Ideally, the workshop serves as a forum for discussion of new methods, a classroom for teaching “how to” tasks, a medium for testing new theories or concepts, a stage for advancing new thinking, and a vehicle for staff within a library to share information and experiences. The best workshops bring a little of all of that to bear against a topic of some relevance. Then, mix in a comfortable environment that invites participation and which is far enough from the “structure” of the Library for really new or different ideas to get a fair hearing.

Workshops can be fun, entertaining, informative and build shared experiences which culminate in the development or reinforcement of values among the group. Or, they can be boring, dreary, mundane, irritating, a waste of time and of no educational or redeeming social value. In other words: obscene.

Getting a good workshop is a goal of both administrators and staff, but sometimes it seems there is a divergence of focus. Administrators seem to concentrate on content while staff seem to be concerned with entertainment value or delivery. As with most things in life, a balance is important.

To the greatest extent possible, content selection should be a result of staff meetings, strategic plan goals and/or discussions where staff and administration agree on skills needed. For example, at a weekly staff meeting which occurs after annual reviews are provided, one library did a feedback session on the evaluation system. Turns out, no one liked it and agreement was reached on a fix to the system. Workshops were scheduled with a consultant to provide alternative ideas and a recommended enhancement to the evaluation system that was fair, manageable, allowed for growth and held people accountable. Multiple workshops were held to cover different elements of the subject and most staff were both interested and felt they were part of a significant process that both requested their input and provided a solution to the issue.

As staff and administration come up with ideas for workshops at staff meetings, a list can be created and those issues reviewed and prioritized to reflect organizational direction and/or interest on the part of the administration and staff. Once everyone owns that list, interest in the workshops themselves becomes more widespread. This leads to a rule:

1. Content is not always negotiable (some training is required) but the discussion regarding topics and input from the staff should be incorporated as part of the content selection process.
   
   The outcome should never be a mystery. Once topics are identified workshop providers must identify “deliverables” or outcomes for the workshop in specific detail. These outcomes should be part of the negotiation between consultant and administration. And, as part of the evaluation, those outcomes should be part of what administrators hold participants and consultant accountable for at the end of the training.
   
   
2. To paraphrase Peter Senge, start with a clear understanding of the outcomes you will receive at the end of the workshop.
   
   While some workshops are comprised of such an esoteric nature the audience must sit and learn or absorb as if they were in junior high getting exposed to the periodic table of elements for the first time, participation is a huge part of the value in most successful workshops. While some presenters may be effective without participation in the form of exercises, break-out groups, etc., the audience has value to contribute and participation is a way to allow the audience to partner in the learning/entertaining/ growth value of the exercise.
   
   
3. Meaningful participation allows the audience to “own” the subject and contribute to it.
   
   Consultant presenters can be entertaining or not...but the best ones are able to capture an audience and use their presenting skills to bring the topic alive, relevant and something the audience cares about. When recruiting a consultant/speaker, make sure they can present in a compelling fashion. It isn’t optional.
   
   
4. The message any audience will hear in a workshop is the one they are awake for.
   
   In Japan, the older and more senior the staff person, the more they are offered the opportunities to attend a school or workshop. In that country education is a privilege. While we see education/training as fundamental to our abilities to provide high levels of performance, too often workshops are seen as drudgery and anything but a privilege.The culture of the library that values training and education, serves it as a reward and reinforces those who embrace training and development with more opportunities for advancement are sending a clear message. Similarly, staff who are not offered training are receiving a different but equally powerful message. Treat training as a reward and opportunity and participants will treat it the same way.
   
   
5. Training is like handing someone a business card. Offer it selectively with reverence, care and respect...and it will be received the same way. Offer it casually to anybody without much thought or importance attached...and, surprise, it will be treated the same way.
   
   Finally, workshops are a key opportunity to build the culture of the Library. Directors who provide workshops are providing an opportunity to build relationships, establish value systems and reinforce beliefs, best practice. Loyalty may be enhanced and esprit raised. Use workshops wisely and with an understanding of both the direct (training) effect and the indirect (culture building) effect as key outcomes. Your library will benefit.