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It’s Not About You—It’s About Them!

What’s Inside This Chapter

• How to use this book to support and enhance your skills as a learning facilitator

• Three types of online training

• Myths and realities of online training

• Three characteristics that indicate your readiness to take on the facilitation skill set

• Ways to appraise a learning design before you plan your facilitation, including online training

• What to do if the learning design has some problems

How Facilitation Basics Can Help You

Facilitating a learning experience can be extremely rewarding, but it is also a challenge. The reward for facilitators comes from the learners: their success when they learn content, use and apply it, grow, and, ultimately, perform better back on the job. It’s a great feeling to watch people’s faces light up when they master a new concept!

The challenge for facilitators comes from the same source as the reward: the learners. Facilitating learning experiences is about the learners, so the focus must be on them at all times. For facilitators with a background in presentations or content expertise, this is a new paradigm. Many presenters and trainers are used to focusing on themselves and their ability to answer questions, control the group, and demonstrate expertise.

Some Assumptions

Facilitation Basics necessarily begins with some assumptions about the characteristics and skills you already possess. Your work with this book will be based on these assumptions:

• Assumption 1: You already possess basic platform skills. You are comfortable in front of a group, and you have mastered the principles of basic presentation techniques, including stance, voice, gestures, eye contact, and basic media skills. This book will help you review and build on those skills.

• Assumption 2: You are an expert in the subject matter you are facilitating. This means you have thorough knowledge and experience in the subject area and can share examples and stories with your learners to enhance your facilitation.

• Assumption 3: You have a well-designed course to facilitate. Learning design and facilitation go hand-in-hand in making an effective learning experience. Although this book focuses on the facilitation aspect, you must first appraise the training design that you have been given. This is equally true of online (synchronous, asynchronous, or blended) and virtual classroom courses.

If, after reading these three assumptions, you think you need to brush up on your basic presentation skills, you may wish to do some additional practice until you feel comfortable. Some of the publications in the Additional Resources section can also help you hone your presentation skills.

If you need to increase your subject matter expertise, try getting more experience and practice, or shadow an expert. Another alternative is to partner with a subject matter expert who can co-facilitate a learning experience with you.

If the course you are facilitating has an incomplete design or some design problems, you may need to do some prework to enhance the design before facilitating the course. Design considerations are addressed in some detail in the next section.

Types of Online Training

Online training and the virtual classroom provide an excellent alternative to face-to-face training. These are some of the benefits:

• Deliver training in a cost-effective method, while reducing travel and materials costs.

• Allow a dispersed audience to effectively interact with other learners and the facilitator.

• Access a global audience within a single virtual classroom training course.

• Involve experts from within or outside the organization through virtual discussion, without having to be physically present.

• Reach participants who may not be able to attend a face-to-face training session.

There are many discussions and perspectives about what constitutes online training, but every definition includes a computer interface with some providers and a virtual classroom with a groupware option. For the purposes of this book, there are three basic types of online training: self-paced asynchronous training, blended learning, and virtual training.

Self-Paced Asynchronous Training

In its truest form, each learner in a self-paced asynchronous training program interacts only with the computer, moving through the content according to his own pace. There are usually sequential modules with timelines, and in some cases the work may not be accepted if too much time lapses. This is much like an electronic correspondence course. Following submission of an assignment, the facilitator should provide feedback within a couple of days. It is critical that the learner receives complete and timely feedback.

However, asynchronous online learning does not have to be this way. The training program can also include media, such as PowerPoint, videos, and charts, as well as threaded discussions, discussion boards, chats with other participants, and virtual team work. In some ways, this format becomes much more like a webinar because it is not restricted to an individual, her computer, and the facilitator. However, these more interactive sessions also require the participant to give up some freedom because there is more structure and usually a schedule.

This type of training also allows for on-the-job application of ideas. You can give participants assignments (along with detailed instructions) and, if you wish, require management sign-off on the finished product.

Blended Learning

In this case, prework is sent to the learner to study and complete the exercises before the start of the training program. The learner then meets for one or more face-to-face sessions with other learners and the facilitator. Online follow-up can also be used to reinforce the learning or application on the job. This type of approach is common for cases where learners may not be at the same knowledge and skill level prior to the classroom learning. Pre-tests or post-tests can easily be provided in an online format.

Blended learning may involve online learning, the virtual classroom, or both, so it is not discussed as a separate learning environment.

Virtual Training

Virtual training is synchronous learning because the learners and facilitator are participating at the same time. Cindy Huggett defines virtual training as “a highly interactive synchronous online instructor-led training class, with defined learning objectives, with participants who are individually connected from geographically dispersed locations, using a web-based classroom platform” (2013, 11).

