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Essentials Webinar Series

Essentials of Coaching SMEs to Facilitate Learning

Part 3: Giving SMEs the Tools to

Structure Effective Learning

April 18, 2013

Facilitated by

Kathleen M. Edwards, CAE the Learning Evangelist, LLC

© Kathleen M. Edwards, CAE All rights reserved.

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Let’s talk!

Before the webinar, jot down your thoughts about your ‘homework’...

...then join us 15 minutes prior to the official program start to talk share your responses!

Considering what role you’d like to play more effectively... ...what are the implications of what you’ve learned so far?

If you haven’t yet done so, quickly jot down what you’re currently doing

to train / coach / develop your SMEs.

Be ready to share!

What we’ll cover: the series Part I: April 4, 2013 Laying the foundation for effective learning What you need to know before getting started Why it’s important to support SMEs

Before you ever sign an SME

What makes an effective learning leader

What it means to facilitate learning

SME motivations and concerns

Two additional, critical roles for you

Part II: April 11, 2013 Building Effective Learning: It’s a Partnership!

Your additional roles in SME success

Selecting and assessing SMEs

Enhancing relationships with your SMEs

What SMEs need to know, regardless of their roles

Part III: April 18, 2013 Giving SMEs the Tools to Structure Effective Learning

Preparing SMEs for success

What an effective speaker development program should include

Coaching SMEs who contribute to learning opportunities

Evaluating performance with the future in mind

Essentials of Coaching SMEs to Facilitate Learning © Kathleen M. Edwards, CAE • @KathiEdwards • www.learningevangelist.com • +1 410-939-1125 • [email protected] 1

Before we move on...

One more role to consider: The SME’s manager / supervisor

When it comes to working with your SMEs—

Does Content Source Matter? Maybe yes...and maybe no!

When the content is theirs…

When the content is yours...

The goal: Help the SME look...

An SME’s manager / supervisor can make things easy or difficult for that SME to work with you. Keep the lines of communication open with the manager/supervisor and share the benefits that can accrue to the SME’s department through his or her involvement.

What might be some of those benefits in your organization?


SMEs are the front line in learner success! It makes sense—and is crucial—to spend time preparing them, working with them, and helping them improve their knowledge and skills in effective learning. Success is the result of a deliberate, integrated process designed to help SMEs lead great learning opportunities.

Establish a strategy for SME development

Identify the role(s) SMEs will play Define the associated tasks / guidelines Assess related SME knowledge and skills Determine learning needs Design opportunities for growth

Preparing SMEs: Crucial to Their Success

Five things that need early attention: Formal and informal opportunities for speaker development Talking about adult learning principles and their application Ensuring effective handouts and appropriate visuals Requiring engaging learning activities Coaching throughout the process

The special challenges of the “experienced” speaker Sometimes see little need to change

Can be reluctant to accept guidance

Need to be shown the value

May require more attention than the “newbie”

Resolving resistance The key to overcoming resistance, whether within your SMEs or coming from their managers, is to discover its source and then figuring out how best to resolve it. The quality of relationship you build and sustain with both SME and manager will play a critical role in your ability to resolve challenging situations when they arise.

Regardless of how you approach it, your goal in resolving resistance is to:


Identify development program elements

Training SMEs is important! A one-time workshop is a good way to get started—just don’t stop there. An integrated development program could include:

Use a variety of techniques: Face-to-face workshops Webinars Self-paced learning One-on-one / group coaching Peer mentoring Mentoring

Repeat the cycle with appropriate focus!

Providing support tools to aid SME preparation In addition to development opportunities, provide your SMEs with a set of tools that help them stay on track with their projects.

Guidelines - what the organization expects, e.g. policies and procedures for SMEs - personal planning and preparation, e.g. effective practices the training department requires

Reminders / job aids: any type of checklist that would be of help to your SMEs, such as the steps they need to take in preparing to lead a learning opportunity. See the samples at the back of this handout.

Ongoing communication—and even running interference, if necessary, with the SME’s manager / supervisor.

What SME support tools could you use in your organization?

