Dealing with difficult participants

Dealing with difficult participants

Objectives• Learn how to manage the 6

most challenging behaviors

• Discuss the underlying issues behind each behavior

• Make your job easier by planning participant-centered activities that win over everyone

August 2018Presented byErin Fullerman, MPCT

NOTES NOTES NOTES

Copyright ©2018, Th e Bob Pike Group. All rights reserved. • www.BobPikeGroup.com • (800) 383-9210

1Copyright ©2018, Th e Bob Pike Group. All rights reserved. • www.BobPikeGroup.com • (800) 383-9210

Erin Fullerman, MPCTErin attended her fi rst Bob Pike Group conference years ago and was immediately transformed as a trainer. Th e Instructor-Led Participant-Centered model took the “it’s not about me, it’s

about you” idea to a new level. Ever since then, Erin has been passionate about transforming the classroom and virtual classroom into places learners want to participate in their own learning and have fun at the same time.Before joining Th e Bob Pike Group (BPG), Erin spent over a decade specializing in technical and online training. She created and presented classroom training and online courses for major television programs, Fortune 500 Companies, government agencies and prestigious universities. She designed teaching aids, user guides, technical manuals, and training programs for software applications. Erin graduated from Youngstown State University with a degree in English Communications. She was the senior training specialist for ten years with Turning Technologies where she trained on audience response technology.

Clients trained include: Th e Dr. Oz Show, Live with Regis and Kelly, Who Wants to be a Millionaire, ABC Studios, NFL, MTV, Apple, Microsoft, Frito-Lay, PepsiCo, Exxon Mobile, AT&T, ACT, NASA, FAA, U.S. Coast Guard, U.S. Army, Navy, Marines, USDA, Th e Ohio State University, Harvard University, USC, Vanderbilt University, DeVry University and NYU.

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DEALING WITH DIFFICULT PARTICIPANTS

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Aha!


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The Bob Pike Group 2017 Survey on Diffi cult Behaviors910 trainers were surveyed as to what diffi cult people/behaviors they most commonly run into in the classroom. With duplicates removed we have used their words verbatim. Highlight the ones that you encounter most often.

Diffi cult Participant Behaviors I Have Encountered: • People blatantly not paying atten-

tion either live or webinar• Cell phone users• People that want to be the center of

attention...talk, talk, talk....always want to be right!

• Talkers• Late arrivers• Verbose know-it-alls that pose a

problem at times• Argumentative• Side conversations• Refusing to participate• Negative Nancy• People getting up, leaving the

session then wandering back in whenever

• People dozing off • Not open to feedback or coaching• Prisoners... compliance training• Argumentative• Distractions – phones, email• Annoyed with whatever new proce-

dure is being reviewed so they bash throughout presentation by asking one off s, distracting the whole session.

• Talking over me• Not wanting to attend training in

the 1st place• Negative attitude/complainers• Texting....• People who move too fast• Not engaged• “I know it all” student

• Non-responsive• Sleeping or “not paying attention”• Withdrawn• Late comers• She is looking on her screen and the

other person is annoyed about it.• Online shoppers LOL• Seems no fostering of teamwork• New parents• Bored/sleeping• Not participating!• Rather be anywhere else• Too happy• Impulsive• Insecure• Worrier• Pity• Anxious• Gives you the evil stare• Th e “I also have a story”• One Uppers• Eye rolling• Ignores requests to reconvene after

break• Clowns of the class• Attention seeker• Over-participates, tries to take over

the room• Won’t allow you to stay on track• Disrupts breaks when I am trying

to prep• Copy cat• Lost

• Judgmental of others, copying on others

• Negative body language• Cheater• Challenging• Didn’t pay attention• Unsure• I’d rather be doing something else

on my computer• Cheating/judging• Not willing to admit they need help• Not paying attention• Disinterested• I thought one of my participants

was getting distracted on her cell phone till I realized she was taking notes on her phone! Of course that is the exception. I usually say unless you are in a lifesaving job, they can put their phones away during class. Another one is disengaged.

• Upset with each other• Timid or passive• Scared• Nice hair• Sob story• High energy• Disrespectful• Super connected• Late nighter• Social media specialist• Disrespected• Texter!!!• Uninterested


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What is a diffi cult participant?Defi nition: ______________________________________________

_______________________________________________________

_______________________________________________________

• Everyone listens to 2 radio stations.

Dealing with the Participant

Before: During:

_________________________ _________________________

_________________________ _________________________

_________________________ _________________________

Your attitude as an Instructor –

1st Goal Get person on ________________.

2nd Goal ____________________ impact on others.

3rd Goal Ask ________________.


