Online Train the Trainer Pro: No Beginners Allowed!

Virtually engage your students, create and maintain excitement and ensure everyone is comfortable with the material.
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  • Lectures 39
  • Length 7.5 hours
  • Skill Level All Levels
  • Languages English
  • Includes Lifetime access
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    Available on iOS and Android
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About This Course

Published 10/2014 English

Course Description

Create excitement, motivate adult learners, keep them interested and maximize online learning and retention. This 8 hour online training program dives deeply into the strategies, techniques and tools you need to lead effective online training sessions. You'll learn how to create excitement, motivate adult learners, keep them interested, maximize learning, and make them feel as though you are right in the same room with them.

*Bonus: Includes a 130-page workbook to read and follow along with the course.

Why should you take this course?

There was a time when Jason Teteak made the shift to training not just in person, but online as well. This program will help you take your virtual training to another level. You're going to learn not only how to more easily do it yourself, but how to be more genuine and even start to have your students teach each other for you! Even if you don't have any virtual classes yet at this point, you won't want to miss this for when you do.

You may have seen other “gurus" teach you how to train virtually. Chances are, they gave you their language and you may even use it verbatim. There is a 75% chance that they didn't give you the right language for your learning style. Most gurus don't explain why it works, they just explain that it does. If you're going to teach your own topics and concepts, you need to understand why it works.

The reason we are so excited to have you see Jason dive in on some of this is that through the process of being taught by him, you will find new pieces of gold that are within you that you didn't even know were there and they will help you become a better trainer virtually.

Lastly, there are very few virtual trainers that have their students train classes with hem . . . we do. We're going to prove it in this program with real case studies that will give you some amazing ideas for your own virtual training.

As a collective team, we have come up with some amazing things. The techniques in this program will help you experience more fun and freedom with your virtual training. They will help you boost your student success rate with your training. It is exciting to see what will be uncovered. One of these four learning styles will be right up your alley, and the others will offer good insight and complement the things you're already doing so you can reach others as you teach.

Why Rule the Room?

Adult learning is fundamentally important to everything we do so we've spent a lot of time perfecting the various ways to do it. Our programs are unique and practical because we model every technique we suggest so you can see exactly how it's done as you learn. This program is no exception. If you want to know how to remove the distance barrier from adult learning you've found the program you're looking for.

There are three key reasons why Rule the Room is different:

  1. You'll learn WHY it works. We don't just show you how to do it or what to do. We tell you WHY it works so you can learn to “fish" on your own.
  2. You'll learn in YOUR unique learning style. We all communicate differently. That's why every lesson is taught with four unique learning styles (step, research, talk and create). You'll also learn how to teach in those four styles when you teach your virtual classes.
  3. You'll be able to APPLY practical techniques right away. This training actually makes sense. World-renowned trainer, Jason Teteak, is able to decode the magic that happens when top virtual trainers are meeting with their students online. He then bottles up the secret sauce and presents it to you so you can easily understand how to use it in your own style and apply it to any situation.

After interviewing literally hundreds of trainers and instructors, we discovered the top ninety-one things they worry about when it comes to training classes online. Ask yourself, have you ever had any of concerns about doing the following things in a virtual training environment?

