Facilitator Training Program

Facilitator Training Program

Virtual Instructor Led Training

Peter Yidiaris

Copyright 2014 by University of Phoenix. All rights reserved.

Facilitator Training Program

Purpose
This document is intended to provide experienced instructors with the competencies and support
required to effectively deliver a virtual training session.

Target Audience
This program is targeted toward the trainers within the corporate technical training group. The
group is experienced, averaging 10 years of classroom-based training experience, however, they
are new to the distant learning environment.
The group is competent in preparing lesson plans, delivering technical content, managing the
classroom environment and assessing the students ability to comprehend the topic. The team has
a good knowledge of adult learning concepts, as well as basic instructional design. Because of the
technical nature of the courseware the trainers are comfortable adopting new technologies. The
corporate strategy is to employ Virtual Instructor Led Training (VILT) in the delivery of new
product introduction sessions.
Required Trainer Competencies
A trainer delivering a VILT class will require the following skills:
Ability to engage students in the learning process
Maintaining a high level of energy
Demonstrating a working knowledge of the associate technology
Ability to read learners without visual support
Ability to maintain a high level of energy
Ability to build rapport from a distance
Dealing with behavioral issues in a virtual environment
Developing engaging visuals
How to paint a vivid picture with descriptive language.
Setting student expectations on what to expect in a distant learning experience.
How to establish a clear and compelling voice presence
How to probe for comprehension
Know how to manage and resolve technical difficulties.
Program Goals
Understand the differences between face-to-face and online teaching and effectively
implement them into development and facilitation of online classes.
Establish presence early in the course and encourage students to do the same.
Understands the importance of community building and devotes time at the start of the
class to that function.
Promote interactivity between students through development of good discussion questions
that engage them
Incorporates collaborative work into the design and delivery of an online class.
View students as partners in the learning process.

Copyright 2014 by University of Phoenix. All rights reserved.

Facilitator Training Program

Provide timely, constructive feedback throughout.

Learning Objectives

Students will deliver a 15 minute virtual session ensuring there is no single point of
dead air time longer than 10 seconds in duration

Students will demonstrate the ability to maintain a high level of energy throughout a
10 minute presentation and associated Q&A session

Students will develop and present a set of supporting visuals using colorful graphics
and 2 videos

Students will describe a minimum of 3 techniques available to trainers for engaging

students in discussions

Students will demonstrate an ability to incorporate the use of the virtual application
tool set in the delivery of a web based session

Assessment Strategy
Student:
The ability of the students to develop the requisite competencies will be measured through a
combination of methods. A set of periodic knowledge checks will be administered to validate an
understanding of the key concepts presented throughout the course. In addition, a performancebased final exam will be administered requiring students to develop and deliver a 15 minute
interactive virtual session attended by fellow students.
The final assessment will be focus on; 1) their ability to plan a session utilizing of the available
techniques discussed in the class, 2) their ability to maintain a high level of energy throughout the
session, 3) their ability to utilize the software tools in a varied and appropriate manner and 4) the
ability to engage all of the students throughout the session.
Program:
The effectiveness of the program will be assessed by reviewing two data sources. The first is the
collective data from students final exams over a sustained period. The data will reveal any
consistent gaps in the program by identifying those areas where students consistently score below
the targeted level. In addition, the program will be assessed through a Level 3 evaluation program
that will survey students 3 to 6 months after the completion of the training class. The survey will
capture the students assessment of; 1) the opportunity to use their newly acquired skills and 2) the
impact of the newly acquired skills on their performance.
Program Design
Training will be delivered over a three day period and will deliver the content by immersing the
students into the virtual classroom application (WebEx Training Center). The successful use of the
technology in the delivery of VILT classes is critical to its effectiveness so all aspects of the
training program will be delivered using it.

Copyright 2014 by University of Phoenix. All rights reserved.

