The paper "Learning and Development - Workshop Critique" is an outstanding example of business coursework. This paper aims at integrating theoretical skills of workshop design and implementation with the practical skills acquired during the group assignment. As such, it consolidates the group learning through documentation of the assessed Learning Group Workshop, doing so within a sound theoretical framework availed by the available literature on workshop design and implementation. The paper begins with a description of the rationale that inspired and guided the assessed workshop design. The theories that the group relied upon to facilitate an effective workshop training experience are elaborated in this section.
More importantly, the objectives that led to the selection of the design are elaborated. The section that follows is an evaluation of how the design was implemented and its successes and or failures. This is done by considering the achievement of objectives and delivery effectiveness on the design. Most of this section details how the facilitators went about during the brief training session and the effect they achieved as determined by the active feedback of the participants.
An important part of this section is the evaluation of the design used and what the literature recommends so as to objectively determining how effectively the workshop was designed and implemented. Thereafter, the third section of the paper reflects on the workshop design used, its implementation and the feedback obtained. Literature recommendations are referred to help conceptualize some improvements that if incorporated in the group workshop, could make it better and more effective. In essence, therefore, this section offers suggestions using a revised, more informed session plan that would work better than the one used for the assessed workshop.
Finally, the paper terminates with a conclusion in which the major lessons accumulated in the theoretical and practical venture of workshop design and implementation are discussed in brief. This section helps qualify the experience as a moment of learning for the practitioners, thus providing informed generalisations on effective workshop design and implementation not just for student-based projects but also for organisations at large. The Workshop Design The group settled on a workshop design that incorporated visual aids, participant interaction with the facilitators and the active participation of the learners in the implementation process.
To begin with, the group placed importance on choosing the training topic. The guiding maxim was that the workshop would help solve an existing and practical need among the participants. After research, the group settled on Resume Writing as a big problem among most students and thus decided to facilitate a learning workshop for Resume Writing. The group composed Training Need Assessment (TNA) criteria two weeks before the training program, where 10 multiple questions were used to survey a number of students on what they did not know about Resume Writing.
This helped the group to appreciate what the training should address. To facilitate visual learning, the group employed a PowerPoint presentation prepared beforehand, to illustrate concepts and show the interrelation of phenomena in Resume Writing. The group had three trainers who would all be active in facilitating the workshop, each one handling a specific area of training. During the actual training, the facilitators divided the 14 participants into three groups of 4-5 persons so as to create manageable training units.
Kolb, David, 1984, Experiential Learning: Experience as the Source of Learning and Development, New York, Prentice Hall, pp. 93 – 114.
Thompson, Martin, 2008, “Experiential Learning Activities - Concept and Principles”, New Zealand Human Resources Institute Magazine, Vol. 14 (4), pp. 34 – 42.