  • How to gain audience's attention quickly; capture their 'buy in' ….let go of the old software; comfort their fears; overcome their resistance…?
  • How to “sell" it so our end users will be receptive to the training?
  • How to create initial excitement about the topic?
  • How can you connect immediately with your audience virtual?
  • How to gain initial rapport?
  • How do breaks work? Should I offer them more often?
  • Use pictures of people's faces to trainee introductions during welcome.
  • How to create a personal connection?
  • How to have trainees visually interested in something that I'm teaching remotely?
  • How to keep slides engaging while still including your main points?
  • How do you keep their attention virtually for 4-8 hours of class?
  • What are some ideas for keeping the energy level up?
  • How to stay high energy without people in the room?
  • How to keep my voice on the fine line between annoyingly enthusiastic and boring?
  • How to speak (loud/soft/tone/inflection)?
  • How to encourage conversation during and after class?
  • How do you still make it interactive?
  • How to utilize the chat to garner participation from participants who don't want to talk out loud?
  • How to incorporate exercises so that it does not just become a demonstration?
  • How to engage all trainees in the class, when learning needs and styles are so different?
  • How to ask questions and get answers.
  • How can I ensure trainees are following along?
  • If we can't watch trainees' facial expressions or see their screens if we're roaming in the back of a class, what are some ways other than asking to check that we're on the same page?
  • How to have trainees visually interested in something that I'm teaching remotely?
  • How best to simulate the training environment for the learners?
  • How to mute the audience effectively?
  • How to set an appropriate pace?
  • How can the trainer pick up on the cues of when to slow down, speed up, repeat, etc…?
  • How can you get buy-in from 50 people spread throughout the country to go slower or faster than they would like?
  • Providing avenues for active feedback (e.g. polls, questions, guided demos).
  • If I normally write something on a white board, can I still do that? What about for sticky notes?
  • How to use visual aids effectively
  • How do you get trainees to write things down?
  • What are some verbal and other strategies for eliciting feedback? Too slow/too fast?
  • How to check for retention?
  • How to check for understanding?
  • Best practices for benchmarking the audience.
  • How to validate that they are “getting it" since you can't look at their faces/ read their body language.
  • How to continually ensure they are, absorbing, and not just going through the on-line motions?
  • How to track students and how to make sure and confirm they are getting the material and are practicing when they need to be?
  • Techniques for assessing comprehension/pace on the fly.
  • How to read trainees?
  • Providing trainees with activities that they can do alongside the course that presents you with feedback of their progress
  • How is hands-on support managed if someone is struggling?
  • How to assist struggling learners?
  • How to use a moderator and a facilitator for the sessions?
  • How to offer assistance to someone/steer them in the right direction without calling it out in front of everyone?
  • How to maintain excitement about the topic?
  • How can you continue connect with your audience when you can't physically interact with them?
  • How to maintain rapport?
  • How to manage breaks throughout the day?
  • How to continue to grow a good relationship with trainees?
  • How to keep class from feeling impersonal?
  • How to stay high energy without people in the room?
  • How can a person who feeds off fun tell jokes and know if they are working?
  • Help someone who is struggling with an exercise
  • How to discreetly offer assistance to someone/steer them in the right direction without calling it out in front of everyone?
  • How to provide more one-on-one like help when you don't want to interrupt everyone else.
  • How can you monitor/support while doing independent exercises?
  • How is hands-on support managed if someone is struggling?
  • How to incorporate exercises so that it does not just become a demonstration?
  • Ability to track students and how to make sure and confirm they are getting the material and are practicing when they need to be?
  • What ideas do you have for coordinating activities remotely and doing benchmark checks with your group?
  • Keeping the class on-task during activities.
  • How to collect and respond to questions in a timely manner?
  • How to get them to interact (ask/answer questions)?
  • How to encourage questions and conversation during and after class?
  • How to keep the class on-task?
  • How to answer questions?
  • How to manage audience questions?
  • How to field questions when they can come in in different formats?
  • How to coordinate questions from attendees?
  • How to utilize a moderator and a facilitator for the sessions to manage the chat?
  • How to make trainees feel comfortable enough to ask questions?
  • How to dealing with technical difficulties?
  • How to trouble shoot end-users logging in or delays in starting the session?
  • How to manage technical issues related to delivering the class while also staying focused on the material and teaching?
  • What sort of tech juggling is required—i.e., how many machines does one have to be running, monitoring, using at once, and what's the best way to handle that?
  • How to do all of the setup/logistics?
  • Room set-up: What's the best camera position? Should I sit/stand?
  • What is a manageable amount of participants to have in a virtual class?
  • Where we do it?
  • How to ensure that all class members have appropriate workstations set up for the class (correct versions of internet explorer, fast enough processing speed, etc.)?
  • How many people are on your end?
  • What are the hardware/software requirements to access training remotely?
  • Setting up the technical requirements.
  • How would we be providing trainees access to environments?
  • What would be the audio solution, just calling into the conference line over a speaker phone
  • What would the video solution be? Would there be a video feed so that trainees could see the trainer / whiteboard, etc.?
  • A rule of thumb for how long it should take to prepare. (For example, we say 40 hrs. for a 15 min lesson)?
  • Steps to take when preparing for a virtual class.

We'll address how to handle each of these twenty seven concerns and more in this program. You'll learn how to open well, teach an engaging lesson, ensure they got it, maintain credibility and rapport, facilitate an activity, handle questions, manage technical issues, and close well so that your students learn from you just as well in a virtual environment as they would in person.

