Integration of the Theoretical Skills Learnt in Class on Workshop Design - Example

Running Head: Learning and Development - Workshop Critique Student’s Name: Instructor’s Name: Course Code and Name: University: Date Submitted: Learning and Development - Workshop Critique Introduction This essay is an integration of the theoretical skills learnt in class on workshop design and implementation with practical skills accumulated with the group during the entire project. The purpose of the essay is to consolidate what as an individual, I have learnt on workshop design and implementation by participating in a group project that culminated in the group’s workshop presentation. As a requirement of the course, the group was mandated to formulate a Learning Group Workshop which was assessed based on its design and its implementation during a 30-minute session. This experience is in this essay detailed with support of credible theoretical framework and literature as the basis of contemporary workshop design and implementation skills. To achieve the aforementioned ends, the essay first describes the rationale used by the group in formulating and implementing the workshop. This comprise of the specific theoretical principles that inspired the choices made by the group in coming up with the research design and implementation. Following that, a brief statement of the objectives that the group had at the beginning of the process helps give a foundation to the sections that follow. The essay proceeds to evaluate how the workshop design was implemented by the group so as to achieve the stated objectives. This section is solely concerned with how the group spent the 36 minutes of workshop implementation and how each of the activities included helped achieve the objectives. Theoretical appreciation of workshop design and implementation literature helps to elaborate on the rationale to the implementation strategy chosen as well as providing a benchmark on which the workshop could be evaluated for effectiveness. This opens up the grounds for the third section of the paper which reflects on the entire process and suggests possible improvements to the workshop design and implementation. To do this, the feedback collected after the workshop and the sampled literature helps diagnose shortcomings of the research design and recommend improvements as is appropriate. The essay concludes with the lessons learnt as an individual, from the group undertaking as regards the theory and practice of workshop design and implementation. The intents here is to consolidate what constitutes contemporary skills for workshop design and implementation practitioners in general, at all levels that such events are held including government departments, organisations, training institutions etc. The Workshop Design Preliminary Design Stages After the group formation, several meetings were held to discuss and brainstorm which topic would be relevant for their assignment. Fist they group chose their target audience as the over thirty (30) Post Graduate students in Griffith University-Nathan campus taking the HR learning and Development course and who were within the ages of 22-35 years. This was rather an automatic course requirement and thus the reason it was first decided upon. The workshop participants identified the group then decide by voting to prepare a training workshop entitled “Team Building Workshop through Effective Interpersonal Communication”, mainly because that was a relevant training to the target audience. The rationale of the workshop design and implementation was based on the needs of the target participants. Post-graduate work predominantly in groups and their ability to form and effectively learn through such groups, it is vital and critical that they build good working relationship with members of their groups. The training workshop was thus aimed at achieving a realistic end, one of enabling the participants in their university studies and thereafter in their careers. The group did not take it as an assumption though that the training was needed. That is why the next step was to conduct a Training Needs Assessment among a sample of 50 students in the HR Learning and Development class. The results of the TNA survey (conducted professionally as a scientific study) revealed that 78% of the total respondents perceived that listening to each other’s ideas is a good opportunity to learn something new. Perception is seen as a major factor affecting listening and giving feedbacks, but is often not given attention. Oftentimes, perception is a forgotten aspect of good interpersonal communication. In view of the foregoing, the need to emphasise the importance of perception in any team-building activity is therefore necessary. DeVito (2009) opines that “successful interpersonal communication depends largely on the accuracy of the impressions” that one develops of others. It is for this reason that the group decided to present a team-building workshop based on effective communication, with emphasis on the importance of perceiving others more accurately. The group had 35 minutes to facilitate the training workshop and following from the above, the group settled on the twin objectives of helping the target participants to better understand the importance of perceiving others more accurately and identifying the impact of perception in interpersonal communication and team-building. The next important decision for the group as part of the workshop design process was to decipher a design that could facilitate the attainment of the twin objectives. After researching widely, brainstorming and discussing on the training workshop design, the group decidedly chose to employ interactive strategies