Hazel Peters CUR/532 July 20, 2015 Danene Mims, Instructor Facilitator Training Program Synchronous 3-Day Model for Corporate Trainers Hazel Peters CUR/532 July 20, 2015 Danene Mims, Instructor

Company Background Company background – Superior Customer Care/ SCC company (fictitious company) runs customer service call centers as contractors for five large health care providers. They are headquartered in Phoenix, AZ but are in the process of expanding call centers throughout the west coast region to include Washington, Oregon, and California. In order to hit the ground running, corporate management asked for volunteers from our current staff to become Corporate Trainers for the new call centers. Among the volunteers are managers, and top performing call center representatives. Top performers have earned the highest level of customer satisfaction surveys, are highly productive, and have excellent performance records. Initial training will last three days and include face-to face and distance training. The trainees will be responsible to train new hires in a classroom setting using eLearning webinars, blogs and social media. Follow up training will be conducted in a distance learning format.

Part 1 – Vital Information in the Facilitator Training Program Audience Experienced Customer Service Reps and Managers who are transitioning to the position of Corporate Trainers No formal training experience Bachelor’s Degrees and some post graduate work Practical knowledge of the job Participating managers have trained their teams on various initiatives, and many of the trainees are team leads with experience making short presentations in meetings

Part 1 – Vital Information in the Facilitator Training Program Goals The goals of this training program are to take individuals who have been successful in the call center and train them to facilitate new hire training in call centers throughout the western region. SCC management was purposeful in selecting individuals with experience because of their knowledge of the services that we provide and knowledge of the skills to be a top customer service representative. Key skills a corporate facilitator needs to be successful as a distance facilitator, include: Establishing presence-When learners can’t see and hear the instructor in person they may feel isolated and disconnected. Distance facilitators can establish presence by posting personal and professional information about themselves, including several ways to contact them. Savery (2005) uses the acronym VOCAL to describe an effective distance facilitator as one who is Visible, Organized, Compassionate, Analytical, and a Leader by example.

Part 1 – Vital Information in the Facilitator Training Key training elements to focus on for training include: Needs assessment for each trainee to assess readiness to become a distance facilitator Background on why we are offering this new training program Principles of being an effective distance trainer Overview the modules that each trainee needs to cover with new hires Involve trainees in adding to training modules by creating a step-by-step process for the successful processes they follow on an everyday basis Present technologies to be utilized Practice using technologies by placing computers in two rooms to experience video chat, Skype, discussion threads Each trainee will present a module using both face-to face and distance technology

Part 1 – Vital Information in the Facilitator Training Program Objectives Company overview and the importance of the new call centers and their role in attracting new health care clients Explain the role of Facilitator of new hire training Explain the skills sets needed for effective Facilitators (face to face, distance, ongoing assessments of new hires) Assess each trainees readiness to become a Facilitator Discuss, demonstrate, and practice using the different technologies to be used in training Review the phased approach that will be used to develop Facilitators (include working with adjuncts and mentoring from a distance) Describe evaluation and management of distance Facilitators

Part 1 – Vital Information in the Facilitator Training Summative assessment Summative assessment of trainee learning Each trainee will present a module from the new hire training and will incorporate a web based tool for delivery Trainer will rate trainee on a scale for each objective (not shared) Feedback from peers verbal and written Complete online simulation with 100% accuracy Answer questions posed by the Facilitator at the end of the class Pre and post class survey Formative assessments throughout the training to include questions, 3 minutes notes of what they learned in a sessions, games that provide review of topics, individual and team presentations, role plays

Part 1 – Vital Information in the Facilitator Training Measurements of success Trainees entry and exit survey results to include self assessment and Facilitator Training assessment Trainees application and demonstration in learning activities and presentations indicating they learned key course objectives and are able to apply them Simulation training and certification at key junctures in the training Trainees ability to facilitate new hire training successfully New hire productivity and success on the job Feedback from Trainees and continued engagement in the learning process Input from stakeholders

Part II – Facilitator Skills and Instructional Materials Training Materials Skills needed for effective distance learning facilitators Create a presence Coach, mentor, facilitate vs lecture and control Ensure that training objectives are met Use classroom management system effectively and utilize a variety of technologies Model correct behaviors Use skillful questioning techniques to engage critical thinking Pay attention to participants and become skillful at drawing out low participators Use a variety of learning activities Be approachable, relatable, accessible Provide timely feedback Resolve conflicts quickly, give all learners respect Be a co-learner, realize that students have a lot to contribute Commitment to continuous learning of relevant customer service rep requirements, and implement additional technologies over time

Part II – Facilitator Skills and Instructional Materials Training Materials Strategies to present needed skills to facilitators (Caffarella (2002) Cp 3 The excellent online instructor) Acknowledge their past experience and knowledge Find out why they want to become facilitators, their personal objectives, and how they like to learn When presenting training modules inspect that the module is relevant to them and the job they are expected to do Allow them to put into practice the things they learn right away, i.e. if teaching about blogging, have them start a blog Keep trainees actively involved, by using computers, internet, to develop the learning Provide for collaboration with team assignments, presentations Keep the physical environment comfortable, provide water, snacks, and access to facilities Model the Facilitating behavior that you want them to practice

