在我担任ATD的高级培训师培养项目的讲师时，我常常会让培训师们分享他们在培训课堂中遇到的最大的挑战。
而绝大部分时候，他们认为自己遇到最大的挑战是在课堂上捣乱的学员。例如有的学员会在讨论的时候玩手机，吃完午饭后不准时回到课堂上来，在暂时休息的时候查阅自己收到的邮件，在培训师授课的时候学员在下面说闲话等等。
有的时候，学员还会做出或消极或侵略性的行为。通常，这种行为会见于那些被迫参加培训的学员身上，即我们所谓的囚犯学员。
有的时候，还有的学员会侵略性地发表自己的意见，完全不顾课堂上其他学员是否对此感兴趣。是不是觉得这样的行为似曾相识？
高级培训师也遇到类似的难题吗？
我注意到很少的高级培训师会应用这样的应对技巧。我也注意到高级培训师会遇到更少捣乱的学员。这是一时幸运呢，还是巧妙的设计呢？
我有一次参与BBC的电视培训，因而有机会与经验丰富的高级媒体培训师一起工作。在工作中，我很少遇到难以解决的课堂行为问题。
当我就此去观察培训我成为一名培训师的高级培训师时，我也看到了同样的现象：基本上课堂上没有任何捣乱的行为，也不怎么需要一些明确的相关应对技巧。我在我现在辅导的高级培训师身上也看到了同样的现象。
关键点在于预防“破坏性行为 ”
在经过多年的思考之后，我认为高级培训师应对这些破坏性行为的方法就是预防。而他们这样做的关键技巧是要在课堂内部建立与学员的亲密关系并杜绝一切威胁学员控制欲与学习状态的干扰因素。如果你能够正确地做好预防工作，那你就不用再每次开课前都要求助于避免学员干扰的100项建议清单了。
我知道这听起来太过于理论化了，不太适用于实际的课堂教学。但我所指的这种亲密关系要远远深于学员走进课堂你向他指出茶歇区在那儿的简单友善相待。
在接下来的交流中，我将与你们分享我见过高级培训师会做的四件事，这四件事能够有效地避免学员做出任何捣乱的行为，反而更沉浸到学习体验中去。
为什么有些学员会在课堂上捣乱？
一般来说，人们会对破坏其重要价值观念的事情表现出破坏性的行为反馈。而对每个人来说都很重要的两种价值观念是拥有控制感与被他人尊重。这两项价值观念与人们的生存感息息相关，也在David Rock提出的SCARF模型中得到了反映。SCARF模型中列出了驱动人们社交行为及影响合作的五个主要诱发因素，分别是地位、确定性、自主性、关联性及公平性。有趣的是，这五项因素与成人学习理论中的重要价值组成完全吻合。
基本上，一旦这五个主导诱因有那一个遭到威胁的话，人们的大脑会自然而然地 “或反抗或逃避”，由此导致我们采取自卫式的行动。这就会导致人们做出一些“破坏性行为”，限制他们的合作能力与学习能力。而当这五个主导因素都得到了支持时，学员会更好地参与到课堂中，提升学习收益。
我在20多岁的时候曾参加过一个写作培训工作坊，我当时曾向培训师讨教过一个关于语法关联性的问题。她在所有学员面前批评我：“我知道你是来捣乱的那种人 — 我已经教了15年了，（看多了你这样的人）。”然后她就继续讲她的课，完全不理我。我不确定我的问题是否威胁到了她，但我的人际地位在那一刻受到了直接打击。我觉得自己被人轻视了。我只是问了一个自己真的很感兴趣的问题，却被贴上了闹事者的标签。对此我有什么样的反应呢？作为报复，我一直在课堂上耍活宝，让她的教学工作难以进行下去。
当然，我不否认自己也曾经在课堂上无意中伤害过学员的感情。但有趣的是我们能发现学员很多捣乱的行为都是出于自卫的原因。
在实践中，这些有什么意义？
目前为止，我发现高级培训师能够在学习体验开始前做以下四件事，来有效地预防学员在课堂上的的“破坏性行为”。
建立可信的培训师生亲密关系。
鼓励学员之间建立真诚的同学关系。
通过学习环境的布置更好地把控课堂。
进行批判性自我反思。
目前为止，我发现高级培训师能够在学习体验开始前做以下四件事，来有效地预防学员在课堂上的的“破坏性行为”。
建立可信的培训师生亲密关系。
鼓励学员之间建立真诚的同学关系。
通过学习环境的布置更好地把控课堂。
进行批判性自我反思。
可信的培训师生亲密关系
.培训师要与每一位学员建立亲密关系是非常关键的。在培训培训师项目中，你会得知讲师最好要在每个学员进入教室时与其都打招呼，欢迎学员的到来，这会让学员感到舒适，你也可以在课程开始前向学员发送一封温馨的提醒邮件，如果是线上课程的话，你也可以通过学习管理系统发送小提醒。
当然，我们实际要做的应该比这更多。我们要真诚、以每一位学员的学识现况与经验水平为荣，基于此来寻求与学员之间的共同联系。这就是传统的成人学习理论与SCARF模型的契合点。
作为培训师，你所担任的角色潜在地把学员放在了更低的地位上。高级培训师则会更积极地确保学员们能够与培训讲师处于平等的状态。然而，新手讲师则很容易在这方面犯错，他们常常自诩专家，对学员的技术水平不认可，对学员拒之门外。
建立平等对那些本身不想来培训的学员来说至关重要。这些学员常常坚信自己本身已经拥有过硬的技术水平，且对自己被强迫来参加培训课程很抱怨。表达你对他们的认可可以很好地卸下他们的防备。我再提醒大家一个关键点，要真诚！不要把这当作是你鼓励他们参加课程的小花招。
真诚的同学关系
尽管学员已经和培训讲师已建立了很好的关系，但如果他们并不了解自己身边坐着的其他学员，他们也可能进入防备自卫的状态。高级培训师会在这点上下功夫，尽量确保学员之间保持健康良好的关系。
培训师在开头阶段可以主持学员们参加一些互相认识熟悉的活动，以没有威胁的方式来介绍学员并鼓励他们彼此合作。讲师可以通过破冰活动及良好的课堂活动管理使每一位学员尽量与更多的其他学员合作。这些活动的进行，能让所有学员彼此先熟悉，可以让学员们觉得自己的参与对整个课堂体验来说是很重要的，也给人们留下足够的时间来建立人际关系。
当学员们彼此之间建立了良好的亲密关系之后，你会发现你的课堂更加活跃，能获得许多的支持。对于新手培训师来说，管理活跃的学习小组可能不太习惯，但在以后，你会发现这其实非常有助于每个学习小组在课堂上进行自我管理，反而让你能够更集中于你要教授的内容。
把控课堂
