1. Dealing with difficult delegate situations
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2. Learning Outcomes
Recognise the types of disruptive delegate behaviour that may occur in a training environment.
Identify effective communication styles for a positive outcome.
Develop strategies for confronting and diffusing disruptive behaviour.
Describe the steps recommended by ECG to handle difficult delegate situations.
Identify when it is appropriate to turn away late arrivals and the process for doing so.
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3. Why might a delegate be disruptive?
Difficult behaviour may be a symptom of an issue outside of the classroom. A delegate:
may not see the need for training
may interpret the need to attend training as a result of poor performance
under time pressures may see the training as an unnecessary inconvenience
could be concerned gaps in their knowledge will be exposed
takes the opportunity to become centre of attention
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4. Attitude and Behavioural Cycle
My attitude
My behaviour
Your attitude
Your behaviour
Your behaviour will affect the behaviour of others.
Deal with any disruption as calmly as possible.
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5. Types of disruptive behaviour
The ‘Know-it-all’
This person appears as the expert, wants constant attention and often argues with people.
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6. Types of disruptive behaviour
The ‘Know-it-all’ strategies:
Be well prepared for the topic under discussion.
Listen and paraphrase what they say.
Don’t challenge but instead ask questions to help the delegate identify their own errors.
Acknowledge and praise their ability.
Keep the discussion focused on solutions.
Ask other members of the group to contribute, redirecting attention away from the Know-it-all.
Ask the Know-it-all to summarise and record their comments
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7. Types of disruptive behaviour
The Sniper
This person attacks and criticizes, usually indirectly, masking their aggression by using humour or saying things under their breath.
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8. Types of disruptive behaviour
The ‘Sniper’ strategies:
Address the behaviour openly, asking them why they made a specific comment.
If you gauge the rest of the group to be receptive, ask them if they agree with the criticism.
Don't let the sniper hide behind humour.
Address sniping each time it occurs, until it stops.
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9. Types of disruptive behaviour
The Talker
This person distracts by holding side conversations or may interrupt frequently.
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10. Types of disruptive behaviour
The ‘Talker’ strategies:
Acknowledge any side conversations and ask the group directly if everyone could remain focused in one discussion.
Ask the ‘talker’ directly to share their thoughts with everyone, but take care not to present this as a challenge.
Say, "You interrupted me, please may I finish.“
Whenever they interrupt, repeat the preceding statement.
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11. Types of disruptive behaviour
The Quiet Type
This person is quiet or timid. Their silence is often mistaken for agreement.
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12. Types of disruptive behaviour
The ‘Quiet type’ strategies:
Address them by name and ask them to share their thoughts. Focus your attention directly on them to create the time and space they need to answer.
Commend their participation when it occurs.
Ask some ‘safe’ questions to get them involved.
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13. Types of disruptive behaviour
The Bulldozer
This person will try to run over you and everyone else! It's their method of stopping progress, because progress scares them.
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14. Types of disruptive behaviour
The Bulldozer strategies:
Stand firm in your position as facilitator however ensure this is done in a non-combative way.
Don't argue with them, simply present the facts.
Encourage them to take a problem solving approach.
Protect the space of those they bulldoze, by asking the bulldozed to repeat their thought.
With this type of disruptive behaviour it may be necessary to speak to the individual privately during a break. Help them understand their impact on the group and encourage them to take a more inclusive approach.
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15. Types of disruptive behaviour
The Complainer
This person tries to put you on the spot.
He or she blames others for any issues and does not take responsibility them self.
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16. Types of disruptive behaviour
The Complainer strategies:
Remain positive in what you say, don't become defensive.
Listen and acknowledge but don't argue.
Ask questions to reach solutions from them.
Encourage them to participate in all aspects of the session.
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17. Types of disruptive behaviour
The Hair-splitter
This person wants absolute answers and definitions.
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18. Types of disruptive behaviour
The Hair-splitter strategies:
Acknowledge their need for absolute answers and definitions.
Acknowledge their comments.
State the facts and your information sources.
If the comments disrupt the group, respectfully ask if you can discuss any concerns separately at a break.
