Multi-residential Workshop Planning Guide



Who this document is for This document is for municipal staff and consultants involved with the delivery of a recycling workshop designed for multi-residential stakeholders (superintendents, building owners and property managers). What is this Document?This Planning Guide includes directions and resources needed to deliver the Recycling Workshop for Superintendents, Building Owners and Property Managers. The materials and curriculum for the Workshop have been carefully designed by municipal waste management staff and an adult education specialist to ensure that key principles and practices are addressed and communicated in the most effective manner possible. This document contains all of the materials an instructor will need to deliver the Workshop, including: Curriculum outlines (Module guides): The curriculum outlines provide instructions for how to conduct the training program. The curriculum lists the learning objectives,, which subject matter to address, which resources to use (slides, exercise, etc.) which training technique to use (lecture, exercise, discussion, etc.) and the amount of time allotted for each segment. PowerPoint (PPT) slides: A PPT slide deck has been created for the entire recycling workshop, including lectures, exercises, discussions and worksheet activities. As you follow the detailed curriculum, reference will be made to the PPT slide numbers in the PPT slide deck. Instructors should carefully review the PPT slide deck and notes when preparing for and when delivering the course.Exercises/Worksheets: One-page exercise sheets are handed out to participants for all group exercises. Agenda: You will need to create your own agenda to reflect the sequencing/scheduling arrangements that best suit your program.Responsibilities of InstructorsAs a workshop instructor you have several important responsibilities:The content of the Recycling Workshop represents the latest information about best practices in multi-residential recycling. In addition, the Workshop has been designed to ensure the development of skills and the long-term retention of information. For this reason, it is recommended that you try to follow the curriculum as outlined in this documentYou should prepare for the Recycling Workshop as much as possible and in a way that ensures a professional delivery. Bringing together superintendents, property managers, building owners, municipal staff and (if applicable) consultants for a training session is a costly undertaking. As an instructor, you have a key role in ensuring that this costly expenditure of staff time is as productive and efficient as possible. Should you have any questions or difficulty in understanding what is required by instructors or what is meant by any aspect of the enclosed, curriculum, PPT slides, please visit the Continuous Improvement Fund website for contact information: Audience for this WorkshopThe audience for this workshop will typically be superintendents, building owners and property managers, but may also include:Volunteers, such as recycling ambassadorsTenantsCondominium board membersCollection staffDescription of the Training Workshop – 3 hours, 55 minutesThere are a total of five modules that together comprise the Recycling Workshop. Prepare for a Workshop of approximately 4 hours. Should you require a shorter workshop program, you will need to determine which topics have the most relevance for your program and target audience when planning the agenda for your Training Program. The modules are: Module 1: Introduction (30 min)70770759525Resources you will need:* Slides 1-8* Flipchart and markers for Activity # 1* The Making Recycling Work for You worksheet00Resources you will need:* Slides 1-8* Flipchart and markers for Activity # 1* The Making Recycling Work for You worksheetThis module serves to introduce the workshop objectives and agenda and lets the participants get to know one another and become comfortable. Module 2: Why Recycle More? (25 minutes)The intention of this module is to provide some interesting context about recycling and the role of multi-family recycling and of course the role of the superintendents and property managers in the whole recycling system. This module will focus on background information about the role of multi-family recycling in the municipality, the benefits of recycling and what happens to recyclable materials once they are collected. Module 3: What’s Possible (40 minutes)The purpose of this module is to allow participants to assess the performance of their recycling program(s) with what is possible if recycling capture/recovery were optimized. The core activity in the module is a calculation of the current recycling recovery rate compared to the potential recovery rate if all or a significant percentage of recyclable materials were captured.Module 4: Options for Improvement (1 hour, 50 minutes)The purpose of this module is to allow participants to consider the various steps to improve recycling programs in their multi-family buildings. A range of 5 steps will be showcased and the participants will be encouraged to evaluate and select options that offer the best promise for improvement in their circumstances. This module also emphasizes discussion with municipal representatives on what and how municipal resources can be utilized (for example, provision of promotion and education materials for tenants, signage, etc).Module 5: My Next Steps (30 minutes)The purpose of this module is to allow participants to summarize the key actions that they have identified as appropriate to the improvement of their recycling programs, including what municipal resources they will use. The Learning Activities:A careful selection