8 Comments

  1. Bravetta, good topic and summary. Can you give me some examples of reframing and/or positive characteristic?

    • Hi gapMinder,

      Thanks so much for reading! Here’s an example:

      Resistance: “I have more important things to do than be here.”
      Reframe/What the Learner is really saying: “My time is valuable and this isn’t a productive use of it.”
      Acknowledgement of Concern: “I know we all want to spend our time wisely…”

      then further, .. “so you’ll be excited to hear that what we cover today can be applied immediately to increase your effectiveness.” -Laura Arellano

      Please let me know if there’s anything else I can do.
      Bravetta

      • Ahh. I get it!

  2. Bravetta, good topic and summary. Can you give me some examples of reframing and/or positive characteristic?

    • Hi gapMinder,

      Thanks so much for reading! Here’s an example:

      Resistance: “I have more important things to do than be here.”
      Reframe/What the Learner is really saying: “My time is valuable and this isn’t a productive use of it.”
      Acknowledgement of Concern: “I know we all want to spend our time wisely…”

      then further, .. “so you’ll be excited to hear that what we cover today can be applied immediately to increase your effectiveness.” -Laura Arellano

      Please let me know if there’s anything else I can do.
      Bravetta

      • Ahh. I get it!

  3. Reframing is certainly logical and may work. I find that what really works, motivates is when we provide a “what’s in it for me?” Component into the resistant attendee’s perspective.
    Also, mixing up the experiential components of training take the mundane out of the picture.

  4. Reframing is certainly logical and may work. I find that what really works, motivates is when we provide a “what’s in it for me?” Component into the resistant attendee’s perspective.
    Also, mixing up the experiential components of training take the mundane out of the picture.


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