Unquestioned traditional conference assumption #1: Conference session topics must be chosen and scheduled in advance.

conference session topics

Most conference planners think that meeting organizers need to chose and schedule conference session topics in advance.

One of the questions I asked when interviewing conference attendees for my book was:

“Most conferences have a conference schedule and program decided in advance. How would you feel about a conference where, at the start, through a careful conference process, the attendees themselves determine what they want to discuss, based on what each person wants to learn and the experience each attendee has to share?”

Forty-five percent of my interviewees were unable to conceive of a conference that did not have a schedule of conference sessions decided on and circulated in advance.

The most common response? Interviewees weren’t sure they’d want to go to such a conference without knowing what was going to happen there.

The next most common response? The idea sounded great/interesting/intriguing. But interviewees had no idea of how one would create a relevant conference program at the start of the conference.

What if we could create conference session topics that actually reflect attendee wants and needs

Suspend disbelief for a moment, and assume that at the start of a conference it is somehow possible to use available resources to create conference session topics that actually reflect attendee wants and needs. Then imagine attending such a conference yourself, a conference tailored to your needs. (You might want to reflect on how often this has happened for you.) Wouldn’t it be great?

What is the origin of the assumption that one must pre-plan a conference program? Perhaps it arose from our experience of learning as children, from our teachers in school who knew or were told what we were supposed to learn following a pre-planned curriculum. Certainly, if one thinks of conferences as trainings by experts, a pre-planned schedule makes sense. But conferences are for adult learners, and adults with critical thinking skills and relevant experience can learn from each other. We’ll see that there are ways of putting conference attendees in charge of what they wish to learn and discuss. But this cannot be done effectively if a conference’s program is frozen before attendees arrive.

The peer conference model described in Conferences That Work does indeed build a conference program that automatically adjusts to the actual needs of the people present. Read the book to find out how.

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