Peer sessions provide greater connection around content
The most important reason people go to conferences is to usefully connect with others around relevant content. But our conference programs still focus on lectures, where a few experts broadcast their knowledge to passive listeners. During lectures there’s no connection between audience members and no connection around lecture content. Here are five reasons why.
Legendary Apple designer Jony Ive explains how learning in community helped Apple make the iPhone:
“When we genuinely look at a problem it’s an opportunity to learn together, and we discover something together. We know that learning in community is powerful. It feeds and supports momentum which in turn encourages a familiarity and an acceptance of challenges associated with doing difficult things. And I’ve come to learn that I think a desire to learn makes doing something new just a little less scary.” ——Jony Ive, Apple designer Jony Ive explains how ‘teetering towards the absurd’ helped him make the iPhone
One of the most rewarding aspects of my work is training associations how to create powerful and effective participant-driven and participation-rich conferences. I love facilitating the learning that occurs. The training equips the organization with the tools needed to transform its events. Do you want to significantly improve your meetings? Then please don’t hesitate to get in touch!
“There were also the Conventa Crossover Awards. Traditionally, this kills the dynamics of every conference: there were 16 finalists, who all had to be given the opportunity to pitch. The initial, but rather traditional idea was to allow them all 10 minutes. This would have lead to 2 (!) hours of pitching, which wouldn’t have been fair to anyone.
At the same time, we didn’t want the pitches to be too short and we wanted the participants not only to vote, but also to learn from the projects. So this is what we did:
I often design and facilitate workshops for association members who mostly haven’t met before. The desired outcomes are for each participant to gain useful and relevant professional insights, and to make significant new connections.
Here’s what you might see on a stroll through a typical workshop:
An example At one workshop, association staffers noted that no one touched a cell phone, and intense conversations with frequent bursts of laughter filled the entire two-hour event.
A participant started crying and his group members rushed to console and support him. (We learned later that he had been unfairly fired earlier in the day.) Afterwards, we saw many people swapping business cards and making arrangements to meet up again. Before leaving, the fired man told me that, despite his dire circumstances, he had had a very positive experience and made several good new friends in his group. Other participants shared during post-workshop conversations that the experience would be memorable because of their personal learning and the new connections made.
Follow up evaluations confirmed that participants obtained meaningful peer support and advice, and began new friendships with other workshop participants.
Such workshops routinely meet the outcomes they’re designed to achieve: creating useful and memorable learning experiences and connections.
Why are these workshops successful? These workshops are not successful because of the:
excellence of a speaker;
beauty/novelty of the venue/F&B/entertainment; or
(Full disclosure: the facilitation needs to be competent!)
Adult professional peers can learn much from each other, and when they meet they are hungry to find solutions to current problems, explore issues, and make connections with others who work in the same sphere.
The successful workshops I’ve described above do not have a single expert sharing content. (Rather, it’s fair to say, they tap the expertise and experience of everyone present.) All they need for success is good process, competent facilitation, and a few low-tech items.
They are also simple. Every process element is a strategic ingredient of the workshop design. Running these workshops helps me continually refine the design, stripping away components that distract focus from the desired outcomes.
Many organizations focus on getting the “best” experts to speak at their meetings. Ironically, in my experience it’s almost always easier to create memorable learning and valuable connection for attendees by employing participatory workshop formats. Why? Because they take full advantage of the group’s combined expertise, hone in on what people actually want and need to learn, and build lasting relationships in the process.
Large meetings stroke owners’ and leaders’ egos, can supply impressive spectacle, are appropriate places to launch campaigns and mass announcements, and can be very profitable. But they are poor vehicles for creating the useful participant learning, connection, and outcomes that well-designed small conferences can deliver.
So if you are (un)fortunate enough to be the owner or designer of a large meeting, what can you do to maximize participant value?
You need to satisfy four core requirements for optimum learning and connection:
I’ve been attending conferences for over forty years. Most of them are dull and largely irrelevant. This seems to be the norm, because when you talk to attendees you find they set a low bar for satisfaction, e.g. “It’s OK if I learn one new thing a day, oh, and if I make a useful connection or two that would be great!”
For twenty years I assumed this was how conferences were supposed to be. And when I began creating conferences myself, I used the same standard format: invite experts in the field to speak to audiences.
Then in 1992, circumstances forced me to do one thing different. Ever since, thanks to that happy accident, I have been designing and facilitating peer conferences that people have loved for over a quarter-century.
