1-1 At the conclusion of this module the participant will be able to Utilize the two types of introductions to gather participant information Select and use an appropriate ice breaker Conduct and apply a “needs and expectations” exercise Identify the need for: an Agenda, Logistics, Materials, Refreshments Objectives The Introduction – Informal and Formal

1-2 The Introduction Informal Introduction Depending on the size of your class and your particular set up, an informal “meet and greet” style of introduction will allow you to gather some information on the participants beyond what you may have already discovered in preworkshop surveys. It’s a social interchange that gives the participants a first impression of you as an instructor, as well as the training. Obviously, this type of informal introduction works best with smaller class sizes in more intimate settings. For example, if you were conducting training for 30 or more participants in a hotel conference center, you might have limited time for participant interaction. In this case, it might be better to consider the...

1-3 The Introduction In some cases, you might not have the opportunity to mingle with participants before the training begins. In that case, your introduction will be more formal. Once the participants are seated and ready to begin, introduce yourself and mention your background and experience with the topic at hand. Use this time to energize your participants and establish a lively tone for the workshop. In this initial introduction, you have the opportunity to demonstrate your style. Keep it friendly and active. Encourage the participants to take an active role in the training. During this introduction, you may choose to do an icebreaker. We’ll touch on those momentarily. The following pages discuss what information to cover in your introduction. Formal Introduction

1-4 The Introduction The agenda provides participants with the operating guidelines of the workshop. It allows you to set the time frame for breaks, etc., as well as any additional course information. Take this time to discuss logistics, such as safety procedures, the locations of emergency exits, and restrooms. Identify and discuss the course materials provided. If you are providing food for lunch or breaks, point out when and where those breaks will occur. Finally, take some time to discuss the needs and expectations of the participants and the group. This is where you can set the rules for asking questions and addressing issues outside of the scope of the agenda. It also helps you understand your participants’ concerns and anxieties, if any. This portion of the introduction can be used as an icebreaker, or you can... Items to Address during the Introduction Agenda Logistics Materials Breaks Needs Expectations Icebreaker

1-5 Engage Your Participants with Icebreakers! The Introduction As future metadata trainers, you need to understand that it is vital to put workshop participants at ease. Your participants will most likely bring to this training all sorts of preconceived notions about metadata, and they need to feel comfortable in discussing these ideas. To set them at ease, use an icebreaker. After you have introduced yourself and given a quick rundown of your experience, have them do the same. As they introduce themselves, ask that they say where they work, and what they do. Then ask them what their top metadata concern is. Make a list of these concerns on an easel pad that we’ll call the “parking lot.” As you address a topic, mark it off the list. At the end of the workshop, come back to the list one final time to tie up any loose strings. This exercise has several benefits. It brings out some of the concerns of the participants, allowing them to see that others may share their concern. It gives you an idea of the topics you may need to add, and it makes a great way to recap the workshop. Topics to Address Metadata is scary! Where do I start? When do I get my duck?

1-6 The Introduction Icebreakers! Get Your Icebreakers! Here are some other suggestions for breaking the ice: “Famous person or place” Working as a group or in pairs, have each participant write the name of a famous person or place on a card without showing the other participants. Taking turns, each participant is asked only yes or no questions by the other participants, one by one, until someone discovers their person or place. “What’s in a name” Each participant, in turn, says their first name. The second participant provides the first participant’s name followed by their name. The next participant would then give the names of the first two, followed by their name. This continues until all participants have been introduced. Variation. After participants provide their names, the instructor asks a participant to point to a specific participant identified only by name. If the participant has difficulty, another participant is asked to help.

1-7 The Introduction The Introductions – Review The information and activities in the introduction provide information to both the participants and the instructor. The introduction establishes the rapport between the instructor and the participants and sets the tone for the workshop. Information in the introduction addresses the physical and emotional needs of the participant.