This occasional paper is intended as a practical guide to teachers in further and higher education who are involved in continuing professional development (CPD) and wish to use a strategy of participative workshops. Section I is a brief explanation summarizing the educational justification for the learner-centered approach to CPD. In Section II the design of outline schemes for learner-centered workshop programs is considered. Topics considered include defining constraints, specifying aims and objectives, and achieving the aims. Section III offers specific advice to facilitators on such topics as self-development, using literature and other sources, co-counseling, preparation, digressions, misconceptions, facilitating, documentation, last minute preparations, and conducting the program. Section IV suggests ways to improve a conventionally taught course in a CPD program. An appendix, amounting to approximately one-half of the paper, offers three detailed examples of annotated workshop designs. Each example is accompanied by samples of documentation. In each case, after the opening description, a summary is provided of the process followed in designing the workshop. (YLB)