ORGANIZING AND RUNNING WORKSHOPS
Background / ORGANISING AND RUNNING WORKSHOPSA Practical Guide for TrainersORGANISING AND RUNNING WORKSHOPSA practical guide for trainersOriginal Spanish Version Written byCarmen Candelo R.Gracia Ana Ortiz R.Barbara UngerCALI COLOMBIA 20031 / 204
2 / 204HACER TALLERESORGANISING AND RUNNING WORKSHOPSAuthors:Carmen Candelo Reina, Gracia Ana Ortiz R., Barbara UngerA publication by:WWF Colombia (World Wide Fund for Nature)www.wwf.org.coInWEnt (antes DSE Alemania)www.inwent.orgIFOK (Institute for Organisational Communication, Germany)www.ifok.deDesign and diagrams:Mónica UribeIllustrations:Juan Pablo MarínFirst Revision (Spanish version):Guillermo DíezFinal Revision (Spanish version):Communications Office, WWF ColombiaTypesetting and Printing (Spanish version):Grafiq Editores WWF - InWEnt (DSE) - IFOK The authorsISBN 958-95905-4-3WWF ColombiaCra 35 Nº 4A - 25Barrio San FernandoTel: 57 2 558 25 77Fax: 57 2 558 25 88info@wwf.org.coCali, Colombia2003English Translation. 2005AG Language ServicesUnited Kingdom.alpha@aes2001.netGraphical Design and EditingComporapid, SpainPhotographs:Cover: Edward Parker WWFImportantFor information regarding the copyright of thispublication, please contact the authors or theeditors via the email addresses for their respectiveorganisations or via hacertalleres@wwf.org.coColombia / Diego M. GarcésInside pages: WWFColombia / Carmen Candelo, WWFColombia / Andrés Trujillo, WWFColombia / Faizuly Cerón, WWFColombia / Luis Fernando Gómez.
Contents / ORGANISING AND RUNNING WORKSHOPSA Practical Guide for TrainersContents1. Background1.1. About the organisations7WWF Colombia1.1.2. DSE1.1.3. IFOK1.2. About the authors71.1.1.7882. Introduction2.1. What is ORGANISING AND RUNNING WORKSHOPS?92.2. What is the focus?92.3. Who is it aimed at?92.4. How do I use this manual?102.5. Where does the focus come from?102.6. What does it contain?113. Conceptual framework3.1. Learning133.2. Communication193.3. Participation223.4. Managing Time274. The training workshop4.1. Types of training events314.2. Creating the training workshop345. Organising a training workshop5.1. The work plan415.2. Selecting and contracting the training team415.3. Setting the workshop dates425.4. Inviting the participants425.5. Budget435.6. The workshop venue445.7. Materials483 / 204
4 / 204ORGANISING AND RUNNING WORKSHOPS / ContentsA Practical Guide for Trainers5.8. The day before the workshop495.9. Advice on organisation515.10. Templates52to help with organisationExample of a work plan for organising a workshop52Format of workshop venue requirements list53Format of materials list required for running a visualparticipative workshop54Example of a workshop agenda55Template of invitation or announcement59Example of invitation or announcement60Template confirmation63Template of a preliminary survey64Example of preliminary survey65Budgeting Form68Directory Template696. Implementing the workshop6.1. The workshop induction716.2. The running order of the days746.3. The workshop closing session766.4. Workshop handouts786.5. The photographic record786.6. Recommendations for the implementation of the workshop817. The training team7.1. Introduction837.2. Roles within a training team837.3. Composition of the team837.4. Performance of the training team847.5. The workshop timetable867.6. The coordinator877.7. The moderator907.8. The trainer947.9. The support people978. The Tool box8.1. Tools for Participation1018.2. Tools for visualisation107Cards112Flipchart112
