The document provides guidance on conducting effective workshops. It discusses workshop objectives, planning, activities, facilitation tips, and evaluation. Workshops are intended to actively engage participants in learning new information or skills through reflection, discussion, practice and planning for real-world application. Effective workshops involve clearly defining objectives, considering participant needs, facilitating interaction, and gathering feedback to improve future sessions.

1. Online Assignment
Work shop
Submitted by,
Hema S N
English Optional
Reg no: 13975009

2. INTRODUCTION
Experience and research show that people generally learn more and remember
better when they think about new material, figure out solutions, and apply new
knowledge to their own lives and needs. Such a workshop is sometimes called
"process-oriented" because the participants productively work through a process
rather than simply receiving the product. Every workshop must have a goal. Many
workshops are a waste of time because there's no clear goal kept at the centre of the
discussion. Without this clear goal, there's really no point in getting people together.
Workshops are a common educational format for transmitting information and
promoting skill acquisition.
The focus of a good workshop is building basic understandings, teaching key
concepts, and allowing practice of some useful skills. Think of yourself as a
workbook, not a textbook. The real genius of most workshops is the ability to take a
complex topic and make it understandable and useful rather than to give in-depth
“coverage” or to display one’s commanding mastery of a topic. When designing a
workshop, it is often helpful to use different types of activities that will meet the
needs of participants with different learning styles and, when presented together, will
provide a complete learning experience.
CONTENT

3. An interactive workshop engages the participants actively in learning new
information or techniques. The workshop facilitator makes it possible for audience
members to participate actively:
 Participants might help set the agenda
 Participants have chances to apply new information to their teaching
 Participants can analyze problems or difficulties in order to figure out
solutions
 Participants often share their experiences and ideas.
Activities in a Workshop
Reflecting on Experience activities
Reflecting on Experience activities are used to capture the
motivation, imagination and energy of a workshop audience. Reflecting
activities encourage workshop participants to look back on their own personal
or professional behaviour in a way that prepares them for new learning and
change.
Assimilating and Conceptualizing activities
Assimilating and Conceptualizing activities are used to
provide workshop participants with new information. These activities can
provide outside information in the form of theories, data and facts, or can
inform the group about itself or individuals about themselves. These activities
also encourage workshop participants to apply concepts to their own lives.
Experimenting and Practicing activities
Experimenting and Practicing activities encourage participants
to use knowledge in a practical way. These activities provide an opportunity
for participants to practice and involve themselves in new behaviours and
skills. The workshop can provide participants a safe environment in which to
try out new things before putting them into practice in the "real world."

4. Planning for Application activities
Planning for Application activities provide a stimulus for
implementing and utilizing new learning outside the workshop context. Planning
activities prepare participants for and increase the likelihood of transfer of
learning. These activities are often used at the conclusion of a workshop or when
the focus of the workshop is about to shift from one topic to another.
Steps of conducting workshop
1. Define the workshop objective.
Whether you are teaching a skill, delivering information or increasing
awareness, outline the goals of your workshop. This analysis may result in a list of
specific skills you will be teaching, concrete topics you will cover, or simply a
feeling you will inspire in your participants.
2. Plan carefully.
Determine the details of the workshop. If you will be delivering
information, decide exactly what you will discuss. In the case of skill-building,
determine the types of activities you will include in your workshop.
Coordinate and organize. You might decide to invite other experts to give
demonstrations or short talks.
Contact them well in advance. If you will need particular supplies or
materials, gather them ahead of time. If your workshop requires that your
participants arrive having read or experienced something, notify them in advance.
3. Arrive early.
Set up all equipment before participants arrive. If you are using video,
graphics or other media, test them out before the day of your workshop.
Arrange the chairs in advance. Depending on the objective of your
workshop, you might arrange the chairs in a circle, in rows or across long tables.

5. Distribute materials. If you have notebooks or other workshop materials to
hand out, place them on the tables or chairs in advance to save time during the
workshop.
Greet participants as they arrive. Arriving early allows you to set up, relax
and get to know participants before the start of the workshop. This helps in
building relationships with the participants.
4. Welcome everyone and begin introductions.
Introduce yourself, explain the workshop objective and ask participants to
introduce themselves. Limit the introductions to a few sentences by asking everyone
to answer two or three specific questions, such as providing their names and what
they hope to gain from the workshop
5. Create opportunities for interaction.
Deliver information in short spurts and allow participants to ask questions.
Divide participants into groups to complete a task and ask them to report back to the
entire group.
6. Allow regular breaks.
Scheduling breaks helps people assimilate the information and reflect. Let
participants know how often they will get breaks and the lengths of the breaks. This
allows workshop attendees to plan accordingly for restroom usage, phone calls and
other personal needs.
7. Ask participants to fill out an evaluation form at the end of the session.
Include questions that help you gauge whether or not the workshop met your
intended objectives. Ask for suggestions for how the workshop may be improved in
the future
8. Follow up with the participants after the workshop.
Ask workshop attendees if you may contact them in the future for their
input. Some people need time to reflect back on their workshop experiences.
Following up with workshop participants several days or weeks later might reveal
new insights