Putting It into Practice


Determine learning objectives While individual organizations’ needs may vary, any development opportunity should include certain types of content. As a learning opportunity, of course, each program needs learning objectives! To get started, consider these. SMEs should be able to:

Design an effective session lesson plan, or effectively use one given to them.

Apply the key attributes of a successful “facilitator of learning.”

Actively engage participants and help them take responsibility for their own learning.

What objectives / expectations do you set for your SMEs?

Remember last week’s model...

Elements in SME Development


“Formal” learning... A sample agenda for an SME Development Workshop

This agenda, based on the three learning objectives on the previous page, is highly flexible. Its elements can be compressed to a quick 90-minute session or stretched out over a day or two, depending on your specific needs. It can also be split into modules for more in-depth, “chunked” coverage. Think of it as part of your SME development framework. I. Learning as Experience A. Characteristics of great learning experiences B. Overview: key characteristics of adult learners C. Learning in today’s world – and why it’s important to “get it” II. Your Role as “Facilitator of Learning” A. What makes an effective learning facilitator? B. A look at training and learning preferences C. Being learner-centered vs. information-centered D. Presenting vs. facilitating – what’s the difference? E. Single facilitator vs. panel facilitation III. Creating an Effective Learning Plan A. Identifying/achieving outcomes and objectives B. Incorporating appropriate learning approaches C. Selecting and using active-learning methods IV. The Value of Visuals A. The purpose of visuals – not just the “pretty face” B. Choosing and using the right visual tools and techniques C. Using materials effectively – tips and techniques D. Creating & then integrating handouts into the session V. Engaging Your Audience to Facilitate Learning A. Right from the start – setting the stage B. Methods for encouraging audience participation C. Helping learners stay engaged – interaction supports learning D. The roles played by questions – yours and theirs E. Typical “challenge” situations and ideas for handling them effectively VI. Helping Learning Stick A. When most learning breaks down B. Helping learners identify & implement new ideas C. Encouraging and allowing time for reflection D. Delivering on the promise – the single most important thing expected of learning facilitators VII. Making It Happen in the Real World A. Getting ready – the value of effective practice B. Evaluation – of the program and the participants C. Delivering on the promise VIII. Wrap-up


Great face-to-face facilitation skills don’t necessarily translate into the virtual world. If your SMEs will be leading webinars or other forms of virtual learning, there’s more they need to learn! I. Find out what SMEs see as their biggest personal challenge in making the transition from face-to-face to virtual...and help them get comfortable with it: • Not seeing the audience • Managing time during the session • Multi-tasking with the technology • Using voice effectively • Engaging the audience • Creating visuals II. The Virtual Environment – how is it different? A. Participant expectations B. Impact of the environment on session planning C. Audience engagement D. Characteristics (the most important: content takes longer to present) III. The special challenges of leading virtual programs A. Lack of visual connection with the audience B. Increased importance of effective vocal technique C. Reliance on technology vs. being supported by technology D. Adapting face-to-face sessions to the virtual environment IV. The “Technical Stuff” A. Details really do make the difference B. Getting comfortable with the environment C. Tools available D. Back-up plans – “technology happens”

When leading virtual learning...

Ignite opportunities for informal learning! The best learning often happens in informal settings: in the hallways at a conference, chatting over coffee, asking a colleague for assistance, or collaborative problem-solving, to name just a few. Informal learning can’t be “scheduled;” it occurs organically. However—especially if SMEs are in diverse locations—you may need to purposefully provide the physical and mental space that allows it to occur. Work and learning are becoming synonymous; being good at either requires an inspiring atmosphere. When SMEs who lead learning are inspired, they can become inspiring.

Where might the idea of inspiring your SMEs take their learning opportunities?

Essentials of Coaching SMEs to Facilitate Learning © Kathleen M. Edwards, CAE • @KathiEdwards • www.learningevangelist.com • +1 410-939-1125 • [email protected]

Real learning is not what most of us grew up thinking it was.

— Charles Handy

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Coaching SMEs: a powerful tool for building collaboration

Most SMEs benefit from coaching to improve their knowledge and skills in, and attitudes about, leading adult learning. Coaching also supports relationship-building!