Most gurus just say, “Here's the gold dust," and then people don't know what to do with it, or it simply doesn't work. The point is that they don't give the precursors as to why it works. In this program, we will break down each and every technique to make it simple and easy and tell you why it works so that you can apply it to new situations day after day in your training, such as how to get your students to model concepts for you.

Don't take my word for it. Hear what others have to say...

“The virtual class I took was a phenomenal opportunity to add effective tools to my training when running a webcast. The information provided about keeping an audience engaged, excited, and motivated in a virtual class was top notch because of its immediate impact in training. Thanks for your help!"

John Frutiger, Software Trainer

“Jason's advice is practical, straightforward, and incredibly helpful for anyone looking to greatly improve his or her presentation skills."

Ryan Anderson, Director of Instructional Design & Development, UW Extension - CE, Outreach & E-learning

“These courses on how to create and deliver effective webcasts have fundamentally improved the quality of my webcasts. They teach specific techniques and principles that are easy to put into practice. I considered myself an expert webcaster and I frequently delivered webcasts to hundreds of attendees, but by following the techniques I learned, my audiences are more engaged than ever before and often take immediate actions based on my webcasts. Furthermore, I've seen novices with little or no webcasting experience deliver engaging, smooth, professional webcasts after being trained and following the specific techniques that are taught."

Joe McGuire, HealthCare Business Intelligence

What are the requirements?

  • Students will need to download the 130 page workbook and either print it out or have it available online to follow along.
  • Write down the top three things you want to get out of this program.
  • Focus on getting your outcome as we work together, learning how to use your own style to lead effective online training sessions.
  • • Take notes during and after this training. It will be harder, but you will get more out of it. (Imagine learning to ride a bike without actually taking the training wheels off and doing it yourself . . . the notes will provide you with a means to achieve that.)
  • • Review this program a minimum of once per week for three months, so you HEAR it all.
  • • Work with the material and activities at least one hour per week for fourteen weeks in a row to build a solid habit.
  • • Make a personal commitment to get the most from your investment . . . you spent the money and time and you deserve to get back as much as you can for it.

What am I going to get from this course?

  • Create a personal connection with your audience
  • Engage a virtual audience with tools that keep them interested and on pace
  • Ensure they’re following along, understanding, and getting support they need
  • Maintain excitement and energy
  • Be sure your participants can perform critical tasks they need
  • Remotely assist participants who are struggling
  • Manage questions and answers
  • Get interaction from participants
  • Troubleshoot and manage technical difficulties
  • Prepare for a virtual training session from the curriculum to technical setup
  • Open Well
  • Give your introduction
  • Find out about the trainees
  • Set boundaries and expectations
  • Send them to break
  • Bring them back from break
  • Make them laugh enjoy themselves
  • Be Engaging For Every Lesson
  • Use hot seat drivers
  • Use directional statements
  • Ask screen questions
  • Ask expert questions
  • Ask leading questions
  • Ask relevance questions
  • Ask recall questions
  • Paraphrase trainee responses
  • Use the “agree and see if you’re right”
  • Use effective tone
  • Ensure they got it
  • Determine who’s attentive
  • Ensure they are following along
  • Ensure they are remembering
  • Ensure they are understanding
  • Maintain Credibility and Rapport
  • Show trainees you're an expert
  • Show that you care
  • Get trainees to like you
  • Make class enjoyable
  • Meet trainees’ needs
  • Facilitate an Activity
  • Introduce the activity
  • Do activity follow along checks
  • Give activity benchmark checks
  • Invite questions
  • Paraphrase questions
  • Thank the asker
  • Handle and conclude the question
  • Manage Technical Issues
  • Enlist a producer
  • Enlist an IT helper
  • Enlist helpers remotely
  • Prepare Thoroughly
  • Update your lesson plan scripts
  • Practice your scripts
  • Prepare the virtual environment
  • Prepare the trainees
  • Prepare your training room
  • Prepare the day of training
  • Close Well
  • Ask for remaining class questions
  • Do a class oral review
  • Offer a warm thank you & send off
  • Invite individual questions

What is the target audience?