6. Situations in Which a Workshop Would be the
Best Choice
A workshop, as explained above, is valuable in certain circumstances. There
are a number of situations in which a workshop would be the best choice:
 The Beginning of Something New. If your organization is adopting a new method, or your
community initiative is taking a new track, there are often new pieces of information or ways of
functioning that people must learn. A workshop, or series of workshops, is a way to introduce
these in a short time and get people ready for the change.
 The Initial Training of Staff or Volunteers. Workshops are often a good way to train new
staff members or volunteers in the philosophy, methods, and functioning of your organization,
or in techniques they'll need to do their jobs.
 The In-Service or Ongoing Training of Staff or Volunteers. Workshops in different
issues, techniques, etc. are a good way to keep staff and volunteers fresh and thinking about
what they're doing.
 Staff development. Workshops are often used as a way of honing professional skills and
learning about new developments in the field.
 The Demonstration of a New Concept. If someone in an organization has been exposed to
a particularly exciting new idea or technique, he may want to conduct a workshop on it for his
colleagues, or the organization may want to bring in someone to do so.
 The Explanation of Something to the Public. An organization may conduct a public
workshop on its issue, in order to make sure that people are informed about its cause or about
what it is doing. An adult literacy program may hold a workshop on illiteracy in its local area,
for instance, or a shelter might hold one on the causes and consequences of homelessness.
 The Availability of a Knowledgeable Presenter. If you have particular expertise in a
subject, you may be asked to present a workshop to staff or members of another organization, to
the public, at a conference, etc. Well-known people in a given field are often invited (and paid)
to travel long distances to present workshops.

7. TIPS FOR CONDUCTING EFFECTIVE
WORKSHOPS
Pre-workshop planning
1. Define your objectives for the teaching session
2. Find out who your audience will be
3. Determine your teaching method and design the
appropriate workshop activities.
The workshop itself
4. Introduce the group members to you and to each other
5. Outline your objectives for the teaching session
6. Create a relaxed atmosphere for learning
7. Encourage active participation and allow for problem solving and/or skill acquisition
8. Provide relevant and practical information
9. Remember principles of adult learning
10. Vary your activities and your style
Outline your objectives for the teaching session.
Tell the group what you hope to accomplish in the available time. Specify what you will and will not
do. Try to match your objectives to the participants' needs. Outline the schedule of vents so that the group
members will know what to expect. Feedback on the proposed agenda is helpful in ensuring consensus
between your suggested plan and the group's needs.
Create a relaxed atmosphere for learning.
The introduction of group members to you and to each other helps develop an atmosphere
of mutual cooperation and collaboration. Outlining your workshop objectives and
how you plan to achieve them will also help realize this goal. Effective questioning and active
participation by group members further facilitates an atmosphere conducive to
teaching and learning.
Encourage active participation and allow for problem solving and/or skill acquisition.
Provide relevant and practical information
Remember principles of adult learning
Vary your activities and your style.
Summarize your session and request feedback from the group.
Enjoy yourself - and have fun!

8. CONCLUSION
There are a number of different ways to teach people things, and
because people learn things in different ways, a workshop has some advantages (and some
disadvantages, too, most notably the lack of time it provides) over these other methods that
make it a good choice in certain circumstances.
A workshop provides a way to create an intensive educational experience in
a short amount of time, when the time for a more comprehensive effort may not be available.
Participants may be working, they may be too far apart to gather together regularly, or may
simply be unwilling to commit large amounts of time. A workshop can introduce a new
concept, spurring participants to investigate it further on their own, or can demonstrate and
encourage the practice of actual methods.
It's a great way to teach hands-on skills because it offers participants a chance to
try out new methods and fail in a safe situation. Failure is often the best teacher, and failure in
this instance doesn't carry a cost. At the same time, feedback, from both the presenter and peers
in the group, helps a participant understand what she can do to avoid failure in a real situation.
A workshop is a way for someone to pass on to colleagues ideas and methods that
he has developed or finds important. Teaching a graduate course may not be possible, but he
may be able to reach large numbers of people by conducting workshops in various situations.
Especially for people who work together, a workshop can help to create a sense of
community or common purpose among its participants.
In order to conduct an effective and successful workshop, you need to address
its planning, preparation, and implementation. As you plan, consider the workshop's audience,
its size, its length, its purpose, and your presentation options. Preparation includes logistics
(managing the physical items involved, materials, equipment, etc.), and preparing
psychologically as well. Finally, the implementation of the workshop includes attending to all
three of its phases: introduction, substance, and closure. And don't forget to follow up, both by
fulfilling any promises and using feedback to redesign or change parts of the workshop so that
your next one will be even better.

9. REFERENCES
 http://ctb.ku.edu/en/table-of-contents/structure/training-and-technical-assistance/
workshops/main
 http://faculty.virginia.edu/marva/Teaching%20Workshops/conduct_workshop.htm

10.  http://faculty.virginia.edu/marva/Teaching%20Workshops/conduct_workshop.htm
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