15
Virtual Facilitation: Tips for Effective Webinars
As a modern product expert, you must be an expert in much more than just your company’s product. Technology has created multiple ways to communicate with your customers. You may need to deliver a webinar or video training or presentation. If so, you should understand what does not change and what does. Since there are many helps available for those wanting to deliver ad hoc or one‐time presentations via a webinar, the focus here is on actual training classes delivered in this format.
What Doesn’t Change
Much of what you have read to this point does not change just because the medium you are delivering it in is changing. There are some nuances in each of them that may change, but one should not compromise the guiding principles. It is a good idea to review what those are.
The Philosophical Approach
The way adults learn is the way adults learn, regardless of technology or delivery method. If anything, this will become even more obvious in a virtual setting.
- Proficiency still requires students to do something in order to become proficient. It may take more creativity to make that happen, but it is still part of becoming proficient in something.
- Students will have to take even more ownership and responsibility for their learning.
- Product solution experts will have to be even more adept at thinking consciously about how they do what they do.
It is frightfully easy to fall back into old habits when one directs their focus at something besides learning. Never allow the focus of a webinar be to deliver a webinar. Make sure that your real goal is to deliver effective learning that just happens to be delivered live via a computer and the Internet. Do not let the delivery mechanism force you to compromise the adult learning principles you are learning to apply to instructor‐led training.
The Structure
Use the 4 × 8 Proficiency Design Model to design webinars. While the process is the same, it is usually wise to separate out the design process of a webinar and a face‐to‐face, instructor‐led class. You cannot teach a class designed for the classroom over a webinar or video and expect the same results.
Remember, in the best‐case scenario, a curriculum designer should not choose the delivery format until step 6 of the 4 × 8 process. In rare cases where the delivery format is pre‐determined, you will need to go through the other steps with that in mind.
- The business goal. What is the goal for this webinar? Keep it simple, but you must have one.
- The intended audience. Who are they? Even though you cannot see your audience, you must define them.
- The objectives. A good objective must still have an observable and measurable verb. You may need to change the verb, since the action must be observable virtually. Unless you are using cameras at the user’s end, you will not be able to observe them installing hardware, so you will need to rewrite the objective to include something you can observe. In a webinar, it is best if you can reduce the training to one main objective.
- The outline. The process for creating the outline is the same.
- The activities. Students will need to perform the activities virtually. You may decide to have these done outside of the webinar and turned in separately.
- The delivery method. Even though you have already determined the delivery method, you may choose to enhance your training via video, a pre‐requisite reading, or some other learning delivery.
- The assessment. You can complete the assessment online through polling tools built into the system or through verbal acknowledgments if the class is not part of a certification program. Students can also complete the assessment separately from the webinar.
- The content. Create the content specifically for the type of delivery that the instructor will use. Use the capabilities of the tool. Most tools have the ability to create polling questions, add attachments, and so on. Learn the tool well and use it fully.
The Definition
A presentation delivered via webinar is still a presentation. Training is still about changing what people do. This may restrict you from delivering via webinar what you thought you could. That is fine because that means when you do, your webinars will be more effective.
Facilitating Virtually
You do not want only to deliver content. You know that you need to help adults learn by doing, but the environment challenges you. Take heart; you are not alone. Proficiency training in a virtual setting does have its challenges. Often, one must deliver the virtual training as part of a blended approach, to allow students to perform tasks in a hands‐on training environment.
There are times when you can use a virtual environment to help students become proficient in a product or solution. Your goal is to deliver effective learning. Here are a few tips.
Regarding the Presentation
- Use even fewer words on your slides. You want to keep your students’ attention. If they can get everything by reading the slides, they will do so and then start checking emails. Do not give them that option or frustrate them, wishing you would have just sent them the slides to read.
- Use even larger font sizes. Remember that some students will be using a mobile device. Make sure one can read the text from a small device.
- Use lower resolution pictures and graphics. You do not want students with a low‐speed connection to get behind.
- Reduce or eliminate animation. Animation rarely works well in a webinar setting. Audiences connect to your webinar over different networks with different speeds and bandwidth. The simplest fix is to eliminate animation altogether. If you must use it, use it sparingly.
- Create a welcome slide. Start with a welcome slide that includes extra dial‐in information, a reminder to mute phones and not to put phones on hold, and any other helpful information. Start the webinar 5–10 minutes early with this information.
Regarding the Tool
- Learn to use the tool well. Practice how to answer questions, mute and unmute phones, give control to another presenter, upload documents, take a poll, and so on. All of these items will come in handy.
- Upload the presentation into the tool. Most webinar tools allow you to upload the presentation prior to showing it. Do not attempt to give a webinar by simply showing your screen. This slows the connection down significantly.
- If possible, use a camera. It is easier to keep your students’ attention when they can see you. Ideally, you could use a tool where you can see them as well, but if that is not available at least try to let them see you.
About the Event
- Keep the class size small. Just because the delivery format is not in a classroom does not change the fact that training requires a smaller audience. You are still teaching individuals. Know how many you can handle for the objectives you want to meet and stick to that size.
- Use an assistant or moderator. You may think you can handle it, but you will not regret having help. I have done many webinars in my career, and I usually use a second person or moderator. I need the extra hands to help with technology, questions, and any issues that may arise. An assistant can be extremely helpful even if they are not physically present with you.
- Run a pilot class. Always run a pilot class, just as you would any other class you are offering for the first time. Doing so will help to decrease issues in later classes. Get as many variations as possible to view and interact in the webinar. Use multiple browsers, multiple mobile devices and operating systems—all with the goal of knowing how to make your webinar as effective as possible.
- Engage the students. The format is not an excuse for not engaging the students. Most good tools offer several ways to do that.
- Polling questions. A good webinar software program will integrate a live polling option into the system. Instead of just asking questions verbally, ask the questions in written format as well and let the students answer live.
- Whiteboard options. Some software programs allow students to write answers to questions or click on a graphic question.
- Use a seating arrangement. Showing a “seating” arrangement proves that the instructor is aware of who is attending the class. You may also want to print it and keep it by you. When you ask questions, you can tell them that you are going to go in order, or you can choose students to answer based on their seating assignment. It also helps to make the students feel like they have to stay involved in the class.
- Use good nonverbal skills. Good verbal skills are obviously important in a webinar. What many forget is that good nonverbal skills are still important, even if your students cannot see you. Try standing when you are giving a webinar. It will increase your energy, and it will be easier for students to remain engaged. Remember to smile. They can hear you smiling!
Conclusion
Technology is a wonderful tool and can simplify the way you communicate with students around the world. The way one delivers information, however, does not change the way adults learn. Never assume that telling students something, or showing them a few slides, equates to good training. Engaging your students and making sure you meet each objective is still critical. Find ways to let your students perform tasks that will help them internalize the learning. Your students cannot be proficient in something they have never done, but with a little creativity, you may find ways to make that happen at a distance.
Making It Practical
The way you deliver training does not change the way adults learn. Never allow the delivery method to make your training less effective.
- What is one thing you are going to do differently next time you teach via webinar?
- Should you use the 4 × 8 Proficiency Design Model to create an effective webinar? Why or why not?
Before you read Chapter 16, “Technical Presentations: Effectively Design and Deliver Technical Information,” answer these two questions.
- In your own words, what is the difference between a training course and a presentation?
- What is one reason you might decide to offer a technical presentation on your product?