Workshop Participation and Management - Assignment Example

Workshop participation and management What are workshops? How do they help us develop as Workshops are formal seminars that allow inclusive participatory and are used to discuss a sensitive subject. The purpose of workshops is to develop or improve participants’ involvement skills to be able to accomplish a given project. Workshops can be organized as mini-courses to explore a distinct topic relevant to a subject (Notzer & Abramovitz 2008). Normally, a professional person is used to provide an inner outlook to the subject under discussion and to perk up the general efficiency of the workshop. Workshops facilitate formal education among small groups of people through provision of participation opportunities and by allowing them to contribute to the process. Workshops help us develop our skills and competences as writers when it allows us to participate fully in the discussions. For instance, where a workshop set to explore on a particular project, input from participants will be required to move the project forward. In most cases, project proposals help identify and mobilize more appropriate internal and external resources (Rempel, & Davidson 2008). This process teaches us how to organize a project proposal based of the objective of the workshop. The participants may also be required to put their proposals in writing. Eventually, the participants may share written proposals to colleagues to share ideas and request for constructive feedback. Workshops give the participants opportunity to do presentations and compare colleagues’ work which improves the learning experience (Rempel, & Davidson 2008). Therefore, the idea participants develop and put in writing is the starting point for strengthening their writing skills. In addition, the presentations in workshops give participants an opportunity to put into practice communication skills including speaking with clarity, synthesizing information and selling ideas (Peace Corps, 2003). Such an experience is important to participants who are interested in becoming writers because they will able to organize their work to meet the needs of their audience. What forms can workshops take? Which seem to be most effective (for you and for other)? Workshops can be conducted in two different forms; Multi System Workshop and Team Exercise workshop. Multi System Workshop is primarily sponsored by an organization that offers assistance to utilities. In this case, the sponsor invites workshop participants from various disciplines to take part in group learning experience. Normally, the target audience is members of staff who have been given management responsibilities at their respective utility. In Multi System Workshop, the participating utility send their staff from different operational management levels and may also decide to more staff to participate (United States Environmental Protection Agency 2013). The objective of this type of workshop is to equip the participants to make use of the self assessment individually and to introduce participating organizations to areas of concern. In most cases, the participants in this type of workshop use the information that they acquire to hold a Team Exercise workshop in their organization. However, participating in this workshop does not necessarily lead to holding a Team Exercise workshop (USDA 2013). On the other hand, a Team Exercise Workshop is conducted within an individual organization to educate and set strategies. The audiences to this type of workshop are internal members of the staff in the organization. However, sometimes it may include staff members and board members or community stakeholders (USDA 2013). Team Exercise Workshops allow participants and stakeholders to learn about areas of concern and to communicate improvement priorities to them. The workshop is usually organized and led by a team leader. Team leaders summon the workshop, manage discussions and make presentations. The team leader also participates directly in the discussions (USDA 2013). According to me, the most effective form of workshop is Multi System Workshop because it brings together participants from different utilities and not only from one utility. Thus, it provides a great learning experience to participants given its cope of participation. How do writing workshops help develop both CREATIVE thinking and CRITICAL thinking? Creative and critical thinking skills involve creating and selecting ideas around a central part of knowledge. Self regulation monitors and controls the processes of generating ideas and reflective judgment. In the entire process of creative and critical thinking, thinkers are able to sustain the depositions and feelings that promote creative and critical thoughts (Baum-Combus, Cennamo & Newbill 2009). According to Sachs (2004) there is a connection between writing workshops and creative and critical thinking. Participants in writing workshops are normally expected to create ideas which are then analyzed and evaluated to provide solutions to challenges. As participants write down their work, they engage in the process of creating and refining ideas. In the process, they also monitor and make appropriate adjustments to their work. This is the process of self-regulation and involves planning, monitoring and evaluating individual efforts demonstrated in the writing workshop (Baum-Combus, Cennamo & Newbill 2009). As the participants generate ideas and reflect on their judgments, they maintain valuable attitudes and dispositions that enhance creative and critical thinking. Writing workshops involve generating ideas and this is the initial step for the process of creative and critical thinking. During writing workshops participants are encouraged to develop new ideas which are discussed and eventually combined to come up with an outstanding solution. Also, during the process of generating ideas, participants brainstorm ideas from various perspectives. They