Technology bridges the location issue, with all learners logging in to a common site and engaging in the session. (Several software collaboration programs are available to support the virtual training environment.) In these synchronous sessions the facilitator can use a whiteboard for charting and include PowerPoints, videos, and polling. Webcams can provide visuals of the learners, although this may inhibit interaction. The facilitator can present content and ask questions, while learners have the ability to work in groups and make presentations, among other things. The facilitator can also structure virtual teams, building the diversity of the teams based on background, and provide 24/7 virtual breakout rooms.

Using a virtual classroom is more robust than videotaping a presentation and sending it out. While some organizations have the capability to provide real-time video with satellite, the virtual classroom allows the learner to have quick and flexible interactions with the facilitator or other learners. The session can be recorded for others to view later.

Myths and Realities of Online Training

Even after many years of online training in business, industry, and academia, there remain many myths concerning this method of delivery.

Online training is impersonal. Online training can be made personal. The leader can post his profile, engage in discussions with the participants, and be available through video, chat, or email. Try using the coffee shop method by creating an informal virtual gathering place to share noncourse-related areas of interest.

There is no interaction with the facilitator or other participants. The myth that online training is limited to the learner and her interaction with the computer does not make the distinction between e-learning and online learning. The design of an online course can include team projects and meetings using virtual breakout rooms, individual documents can be shared with team members, and threaded discussions allow for easy sharing of ideas. The facilitator can also engage in any of these participant interactions. Remember, as with any training, the quality of the interaction is dependent on the background and preparation of the participants and facilitator. There can be significant and robust participant interaction.

Learners don’t participate. In reality, there may be more participation because the fear of speaking in front of others is removed. The virtual classroom creates a safe environment where social and cultural barriers are diminished and it is easier to share ideas and experiences. Because participants lose their inhibitions, they become more freely engaged in virtual discussions and are held accountable for their interactions.

Online training does not provide the opportunity for team projects. Working in groups in a virtual environment is more challenging. However, teams can have virtual breakout rooms that are available 24/7. In addition, virtual meetings allow team members to be better prepared and more focused because they help alleviate schedule and time-zone issues. Completed projects can be presented to all participants using team presentations.

The course facilitator will not be accessible. Many facilitators set up several office hour blocks each day. This is time dedicated to the course participants. Facilitators also engage in the threaded discussions and discussion boards, and provide timely feedback on any submitted work. Participants can also contact them using email, video chat, and other methods.

Online training takes less participant time. Generally, online training will take as much or maybe more time than classroom training. Depending on the type of online learning, the participant may have to do more individual assimilation of the material and engage with other participants. However, there is no commuting, which saves time. An added benefit is the flexibility of scheduling much of the online work.

Online training does not provide for learning evaluation. Level 1 and 2 evaluations can easily be incorporated into online training. The usual Level 1 through end-of-course survey can be used and quickly tabulated. Level 2 evaluations can use online knowledge tests, projects, and case studies. Application exercises that provide feedback for transfer can be built into the program. On-the-job use can be assessed through surveys and interviews or focus groups, which all use online technology. Based on the metric identified, facilitators should be able to analyze the impact and return on investment (ROI). So, if the evaluation plan is designed into the training program, much like the face-to-face classroom, online training can be evaluated.

Online training is fundamentally different. Traditional and online training have many of the same design elements (objectives, instructional strategies, team and individual work, macro-design), use media, and have a defined meeting place where participants engage the facilitator and other participants (virtual or face-to-face classroom).

All online training is the same. The differences between online training, webinars, e-learning, webcasts, and virtual classrooms speak to the amount of interaction between the facilitator and participants, and whether the intent is to share knowledge or improve performance.

Online training is less demanding or complete. Any online training has the same performance expectations and contains the same requirements and assignments as a face-to-face seminar or workshop.

Online training is too disorganized. Online courses should not be hard to follow. A well-designed online course has:

• goals and learning objectives

• a course map with easy navigation

• individual modules with distinct requirements and specific instructions, access, or embedded materials

• submission deadlines with easy methods to submit the work.

When designed properly, online courses can actually be more organized than some face-to-face seminars and workshops. There is no getting off point, time-management issues aren’t as common, and difficult participants aren’t as disruptive.

Anyone can take an online training course and be successful. Completing an online training course requires discipline, self-management, and self-direction, as well as the ability to function with more autonomy and a willingness to ask for help from other participants or the facilitator. Learners must be active, taking responsibility for their own learning.

It is easier to cheat. It is possible that the person completing the projects or taking the assessments may not be the individual enrolled in the course. This does pose a dilemma, but here are some possible solutions:

• Require a manager to sign off on a project.

• Use item analysis of objective tests to help uncover collaboration.

• Check for plagiarism using the available software.

• Ask participants to sign an honesty policy.