Characteristics of effective coaching

Future-focused and action-oriented

Builds on the SME’s strengths

Encourages thinking about solutions

Requires individual progress and measurement

Uses powerful questions

Emphasizes personal change

Ongoing; focuses on personal growth and learning

Coaching requires a relationship...

The coaching process—a tool, not a strategy

Determine what’s working well Identify performance gaps Gain commitment for improvement Work directly with SME to show how to apply the new skill / enact behavior Encourage continual application and reflection to lift

competence

When SMEs typically require coaching

Understanding—and utilizing—adult learning principles and practices Facilitating more than presenting Creating effective visuals Creating activities that support learning Keeping the amount of content realistic


If a seed of a lettuce will not grow, we do not blame the lettuce. Instead, the fault lies with us

for not having nourished the seed properly.

– Buddhist proverb

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Evaluating performance...with the future in mind Even the most effective subject-matter experts require feedback...and that means more than an annual performance review. Regular evaluation, with frequent feedback, is perhaps the most critical part of an integrated SME development program.

An effective evaluation program is multi-tiered, including a variety of opportunities for both you and your SMEs to determine how things are going and what can be done to improve both SME performance and the quality of participant learning.

Encourage SMEs to self-reflect!

What did I do well?

What could I have done better, or more effectively?

Which participant engagement techniques worked best? Which didn’t work as effectively as I’d planned? What one thing could I do differently next time that would

contribute the most to a successful outcome?

Wise Words: Every “event” is a learning laboratory for the next one...

No matter how many times you’ve done it, or how many times you have yet to do it... you can always do it better!

Evaluate both formally and informally...

Use multiple sources and multiple methods

Ensure meaningful results by defining the purpose

Maintain an open and collegial atmosphere

Make evaluation at some level an ongoing practice

Keep evaluation results confidential!

When providing feedback...

Keep it positive and constructive Point out what went well Offer ideas for more effective ways of doing things Provide specifics: what, why, suggestions for improvement

Consider Beginner’s Mind

...for continuous improvement!

Ensure effective goals and objectives are set

Monitor and coach as needed

Share results of formal and informal evaluation methods


Spend some time thinking about how you will apply what you’ve learned in this webinar series—there’s a greater chance you will implement new ideas and new approaches if you consider them while still in the learning environment.

First, write down the most important thing you’ve learned in this webinar series that will make a difference in how you work with your subject-matter experts.

What else have you learned in this program, and what implications does it have for how you will work with your SMEs from now on? What three things will you do in the next month to leverage what you’ve learned in these three sessions?

Applying what you’ve learned


Kathleen M. Edwards, CAE, President the Learning Evangelist, LLC

Kathi Edwards is an independent consultant, writer, and facilitator specializing in creating more effective learning environments and strategies. She is passionate about all aspects of learning, from developing and implementing high-level strategy, to ensuring subject-matter experts have the knowledge and skills they need to facilitate learning effectively whether face- to-face or virtually. Ultimately, everything she does is focused on those who matter most: the learners. Kathi’s unique expertise in transforming the effectiveness of subject-matter experts who lead learning opportunities is frequently sought by national and international organizations in a variety of fields. In demand as an engaging speaker and facilitator, she is a frequent content

leader for ASTD on topics related to working with and coaching subject-matter experts and is one of a small group of facilitators in the United States who regularly lead ASTD’s three-day Training Certificate Program in a variety of public and corporate settings. Kathi is also a qualified lead assessor for two programs – the Certificate Accreditation Program (ANSI-CAP) and the new ANSI-IREC Accreditation Program – for the American National Standards Institute (ANSI). Kathi speaks and writes extensively on learning practice and strategies. She is co-editor and a chapter author for the book Core Competencies in Association Professional Development, 2nd edition (ASAE, 2011), and

contributed 22 of the ideas in the book 199 Ideas for Enhancing Learning Experiences (ASAE, 2011). Most recently, she served as executive editor of The CAE Study Guide (ASAE, 2012), a comprehensive study resource for those seeking the Certified Association Executive Credential. Prior to launching her consulting business, Kathi spent 25 years working in a variety of capacities for five distinctly different trade and professional associations. For a majority of that time she was responsible for development, implementation, and evaluation of professional development programs.