高级培训师会带让学员感觉到自身对课堂的把控感。毕竟，课堂是学员的课堂，特别是在我们决定坚持采纳以学员为中心的授课方式时。很多培训师引导书刊会建议培训师在课程开始前向学员们列出明确的课堂规范 — 比如手机的使用，人们发言要举手以及什么时候能够休息。但是，一旦你发布了这样的规则，你相当于强行把他们绑架到了你的控制之下，顺理成章地把自己的地位提升到了学员之上。那么，如果你建议学员们自行制定课堂规范会不会更好？如果你是一名新手培训师，你觉得这对你来说太难了，不妨先给你的学员们提供几项选择好了。根据我的经验，如果你用这种方法，学员们讨论出来的课堂规范跟你想要的其实差不了多少。
除非我进行的培训项目有明确的午饭时间，我甚至会让学员们投票来决定他们想几点吃饭。我会问学员们他们是否想要上午、下午都进行一次长时的茶歇，还是愿意每隔一个小时休息几分钟。我会问学员他们觉得上课的时候用手机对还是不对。
自我反思
最后，也是最艰难的一个任务，自我反思。作为培训师，我们经常对课堂上的某些风吹草动就要做出反应，进行评判。但这也许不是最恰当的，只是我们的控制欲在作祟，感觉自己的地位受到了威胁。
15年前，在我的课堂上，有一名这样的学员。每当他更快地完成自己的练习之后，他就要掏出自己的手机查看收到的邮件。这让我很气愤因为我担心他会错过我的讲解，然后又得找我向他重新解释。
还有一次，有两名学员在我的课堂上说闲话，让我讲课的时候分心。但后来，我发现其中一名学员只是在向别人求证我教授的内容，因为我讲的东西她不是非常理解。幸运的是，我当时在课上没有对此耿耿于怀，后续没出大错。
其实我的学员们都在积极地学习啊，但我才是那个担惊受怕的。作为培训师，我有责任去解决这样的问题，不要让这种担心妨碍了我自己的课堂，当然要做到这样需要时间与锻炼。
真诚相待的价值，熟能生巧
一篇博文只能揭露该主题的皮毛而已。所以，更重要的是我们要深入挖掘更多的反馈信息。但在现实中，如何去应用这几个点呢？
首先，在营造支持学习的环境时，真诚是最重要的。这一点要比单纯预防“破坏性行为”要重要的多。你需要尽可能地为学员提供舒适的学习环境。我们建立亲密关系不仅仅是为了得到第一级学员反馈的高分，而是为了学员学习的整个进程考量。
我认识的大多数学习专家都执着于尽善尽美地帮助学员学得更好，做得更棒。而这个观念的核心就是要对学员的个人及其学习、成长的能力有本质上的尊重。要应用相关的技巧，培训师必须学会去尊重学员的价值。第二，预防“破坏性行为”也意味着你要学会交出课堂的控制权，要谦卑，要信任你的学员。要习惯这样做不容易。你可以从零开始一点一点地慢慢掌握，这很花时间，但会让你在以后的课堂教学中获得更大的成功。
因此，如果你不想去背各种应对捣乱学员的办法与技巧，你可以尝试把你的注意力集中这几个方面，即与学员建立亲密关系、为学员创造机会彼此之间建立关系、给与学员某种程度上的信任，把课堂的控制权交给他们并持续反思自己的反馈行为。
2017-02-10 星期五
Jonathan Halls
以下是源文档：
A Powerful Way to Minimize Disruptive Behaviors
When I facilitate ATD’s Master Trainer Program, I often ask trainers to share their number one classroom challenge. Overwhelmingly, they tell me it’s disruptive participants. They give examples of participants using cell phones during discussions, folks coming back from lunch late, people reading email during breakouts, and learners having side conversations while the trainer is talking.
Passive aggressive behavior comes up too. Often, it’s displayed by participants who were forced to attend training: the so-called prisoner. Or participants who aggressively share their opinions over the interests of other people in the room. Sound familiar?
Many of these trainers are hungry for “The 101 Tips for Dealing With Disruptive Participants.” Some writers suggest you establish eye contact, or physically move toward the learner. And if the person is really disruptive, take him outside for a conversation during the break. Others suggest taking greater control of the class by issuing clear rules for classroom behavior at the outset. But is learning a list of tactics the best way to deal with disruptive participants?
Is It Different for Master Trainers?
I’ve noticed that I rarely see master trainers employing such tactics. I’ve also noticed that master trainers tend to have fewer disruptive participants. Is this just luck? Or design?
