Workshops offer participants an opportunity to approach problems and learn new skills in a way that engages them. Ann Chivers suggests an approach to designing, commissioning and leading effective workshops.
Any kind of learning through experience can be referred to as ?experiential learning?. In the training environment, however, this term usually refers to a structured and systematic approach that allows the learner to experience, reflect, understand and act upon new knowledge. David Kolb, the best-known authority on experiential learning, describes it as ?the process whereby knowledge is created through the transformation of experience?(1). A facilitator guiding participants through the four steps of the experiential learning cycle can result in powerful and memorable learning.
When people think of experiential learning they usually associate it with outdoor activities and challenges such as raft building and orienteering; however, well-designed workshops can effectively employ the theory and challenge participants even in the classroom. When I was a teenager at school my science teacher told me that the blue part of a flame on a bunsen burner didn?t emit any heat. It was cold. I tested it out for myself. It wasn?t that I didn?t believe her, I just had to find out for myself: I had to experience it to understand it and then use the theory to answer a set of exam questions. The experience, the reflection (?ouch, that hurt?) the understanding (?the outside is hot and the inside blue flame starved of oxygen will be cold?) drove me to my action (?I won?t do that again!?) and thus I changed my behaviour. I am not suggesting we employ anything so dramatic for workshops; however, the aim should be to create an experience where learners can challenge their own views and beliefs, and build and develop their confidence.
Setting objectives
My own experience with the flame was an easy lesson to learn. What happens when the issues are more complex or more difficult to get to? Concerns and difficult issues can be addressed by workshops with some careful thought and preparation. Many organisations see workshops and training days as a panacea for all the ills of an organisation, and can have unrealistic expectations about what can be achieved. They sometimes set learning objectives that are doomed to failure. None of us like to waste our work-time and money on what we see as unnecessary training workshops that have little or no relevance to our job role. Therefore good planning, timely reviews and clear communication are key to organising effective workshops.
In planning workshops, it is important to ask ?What is the key objective for the workshop?? It may be awareness of the changes taking place in an organisation and giving people the skills to manage these. It may be to improve presentation skills or to consider leadership and management issues. Whatever the topic, consult with colleagues ? what do they expect of a workshop ? and give everyone the opportunity to have their say. Armed with this information, and having chosen a training provider, then thoroughly brief the facilitator. Good facilitators will research your organisation before meeting you, but they will not know the key issues in your organisation. If there are problems with internal communications they can use tasks and activities that will help participants discuss this in a safe environment. The context is vital. Be honest. Be specific.
Choose a facilitator who has great people skills. They will be guiding delegates into what are sometimes uncharted waters and they need to be able to support delegates in an emotionally intelligent way. Ask about previous experience, get recommendations and use someone who has knowledge and experience of working in the arts ? they will know some of the key issues affecting the sector and may have a wealth of other contacts to tap into. They will design workshops using tasks and activities to meet the objectives. Good facilitators recognise the value of including creative opportunities for delegates such as making face masks, providing drumming sessions, or creating stories and poems to explore. Tasks and activities will often use Kolb?s experiential learning cycle and will involve all learners, whatever their personal learning style.
Location, location, location
Get the training provider to advise on an appropriate venue for the workshop. For example, presentation skills workshops can be difficult if they are delivered on site. Individuals can feel awkward if they think colleagues may interrupt or if they have to dash back to their desk at lunch time to deal with essential emails. Ensure the venue has professional standard training space and, where appropriate, an accessible outdoor space. Consider noise levels ? if, for example, you are having a drumming workshop check with the venue if that is acceptable.
Delegates often return to the workplace eager to try out new ideas. Make use of this ? pin up a flipchart with the things to change; try out newly honed skills by making a presentation to colleagues; agree a three-month review and consider using SMART objectives on what changes you will make; get together with other delegates to have a ?virtual? meeting or telephone conference; write a précis on how it has added value to the organisation ? what has been the impact? The sooner new skills are put into action the easier they are to adopt.
Make a change
Not every delegate will find workshops a stimulating learning event, but for most there should be a variety of interesting activities designed to offer some new experience, give time and space to reflect and talk about how it felt, make sense and understand on a deeper level and act upon this new or differently perceived knowledge. This model isn?t the only effective method. But it is a simple and systematic approach to enable delegates to learn for themselves and feedback into the organisation to help meet its objectives. Workshops that are well designed and well run may not change the world but they can inspire, build confidence and be good fun!
Ann Chivers is a Facilitator and Consultant with Ann Chivers and Associates.
t: 0121 475 3922;
e: ann.chivers@talk21.com
(1) Kolb, D. (1984) Experiential learning, Prentice Hall.