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r 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

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Participating in a trade show involves a significant investment of time and money - and your business depends on getting a good return on this investment.Here are 10 easy ways you can plan ahead for a successful trade show:1) You can avoid incurring extra fees when you exhibit in a trade show by ensuring that you don't miss any of the deadlines related to registering and exhibiting. Costs go up by a big percentage after the registration and payment deadlines pass, so it's worthwhile to submit your application as early as possible - and to keep good files on each trade show you'll be participating in.2) You can usually count on the safe arrival of everything you ship to a trade show. But shipping isn't always reliable - and what if part of your trade show booth display, your literature, or other components don't arrive in time? As part of your planning process for the show, you should come up with a plan of action for such a situation, so you'll be prepared to salvage your presentation.3) Although receiving a really big order a

Trainers, please picture this... You are presenting in a new location to a new group. You are prepared for a one day workshop. Your materials are ready and you are “on”. Things seem to be going well. You are building a nice rapport with the class and the pace of the training is right on schedule. About two hours into your day one participant starts to demonstrate disruptive behavior. This individual begins talking to the person beside him during the lecture. A few minutes later, during an activity this gentleman is doing everything in his power to take people’s attention away from the subject at hand. As the calm cool trainer you are, you try to work with him to no avail, and his behavior is really starting to affect the others in the workshop. You’ve got about one hour to lunch, and you are now behind on your timeline…For the sake of the training, what do you do?

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

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. Five Things You Forgot About Great Sales Training
Great sales training differs from what you’re probably doing, in five significant ways. In your heart you knew these things. You've just forgotten!(1) Nobody ever learned a behavioral skill by being talked at. Want to improve that golf, tennis or baseball swing? Don’t expect a speech by a retired Hall of Fame athlete or a video to do it for you.Yet, what do we do? We have classroom training sessions because most of us have warmed school desks for so long that we’re used to that medium. Some chalk-talk is fine, as an overall orientation, but the best method is to coach trainees, one-on-one.(2) For thousands of years apprenticeships have worked in all of the skilled trades. Aspiring shoemakers learned by being around their parents, who were seasoned pro’s, and they, in turn, learned at the feet of their parents. Novices watched, noting how the family interacted with customers, and they were given small tasks to master before being given bigger ones.Today, there is far too little time dedicated to enabling new hires to observe vet