2

Virtual Training
Is Still Training

 

What's Inside This Chapter   In this chapter, you’ll learn

• Comparison between face-to-face and virtual training
• Training skills needed for virtual delivery.

By now you may be thinking, "Oh no, I have to start all over again! Virtual training will be a career change for me because of all the new skills I need to learn!" Rest assured that if you're a classroom trainer, then you DO already know a lot about facilitating in the online classroom.

Think of it as adding a new layer to your training skill set. It's similar to learning to drive a motorcycle or bus after you already know how to drive a car. It's all transportation, so you apply your experienced driving knowledge to the new vehicle. You may need to take a class or study for an exam to drive the new transportation; however, you already know the basic skills. Likewise, many of the same face-to-face training skills are used in the virtual classroom. Yes, the environment is online and there are some significant differences, but you will not be starting from scratch.

Comparison Between Virtual and Face-to-Face Training

Many of the same training skills are used in both the face-to-face and virtual classroom. Table 2-1 provides a summary of common skills used in both delivery methods.

We will explore the nuances of these similarities later in this chapter. But first, let's focus on the differences.

There are two main differences when facilitating classes virtually:

• You do not see the participants.
• You use technology to communicate with and engage the learners.

Table 2–1. Skills Needed For Training Delivery

Training Skills	Face-to-Face Training	Virtual Training
Facilitate discussion	Yes	Yes
Ask questions	Yes	Yes
Give instructions for group activities	Yes	Yes
Teach new skills	Yes	Yes
Present content	Yes	Yes
Engage participants	Yes	Yes
Manage class time	Yes	Yes
Use technology	Sometimes	Yes
Multitask	Yes	Yes, using technology
Observe and monitor participant behavior	Yes	Yes, however trainer does not see participants’ faces or body language

These differences might not seem like much on paper, but they are significant. While training skills are still used in the virtual classroom, the environment in which they are used is a whole new world.

 

Difference 1: No Visual Contact. You can't see the participants! For many trainers, not having visual contact is the most intimidating feature of delivering in the virtual classroom. They are disturbed by the thought of not seeing the participants. Classroom trainers are usually very good at reading participants' body language.

• They observe participants' faces to see if they are "getting it."
• They watch to see if energy levels in the room are getting low.
• They notice cues that tell them to speed up or slow down.
• They look for signals that participants are paying attention and maintaining interest in the content.

Because virtual trainers do not see participants, they have to rely on other methods of observing participants. Virtual trainers still determine if participants are getting it, and whether or not they are paying attention. They stay aware of the group's overall energy level during class.

Due to the inability to see participants in the virtual classroom, a common thought is to use video streaming. If all participants and the trainer have a webcam, and the virtual classroom software program has the capability to display video, then problem solved, right? No, unfortunately not. I do not recommend using video streaming in a synchronous virtual classroom in order to "see" the participants. Let me explain. Yes, technically you could have webcams and use the streaming video feature, but there are two drawbacks to this.

First, multiple video streams significantly increase the amount of Internet bandwidth needed for the class. The connection speed will slow down, which could negatively affect the other learning activities. If everyone's connection speed is slow, when you switch from one slide to the next, there will be lag time for the participants' screens to catch up with yours, which can be extremely distracting to the learning environment. This lag time means you may be talking about a screen that they cannot see. Therefore, weigh the potential impact these video streams will have on your class.

Second, video streaming does not usually add instructional value to the class. Instead, it can actually do more harm than help. Imagine you have 15 participants in your online class, and you asked each to turn on a webcam. On the side of the screen, you would have 16 small windows (15 plus yourself), each with a moving participant headshot. (It might remind you of the famous Brady Bunch television show opening scene, where each family member appeared in a box and traded glances with one another throughout the introductory song.) At first, this visual aid would be a fun novelty addition to the screen. You could watch them and they could watch you and each other. As class continues, however, these windows can become a distraction amidst other learning activities. They will simply do not add value to the training content.

Your next thought might be, "Well then, just have the trainers use their webcams so that participants can see them, and it's just one video stream." While it can be a good thing for participants to see the trainer, our original dilemma was the trainer not being able to watch the participants' body language during class. Showing the trainer via streaming video does not solve the problem.

 

The bottom line is that not seeing the participants is not as big of a problem as it initially seems to be. There are other ways you can "see" the participants and "watch" for the cues you need. We'll explore these techniques of how to encourage participants in chapter 8.

 

Difference 2: Using Technology to Communicate With and Engage Participants. In any training class, the instructor communicates with participants and leads them through a series of activities to achieve the course's stated learning objectives. The obvious difference between facilitating a face-to-face class and a virtual one is the technology used to communicate and engage. Virtual training uses special software programs specifically designed for online collaboration between multiple participants. The trainer uses these virtual tools to facilitate.

In a virtual class, the trainer can display a Microsoft Office PowerPoint slide show, write on a virtual whiteboard, invite participants to chat via instant messenger, share software applications, and more. The content of a class may be the same face to face as it is in the virtual classroom, but the delivery mechanism differs.

