks earlier!

See? There is hope even for those who are blatantly negative about their training experience! They may come to realize it was more beneficial to them than they may be willing to share with us – and, in most cases, we may never find out that we actually positively impacted the most unlikely person.

Why some people have the need to be negative and display less-than-desirable behavior in the class is completely beyond my comprehension. A few weeks after this experience, a friend recommended a fantastic little book that was just what I needed at the time. The book recommends that to live a happier life we should consider applying the following four things to our lives:

• Be impeccable with what we say
• Never assume anything
• Take nothing personally
• Do our best at all times

As a facilitator, I have found that this is some of the best advice I can use when I encounter rough times and negative behaviors.

José

There have been a couple of times when I have had to approach a participant individually and have that dreaded conversation addressing a particular problem or issue, however those occurrences have been rare and have never resulted in a participant’s dismissal from class.

As an instructor, I subscribe to the theory of “Prevention and Intervention.” In other words, if you can prevent bad behavior from happening in the first place, try that. However, if bad behavior does occur, sometimes you have to intervene.

Addressing housekeeping or administrative issues at the beginning of a course is the best tactic to prevent poor behavior in the classroom. In my opinion, most adults like to to do what’s expected of them. Typically when you give them a request, most adults will do their best to comply.

However, as I reminisce on one of the more unique disciplinary issues I’ve encountered, I’m not so sure I would have even had the foresight to address it in a preventive way.

In this particular occasion two of my male participants enjoyed chewing tobacco while in class. While the act of chewing the tobacco was not all that distracting, the constant spitting into an empty soda can quickly became disturbing.

At the beginning of the workshop I covered all the usual housekeeping issues: cell phone usage, punctuality, participation, etc. Somehow, I forgot to include anything about chewing tobacco in the classroom!

Since I did not have the foresight to use preventive measures to avoid this situation, I soon realized that I would have to intervene. At first I gave the situation some time to self-correct. I hoped (and prayed) the guys would get their nicotine fix and that would be the end of it. To no avail, they kept plugging and spitting. (Sorry to be so graphic!)

Finally, during a break, I approached both participants and told them (in a very tactful and diplomatic way) they had to refrain from using the chewing tobacco while in class. I started by comparing it to cigarette smoking. Working in a professional environment, I assumed the prohibited use of tobacco products was understood. Our training facility did not allow smoking in the building; therefore we could not allow the chewing of tobacco either.

Thankfully both learners apologized and did away with their chewing tobacco habit. The issue never blew up nor got out of hand.

Moral of the story: When dealing with difficult participants, try prevention tactics first. If that doesn’t work, realize that as an instructor you must sometimes intervene. Just do so with confidence, tact, and diplomacy. Good luck!

Langevin Team

In this blog I could give you some tips on how to handle those learners who seem to impede the learning process either covertly or overtly but that would only give you short-term solutions. Instead, I would like to challenge you to shift your thinking about difficult learners. Let these learners call you and your training programs out instead of the other way around. Let me explain.

There is a quotation I share with participants in my workshops when we discuss difficult learners, “Find out the pain they’re in before you tell them about the pain they have caused.” To me, this quotation gives us an approach well worth taking. First, find out why a difficult learner is bored, shy, sleeping, introverted, or dominant. Once you have this information, you are in a much better position to come up with effective solutions. Participants act these ways for a reason.

At break time, lunch time, or the end of the day, talk to these participants. Really talk to them and actively listen to them. Find out what’s going on. Based on my experience, most learners act out or disengage from training because they are bored.

Are they bored because your training is mostly lecture?

If this is the case then you can slowly re-design your instructor-led programs to make them more interactive and engaging. Design more small-group activities and non-lecture type exercises in your sessions. Also, ask yourself, “Do I even need to conduct instructor-led sessions for the content I am teaching?” Perhaps you can consider using a different training strategy like e-learning, on-the-job training, or simple job aids instead.

Are they bored because they find your training irrelevant?

If this is the case, then re-examine your course content. Ask yourself this question, “Will this content truly benefit the learner by helping them do their job or improve their job?” If the answer is yes then leave it in, if no then cut it out. Give them only the stuff and not the fluff!

