Learning exercises and activities are the most valuable aspect of a workshop. This is where on-the-job behavior changes begin to happen. New knowledge alone is rarely sufficient to effect a change. The following are some approaches to organizing and conducting exercises and activities:
This approach involves first presenting information and then applying it. Experts say the deductive approach works best for technical and administrative topics. For example, the workshop designer presents a case study depicting scheduling problems in a production department. Part of the presentation involves explaining administrative solutions. The next phase of this process requires participants to apply those solutions to the case.
This is a variation on the deductive approach because it explains how learners should perform a task or skill. Modeling involves a step-by-step demonstration of desired behavior (usually on a videocassette or computer screen) and a subsequent discussion of key actions and principles. This approach translates theory into practice (role plays and simulations), which provides opportunities for critiques and reinforcement. The most effective uses for behavior modeling are supervisory skills training and instruction in conceptual or theoretical subject matter that may be difficult to comprehend without practical applications.
This approach involves first observing participants' behaviors and then analyzing the effects of these actions. It is most useful in such situations as crisis management and interpersonal skills training. The designer presents a related case, such as an increase in errors made by the production department, and participants try to solve the problem. The workshop leader and the group observe their behavior skills and later offer feedback on their performance. Some feedback criticisms may include the following: based decisions on insufficient information; too hesitant to make decisions; made too many snap decisions; took a limited view of the situation; used wrong criteria in making decisions.
A videocassette recorder would be a good teaching tool for the inductive approach, to back up the commentary and show participants where their performance was strongest and where it was weakest.
This is a variation of the inductive approach. Designers present a work-related problem, and teams or individuals consult with the workshop leader, talk with other participants, and use workshop resources to reach a decision or solution.
By combining the approaches, workshop leaders use the diagnostic and instructional benefits of both. Participants receive structured information and also have the opportunity to practice and experiment with new behaviors. This combined approach will take more time, but it is highly effective.
Managers as trainers. Maximize the workshop's effectiveness by planning to use managers as trainers. Managers have the greatest influence on the workforce and are better able to generate interest in training. When you use professional trainers, brief managers on content, encourage them to attend sessions, and ask them to reinforce results.
Job-specific workshops. To ensure that workshops are job specific and practical, design activities and exercises based on organizational concerns and issues. Organizations realize the value of workshops that are custom designed to support plans, decisions, and actions needed for job improvement.
Keep in mind that the best designs give participants the opportunity to perform tasks required by their jobs, and to apply new skills and knowledge to improve their performance. Use group size as a guide for designing activities. Remember, small groups of no more than 10 work best for discussions and interpersonal skills training.
Learner skills. Use flexible, open-ended designs to accommodate a variety of learners. Seasoned employees will work independently, making sophisticated contributions to the workshop, and will require minimal assistance from the workshop leader. Less-experienced employees will rely on the guidance and contributions of workshop leaders and will benefit from the experience and knowledge of the rest of the group.
If you design assignments and activities on interpersonal skills for managers and supervisors, give them sufficient time to prepare for effective discussions, observations, and feedback. Workshops on this kind of process-oriented training may be difficult for managers and supervisors who are accustomed to focusing on solutions. They may also be hesitant to critique or discuss each other's behavior unless they feel prepared to do so.
Feedback. To ensure that participants understand behaviors and the impact of certain actions, build structured observation into exercise and activity designs. Handouts such as checklists and questionnaires can help group members focus on interactions, skills performance, and interpersonal skills. Before beginning a process observation and feedback discussion, make sure the group has reached a comfort level that allows this kind of activity. Make sure that all feedback instruments, such as surveys, checklists, and questionnaires, address job-specific behaviors, actions, or attitudes.
Structure activities to include two observers in a group. If you're using specific exercises for developing interpersonal skills, require a facilitator for each group. This individual can assist participants in learning how to relate to others in the group. Require videocassette recorders as part of the activity sessions. These machines capture group process and support data gathered by observers.
Today, workshop leaders and designers have a wealth of resources to choose from. Games, simulations, group activities and exercises, visual aids, computers, software, video equipment, books, and a variety of instruments can be used to enhance workshop learning. The following are some hints for developing and using resources:
Buy professional materials from vendors when cost, relevance, approach, and job specifications fit both your instructional and budget plans.
Create your own resources by starting with available materials and making improvements and changes to suit your own needs. But remember to make a distinction between using materials as sources and violating the copyrights of others.
Use specific materials in workshops, such as case studies. Use short (maximum four paragraphs), to-the-point case studies for workshops. These are easiest and most effective with large groups working under strict time constraints.
Think of the group itself as a resource. Try to set up workshops to encourage interaction and an exchange of ideas. Participants bring a great deal of information and experience to discussions and activities.
Make sure that a consistent training philosophy guides your design. Workshop designers should explain to leaders and participants the theories that support each presentation and activity.
Draw up a bibliography or supplementary resource list for participants interested in further investigation into the theory and philosophy of behaviors and practices covered in the workshop.
For instructional media to be useful, they must contribute directly to communicating and accomplishing workshop objectives. The most effective kinds enhance participant involvement and activity.