of learning activities has been incorporated into this training program. This Recycling Workshop does not rely on old-fashioned “chalk and talk” training where the instructor talks and the participants listen passively. Instead, the Workshop includes interactive discussions and exercises so that the participants can apply new information to their real world of managing and improving the recycling program in their building(s). The specific types of instructional activities in this training program are listed below. Additional information regarding instructional techniques and adult learning principles can be found the last section of this introduction.Instructional lectures: Instructional lectures are used throughout the Recycling Workshop in order to explain key information. PPT slides are the key resource for these instructional lectures.Small group exercises: Small group exercises are used throughout the Workshop in order to provide an opportunity for participants to develop and expand their understanding by applying new information to case examples or situations. Information imparted in instructional lectures can be easily forgotten without this critical second step of applying the information in small group/practical exercises. Exercise handouts for the participants are available to be used whenever a PPT slide prompts an exercise. Hands on practical application will also be part of the group exercises. Large group discussions: Periodically, the instructor is prompted with a PPT slide to conduct a large group discussion. The speaker notes associated with the PPT slide provide more detail regarding the discussion topics. Large group discussions are an important technique for ensuring that participants are actively engaged in learning rather than simply passively listening to lectures. Symbols Used in the Instructor NotesThe following icons are used in the instructor notes to identify the type of learning activity for each section.IconLearning ActivityLecture2984501524000Facilitated DiscussionExerciseDebrief or use of Flipchart How to Prepare for the WorkshopA professional instructor always prepares for a training workshop by reviewing the learning objectives, the curriculum and all of the lectures and exercises so that he or she can deliver the program in an interesting, efficient and professional manner. In addition to reviewing these materials until you are comfortable, you may have to conduct other preparation activities, possibly including:Logistics: On your own or working with a designated Workshop coordinator, you will need to address invitations and arrangements for a suitable training room.Needs assessment: A needs assessment allows you to address an important principle of adult education: make your training program as relevant and meaningful as possible to your audience. You will find it useful to administer a pre-workshop needs assessment so that you can determine the key questions and concerns of your target audience, and then integrate these concerns and issues into your workshop. A sample needs assessment form is included in the resources section. Participant Information Required: Advise participants that they need to complete a simple assessment prior to the workshop, and this information will be used to complete an exercise during the workshop. Ask them to bring the following information:Count the number of recycling containersCheck just before they are collected and estimate how full they are (empty, ? full, ? full, ? full, or full). Do this for each recycling container.Room set-up: You should organize the room in a manner that is conducive to working in groups. Generally speaking, round tables work well, provided the seats are positioned so that the participants can also easily view the slide presentations. There must be enough room for participants to sit comfortably, conduct group work and move around. There are also many items you may require, such as flipcharts, a PPT projector, etc. To help you to generate your own list of possible set up activities and materials, a sample logistics checklist is included in the resources section.Participant materials: Each participant should be provided with their own package of materials so that they may take notes and have a written record of the training workshop. The slides (perhaps three per page) and all exercise hand-outs (questions and answers) should be assembled into a participant’s package. This package should also include P&E materials, such as: Recycling Handbook, (sample included) and other promotion & education materials that can be made available to participants to promotion recycling in their building(s). Participant evaluations: A sample participant evaluation form is included in the resources section. Administration of an evaluation will provide you with valuable tips regarding how you might make the training program more effective. Adult Education Principles and PracticesThe Principles of Adult EducationThe workshop has been designed using adult education principles and design concepts; this helps to ensure that it will be a valuable learning experience for the participants. Activities are varied in order to keep the attention of participants and to minimize boredom, particularly in the time period directly after lunch. Research on how adults learn has indicated that learners, and in particular adults, learn most effectively when the following principles of adult learning are applied:Adults learn best by doing or being engaged in some way.Adults are used to being active and need opportunities to participate and integrate new knowledge, understanding and skills. Learners prefer to discover meaning for themselves and to assimilate new information as they go. The rate