At first you might think that virtual training is limited to technology topics such as how to use a software application. You might also think that virtual training activities cannot match what can be done in a face-to-face class. The reality is that almost anything can be successfully taught in the virtual classroom. This includes learning new software programs, sales techniques, business acumen, interpersonal skills, or time management—anything!

Another surprising reality for some is that in the virtual classroom, you can do almost anything that a face-to-face classroom can do. Using the virtual tools both as they are intended and in creative ways, the trainer leads the class through a series of activities to achieve the course's stated learning objectives. The class can discuss, brainstorm, take notes, work in small groups, play content-related games, watch video demonstrations, and so on.

We will explore virtual classroom technology in chapter 4, and learn more about engaging participants in chapter 8. For now, let's focus specifically on the unique role of the trainer in the virtual classroom.

Training Skills Used by the Virtual Trainer

The two differences noted above are significant, and they distinguish virtual training from face-to-face training. However, virtual training is still training. As listed in Table 2-1, many classroom training skills are still used. Let's review the basic training skills used by virtual and classroom trainers alike, with special focus on what's unique in the virtual classroom.

 

Facilitate Discussion. In both training environments—the face-to-face classroom and the virtual one—a key role of the trainer is to facilitate. Facilitation consists of

• asking questions to provoke discussion
• drawing people into conversation
• praising learners for their participation
• enabling participants to apply the learning.

Trainers ask questions for a variety of reasons. They seek responses to a query and poll the audience for input. They probe to make people think. And they ask provocative discussion questions to draw out comments. Every question a trainer asks during class should have purpose and meaning, moving the class along to the learning outcome.

The virtual environment requires the questions asked to be even more specific and directed. When asking questions during a virtual delivery, the trainer needs to not only ask the question, but also indicate how the participants should respond. For example, a trainer might ask, "Who thinks this topic is challenging?" However, in the virtual classroom, the trainer would first say, "If you think this topic is challenging, please click the 'raise hand' button," and then ask a follow-up question to a participant whose hand is raised "Sandee, tell us what you find challenging about it." This specific method of questioning lets participants know exactly what you expect of them and how they should respond to your question. In a face-to-face class, the trainer might ask, "When would you use this skill in your job?" In the virtual classroom, that same question might sound like, "Let's have everyone respond to this next question in the chat window: When would you use this skill in your job?"

In addition, the trainer should also use participants' names when only one person should respond to a question (such as, "José, could you elaborate on your comment in the chat window?"). The specific direct questioning approach eliminates any confusion for participants over how to respond.

A skilled facilitator also draws each person into the discussion while maintaining a comfortable classroom environment. (A comfortable environment means they don't embarrass people or put them on the spot in a painful way.) A successful trainer strives to create and maintain a comfortable environment because it helps participants more easily learn. So in the virtual classroom, to draw people into the discussion, the trainer might ask for a response "from someone we haven't heard from yet." Learners can also be drawn into the discussion when trainers use their names, or by referring back to something a participant said earlier in the class.

One way to keep the facilitation evenly distributed is to keep track of who is contributing to the class discussion. I do this by printing out a roster prior to the session, and making tick marks next to participant names when they share examples. If participants stay quiet, then I'll find an opportunity to ask them direct questions and encourage their contributions.

Great facilitation techniques also include providing positive feedback for participation. Thank your attendees for completing an exercise. Use positive reinforcement phrases ("good" or "excellent") when someone answers a question. Use names to encourage specific individuals. Praise learners frequently for their engagement when they contribute to the discussion. Also praise them when they use the virtual classroom tools. These reinforcement techniques should be used in any training environment, including the virtual one.

A word about virtual class size: In order for the trainer to effectively facilitate discussion, the class size should be conducive to participation. Class size is as important in the virtual classroom as it is in the face-to-face one. While there is no standard rule for the number of people to have in a virtual class, the number should be large enough to successfully complete the group learning activities and small enough so that everyone can contribute to a discussion. My preference is to have no more than 16 participants so that each person can receive my individual attention during class.

Finally, great facilitators create opportunities for participants to apply the learning. This fact is true regardless of the delivery method—face-to-face or virtual. Therefore, as a virtual trainer, encourage participants to share their own stories. Allow time for them to hear their fellow participants' experiences. Help participants see how the training topic can be immediately applied and how it's relevant to them. Give opportunity to experiment and practice. These methods will lead to a beneficial program for the participants geared toward the learning objectives.

 

Give Instructions for Group Activities. One of the trainer's primary responsibilities is to lead participants from one activity to the next during class. Give clear directions for each exercise and set expectations with the participants.

If activity directions are not clear, confusion and frustration result. Participants are more likely to disengage from the class if they do not have a complete grasp on what they are supposed to be doing at any given time.

When you give activity instructions, there are two guidelines that are true in both training environments but warrant special attention in the virtual classroom.

• Be explicitly clear about every intricate detail of the exercise. Participants need to know exactly what buttons to click, where to type their responses, what to watch for, or what is expected of them during the allotted time.
• Give directions both verbally and visually. Participants need to both see and hear the instructions for comprehension and retention. Providing directions verbally helps participants understand what to do. Providing directions visually helps those who process information by sight. A visual aid with instructions also allows participants to refer back to them during the exercise. This visual aid can either be on screen or in a participant handout that is printed prior to class.