Contents / ORGANISING AND RUNNING WORKSHOPSA Practical Guide for Trainers8.3.Acetates113Displays114Slides114Notes or prompts115Multi-media presentation115Video116Computer presentation116Field trip or site visit117Tools for training8.3.1. Participants to introduce themselves118Standard introduction121The interview122The drawing123Through illustrations124The shield125My life story126The silhouette127The ball of string128The classified ad129Wanted posters1308.3.2.Making up pairs and organising groupsFamous couples131The animal chorus132Proverbs and sayings133Two ends of a thread134The jigsaw puzzle1358.3.3.Gathering together ideas or opinionsThe selection of options136The brainstorming session137The poll by cards138Whispered or simultaneous dialogues139Group rotation140The fish tank142Phillips 661438.3.4.Making an analysisExchanging experiences144Role-play145The conceptual map146The case study147Simulation148The excursion or field trip149SWOT analysis150Venn diagrams1511105 / 204
6 / 204ORGANISING AND RUNNING WORKSHOPS / ContentsA Practical Guide for TrainersFlow diagrams/charts152The time line153For and against154The tree for analysing problems155The discussion analysis table1568.3.5.PlanningThe table for prioritising problems157The declaration of commitment158The commitment table159The commitment star160The objectives table161The action plan1628.3.6.Making evaluationsThe daily committee163The “moodometer”164The evaluation chart165The lightening poll166The evaluation wheel1678.3.7.Playing games and encouraging creativityCrazy canasta168The (Gordian) knot169The wheel170Reading colours171Four flowers in one pencil stroke172Joining the dots173Let’s get organised174The scissors game175The salad of proverbs1769. Problems9.1. Introduction1779.2. Problems before starting the workshop1789.3. Problems during the workshop1849.4. Problems after the workshop199Dear Trainer201Bibliography202
Background / ORGANISING AND RUNNING WORKSHOPSA Practical Guide for Trainers1.Backgroundunderstanding and support. Finally, we wish to thankour three funders DSE, WWF and IFOK and especiallyAlan Walsch, Mary Lou Higgins, Gabriela Grau and Hans-TheORGANISINGANDRUNNINGWORKSHOPS manual came about from a needPeter Meister for their commitment to publishing themanual that we have dreamed of for so long.identified by the people involved in the jointtraining programme organised by DSE and the ColombianWe would like to hear about your experiences andorganisation ECOFONDO between 1997 and 2001. Whilewelcome suggestions you may have for improving thisrunning workshops for trainers, participants oftenmanual. You can contact us by email at:requested books in Spanish that would help them puthacertallares@wwf.org.cowhat they had learned into practice. They were lookingfor material that not only dealt with the in-depthperspective and methodology of participative workshops,1.1.About the organisationsbut also helped them remember the stages of preparation,implementation and follow up. Therefore, DSE, WWFand IFOK decided to respond to these concerns in thismanual.We envisage this manual to be a practical one. You canchoose where you start reading, which chapters to selectand which materials to use depending on the needs ofyour workshop.We provide you with a focus on participatory workshops,based on real life needs and mutual learning.ORGANISING AND RUNNING WORKSHOPS is basedon the experience that the three of us have had in runningworkshops. The workshops we set up in Colombia,which we mentioned previously, were particularlyimportant. We would like to thank our colleagues andfriends who helped us in the conception and writing of1.1.1 WWFColombiaThe World Wide Fund for Nature (WWF) Colombiadirects its efforts towards the conservation of ecosystemsand the sustainable management of their biodiversitythrough a series of projects and strategies. WWFColombia believes that to effectively meet these aims inthe long term, it is fundamental to strengthen the abilitiesof the key players in Colombian society, such ascommunity, indigenous, non-governmental andgovernmental organisations. With this in mind, a processof training and education covering different subject areasis undertaken. The content and methodology for thiswork have been designed and adapted to meet theparticular needs and characteristics of the groupsconcerned, taking into account that training andeducation serve to sow a seed of comitment in the humanspirit for better surroundings and a living planet www.wwf.org.cothis manual. Many thanks also go to the trainingworkshop participants. We particularly wish to thank:1.1.2. DSEYanire Becerra, Víctor Orozco, Ricardo Rodríguez andThe German Foundation for International DevelopmentDiego García for their comments on the first draft of the(DSE) is an organisation that promotes dialogue in themanual; Fernando Caicedo for coming up with some ofpolitical arena of development and the professionalthe ideas presented in the caricatures; the proof-readers,training and improvement for technical and managementUwe Krappitz and Julio Mario Fernández, for theirpersonnel in developing countries and countries inrecommendations and our families, for theirtransition. Similarly, within the German technical and7 / 204
8 / 204ORGANISING AND RUNNING WORKSHOPS / BackgroundA Practical Guide for Trainerscultural cooperation, the Foundation prepares teams oftechnicians and their families for their stay in a developingcountry. Most of the Foundations' programmes arefinanced by the Ministry of Economic and DevelopmentCooperation.The main areas of work for the DSE are education,science and documentation; social and economicdevelopment; promoting public administration;Carmen Candelo, Barbara Unger, Ana Gracia Ortiz Ruizencouraging industrial and crafts professions; food andagriculture; public health and journalism. In early 2003,DSE merged with CDG and is currently called InWEntand setting up projects, managing environmental conflicts www.inwent.organd participatory methodologies for planning andenvironmental management. As an officer at the WWF1.1.3. IFOKColombia programme for four years, she coordinatedThe Institut für Organisationskommunikation GmbHthe Chocó Ecoregional Programme and at the time of(Institute for communication in organisations) is a privatewriting this manual she coordinates the Strengtheningthink-tank and consultancy that supports councils,Civil Society project. She lives in Cali, Colombia.government, trade associations, businesses and otherprivate and public organisations. IFOK facilitatesdialogue, sets up communication and cooperationprocesses for different individuals or organisations whowish to reach a joint objective, which requires an effectivecommunication and organisation between the partiesinvolved. IFOK also identifies and works on specificissues that may impact the well-being of society, seekingmutually agreeable options www.ifok.de1.2.About the authorsCarmen Candelo Reina (born 1961), marketer, foodtechnologist and studying for her masters degree insustainable development and agricultural systems. Shehas been responsible for training and instructionprocesses with organisations including the Associationfor Rural Development (Asociación para el DesarrolloCampesino), the Javeriana University, the EcofondoCorporation, working on subjects such as identifyingGracia Ana Ortiz Ruiz (born 1965), a graduate in business studies and political science, her work has beendedicated to training in different universities and privateorganisations and in particular training trainers. As an officerat IFOK, she focuses on contributing to building andstrengthening networks and to exchanging experiencesbetween organisations, work which is promoted by variousGerman government departments. She lives in Frankfurtam Main, Germany.Barbara Unger (born 1968), a graduate in political science,specialising in international development, she has designedand run training programmes covering human rights,resolving conflict and environmental management aimedat Latin American, Asian and African audiences. At thetime of writing this manual she is a consultant to NGO's(non-governmental organisations) and the German ForeignMinistry focusing on resolving conflict, and she facilitatesparticipatory workshop and other events. She lives inBerlin, Germany.
