Realistic Preparation Is the Key to Online Trainer Success

Author: Karen Hyder

The Road to Online Training Success Is Paved With Preparation

Trainers and training departments are embracing a viable, cost-saving option to deliver programs online using synchronous (at the same time) software tools. Bravo! Online software tools have come a long way in the last five years and, with increased bandwidth and improved hardware, trainers are able to engage with learners—and learners with one another—without leaving their offices.

But, frighteningly, as more organizations adopt online training, more trainers find themselves on a high wire without a net. Because online communication and instructional design strategies seem so similar to traditional classroom strategies—lecture, demonstrate, answer questions—trainers go in to online sessions with a false sense that their classroom skills will suffice. They operate with an unrealistic timeline or a weak preparation plan for presenting quality instruction that will get real learning results. Ultimately, they fall short of their goals.

Presenter issues

Skilled classroom trainers may not admit that they feel like fish out of water when presenting online. The communication methods they've long relied on suddenly fail them. They can no longer observe body language nor react instinctively to inquisitive looks. With online, voice communications tend to be either severely limited or overly congested. And sometimes participants accidentally log off and disappear.

“(In online training sessions,) it's difficult to know if my message is being received,” says Curt Valmy of OM-Tech Learning in Fort Lauderdale. “I feel disconnected from the learners. It's very different than relying on the feedback I usually get from students in a face-to-face setting.”

Despite all of these obstacles, training and meeting online can be very effective. But you must first admit that online is very different from classroom training, and accept that the only way to make online as effective is to prepare appropriately.

Online speakers tend to fall into these camps:

Expert Erin believes that presenting online isn't that much different from what she does with an in-person audience. She's technically savvy and has seen a few webinars. Erin knows her material inside and out, and feels confident that—with a few minutes of preparation—she can transition to using an online software tool and delivering a successful presentation.

Realistic Rick realizes there's a learning curve when moving to online delivery. Eager to learn the new tool, he installs the software on his PC, logs into the interface and starts experimenting. He speaks to an instructional designer about how he can adapt current lesson plans for online. Rick schedules time with another trainer to practice his session, and he obtains feedback that will improve his delivery.

Nervous Nancy is anxious about using an online synchronous training tool. Presenting is difficult enough; trying to manage the technology at the same time seems overwhelming. She agonizes over rewriting lesson materials until the last minute.

Vince Verbatim has little experience presenting in front of any audience. He's relieved that, with an online tool, he won't need to make eye contact. Vince plans to show bulleted slides, elaborate and answer questions as they come up. He practices online alone, reading from his notes.

How to prepare effectively for online training

Never mind what Erin thinks: All trainers need some preparation to be successful online. Here, Rick is the man to watch. He knows a professional instructional designer can help keep lessons focused and balanced. By practicing online with an experienced trainer, Rick will quickly get up to speed on the software and begin to adapt his presentation style and language for an online classroom.

For all other would-be online trainers, here are some strategies to begin using immediately.

Get to know your online software intimately.
If you're learning a new software tool, start to use it every day. Attend online tutorials offered by software providers. Connect with colleagues online simultaneously with conference calls. Request that your team hold regular meetings online. Invite staff members to join your demo of the tool.
Substitute online tools for body language.
Because body language doesn't exist online, plan ways to engage learners with the tools that are available. Can't make eye contact? Ask learners to click emoticons like Smiley face or Thumbs down to indicate that they are now able to see an onscreen demonstration. Are you unsure of skill levels? Post a polling slide or quiz to quickly assess. Are learners hesitant to interrupt you to ask questions? Encourage them to type questions in the Chat message window. Answer questions as they come up, or respond at the end of the session.
Adapt instructional methods.
By relying on lecture and PowerPoint slides, you'll ensure that learners will multitask during your session. Remember, learners are just a window away from their inbox email or a favorite website, so you must keep them interested. PowerPoint slides can provide a good backbone, but go beyond bulleted text. Good instructional design will compel learners to process what they are learning, respond, ask questions and stay engaged.

When adapting content, start with sections—role plays, discussions, Q&A—that are best delivered in a group setting. Consider how the lesson will work. What instructions will the learners need? Will you give instructions verbally, visually or both? Which feature(s) will you use to deliver the instructions? What missing classroom elements will impact the lesson? What can you use instead?

Once you've worked out the highly interactive sections you'll start to see how things work. Go back to the less interesting content and plan ways keep it engaging. Create touch points that will confirm that learners are alive and with you. Post polling or open-ended questions, encourage Chat, or initiate an activity. If online time is limited, offload independent tasks for learners to complete later.
Provide a visual focal point for every part of your presentation.
Like dead air, blank screens prompt learners to turn attention away from the session. Include relevant graphics and diagrams that illustrate your point. Prompt learners to use whiteboarding tools (lines, circles, squares, pen) to annotate aspects of the visual. Also include visuals that explain what's happening now: “The Session Will Begin at 10:15 After the Break” or “Up Next: Demo: Editing a User Profile.” With these tools, even learners who have been distracted or have lost audio can stay in the loop.
Prompt participants for relevant feedback.
Polling and open-ended questions provide opportunities for audience members to contribute their ideas. Display slides that pose questions and ask for responses from participants. By doing this, you can see and hear responses, connect with participants and find out where they're coming from, what they are learning and what questions they have.
Mind your language.
Synchronous online training sounds like a radio broadcast. A professional-sounding voice and careful choice of words improve the credibility and clarity of your message. In order to communicate well:

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Edit yourself. Your online time is limited. By using concise and articulate language, especially if coupled with reinforcing visuals, you won't need to ramble on.

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Avoid overuse of idioms that don't add to the meaning. They require excess words and can alienate non-native English speakers.

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Stop saying “um.” Without a face-to-face relationship, your voice represents you as a person and a trainer. Filler words like “um,” “uh,” “like” and “basically” are even more tedious and unprofessional online. If you need time to think, then think. Then speak.

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Keep your pace and tone conversational. If you sound like a dictator or cheerleader, you might distract learners from your message or invite them to tune you out.
Create a Plan B (and C).
The wisest presenter knows that surprises can crop up and prepares contingency plans so the session can stay on track even when the unexpected happens.
Support learners' move to online.
As challenging as it may be for trainers to move online, remember that learners often feel technically overwhelmed and unable to learn in an online format. Well in advance, communicate session preparation information, including installation steps and participation requirements. Establish open practice sessions or “How to Learn Online” tutorials before the event. Also, present session objectives and schedules so that learners know they are in the right place.

Every trainer, regardless of approach, will become more effective with preparation. Taking the time to plan and refine will eliminate many potential problems and can create an enjoyable, stress-free online environment where learners really learn.

Karen Hyder is managing director and Trainer of Trainers at Palmyra-based Kaleidoscope Training and Consulting, and has been teaching people how to create effective adult learning relationships since 1994. Hyder is a board member of the CompTIA Cornerstone Committee, the decision-making body for the Certified Technical Trainer (CTT+) certification program.

Kaleidoscope provides online and in-person technical presentation, communication and training skills through public and custom courses and individualized coaching programs. Kaleidoscope also offers training and presentation skills coaching, courseware development and online event hosting for AMS, Glaxo Smith Kline, Productivity Point International, Inc. Cigna Health Care, Microsoft Corp., GDR Global, Compuware Corp., and The eLearningGuild.

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