How do you deal with difficult audience members? With positivity and respect.
- Barbara J. Mayfield, MS, RDN, LD, FAND
- 2 hours ago
- 6 min read
Which of these audience members have you dealt with? The Distracted Technology User. The Chatterer. The Challenger. The Late Arrival. The Nonparticipator. The Complainer. The Interrupter.
Possibly, all of the above? What others can you think of?
These difficult audience members may be most noticeable in live group settings, but they also show up during virtual presentations, on discussion boards, on social media, and more.
Dealing with difficult audience members comes under the umbrella of audience management. Chapter 35 in Communicating Nutrition: The Authoritative Guide describes strategies for audience management, which involve principles and practices for ensuring an attentive and engaged audience.
Last week’s post shared the important concept of being fully present. This post shares how to deal with difficult audience members and includes an updated excerpt from this chapter.
Prevent difficult audience situations and handle them with positivity and respect.
As Chapter 35 explains, “Ideally, prevent the need to manage an unruly audience by captivating them so effectively that paying attention and participating is easy. Add to that clear expectations that are effectively enforced, and problematic situations will be minimized, but cannot be eliminated. Recognize the potential for audience members to pose a challenge.”
“The communicator’s goal is to maintain a positive atmosphere, respect the individual, and never lose control over the situation. With a little tact, patience, and practice, the most challenging audience members can be handled.” Let’s explore further…
How to effectively manage different types of difficult audiences.
Maintaining composure and positivity and demonstrating respect go a long way in handling every type of difficult audience situation. Let’s look at how to deal with different types.
Distracted technology users
With technology-free presentations becoming increasingly less common, the first line of defense is to establish clear expectations for their acceptable use. The goal is for technology to enhance the experience, not detract from it. As a minimum, request that electronic devices be silenced and calls be taken outside the room.
When technology is used in distracting ways, the person using it is clearly not attentive or engaged and may be prohibiting others in the audience from fully participating. In these situations, the communicator can implement several tactics:
Move closer to the area of the room where distractors are sitting and refocus their attention with direct eye contact.
Without appearing frustrated, calmly stop talking. Silence can be an effective method for regaining attention.
Speak privately to the offender to discuss acceptable technology use.
Chatterers
Audience members may engage in side conversations with other participants for a variety of reasons, which may or may not be related to the communication topic. If it appears that audience members are asking others to repeat or explain something, stop and ask the audience if they need information repeated or explained. Communicators who are fully present are better prepared to notice this need.
When audience members are engaged in unrelated conversations, the tactics listed above for distracted technology users can be effective.
To allow audience members to talk and express their ideas and opinions, build in opportunities for discussion and asking questions. Let them know these opportunities are planned and suggest in advance to jot down their thoughts as they arise so they will be prepared for this activity.
Challengers
Audience members who challenge the communicator are difficult to handle with positivity and respect, but maintaining composure is critical.
Practice the following guidelines to maintain control during this situation:
Recognize the audience member by name. If their name is not known, ask for it. Identifying the individual can prevent escalations in temper or further challenges, due to being recognized and the subsequent potential for repercussions, such as negative social media postings, feedback to colleagues, etc.
Acknowledge the individual’s contribution and thank them for their viewpoint. Be gracious. Avoid sarcasm, unkind remarks or expressions, or being defensive. Be attentive.
Determine whether to address what the person said or to move on.
Strive to keep on topic.
If necessary, in person, cut the challenger off in the interest of time: “Thank you for your perspective. In the interest of time, we need to take the next question.”
Maintain a positive and professional demeanor. If the challenger is acting hostile in any way, do not match his or her behavior, but remain calm and pleasant.
Offer to speak to the person later.
An audience will appreciate a communicator for maintaining composure and preventing an unpleasant exchange.
Late arrivals (or early departures)
In some settings, audience members may come and go, which can be distracting to the presenter and others. This is most common at larger conferences, where people may be trying to attend multiple activities within the same time frame.
Assume the best about their reasons for arriving and departing rather than taking it personally. As a rule, don’t draw attention to their coming and going; stay focused on communicating.
In some instances, late arrivals will stand in the back rather than move forward to an empty seat. If possible, welcome them and invite them forward without disrupting the flow of the presentation. This works well during natural breaks such as following the introduction or before beginning an activity. To assist, ask people who have empty seats near them to raise their hands. It doesn’t take long, and it demonstrates respect to all attendees.
If presenting to the same audience multiple times, speak privately to anyone who is routinely tardy or leaves early. Contact them via email, phone, or text if not around before or after the presentation. They may have a situation that prevents them from being on time or staying for the duration. To prevent this situation, at the onset of a series of sessions, ask if anyone will have a conflict with arriving on time or need to leave early.
Nonparticipators
At times, an audience member may refuse or hesitate to participate. Several strategies can be effective:
One solution is to create various levels of participation and assign the reticent member the role of observer. An observer can acknowledge whether other participants followed directions or can provide encouragement. Give the person something specific to observe rather than saying, “You can just watch.”
Consider other ways to involve nonparticipators that are non-threatening such as passing out supplies or being the timer.
Invite people to work together. Those who do not like to speak in front of others may feel more comfortable with a partner or a small group. Create safe ways to involve everyone.
Refusing to participate may be more common with young children who are shy or who lack confidence in their ability to do an activity. In these situations, provide an easy way for them to be involved:
You or someone else could do the activity and ask them to state whether it is being done correctly. Many children enjoy participating vicariously through others.
Do the activity with them or partner them with another child. Often, once they have completed something with another person, they are ready to do it on their own.
Opting out of participating can also be common with audience members for whom English is not their first language. Provide alternatives as listed above. Avoid pressuring or shaming someone into participating.
Complainers
If an audience has chosen to attend, as in a conference session, they are less likely to complain or whine. However, in settings like classrooms, these behaviors may be more common. When comments such as, “Do we have to…?” or “This is so boring…” are expressed, what can the communicator do?
Remain patient and tactful. If appropriate, offer such individuals a choice to sit out and watch others, but don’t allow them to get out electronic devices. If full participation is in order, mention how quickly an activity will occur and what will take place next if everyone stays on task.
Invite complainers to meet later and ask them to provide more details for their complaint and to suggest alternatives. Complainers are often silenced when they are given an ear. The goal is to prevent others from joining their chorus.
Interrupters
Audience members who interrupt likely have a strong desire to contribute, whether agreeing or disagreeing with the presenter. They may be impatient for more information or to ask questions. They may simply be seeking attention.
This situation is ideally prevented with clear expectations of when audience members can talk and whether they are to raise their hand to be called upon. When interrupted, remind the audience member of this expectation or ask them to state the rule. Others will be grateful the communicator remains in control.
When the communicator is fully present, they are more likely to prevent interruptions and other problem behaviors.
For more tips on audience management and engagement, check out these posts and tip sheets:
Tip Sheets: 3 – Engaging Your Audience 13 – Strategies for Audience Management 17 – Connecting with Your Audience 33 – Attentive Audiences
"Just because you are dealing with difficult people does not mean that you must become like them." ~ David Leddick
If you like this content, please share it:
