What makes a good, bad, and truly great workshop? How do you put together a Go workshop that works, and how do you get the most out of workshops you attend?
Johnny Boursiquot: Interestingly enough ā so let me preface this by saying, Iām not a⦠So training or doing workshops and things of that nature is sort of a passion project, if you will; itās something I do sort of on the side, because I truly enjoy it. Itās like the way ā like, when Iām off the keyboard, that doesnāt mean I donāt want to think about programming, or engineering, or Go, or whatever it is. It just means that if Iām off the keyboard, if Iām teaching it, because I love these things, itās a different modality for me. Iām not engineering software, but Iām teaching engineering. So Iām not a professional day job ā thatās not my day job as a trainer. So thatās sort of the context for what Iām about to say.
I have noticed that at times, professional training companies or professional trainers, they may sort of structure, or they may describe what youāre about to walk into as an all-inclusive, sort of all-encompassing, like āYou will learn all there is to knowā kind of thing, thereby setting the expectation that āOh, Iām a beginner. I donāt even know how to launch my shell. But this thing sounds like it could be good for me, because itās all-encompassing. Itās gonna cover all the things.ā So you go in, and thereās some assumptions already being made from the trainerās part about the level of everybody. But itās communicated in such a way that itās unclear, or it should be clearer what your own level should be before you walk into such a session. But because whatever the incentives are - maybe itās pack the room, get as many people to sign up as possible, or whatever that is, the optimization is being done for sort of the number of butts and seats, as opposed to āOkay, rather than having one big eight-hour-long sessionā¦ā And I say this, because I have been part of, Iāve had full day long workshops where some of the feedback came into me and basically said āHey, I love the training, I love the sessions, but I was a little bit more advanced; it would be great if you split this into two, and basically it gives me the option to say āOh, I donāt need the first half, I only need the second half, because Iām already at a place where the more advanced stuff is more useful to me.ā So thatās the feedback Iāve gotten. So when I do the full day, eight-hour thing, the optimization is for āWell, letās get as many people in here as possible.ā But the objective is not to get as many people in the room as possible, at least when I teach; itās not to get as many people in as possible. Thankfully, at this stage, Iām at a point where when people come to me, they know what to expect when Iām teaching; they know theyāre going to have a good time, they know theyāre going to learn a ton of things, and they know my teaching style is very hands on. So I donāt talk at people, I get them to do stuff, and we work through things together kind of thing. So I donāt have to advertise and say āHey, comeā to get butts in seats.
[18:16] So now the challenge becomes, okay, how do I structure and how do I communicate the topics Iām going to cover? How do I structure the things that if I need to have two separate workshops on a given day, whereby the first half is for beginners and intermediate, and the second half is advanced, then Iām going to tailor it and Iām the language I use to describe it is going to sort of articulate that; itās going to basically say āHey, if you come in here, this is what to expect. Iām not going to teach you how to run your shell, because this is not what this is about. This is what you should come in with. Have these things installed. Have this configured. You have gone through the Go tourā, or āYouāve been doing programming for a couple of years, or youāre just picking up some Go?ā These things, these hints you sort of put out there - people will self-select. And that enhances the chances that when they sit down in your workshop, theyāre going to have a much better time, because they are targeted. They are the people that are supposed to be in that seat, so they can take advantage of everything you have to teach, and you donāt have to feel like āOh man, this person is on the beginning end of the spectrum, but I have a ton of people on the complete opposite side of the spectrum. Now I have to sort of balance and try and be all things to all peopleā, which is incredibly hard. Whenever I do that, whenever I try to be all things to all people in a classroom, thatās when everybody suffers, myself included, because Iām like running ragged, trying to make sure āOh, do you understand this?ā, trying to make sure you pick up and catch up⦠And then the person at the other end is bored. So you want to avoid that.