that would result to learning with fun. This design would then was then incorporate a lecturette, a structured learning exercise and visual and mental exercise. Materials were budgeted and sourced for and the preparation of the workshop materials such as A4 Coupon Bonds, LCD projector, laptop, white board markers, rewards for participants, begun in earnest, with tasks and responsibilities distributed evenly among group members. As already noted room size, furniture, lighting, audience size, audience expectations, high-tech and low- tech options, colour capability and quality were all some factors taken to great consideration prior to the workshop. Final Proofs for the Design In the implementation of the workshop the group settled on a three-tiered presentation in which three facilitators conducted the entire workshop training. The other members of the group were however greatly and equally involved in preparation of and hosting of the workshop. Among the three facilitators, one facilitated the lecturette as well as moderated the visual/mental exercise, the second one moderated over the structured learning experience and finally the third one debriefed the participants. The other members of the group ensured a smooth flow of the workshop by setting up the venue and assisting in the distribution of workshop materials. During the workshop, participants were arranged in groups of 5 with each group sitting in circular positions but facing the main speaker. The workshop begun with a brief introduction to give the participants the overview of what the training entailed and the activities to be used. In this introduction, the facilitator introduced the rationale, training objectives, the session plan and the focus of the training. The next item was a group activity for participants used to represent the whole concept of effective interpersonal communication, which the facilitators stressed as the essential component of team building success. During this exercise, the facilitator emphasised on the importance of perception in the interpersonal communication process. The second facilitator employed an exhaustive laptop-projected PowerPoint presentation that elaborated clearly with text and graphics, the entire design for the training workshop. The PowerPoint presentation helped teach the participants the definitions of a team, how it is formed, the essence of communication in the team and finally on the role of perception, perception and feedback in team setting. The third facilitator then undertook a debriefing in which participants were helped to consolidate what they had learnt. The whole workshop lasted for 36 minutes, one minute overdue from the allowance of 35 minutes provided. Theoretical Principles Having taught the basics of team building it was important to assimilate the lessons into practical activities that helped learners translate what they had learnt into abstract concepts, concepts they could later employ in their teams. Kolb (1984) emphasizes, the learners must necessarily test and or experiment with new experiences of what they had observed with the trainer. The workshop implementation was based on the learning styles model developed by David Kolb in 1984. What later became known as Kolb's learning theory or Kolb Cycle constitutes four learning styles for individuals during workshop training (Kolb, 1984, pp. 93 – 114). The learning cycle postulates the maxim of immediate experiences used during training to create learner observations and reflections (Kolb, 1984, pp. 93 – 114). The learner observations must thus be assimilated into active concepts that learners can use to test their experience during the workshop (Kolb, 1984, pp. 93 – 114). As such, by conducting exercises and debriefing, the workshop design helped create experiences that actively employ what the learners were being taught. The workshop design primarily employed the theories postulated by Kolb’s seminal works especially as regards the learning cycle that helped learners to listen, create experiences, reflect on the knowledge transferred, think through some abstract concepts and finally act using the concepts in typical examples they could meet in real life (Kolb, 1984, pp. 93 – 114). Another theoretical framework employed in the design of the workshop was Honey and Mumford’s learning styles system. This is the system they developed at Chloride Corporation at around 1970. It includes four learning stages namely, experiencing new knowledge, reviewing that experience, creating conclusions from that experience and trying out the new ideas actively (Kolb, 1984, pp. 93 – 114). This is exactly the rationale used in creating the workshop design. Concluding the Design The session was concluded with the trainers offering a handout that exhaustively summarized the team building workshop. The handout explored hoe effective communication determined the team building success. The handout define what a team is, contextualized interpersonal communication in teams, listed the components of an effective team by defining, introduced the role of perception in team communication, highlighted tendencies of perception that had an impact on interpersonal and finally recommend appropriate perception practices for effective interpersonal communication. Effective Interpersonal Communication involves: Before terminating the training session, facilitators collected feedback from the participants (attached on Appendices) to help evaluation their workshop design and implementation. The evaluation was a 1-4 grading questionnaire including such questions as to what extent were your expectations met? To what extent were the topics relevant? How logical was the flow of topics? Was the objectives of the training