Are you a trainer? So I can bet that you have been in situations like: Dealing with negative or “know-it-all” learners, you didn’t know the answer to a question a learner asks, people aren’t paying attention to what you have to say—these and many problems confront the experienced as well as the novice trainer. Calm down! We all have been in situations like this! As you gain experience, you will likely come up with many other strategies to share with your fellow trainers.
Here are 4 of the most stressful situation that you can face as a trainer ;)
Dealing with Negative Learners - negative learners are typically easy to recognize by their attitude. It is clear by their manner, tone, body language, and comments that they do not want to be trained in a new system or method. They may reject the trainer, the training class, or the content. This could be because they feel uncomfortable in a training situation where their level of competency (from their point of view) is being called into question or because they are faced with changing the way they work. The negative energy of one learner quickly infects a class if the trainer does not deal with this learner. In summary try to be open and empathic about the learning process. Assess how great a disturbance the negative individual is causing: ignore him or her if the rest of the class remains engaged, but speak with him or her privately if the negativity is impacting the training session.
Dealing with “Know-It-All” Learners - the “know-it-all” learner also presents a challenge to the trainer, especially to a novice instructor or one less experienced in the subject matter. This type of learner appears to have the skills, knowledge, and credibility to do the trainer’s job. He or she usually doesn’t resent being in the classroom, but rather is thrilled to show off his or her talents to the trainer and the other class members. The issue becomes one of control and who is really in charge of the class. The best way to deal with know-it-all learners is to try to use their knowledge to your advantage. Encourage them to share their knowledge and experiences with the group. Incorporate their ideas (if useful) into the training. However, as noted above, it’s important that you not let the learner take over the class. Finally, if the know-it-all is too dominating or too knowledgeable, consider whether alternate situations—an advanced class, an online learning program—would be more appropriate.
When You Don’t Know the Answer - оne of the biggest challenges a trainer faces is not knowing the answer to a question. Many trainers feel they must know everything about a course or subject they teach. In reality, no one can be an expert in every facet of a system or process. What is more important is knowing how to use the resources—and we also need to teach learners how to find the answers for themselves. Don’t present yourself as an expert, as someone will certainly try to trip you up.Try these techniques the next time you don’t know the answer to a question: Ask whether anyone in the room knows the answer; Ask a learner to post the question on a whiteboard or flip chart (with a Post-it Note). Let the learner “own” the question and make sure you follow up after the session to find the answer; Let the group know that with new systems and processes, we are always learning and that no one knows all the answers;The key to dealing with what you don’t know is to recognize that you can’t know everything, to not be afraid to admit that you don’t know the answer, and to take advantage of all the resources available to you (including the learners).
Knowing What to Do When People Are Not Paying Attention - probably one of the most frustrating situations a trainer faces is when learners are not paying attention. Sometimes the trainer feels like he or she is a substitute teacher in an elementary school and the learners are running amuck! Trying to gain and keep control and attention is also challenging when dealing with adult learners. Next time you seem to be losing control, try some of these ideas: Stop and wait, as silence helps get everyone on the same track; Talking louder doesn’t work, but often dropping your voice does; Keep talking, but move quietly to the talker’s area; Recognize the signs that it’s time for a break! Take a two-minute stretch or exercise break and let people move around; Change the pace by doing a quick team or partner exercise; Don’t rush to judge—a learner who is not paying attention might be so far behind that he or she has given up! Chatty learners might actually be helping each other learn the system
In summary, gaining and keeping the group’s attention for an entire training session is likely to be an ongoing issue. However, there are a number of non-disruptive steps you can take to keep learners on track.
There is no “magic” formula to ensure a trainer’s success with every learner. We wear many hats—from coach and director to cheerleader and psychoanalyst. Trainers will be faced with many challenges in the classroom, ranging from “problem” learners to “problem” computers. The best way to survive is to have a sense of humor, be able to empathize, deal with what you’re able to change, be flexible, and think fast on your feet. Above all, keep the challenges in perspective and try not to take things personally!
Every training is always a combination of passion, dedication, hard work, and the people ...
Have a great day,
K.