When I ran TV training at the BBC, I had the privilege to work with some of the most experienced and talented media trainers. Rarely was a classroom behavioral problem escalated to my level.
As I think about the master trainers who shaped me as a trainer, I saw the same thing: virtually no disruptions or need for overt tactics. I also see this with master trainers I coach.
It’s About Preventing Disruption
After many years of reflection, I’ve concluded that master trainers deal with disruptive behaviors by preventing them. And one of their key tactics is to develop a rapport within the classroom to remove anything that threatens a learner’s sense of control or status. Get this right and you won’t be turning to “101 Tips to Avoid Distractions” every 45 minutes.
I know this sounds a bit theoretical, and not something that applies to a real-life classroom. But the kind of rapport I’m talking about goes deeper than just being friendly when participants walk in and showing them where the coffee is.
For the sake of this conversation I’m going to share four things I’ve seen master trainers actively doing that prevent disruptive behavior and lead to deeper learning experiences.
Why Do Some Participants Disrupt a Class?
Often people are disruptive because they are reacting to a breach of an important value. Two values important to everyone are having a sense of control and being respected. They tie into a sense of survival and are reflected in David Rock’s SCARF model, which lists five domains of triggers that drive social behavior and influence collaboration: status, certainty, autonomy, relatedness, and fairness. Interestingly, they all dovetail into important values held in adult learning theory.
Essentially, if any one of these domains is threatened, the brain goes into fight or flight response and we react defensively. This can lead to disruptive behaviors and limit collaboration and learning. When they are affirmed, learners will likely increase their engagement.
In my early twenties, I attended a writing workshop and asked the trainer a question about the relevancy of grammar. In front of the whole class she said, “I know your type—I’ve been teaching for 15 years.” She then proceeded to dress me down. I am not sure how my question threatened her, but my status took a direct hit. I felt belittled. I had asked a question our of genuine interest and had been labeled a troublemaker. What was my response? In defense, I assumed the role of class clown, making her job much more difficult.
I have no doubt that I’ve also shut people down in class inadvertently. But it’s fascinating that very often the cause of disruption is defensiveness.
What Does This Mean in Practice?