Part II – Facilitator Skills and Instructional Materials Phases of Development Transitions between stages (Palloff & Pratt, 2011) Learner - Facilitators are seeking the skills they need to develop to teach using technology Adopter-Facilitators practice using new technologies in peer learning, labs, workshops Co-learner-Facilitators work on ways to utilize technology to enhance learning and may use ideas from students regarding use of technology Reaffirmers or rejectors-This is a good time to reinforce learning by providing incentives as facilitators consider the impact of using various technologies in class Leader-Experience has given these facilitators the confidence to lead workshops and mentor new staff Phases of development (Palloff & Pratt, 2011) Facilitator as learner Facilitator as adopter Facilitator as co-learner Facilitator as reaffirmer or rejector Facilitator as leader

Part II – Facilitator Skills and Instructional Materials Theories of distance learning Description of theories elearning is not to be considered an enhancement to conventional learning but a transformation of learning. Transformation includes the concepts of framing, re-framing, and emergence. Transformation occurs when cognition is changed and can be evidenced by speech, writing, behavior and production. Transformation may involve personal and social learning. Framing is the way we use experiences and certain rules for how we take action. Framing causes us to behave differently In a library than at a bar. Personal, social, and political experience can influence framing. Emergence nature of learning is particularly applicable to elearning where the learners experience expansive learning and are in a process of continuous emergence. Examples of e learning theories Multimodal-Learning doesn’t just take place on text or verbal but over many mediums with meanings reshaped by the use of different resources whether it be menu items, headlines, videos, or pictures. Social Informatics looks at the ways that new technologies and new information change patterns of social interaction and impact learning. Digital Media Theory-Exploration of the variety of media that are utilized for elearning whether desk top computers or hand held devices. Literacy vs discourse- Literacy implies reading or writing about a topic. ELearning allows for multi modes of discourse around topics. Discourse goes beyond literacy by adding to the learning through ways like creating and using animation, videos, pulling on additional resources to add a richness to the learning.

Part II – Facilitator Skills and Instructional Materials Theories of distance learning Theories of engagement (Jones, 2013) Get to know your students Know how to navigate through the classroom management system Be accessible and respond in a timely manner Go the extra mile to get to know your students Provide feedback that is substantive and encourage students Have fun! Examples of application (Jones, 2013) Require student introductions and be on the lookout for input that may indicate that a student is having a problem. Know simple steps to navigating the classroom, like where to post assignments Post the times when you will be available, and know when it is more appropriate to call a student vs email. Reach out to students who are struggling, don’t limit your contact with students to minimal management requirements Take time to provide examples in your feedback to students, build on their successes with encouraging words Use animations or video clips to add fun to the class

Part III – Management and Technology Tools Mentoring program for faculty Goals and objectives of mentoring program The goals of the mentoring program will be to reduce new facilitator isolation, provide support and feedback regarding performance, help build confidence in facilitating, provide ongoing training and development, and retain facilitators (Palloff and Pratt, 2011). Criteria (Palloff and Pratt, 2011). Train the mentors Help them understand their personal strengths and align those to where they can be most helpful Establish requirements for mentors, conduct, responsibilities, etc. Ensure effective communication skills Track mentor progress with special assistance for those working with mentees who are experiencing difficulties Ensure mentors model using technology and effective online facilitation skills Be sensitive to mentor fatigue, and allow them to take a sabbatical from mentoring, as needed

Part III – Management and Technology Tools Mentoring program for faculty Performance status of the mentor – Because the Corporate Training program is new at SCC, we do not have the luxury of experienced mentors. Guidelines to follow in the future include: Experience with distance education Years in distance education? How many years have the been a Corporate Trainer Classes taught successfully? What feedback is available on the effectiveness of their training? Are customer service reps successful on the floor? What feedback to we have from management? Criteria for success? Two years successful Corporate Training Experience, Reviews with Excellent or higher ratings, Engagement of technologies, contributions to the learning team, attendance at Train the Trainer sessions, Mentoring experience criteria, is prior experience a requirement? Prior experience is important, however, we may recruit outside Corporate Trainers who have been successful, and they may participate in the mentorship program after 6 months employment at SCC.

Part III – Management and Technology Tools Mentoring program for faculty Faculty learning community affect on management – (The faculty learning community can benefit management by providing a more enlightened, unified faculty. Traditional education methods have often resulted in faculty vying with each other for recognition and advancement. One of the benefits of a learning community supporting each other for distance learning, is the building of faculty collaborations resulting in stronger institutions. Challenges and strategies to manage adjunct faculty from a distance Adjuncts need to have orientation and training to develop the skills needed to be a successful online facilitator. Training will enable them to establish a connection to the institution and other faculty. They also need on-going training to ensure they are positively impacting student learning, retention, and success. If possible, a mentor should be assigned to observe and assist adjuncts coming up to speed in the first six months of employment. Evaluation strategies for use with facilitators New and experienced faculty who are transitioning to online should receive face to face and online training. Level of experience will determine the facilitators readiness to begin online facilitating. All facilitators should pass an assessment prior to teaching online. Student surveys – Did they learn what they were supposed to learn? Did the instructor establish a welcoming learning community? What was the quality of teacher/student interactions, and feedback to student? If possible, use a mentor or someone who has taught on line to help with evaluations because the have an better understanding of what is required Evaluation and management strategies alignment with effective faculty skills Management should ensure that faculty participate in an accredited Certification programs for online instruction. Faculty should posses the necessary educational and state licensing requirements to teach Faculty should be required to enroll in an online class, prior to teaching online, so they can relate to the student experience Management buy-in is required at all levels of online faculty development to ensure support and success

