[Neurons] Training Mastery Series #5

[Colin Cox]

Introductions to Resistance

Training Mastery Series #5 - By Colin Cox; NS Master Trainer


A Different Approach is Needed


In series #4 I presented the need to release external control in our
trainings. I asked you to look in the mirror and evaluate yourself against
the bulleted points I listed that I've found common in training rooms. Where
the trainer is fighting to gain or maintain control of the training room and
the learning process. This battle for external control is wrought with
difficulty for both the trainer and learner. So. what are the alternatives
to external control? How do we maintain some kind of order and "control" in
the training room?

 

Did you notice that I used the word "control" in that last sentence?  I want
to clarify something here. Control isn't a bad word. I know some training
colleagues of mine have an almost paranoia about using the word control and
training delivery in the same sentence. Especially after I had finished
teaching them how external control is destroying the learning potential in
others.

 

 For those trained in Neuro Semantics, you'll be well aware that it's the
meta-structure that is embedded in the word control that is more important
than the primary level meanings of the word control. What meanings do you
bring to the word control and what intentions do you have floating in and
around the word control? What does that word mean to you - control? Do you
need control in the training room? In my opinion what you need is "order" in
the training room and the word control to me is not about control over
others but control of one's self in the training environment & when you are
presenting. So let's move on so I can provide some workable and proven
alternatives.

 

To emphasise my point I am going to focus in this article on one specific
area of training delivery - the start up group introductions on day 1 of
what could be a multiple day or single day of training. I believe we
definitely need a different approach than the widely accepted model of
training room control!  


Proven Alternatives


I'm about to list a few of the proven alternatives that have consistently
been successful in worst case training scenarios. Think of those learners
who drove you beyond your natural limits of frustration, known as the hard
group, the ones who ruffled your feathers and contributed to your male
pattern baldness (assuming you're a male). If you do relate to what I am
saying then you're getting close to the group that I have found these
strategies work successfully with.


Get to Know Them


I am amazed at how this is still a surprising principle for trainers. That.
you need to get to know those attending your training. The more they know
about you, what you stand for and what you won't stand for. The more they
like what they know about you, the more they will learn from you. This isn't
just about you knowing them either - it's a 2 way street. You also need to
get to know them. What makes them tick and what ticks them off?

 

How do you get to know them? Have them stand up one at a time in front of
the group and have them say who they are and where they've come from and why
they've come to your training! That's NOT how you do it - this technique
stinks of external control!

 

Try doing that with a group of youth at risk or long term unemployed on the
first morning of training and you'll learn quickly (perhaps I'm wrong and
you won't learn) that you can force them to do what they don't want to do.
Alternatively you can learn a less coercive and threatening way. 

 

.         What is a safe way to have them get to know you at the start? 

.         How will you have them get to know each other? 

.         How will you avoid the likelihood of creating learning resistance
before you deliver the content?

Here are a few ideas how you could start the day:

.         Ask permission to do any of the activities listed below and read
the group well (sensory acuity) enough to know what is and is not
appropriate for the group you have. 

.         Every group is different; avoid having a ritualised beginning for
all the groups you deliver too.

.         Start with them getting to know you - sell you to them! 

.         And while you're doing that sell the benefits of the training to
them. They are wanting to know what is in it for me (W.I.I.F.M)

.         Answer the WHY of training delivery? Why they should listen to you
and take part in this training, why would they want to actively be a part of
the day?

.         Let them know how you measure your success by their success. 

.         That you're there for them. To serve them in such a way they have
a positive learning experience. 

.         Connect with them at multiples levels. 

.         Tell them they will all have opportunities to get to know each
other and yourself throughout the day in small activity & discussion groups.

.         Have them break into small sub groups of 3-4 and have them
introduce each other in these groups.

.         Have them pair up & chat with someone they don't know. As they do
they are to take notes about the other person and return to the larger group
when called back to introduce the person they have been chatting to.
Surprisingly people can introduce others easier than they can themselves.

.         It'll help if you have some background on whose attending and what
their greatest needs & interests are.

.         If you know everyone in the group then you can individually
introduce them yourself. Positively reinforcing that they will have an
exceptional learning experience with you as their trainer.

.         Minimise the "I am..." statements - they're not interested in how
great you are or how many letters you have after your name. 

.         Let them get to know you and provide opportunities for this to
happen throughout the training not just at the start.

The bulleted points listed are not just for difficult learning situations
when you're presenting to resistant youth; prison inmates or long term
unemployed! I use the same strategies with Corporate Executives as well!


Introducing Resistance


How you start your training once they are all seated in the room will
determine the quality of the experience they have in the minutes and hours
that follow. Just as you form opinions and meanings about people you meet in
fractions of a second so too does the group form opinions (good or bad)
about you from the way you meet and greet them right at the start. I have
seen this done so very poorly. 

 

For instance, you can get them to stand and say who they are and what they
do, a seemingly innocent task. You can have them stand up & state, to each
other, the outcomes they wish to achieve from the training within the first
hour or as soon as you've framed up the training content. You can ask them
to state the sentence stem "what I feel like saying." (W.I.F.L.S.) and have
them say something about themselves in that manner as they go from one to
the other till all have shared what they feel like saying! Again, all
seemingly innocent activities and layered with positive intentions from you
the trainer. 

 

By now you may be asking yourself - "where is the harm in these innocent
activities?" 

 

It all stems from external control. Some in the room will enjoy the
opportunity to say who they are and what they are here for when you do
introductions. Some will hate it so much they will not contribute for the
rest of the day! Can you afford to run the risk of what meanings they may
link the activity of introductions to and have them form negative meanings
about you and the training they are attending?

 

For many trainers I have mentored & coached, this initially seems to them as
a trivial thing (how you facilitate group introductions) and it is widely
accepted amongst trainers "in the know" that this is how you start a
training.  Can you start a days' training this way - YES! Do I suggest you
start this way - NO!

 

If the group already is a well established group on a daily basis and you
are the only stranger in the room then you need to introduce yourself. It
seems ridiculous to me to have them introduce themselves to each other when
they already know each other! When you are introducing yourself be aware of
what you are saying to them and how what you are saying may be leading them
to form meanings about you and the upcoming training. (re-read mastery
series #1).


Time For A Change


What I'd like you to do is reflect on how you start your trainings. Do you
impose some external control techniques in your introductions? I'd like you
to consider less intimidating ways to begin the training. How else could you
do things differently and avoid external control? Where else do you impose
external control in your trainings? If you find you have controlling
strategies in your introductions then they will likely be woven throughout
your trainings - find them and then consider other workable alternatives.
How can you provide opportunities for the learners to be "free to be
themselves" while guiding them through the content?




 

This is the challenge for you as a trainer - to free yourself from using
external control techniques. May your journey of self-discovery as a trainer
seeking mastery be an enlightening one, and your professional growth is
continuous as you develop effective strategies that negate the use of
external control.

 

 


Ignition&logo100%

Colin Cox


Director Ignition


NS Master Trainer


 

( 027 4774 560


 <http://www.ignition.org.nz/> www.ignition.org.nz 

 

 

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