Traditional media. Be careful not to limit yourself to traditional kinds of media. Visual aids like chalkboards and charts often are used to enhance a lecture, making participants passive recipients of knowledge. Though some elements of the workshop will require presentations of information, be sure to follow up this passive process with other media-supported activities such as videotaping a lively discussion of the lecture topic.
Use instructional media (films, tapes, computers) to communicate large amounts of subject matter. The use of media equipment eases the workload and time investment of a speaker who is expected to be very knowledgeable, pleasant, and patient. Encourage interaction between learners through the use of films and tapes that relate directly to jobs, involve the learner in active instruction, and demand problem-solving and decision-making skills in follow-up assignments.
Increase behavior changes by using both participant and media feedback. For example, teams of two learners can evaluate each other's performance with the assistance of a personal computer, which facilitates dialogue and interaction.
New technology. Use personal computers to bring an active dimension to the training before, during, and after the workshop. Some software programs can diagnose and analyze the effectiveness of organizational and individual behaviors. Software used for preworkshop instruction can teach background for learning a new skill or process, and prepare learners to focus on application and practice during the workshop. Programs that focus on improving job performance and current skills can last through the workshop to a follow-up phase.
Before purchasing sophisticated media, consider ease of operation, cost, and space requirements. (For more information on media uses and selection guidelines, see Info-lines No. 9610, “The Basics of Internet Technology”; and No. 9701, “Delivering Quick-Response IBT/CBT Training.”)
Workshop leaders are responsible for facilitating the accomplishment of training objectives. In group training situations, they focus more on process than on active leadership. The facilitator's role exists somewhere between group member and change agent who helps the group move toward achieving common goals. Here are some functions associated with the job of workshop leader or facilitator:
In preworkshop planning and early stages of conducting the workshop, the primary role of the leader or facilitator is to direct learners toward producing results and attaining objectives. Leaders begin planning by assessing participants' training needs and expectations, and continue through the design phase and the workshop in progress. They're prepared at each step to make adjustments and reorganize the training for the benefit of learners.
Other planning functions include identifying and defining instructional methods and techniques, and selecting media. Leaders also are responsible for preparing environments that are physically comfortable and psychologically conducive to learning.
The leader or facilitator is concerned with the following planning issues throughout the workshop:
Is the group taking directions toward accomplishing objectives?
Are individual and group needs being addressed?
Is the psychological environment of the workshop secure so that changes can take place without difficulty?
Do participants have the opportunity to try new behaviors according to workshop objectives?
Do participants have the time to think through their subject content and experience it?
Is the group developing an identity as a cohesive and supportive network?
The leader guides the group by exhibiting appropriate behaviors during the workshop. This is an informal way of setting behavioral norms or standards that encourage effective growth and change. The following are some guidelines for appropriate behavior during the workshop:
Demonstrate your respect for participants. Show that you value them by listening and not interrupting them. If you disagree with an idea or comment, make it clear that you're rejecting the words, not the person.
Facilitate learning. Create a physically and psychologically comfortable workshop environment. Indicate by your actions that the climate is safe for experimenting and trying out new behaviors and ideas. Never criticize participants for expressing their feelings and opinions.
Listen to and respond to feelings. Expressions of anger, frustration, happiness, and enthusiasm indicate how the group is progressing and represent the dynamics of group interaction. Honest expressions of feelings are part of the growth and change necessary for workshop participants to attain objectives. Never take these expressions personally. If you view them as a natural and normal aspect of group experience, you'll be able to channel them in a productive manner.
Demonstrate correct learning process. Begin sessions with activities and learning experiences that involve everyone. Invite participants to set up cases or scenarios in which they will take an active part by trying to reach solutions and accomplish goals. Workshops should provide an opportunity for participants to examine their actions and experiences.
Address current workshop happenings. Let participants know the learning process at hand is most important. Talk about past experiences, other workshops, or groups only when these tie directly to the accomplishment of current workshop assignments.
Share responsibilities for learning. Demonstrate your belief that the workshop is an experience of planning together. Never surprise the group with new tasks and topics. Don't pull rank over others. Let the group take some responsibility for achieving objectives and determining the best direction for pursuing their achievements.
Assist with exercises and activities. Assist the group in constructing and adapting exercises and activities to help participants accomplish their personal learning goals. Use methods such as role plays and small groups (dyads and triads).
Guide group analyses. Make comments, state generalizations, raise questions, provoke thoughts about the workshop experience, and lead participants in a thoughtful discussion of issues. Analysis should include interpreting the group experience and the learning, asking participants what they think is missing in the workshop, introducing a concept for discussion, and asking participants to explain the implications of their ideas.
Provide support to group members. Emotional support is crucial in learning situations that require group analysis of new and existing behaviors. The leader's intervention and supportive comments will establish a standard of behavior that the rest of the group can use as a model.
Encourage involvement and responsibility. Help the group to think through issues and assist one another. As participants develop together and gain experience, the leader can, for example, encourage them to select role plays and scenarios. The leader can also turn questions back to the group and ask for group opinions and interpretations of what is going on in the workshop.
Value your role. As a member of the group, the leader shouldn't try to maintain a psychological or emotional distance from other participants or demand special status as the leader. These two extremes may cause the group to withdraw from the leader. Try to maintain a delicate balance as facilitator, guide, or resource person and group member.