Conference Planning and Task Management: A Complete Guide

Introduction to Conferences and Their Purpose

Organizations frequently hold conferences, and this paper presents an analysis of the tasks associated with managing them. A conference may be defined as "an event used by any organization to meet and exchange views, convey a message, open a debate, or give publicity to some area of opinion on a specific issue. Although not generally limited in time, conferences are usually of short duration with specific objectives." (What is a Conference?) This definition makes certain factors clear and establishes that some elements are crucial for any conference. The first is that every conference must be organized with specific aims. The second point follows directly from the first: those objectives can only be met if people are brought together in one place. If these aims are not achieved, then the conference is probably not the best solution, and the organization should look into other methods of fulfilling the same purpose.

The alternatives may include holding a workshop, a training day, a seminar, or some other method of educating the people concerned. Holding conferences is sometimes reflected in the missions and goals of organizations, for example, "to raise the profile of the organization through participation in conferences, events and symposia." It could also be "to identify and introduce activities, including fairs and conferences, to generate income in support and promotion of the professional role and work of the organization and its members." (Why Hold a Conference?) When an organization has similar statements formally written down, or clearly articulated by management, it is important that conferences are properly organized, reach the target audience, and generate a profit — or at least do not incur a loss.

There are many reasons an organization might hold a conference. These may include communicating information either internally to members of the organization or externally to individuals or groups. In such conferences, the main task is to pass on information or messages. Sometimes the communication is not one-directional but involves sharing information, potentially from outside sources, even for the purpose of gathering expertise on particular and important topics. When individuals come together in a relatively informal setting, it is easier for them to talk and thus either share or receive information. Other conferences are held simply to provide additional visibility to the organizing body, or to exert influence on those attending. (Why Hold a Conference?)

Why Hold a Conference?

Quite often, the aim of an organization in holding a conference may exceed any single reason, or even the sum of all the reasons mentioned above. This can be seen in conferences held to commemorate the successful completion of certain tasks or a milestone number of years of active operation. The most important first step for any conference is to determine the reason it is being held. As an example, consider a conference organized for a special group of students, possibly from outside the country. The objectives of such a conference might be to increase student awareness of the organization's services, to find out what students expect from the organization, to clarify certain issues raised by those students, and to ultimately determine the best methods of addressing their requirements.

A reasonable solution would be to hold a meeting where students could directly discuss their concerns with those who would ultimately be solving their problems within the organization, such as career advisors — potentially with senior executives also present. When planning such an event, one must first be certain that a conference is the best possible method of meeting the organization's objectives. There is a great deal of work involved in organizing a conference, and one of the most important tasks is deciding whether a conference is truly necessary. (Why Hold a Conference?)

The organization of student conferences provides a useful one-on-one interaction between students and their teachers. One example discussed here is how conferences are organized for students to address creative writing problems. These conferences increase student confidence and help new writers feel at home among a large number of academics. For the teacher, such conferences provide feedback on the entire learning process the student has undergone in the classroom. The procedure described here was originally developed by David Taylor, the Director of the Writing Center at his university. The first step the teacher must take is to create an atmosphere of trust by treating the student as an honored guest. The teacher and student should work side by side rather than being separated by a large desk. The second step involves the teacher offering initial clarifications about the aims of the conference and eliciting the student's response.

Sincere efforts should be made to encourage students to talk, as this is necessary to avoid miscommunication between teacher and student. The roles of all participants in the conference should be made explicit, including who is responsible for what. Student writing conferences are meant for exploration, beginning with students and their guides reading assignments either silently or aloud, then discussing possible improvements by examining what is working and what is not. Every effort should be made to draw as much contribution from the students as possible. Only when students are unable or unwilling to provide answers should the guide offer solutions. A quotation from Donald Murray is relevant here: "I believe it is vital for the writer to learn how to read a draft and evaluate it. My conference pattern incorporates response theory: the instructor responds to the student's response and to the student's suggestions for improvement." (Conferencing with Student Writers)