  • Trainers who need to give an online training virtually and want to engage their students as well as they do in the classroom
  • Training managers who want to train their trainers on online training techniques
  • Business leaders or administrators that need to train their staff more efficiently
  • HR Managers who need to train with confidence online and stay on track when training content is deep and involved.
  • Startups and entrepreneurs who need to give a training or present an idea to involve partners or other affiliates to learn from them.

What you get with this course?

Not for you? No problem.
30 day money back guarantee.

Forever yours.
Lifetime access.

Learn on the go.
Desktop, iOS and Android.

Get rewarded.
Certificate of completion.

Curriculum

Section 1: Welcome to Virtual Training!
06:06

The primary need of your trainees is to feel safe with you and among their peers, so that’s what you must deal with first. Once they trust you, they will feel safe. The best way to start is with a thoroughly rehearsed strong opening.

How do you gain your trainee’s attention quickly in a virtual training environment? You want to capture their ‘buy in’, comfort their fears and overcome their resistance to this kind of training. How do you do it?

This session will show you how to create that personal connection with your trainees and get them engaged and interested in your virtual class right off the bat.

Discover how you can how you can virtually engage your students, create and maintain excitement and ensure everyone is so comfortable with the material that it’s as if they were right there in the room with you.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

13:37

The next key to opening well is to get the trainees to reveal what they actually want to know from you and to look good while they do it—and ultimately, it will be a tool to get them to listen. To do this, there are six steps. We will model each of the steps below, and then you can write it your specific examples of what you plan to say in your next virtual class. You'll learn how to find out more about your students virtually including leveraging their expertise and ensuring you meet each and every one of their goals.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

13:09

Many trainers try to “sell” their trainees on virtual training so that they will be receptive to the training. This often doesn’t work. Instead, you want to model it by creating initial excitement about the topic. The question is, how can you connect immediately with your audience virtually? How do you gain initial rapport? How do breaks work?

Discover the best time to use virtual training vs. classroom training and the best way to set expectations around the workbook, the pace of the class, the chat feature and the phone.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

Section 2: Open Well
21:05

I am amazed so many people take such care with the content of their virtual training and don’t spend much time thinking about the first impression they make when they first begin.

Some trainers even start by fiddling with the microphone. The trainees don’t know if the trainer is the sound tech or the trainer until the trainer says, “I guess I’d better turn the mic up. I have a very soft voice.”

But these openers, all of which I have actually heard, aren’t any better:

  • ·“Can everybody hear me?”
  • ·“I’ll talk for about forty-five minutes or so.”
  • ·“I know you’re all very busy.”
  • ·“I’m very glad to be here.”
  • ·“I’m a graphic designer.”
  • ·“All right, I just want to start with a little story . . .”
  • ·“Hey. So, first and foremost, I really want to, um, thank everybody.”
  • ·“Probably the first thing I should tell you is . . .”
  • ·“You guys are awesome.”
  • ·“Uh, all right, before I get started . . .”
  • ·“So, I have been up here a few times today, although I have not properly introduced myself.”
  • ·“All right, let’s get started.”

Such awkward comments are not compelling and don’t make a trainer seem credible. The trainees feel disappointed; their expectations are deflated.

To connect with your audience, even before you say a word, you have to make an impressive physical impression.

Get an exact recipe for giving a credible, captivating introduction that gets them to want to listen to what you have to say.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

16:59

The next key to opening well is to get the trainees to reveal what they actually want to know from you and to look good while they do it—and ultimately, it will be a tool to get them to listen. To do this, there are six steps. We will model each of the steps below, and then you can write it your specific examples of what you plan to say in your next virtual class in the write it down boxes called, “My Alternative.”

You'll learn to create a personal connection with your students and get them excited and motivated to learn from you.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

12:36

Discover the exact language to use to get trainees to do what you want throughout class with boundaries of what you will do and expectations that they will do.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

07:13

Your trainees need a break, just like they do in a regular classroom environment. You can accomplish this with style and grace in a virtually training environment, all while keeping the key components of what works in a physical classroom. Learn how to build rapport with your students with an online tool to send them on a break, and still monitor the pace of the class.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

16:34

People won’t laugh unless they’re feeling good. And they don’t feel good until they feel safe. This simple concept has enormous ramifications for presenters. When people feel good and feel safe, they are inclined to laugh easily. Your listeners are much more likely to find your presentation enjoyable if you follow these three steps:

  • ·Make the audience feel safe.
  • ·Make the audience feel good.
  • ·Make the audience laugh.