at which students retain the information they learn increases with their degree of participation in the learning process. The following illustrates how much a learner will retain when exposed to different forms of instruction.Student InvolvementInformation Retained (as a % of the information delivered)Attending Lectures5%Reading10%Audiovisual observation20%Observation of demonstration30%Discussion50%Simulation65%Demonstration by students and practicing by students75%Teaching others90%Adults, as distinct from children, have and therefore continually draw upon their life experiences. Adults bring valuable experiences to reflect upon and share with their peers. They need to speak, participate and contribute to course proceedings. Participants must be actively involved in discussions, demonstrations, and hands-on experiences – any situation that allows them to react to interpret and apply the new information. Lectures (i.e. one-way communication) should be limited to no more than 20 minutes at a time.Adults have unique learning styles and teaching techniques must be varied.Adults have different learning styles, and to varying degrees will become bored if stuck in one learning style/mode for unbroken and/or long periods of time.All workshop information and activities must have relevance.Adults seek relevant and useful information; they readily learn what addresses/serves their needs and interests. Adults generally prefer to focus on real life tasks rather than intangible, or abstract problems. The reasons adults want to learn tend to be quite specific and most often are related to their occupation. Adults need to address issues that are directly relevant to them and will resent having their time wasted.Adults learn best in an environment of mutual trust and respect.The learning process will shut down if self-esteem is threatened. Self-esteem must be maintained at all times. Participants should never be made to feel stupid or embarrassed. Adults remember and retain knowledge through repetition and by having a structure or pattern for organizing new information.There should always be a clear, straightforward and simple structure for the information introduced during the workshop. This structure should provide participants with a mental framework for organizing the more specific and detailed bits of information. The structure or framework should be reinforced throughout the program. Types of Training Techniques Used in this CourseLectures PurposeTo give participants a chance to be exposed to specific and detailed informationTo share experience / expertise Approach/TechniqueDo not exceed 20 minutes of one-way dialogue.Break up longer lecture sessions with questioning techniques and facilitated discussion and exercises.Stay on time and on topic. Common reasons for going over time are:Covering material in more detail than necessaryTangential discussions; to deal with tangential points, use the “parking lot” techniqueNot being realistic about how much information can be coveredFailing to estimate the time required for the presentation of slides (allow one to two minutes of speaking per slide)Facilitated Discussion PurposeTo vary technique and paceTo have participants draw on their own experience, knowledge and applicationsTo keep participants engaged in processTakes some pressure off instructor to “perform”Approach / TechniquePose a clear question. Write responses on flipchart paper with marker (when appropriate).Make additions at the end or summarize as necessary, based on major points that are required to be covered.Do not pose “baited” questions (where you are looking for a very specific response). UsesList generation is one of the best uses of this technique.General, open discussion of issuesSharing of personal experienceBrainstormingThought starter introduction to new topicsGroup Exercises PurposeTo make new information relevant and practical to participants.To encourage active participation, sharing, problem solving and the application of information to participants’ own circumstances.Approach / TechniqueBreak participants into working groups of five to eight people, depending on the size of the large group (five to six people is ideal).Instructor Explain exercise, clarifies taskGive time parameters; based on the time allotted, be sure to give one or two time prompts (reminder of time remaining).Have groups assign someone to take notes and someone to track time.Remind participants that the point of the exercise is learning and learning will be enhanced if they DO NOT look at the answers.Circulate from group to group to ensure that each group can get started, answers questions, checks progress, etc.Reconvene groups and ask groups to report the outcomes.Debrief of exercise may vary depending on what seems suitable – reporting options may include:Round robin: moving from one table to the next with each group providing only a partial answer or the answer to one case/scenario in a multi-case/scenario exerciseEach group answering the question in full (can become repetitive)Full class debrief: although each group has done the exercise, anyone is invited to answer (no group or individual in particular) The objective is to keep everyone’s interest and develop as thorough a group response as possible. Lecture (slides) may be used as a further debriefing of an exercise.VariationsMini group exercise: a very brief exercise (approximately 5 minutes), usually intended to confirm understanding of straightforward materialIndividual exercise: completed by each individual on their ownThought-starter: These are quick activities, usually conducted at the beginning of a module or new subject area. They are intended to get participants thinking, to establish what is already