Student Conferences

The fourth step involves consolidating the discussions and, where possible, reaching agreement. Some students also wish to take home written comments from the guide for later reference, and this need can be addressed by providing a summary of the conference. The final point to remember is that conferences are continuous exercises, and plans for the next conference should be made before the current one concludes. The highlights of the ongoing conference should also be noted for future use. (Conferencing with Student Writers)

There are different ways to open a discussion with students. Opening comments should focus on the student's feelings about the paper and whether the student feels they are managing it well. The immediate follow-up should investigate the current state of the working draft. It is important for the instructor to keep the student talking at all times. All instructor comments should be directed toward that purpose, through follow-up questions and requests for examples. When a student is not focusing on the main guidelines, this should be pointed out through questions such as "What is the main point you wanted to make here?" or by asking what the student would say to a friend about the most important aspects. It is important to understand that the objective of all such conferences is to prepare students for more writing, and this should be encouraged by prompting with questions like "Is there anything else in your mind about this situation?" or "What would your friend say about this?" (Conferencing with Student Writers)

The student might also be asked whether there is anything further they would like to write. The final aim in teaching is to improve the coherence of the developing writer, which is best brought out by asking about points in the writing that seem unrelated to the main idea, or questioning the relevance of sections that appear only loosely connected. It may sometimes be necessary to raise the suggestion more directly and ask for the student's opinion about omitting a particular section. At the same time, the entire exercise cannot be overly aggressive, as students may need time to respond to questions or prompting. Patience conveys to the student that they have something worthwhile to say, while too many questions in rapid succession may cause them to feel overwhelmed. After all, the conference exists for the students. Certain types of questions beginning with "what" and "how" are easier for most students than those beginning with "why." This is also true for most writers. (Conferencing with Student Writers)

Another consideration is the frequency with which conferences should be held. This is ideally determined by looking at the group, the tasks they need to complete, and the experience of the instructors. It has been observed, however, that conferences held at the beginning of courses are more effective than those at the end. At the beginning of a course, students take the conferences more seriously than at the end, when they tend to feel everything has already been "finished." Generally, attendance at conferences should be compulsory, as students who are given a choice tend not to attend. The conferences may be held both inside and outside the classroom, depending on the nature of the problem being addressed. These are the best methods for attending to student difficulties, as it can be genuinely hard for teachers to truly listen to a student's concerns about writing. Teachers tend to begin giving instructions while the student wants to be heard.

Students are also aware of this dynamic and sometimes subject teachers to periods of silence to test whether the teacher is willing to listen. Many teachers also push students to write papers in the way the teacher would prefer, rather than respecting the individuality of the student. This is counterproductive, as all students possess their own independence in writing and genuinely require a guide and a mentor rather than a director. When teachers adopt this controlling attitude, it can cause conflict at the start of sessions, when students may feel they are not being taught. Students must understand that the task of writing is ultimately theirs. Conferences also serve a teaching purpose, not a counseling one. Conferences are quite tiring, which is why it is advisable not to schedule them one immediately after another. (Conferencing with Student Writers)

To understand how to serve different types of conference participants, one must first consider what scientists have come to recognize about human psychology. Researchers have begun to understand that the mind exerts a very high degree of influence over the body, and that knowledge of this mind-body interaction can be used to understand people and their behavior in different contexts. The power of the mind has been found to be greater than was previously believed — it helps athletes perform better, enables individuals to combat illness, drives people toward personal success, and assists in the achievement of goals. This understanding was originally grounded in psychological theory developed by Carl Jung, a Swiss professor, whose ideas were subsequently developed by others into an instrument called the Myers-Briggs Type Indicator (MBTI). This instrument is intended to help individuals understand and accept themselves, as well as to recognize the value differences in others and appreciate individual uniqueness. (Understanding Clientele Differences)