When you bring them back from break, for the first time, your trainees are feeling safe AND good. They have been taught some great stuff by you, they have learned a lot and had credibility and rapport built back and forth. They are now ready to laugh. In this section, you'll learn all of the ways you can make that happen.

Uncover your presentation personality and learn how to use it to make it fun and even get them laughing and excited to continue the online class.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

Section 3: Teach an Engaging Lesson
20:00

It's hard enough to have trainees interested in something we're teaching in person. When we add the remote component, all of the sudden it can seem next to impossible to keep their attention virtually for four to eight hours of class. You want to keep your energy level up even without people in the room.

Watch as the #1 online engagement tool is modeled to show you how you can keep your audience listening, following and understanding everything you do. You will be the one's experiencing this as the learner and the trainer and deciding for yourself if it is a powerful way to teach content virtually.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

20:08

It’s hard enough to have trainees interested in something we’re teaching in person. When we add the remote component, all of the sudden it can seem next to impossible to keep their attention virtually for four to eight hours of class. You want to keep your energy level up even without people in the room.

Watch as the #1 online engagement tool is modeled to show you how you can keep your audience listening, following and understanding everything you do. You will be the one’s experiencing this as the learner and the trainer and deciding for yourself if it is a powerful way to teach content virtually.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

12:21

You have to show your audience that in order to get the information they’ve come to hear, they have to listen to you. This advice seems deceptively obvious. I tell it to people who’ve come to me for training advice and they nod in agreement, as if to say, “Got it.” But they haven’t.

How do I know? Because the following example is somewhat typical: Sitting in the virtual classroom while listening to a trainer during her presentation, I noticed although people were pretending to listen to the trainer, most of the time they were using their open laptops to go shopping and check email. Afterward, I asked if she realized they weren’t listening.

“But they were,” she protested. “The attention meter said they were attentive.”

“People can seem to be attentive but not be listening. I mastered that skill in high school,” I said. “Let me ask you something: Do you enjoy being a trainer?”

“I love it,” she said.

“Are you bored while you train?” I asked.

“Not at all. It’s stimulating because I’m active all the time.”

“Which do you prefer? Training or being trained.”

“Training,” she said. “I hate sitting passively while someone drones on—” As the shock of recognition passed across her face, she cut herself off, “Do you think that’s how my audience feels?”

Yes.

I suggested a challenge: Find a way to keep the listeners in the audience as stimulated and engaged as you are as a trainer.

This session will show you how to engage your virtual audience with questions and activities that keep them interested, on pace and learning right there with you. You'll brainstorm how you how you can engage your virtual audience with questions and activities that keep them interested, on pace and learning.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

04:24

Learn for yourself how to incorporate screen share 100% percent of the time. My colleagues were convinced it couldn't be done. In reality, it is the number one technique that I use to engage my online students.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

09:20

Yet another way to keep the attention of your audience is with a targeted directional. This is a short and sweet method that pays big dividends.

Whenever you want to get your audience’s attention, request that they do one of the following, depending, of course, on what items—handouts, monitors, slides, and so on—you are working with.

You want to sound confident, but not overbearing, so they’ll take action. You’ll have no trouble getting them to comply if you do it properly.

Give targeted directionals to keep the attention of your online students with a short and sweet method that pays big dividends.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

03:13

Ask the questions that ensure each and every one of your online students are paying attention and are on the right screen as you teach new topics.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

08:20

An expertise question is a question only certain members of the audience will have the knowledge to answer. Asking such questions acknowledges the depth of their knowledge and gives you credibility points for being aware of it.

Expertise questions also serve to get the attention not only of the experts (who will be thinking about the answers) but also the remainder of the audience (who for a change will be hearing from people other than you).

Build trainee credibility and engage your trainees by tapping the audience's own knowledge.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

08:20

An expertise question is a question only certain members of the audience will have the knowledge to answer. Asking such questions acknowledges the depth of their knowledge and gives you credibility points for being aware of it.

Expertise questions also serve to get the attention not only of the experts (who will be thinking about the answers) but also the remainder of the audience (who for a change will be hearing from people other than you).

Build trainee credibility and engage your trainees by tapping the audience's own knowledge.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

07:09

In Bloom’s Taxonomy, a classification of learning objectives, synthesis is defined as “Compiling information in a different way by combining elements in a new pattern or proposing alternative solutions.”

A question that inspires synthesis accesses the right side of the brain. A leading question that inspires synthesis and gets people to pay attention must meet the following criteria:

  • ·There has to be a right answer.
  • ·The audience has not yet been taught the answer.
  • ·The audience can figure out the answer.
  • ·The answer requires some thought.

For example, once I explain that the left side of the brain stores memories and the right synthesizes, I can ask, “Which side do you think you access to come up with presentation topics?” and the audience’s right brain will go to work on an answer. The question meets all four of the criteria.

When I hear someone in the audience say, “Ooooooh,” I know the person has synthesized what the presenter is saying and arrived at an “aha!” moment. Aha moments come when people have put together information that’s coming from you with what’s stored in their brains in a new way and then come up with an answer they can express in their own words. When there is true understanding—and only then—synthesis is possible.

Help trainees understand challenging concepts online by getting them to synthesize information using their own thoughts and ideas.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

14:23

When an audience isn’t hearing anything that seems useful, they become bored, stop paying attention, and think, “Why bother?”

People will stay attentive if they are getting something valuable from the presentation. One of the most powerful ways to keep your audience listening is to ask questions that help them see what you’re telling them is immediately relevant to their lives.

Help trainees apply what you teach them to their world tomorrow by asking the questions that get them to see how valuable your teaching is in their lives.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

03:00

“Do you remember the number one reason why audiences are hooked?” When I ask this question in a presentation, or on the page, I engage you. Whether you respond in your mind or aloud, you answer the question, and presto! I have your attention again. Why? Because when I asked you to remember, the left side of your brain was forced to work. That’s powerful.

Ask precise questions that help people remember what you taught them using the logical, left side of their brain for maximum impact.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

06:40

Show them you care, get them to see others are getting it, show you understood their responses to your questions, give them an opportunity to clarify what you've taught them and make sure everyone has heard what you've said with the number one listening technique - the paraphrase.

This shows that you are listening, and it's one of the most effective things you can do to keep people engaged virtually. Instead of focusing what you're going to say, your brain will be working to synthesize what the other person has said to you and finding a way to rephrase it.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

06:28

You can and should target every learning style in every topic at some point. If you can present in a way that reaches all four styles simultaneously, you will be much more likely to keep your entire audience attentive. I have discovered one tool that will help you do just that. It is the variation of the circle of knowledge that I call agree and see if you’re right. It gives each type of learner the information in the way they want it, it’s incredibly powerful, and you can use it whenever your audience seems to be drifting.

This technique will address all four learning styles simultaneously online and keep the attention of your online students.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

15:24

A sales executive told me that what I taught her about pace, volume, tone, and inflection translated directly into closing more deals:

  • ·She sounded more credible, which made her clients more comfortable.
  • ·Her enthusiasm became more obvious, which motivated her audience.
  • ·Her explanations became clearer, so her audiences were able to comprehend the most difficult-to-understand portions of her demo.
  • ·Most important, she was able to motivate her listeners to take action—and buy her product.

You will undoubtedly have a similar experience. Even better, what you learn in this session about using your voice can be applied not only to giving online training presentations but also to many other situations that may have big payoffs for you in all areas of life.

Use your voice online with dynamic effect so that you can inspire, persuade, motivate and teach your students more effectively.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

Section 4: Virtual Training Review/Q&A Part I
13:48

Review with questions and answers from everything Jason taught thus far in the course. This review and Q&A will review how to: give your introduction, find out about the trainees, set boundaries/expectations, send them to break, have fun in your own style, use hot seat drivers, use targeted directionals, ask follow along questions, expertise questions, leading questions, relevance questions, recall questions, paraphrase questions, use the agree and see if you're right technique and use effective tone.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

Section 5: Ensure They Got It
08:16

You may routinely give trainings on different topics to a particular kind of audience (a group of physicians, for example, or executives, or even a convocation of college students). You may also give trainings on the same topic to audiences of all different types. In either case, there will be times when you want to make sure people are listening to something very important you are saying. Of course, everything you say is important, but sometimes there are things that really need to be monitored. Here's how you ensure people are listening and attentive to the the words you say and teach online.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