“…gets an award for most/best/most thoughtfully organized conference I think I’ve ever been to.”
“I’m an introvert. I’ve never shared as much at a conference before. Your process is brilliant. Thank you.”
“…the truest sense of community I’ve ever felt and it was beautiful to experience. I hope you have the opportunity to experience something like this in your lifetime. It changes everything.” —Three recent participants on their experience at three different peer conferences
What’s the one key thing I do that almost no one else does?
In my keynote at Blend Abu Dhabi, the inaugural meeting industry conference at the new Yas Conference Centre, I shared six reasons why the meetings industry must change conference formats to stay relevant to today’s attendees.
Although I’ve written about these issues before, this is the first time they’ve been summarized in one place. Together they make a strong business case for the participant-driven and participation-rich meetings I’ve been advocating since 1992.
Sessions provide no connection around content Today, the most important reason why people go to conferences is to usefully connect with others around relevant content. But our conference programs still focus on lectures, where a few experts broadcast their knowledge to passive listeners: the audience. During lectures there’s no connection between audience members; no connection around lecture content.
At traditional conferences, connection is relegated to the breaks, meals, and socials! That’s why you so often hear “the best part of that conference was the conversations in the hallways”. It doesn’t have to be that way! Peer conferences provide conference sessions where participants connect around relevant, timely content.
Lectures are a terrible way to learn We’ve known for over a hundred years that lectures are a terrible way to learn something. Lectures are a seductive meeting format because they are very efficient ways of sharing information. Unfortunately, lectures are perhaps the least effective way of learning anything.
Why? Over time, we rapidly forget most everything we’ve been told. But when we engage with content, we remember more of it, remember it more accurately, and remember it longer. Every measure of learning increases drastically when attendees actively participate while learning in sessions.
The rise of online Most broadcast content is now readily available online. Expert content is available anywhere with an internet connection, just in time when it’s needed. You don’t need to go to conferences for broadcast content (which you’ll probably have forgotten by the time you need it) any more!
Professionals learn predominantly socially, not in the classroom Until about twenty years ago, professionals learned most of what they needed to know to do their jobs in the classroom. Today we know that only about 10% of what we need to know to do our jobs involves formal classroom teaching. The other 90% is informal, provided by a combination of self-directed learning and social, active, experiential learning with our peers on the job or (what an opportunity!) at conferences with our peers.
Though ~90% of the learning modalities adult workers need these days are informal social learning from our peers, we persist in making the bulk of “education” at meetings formal presentations by a few experts! Instead, we need to concentrate on and provide maximum opportunities for the just-in-time peer learning our attendees need and want.
Today, everyone has expertise and experience to share Everyone who has worked in a profession for a while is a expert resource for some of her or his peers. Instead of limiting content to broadcast by a few “experts”, peer conferences provide process and support to uncover and tap the thousands of years of expertise and experience in the room. Remember how David Weinberger puts it: “the smartest person in the room is the room.” We need conference process that uncovers and taps everyone’s experience and expertise while people are together at the conference!
Most pre-scheduled sessions don’t address actual attendee wants and needs Because we’ll forget learning that isn’t currently needed and reinforced, conferences need to provide just-in-time learning, and you can’t predict most of the just-in-time learning by asking a program committee, or attendees for that matter, in advance. My research has found that 50 – 90% of all pre-scheduled conference sessions are not what attendees actually want and need! In contrast, just about all peer conference sessions, chosen and run by participants during the event, are rated highly because they provide the just-in-time learning and connection that participants want from the event.
Conclusion All of these themes are explored in detail in my first two books. To get the full story, buy ’em!
Why is experiential learning superior to every other kind? In a word: feedback. Jerry Weinberg explains simply and concisely.
“Why is reading or writing something different from doing something?
First consider reading. Reading is (usually) a solitary activity, with no feedback. Without feedback, there’s no check on what you believe you’re learning.
Now, writing. Unless you put your writing in the hands of someone (or perhaps some computer analysis app), there’s also no feedback, so there’s no check on whether you wrote sense or nonsense.
When you do something, you interact with the real world, and the world responds in some way. With the world’s feedback, you have the possibility of learning, confirming, or disconfirming something. That’s why we strongly favor experiential learning over, say, lecturing or passive reading or writing.” —Jerry Weinberg, Why is reading or writing something different from doing something?