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Article Check - You are Excused from Training
Does your small business have goals? Goals and objectives for how much its sales you wish to accomplish? If not, how can you adequately planned your marketing for your company? I guess what I am saying here is; If You Don't Know Where You're Going Any Road Will Take You There. Yes that is an old famous quote and know I did not make it up. Granted, however what are your marketing objectives? Do you have any?Where do you want to go today? To effectively design a marketing strategy for your small business you need to have goals and objectives and you need to know exactly where you want to be and where you are now. You cannot design the perfect marketing strategy or implement it correctly unless you know what your objectives are.There is of course such thing as dumb luck or beginner's luck, but I imagine if you are a small business owner you do not want to rely on luck alone. Why not take out a piece of paper right now and write down exactly what you want at of your business, what types of customers you want, how much money you want to m
• 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
Throughout the progress of a person’s career, chances are there will come a time when a decision has to be made about whether or not to accept work with a company based on the size of the organization. If you are just starting out, there may not be a lot of information available to tell you both the pros and cons for choosing a company according to its size. Companies are always going to try to put their best foot forward in an interview, and will be generally reluctant to discuss what might turn out to be negative aspects about joining the organization from an employee standpoint. Sometimes, certain characteristics about a company might seem negative to one applicant, but exciting to a different applicant, so a look at some potential pitfalls is worth a glance. Regardless of what size organization you choose to work with, there is no such thing as a low risk job for employees. Though the risks are different for various size organizations, they just change their shape rather than being eliminated.Micro to Small Businesses – Regardless of what
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:
• 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
Last Friday, celebrity Britney Spears decided that she would kill her pop icon status, which took over a decade to create. Her brain waves were obviously malfunctioning when she shaved her head outside of a closed salon in Sherman Oaks, California.A celebrity’s visual image, or visual brand, should be one of their most valued assets. A superstar career is based on talent and ability but more than anything it is built on public image. And when I say image, I mean they must look the part.Take the TV show American Idol for example. Every once and a while you will see a contestant on the show that can belt out sweet lyrics like a pro, but because they don’t look the part they are turned away and even if they are advanced to the next round their success is short-lived.Britney’s carelessness with the scissors reminds me of similar situation that Keri Russel found herself in while staring on the hit TV series Felicity. On the show Keri was known for her long curly locks of hair, but in a personal need for change Russel decided to go for a mu
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:
• 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
The Accountability/Alignment Process: Three Steps to an Accountable Organization Generating genuine accountability and functional alignment into your workplace cannot be left to vague ambitions and abstract statements. Well designed processes must be embedded into the heart of an organization to ensure that each employee’s goals and expectations are clearly defined and that the resources to bring about specific measurable results are in place.In our recent book, Aligned Like a Laser, we outline an effective three step process for ensuring managers and employees are mutually accountable and that the entire organization is aligned toward specific goals.The Accountability/Alignment process has three fundamental steps:(1) Accountability (2) Alignment (3) and AchievementThese steps shape the essential foundation for the practice of accountability and workplace alignment.----Step 1: AccountabilityAccountability is articulated through a document called an Accountability
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:
• 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
As Team Leader, you should hold regular group meetings to educate, inform, and motivate your team. Meetings provide an opportunity for your team to get together, learn new techniques, be recognized for achievements, and become more successful Consultants.As a Leader, you must realize the importance of education every time you bring your Consultants together.Try using the following guidelines to enhance the effectiveness of your meetings:- Hold a business meeting at least once a month. - Be sure the time, date, and place of the meeting are listed accurately in your team correspondence. - Plan meetings to last approximately one hour. - Start on time and stay on task.The following is a possible agenda with suggestions:Opening. Welcome everyone. Introduce Consultants and visitors, and in particular, make all new Consultants and visitors feel welcome. Ask visitors what inspired them to attend. With this information, you can direct comments and conversation to them when appropriate. Recognize Consultants
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
How many times have you felt extremely frustrated at work? Maybe you feel that everything that you do is worthless, or perhaps you meet obstacles with any kind of initiatives or ideas that you may bring to the table. This article explores these issues and may help in some ways.In any job there are going to be frustrating times, what we need to do is try and analyze what the problem is. Is it really the job that is frustrating you, or is it yourself becoming frustrated. This is an important difference. To often we blame everything apart from ourselves, when actually we are the ones to blame.How can you tell whether you or the job are the problem? You need to take a very good look at yourself, and this may not be easy. Answer truthfully the following questions..Did you get frustrated in your last 2 jobs?Do you move around a lot?The people you work with, do they keep coming and going or are they "Long termers", maybe a mixture? (look for the norm over the whole department you work in)When you are faced
• 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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