09:09

It’s even more challenging when you are training software, for example, and you want to make sure everyone is following along on the screen with you or the driver. When you are in the classroom with them, it’s much easier to monitor this, but training virtually is another story. Even if you’ve done your research and prepared very carefully for your audience, you realize that their expectations for following along may be different from what you had anticipated. In these cases, you’ll also have to take steps in real time to ensure they are following along with you, the screen, the workbook, and all the rest of the online material you are teaching.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

11:40

Do you remember the oral review we did after part one of this program? You want to do smaller versions of that throughout the training to ensure what you teach online "sticks" with each and every one of your students.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

19:25

Recall in Bloom's Taxonomy, a classification of learning objectives, synthesis is defined as “Compiling information in a different way by combining elements in a new pattern or proposing alternative solutions.” While leading questions help them understand, benchmarks find out if they are understanding even the most difficult concepts you teach so that they aren't stuck and can continue learning seamlessly from you.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

Section 6: Maintain Credibility And Rapport
07:26

Imagine maintaining excitement about each and every topic for hours on end in a virtual training environment. How do you stay high energy without people in the room? It’s all about learning the tools you need to connect with your audience even when you can’t physically interact with them. You may know how to build rapport in person, but even if you’re the type of person that feeds off your trainees’ fun by telling jokes, you still want to know how to tell if they are working virtually.

Research in this activity the top ways to get your students to trust you and to like you as you teach them.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

16:30

You’re about to learn how to do it virtually including how to: manage breaks throughout the day, grow a good relationship with trainees, and keep the class from feeling impersonal. By the end of this lesson, you will be able to:

  1. Show trainees you’re an expert
  2. Show that you care
  3. Get trainees to like you
  4. Make class enjoyable
  5. Meet trainees’ needs

Discover YOUR top five ways to get more trust and enjoyment out of your classes with your own courses, students and material.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

Section 7: Facilitate An Activity
05:18

Trainers often times struggle with helping trainees who are struggling with an exercise. That's because not everyone learns the same way, and often, the way the trainer attempts to help out the students isn't the way the student prefers to do it. This problem gets compounded in a virtual training environment.

Learn a foolproof method to introduce online activities that gets students excited and motivated to do key exercises.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

11:02

How do you discreetly offer assistance to someone and steer that person in the right direction without calling it out in front of everyone? How do you provide more one-on-one like help when you don't want to interrupt everyone else? How can you monitor/support while doing independent exercises? How is hands-on support managed virtually if someone is struggling? How do you incorporate exercises so that it does not just become a demonstration?

Remotely confirm they are following aloing and discretely assist students who are struggling to follow along during activities.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

05:44

You'll leave with the ability to track students and make sure they are getting the material and are practicing when they need to be. The ideas in this session will help you coordinate activities remotely and keep the class on task during activities, and even do benchmark checks with your group of trainees. By the end of this lesson, you will be able to remotely confirm they are understanding the material and discretely assist students who are not "getting it".

*The 130 page course workbook is available below to download if you would like to use it to follow along.

04:18

Learn how to perform an oral review online so that you can help them remember and apply what they have learned in the activity.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

Section 8: Handle Questions
10:42

Q&A time is one of the most stressful times for many trainers because you never know when you’re going to be caught off guard and asked a question that you don’t know the answer to. You could lose your credibility, rapport, or the entire class at the drop of a hat. When you add the virtual component, this actually gets easier, not harder. That’s because you can collect and respond to questions in a timely manner.

Once you do that, you can even start to get your trainees to interact by asking and answering their own questions, and encourage questions and conversation during and after class. This will help you not only answer and manage questions, but keep the class on-task.

Encourage, coordinate and manage questions online so that your students interact with you and feel comfortable asking questions. (Part 1)

*The 130 page course workbook is available below to download if you would like to use it to follow along.

11:35

If you handle questions well, you meet your audience’s needs, which earns you credibility and respect; you keep the audience focused and engaged, and you look like a pro.

I taught a new employee in her early twenties some of the techniques for handling questions that are described in this chapter. Soon afterward, she presented to a group of customers for eight hours, and then she took them on a tour of her company.

The company has a “wall of hands,” a montage of plaster impressions of the hands of its employees. When you’ve been with the firm for ten years, the company adds your hand impression to the wall. When the young woman brought the group to the wall, they asked where hers was displayed. She’d been with the company just four months, but because she was so skillful at handling questions, they assumed she was a veteran.

