1. 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

2. 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.

3. 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

4. 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.

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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.

13. 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 .
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

14. 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

15. 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.

16. 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

17. 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

18. 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

19. 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.

20. 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

21. 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 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

22. 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.

23. 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.

24. 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 online-classroom/ Kelly, R. (2013, March). Controversy in the Online Classroom. Faculty Focus, (), 1-5. Retrieved from education/managing-controversy-in- the-online-classroom