Objectives, Motivation and Challenges

Motivation and Challenges
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Institution:
One of the basic aspects of any institution is the achievement of the goals that have been set up in the strategic plans for the given period of the year. Behind every successful venture in any given institutions, is the fluidity in leadership and supervision (Businessmind.at, 2014). The basic principle relates to providing the staff with the right kind of motivation through manageable challenges. It is crucial that the challenges are in line with the broader objectives of the institution. At the same time, it is important that enough resources are allocated to avoid delay in the implementation (Serc.carleton.edu, 2014). Finally, the objective should be measurable.
The rationale for the workshop is to get every other staff reevaluate their ability to take up challenges with a positive attitude to generate results. At the workshop, some of the factors that may have great impact include the user experience for the staff (Ccvillage.buffalo.edu, 2014). At the same time, the user modeling is crucial, especially with regard to tools used to enhance the learning experience. The content awareness is also going to have a great impact on the workshop, as the staffs interact with the material.
One of the developmental goals is to keep the staff motivated at all times (Sherwin, 2011). The other goal relates to the staff aligning their personal goals with those of the institution. Lastly, the staffs need to learn to embrace challenges as a way of developing their career and growth in their professional skills (Mùller, 2010). For the staff to develop an attitude that is going to propel their performance, they would have to change their mentality about challenges. By tackling challenges one develops motivational drive from within.
One of the crucial aspects of the teachers that are expected to attend the workshop is their age. The age differences are expected to spread between the early twenties to the late forties. Age is very crucial when it comes to workshops as the content and the methods of teaching are expected to be affected. Those in their early twenties to the late twenties are going to have a different pattern of learning compared to those in their thirties and the late forties. As such trainers have to unjust the training techniques to suit the age gap and the associated differences in learning curves. Those teachers that are in their early twenties may have a faster rate of reception and retention of the information that is shared on the workshops, while in those in their late thirties and forties may have a considerably hard time getting around the content.
The other characteristic that is going to have a bearing on the training at the workshops is the level of education, as part of the educational background of the audience. Workshops involve sharing ideals among the participants as well as training. Where the people in the audience do not have relatively the same level of education, it becomes hard for most of them to benefit from the venture. It is expected that most of the audience have attained college degree and some may have a master’s degree to their resume. Having this level of education ensures that the trainers are not struggling too much to tune down the content while trying to make it worth while and maintaining the level of quality in the long run.
The other characteristic relates to the trainers at the venue. It is one thing to be a trainers and it a whole different thing to be an experienced trainer (Ccvillage.buffalo.edu, 2014). As such the trainers at the workshop are expected to have background experience of at least five years in active practice. Where the trainers are experienced, the training ventures have a better rhythm (Serc.carleton.edu, 2014). It is common to have eventualities that come up during the workshop which had not been planned for. If the trainers are experienced, they not only solve the situations much faster, but they also make the best of it.
It is reassuring to note that most of the teachers at the workshop are motivated towards the event (Serc.carleton.edu, 2014). Most of them are looking forward to share their ideas and at the same time gain new informative intervention that could help them not only to build their careers but also have positive impacts on their students.
Coming to the workshop most of the teachers have already developed expectations on the aspects of the instructional supervision. Most of them are looking forward to the educational opportunities that that will be created by the supervision teams of trainers (Ccvillage.buffalo.edu, 2014). To this effect the teachers also expect that the trainers are also going to provide the necessary support giving them invaluable chances to growth and development.
With respect to performance the teachers have preconceived aspects of the ways in which better results can be achieved. These relate to the aspect of having goals that can guide them through the objectives of the learning process (Serc.carleton.edu, 2014). Goals are a remarkable means of setting the stage for any learning objectives as they help with the development of the workshop and at the same time help the teachers and the trainers assess the development.
The teachers also have the prevalent view that the workshop is going to bring on board new approaches and ideas to teaching (Mùller, 2010). Most of them are well acquainted with the main stream ideas that relate to learning and helping other learn. As such, the teachers will be expecting to learn something new which they can apply in their teaching techniques, to improve their delivery and at the same time make the learning process for their students easier and manageable (Serc.carleton.edu, 2014).
The basic theory in the workshop is going to hinge on the idea of creating opportunities for the teachers to learn valuable and educational material (Serc.carleton.edu, 2014). For this to happen the trainers will have to develop goals that are going to act as a guide to both parties and as a measuring scale for the success of the workshop. At the same time the trainers will provide support to the teachers at the workshop, as a way of enhancing the learning process (Mùller, 2010). The rationale for this approach and theory is the fact that the trainers and the teachers attending the workshop will both have the chance to share ideals in a cordial manner. The trainers can from this perspective evaluate the understanding and retention of the candidates, while the teachers can easily gain more knowledge from the trainers, without authoritative barriers (Serc.carleton.edu, 2014).
Benjamin Bloom was one of the most influential educators of his time and together with other educators they came up with a set of instructions to be used in the development of leaning objectives (Ccvillage.buffalo.edu, 2014). These instructions were devised into a taxonomy, which would guide the teachers whenever they developed educational objectives for their students (Edpsycinteractive.org, 2014).
Teachers will be in a position to engage their students in participatory learning.
Teachers will learn about developing strategic instructional supervision.
Teachers will be in a position to develop measurable goals (Serc.carleton.edu, 2014).
Teachers will be in apposition to provide support to the students during learning.
Teachers will be in a position to integrate technology in learning.
One of the main challenges in achieving the set objects relates to the idea of dropping old techniques and applying the new ones. This can be solved by sensitizing the teachers on the benefits of the new strategies (Edpsycinteractive.org, 2014). At the same time the teachers can be advised to come up with goals that are going to guide them in the transit. The other challenge will relate to application of technology to the learning process. To solve this, the teachers are going to be given some guidance on the best ways to intertwine the two. This will enhance the learning process for both the teachers and their students (Edpsycinteractive.org, 2014).
Bibliography
Sherwin, D. (2011). Creative Workshop: 80 Challenges to Sharpen Your Design Skills. Cincinnati: F+W Media.
This book relates to eighty challenges that help come up with the best designs when developing workshops.
Mùller, C. (2010). Employee motivation an incentive at Apple: Do incentives really help to motivate employees?. Norderstedt: GRIN Verlag.
In his book, Mùller, tries to bring out how one of the greatest companies in mobile technology keeps the staff motivated.
Serc.carleton.edu,. (2014). Designing Your Workshop. Retrieved 24 May 2014, from http://serc.carleton.edu/NAGTWorkshops/leadership/designing.html
This is a website that relates to the basics of designing a successful workshop, from the requirements, goals, program to the philosophies related.
Businessmind.at,. (2014). “The Art of Designing a Workshop”: Tips for successful workshop design – the tim
Motivation and Challenges
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