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Tips for Workshop Leaders Prepared by Chuck Bokor Have you been asked to lead an educational workshop recently? Does the task loom large ahead of you? Is there much more to the task than you first anticipated? These tips for success might just give you the edge that you need! What is Your Role? Three essential roles are associated with the development and delivery of any workshop: 1‘ Administrator; 2. Designer; 3. Trainer/Facilitator. 1. Administrator Anyone involved in making the ar- rangements for the workshop is doing the administration role. Here is a checklist of responsibilities of ad- ministrators: - schedule the program: - promote the program via brochures. newspapers and other appropriate media: - process application forms and fees, and answer general en- quiries about the program; - select participants according to any predetermined guidelines; - mail a letter of confirmation and pre-course work: - notify those not accepted for the program: - notify applicants of cancellation in case of insufficient registra- tion (or other reason); - reserve appropriate accommoda- tions for the program; - reserve equipment as requested by the trainer: - make arrangements for catering meals and refreshment breaks: - provide an on-site co-ordinator to handle welcome signs, name tags. registration kits, and other administrative duties while the workshop is taking place; v provide workshop materials to participants as identified by the trainer: TIPS FOR WORKSHOP - pay the traineris) within three weeks of the program: ' pay for other expenses such as catering, accommodation. facilities and supplies; - mail any post workshop material to participants. such as certifi- cates. thank you notes and evaluation summaries: - handle the evaluation process and work with the trainer to act on results of the evaluations. 2. Designer The person(s) who develops the training program, whether it is a oneâ€" hour program or three-day conference, must consider its structure: a) What are the needs and interests of the participants? b) What creative ways can be used to help them learn? C) Is the information up-to-date and accurate? (1) Are the objectives of the workshop realistic, specific and mea- surable‘? What do you want participants to know, understand, do or value at the end of the workshop? e) Does the workshop framework fit into the time allowad and the space (facility) provided? Steps in Designing an Effective Workshop Step 1: Gather Information - facts, figures and interests Step 2: Develop Objectives - what is to be accomplished? Step 3: List the Variables You Have to Work With - concerns, problems and limitations Step 4: Review the Data and State the Problem - what is the primary aim(s) 7 list three or four major areas Step 5: Slot the Schedule â€" fit the major areas, introduction, closure. meals, etc“ into the outline Step 6: Select Appropriate Methods - consider your participants‘ situa- tion. your training style and the ob- jectives to help you create a learning experience Step 7: Complete the Design -develop your 'lesson plan,‘ utiliz- ing various techniques which make the program focus on the learner and not on the trainer Step 8: Evaluate the Design - have you allowed for the following: - reflection - reaction/confrontation - redesign or move on ' recognition and discussion - recreation/rest/relaxation 3. Facilitator/Trainer The traditional role of ‘teacher‘ in our education system should be de-em‘ phasized in providing a workshop for adults. Rather, as the word facilitate implies, you should ‘help to make 11 easier‘ for the participants to learn During the program, the focus is On them and their needs as they relate ID the workshop purpose, and not on the trainer‘s expertise or 'wisdom.’ _ Here are some guidelines to facilllalE learning: - have a humanistic approach - see the learner as a thinking-feenng continued on page 10 B H 8L C December. January, Februrary 199I