Introduction / ORGANISING AND RUNNING WORKSHOPSA Practical Guide for Trainers2.Introduction2.1.What is ORGANISING ANDRUNNING WORKSHOPS?This manual is a compilation of concepts and toolsAttention to needs:for planning, organising, putting into practice andWe apply what we have learned more easily, if whatfollowing up for a training workshop, putting asidewe take on board in a workshop relates to thethe actual workshop content or specific context.problems that are of interest to us.The manual summarises the important steps in simpleParticipation:task lists and easy definitions to set up a trainingAny training process which involves participationworkshop in a swift, efficient and comprehensiveincreases individual motivation and capacity to learn;way. It is our intention therefore, to help trainers inso the training is more effective if we have thetheir search for the best possible combination of whatopportunity to learn through our actions.the participants need and what they, the trainers,wish to convey.Visualisation:Creating visual examples of proposals, discussionsand agreements that come up in a workshop, makesit easier to participate and focus on fulfilling needs.workshopmanual is focussed on training adults. The mainobjectives camecharacteristic of the training workshop is to transferfrom knowledgeknowledge and techniques to the participants so thatand awareness ofthe participants are able to put them into practice.the participants'tiipa onrtPa icTheeAtt nttion oThe ORGANISING AND RUNNING WORKSHOPSedsWhat is the focus?onneeds; participation,Learning is a way of initiating these changes and it ismostmore effective if we learn in an all-encompassingcondition for ensuringway. Therefore, as the trainer, you look for specificthat learning does indeedtools to facilitate the learning process. Training istake place; and visualisation is the meansnot a one-way street, but a mutual learning processby which it is possible.atias a process, is theVHuman beings instinctively look for positive changes.alisu isimportantne2.2.involving feedback - nobody knows everything, buteveryone knows something and together we knowWho is it aimed at?a great deal.2.3.The process, methodology and tools we present areThe manual is aimed at trainers, namely:based on three main axes: The people who are responsible for the9 / 204
10 / 204ORGANISING AND RUNNING WORKSHOPS / IntroductionA Practical Guide for Trainersorganisation and general coordination of thelists of tasks and detailed descriptions of functions,workshop: the coordinators.steps and tools. In addition, we offer a selection ofmaterial to suit different workshop situations. The people who are responsible for leading andintroducing a fresh perspective into the materialThe layout of ORGANISING AND RUNNING WORKSHOPSwhich deals with the workshop content: themakes it easy to photocopy sections. It also allowsmoderatoryou to add notes or data from other sources in sucha way that you can adapt your manual to suit your The people responsible for subject content: theindividual needs and personal taste.trainers.It is particularly aimed at people who have taken2.5.Where does the focus come from?part in participatory workshops, and who now havethe role of workshop trainer. We also hope that theNowadays, the term “training workshop” is used forexperienced trainers might benefit from the manual.training events that combine the participants'For those who are just entering this field of work,experiences and needs with the trainers' aims.we hope this manual will be a good working tool.The tools and concepts introduced in this manualcame from the methodology developed by the2.4.How do I use the manual?promoters of popular education in Latin Americancountries and in METAPLAN , developed by aThis manual helps you gain a clear picture of theGerman team of consultants in the late 1970's.learning and methodological principles of aworkshop. It guides you through the necessary stepsMany organisations have promoted a participatoryand the important features of successful training.and visual learning focus in their countless trainingevents for people from particular culturalIn line with your level of knowledge and experience,backgrounds and in very diverse areas. Trainers fromthe format allows the reader to dip into what everdifferent countries and with different disciplines havechapter is of interest. So, for example, if you are acombined their personal experiences and havecoordinator, you can begin reading the chapters aboutadapted the tools to their needs, continuously fine-the workshop, whilst a moderator may start lookingtuning them. So now, as you can see from the selectedat the chapter about moderating, to gain an exactbibliography, there is a good deal of specificdefinition of their roles.knowledge about designing and implementing atraining workshop. We have made the most of theseThis manual does not intend to provide the definitivesources and our own experience to write this manual.guide to workshops and you will always adapt thesuggestions and recommendations to your ownWhat does it contain?particular needs.2.6.For the manual to be as useful as possible, it containsORGANISING AND RUNNING WORKSHOPS begins