Facilitator Training Program

A support infrastructure will be established to mentor and coach the trainers once the formal
training is completed.
The program design is made up of the following phases:
1. The theoretical aspects of distance learning
2. The technology of the virtual environment
3. Design requirements of a VILT session
4. Delivery:
o The effective opening
o Engaging the students
o Applying the technology
o Probing for comprehension
o Maintaining a high level of energy
o Closing the session
5. Review of job aids
6. Final project
7. Community Support
Key Theories of Distance Learning.
Transactional Distance Theory
In distance learning, there are times when there is a an opportunity for a disconnect to develop
between student and teacher due to the physical distance inherent in the environment. This
separation can cause a communication and psychological gap amongst the participants causing a
student to feel isolated and disconnected from the community. This certainly puts the success of
the engagement at risk.
As a trainer, you must be cognizant of this occurrence and therefore act in a pro-active manner to
keep students connected and engaged to the session.
Constructivism
In addition to the area of learning, this concept has influenced a number of other disciplines such
as psychology and sociology. Constructivism suggests that learners create knowledge as they
attempt to understand their experiences .
As a trainer, the need exists to look for ways to link concepts within the course to life experiences.
This will help learners relate the information to their own past experience and commit the concept
to memory.
Engaging Distance Learners.
Establish a Sense of Community
Creating an environment that creates a feeling of belonging is accomplished through group
interaction and collaboration. The following techniques are available to help establish community:
Use inclusive language such as us and we as it generates a sense of unity

Copyright 2014 by University of Phoenix. All rights reserved.

Facilitator Training Program

Build a rapport with your students by introducing yourself and your course. Provide
insight into your background so that students don't perceive you only as a virtual
instructor.
Incorporate various types of media as a way key to keep students engaged and to
provide a way for them to collaborate.

Communication Clearly and Effectively

Students within a distance learning environment arrive with a variety of communication styles,
cultures and backgrounds. A key strategy is deliver consistent messaging to the class by providing
explicit, detailed, and organized information in a timely manner. Some suggested approaches
include:
Post a detailed course syllabus to provide students with a clear roadmap for your course
Use rubrics to set expectations regarding your criteria for the grading of assignments and
examinations.
Provide regular feedback in an online course in a timely manner (within 24 hours) to
provide feedback for their efforts.
Incorporate Group Activities
Look to build learning teams and rotate the participants in order to provide a feel of teaming. This
promotes collaborative activities that allows students the opportunity to get to know their peers
and focus on a common goal.
Faculty Mentoring Program
Goals and Objectives
Provide new distance learning trainers with a partner who can provide real time support
Provide a support system for the continuous development of new distance learning trainers
Engage mentor support at the initial phase of the trainers education
Provide experienced trainers with a break from their day to day tasks
Provide a mechanism to measure the performance of new trainers
Establishing the performance measures of a trainer
Defining clear role and responsibilities of the mentor
Train mentors on assessing and coaching
Establishing multiple mentoring formats (1 on 1, group and peer network)
Communicate the aspects of the mentoring program
Mentor Selection Criteria
A minimum of 2 years delivering VILT courses
A minimum of 10 VILT sessions delivered
An overall performance rating of very good
Management and Evaluation
Trainer Report Cards will be produced to reflect the evaluation data collected to date

Copyright 2014 by University of Phoenix. All rights reserved.

Facilitator Training Program

Weekly 1 on 1 conference calls will be conducted between trainers and their mentor /
manager to discuss program progress
Monthly team conference calls will be conducted with the dept. manager to review team
performance and process improvement

Learning platform
The VILT solution leverages two technology applications. Students will register for a VILT class
by accessing the corporate LMS (a hosted application from Cornerstone). The actual VILT class
will be delivered through the use of the WebEx Training Center application which support the
following features:
Visual presentation (Power Point, Video, Web Sites)
Audio (VOIP)
Breakout Sessions
Chat
Polling
White Board
Trainer Delivery Processes
Present information, such as lectures or videos
Facilitate class discussions
Conduct private discussions
Monitor multi-tasking
Conduct polls
Receive assignments
Provide assignment feedback and grades
Technology Usage
Trainers will utilize the following technologies to engage the learners:
1. Real time audio is the primary method of class communication. This feature maximizes
the opportunity for the collaboration through student interaction and immediate trainer
response
2. Imbedded video will be part of the presentation slides. This provides a clear demonstration
of the technique and keeps the presentation from becoming one dimensional
3. Virtual labs will supplement the VILT classroom discussions by providing a hands-on
capability for students to practice their technical skills
Managing Challenging behaviors
Trainers are accountable to monitor class communication to ensure the appropriate level of
professionalism is maintained. There are two area of focus:
1. Inappropriate postings
cyber-bullying produces an unsafe environment
profanity or racial/cultural insults
2. Lack of participation or engagement
Overshadowing by aggressive members of the class

Copyright 2014 by University of Phoenix. All rights reserved.

Facilitator Training Program

Lazy participants

Copyright 2014 by University of Phoenix. All rights reserved.