Additional Resources

How to Break the News that You’re Breaking Them into Small Groups

Step 1.  Give the Rationale
Begin by telling participants why you are doing this activity.  Giving the rationale does not mean telling participants what to do, but why they will be doing it.

When participants see the benefits, they will be more apt to want to become involved.

Here is an example of giving rationale:

When you listen to someone you must nonverbally let that person know that you are listening.  Frequent eye contact, nodding, and learning forward are all nonverbal cues that you are listening.  These vital listening skills require practice; in a moment, we’ll have a chance to practice them.

Step 2:  Explain the Task
Give complete and detailed instructions so the groups will inevitably produce something (such as a list of ideas or solutions).  Give instructions orally and follow up with written instructions so participants can see and hear the instructions.  (If you distribute written instructions first, participants will be reading while you are speaking).

When giving instructions, use action verbs like List, Solve, Identify, Discuss, or Compare and Contrast.  Active verbs tell participants that they must actually so something.

Step 3.  Define the Context
Defining the context means telling the participants how they will complete the task: the size of groups, the make-up of groups, and how much time they have to complete the exercise.

The ideal size for a small working group is 5 – 7 participants.  You decide how many people will be at each table.  Our participants will be divided into heterogeneous groups.  Heterogeneous groups consist of different individuals at various levels and with various expertise.  Heterogeneous groups tend to work well when the objective is for participants to learn from each other or get different points of views.

Specifying the amount of time allotted for the exercise helps participants better understand the nature of the task; it also helps them focus their energy.

Step 4.  Explain What Is To Be Reported
Groups must know how to structure their information so they can present it to the other groups.  Be very clear about what they are to report.  Do you want them to tell about the process they went through or just give the results?

• Give the rationale.
• Form groups.
• Explain the task.
• Specify a time limit.
• Explain what is to be reported.
• Ask for scribes.
• Recommend a process.
• Involve everyone.
• Monitor progress.
• Act as a timekeeper & answer questions.
• Have groups report to entire group.
• Process the information.
• Debrief.

Conducting a Workshop

In a workshop, participants learn from each other as well as from the facilitator.  The facilitator imparts content or knowledge and, through feedback continually assesses the effectiveness of the learning experience and adjusts the content.  Participants give and receive feedback among themselves, helping each other learn to apply skills, concepts, and techniques back on the job.

The Workshop Learning Experience
The success of your workshop and the learning experience you facilitate depends a great deal on the workshop logistics. 

Of course, you present a much more positive image if you are well prepared.  How you begin sets the tone for the rest of the workshop.  Participants are happier and learn more if the room is comfortable.  If you don’t mange the time effectively, you risk losing the interest of participants and not covering all the intended material.  You must close the workshop with a strong and memorable ending to finalize the transfer of information to long-term memory that allows you to say that participants have learned something.

Beginning the Workshop
Getting off to the right start is the key to creating a positive learning environment.  By having everything set up and ready to go at the onset of the workshop, you free yourself to greet and chat with participants as they come in. This greeting helps to establish a friendly, relaxed climate.

1.     Greeting the participants.  Welcome them as they arrive, help them find their seats.  Make light conversation until it’s time for the workshop to begin.

2.     Introduce the workshop.  Formally welcome the participants and officially begin the course by stating its name and the objectives you hope to achieve.  Give a brief overview, outlining the content and schedule.

3.     Introduce yourself.  In addition to your name, give some background information about your self.  Let participants know that you are enthusiastic about the workshop.  At this time, introduce the various subject matter experts who will be around the room to answer questions.

4.     Set ground rules, such as:

·         Beginning and ending times

·         Break times and rooms

·         Location of the restrooms

·         Your stand on workshop interruptions (Cell phones, etc)

·         Rules for discussion

Managing Time

• Begin on time – even if participants are missing – and end when you say you will end.
• Keep group discussion focused by bringing groups back to the topic when participants get off on tangents.
• Inform participants of time limits and stick to them.  During timed activities, periodically tell participants how much time they have left.

Ending the Workshop
When ending the workshop, cover these items:

• Review objectives and summarize the learning.
• Restate the objectives and review how each was accomplished.  Point out skills that group members have developed.
• Make yourself available.  Tell participants that you’ll be happy to answer their questions in the future or to refer them to other knowledgeable sources.
• Distribute the evaluation form.  The evaluation form provides you and the ARMA education department with valuable information; don’t let participants leave without filling it out and returning it.
• Thank participants for attending and congratulate them on a job well done.