were achieved etc. How effective were the methods/strategies used? How effective were the visual aids used? etc. Implementation of the Workshop Design The workshop design constituted a sequence of events as prescribed by Kolb's learning model (concrete experience, reflective observation, abstract conceptualization and active experimentation) (Kolb, 1984, pp. 93 – 114). This made the design and its implementation very successful as judged by the feedback collected from participants. Assessment comments and the feedback obtained appreciated the design and implementation of the workshop, with most terming it as excellent but for a few suggested improvements. The group members who convened the workshop were themselves impressed by success of the training workshop. However they felt that they could have included a video as part of the design to help elaborate on the dynamics of interpersonal communication in team settings. The PowerPoint presentation too was regarded by the group as a bit sketchy, leaving out some important facets that could have helped participants understand the value of perception in interpersonal communication. From the feedback, the workshop was criticized for lacking some warm up activities to build up to the main workshop session plan. To build on to the success of the workshop, Martin Thompson’s 15 principles of experiential learning could be used to make the design and implementation of the workshop better (Thompson, 2008, pp. 34 – 42). These principles include those of creating experiential learning opportunities. Importantly, the principle suggests that the design could have included a session in which participants participated in group discussions at the end of the training so as they can practice their skills (Thompson, 2008, pp. 34 – 42). Another relevant principle postulated by Thompson is the use of realistic activities that create memorable learning opportunities for participants (Thompson, 2008, pp. 34 – 42), such as giving participants a chance to contribute their views on perception in intrapersonal communication. Thompsons also points to the importance of reviewing training objectives at the end of the learning session, which was omitted in the workshop design. Improvement of the Workshop Design From the above noted self-criticism, feedback suggestions and literature appreciation, the trainers felt that they could have improved the design of their workshop with several additions. The session plan for instance would include a time slot for participants to contribute their views on perception in interpersonal communication from their own experiences. Such practical inclusions makes a learning session to be experienced instead of be listened to (Thompson, 2008, pp. 34 – 42). The design would however still be facilitated by three trainers, using a PowerPoint presentation that is more exhaustive of the training contents. A video would be used to create a visual experience for the participants and probably some more entertainment as part of the training. Again, the design would still be based on Kolb’s cycle of learning which proved very effective. An important omission as noted was a restatement of training objectives at the end of the session. This would also be included so as to evaluate how well the initial training objectives had been met at the end of the session (Thompson, 2008, pp. 34 – 42). Finally, the time allocated for the implementation was 30 – 35 minutes but the actual implementation lasted for 36 minutes, minute late than was allowed. In a revise design, the time use would be more effective to avoid such delays. Conclusion From the outset, it must be said that the design and implementation of the workshop helped the facilitators understand better and more actively, what they had learnt in theory about the same. Some concepts illuminated by the group activity are very applicable was generalizations to similar event design and implementation, in whichever settings, organisation or otherwise, in school or in the field. Among these concepts are the most important recommendations that the facilitators can make to future conveners of training workshops out of the lessons learnt during the group undertaking. To begin with Kolb's learning model includes four stages that are very effective in designing and implementing a learning workshop namely creating new experiences, reflective on the experiences, conceptualizing the abstract concepts of that experience and finally experimenting with the new knowledge. To add to the design of such a learning workshop, it is important to include videos and other visual media as part of the experiences. The success of a training session must always be determined from objectives made and strived for. That is why it is important to formulate clear training objectives, to present them at the beginning of the session and then review their attainment at the end of the session. Before embarking on the core activities of a workshop session plan, it is important to have some warm up activities first. Finally, it is of utmost importance to include the participants past experiences as part of the learning process where several participants can be requested to offer their views on the topic of discussion. References DeVito, J.A. (2009). The Interpersonal Communication Book (12th ed.). New York: Pearson Education, Inc. Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. New York: Prentice Hall, pp. 93 – 114. Thompson, M. (2008). Experiential Learning Activities - Concept and Principles, New Zealand Human Resources Institute Magazine, Vol. 14 (4), pp. 34 – 42. Appendices Appendix 1 – Workshop Evaluation Form EVALUATION FORM 7010 HR Learning and Development A Team Building Workshop through Effective Communication Your feedback is very important for us to evaluate the delivery of the workshop. Instructions: Please circle the most appropriate number below (4= strongly agree, 1= strongly disagree). 