The ‘Never Evers’ of Workshop Facilitation

By Peggy A. Sharp

Tools for Schools, Dec/Jan. 2000

Much has been written about planning effective workshops and staff development sessions. Many of these articles provide specific ways to increase the effectiveness of the session. These articles have generally suggested "what works" in workshops.

Experience and research also indicate certain things that a facilitator should never do during a workshop. I have gleaned these "never evers" from observing other presenters, conducting my own workshops, consulting with experts, and reading the literature. As a thoughtful reminder place this list of "never evers" near your other workshop materials.

Never ever forget that individuals at the workshop are unique, with needs, interests, and experiences particular to them. Adults have a strong sense of self and bring all life experiences – past and present, personal and professional – to bear on new learning (Brookfield, 1986). Each adult in the session has a different reason for attending and will be pleased and inspired by and learn from different activities and workshop experiences (Merriam, 1989). Accommodate various learning styles by using a variety of instructional strategies such as small group discussions, lectures, simulations, reading, writing, and using media.

Never ever require individuals to participate in an activity. Many participants are eager to share and try new ideas in a workshop, but some are uncomfortable and feel foolish. When suggesting activities, make it clear that participation is optional; those who prefer to watch will learn from the activity in their own way.

Never ever talk to participants as if they are children. Adults are not 2nd graders and should not be treated as such. Incorporate specific adult-oriented presentation, communication, and facilitation skills into the workshop and consider the particular needs of participants (Seaman & Fellenz, 1989).

Never ever ridicule participants or their experiences. Acknowledge the expertise and experience of the participants. It is inappropriate to put people in the position of feeling uncomfortable about what they do not know or something they have or have not done.

Never ever neglect the participants’ personal needs. Participants have basic physical needs that need to be met if learning is to occur (Knowles, 1980). Give participants ample breaks and make it clear that you understand they may need to get up at times other than the break. Provide appropriate refreshments for breaks and tables and chairs appropriately sized for adults.

Never ever say that you are going to rush through and compress material in order to complete what is usually a longer workshop in a shorter length of time. Develop a plan for the workshop. Cut it thoughtfully so the workshop stands on its own. Participants deserve to attend a session developed just for them (Brookfield, 1986). Give participants all you can in the time provided without referring to what they’re missing.

Never ever say that you would have brought more materials if it had been possible. Participants need to know that you are ready for them and that they are getting all that they deserve. They are not interested in excuses about materials that were too heavy, took up too much space, or that you lacked time to produce the materials.

Never ever tell participants what you’ve forgotten. Participants have no idea what you intended to bring or intended to say, so they will have no idea of what you’ve forgotten. Appearing disorganized is a sure reason for participants to think something is wrong with the workshop (Pike, 1989). If they know you’ve forgotten something, they may feel cheated.

Never ever give excuses. Participants don’t like to know what could be better; they want to spend time at something that is the best it can be. If you’ve made a mistake and it’s a mistake that is obvious to everyone, don’t hesitate admitting that (Pike, 1989).

Never ever read from a lengthy prepared text. Reading excerpts from a paper or book is appropriate, but never read an extended paper or lengthy selection from a book. Reading from a paper can give the impression that the participants are irrelevant (Brookfield, 1990). If the participants need to have the information verbatim, then provide a copy.

Never ever share illegible handouts. Use high-quality originals for photocopying. As adults age, it becomes more difficult for them to read small print, so it’s especially important to have clear copies with adequate sized print (Bee, 1987).

Never ever share a disorganized "mishmash" for a handout. Participants want to leave with materials that reflect the content of the workshop. Each handout should include the workshop title and identify the content of the session. Number pages to help people locate information during the workshop and after they leave the session. Provide information that allows for follow-up after the workshop.

Never ever give participants something to read and then read it to them. Most participants are capable of reading on their own and would prefer that the workshop include information and activities that supplement what they can read independently. Adults are active participants in their learning and can take responsibility for their own learning (Brookfield, 1986).

Never ever share overhead transparencies that participants cannot see or read. If people in the back row cannot see the words on an overhead transparency, they are too small or too low. If you can’t read the original for the transparency from eight feet away, then the words are too small. Letters on a transparency should be at least one quarter of an inch. Use the top third of a transparency for the most significant information and limit you transparencies to a single idea. The appropriate use of colors and symbols can enhance your transparencies (Satterthwaite, 1990). Ask someone in the back of the room to signal you if there is a transparency that is not plainly visible so that you can make appropriate adjustments.

Never ever share with participants a workshop schedule that is impossible to follow. Tell participants the general structure of the day. Identify broad subject areas and general time frames rather than specific topics for specific time periods. Be organized but allow yourself some flexibility and opportunity to respond to participants’ needs and unexpected events of the day (Pike, 1989).

Never ever go past the scheduled time. Participants want a full workshop, but they want it to end on time. Going beyond the scheduled time creates anxiety, and participants will spend more time worrying about when the facilitator will close than considering what is being shared (Pike, 1989). Stop at or a few moments before the scheduled ending time even if you were unable to share all that you wanted. Those who are truly interested can talk with you privately after the session.

Never ever forget that you have an audience. Workshop facilitation is collaborative in that the facilitator and participants work together during the workshop (Brookfield, 1986). Walk among and talk with the participants. Standing at the front for too long creates an artificial boundary between you and the participants and makes an atmosphere of collegial collaboration difficult to attain.

Never ever take the workshop so seriously that everyone (including the facilitator) cannot have fun. While the content of the workshop is important, don’t forget to "lighten up" and insert some humor and levity into the day (Pike, 1989). Use humor that fits naturally and logically into the workshop to make a point and help everyone feel at ease.