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Essentials of Coaching SMEs to Facilitate Learning Parts 1 & 2 – April 4th and 11th, 2013

Participant Chat Comments

From Part 1, April 4th: What motivates your SMEs? How can you learn more about your SMEs?

• I build relationships by participating in the weekly program meetings. They understand very early that we are there for them

• My educational technology professor suggests: “Tell me more about yourself.” • If already presenting in your class simply asking them what excites them most about being

involved and what is what they like least...get at their motivations and concerns • One to one interviews about their experience and pervious participation in training • Get to know them as a person • Ask them how long they have been doing their work and where their training/education

comes from • Get to know who are the other SMEs • I do try to recognize them...the personal thing. Send them recognition emails to them/their

boss or little treats that I know they like....build that partnership! • More carefully vetting and preparing SMEs to be in front of our learners...in fact being the

learner advocate From Part 2, April 11th: What are some things you’ve done/seen/experienced regarding your roles?

• Role model: I've invited SMEs to watch me deliver other content and then use a discussion about what they noticed (positive or negative) to help prepare them for their sessions

• Pair up experienced trainer with inexperienced trainer • Many of our SMEs have recently gone through facilitation training, which has helped us to

progress more to a collaboration role. • Coach – going thru this now. One experienced facilitator wants his subordinate to deliver

now. I suggested we do dry runs, and have him observe and prepare her for feedback and devise a plan to get her ready to go solo.

• Coach: we schedule follow-up meetings with our SMEs to review both the evaluation from the participant and from our course designers/trainers. We then ask for the SME's self evaluation and try to develop 2-3 points of improvement for the next session.

• Collaboration: we ask the SME to complete a short survey about the experience with our team, so that we can learn where *we* can improve, as well. This has also created a foundation of trust for the next interaction.

• We have a 'Hixson University' award celebration annually to thank our instructors. During the celebration we give out some 'funny' awards and some serious for great work.

• Recognition at quarterly meeting, sometimes with an award depending on the business impact.

• In our monthly report to managers, we include positive reviews of the training. Quarterly, we focus on a training session and recognize the trainer.

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What role would you like to now play (or play more effectively), and perhaps learn more about?

• Coach --> Mentor. We are still working with SMEs to get buy-in for their need to learn more about adult learning principles.

• We hope to move to a mentoring role next year. • Collaborator>Mentor – Want to get to point where SMEs comfortable seeking support, advice

and not quite as hands-on; takes time • We could do a better job of recognizing people for their contributions. After our Management

Foundations pilot we will plan a debrief luncheon. • From coach to collaborator - as I would like to influence the content What are you doing now to help your SMEs succeed?

• Very little but on a road to formalize... • We push them into the deep end of the pool! (they have swimmies) • Provide examples of prior learning modules • We have a train-the-trainer session for them to attend – and let them know that support is

available 1:1 as well. • Have meetings to define the training and the process we use and the schedule we need to

meet • I conduct a (pretty simple) 2-day course on facilitation skills, but we need to focus that more

on training this year. • We try and minimize their admin & logistic responsibilities – they are generally giving us time

they don't have to spare What assumptions do we make about our SMEs?

• A good SME can coach/train others to be good as well • The smartest is the best person to present • That they know what they're trying to achieve through training. • That they are the best person for the job Any particular methods used to enhance your SME relationships?

• I offer to them some lift at home...after a university course (a free ride back home; the course was out of the office)

• Make sure they have water while speaking, or Diet Coke in some cases if I know they have an addiction

• Even for external SME's (vendors) I take a little time to show interest in the topic- ask a couple of questions

• We take care of all scheduling, logistics, evals, recording session, etc. – let them focus on content and delivery

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Job Aid: Working with Subject-Matter Experts to Support Effective Learning for SMEs and Their Participants

Things to consider before selecting SMEs… Yes No Need to acquire

1. We have identified session objectives – what the audience will know or be able to do at the end of the program.

2. We know the approximate size the audience will be, and of whom it will be comprised.

3. We know the knowledge level of the intended audience for this topic.

4. The topic will allow for flexible presentation and different learning styles.

As you begin to choose your SMEs…

• Choose speakers who are flexible and can adapt to learning new ways of doing things, are comfortable with presenting content, and have an engaging personality.

