Conditions for Workshop Success The Ultimate Workshop Training Handbook, B. Klatt Summary of Chapter 9 Course: Design and Evaluation of Training Workshops and Programs Prof. M. Ed. Verónica Castro R. November, 2013
Student: Xinia Nagygellér Jiménez
Conditions for Workshop Success In order to secure the success of a workshop or training program, three main conditions have to be met. These are related to:
Learning Readiness
Workshop and learning climate
Workshop and Learning Climate • Workshop leaders need to create an appropriate learning climate in which participants are: • challenged but supported, • reflective but active and vocal, • and comfortable but with the need to deal with new ideas and perspectives
The following are aspects to take into consideration to influence learning climate: Assumptions underlying workshop and Learning Climate
Strategies for effective learning climatethe long answer
Workshop and learning climate
Strategies for effective learning climatethe short answer
Effective / Ineffective Learning Climates
Assumptions underlying workshop and Learning Climate • Learning climate can be influenced to achieve individual and group change in an organization through three methods:
The Command Method
The Reason Method
The Facilitate Method
*Demanding/ordering others to change behaviors *Temporary compliance *Defensiveness and sabotage
*Persuading others with special knowledge and logic *Longer lasting, internalized change
*Working with participants’ values/assumptions *Change of attitudes *Natural behavior change
Effective / Ineffective Learning Climates
• Effective and Ineffective Learning Climates differ in what is seen, what is heard, and what is felt in workshops and training programs.
Strategies for effective learning climate- the short answer An action that can be taken to establish an effective learning climate is the short answer = the result of everything the workshop leader does:
Developing rapport Practicing adult-learning principles Ensuring the workshop process is understood Clarifying participants’ needs Reviewing the workshop benefits Tying-in learning material with related examples/stories
Strategies for effective learning climatethe long answer Focus on sharing responsibility for the workshop and training program success with the following 15 strategies: 1.
Aim for a strong performance ethic
2.
Motivate participants and practice adult-learning principles
3.
Establish yourself personally and professionally with participants
4.
Clarify purpose and outcomes with participants
5.
Show context (how new learning fits in their job)
6.
Start with a bang (hook participants at start-up)
7.
Start where there is energy in specific participants
8.
Begin at the group’s level of competence
9.
Work with a clear agenda
10. Make your process visible, discussible, and challengeable 11. Involve participants in operating the workshop early on 12. Build participant confidence with respect and courtesy 13. Lead by example, model what is wanted from others 14. Establish a 50/50 partnership with participants 15. Give participants permission (to make mistakes, experiment, test their limits)
Learning Readiness • •
An individual’s or group’s need, desire, and motivation to learn A necessary element to have the workshop progress smoothly
Elements
Learning Readiness Strategies for assessment
Demanding it
The elements needed to achieve learning readiness
1. Awaren ess of proble ms or opportu nities
5. Desire and motivatio n to learn that exceeds the loss of old ways of knowing and working
3. Awarene ss of personal and organiza tional benefits
2. Awarene ss of one’s role in a situation and of the possibilit ies for improve ment
A supporti ve and challengi ng climate for learning
4. Awaren ess of the need for learning in order to make improve ment
Strategies for assessing learning readiness • Klatt (1999) advises not to provide training materials or exercises until participants show that they are learning ready. To tell whether or not a group is learning ready: 1. Explain and discuss the elements of learning readiness with the group and then ask directly 2. Have participants talk while you listen 3. Pay attention to tones, nonverbals, and indirect communication 4. Pay attention to rapport 5. Pay attention to little words (why/how)
Strategies for encouraging learning readiness • Making sure participants want the learning they need and that they know why it is important and beneficial is a necessary practice to promote learning readiness. These strategies help: 1. Assess learning readiness: connect the workshop to participants’ interests/needs 2. State and discuss the benefits 3. Provide expert testimony, senior management support, and/or anecdotal evidence from previous participants 4. Provide hard data (statistics) 5. Show relevance with stories and examples 6. Give them a taste (the start-up hook) 7. Demonstrate the need and value of the learning 8. Model confidence and commitment 9. Ask participants to reserve their judgment for now and give the workshop a chance 10. Adapt the workshop when necessary to help participants become learning ready
Demanding learning readiness • Klatt (1999) claims that when a group is not learning ready after trying all possible strategies, it is better to give up and quit. People who are not emotionally or intellectually ready will not benefit from the workshop. • Besides of a good workshop learning climate and learning readiness, participation readiness is necessary to achieve the success of the workshop or training program.
Active Participation ≠A Strongly Held Norm
The Catch-22 of Participation Readiness
Strategies to get participants involved
Participation Readiness when participants share needs, experiences, and stories, accept challenges, contribute to the group
What can be done to influence and encourage participation readiness 1. Active participation is not a strongly held norm: The school system, the organizations, TV, and society have influenced it not to be so. It must be encouraged by involving participants early and often. 2. The “Catch-22” of participation readiness: participants may want to have a student role and be taught in the traditional way, not participating actively in the learning process. 3. Strategies for getting participants active and involved: .practice the strategies or learning climate and learning readiness .get the group working on something related to workshop outcomes or process .involve the group with an ice breaker or simulation exercise .avoid strategies to keep people alert that only make them uncomfortable
How learning climate, learning readiness, and participation readiness interrelate • Klatt (1999) states that learning climate, learning readiness, and participation readiness influence each other and facilitate learning. In addition, learning or achievement generates motivation, which leads to an increment in those three conditions. The most important condition is learning readiness and on it depend the other two conditions.
References Klatt, B. (1999). The Ultimate Training Workshop Handbook.
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New York: McGraw Hill