Four Facilitator Shortcuts for Successful Virtual Training

Content

Virtual training can be overwhelming. It requires more preparation time than a traditional training class and has more potential for things to go wrong. To be successful, facilitators must study the program content, set up the virtual classroom , practice with their producer, confirm the details distributed to participants, and ensure the material resonates with the audience. Once the program begins, they must capture the remote learners’ attention, establish a positive learning environment, troubleshoot technology challenges, and present content engagingly. All while facilitating learning that results in on-the-job application.

Virtual training can be overwhelming. It requires more preparation time than a traditional training class and has more potential for things to go wrong. To be successful, facilitators must study the program content, set up the virtual classroom, practice with their producer, confirm the details distributed to participants, and ensure the material resonates with the audience. Once the program begins, they must capture the remote learners’ attention, establish a positive learning environment, troubleshoot technology challenges, and present content engagingly. All while facilitating learning that results in on-the-job application.

Content

It seems like a lot, doesn’t it? Just like learning to drive a car may feel daunting at first, it gets easier with practice and experience. After delivering thousands of virtual classes over the past twenty years, I’ve discovered several shortcuts that both save time and make things easier. They are simple to do and provide positive results. I’ve incorporated them into my virtual training preparation process, and you can too.

It seems like a lot, doesn’t it? Just like learning to drive a car may feel daunting at first, it gets easier with practice and experience. After delivering thousands of virtual classes over the past twenty years, I’ve discovered several shortcuts that both save time and make things easier. They are simple to do and provide positive results. I’ve incorporated them into my virtual training preparation process, and you can too.

Content

Here are four specific things I do for every virtual class, the reasons they help, and tips for using them in your routine.

Here are four specific things I do for every virtual class, the reasons they help, and tips for using them in your routine.

1. Send a personal note to learners in advance.

Content

Learners receive needed information about the virtual training program when they register and when they receive automated reminder messages from a learning management system.

Learners receive needed information about the virtual training program when they register and when they receive automated reminder messages from a learning management system.

Content

Above and beyond these necessary details, I always send a short, personal email message to my participants about a week prior to the training class. I introduce myself as the facilitator, emphasize the required preparation tasks, set expectations for program participation, and ask a question that requests a brief response (such as, “What’s your biggest challenge related to this topic?”).

Above and beyond these necessary details, I always send a short, personal email message to my participants about a week prior to the training class. I introduce myself as the facilitator, emphasize the required preparation tasks, set expectations for program participation, and ask a question that requests a brief response (such as, “What’s your biggest challenge related to this topic?”).

Content

The time it takes to compose this message and reply to the responses is a small investment compared to its dividends. It reduces the number of participants who show up unprepared. It eliminates surprises, such as a request to be on camera or the requirement to get involved in the learning. It also helps me get to know the audience better so that I can better tailor the program to their needs. I find that when I don’t send this personal message, I spend more time setting expectations at the start and managing challenges that otherwise arise. I also find that my learners are more engaged because they are more prepared.

The time it takes to compose this message and reply to the responses is a small investment compared to its dividends. It reduces the number of participants who show up unprepared. It eliminates surprises, such as a request to be on camera or the requirement to get involved in the learning. It also helps me get to know the audience better so that I can better tailor the program to their needs. I find that when I don’t send this personal message, I spend more time setting expectations at the start and managing challenges that otherwise arise. I also find that my learners are more engaged because they are more prepared.

2. Store tech tips in an easily sharable, visual format.

Content

Despite the reliability of most virtual platforms, sometimes things go wrong. Tech challenges can quickly derail a learning experience. A participant may have trouble hearing or not know how to enable their webcam . It’s often user error or lack of knowledge, meaning facilitators spend time explaining and troubleshooting. Or there’s a sudden, unexpected issue, which means facilitators must quickly react.

Despite the reliability of most virtual platforms, sometimes things go wrong. Tech challenges can quickly derail a learning experience. A participant may have trouble hearing or not know how to enable their webcam. It’s often user error or lack of knowledge, meaning facilitators spend time explaining and troubleshooting. Or there’s a sudden, unexpected issue, which means facilitators must quickly react.

Content

There are many ways to overcome tech challenges with advance preparation. Prerequisite tutorials or job aids can help learners get comfortable with the program. And backup planning can minimize a lot. But the potential for tech-related issues still exists and can bog down the facilitator’s focus, which takes away from the learning experience for all.

There are many ways to overcome tech challenges with advance preparation. Prerequisite tutorials or job aids can help learners get comfortable with the program. And backup planning can minimize a lot. But the potential for tech-related issues still exists and can bog down the facilitator’s focus, which takes away from the learning experience for all.

Content

Therefore, I save time by storing common tech tips in an easily shareable, visual format. For example, a ready-to-go slide with instructions on using the audio setup wizard. Or a series of Adobe Connect Notes pods, each with an answer to a common question. Even if a producer joins me for the session, these at-a-glance guides can quickly and effectively communicate tech solutions. They help me keep my focus on learning while still assisting those who need help. And they are a fast way to communicate details and solve problems.