• Consider first any potential speakers who have previously presented the topic in either a virtual or face-to- face environment (at least some speaking experience is preferred).

• Speakers being considered should have either (a) a basic understanding of adult learning principles, i.e. know they will need to include real-life examples, effective visual illustrations, audience engagement opportunities, ideas for content application, etc., OR (b) the willingness and the time to learn.

Setting the stage for successful relationships…

• Open the lines of communication early to begin building trust and a collaborative spirit.

• Develop a plan for ongoing interaction and communication with SMEs to establish and maintain team/partner relationships. Use a variety of media and technology that will work for your team.

• Establish a specific communications timeline to be implemented as SMEs are asked to take on each new project. Include an initial conference call, followed by regular emails, meetings, and additional phone calls.

• Set, share, and stick to deadlines. Pad them a little to ensure your critical deadlines are met. Send “friendly reminders” 1-2 weeks out or as appropriate for the project. Include major milestone deadlines to ensure projects stay on track. Modify or change deadlines only if critical to do so.

• Provide each SME a “personalized” checklist of steps, deadlines, tips, etc. that is a tangible and visible reminder of what they need to do.

Give your SMEs everything they need to earn an ‘A’…

• Ask all SMEs to complete a simple mini-assessment to determine their basic levels of knowledge concerning adult learning, and their personal perceptions of their own strengths and areas for growth.

• Require all SMEs working with you for the first time to participate in an initial orientation/training session to ensure clear expectations on both sides (a great opportunity to administer the mini-assessment).

• Design a plan for enhancing the knowledge, skills, and attitudes of your SMEs, building on their strengths and aiding their growth in areas that will make them more effective. Include group and one-on-one coaching and support – face-to-face or virtual – as appropriate for your SMEs.

• Provide “refresher” or continuing development for SMEs who work with you on a regular basis. Plan and position these as opportunities for professional development, the benefits of which accrue to more than job.

• Debrief each project upon completion; encourage SME reflection and “feed-forward” for ongoing growth.

• Treat the work seriously…at the same time, have fun and celebrate successes!

the Learning Evangelist, LLC

289-B Girard Street • Havre de Grace, MD 21078 • 410-939-1125 • www.learningevangelist.com © Kathleen M. Edwards, CAE

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Job Aid: Preparation Checklist for Webinar Leaders

Here’s a handy checklist of reminders for preparing a great program! As you plan your content and prepare for your session, check off each item below as you complete it. Remember – practice your session as if each practice is a live session to showcase your skills!

Planning Your Session Review session material.

Decide on and write the purpose and outcomes of your webinar. Ask any relevant questions of staff.

Decide on and write any personal objectives for the session (skill areas to improve, etc.).

List and summarize each key learning point to be made, and note why each is important.

Outline your session; plan how to engage participants. Remember the time available includes opening and closing announcements/, content delivery, and participant interaction.

Choose appropriate activity(ies) to involve your audience.

Plan how to start your session, paying particular attention to how adults learn.

Plan the session’s content sequence (what will be presented first, second, etc.) and draft an agenda (perhaps creating a more detailed agenda for personal use).

Determine materials to use – any that will support the objectives. Create slides and/or other visuals.

Create or find appropriate stories, examples, and/or metaphors to enhance the learning content. Ensure they are relevant to participants’ experiences.

Consider what questions participants may ask, and be ready to answer them.

Create one or more reflection questions to help participants apply learning.

Plan how to close the session to ensure participants take value from the session.

As You Prepare Participate in the orientation/review to the online platform. Become familiar with annotation tools,

participant engagement and monitoring tools, etc. Experiment, learn, apply.

Plan when and how you will use specific tools during the webinar. Jot reminders in your speaking notes.

Utilize your PowerPoint® file in slide-show mode to practice animations/transitions.