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Article(Excerpt from “Training Diffi cult People” – by Becky Pike Pluth M.Ed, CSP)

Before Class BeginsPreparationTh e fi rst step in dealing with these behaviors is to be prepared. Make sure you have done your home-work, have measurable course objectives, know who your audience will be, and have adequately re-searched and organized your material. Negative behavior types like the know-it-all or blabbermouth are exhibited when the slightest hint of your self-doubt regarding the content is displayed. Be believable, confi dent, and armed with data or resources to keep learners wanting more. A big part of classroom management comes before the learner even shows up. While working with Quantum Learning on the Stanford University campus, I learned that impeccability is key. When someone walks into the room, it should be clean, prepared for learning, and organized. Wall charts should be affi xed and any graphics made in-the-moment the day before should be recreated if necessary so they are visually appealing. Th e environment matters; appearing disorganized creates distraction and can create diffi cult participants that you then have to deal with the rest of the session.Use a Personal Checklist

Checklists lessen distress and keep you on your best game. Here is a sample:

Trainer Checklist Yes NoEight hours of sleep (sleep aff ects cortisol levels)Workout before class (increase energy and stress response)Drink fi ve to eight glasses of waterEat breakfast; breakfast bars travel wellDress a step above your audienceAccessorize to add, not distract, from your professional appearanceComfortable shoes; bring a second pair for the afternoonProtein at lunch to keep your energy upPhysical stretches during break to wake up your bodyEnergizing smiles for the audience

Managers and Learners

Preparing the learner and the manager before the session increases the transfer of training after the ses-sion while creating excitement and energy before the session. Connecting with both before the session will set everyone up for success.


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Room Set Up

Choose a room set-up that is conducive to your training, usually something that facilitates collabora-tion and group involvement. Th en send the hotel or the host location the room set-up instructions and diagram. From the moment a participant walks in, it suggests they will be working together. We suggest round tables that seat up to six, but have only four to fi ve people seated at a table. None of the chairs should have its back to the presenter. Start with fewer chairs and add to each table if needed. Th is way everyone can have full eye contact with the presenter and see the fl ip charts and screen.

During Class

During the session, there are a lot of things we can control that impact learners both positively and negatively. We are all human and make mistakes from time to time, but we can recover. By utilizing the following strategies, you can help streamline the training time and minimize the opportunities for dif-fi cult behaviors to emerge. However, if those behaviors do arrive, whether you are dealing with a know-it-all, socializer, multi-tasker, a skeptic, or any other diffi cult participant, the following ideas during class can help minimize their impact on others and get them back on track as quickly as possible.

A couple examples are:

Group dynamics: Use the dynamics of the group to reduce challenging behavior. A participant will work harder for his or her peers than for the instructor, even an amazing instructor. If an assignment is given, and learners need to share with another person, there is greater accountability and desire to make sure they have something of value to share.Start on time. It is a simple step that rewards those that made the eff ort to be there. Obviously, there are exceptions to a rule. If there are special circumstances, like weather that prevents many from being on time, you may consider a modifi ed start.Establish ground rules with the group to gain their buy-in.


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Diffi cult Behavior QuadrantMost participants can fi t into one of these four categories. It intends to bring awareness to (extreme) styles of communication and behavior of others, and ways of coping with these styles.

AGAINST COOPERATIVE

ACTIVE DOMINANT-AGGRESSIVE

Th e Know-it-allTh e FighterTh e HighjackerTh e Bull DozerTh e Dramatic

“Do it my way or the highway.”

AUTHORITARIAN

Th e BlabbermouthTh e Class ClownTh e ElderTh e Time Th ief

“I want for you to do well but you have to follow and obey me.”

PASSIVE COMPLAINER

Th e DefeatedTh e Risk AdverseTh e AnalyzerTh e Annoyer

“I think this is a good plan but what if….”

FOLLOWER

Th e IntrovertTh e PassiveTh e UnpreparedTh e PreoccupiedTh e WorrierTh e Empathic

“You lead and I will follow.”

Grid adapted from Th e Rose of Leary interaction-model


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Diffi cult Behavior DriversCauses of diffi cult behavior are typically unconscious and not on purpose.

Th inking patterns are deeply rooted and cause reactions based on prior experience and can be the underlining driver of the poor behavior. Here are some drivers and ideas on how to react verbally and non-verbally:

AGAINST COOPERATIVE

ACTIVE DOMINANT-AGGRESSIVE

Th e dominant-aggressive feels the need to control with forceful behavior• Verbally: Use active listening, be

clear and to the point, be coopera-tive. In case of crying and drama play the sad card before the mad card. Ask if everything is alright or if they need time. If they are emotional, take distance, and add that you want to communicate but not in this way.

• Non-verbally: use eye-contact, clear and fi rm voice, show force in a posi-tive and structuring way of working.

AUTHORITARIAN

Th e authoritarian, elder, may be feeling there is a lack of attention on them so they speak up (sometimes randomly and perhaps loudly and inappropriately) to be seen.• Verbally: Active behavior, enthusiast,

give other possibility to speak.• Non-verbally: clear and friendly,

show equality. Be clear and friendly when the other tries to “arrange” things. Prevent from being neutral, unmotivated or to agreeing.