I’ve noticed four key actions master trainers take at the outset of the learning experience to prevent disruptive behavior:
Develop authentic trainer rapport.
Encourage genuine peer rapport.
Give the class control over the learning environment.
Practice critical self-reflection.
Authentic Trainer Rapport
It’s critical to develop authentic rapport with each learner. Train-the-trainer programs tell you to greet each person as she enters the room and make her feel comfortable, or send an email or note through your LMS for online programs.
However, we need to go beyond this. We need to be authentic, honoring each learner’s existing knowledge and experience, looking for common connections. It’s where classic adult learning theory meets the SCARF model.
Your role as a trainer potentially ascribes the learner a lower status. Master trainers actively work to ensure that participants have equality with the trainer. Novice trainers, however, often fall into the trap of acting as experts, which fails to acknowledge their learners’ skills, shutting them down.
Establishing a sense of equality is especially important for participants who don’t want to be there. These folks often believe they already have the skills and are resentful that they’ve been forced to attend. Acknowledging them can take away some of their defensiveness. Again, be genuine—don’t just use this as a cheap trick to shut them up.
Genuine Peer Rapport
It’s all very good for learners to develop rapport with trainers. But if they’re not sure about the person sitting next to them, they could well be on the defensive. Master trainers will work to make sure healthy rapport exists between participants.
Lead affirming activities that nonthreateningly introduce participants and encourage them to collaborate from the get go. Use icebreakers and manage class activities so each participant gets to work with lots of other participants. Allow these activities to affirm that everybody brings important experience to share with the class and give people space to develop relationships.
When participants establish good rapport with one another, you’ll find your class is more lively and supportive. This can be threatening for new trainers who are not yet comfortable managing lively groups. But you’ll find this allows the group to self-manage and lets you focus on content.
Class Control
Master trainers give learners a sense of control over the class. After all, it’s their class if we’re truly adopting a learner-centered approach. Many how-to guides suggest that trainers issue clear ground rules at the beginning of class—about cell phones, whether people should put their hand up to talk, and when to take breaks. But when you issue the rules, you rob them of control and affirm your status above them. How about asking them to develop the ground rules? If you’re a new trainer, and this terrifies you, start by offering just a few options. In my experience, most groups come up with the same ground rules you’d want as a trainer.
Unless I’m facilitating at an event that has lunch at a scheduled time, I ask the group to vote on when to take lunch. I ask if they’d like one break in the morning and afternoon for coffee, or a shorter break every hour. I ask them if cell phones should be allowed in class or not.
Self-Reflection
Finally, the tough task. Very often we as trainers react to small triggers in the classroom. It could be that our sense of control or status has been threatened.
Fifteen years ago, a participant in a class whipped out his phone to check email whenever he finished an exercise early. I found this very irritating because I was worried he’d miss some instruction and would need me to explain it again.
Another time, two participants engaged in side conversations during a workshop. It was distracting to me. But I later found out one participant was seeking clarification because she had not understood something I said. Luckily, I let it go and it never became a big problem.
All were actively learning but I was the one who had felt threatened. As a trainer, it was my job to deal with it and not let it get in the way, something that takes time and practice. As trainers, we need to constantly reflect on our own emotions and ensure they don’t derail our work to create a conducive learning environment.
Values Lead to Authenticity and Practice Makes Perfect
A blog post can only scratch the surface on this topic. So, it’s important to reflect more on what we’ve discussed. But how to you apply it?
First, we must be genuine when building an environment to support learning. It’s more than just preventing disruptions. It’s about making the environment as easy a place to learn as possible. We shouldn’t be building rapport just to get good Level 1 feedback scores. It must be for the learner’s progress.
Most adult learning professionals I know are driven by an insatiable desire to help people learn and be better at what they do. At the core of this is a fundamental respect for the individual and her capacity to learn and grow. Applying these techniques must be forged by valuing the learner. Second, preventing disruption is about letting go of control, being humble, and trusting the learner. Being comfortable with this isn’t always easy. Allowing yourself to learn by starting small takes time but leads to success.
So, if you want to avoid memorizing 101 tactics for dealing with disruptive participants, focus on building rapport with the learners, create opportunities for learners to build rapport with one another, trust learners to exert some control, and continually reflect on how you react to them.
Friday, February 10, 2017
Jonathan Halls
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来源|ATD
标题|A Powerful Way to Minimize Disruptive Behaviors
最大限度减少培训中“破坏性行为”的法宝
翻译|培训江湖(ID:ondemandchina2010)编辑组
声明|如需转载请注明出处与来源。
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