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Adding content to cover handling difficult training situations #49

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2 changes: 1 addition & 1 deletion docs/03-lu-03_didactics_methods_tools/00-structure.adoc
Original file line number Diff line number Diff line change
Expand Up @@ -25,7 +25,7 @@ include::02-04-takeaways.adoc[{include_configuration}]

// include::02-05-important.adoc[{include_configuration}]

// include::02-06-discussion_points.adoc[{include_configuration}]
include::02-06-discussion_points.adoc[{include_configuration}]

// include::02-07-donts.adoc[{include_configuration}]

Expand Down
Original file line number Diff line number Diff line change
Expand Up @@ -32,6 +32,13 @@ T3P should know factors that influence attention of learners (e.g. usual attenti
[[LG-3-4]]
==== LG 3-4: Distraction factors and learning performance
T3P should recognize and be able to describe distraction factors that impact learning. They know and can apply strategies to reduce and/or mitigate distractions.
This includes:

* Identifying early warning signs of potential challenges that might affect learning
* Implementing preventive measures to minimize distractions
* Managing knowledge level mismatches within participant groups
* Addressing technical issues that may disrupt the learning process
* Converting potentially disruptive situations into learning opportunities

[discrete]
[[LG-3-5]]
Expand Down Expand Up @@ -60,6 +67,9 @@ This includes:
* Developing strategies to manage stage fright and maintain composure during presentations
* Handling non-constructive behavior, disturbances, and conflicts between participants professionally
* Applying conflict resolution techniques when necessary

* Facilitating inclusive and productive group discussions
* Adapting communication style to different audience needs and knowledge levels
* Maintaining professional composure during difficult interactions
* Applying appropriate escalation procedures when necessary

// end::EN[]
1 change: 1 addition & 0 deletions docs/03-lu-03_didactics_methods_tools/02-04-takeaways.adoc
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Expand Up @@ -19,4 +19,5 @@ Training adult professionals differs significantly from teaching students. Keep
* Balance theoretical concepts with immediate, real-world applications
* Adapt quickly to different industry perspectives and potential disagreements
* Respect participants' time by ensuring all content is directly applicable to their work
* Anticipate, prevent, and professionally handle difficult training situations to maintain a constructive and inclusive learning environment
// end::EN[]
152 changes: 151 additions & 1 deletion docs/03-lu-03_didactics_methods_tools/02-06-discussion_points.adoc
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Expand Up @@ -9,5 +9,155 @@ Things you might want to discuss with students since the topics may differ depen
// end::REMARK[]

// tag::EN[]
TBD - CAN be provided - your content here
==== Handling Challenging Training Situations

As a trainer, you should be able to anticipate, prevent, and effectively handle challenging situations that arise during training.
This section provides detailed guidance on managing common challenges and maintaining a productive learning environment.

===== Common Challenging Scenarios and Response Strategies

[cols="1,1,1"]
|===
3+|*Knowledge Level Mismatches*
3+a|*Situation:* Participants in the same training session have significantly different levels of experience or technical knowledge.

|*Early Warning Signs*
|*Prevention Strategies*
|*Response Tactics*

a|* Some participants consistently answer all questions while others remain silent
* Visible frustration from advanced participants during basic explanations
* Less experienced participants showing signs of being overwhelmed

a|* Conduct pre-training surveys to assess knowledge levels
* Prepare additional materials for both basic and advanced levels
* Design flexible exercises that can be approached at different depths

a|* Use pair programming or buddy system with mixed skill levels
* Provide optional advanced challenges for faster participants
* Create small groups with balanced expertise levels
|===

[cols="1,1,1"]
|===
3+|*Resistant Participants*
3+a|*Situation:* Participants who show resistance to the training content or methodology.

|*Early Warning Signs*
|*Prevention Strategies*
|*Response Tactics*

a|* Negative comments about the training's relevance
* Body language indicating disengagement
* Challenging the trainer's expertise or methodology

a|* Start with clear expectations and learning objectives
* Include real-world examples demonstrating practical value
* Build in early opportunities for participant input

a|* Acknowledge concerns respectfully
* Link content to participants' actual work challenges
* Offer alternative perspectives or approaches
|===

======
[cols="1,1,1"]
|===
3+|*Technical Disagreements*
3+a|*Situation:* Disagreements arise about technical approaches or best practices.

|*Early Warning Signs*
|*Prevention Strategies*
|*Response Tactics*

a|* Heated discussions about technical implementations
* Participants insisting on their preferred solutions
* Group becoming divided over technical approaches

a|* Acknowledge multiple valid approaches upfront
* Prepare examples of different solutions
* Set ground rules for technical discussions

a|* Use disagreements as teaching moments
* Focus on principles rather than specific implementations
* Document different approaches and their trade-offs
|===


======
[cols="1,1,1"]
|===
3+|*Group Dynamic Issues*
3+a|*Situation:* Interpersonal conflicts or difficult group dynamics affecting the learning environment.

|*Early Warning Signs*
|*Prevention Strategies*
|*Response Tactics*

a|* Clique formation within the group
* Dismissive behavior between participants
* Dominant participants overshadowing others

a|* Establish clear communication guidelines
* Rotate group compositions for exercises
* Create opportunities for all participants to contribute

a|* Address disruptive behavior privately
* Use structured discussion formats
* Implement specific turn-taking techniques
|===


[cols="1,1,1"]
|===
3+|*Time Management Challenges*
3+a|*Situation:* Difficulty maintaining the training schedule due to discussions or technical issues.

|*Early Warning Signs*
|*Prevention Strategies*
|*Response Tactics*

a|* Sessions consistently running over time
* Important topics being rushed
* Participants expressing concern about pace

a|* Build in time buffers
* Prepare prioritized content
* Have backup plans for technical issues

a|* Use parking lot technique for off-topic discussions
* Adjust exercise complexity based on available time
* Provide additional resources for deeper exploration
|===

===== Escalation Guidelines

====== When to Escalate

Know when to escalate issues:

* Persistent disruptive behavior
* Serious conflicts between participants
* Technical infrastructure problems
* Health or safety concerns

====== Escalation Process

1. Document the situation
2. Consult with co-trainers if available
3. Contact training coordinator or supervisor
4. Follow up after resolution

===== Professional Atmosphere Maintenance

Tips for maintaining a professional learning environment:

* Stay neutral during conflicts
* Use positive reinforcement
* Focus on solutions rather than problems
* Model professional behavior
* Maintain consistent boundaries
* Document incidents and resolutions


// end::EN[]
3 changes: 2 additions & 1 deletion docs/03-lu-03_didactics_methods_tools/02-08-references.adoc
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Expand Up @@ -9,5 +9,6 @@ Web sources, Videos, Books, etc. that helps the trainer to prepare the content o
// end::REMARK[]

// tag::EN[]
TBD - SHOULD be provided, good references are always helpful - your content here
* Hunter, Bailey, Taylor (1995). "The Art of Facilitation: How to Create Group Synergy"
* Bowman (2008). "Training from the Back of the Room!"
// end::EN[]
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