known by the group and to kick-start discussion. Thought-starters may also help participants to retain information by linking new information to what they already may know about the subject.Other Resources Several additional resources can be found in this document:Logistics checklist. A checklist of actions or materials that you may need to bring to your workshop is listed in this checklist. Tips for how to stay on track. Keeping a training workshop on topic and on time is a very important objective. If a workshop goes off topic or wastes time, the intended learning objectives may not be achieved. It is the instructor’s job to keep the proceedings focused on the reasons why everyone came to the workshop and to have a high regard for the value of the participant’s time. However, even the most experienced instructor can struggle with keeping their workshop on track and on time. Needs Assessment FormResource 1: Logistics ChecklistA/V EQUIPMENT:What A/V is required?ScreenLaptop computer/cablesOverhead projectorAre there sufficient power outlets?Ensure the equipment works, is clean, there are extra bulbs, and that you or an assistant knows how to work the equipment and change the bulbsTHE NIGHT BEFORE (OR MORNING OF THE WORKSHOP IF NECESSARY)Meet with room coordinator and go over detailsWho do you contact if there are any problems with A/V, food, room etc. Set up the A/V equipment Ensure tables are set up appropriatelyCheck location of lights switches and temperature controlsMake sure slide projection is clearCheck lighting levels for slide showsCheck that all equipment is workingEnsure the room will be comfortable Ensure the room location is well marked (on reader board or with signs)CHECKLIST OF ITEMS TO BRING TO WORKSHOPExtra pens, pencils Sign in sheetBlack (and colour) markers that work well, highlightersExtra flipchart paper (if not provided by facility)Extra paper Tape (both masking and scotch); push pins to post flipchart paper if walls are fabricName tags (DIY) or pre-printedEvaluationsExtra bulbs for AV equipmentParticipants manualsInstructor’s manualsReference materialsHandoutsExercisesResource 2: Tips for How to Stay on TrackAdherence to the curriculum as expressed in the curriculum outline is strongly recommended. A key technique for following the curriculum is to stay focused, making sure to avoid tangents or sidetracks and topics outside of the prescribed agenda and curriculum. Naturally, questions from participants are to be anticipated and the curriculum provides time for questions. However, there is no doubt that unmanaged side topics will compromise your ability to deliver all of the workshop content in the time allotted. In order to ensure that the course stays on track, the following approaches are recommended:In your introductory comments clearly state that you intend to stay on track and on time and will have to “park” side topics. Don’t be afraid to use the agenda as a way to stay focused and provide you with the reason to close down a side topic. You may also ask the audience: Would you like to stay longer than the proposed ending time in order to add this topic to the agenda? Almost always, the answer is no and the group chooses to return to the agenda. (There is, however, always an option to set up a post-workshop period to address an unanticipated topic.) Use the PARKING LOT (a dedicated flipchart page) to “park” side topics. The parking lot is a very valuable and effective tool for instructors to note topics that are not on the agenda, but are still seen as important by the participants. You can also use the parking lot to manage a particularly dominant or overly talkative participant. When subjects that are off-topic come up or if an overly talkative participant takes too much time on tangents or side issues, the instructor can note the point (“That is very interesting but unfortunately we don’t have time to discuss that topic here, today”) while placing the topic in the parking lot. Placing a topic in the parking lot allows the instructor to return to the agenda but then deal with the parking lot topic in another manner, including (but not limited to) the following options:Offer to talk to the participant at break (one-on-one)Offer to set up a small group of participants to discuss the topic at lunch.Offer to seek clarification on the topic and get back to the participant either during the workshop (if possible) or after.Resource 3: Needs Assessment Survey FormPlease assist us in making the Recycling Workshop as successful as possible by answering the following questions: THANK YOU!What is your role in managing the recycling program in your building(s)? On a scale of 1 to 10 (10 being the best), how would you rate the success of your recycling program, and why? What is the most challenging aspect of the recycling program? What changes have you made to the recycling program in your building, and did it result in more recycling?Please let us know to what degree the proposed topics for the recycling workshop will meet your needs:1 = NOT relevant, NOT interested2 = Somewhat relevant, somewhat interested3 = Relevant and interested4 = Very relevant and very interested5 = Excellent relevance and extremely interested Module title and questions that will be addressed in the session:Your Ranking from 1 to 5Why recycle more? What happens to recyclables when they leave your building? Why is it important to recycle m ore than what we are currently recycling?What’s possible: How much can be recycled and how much is actually recycled? How to know how much you are recycling. Options for improvement: Steps to successful recycling. How to make recycling work for you. ................
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