I have previously encountered adult learners who exhibit disruptive behaviours, often stemming from various external and internal issues. If these disruptions are not adequately addressed, they can significantly undermine the effectiveness of a workshop.
To mitigate or prevent such behaviours, it is essential to identify and address their root causes during the planning and design phases of the workshop.
Lack of Engagement
One of the primary reasons a trainee or participant may become disruptive is insufficient engagement. When individuals are not actively participating in the learning process and feel bored, they are more inclined to distract themselves and those around them. A study by Gallup reveals that only 34% of employees in the U.S. feel engaged in their work, a trend that can also manifest in training environments.
I know of a trainer who, after outlining the topic and agenda for the day, dedicated nearly thirty minutes to discussing himself, his qualifications, and his achievements. This is definitely a surefire way to lose the audience.
How can this be addressed?
Choose a trainer or training company that can actively engage the audience. Request videos and authentic testimonials, and review past feedback and evaluations. Most trainers will conduct a personal feedback session with trainees at the end of their training. This will provide you with the confidence that the trainer can effectively engage and deliver, helping to avoid potential frustrations.
Misaligned Expectations
Trainees or learners may disrupt a class if their expectations do not align with the reality of the training. What does this mean?
As a new trainer, I was once called upon to substitute for a colleague who fell ill and was unable to conduct his session. I was required to use his content, which had garnered positive feedback from a previous session with another team just weeks prior. Unfortunately, despite my efforts, I faced significant challenges, and both the training provider and I were met with strong criticism from the client. This experience underscored the importance of aligning expectations, as any misalignment can lead to frustration and disengagement.
How can this be addressed?
Do not depend solely on the content or promise; it’s essential to verify that the trainer possesses both the required expertise and relevant experience to effectively convey the lessons. Clearly defining objectives is vital, as it involves communicating the training session’s expectations and goals from the outset. This ensures that all participants are aligned.
Additionally, establishing feedback mechanisms is essential, as it enables modifications to the training content, ensuring it better aligns with the trainees’ expectations.
The Overall Learning Environment
This encompasses not only the condition of the room or venue but also factors such as training materials, the PA system, seating layout, lighting, and the (this is one of our biggest distinctions) quality and variety of refreshments offered during breaks or lunch. Our experience has shown that these elements can trigger disruptive or uncooperative behaviours, as they sub-consciously influence learners’ emotions and their ability to focus.
We arranged a workshop for a client with a limited budget, which restricted us to providing only instant coffee and biscuits for refreshments. The management opted to serve lunch from a nearby food center, necessitating a walk of some distance for the learners. After lunch, the atmosphere in the learning environment became noticeably tense, with some students starting to behave disruptively and responding in a terse manner.
How can this be addressed?
Be aware of the overall learning experience from the learners’ perspective. Ensure that the physical environment supports learning by providing comfortable seating, window blinds or curtains to minimise distractions, high-quality PA systems, sufficient charging points, clear signage, pleasant lighting, and thoughtful colour and decor in the room, particularly in hotel venues, AND, importantly, ensure the quality and quantity of refreshments served.
Personal Issues
Many of us experience ‘bad’ days, and sometimes those ‘bad’ days coincide with a training days. It only takes one trigger for an individual to become significantly disruptive. Personal challenges, such as managing a challenging child in the morning, a lack of sleep, or facing work-related stress—like the urgent need to hand up work on the day of the training—can result in disruptive behaviour during training sessions.
How can this be addressed?
Cultivate a supportive environment that promotes open dialogue. It’s essential to establish a space where individuals feel at ease sharing personal challenges that could impact their learning experiences. Assure them that there’ll be ample breaks for them to attend to any unforeseen or urgent matters. We for example, take our learners through a process where everyone agrees on specific ‘Rules of the Game.’ While other trainers might use different strategies, fostering a more encouraging, transparent, and enjoyable atmosphere will make trainees more willing to support one another, enriching their overall learning journey.
Varied and Preferred Learning Styles
Disruptions can occur when training methods do not align with the diverse learning styles of trainees. Some may prefer visual aids, while others benefit from auditory or kinaesthetic learning. We covered the various learning styles in detail here.
How can this be addressed?
Most trainers lack the opportunity to assess the dominant learning styles of their group before a training session. However, it’s reasonable to assume that each cohort includes learners with a variety of styles and preferences. By understanding the unique learning preferences of participants, trainers can tailor their methods and enhance the overall experience. This approach allows trainers to engage learners more effectively and cater to individual preferences in how information is absorbed.
Resistance to Change
Some trainees may resist new information or techniques, leading to disruptive behaviour. This resistance is common among seasoned staff who cling to established methods and younger employees who feel confident in their current knowledge. Additionally, fears of increased workload from acquiring new skills can further contribute to this disruptive behaviour.
How can this be addressed?
A gradual, well-structured introduction is vital when introducing new concepts to trainees. By presenting these ideas incrementally, you provide individuals with the chance to adapt and integrate the information into their existing knowledge. This approach not only facilitates a smoother transition into the material but also encourages a deeper comprehension as they connect new insights to what they already understand. The progressive layering of concepts fosters a nurturing learning environment, allowing trainees to feel more confident in their understanding of the subject.
A Note for Training Managers
Effectively managing disruptive trainees relies heavily on the mindsets of both trainers and participants. When trainers are experienced and approachable, it creates a safe environment for sharing concerns, which helps minimise disruptive behaviour. The trainers you choose to lead sessions should exemplify flexibility, empathy, and responsiveness, especially if you want participants to engage with curiosity and a growth mindset. By emphasising mutual openness and positivity, a collaborative and effective learning atmosphere can be established.
