YeohPC_Feb04

Dealing with Dif f icult People

Objectives:

To become aware of approaches that they can use in dealing with difficult people

To help trainers identify difficult participants according to their characteristics that they are likely to encounter

(or have encountered) in their training session

Activity One: Animal Parade

(a)

Work in small groupsWork through the task-matching the set of pictures of labels with the animals (Document folio pages 11-12)

(b)

Have you encountered other kinds of difficult participants?What kind of object or living thing could be used as a metaphor for these people?What are the advantages and disadvantages of using these animals (or other) symbols for categorizing these difficult people?

(c) Rate each character in terms of

1. The bored2. The confused3. The domineering4. The elder5. The know-it-all6. The introvert7. The late comer8. The preoccupied9. The prisoner10. The sleeper11. The socializer12. The unqualified

How frequently you have encountered them in your ETeMS training?

How seriously the presence of the character would affect your style of training

(d) Each character is assigned to your group. Suggest some strategies you could use in dealing with them.

Group 1. The boredGroup 2. The confusedGroup 3. The domineeringGroup 4. The elderGroup 5. The know-it-allGroup 6. The introvertGroup 7. The late comerGroup 8. The preoccupiedGroup 9. The prisonerGroup 10. The sleeperGroup 11. The socializerGroup 12. The unqualified

Book

Dealing with difficult participants: 127 Practical strategies for minimizing

resistance and maximizing results in your presentations

by

Bob Pike, CSP and Dave Arch

(1997)

Strategies listed from

More indirect

More preventive

More direct (corrective)

The bored

Change the pace

Maintain a benefit-based approach

Remain intensely practical

Emphasize the unusual

The confused

Evaluate your pre-session publicity

Present the agenda

Brainstorm benefits and losses regarding the materials to be covered

The domineeringUse small groupsRotate group leadershipUse incentivesUse physical proximityEstablish group ground rulesEstablish group questioningRotate group membersUtilize tokensDirectly question another participantMake and break eye contact and select another participantDeny aknowledgementPost a difficult question or assign a difficult taskPrivate discussion

The elder

Begin with the familiar

Begin with terms and concepts

Enlist their help

Share testimonials

Share historical illustrations

Initiate a private discussion

The know-it-all

Encourage pretesting

Acknowledge expertise

Enlist their help

Making him/her a mentor to others

The introvertUse small group projectsEmploy group-generated questioningRotate small group leadershipAsk for written responsesDemonstrate the value of volunteeringProvide small incentivesAllow participants to participate at their own comfort levelPartner selectively (introvert + moderate outgoing) not introvert + dominant

The late comerArrange the room to minimize distractionsStart the class on timeAlways thank the participant for being on timeSet ground rulesUse value-added activities

-must know-nice to know-where to find

Give shorter, more frequent breaksUse curiosityOffer an incentiveBuild group accountabilityAvoid making negative assumptionsWelcome them and express appreciation for their attendanceDon’t interrupt your training for late comersShut the door after the break is overMake the latecomer the class time keeper

The preoccupied

Instruct participants to clear personal spaces

Utilize more small group discussion

Promote group questioning

Review using team competitions

Initiate a private discussions

The prisoner

Directly face the prisoner’s reservation

Present group-generated benefits

Keep all course materials benefit based

Enlist their help

Initiate a private discussion

The sleeper

Utilize group activities

Vary your vocal pattern

Provide ice water

Provide coffee

Provide shorter, more frequent breaks

The socializer

Use small groupSwitch to a group activityRotate groupsDecrease your voice’s volume Ask a directed questionsPauseAsk them to shareInitiate a private discussionPublicly request that they stop the side conversation

The unqualified

Define and publicize course prerequisites

Pretest

Assign a mentor

Schedule courses in order of difficulty

Thank You

YeohPC_Feb04

Activity Two: Facing the difficult person

Document folio pages 22