VIRTUAL TRAINING Cindy Huggett, CPTD
The phrase “it takes a village to…” can be applied to many environments – raising children, building a house and also to virtual training. The most successful online classes are not a solo affair. A lone ranger virtual facilitator may be able to “make it work,” but teamwork leads to better results.
There are three key relationships that help virtual training work well. Each of these important partnerships is outlined here, along with recommendations on how they should work together to contribute to virtual training success.
For virtual training classes, these roles are two sides of the same coin. A designer writes the learning objectives based upon business goals, crafts the agenda, develops activities, writes facilitator guides, builds slide decks and more. The facilitator then implements this plan with the participants. Facilitators follow the designer’s blueprint to create an effective learning environment.
The successful outcome of this partnership is learning results – the designer carefully crafts the program to ensure learning transfer, and the facilitator brings the design to life.
To help with the handoff, I recommend a facilitator prep meeting before the first delivery. The designer can walk through the program while sharing the underlying reasons for design decisions. As the facilitator becomes knowledgeable about the what and the why, they will be more prepared to help deliver the intended results.
The best virtual classes have two session leaders: one focused on the learning and the other focused on technology. That way, the facilitator can keep their attention on the program flow and the learner experience while the producer can manage the tech tools.
For example, when one participant has a debilitating tech challenge, the producer can help that person while the facilitator continues with the rest of the learners. Or, for a role-play practice exercise, the facilitator explains the activity instructions while the producer sets up and manages the breakout rooms. The facilitator then helps participants debrief their learning as the producer takes care of the logistics.
This facilitator-producer relationship ensures a seamless learning experience for all. To help make it work well, I recommend that facilitators and producers meet in advance to determine how they will share responsibilities during a class. They should meet early in the virtual class and have backup communication plans in case of emergency.
The smoother this relationship is, the more likely the virtual training class will be successful.
The very nature of virtual training means that participants stay in their own workspace, which means they are likely to be distracted by their surroundings. Even the most exciting topic with an enthusiastic facilitator may not hold participant attention. And if they aren’t engaged then they aren’t learning, and if they aren’t learning then they won’t be able to apply new knowledge and skills back on the job.
One often-overlooked way to overcome this challenge is to use co-facilitators. Having multiple “on-air” voices can help keep participants interested and involved.
You’re familiar with this delivery model if you’ve ever listened to a radio talk show with more than one host. The co-hosts feed off each other’s energy to maintain listener attention. Their friendly banter draws in the remote audience. They tell stories, share inside jokes and create conversation around relevant topics. This same thing can happen when co-hosts, or cofacilitators, partner together for a virtual class.
To help create an authentic relationship that resonates with remote participants, co-facilitators need to spend time together before the class. They don’t need to be in the same location for this meeting or for the facilitation, but by meeting, they can clarify their respective roles and determine transition points. They can practice switching between topics and learn each other’s cues. They should also take care to ensure the participant learning experience remains their primary goal.
Each one of these partnerships stems from an intentional plan worked out in advance of the virtual class. They rely on clear communication and specificity in roles and responsibilities.
By sharing the common goal of creating an engaging online environment that’s focused on the participant experience, these relationships help the program realize learning results.
Cindy Huggett, CPTD, is a consultant and author whose books include The Facilitator’s Guide to Immersive, Blended and Hybrid Learning and Virtual Training Tools and Templates. Email her at Cindy@CindyHuggett.com or connect with her on LinkedIn at www.linkedin.com/in/cindyhuggett/.