Training the Trainers
They also had to find trainers who were willing to experiment and understood why virtual programmes needed to be designed differently from face-to-face ones.
Sue Lin says: “We had to get trainers up to speed for virtual training and set up new SOPs for internal processes. We also created guides for our learners on how to use Zoom, as well as virtual classroom etiquette.”
Some programme trainers were sceptical at first about whether the learning outcomes could be achieved in the online space. Programme trainer Chua Bee Choo says: “I was initially worried, because I wasn’t very good at technology. I feared it.”
Fortunately, she had help from Christina to kickstart her first virtual class. Her group of trainer friends also encouraged each other, learning together by starting Zoom meetings with each other from home. “Everything moved very fast and we got started right away,” says Bee Choo.
As “first-timers” to virtual platforms such as Zoom or Microsoft Teams, Sue Lin adds, the CSC programme leads had to test and trial which platforms would work best for the learner experience.
They picked up knowledge and tips from each other, and attended online courses and events – both to learn content and observe how others deliver online sessions.
Managing Virtual Classes
Changing Roles
Trainers now record videos of themselves welcoming participants to the course, design activities and curate videos, and develop classroom materials as well as job aids to help learners continue learning after the course ends.
Course administrators have also stepped up, becoming hosts, tech experts solving technical issues and webchat agents who ensure a smooth experience so that participants can concentrate on learning, Christina adds.
“They are now deeply involved in welcoming participants into this new mode of learning – from the point when participants receive the course placement letter to the way they are received in the virtual space, till the end of the course.”