think deeply and are encouraged to be fluent so as to generate more and new ideas (Baum-Combus, Cennamo & Newbill 2009). In addition, through reflective judgment, participants in writing workshop analyze, synthesize, and assess the ideas to provide solutions. This is an intensive process where participants may be required to sort and group related ideas, make suggestions, present findings in writing or pictures and evaluate choices (Baum-Combus, Cennamo & Newbill 2009).Thus, writing workshops allow participants to develop creative and critical thinking skills. How should workshops be best managed? When planning to conduct a workshop it is important to send a promotional letter or email to the intended participants in advance before the actual day of the workshop. The promotional message should clearly indicate the time, date and the place where the workshop will take place. It should also indicate the sponsoring organization, the purpose of the workshop, agenda, and instruction about what to carry to the workshop (USDA 2013). Also, it is appropriate to collect registration information on time to know the number of people ready to attend the workshop. This helps the organizer to plan for the right space, develop sign-in sheets, organize meeting materials and predict the amount of refreshments to order. All the participants should be given meeting materials to enable them follow along easily. The materials to be provided in the workshop include agenda, sign-in sheets, presentation slides, and hand-outs (USDA 2013). The agenda should indicate when the workshop will start and when it will end, date, and location. Roles and times of every session should also be included in the agenda. During the workshop, participants should be allowed to share tables to facilitate interaction. It is appropriate to allow variety of participants to share each table in the room. Participants get the chance to share ideas with each other and have the best experience throughout workshop proceedings (USDA 2013). In addition, it will be necessary to have a projector to show slides during presentation, flip chart and markers for taking notes. When presenting meeting notes to the audience, the facilitator should utilize the talking points as well as important presentation tips in the slides. Participants should be engaged in the discussions by the facilitator asking questions. Before ending the workshop, it is necessary to seek feedback from participants concerning the workshop (USDA 2013). This helps to adjust the approach that would be used in other workshops in future. Is there room for experimentation in the creative writing workshop? According to my understanding, there is no experimentation in creative writing workshop as students or participants are basically trained how to write different creative genres including fiction, drama, poetry and creative nonfiction. Through creative-based instruction, participants are taught elements of creative writing. Creative writing workshops allow participants to develop a deeper understanding of the right principles and unique features of different creative genres of writing by studying contemporary writers (Harrison 2009). For instance, when learning about fiction, participants may be required to read, explore and respond to literature through analysis. They may also be required to communicate with others by use of narrative, poetic and descriptive modes. These standards may apply to the rest of creative genres of writing (Harrison 2009). Generally, creative writing workshops focus on improving the writing skills for participants through non-experimental methods. Should the workshop challenge expectations? Workshops may challenge expectations of the participants positively without making them appear irrelevant. Participants in workshops have different expectations; some are achievable while others are not. Thus, workshops may perform above the expectations of the participants which may be a lesson for many to learn from. Participants whose expectations are not clearly set and defined are likely to be challenged when they attend a workshop. Nevertheless, to create a better understanding among participants, Association of Corporate Counsel Europe (2008) indicates that there should be awareness of each other weaknesses and capabilities. Participants should be made to acknowledge the importance of their individual contribution to the discussions in the workshop. In certain cases, the facilitator should discuss with them their doubts and uncertainties, and their expectations as much as possible. Participants’ opinions may also be sought and discussed as the facilitator tries to understand what they imply (ACC Europe 2008). All in all, workshops should be conducted in a manner that meets the expectations of participants. But this does not mean participants’ expectations may not be challenged. In any case, workshops provides avenue through which ideas are generated to provide outstanding solutions to problems. Where do ideas come from? Do they develop in the workshop? Ideas are created through brainstorming. Normally, when two or more people come together with similar goals they think of ways to handle challenges by giving views. Thus, ideas are generated when individuals think critically and creatively. When people brainstorm from various perspectives, they ask themselves questions that guide them towards getting right solutions (Baum-Combus, Cennamo & Newbill 2009). A part from other formal discussions and meetings like conferences, ideas develop in workshops. Many workshops provide participants with the opportunity to generate ideas and change them into productive activities. Workshops present a forum where participants actively discuss issues and focus on achieving better outcomes (Rempel, & Davidson 2008). For instance, new innovations emerge through creative ideas. Ideas generated in workshops are meant to improve existing innovations and some to develop new