Focus - Summer 2012 - 15

FRONT OF THE ROOM Brian Lange

Protecting Your Class from Naysayers
We owe it to our other learners to
keep distracting participant behaviors to a minimum
recent article I read on “meeting killer” types of participants got me thinking about us as facilitators. We o en face learners who may exhibit behaviors that can be “challenging” for us to manage. Here are a few “types” we are likely to face — see if they feel familiar: • • • e Over Contributor: Produces information/participation overkill e Comedian: Displays sarcasm and/or a jovial demeanor to an alarming degree e Reluctant Learner: Either not happy to be there or focused on why things won’t work (or, both!)

Notice that this communication does not contain a solution/request/analysis/probing question or diagnosis. It simply lets the other know what you’re aware of — and how it is impacting you. • e Reluctant Learner: Resist the temptation to x/convince/persuade/reason or interrogate a learner who shares an opinion or concern with which you may disagree. Try acceptance and understanding, instead. Focus on helping the other to feel heard: “And, so for you … [restate their general opinion/view].” is must be delivered sincerely with a genuine intention of seeing if you got it (their opinion) “right.” Again, silence is the key once you have delivered the feedback. e other may elaborate — in which case you’ll learn more or, they may simply agree. At this point, I love to add the line, “How can I help?” is puts the learner squarely in the driver’s seat and relieves me of the task of trying to “ x” their problem/issue.

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e “At-My-Last-Company” or “Back-in1996”: Delivers perspectives on how things used to be (o en far better), and/or o ers seemingly constant comparisons As you read the types above, did you nd yourself thinking of what strategies you might employ to manage each particular person? Here are some facilitation strategies to consider for each of the types mentioned: • e Over Contributor: Preface a request for class input/response with the phrase, “OK, let’s hear from someone we haven’t heard from in a bit…” Simple, and can be highly effective. • e Comedian: You might say, “I have heard you introduce some comments utilizing sarcasm, as well as some teasing of fellow participants. I’m a bit uncomfortable and distracted, and have to apply more energy to keep things on-track and focused.” e key at this point is to then stop talking. Keep eye contact and open body language — this is ultimately an invitation for the other to speak.

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e “At-My-Last-Company” or “Back-in1996”: You know you’ve got a potential problem when other learners roll their eyes as this person volunteers to share — again. A surprisingly e ective strategy can be to give this learner a time parameter as you accept their desire to contribute: “30 seconds or less, Alex…what do you have for us?” (Delivered warmly and with a smile!) is can catch them o -guard and they o en pass on the opportunity. Or, if they do choose to continue, they really do try and speed things along. However you choose to address the types of learner situations above, the key is to be proactive. We owe it to our other learners to keep distracting participant behaviors to a minimum. I

Brian Lange, blange@perim.com, is with Perim Consulting and serves as lead facilitator for SPBT’s PrimeTime! For Trainers Core and Masters workshops. He blogs at www.WorkplaceIn uence.blogspot.com.

FOCUS | SUMMER 2012 | www.spbt.org

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Focus - Summer 2012

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