Introduction / ORGANISING AND RUNNING WORKSHOPSA Practical Guide for Trainerswith the chapter “The basics/Conceptual framework”, whichDear reader,includes elements of learningtheory, communication, participa-It is impor tant that astion and timemanagementthat supportstheproposedtheory of teaching.In the chapter “Thetraining workshop”, wetrainers we have an open andtolerant attitude and that we are consciousof the environment we are working in. Genderbalance and equality in other issues are veryimportant for the well-being within a group.first present a number oftypes of training events and theirLearning is a sensitive and complex process thatmost relevant characteristics; thentakes time and can be unwelcome because learningwe concentrate on the trainingworkshop: the initial idea fromwhich the workshop came aboutmeans adding to and/or replacing our old ideas,habits and points of view with new ones. This isand all the stages to develop thewhy, as trainers, we need to behave in an ethicalevent until the design is complete.way and with tact and respect towards ourThe following chapter “Organisinga training workshop”, is dedicatedparticipants.to the description of the differenttasks that need to be carried out anddecisions that need to be made sothat the workshop can be run.“Running the workshop” providesa step-by-step guide of what happens in the trainingAnother element you will find in mostprocess and a guide to managing and overcomingof the chapters in this manual is a boxthe daily pitfalls and needs of the event and the taskswith this symbol which is where westill to be done once the workshop has been run. Insummarise the key points that you should bear inthe chapter “The training team”, we discuss in detailmind when organising and running a trainingwho makes up the team, what skills they need toworkshop.have and the responsibilities they need to take on tomake the training possible. After that, we presentIn some chapters on the other hand, we include a“The toolbox” for use during the training. Itfinal section called “Recommendations.” in whichconcludes with the chapter “Problems”, whichwe provide some suggestions about how toprovides a detailed description of the main obstaclesprocede when you come to decision-making orthat can arise at different stages of the training (before,what action to take with the different processes ofduring and after) and proposed solutions.the workshop.11 / 204
12 / 204ORGANISING AND RUNNING WORKSHOPS
Conceptual Framework / ORGANISING AND RUNNING WORKSHOPSA Practical Guide for Trainers3.Conceptual frameworkT How learning worksinformation we have already acquired; and so we How communication worksare building up and enriching our personal What is meant by participation and how it isexperiences. Every time we have to make a decisionachievedwe refer back to these experiences, which allow usHow to manage time.to quickly re
Types of training events 31 4.2. Creating the training workshop 34 5. Organising a training workshop 5.1. The work plan 41 5.2. Selecting and contracting the training team 41 5.3. Setting the workshop dates 42 5.4. Inviting the participants 42 5.5. Budget 43 5.6. The workshop venue 44 5.7. Materials 48
Face-to-face workshops. Almost all IB workshops are offered around the world in venues . that bring together hundreds of teachers for multi-day learning events. Most workshops are 15-hour modules offered over 2.5 days; other options may be available based on regional needs. Online workshops. Online workshops complement regional face-to-face .
“1. Relevant parts of the organisation means with regard to aircraft base maintenance, aircraft line maintenance, engine workshops, mechanical workshops and avionic workshops. Therefore, for example, engine workshops may have a common system throughout such engine workshops that can be different to that used in aircraft maintenance. 2.
Case Application (Structure) Starbucks—Organizing Organizing is an important task of managers. Once the organization’s goals and plans are in place, the organizing function sets in motion the process of seeing that those goals and plans are pursued. When managers organize, they’re defining what work ne
consistently high-quality materials and ongoing workshop leader training. Face-to-face workshops Almost all IB workshops are offered around the world in venues that bring together hundreds of teachers for multi-day learning events. Most workshops are 15-hour modules offered over 2.5 days; other options may be available based on regional needs.
shop leader training. Face-to-Face Workshops Almost all of the IB workshops included in this catalogue are off ered around the world in venues that bring hundreds of teachers together to participate in multi-day learning events. Most workshops are 15-hour modules off ered over 2.5 days, but other options are available based on regional needs.
leader training. Face to face workshops Almost all of the IB workshops included in this catalogue are offered around the world in venues that bring hundreds of teachers together to participate in multi-day learning events. Most workshops are 15-hour modules offered over 2.5 days, but other options are available based on regional needs. Online .
N.B. Since there are many aspects to good community organizing and social change strategies, the topics covered in this syllabus guide could easily be covered in greater depth by dividing them into two courses on community organizing – one an intro CO 101 and the other a more advanced CO 102.
Mar 18, 2014 · Organizing Computer Documents The organizing of your computer documents is vital to your success in your professional and personal life. The average worker now loses over two hours looking for misplaced documents and emails on their computer. You can avoid this huge loss of time with organization
