Many trainers ask us how we deal with ‘problem participants’; that is, those people whose behaviour is disruptive. Our response tends to be in two parts: firstly, we look at how we manage courses so that participants are not disruptive, and secondly, we consider how we deal with situations when, despite our best efforts, they are disruptive nonetheless. Overall, our belief is that when people behave disruptively, it is for a reason and that the solution lies in how we behave back towards them. This month we address things you can do that will prevent or minimise the disruptive behaviour. Next month we will address what you can do on those rare occasions when someone is disruptive despite your best efforts. Here are ten ways to prevent disruptive behaviour:

• Set up the room the way you want it, so that it is clearly visibly and audibly designed for the programme you are running
• Meet people as they arrive and establish rapport with them, or at least attempt to. Shake their hand, smile and establish eye contact. Use their name.
• Create a positive first impression. Show you know what you are talking about and are in a good position to lead the programme.
• Start with a clear statement of the purpose of the programme: what will happen, what they might experience and what you want from them.
• At the same time, demonstrate that the programme is for them and that you are flexible enough to respond to their needs. Ask them to write up their own learning objectives and, where possible, absorb them into the programme. Focus on these when you cover each specific item.
• Use positive, rather than cautious, language. For example, on a presentation skills course, tell people that, ‘By the end of today you will have made three presentations’ rather than ‘By the end of the day, I would like you to have had a go at making some presentations, if you can’.
• This assertive positioning will establish your credibility, authority and professionalism. People will have confidence in you while still recognising that there is room for them to express themselves.
• Be clear what behaviours you expect from them and demonstrate them to the group. For example, use active listening and show empathy, if not agreement, for their point of view.
• Seek opportunities to start handing over control and authority to the group. For example, ask them how long they want for lunch. In this way you will present less of an authority figure to kick against.
• Encourage active debate and get alternative opinions so that controversial thoughts are openly discussed. This will demonstrate respect and tolerance and will show that your ideas are robust.

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