Therefore, I save time by storing common tech tips in an easily shareable, visual format. For example, a ready-to-go slide with instructions on using the audio setup wizard. Or a series of Adobe Connect Notes pods, each with an answer to a common question. Even if a producer joins me for the session, these at-a-glance guides can quickly and effectively communicate tech solutions. They help me keep my focus on learning while still assisting those who need help. And they are a fast way to communicate details and solve problems.

3. Split slide decks into chunks by topic or activity.

Content

To keep participant attention during interactive virtual classes, it helps to have the screen change frequently. This can be done by sharing Adobe Connect pods like polls or whiteboards . It’s also achieved by using slides as visual aids for content and activity instructions. My guideline is to keep the screen moving, rarely having the same slide on screen for more than a minute or two. With just one thought per slide and rare bullet points, my slide deck for a 90-minute virtual class typically has 100–200 slides.

To keep participant attention during interactive virtual classes, it helps to have the screen change frequently. This can be done by sharing Adobe Connect pods like polls or whiteboards. It’s also achieved by using slides as visual aids for content and activity instructions. My guideline is to keep the screen moving, rarely having the same slide on screen for more than a minute or two. With just one thought per slide and rare bullet points, my slide deck for a 90-minute virtual class typically has 100–200 slides.

Content

Even if your program files are much smaller, you’ll still benefit from this tip: split the large slide deck into several smaller decks grouped by topic or activity. So, the first set of slides would be Deck 1, the next set would be Deck 2, and so on.

Even if your program files are much smaller, you’ll still benefit from this tip: split the large slide deck into several smaller decks grouped by topic or activity. So, the first set of slides would be Deck 1, the next set would be Deck 2, and so on.

Content

Breaking down the program into chunks provides several benefits. First, the smaller decks load faster in many platforms, contributing to better system performance. Second, in Adobe Connect , each section can be in a different layout , giving more creative design. And finally, envisioning the program in chunks allows for more flexibility. It’s easier to switch between topics if needed, and to adapt more quickly to audience needs.

Breaking down the program into chunks provides several benefits. First, the smaller decks load faster in many platforms, contributing to better system performance. Second, in Adobe Connect, each section can be in a different layout, giving more creative design. And finally, envisioning the program in chunks allows for more flexibility. It’s easier to switch between topics if needed, and to adapt more quickly to audience needs.

4. Set up micro-sized breakout groups.

Content

Distracted, multi-tasking participants are one of the biggest obstacles to learning success. If they aren’t paying attention, they aren’t learning, and if they aren’t learning then they won’t be able to apply the new knowledge and skills. In addition, the best virtual classes are more than just a lecture. They are a collective experience for learners who can discuss ideas, ask questions, and connect with others.

Distracted, multi-tasking participants are one of the biggest obstacles to learning success. If they aren’t paying attention, they aren’t learning, and if they aren’t learning then they won’t be able to apply the new knowledge and skills. In addition, the best virtual classes are more than just a lecture. They are a collective experience for learners who can discuss ideas, ask questions, and connect with others.

Content

One of the best ways to create this feeling of shared accountability for learning is to assign participants to micro-sized teams. Specifically, to put small groups of 2–3 people each into breakout rooms near the start of the session. This way, participants quickly realize they will not be just passive listeners but instead active learners in a shared experience. The extra small group size prevents anyone from staying anonymous. And establishing a social network at the start sets the stage for collaboration right away.

One of the best ways to create this feeling of shared accountability for learning is to assign participants to micro-sized teams. Specifically, to put small groups of 2–3 people each into breakout rooms near the start of the session. This way, participants quickly realize they will not be just passive listeners but instead active learners in a shared experience. The extra small group size prevents anyone from staying anonymous. And establishing a social network at the start sets the stage for collaboration right away.

Content

I have noticed a significant positive difference in engagement levels since I started assigning micro-groups near the start of my virtual classes. This initial breakout activity doesn’t need to be long—it could be a simple topic-related question for the group to quickly discuss in under five minutes. It’s worth the time investment.

I have noticed a significant positive difference in engagement levels since I started assigning micro-groups near the start of my virtual classes. This initial breakout activity doesn’t need to be long—it could be a simple topic-related question for the group to quickly discuss in under five minutes. It’s worth the time investment.

In closing

Content

As you consider this list, the techniques should strike you as simple steps that can be done by anyone. They are tasks that can be easily incorporated into a facilitator’s preparation checklist. What separates the best facilitators from the rest of the pack is their ability to implement each one regularly. Make them part of your routine, and the benefits will follow.

As you consider this list, the techniques should strike you as simple steps that can be done by anyone. They are tasks that can be easily incorporated into a facilitator’s preparation checklist. What separates the best facilitators from the rest of the pack is their ability to implement each one regularly. Make them part of your routine, and the benefits will follow.