1. The objectives of the training were clearly defined. (4----3----2----1) 2. To what extent were your expectations met? (4----3----2----1) 2. To what extent were the topics relevant? (4----3----2----1) 3. The training stimulated my interest. (4----3----2----1) 4. How logical was the flow of topics? (4----3----2----1) 5. The activities were fun, useful and relevant. (4----3----2----1) 6. The objectives of the training were achieved. (4----3----2----1) 7. How effective were the methods/strategies used? (4----3----2----1) 8. How effective were the visual aids used? (4----3----2----1) 9. There was enough time to meet training objectives (4----3----2----1) 10. How useful were the handouts given? (4----3----2----1) 11. There was enough opportunities for sharing ideas (4----3----2----1) 12. The trainers maintained a participative training environment (4----3----2----1) SUGGESTION(S) FOR IMPROVEMENT: Thank you! Appendix 2 – TNA Questionnaire SURVEY QUESTIONNAIRE This survey only takes approximately 5 minutes. Your feedback is very important for us to provide the appropriate training. This will be used to assist us in planning for the training session on week 9 based on the topic, “Team building through effective communication”. Please tick whenever applicable. Age:_______ Gender: ( ) male ( ) female ( ) intergendered Civil status: ( ) single ( ) married ( ) divorced/separated ( ) widowed Do you work? ( ) yes ( ) no If yes, what is your field of specialisation? ______________________ 1. On the average, getting involved in any communication activity often takes up _______ of my time each day. ( ) 1 – 25% ( ) 26 – 50% ( ) 51-75% ( ) 76-100% 2. When communicating, I generally spend: ( ) More time listening and less time talking ( ) More time talking and less time listening ( ) More time thinking about other things than listening ( ) More time understanding the speaker than thinking of other things ( ) Other – please specify __________________________________ 3. When I talk, I would: ( ) Always want the other person to listen ( ) Not mind if the other person is not listening to me ( ) Dislike the other person if he/she does not listen ( ) Other – please specify __________________________________ 4. When others talk, I would: ( ) Always listen attentively ( ) Pretend to listen ( ) Think of other things while the other person is speaking ( ) Speak while someone is speaking ( ) Other – please specify __________________________________ 5. I prefer to listen when I am: (Please tick all applicable) ( ) Interested in the topic ( ) Interested in the person speaking ( ) Obliged to listen ( ) Bored and have no other things to do and think upon ( ) Other – please specify __________________________________ 6. When receiving a positive feedback, I tend to: ( ) Listen to it ( ) Ignore it ( ) Encourage the person giving the feedback and appreciate it ( ) Other – please specify __________________________________ 7. When someone gives me a negative feedback, I tend to: ( ) Listen to it ( ) Ignore it ( ) Discourage the person from saying more negative things about me ( ) Dislike the person giving a negative feedback ( ) Appreciate and evaluate the suggestions to correct my mistake ( ) Other – please specify __________________________________ 8. I judge other people’s attitudes and capacities through: (Please tick all applicable) ( ) The way they speak ( ) The way they listen ( ) The way they give opinions ( ) The way they value others’ opinion ( ) The way they dress ( ) Other – please specify __________________________________ 9. I often perceive someone who do not share the same perspective as mine as: ( ) A friend ( ) An enemy ( ) An opportunity to gain new ideas/insights ( ) Other – please specify __________________________________ 10. When someone has a different idea from me, I tend to: ( ) Avoid talking to that person ( ) Try to prove he/she is wrong ( ) Talk to that person to learn about their idea ( ) Other – please specify __________________________________ Thank you. Appendix 3 – Workshop Handout HAND OUT Team-building Workshop for Effective Interpersonal Communication Team – a group of people working together and enjoying to do so to achieve a common goal. Effective interpersonal communication facilitates the building of teams. Components of an effective team: Task Relationship The task and the relationship must be balanced for the team to be effective. Communication is indispensable in carrying out the tasks and in fostering relationships. Perception is the starting point of communication Common tendencies in perception: We judge ourselves more charitably than we judge others We cling to first impressions We assume others are like us We favour negative impressions Perceive others more accurately by: Perception checking - “Is my interpretation correct?” Helps us do away with our wrong first impressions Leads to mutual understanding Building empathy - “I’m in your shoes” Experiencing things by taking the viewpoint of the other person Shows concern for the welfare of the other person Effective Interpersonal Communication involves: “Successful interpersonal communication depends largely on the accuracy of the impression you form of others,” and others form of you. – DeVito (2009) References: Adler, Ronald B., Rosenfeld, Lawrence B., & Towne, Neil (1995). Interplay: the Process of Interpersonal Communication, 6th ed. USA: Harcourt Brace College Publishers. DeVito, Joseph A. (2009) The Interpersonal Communication Book 12th ed. USA: Pearson Education, Inc. Read More