processes, methods or even techniques that transform the usual way of doing things (European institute of Innovation & Technology 2011). Through the ideation process, people are able to analyze, manage and create essential ideas into outstanding and realistic ideas. Workshops are normally interactive in nature and this allows more creation of ideas. Especially, workshops that focus on developing participants’ creative ideas provide room for generating fresh ideas. Participants are trained on how to develop and refine their ideas to suit specific business ideas (EIT 2011). The facilitator contributes a lot to generation of ideas in a workshop by making it interactive. In this case, the facilitator asks the participants questions who are than expected to give their responses. Although participants may have different responses to the questions, there is always a chance for analyzing, synthesizing, and evaluating these responses to have concrete ideas at the end of it all (EIT 2011). Thus, there is no doubt that ideas develop in workshop and it is one of the main reasons why workshops are performed; to generate ideas. How do we manage different expectations in the workshop? Participants in workshops come with different expectations. Although it is often a challenge managing these expectations, the organizers of the workshop should put in place measures that ensure participants are satisfied upon attending the workshop (ACC Europe 2008). The facilitator should set realistic expectations with participants even before the workshop begins. The expectations of the workshop could be clearly stated in the promotional message so that participants attend the workshop knowing what they will achieve when the workshop comes to an end (ACC Europe 2008). When conducting the workshop, the facilitator should focus of the objective of workshop to be able to meet participants’ expectations. It is also necessary to ensure that every participant has a clear understanding of what they must do and what is expected of them in the course of the workshop. The facilitator has to communicate to the participants about the workshop and assist them set their expectations, especially students and young entrepreneurs. Another important way of managing different expectations in a workshop is by getting feedback from participants before closing out of the day (USDA 2013). This is helpful especially when there are plans to run a workshop in the future. The participants should be given feedback forms to fill before they leave. Also, some day after the workshop it is necessary to review feedback given by participants on feedback forms. From the review you will be able to understand what went well and what need to be improved in future (USDA 2013). Should we be telling each other how to improve our work or should we be providing the student with a series of skills for self realization? Students should be provided with skills to enhance their self realization instead of instructors focusing on how they should improve their work. According to Baum-Combus, Cennamo & Newbill (2012) they should be taught planning, monitoring and evaluating skills for self realization. Self realization occurs entirely in the thinking process and often includes how students plan, monitor and evaluate what they do in the learning process. Of course, the ability to perform these actions depends on how they are taught in different learning environments (Baum-Combus, Cennamo & Newbill 2012). Students can be directed on how to identify problems that require solutions in stead of giving them already identified problems. In addition, they should be guided on how to match available resources to the prevailing problem (Baum-Combus, Cennamo & Newbill 2012). Through skills inventory, it is possible to recognize hidden skills such as public speaking that may help students perform the work. Students should be allowed to formulate plans, establish deadlines, examine progress and make changes to plans as need arises. It is then necessary to assess the potential of the student to achieve their individual goals (Baum-Combus, Cennamo & Newbill 2012). Normally, when students provide a solution, the process through which the solution is presented and the product has to be evaluated. Students should then be given time to revise their work. Thus, allowing students to work as individuals through proper guidance is the starting point in providing them with planning, monitoring and evaluating skills for self realization. This is what should be considered most in the learning process. References Association of Corporate Counsel 2008 “Managing expectations of and interacting with clients, colleagues and support staff,” Corporate Counsel University. Baum-Combs, L, Cennamo, K.S & Newbill, P.L 2009 “Developing critical and creative thinkers: Toward a conceptual model of creative and critical thinking processes,” Educational Technology, 49(5), pp.3-14. Baum-Combs, L, Cennamo, K.S & Newbill, P.L 2012 “Fostering critical and creative thinking in the K12 classroom: Overview,” European institute of Innovation & Technology 2011 “EIT Conference on Youth & Entrepreneurship- drivers of Innovation,” Krakow- Poland. Harrison, C 2009 “A Writing Workshop: one teacher’s approach,” Notzer, N, & Abramovitz, R 2008 “Can brief workshops improve clinical instruction?,” Medical education, 42(2), pp.152-156. Peace Corps 2003 “The new project design and management workshop training manual,” Information Collection and Exchange. Rempel, H. G, & Davidson, J 2008 “Providing information literacy instruction to graduate students through literature review workshops,” Issues in Science and Technology Librarianship, (53), 2. Sachs, A 2004 “Writing and Critical Thinking,” Accessed on March 13, 2014 from http://www.acsu.buffalo.edu/~asachs2/English%20102%20Honors.htm United States Environmental Protection Agency 2013 “Workshop in a Box: Sustainable Management of Rural and Small Systems Workshops,” Read More