Part III – Management and Technology Tools Learning Platform (LMS/CMS) used to facilitate classes Definition of system used – Facilitators will use face-to-face, computer based simulations, online training modules, and a printed guide book to administer training. Processes facilitators use The Learning Management system to be used with new corporate trainers is a Simulation Module system that was developed specifically for SCC by a group of SME’s and Instructional Designers with input from management and Customer service reps Assessments will be used for trainees to assess their level of knowledge at the beginning and end of class PowerPoint, videos, and a training manual will be used Short individual and team presentations will be given throughout the initial 3 day training

Part III – Management and Technology Tools Learning Platform (LMS/CMS) used to facilitate classes How will each technology or tool enhance student learning? PowToons use lively animations and music to impart information Videoconferencing allows a synchronous learning experience in real time and comments and questions can be heard by all Simulations create a scenario that a trainee might encounter on the job, and provides training to do that task correctly. It can also be used to assess student learning at the end of training. Jeopardy like games can test for understanding and allows students to compete for small prizes while learning Technologies and media tools PowToons Videoconferencing Simulations Games

Part IV – Issues and Classroom Management Technology tools for student collaboration Blogs-Students can share and contribute to information on a topic Social networks-students can use social networks like Phx/Connect to interact with other students and faculty YouTube-Students can create a video to demonstrate the right and wrong way to do something, or make an informational video Skype-Instructors can build connectivity by communicating with students using Skype Description of distance learners Cultural-Today’s student can be from any part of the world and have grown up using totally different social norms. Instructors have to learn to read between the lines in working with students. Experiential-Students can use a series of activities to uncover information about themselves and discover assumptions they make about other cultures. This can lead to more critical thinking in the future and setting aside stereotypes. Prior learning experiences: Non-traditional learners-Elearners come from a myriad of cultures. In western culture much learning is passed along through writing where in some African cultures knowledge is transferred orally through storytelling. Elearning has the potential to allow non-traditional learners to participate in distance learning via videos and other media.

Part IV – Issues and Classroom Management Differences between synchronous and asynchronous facilitation skills Synchronous facilitation skills Asynchronous facilitation skills Teacher leads class Facilitator style, coach, guide Skillful questioning to engage students Benefit from reading facial expressions Must be more intuitive, and read between lines Address class questions, clarify Address individual questions, clarify Discussions occur in real time Discussion threads over a period of time Manage live classroom Clear communication and objectives Direct student learning – Call on students to participate Promote student engagement/interaction – model behavior Interactive with class members weekly Interact daily, sometimes more than once Use of a few technologies Use many technologies to keep students engaged

Part IV – Issues and Classroom Management Technology management issues Resolution Connections lost in videoconferencing Keep going with audio portion, ensure materials at all locations, ensure tech support at all locations Assignments cannot be submitted due to links being down Have students email assignments with attachments Links to online resource materials won’t work Have students utilize the online Library or Google Scholar to pull up the article

Part IV – Issues and Classroom Management Learner Feedback Messages-Direct messages to the instructor that are offensive should be dealt with in a privately. The instructor needs to clarify if they misinterpreted the text before confronting the students. Comments-Instructors should look for signs of conflict, and address them promptly Audio-Contact the student for further discussion, attempt to diffuse the issue. Challenging Behaviors Cyber-bullying-Will not be tolerated, and students have signed a code of conduct prior to enrollment. Report issue immediately, and ensure access to school systems is terminated. Inappropriate posts-. Instructors should have offensive post be removed by tech staff and student reported to appropriate management. Lack of participation or engagement-Contact the student via private post to ascertain if there is something you can do to help the student get involved.

Part IV – Issues and Classroom Management ADA learners and associated strategies If a student reveals a physical disability, learning disorder, or illness that may compromise their ability to progress in the class report it to the schools ADA office and let them work with the student.

References Haythonthwaite, C., & Andrews, R.N.L. (2011). eLearning theory and practice, Los Angeles, CA: Sage. Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. San Francisco, CA: Jossey-Bass Jones, R. (2013). Keeping students engaged in the online classroom (pp 1-5) Faculty Focus retrieved from http://www.facultyfocus.com/articles/online-education/keeping-students-engaged-in-the- online-classroom/ Kelly, R. (2013, March). Controversy in the Online Classroom. Faculty Focus, (), 1-5. Retrieved from http://www.facultyfocus.com/articles/online- education/managing-controversy-in- the-online-classroom