How do you handle resistance and feedback from learners and managers?

One way that you can understand where resistance is coming from or what is causing it is by observing behaviors. To do this, pay attention to the behavior of learners during training sessions, workshops, or other learning activities. Observe their body language, facial expressions, and interactions with others. For example, if a learner is frequently absent from training sessions, it may indicate a lack of interest or engagement in the material.

Listening first is generally the key. Much resistance will melt away once the potential resistors feel heard and, if possible, are included in forming the solution or path forward. Few things are worse than a communication vacuum where people’s imaginations run wild and create worst-case scenarios with limited or no connection to reality. In sum, grabbing the bull by the horns is actually empathically listening, not transmitting.

As others have commented, there is a reason for resistance. It's an unfortunate experience as a training facilitator that no matter the approach, nothing works, and the participant is completely averse to being in training. Trainers need to understand and accept that this does actually happen on occasion and not take it personally.

The first thing you need to determine is if it's you or the feedback. Though not ideal, it happens. There are few who can rise above the who to focus on the what. Once you have determined that, I have had success with following the narrative of the recipient and subtly working in the 5-whys without appearing to deny them their narrative. If it has flaws, they need to arrive at it through them. Another thing that is often overlooked is feedback for feedback. Listen, earnestly, for where your first feedback may have had chinks. The most important thing is giving the exercise of feedback the respect due, especially time. Most all techniques will fail if commitment and time are lacking. Rushing is the quickest way to lose the recipient.

ACT don't react. - Acknowledge - the feelings involved as valid (frustration, uncertainty, disappointment, etc). Assume that the adult and professional in front of you has a valid reason to express resistance. You can acknowledge someone's concerns whether or not you decide to implement their suggestions. - Check - your reaction, don't go in fight or flight mode, stay open to suggestions and to different perspectives. Listen to understand rather than to respond, it can help you to take notes of what they are saying. - Treat - the objection as if it came from a lack of information. Are you missing information? Are they? Integrate your understanding of the situation to improve your collaboration.

Value and impact are missing a very important 'for you' when it comes to learner buy-in. Intrinsic qualities of the learning, by themselves, are unlikely to work for most learners. I have stated elsewhere how effective proven sales pitch frameworks can be for improving learner engagement. Learning promoters need to look beyond conventional approaches and reach across functional boundaries. Use stories to paint a picture, try the Pixar pitch, adapt the Challenger model for your purpose, and most importantly, weave the value proposition around the learner.