Secrets of an Introvert in a Professional Training Classroom

Three hands eagerly shoot into the air seconds after the instructor asks a question. Mine isn’t one of them … I’m still stuck on the deeper implications of the question he asked five minutes earlier.

Later as my small break-out group gets acquainted, the hum of discussion distracts and I fight for focus … on the workplace challenges facing Deidre—I think that was her name?

And later still, an online poll quickly displays participants’ anonymous responses on the screen at the front of the room. I’m secretly satisfied knowing my vote is included in that tallest bar, confirming I’m one of the “typical” responses (and secretly doing the math to figure out exactly how many people could have picked the lowest category to give it only 14 percent).

 

Active learning strategies have been part of contemporary professional training seminars and conferences since the ‘90s. Designed to help business professionals learn more, many L&D approaches encourage participation, with the facilitator serving as a guide. And research shows that these methods do help us learn better.

But in a room filled with people of varying temperaments along the introversion/extroversion scale, do these components have equal appeal and results for all? Results: Yes. Appeal: No.

According to research, learning outcomes in a cooperative or social learning environment are the same for extroverted and introverted personality types. Introverts, do however, have a slightly lower opinion of training that promotes engagement and shared responsibility.

You may know that the primary difference between extroverts and introverts is how each receives energy. “An extrovert is energized by external sources, such as people, activities, and objects. The introvert is the opposite. His sources of stimulation are internal ones such as ideas, impressions, and emotions,” explains Tami Isaacs PhD, writing for facultyfocus.com.

“Extroverts and introverts also vary in their response to external stimulation. An extrovert thrives in an active setting and wants variety in the material presented. The introvert tries to reduce the amount of outside stimulation by behaving in a passive manner and prefers fewer topics presented in more depth.”

Their brains process information differently. “The extrovert draws upon small amounts of information in his short-term memory in developing his thoughts, while the introvert recalls thoughts stored in his long-term memory to build more complex associations. The introvert needs more time, therefore, to develop his ideas and express them.”

Back to the professional training … A typical extrovert thrives on moments in the spotlight, opportunities to discuss and contribute quickly. An introvert will usually be more reflective before responding to questions or making suggestions. And social situations take more energy, causing him or her to seem unenthusiastic or unsociable when, in fact, he or she may simply be busy reflecting on some concepts.

So how can professional learning experiences be adapted to appeal to the temperaments of all business professionals?

1. Create a balanced flow between social and reflective activities for classroom training—Collaboration between introverts and extroverts produces great work every day in workplaces. To encourage this in training, activities that move learners in and out of their comfort zones—from the more social activities to contemplative solo reflection are ideal. This combination helps individual learners get the rewards from each, as well as offering all personalities a chance to “energize” in the style that helps them learn best.
2. Create smaller groups of two or three rather than five or more—Quiet learners are more likely to contribute when groups are smaller, suggests Sarah D. Sparks for edweek.org.
3. Prepare Pre-course Materials—When possible,  provide materials to participants before the class for people to review, suggests Jennifer Kahnweiler for the Association for Talent Development. When introverts have time to prepare before the training, they are more likely to feel comfortable participating. This pre-course prep has the added advantage of enabling topics to be covered more in-depth because learners all have at least a basic understanding at the outset.
4. Instructors should be knowledgeable of different temperaments—Teachers who are more introverted themselves view introverted students more favorably, according to K - 12 classroom research. Of course, professional trainers’ temperaments vary, but understanding the typical preferences of both introverts and extroverts can help them better manage discussion and participation, eliciting input from learners who are quick to jump in as well as allowing more contemplative learners to interject later without being drowned out by louder voices, suggests Tami Isaacs PhD for facultyfocus.com. Also allowing for one-on-one with instructors during breaks or before or after class allows more quiet learners to ask questions privately.
5. Stop trying to teach introverts to adopt crowd-pleasing behavior—Allow attendees to opt out of networking events and choose their own seats so they can sit with friends if they choose, suggests James Cowan for canadianbusiness.com. “And ditch the make-a-new-friend games” as most extroverts already know how to make small talk and introverts won’t mind “letting the ice melt slowly.”

 

Learn more when you register for: Excelling as a Manager or Supervisor.

 

Workplaces are filled with professionals all along the introversion-extroversion continuum, with roughly half being introverts. Help ensure everyone is comfortable with the activities in your professional development classrooms. Slight adjustments can help make the experience more appealing for everyone.

 

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