Vous faites face à une résistance à vos méthodes d’entraînement. Comment gérez-vous les commentaires qui remettent en question votre approche ?

I would ask "Is there anything we could discuss today (or, about this topic) that would make this training valuable to you?" and "What would make this session useful for you?" I would also wonder how relevant the training topic is to this person; what level are they at with this material? If they have some knowledge or expertise, I might try to engage them to help present the material, or to present their stories about how they have used the material.

Vulnerability can be a great way to better connect with your audience, especially if they aren't engaged or fully on board with the content you are providing. Being very transparent with them on why you are providing the training can often go a long way. Make it a transparent, open dialogue not a one-way street of pushing content at them.

I would not assume that people are "resistant" to the training. I was part of a training team who interpreted one team's behavior (not paying attention and using their phones all the time) as "resistance." I detected several other interpretations, for example: the beginning level of the curriculum was not appropriate for this advanced team. The method of delivery was pedantic, like a professor talking as the authority, without checking in what the participants already knew. These were smart and highly-motivated professionals, so I found other data (and my intuition) to support the fact that they weren't being "resistant".

Training in different countries and cultures can really highlight the need for a flexible approach to training. I took a technical course I taught and designed for a UK audience, and tried to apply it to a similar setting in Iraq. The group I was training took in information, but were visibly less engaged than I expected. I spoke with the group and it became apparent they were all much more aligned to kinaesthetic learning. In response, I changed the programme to prioritise practical lessons, and built tactile models to enhance theory lessons that couldn't be substituted. The engagement increased dramatically and the course was a success. The goal is to provide quality training. Stay humble, pay attention and react to feedback.

Presenting any type of content (keynote speaking, online learning, workshop facilitation, etc) is uncomfortable for many of us. Having someone provide feedback on that presentation, for me at least, is even more uncomfortable. The reality, though, is that without people providing us direct, honest feedback, it is difficult to improve. The harshest feedback I've received is also the same feedback that helped me improve the most. You need to become uncomfortable to get better and that happens through feedback from the right people.

I really appreciate learners' feedback because they sometimes have creative ideas about how to deliver the material differently. When I was teaching a graduate university class, the students had some great ideas about how to engage them in presenting the material - for example, assign 2 students to prepare a discussion of a chapter from the book, or, have them present a case that illustrates the points made in the curriculum. I was happy to make use of their suggestions.

Be flexible and willing to adjust your training method based on trainee feedback and suggestions. This approach shows that you value their input and are committed to creating an effective learning experience. Here are some ways to adapt your training method: Adjust the pace: Speed up or slow down the training to suit the trainees' needs. Change the format: Switch from lectures to discussions, or from theory to practical exercises. Use different media: Replace text-based materials with videos, images, or interactive simulations. Incorporate real-life examples: Use case studies or scenarios that resonate with the trainees' experiences. Encourage collaboration: Pair trainees with different strengths and weaknesses to work together.

Facing resistance in my training methods were all I experienced early in my career. Until I began using new and “fun” learning methods, along with an incredible amount of research to learn exciting, creative ways to have your lessons stick! Starting simple with a game as simple as Bingo brought a high retention of lessons and more importantly they were having a good time! Test scores showed remarkable performances. I’d ask a question and everyone had to shout out the answer to get the bingo machine to drop a ball. By the end of just a few games, when individuals were called upon to answer questions, they proudly provided the right answer 🥹🥹 Just being creative and make the environment fun and one that feels safe, they learn🥹