Classroom Training

Face-to-face classroom learning has always been an extremely popular workplace learning and professional development tool. Designing and conducting workplace learning using Training, Seminar, Workshop, and even Retreat formats is a specialty at Executive Performance.

While terms "training", “seminar”, “workshop”, and “retreat” have become interchangeable in common parlance, each strategy has a unique purpose and projected outcome.

The tables below provides a comparison between the various face-to-face workplace learning startegies. Table A compares longer term Training to all the other types of shorter term learning strategies (training v. seminars, workshops & retreats).

Table A Training v. All the Rest	Training	Seminars, Workshops & Retreats
Logistically	duration is longer ongoing scheduling departmental homogeneous groups	duration is shorter one-time/just-in-time scheduling interdepartmental heterogeneous groups
Strategically	timing (throughout an initiative) depth (intermediate to advanced) cognitive or skill learning formal follow-up activities (assignments, tests)	timing (beginning or ending of an initiative) depth (introductory or targeted) attitudinal learning informal little or no follow-up activities (assignments, tests)

Table B below compares the types of shorter term learning strategies to one another based on purpose and outcomes (seminars v. workshops v. retreats).

Table B	Seminar	Workshop	Retreat
Purpose	informal meeting for giving and discussing information	brief intensive educational program for a relatively small group focused on particular attitudinal shift	period of group withdrawal from day-to-day operations for study, meditation, and instruction
Outcome	information exchange from sharing data and facts	understanding from attitude shift	knowledge & wisdom from reflection & recommitment

Executive Performance facilitators design highly motivational and often challenging learning environments.

The stimulus comes not from the facilitator but from the peer group. We design effective learner-centered training, seminars, workshops and retreats where everyone is actively engaged as a co-learner. As facilitators, we aim to create a community of interactive learners in a relatively short period of time.

Since training, seminars, workshops and retreats are effective only if there is considerable interaction among the group, we recommend group sizes appropriate to the type and scope of professional development activity.

Based upon the results of a needs assessment process, we develop objectives, content, instructional materials (handouts), as well as facilitate sessions using activities such as:

role plays

case studies

focus groups

laboratory periods

These activities are used to effectuate positive changes in knowledge, skills, or attitudes relevant to the specific topic. At the conclusion of every session we ask participants to complete an evaluation.

Current research in the following principles of adult learning (andragogy) provide the framework for facilitating effective focused training, seminars, workshops and retreats:

5 Principles of Adult Learning
the need to KNOW the need to be SELF-DIRECTING prior related EXPERIENCE READINESS to learn ORIENTATION to learn

Executive Performance facilitators maximize training, seminar, workshop and retreat “learning” by leveraging “best-in-class” content with “best practice” instructional design.