PASSIVE COMPLAINER

Th e complainer needs for things to go perfectly. If a test, problem, activ-ity is not solved perfectly or decisions shouldn’t be made.• Verbally: It’s important to be clear,

step by step and logical. Tie messages together and link to their prior learning.

• Non-Verbally: Build trust, reduce sarcasm, use listening skills.

FOLLOWER

Th e followers are agreeable, unopinion-ated, positive and step back from decision making. • Verbally: Be informal, emphasize the

importance of hearing their idea, se-lect them to be a team leader to allow them a chance to share opinions

• Non-verbally: listen, be friendly, pauses in speaking. Prevent giving the answer of allowing others to walk all over them.


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Managing Diffi cult Participant BehaviorsThe Latecomer

• Start the class on __________.• Always __________ the participants for being on

time.•••

Smart Phone User

• Request that participants switch phones to the “__________” mode.

• Make break times ____________.•••

The Withdrawn

• Use small-group ____________.• Rotate small-group ______________________.• • •

Word Bank:

leadership

precise

projects

silent

time

thank


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The Know-It-All

• Acknowledge _________________.• Develop _________________ exercises.• • •

The Socializer

• Switch to group _____________.• _____________• • •

The Sleeper

• Vary your _____________ patterns.• Plan _________________ afternoons.• • •

The Prisoner

• Directly face the prisoner’s ______________________.

• ___________ their help.• • •

Word Bank:

activity

challenging

enlist

expertise

pause

physical

reservations

vocal

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APPENDIX


Take ChargeYou may think you’re in controlWhen you step into the room,But may quickly discover Silence as a tomb.

Or the opposite could happenTo you, just as well,With people raising havocTh at makes you want to yell.

What’s a trainer to do At a time like this?Do you wait and hope it changes,Or fuss and fume and hiss.

Get them involved quickly.You might even try a rhyme.Regroup and have team leaders.Always start and end on time.

If you do, you’ll soon discover,Th at with groups from small to large,How it feels to be regarded As the trainer who’s “in-charge.”

--- Janice Horne

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APPENDIX


Deadly Sins of Trainers...that cause people to walk out, ask for their money back, send letters of complaint, etc.

• Appearing unprepared.

• Improper handling of questions.

• Apologizing for yourself or the organization.

• Unfamiliar with knowable information.

• Unprofessional use of visuals.

• Seeming to be off schedule.

• Failing to involve participants.

• Not establishing rapport.

• Appearing disorganized, not previewing, reviewing or summarizing.

• Not starting off quickly establishing the image you want.

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APPENDIX


Creating an Environment Where Learning Takes Place

Physical Room Arrangement How Participants Set Their Own Standards/Norms

• Have fl ipcharts

• Use half-round tables to prevent backs to the front of the room

• Have wall space to post charts

• Put projection screen in the corner

• Have a master materials table to easily organize supplies

• Set-up a music station

• Have an agenda or road map posted

• Access to thermostat to adjust temperature

• Set-up a dedicated drink or snack area

• Pre-set supplies at tables

• Encourage participants to dress for the space

• Allow participants to sit where they would like

• Allow participants to work with selected partners

• Have interactive workbooks for participants to:• Flag pages• Fill-in-the-blanks• Add to Action Ideas page

• Create ground rules for classroom space

• Off er pre-work

• Off er homework


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15Copyright ©2018, Th e Bob Pike Group. All rights reserved. • www.BobPikeGroup.com • (800) 383-9210

The Bob Pike GroupTh e Bob Pike Group’s Creative Training Techniques™ help people learn twice as much in half the time. Each project is designed from the ground up using activities that have attendees participating in their own learning. Th ese tools allow learners to “catch” what’s being taught while having fun. Participants take ownership of their learning and quickly discover on-the-job applications for their training. Our participant-centered approach is successful because it focuses on the needs of learners. We understand that attention spans are short, so we routinely capture people’s interests. Even television directors understand this challenge, and they change camera angles every six seconds to keep viewers hooked.Our techniques, grounded in adult learning theory and brain-based research, create buy-in, enthusiasm, and ultimately change behavior. After all, learning doesn’t occur until behavior changes. Companies large and small work with us to save time and money on training while improving measurable results.Th e Bob Pike Group design and training consultants are experts with real-world experience so they know what it’s like to be on the frontlines of industries like technology, healthcare, government, and manufacturing.We are the industry-leading fi rm to train your trainers, design your training programs and develop your leaders. Over 300,000 people on fi ve continents have changed the way they train forever because our interactive methods achieve more with less.If you would like to discuss any training or consulting topic in more detail or you would like more information on Th e Bob Pike Group’s comprehensive system of performance solutions, please fi ll out the form or call us at 1-800-383-9210 and ask for one of our Client Solution Directors. We would like to assist you in your on-going personal and professional development goals for your organization.

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Dealing with difficult participants