Before You Begin: Design Considerations

As a facilitator, you will be handicapped from the start if the original course design isn’t effective. Depending on the situation, enhancing the design before you start can be an effective option. You must review the needs assessment findings, check the learning objectives, and make sure that the learning activities and assessment methods align with the learning objectives.

Needs Assessment Findings

Your course designer, facilitator guide, course materials, and client should provide you with needs assessment information regarding the learners’ backgrounds, skill levels, learning styles, comfort with learning activities, work environments, and attitudes toward the learning experience. Knowing the audience profile will greatly enhance your facilitation and enable you to customize it to the learners’ characteristics and needs.

Learning Objectives

Learning objectives and outcomes should be specified and stated in observable, measurable terms. If you have specific and measurable learning objectives, you will always know where you are driving the learning and what the learners must be able to do when the course is complete and they are back on the job.

Segment course content to maximize learning effectiveness—not too much content at one time without practice and application. Any must-know content should be clearly identified in the participant materials and handouts, for your benefit as well as the learners’.

Activities and Assessments

Learning activities and assessment methods should align with the learning objectives they represent. The course design should ensure that your learners gain the required knowledge and increase the probability of their transferring the skills back to their jobs.

The design should also encompass a variety of learning activities and a varied pace. Make sure you vary the learning activity sequence too. You want your activities to appeal to all learning styles and knowledge and skill levels at some point during the learning experience.

Assessing the Online Course

Just as design is critical for face-to-face learning, it is also critical for online learning. As a facilitator, you will be faced with the challenge of managing and facilitating the online course. It is important to ensure the learning activities and assessment methods are aligned with the learning objectives, as well as check for learner interaction and application of concepts on the job. Other aspects of online learning—such as technical support, navigation, or access to content—are beyond the scope of the facilitator. That said, the facilitator should address these issues with the course designer and technical staff. Exercise 1-2 at the end of this chapter provides a guide for rating an online course.

Making Do With a Suboptimal or Incomplete Design

What if the course design and materials you have been given do not contain all the components of good learning design? Depending on the situation, you have a few options:

• Go back to the course designer and ask for a redesign to include those components.

• Work in tandem with the course designer to rework the design.

• Interview the course designer to obtain the necessary information and build it into the facilitation yourself.

• Go with what you have and hope for the best. (Note, however, that this is not the best course of action and typically leads to lower quality of results.)

• Although a good facilitator can make a poorly designed seminar or workshop fun, it takes both a well-thought-out design and excellent facilitation skills to produce a high-quality learning experience.

Ready, Set, Go!

So … if facilitating isn’t about the design of learning before the course begins, what is it about? It’s what happens during the learning experience itself. It’s about meeting the learners where they are, not where you are. It’s letting the learners have the first crack at the learning (self-discovery) so that it belongs to them, not you. It’s understanding that the learning experience is about learners mastering and applying knowledge and skills, not how much content you can cover in the time allotted.

Facilitation Basics, 2nd edition, is filled with examples, worksheets, checklists, and other tools to aid you in thinking through your own facilitation of learning and to help you make these principles and concepts your own.

Ready to get started?

Getting It Done

In this chapter, you learned about the three types of online training, as well as some myths and realities surrounding the subject. We also covered the three characteristics that you must have before you can effectively facilitate a learning event. The chapter also discussed how to appraise a learning design and what to do if it falls short. Exercise 1-1 will aid you in assessing your readiness and the readiness of the learning design that you have been given. Exercise 1-2 will help you rate the quality and completeness of an online course.

Exercise 1-1. Are You Ready?

In Section 1, indicate your readiness as a facilitator by checking the “Yes/No” column and adding details in the “Comments” column. For items that you would like to develop further, jot down your plans and ideas in the “Action Items” column. In Section 2, indicate the adequacy of the learning design by checking the “Yes/No” column, adding details in the “Comments” column, and itemizing your plans to improve the design (if any) in the “Action Items” column.

Exercise 1–2. Rating Guide for Online Courses

In this rating exercise, rate each of the dimensions related to the quality and completeness of an online course by using the 0–5 rating scale. Make comments regarding the rationale for the rating and ideas for improvement.

	High/Excellent—evidence for a factor or quality exists, and the material is of excellent or highly consistent quality. The training material or learning experience may be very effective due to the excellent or outstanding qualities of the course.
	Better than level 3 but not at level 5.
	Good/Consistent—evidence for a factor or quality exists, and the material is of good or consistent quality. The training material or learning experience may be effective due to the presence of this factor or quality in the course.
	Better than level 1 but not at level 3.
	Poor/Inconsistent—evidence for a factor or quality exists, but the quality is poor or inconsistent. The training material or learning experience may be less effective without this factor or quality being improved or consistently applied.
	Missing/Absent—no evidence exists. The training material or learning experience is incomplete without this factor or quality being present.