Practice presenting the webinar, using all relevant tools and techniques – tactile, visual, verbal – until very comfortable with managing the environment. Time the presentation, allowing for participant interaction – do not exceed minutes. Include any co-facilitators to ensure everyone stays within the total timeframe.

Consider practicing your webinar with an audience: tape recorder (listen to result), friend, family, or colleague in the room (or on the phone). Ensure a -minute length, including participant engagement.

Remember to relax…have fun! It will come across in voice, technique, and audience activities, and result in a more satisfying experience for all concerned.

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ASTD Webinar: Essentials of Coaching SMEs to Facilitate Learning

Some Helpful Resources

Adult Learning Principles Knowles, Malcolm The Adult Learner Russell, Susan Training and Learning Styles ASTD Infoline Neuroscience & Learning Medina, Dr. John Brain Rules: 12 Principles for Surviving & Thriving at Work, Home, and School Coaching and Mentoring Kaye, PhD, Beverly and Scheef, Devon Mentoring ASTD Infoline Long, Jennifer Harness the Power of Coaching ASTD Infoline Engaging Participants Bowman, Sharon The Ten-Minute Trainer & Training from the Back of the Room Thiagarajan, Sivasailam Thiagi’s Interactive Lectures Lucas, Robert W. Energize Your Training: Creative Techniques for Engaging Learners Internal Consulting Block, Peter Flawless Consulting

Davis, Eric and McFeely, PhD, Dave Training as a Business Partner ASTD Infoline Pietrzak, PhD, Theodore Successful Inside Consulting ASTD Infoline Scott, Bev Consulting on the Inside: A Practical Guide for Internal Consultants Effectively Using Questions Goldberg, Marilee The Art of the Question Leeds, Dorothy The 7 Powers of Questions: Secrets to Successful

Communication in Life and Work Marquardt, Michael Leading with Questions: How Leaders Find the Right Solutions

by Knowing What to Ask (author also wrote Action Learning)

Vogt, E; Brown, J; Isaacs, D The Art of Powerful Questions: Catalyzing Insight, Innovation, and Action (more in-depth on use of questions in powerful inquiry)

E-book: http://bit.ly/Y2wtkN Printed copy: http://bit.ly/XndjZG

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Helpful Resources, cont’d Creating Effective Slides Duarte, Nancy Slide:ology – The Art & Science of Creating Great

Presentations (also: blog at http://blog.duarte.com) Reynolds, Garr Presentation Zen (also: blog at www.presentationzen.com) Working with SMEs Blanchard, Ken, et al Leadership and the One-Minute Manager: Increasing

Effectiveness through Situational Leadership

Conway, Mal and Cassidy, PhD, Michael Evaluating Trainer Effectiveness ASTD Infoline Eckel, Nathan Designer-SME Collaboration ASTD Infoline Russo, Cat Sharpe Teaching SMEs to Train ASTD Infoline Sharpe, Cat – Editor How to Facilitate ASTD Infoline Planning & Leading Webinars / Synchronous eLearning Clark, Ruth Colvin The New Virtual Classroom and Kwinn, Ann (includes CD of sample lessons) Hofmann, Jennifer Live and Online! Tips, Techniques, and Ready-to-Use Activities

for the Virtual Classroom (includes CD) Pike Pluth, MEd, Becky Webinars with WOW Factor – Tips, Tricks & Interactive

Activities for Virtual Training Incorporating social media and learning Atkinson, Cliff The Backchannel – How Audiences are Using Twitter and

Social Media…and Changing Presentations Forever Bozarth, Jane Social Media for Trainers Bingham, Tony & The New Social Learning Conner, Marcia Web sites Elliott Masie, The Masie Center www.masie.com Free games & resources from Thiagi www.thiagi.com/games and www.thiagi.com/freebies-and-goodies.html Marshall Goldsmith www.marshallgoldsmithlibrary.com (free leadership and related articles) ChangingMinds.org www.changingminds.org/techniques/questioning Good information about all types of questions; pay

particular attention to the second-to-last link: “Socratic questioning.”

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part 3: giving smes the tools to structure effective learning interest groups (sigs... · b....

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