Manage Class Time. As a trainer, have you ever been rushed to finish a class? Or realized too late that you have more information than time? Or wondered why some of your training classes finish early and others leave you gasping for air? Even the most seasoned trainers sometimes struggle with classroom time management.

Time management concerns are amplified in the virtual classroom because synchronous online classes are often shorter in length. Every single minute counts. Think about it: If you have an eight-hour, face-to-face class and you lose five minutes due to a discussion tangent, you can easily make it up at another point during the day. But in a 60-minute virtual session, if you spend an extra unplanned five minutes on a topic, then you've lost almost 10 percent of your available time!

Maximize every minute of your classroom time. Good time management will help you have credibility with your audience and make the most of your time together. For example, if you have a face-to-face class scheduled to begin at 9 a.m., and you start a few minutes late because you were sipping on water while walking to the front of the room, the participants would not think much of it because they can visually see you and know that it is time to start class. However, in the virtual environment, if you start a few minutes late for any reason, your participants may think, "Did I get the wrong time?" and they might disconnect from the session. Also, you may have to scramble to make up that time during the class.

When you prepare for your virtual session, make sure you clearly know how much time each activity should take and how much discussion time you have. It's up to you to manage the pace of class.

Review Table 2-2, which will help you recognize and eliminate the most common time wasters in the virtual classroom.

Table 2–2. Dealing With Time Wasters

Time Waster	Suggested Solution
Taking too much time on introductions	Use a brief activity, such as a poll, to learn about your audience instead of asking them to introduce themselves one by one.
Wasting time reviewing logistics	Share logistics prior to the class start time, either via email or on an introductory screen.
Spending too much time showing how to use the virtual classroom software tools	Require a prerequisite session on how to use the virtual classroom software. Invite new users to join the session early for review.
Requiring an answer (or response) from each participant	Use one of the software tools—poll, shared whiteboard, or chat—to allow for simultaneous responses.
Not seeking input from participants on the timing and pacing of activities	Ask participants to electronically “raise their hands” when finished with an exercise so you know when it’s time to move on.

 

Establish Ground Rules. The ground rules of a training class let participants know what behaviors are expected and which ones are not allowed. Typical ground rules for any type of class might include

• follow common courtesies for communication
• keep sensitive information confidential
• be on time
• share experiences
• participate actively.

Trainers should always establish ground rules in a training class, regardless of the delivery environment. Ground rules unique to a virtual class may include

• state your name before speaking
• never use your telephone "hold" button
• use mute/unmute buttons if in a noisy environment
• ask questions verbally or via the chat window at any time.

I believe it is important for participants to set their own ground rules. In my face-to-face classes, I may start the list with suggestions, but then ask the group to decide upon the rules. Once the rules are established, I'll often joke with the group, using an analogy from the airlines, by saying, "When someone sits in an exit row, they have to verbally agree to follow the airline's rules for emergency exit seating. Here in our class, we also need to verbally agree to follow these rules." Giving participants input to the ground rules list increases the likelihood of them being kept. I also ask participants to decide the "penalty" for breaking a rule. My face-to-face classes have come up with some fun and creative ideas, such as asking the offender to wear a funny straw hat for five minutes. What works for one group may not work for another, which is why the participants have control.

In a virtual class, ground rules should still be established, and the participants should still have ownership of them. They can decide their own penalties for the rule breakers, such as asking the offender to sing a short song. The two main differences in a virtual class are the amount of time available for ground rules discussion and the types of ground rules to include.

Since virtual classes are often shorter in length than their face-to-face counterparts, you should limit the amount of time spent on logistics. Group together virtual class "housekeeping" items and the ground rules into one short discussion. You could even cover these prior to the class start time by having this information posted on screen while you're waiting for class to begin. If you use this technique, then gain the participants' buy-in to the rules with a quick question at the beginning of class.

If you have a group of participants new to virtual training, then you may need to take a more active role in establishing ground rules. You can give them a list and ask which ones they agree with and what else they would add.

 

 

 

Getting It Done

Virtual training is still training. You will be able to transfer many of your classroom training skills to the virtual environment. Yes, the online dynamic is different. Yes, you will use technology to communicate. No, you cannot see the participants. However, despite these obstacles, you are not starting over from square one when you transition from the face-to-face classroom to the virtual classroom. It will take time and practice to get comfortable with the new delivery method; however, you can successfully make the leap. Reading this book is a good step in the right direction. Use Worksheet 2-1 to assess your skills in delivering training to the virtual classroom.

Worksheet 2–1: Training Skills Assessment

Place a checkmark next to the training skills you would like to focus on learning to deliver in the virtual classroom.

Facilitate discussion
Ask questions
Give instructions for group activities
Teach new skills
Present content
Engage participants
Manage class time
Use technology
Multitask
Monitor participant behavior

What skill(s) are already your areas of strength?

 

 

What skill(s) will you focus on first in preparing to deliver in the virtual classroom?