The MBTI reveals that some people possess certain unique qualities while others are more creative, more productive, and generally better equipped to achieve success in a rapidly changing world. The MBTI identifies four different types of orientations through which people approach life. Within each of these four orientations, there may be two different preferences for handling situations, and each is equally valid. This dynamic is comparable to people being right-handed or left-handed — it is simply a mental orientation that influences behavior. When individuals understand their own tendencies, they tend to seek out others who think differently, which enriches their own approach. By attempting to understand others' behavior based on their mental preferences, individuals gain appreciation for different viewpoints, reducing the likelihood of reacting with anger or feeling diminished when someone holds a different opinion. (Understanding Clientele Differences)

Planning Conferences

Some planning is also required for the day or days of the conference itself. Name badges — either pinned or clipped — may be needed and should be prepared in an organized manner, sorted by department or category, with spare badges available for last-minute additions. A range of materials will be required, including brochures, flyers, banners, and display materials. Some speakers will need support for their presentations, such as display boards and tables. Nowadays much display is conducted through audio-visual equipment, and the necessary items — projectors with appropriate cables, screens, microphones, and related accessories — should be confirmed as available. It is also important to ensure that all attendees are informed of the venue location, timing, dress code, and the location of key facilities such as telephones and restrooms. These details may seem minor, but communicating them in advance helps attendees arrive in the right frame of mind. (Planning)

An example of student conference organization can be found in the Cold War History Group at a university, which hosts a graduate student conference featuring student presenters and faculty commentators. For presenting students, the forum provides a friendly environment in which to practice submitting proposals and delivering conference papers. The conference also gives students an opportunity to meet specialists in their field and receive valuable feedback on their ideas. For the organizers, it is an important opportunity to learn about the administrative side of academic life, while the broader student community gains an opportunity to integrate into the academic world. (Planning a Graduate Student Conference)

In certain respects, this conference is unique: it is entirely organized by graduate students, who are responsible for all planning and who also present the papers. Because it is not a large conference, students tend to feel less intimidated, while still benefiting from genuine intellectual stimulation. A key goal is to provide as much feedback to graduate students as possible. This is achieved by assigning each panelist an individual faculty reader whose sole responsibility is to read and comment on that student's paper, and by allowing generous time for group discussion after each presentation — since the conference organizing group has observed that the best ideas often emerge from the audience. Naturally, one of the most immediate tasks after committing to hold the conference is to secure funding, an effort that must begin nearly a year in advance. Serious attention must also be paid to the format of the conference, including the schedule of events. The greatest benefit to the institution is the opportunity it creates for graduate students, the institution, and the department to engage with others in their field. (Planning a Graduate Student Conference)

The Midwest Research to Practice Conference offers another instructive example of academic conference organization. It was established by Northern Illinois University in 1982, held continuously at that institution for the first three years, and then rotated among universities across the region — including institutions in Michigan, Indiana, Missouri, Kansas, Nebraska, Minnesota, Wisconsin, and Pennsylvania. Planning is carried out by a committee drawn from all these universities. From January onward, the committee holds approximately ten meetings continuing through to the conference in October. The perspectives on the planning process were written down by those involved after reviewing, questioning, arguing, refining, and recording their reflections. The perceptions of different committee members were compared and questioned before being committed to paper, and the entire decision-making process was analyzed. (What Matters in Planning a Conference?)

Through their experience, the planners questioned and examined the entire decision-making process, interrogating assumptions and the reasoning behind various tasks. This gave rise to several areas of concern. The first was the cultural considerations of the conference. The second was the influence that individuals exerted in aligning the conference with particular planning models. The third was the strategies used for negotiation and relationship-building. The fourth was securing the finances for the conference. The fifth was the influence of personal aims, gender, race, class, and social status on the conference. The sixth was the degree of professional artistry and intuition involved in planning. The seventh was the selection of leaders for the planning process. These areas were classified into four categories for further examination: leadership, human relationships, critical perspectives, and budgeting — with each of the four authors taking individual responsibility for one area. (What Matters in Planning a Conference?)