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19. Facilitation style
When dealing with disruptive behaviour, a tactful approach that maintains individual self esteem will win greater respect and results.
As the facilitator, continue to shift the focus back to the issue in hand.
Always maintain a positive approach. Remember any disruptive behaviour is not aimed at you personally, you just happen to be the only target available.
Avoid becoming defensive or angry. If necessary take a few minutes out of the room.
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20. Facilitation style
One individual can have concerns that affect others in the group. In this case, it can often be useful to dedicate a short amount of time to explore the issue as a group.
A solution may or may not be found, but equally spending a little time acknowledging the issue and exploring it openly, can help to build rapport, understanding and buy-in from the delegates.
This approach does need to be managed effectively to ensure the session isn’t derailed. Be mindful of time spent and guide the group back on track within an appropriate time frame.
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21. Facilitation style
Your body language can be an effective tool. Try using two elements at once: 1. A hand held towards a disruptive delegate to indicate that they need to wait one moment. Hand held low and relaxed, palm out towards the individual. 2. At the same time, face the rest of the group, smile. Open the other arm to indicate you welcome contributions from other group members.
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22. Facilitation style
One way of acknowledging an individual and maintaining their self esteem without losing control of the group is to use the Feel/Felt/Found approach.
To use this approach, structure your
comments as follows:
I understand how you feel…
I have felt that way when…
Here is what I have found…
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23. Being Assertive Points to consider when you want to be assertive
Voice tone – calm and even
Speech pattern – clear and simple
Facial expression - neutral
Eye contact - maintained
Body language – open, non-threatening
Honesty – provide explanations
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24. ECG’s recommended approach
3 Steps to dealing with disruptive behaviour in a training session.
Acknowledge
Manage
Report
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25. Step 1: Acknowledge
Identify who is being disruptive and the type of disruption they are causing.
Assess how damaging this will be to the whole group.
Consider your options for dealing with the situation in a positive way.
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26. Step 2: Manage
Apply strategies as outlined earlier and monitor the effect on the individual and the group.
Remain calm and positive in your approach.
Be aware of your physical stance and maintain open body language.
If possible, avoid being defensive or displaying annoyance.
Remember : Behaviour breeds behaviour.
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27. Step 2: Manage
If a delegate does not respond to any positive strategies and remains a significant disruption to the group, you may choose to ask that individual to leave the session.
In asking someone to leave, state clearly why you feel this is necessary and remain calm.
ECG will support your decision to ask a delegate to leave, if all else fails.
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28. Step 3: Report
At any stage, if you are concerned about a delegate or your approach, you can call the ECG office to discuss your options.
If you experience any disruptive behaviour, even if you have managed it successfully, please notify the ECG office via phone the same day (or leave a message if out of hours).
Also make a note on the course paperwork to ensure the office is aware what has happened and of any actions you have taken.
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29. Managing late arrivals
Delegates can arrive late for many reasons and may seek to justify their disruption of the group, on factors beyond their control.
As the Instructor you are best placed to know how much someone’s late arrival will impact their learning.
As a general guideline, we suggest that should a delegate arrive more than 15 minutes after the session has started, they should be turned away.
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30. If it is necessary to turn away a delegate:
If possible, speak away from the main group.
Take the delegate’s name.
Acknowledge that the late arrival may not be the fault of the delegate.
Explain the ECG policy on late arrivals and that this is to ensure they achieve best learning.
Explain that the ECG office will follow-up to help facilitate a new booking for their training.
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31. Summary Disruptive behaviour can be challenged in a positive way.
Always be mindful of your communication approach both verbally and physically.
It may be necessary to ask a delegate to leave.
Arrivals more than 15 minutes late can be turned away.
ECG will support your choices in managing behaviour or asking a delegate to leave.
Please inform the ECG Office as soon as possible about your actions in dealing with disruptive behaviour.
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32. References
Personnel Today How to deal with difficult and challenging delegate behaviour: Pay attention at the back by Kirstie Redford Facilitation Skills ECG Complaint handling course materials Maggie Clinton
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33. Dealing with difficult delegate situations
Completed
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