Are they bored because they already know how to do their jobs and are forced to attend your training by their manager?

If this is the case then you have to employ short- and long-term solutions. For the short term, creatively use these experts to help you teach the content. For the long term, slowly work on educating your management teams to help them understand the difference between training and non-training issues.

If you need help re-designing your training programs or making sure they are relevant, we can help you with these things in many of our workshops.  And, if you have any tips for dealing with bored learners, I’d love to hear them.

Lynne

I then realized that I had touched a nerve with many of you and therefore decided to devote this entire blog to “Difficult Participants in the Classroom.” Don’t we all have our own “war stories?” Come on, can we talk?

You’ve got the prisoner, the latecomer, the sleeper (although, sleeping I don’t mind; it’s the snoring that gets to me), the know-it-all, the side bar conversations, the bored, the confused, the domineering, the challenger, and the preoccupied. Have I forgotten anyone? I’m sure you’ve got your favorite but remember, they’re like our gifts, our exceptional learners.

But what’s a trainer to do???

Let’s use the prisoner, as an example. You know the type, the person who would rather be ANY OTHER PLACE than in training. Maybe it’s a mandatory class, like OSHA compliance training, as per the Occupational Safety and Health Act. Wow, I bet that’s got to be riveting stuff, too!

Some of you know that I do enjoy the humor, so, first of all, I would start the class with the following: “To my prisoners in the room, please be assured that this will be your shortest sentence ever served and I promise you’ll receive regular yard time, for good behavior.” Next, I would follow this up with other behavior management techniques, such as sharing the benefits of the session, perhaps letting them vent their concerns and asking them to help me with simple tasks, such as distributing materials. The best way to make a friend is to ask that person for a favor – and to thank them for their help. If all of the above failed, as a last resort, I would have a one-on-one conversation with the participant, outlining my concerns. (Be sure to check out Debbie’s blog,”It’s Mandatory and You’ll Like It!” for further tips.)

The steps listed above outline the proper method of dealing with any difficult participant. Always begin with subtle, non-confrontational techniques. We can also try to use positive reinforcers, if possible, along the way. Studies show that people respond better to praise of their positive behaviors than punishment of their negative ones. If all else fails, we then need to proceed with a direct and corrective approach – in private, of course.

Dealing with difficult participants is what I dread most as a trainer, but I have learned, over the years, to resist the urge to become defensive and/or jump to conclusions. Bottom line, for ALL difficult participants, something is keeping them from learning. Our job, as trainers, is to do our best, to remove those barriers, knock down those walls, so that they, and others, can learn.

Marsha

I know what you are thinking, “What are you talking about Ralph?”

I’m talking about those days or moments in the classroom we’ve all experienced and dreaded. Those times when we have had a difficult participant (or many) to deal with. It seems there is always at least one in every group, doesn’t it? We’ve all developed some strategies to deal with, or cope with, difficult participants but we’ve also all had our share of situations when those strategies simply did not work.

I have been reflecting on my classroom experiences lately and jotting down some of my more memorable moments dealing with difficult participants. If I’d had a more well-rounded set of strategies and techniques to refer to, I would not have only been better prepared to deal with just about any challenging situation, I would have been able to prevent a good number of them from happening.

So, just for you, we have taken the experience and knowledge from our world-class course leaders (and me, of course!), and combined it into a fantastic resource called Mama Told Me There’d Be Days Like This: How to Deal With Difficult Participants that will provide you with a simple, straightforward approach to deal with just about every negative participant behavior you will ever encounter.

Too good to be true, you might be thinking. Well, maybe it does sound too good to be true. So, as just a little preview, our next series of blogs will feature real-life stories and anecdotes as our course leaders offer up some advice, tips, and techniques, as they recount some of the enlightening and sometimes humorous situations they have experienced while dealing with difficult participants.

This new product will be available early in the New Year, but in the meantime, take the time to review the details of Mama Told Me There’d Be Days Like This: How to Deal With Difficult Participants.

I hope you all enjoy this joyous holiday season and I hope we will see you at one of our workshops in the New Year.  And remember, always listen to your Mama…

Ralph