Encourage, coordinate and manage questions online so that your students interact with you and feel comfortable asking questions. (Part 2)

*The 130 page course workbook is available below to download if you would like to use it to follow along.

Section 9: Manage Technical Issues
11:33

The sort of technical juggling that is required of a virtually training session is no small task.. How do you deal with technical difficulties online? Do you trouble shoot end-users logging in or delays in starting the session? How do you manage technical issues related to delivering the class while also staying focused on the material and teaching? You may have multiple machines running. You may have to monitor each one all while monitoring the trainees.

Troubleshoot and manage technical difficulties so that your class stays focused during your online teaching.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

Section 10: Prepare Thoroughly
21:18

It's time for setting up your training and dealing with all the logistics you have both normally, and now virtually. For example, should you have a camera? What's the best camera position? Should you sit or should you stand? What is a manageable amount of participants to have in a virtual class?

If you've never done this before for a virtual class, imagine preparing your virtually training environment right now. Imagine ensuring that all class members have appropriate workstations set up for the class (correct versions of internet explorer, fast enough processing speed, etc.). Imagine how many people you need on your end and what hardware/software requirements you'll need to access training remotely.

Imagine your audio solution, the video solution, and just having trainees calling into the conference line over a speaker phone. What about visual aids such as whiteboards, and sticky notes and the like? In this session, we'll discuss the specific steps to take when preparing for a virtual class from the curriculum, to the technical setup to the trainer and trainees that attend.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

Section 11: Close Well
13:47

I was at a national health care conference a few years ago. One of the presenters finished, signed off with sincerity and warmth, and promised to stick around. The handclapping had been spirited. As they filed out, people were talking to one another and there was a feeling of energy in the room. “Wow!” someone said. “You said it!” someone else agreed. “That was an amazing presentation!”

Some months later, I returned to the same room to hear another presentation. That one ended quite differently. I didn't hear anyone say “wow.” In fact, there wasn't even any applause at the conclusion, because people weren't quite certain that the presentation was over. The screen went to black, at which point the presenter merely said, “Thank you,” and left the stage. There were a few awkward moments of people looking around, unsure whether it was time to go. Then they began to drift out, silently.

The presenters had equally interesting topics, good material, and polished deliveries, yet one sent the audience out the door buoyed and energized and the other let them leave feeling let down. The difference was that the first presenter knew what performers, directors, and producers—people who are always conscious of the audience—know almost intuitively: You need to put as much emphasis on the finale as on the opening of a show. How you close is critical.

Focused on overcoming their anxieties about the opener and their concerns about the core of the presentation, many presenters pay scant attention to how they will end it. But Rule the Room style is to plan to the end—and beyond. The presentation isn't over until you've met the needs of all the audience members. Do that, and they'll be saying “wow” about your presentation, too.

In this session, you'll learn how to end the virtual class so they actually thank you for a job well done.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

Section 12: Virtual Training Review / Q&A Part II
15:31

Review with questions and answers from everything Jason taught in part two of the course. This review and Q&A will review how to: ensure they got it, maintain credibility and rapport, facilitate an activity, handle questions, manage technical issues, prepare thoroughly and close well.

*The 130 page course workbook is available below to download if you would like to use it to follow along.

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Instructor Biography

Jason Teteak, Author, Keynote & TEDx Speaker, CEO Rule the Room

Jason Teteak knows what it takes to Rule the Room. The master trainer and speaking presentation teacher has taught more than 50,000 people how to flawlessly command attention.

He’s won praise and a wide following for his original methods, his engaging style, and his knack for transferring communications skills via practical, simple, universal, and immediately actionable techniques.

Jason first made a reputation in the medical training industry, where he was known as “the presentation coach and trainer who trains the trainers.” Teteak’s attention to detail and precision in communicating definitive information was honed in serving this lifesaving industry.

In response to many requests, he began to offer personalized services and quickly developed a following as a private coach and a consultant whose clientele includes elite institutions, universities, and top corporate executives.

His new book, Rule the Room, was recently published in the summer of 2013. He has developed more than fifty presentation and communication training programs ranging in length from one hour to three days that serve as the basis for this unique, practical, and comprehensive course.

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