Running head: FACILITATOR TRAINING PROGRAM PARTS I - IV

Facilitator Training Program Parts I - IV

Rafael Martinez
CUR/532
September 9, 2014
Dr. Dottie Peters

FACILITATOR TRAINING PROGRAM PARTS I - IV

Facilitator Training Program Part I

The training department in Verizon Wireless is creating a distance learning program for
trainees. The training course will cover the cell site annual tower inspection evolution and will
be implemented in an on-line asynchronous learning environment. Several tools will be utilized
to achieve the required comprehension. For example, blogs, e-mail, on-line exams, video
presentations, and audio recordings throughout the course will be used enabling students to
achieve maximum material assimilation.
Identify the Audience Clearly
Audience required to attend and complete the annual tower inspection training course is
Cellular Technicians, Field Operations new employees, and their supervisors. To maintain a
well-trained and knowledgeable team, individuals will be expected to complete the course on an
annual basis. Senior employees, new hires, and supervisors should meet these requirements
enabling a successful tower inspection and avoiding expensive fines issued by the Federal
Aviation Administration (FAA) or the Federal Communications Commission (FCC) (Verizon
Wireless, 2014).
Assumed Current Skill Sets
Individuals completing the course should possess basic computer and internet navigation
skills. Additionally, employees should have a general understanding of the importance of
maintaining the cell site towers in good standing with the FAA and FCC. To avoid confusion or
misunderstandings with new hires, the senior cell technicians will share general and basic
information about this matter. This will enable them to have an idea of the material they are
about to digest (Verizon Wireless, 2014).

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Assumed Current Experiences and Knowledge

Although it is beneficial for individuals to possess experience in this field, this course
will not assume employees have previous knowledge. Tower inspections are performed
annually; therefore minor details that can generate costly fines may be forgotten. Verizon
Wireless training department wants to maintain a proficient Field Operations team. To achieve
this goal, the tower inspection course will cover all details about the process. This will enable
individuals to reinforce their weak areas and solidify their previous experience and knowledge
(Palloff & Platt, 2011).
Training Program Goals
One of the most critical aspects a training facilitator should establish is presence. In a
distance learning environment it is easy for learners to get lost or to feel unappreciated. This can
lead to disinterest, confusion, or low comprehension of the material. It can be challenging to
establish presence in an asynchronous training environment, yet not impossible. In this case,
facilitators will communicate through e-mail, blogs, and instant messages creating a pleasant
environment in which learners feel they belong to the group and are being guided by the
facilitator (Palloff & Platt, 2011).
Effective communication will also assist facilitators and students to achieve the set
objectives. Two-way communication is for most importance because it develops interaction
between students and the facilitator. A valuable benefit is the feedback obtained when utilizing
two-way communication. Feedback assists facilitators to possess a clear view of where the
student stands in relation with the material to be learned. Concurrently, feedback also helps
students to know which areas they need to improve (Palloff & Platt, 2011).

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Training Program Objectives

There are three main objectives in the annual tower inspection training course.
Individuals will be required to complete and master. Each objective will require one full day of
intensive training to ensure a solid comprehension of the information and tasks required.

At course completion, students will be able to recognize and maintain FCC and FAA
regulations through proper tower inspections.

At course completion, trainees will manage effectively the different tower scenarios.

At completion of this course, individuals will be capable of completing tower inspections

properly and reporting discrepancies found.
Summative Assessment
Summative assessment will be used to evaluate individuals at the end of the training.

Although previous knowledge is not assumed for this training, a pre-test will be implemented to
reveal weak areas that require most attention. At course completion a final exam and an
electronic demonstration test will be required to pass, both with 100% accuracy.
During the course, facilitators will evaluate students blog and email responses to
questions revealing weak, confusing, or complicated areas during the training. This information
will assist facilitators to enhance the course material for future instruction.

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Facilitator Training Project Part II

Required Materials for Annual Tower Inspection Training
Although this is an online course, the materials required include a hard copy of a text book,
inspection forms, and other materials necessary for full comprehension. These will enable
individuals to have information available during real tower inspections. Concurrently, the vest
and hard hat provided will cover legal requirements.

Computer

Official inspection forms

Text book

Inspection handbook

Radio Frequency monitors

Hard hat and reflective vests

Skills Needed for Effective Distance Learning Facilitators

Technology use: Facilitators will show peak performance when they master the
technological tools required.

Two-way Communication: Clear communication is paramount in a distant learning

environment. Therefore, message transmission must be carefully planned to enable a
clear reception. At the same time, two-way communication refers to enabling individuals
to provide feedback.

Collaborative Relationships: These types of relationships improve respect and trust

between individuals. Additionally, it creates a comfortable arena that promotes material
assimilation.

FACILITATOR TRAINING PROGRAM PARTS I - IV

Availability: Facilitators should possess a flexible sense of availability. This will

improve their communication throughout the course. Being available will enable mentors
to guide, provide feedback, and develop a two-way communication relationship.

Community: It is highly important for facilitators to develop and promote individuals to

feel they belong to a community. Training courses are successful when communities are
formed enabling a comfortable environment in which collaboration, participation, and
effective communication take place.
Skills Needed to Create Effective Distance Learning
Training facilitators is highly important to achieve positive results. In this scenario, the

training department will develop a proper training program for facilitators considering the
organizations goals. Concurrently, individuals must be trained to utilize the proper technology
tools required to meet the objectives through distance learning. For example, establishing
presence, effective communication, and providing feedback.
Phases of Development for Distance Learning Facilitators
There are five phases of development for online faculty. Faculty members usually evolve
through each of these phases when they transition from regular to distance learning instruction.

Visitor: These include individuals that have very little experience with utilizing
technology in their face-to-face courses. In some cases these facilitators will use email
for homework completion, or posted assignments online.

Novice: Facilitators in this phase have never instructed online, yet they utilize the internet
to post assignments and syllabus on a regular basis.

Apprentice: Individuals that have instructed a couple of courses online. They possess a
general knowledge of the requirements for online training.

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Insider: These instructors have taught several online courses. They are quite familiar
with the online arena, they manage the course technology properly, and possess more
than basic understanding of skills required for online instruction.

Master: Facilitators in this phase have taught and developed a large number on online
courses. They master the technology available and integrate it properly to their material
of instruction. They are comfortable with online teaching and will support other
facilitators when in need of assistance.
Distance Learning Theories
There are a number of distance learning theories, yet the theory of industrialization of

teaching adapts best in this scenario. It confirms that distance learning is successful through
adults independence to learn. Concurrently, the theory of industrialization focuses on
organizing and planning material to be learned. Verizons training department is expected to
develop focused on distance learning enabling all employees to benefit from training courses
offered. Additionally, the curriculum material and technology will provide individuals the
opportunity to complete required and non-required courses at their own pace. In many cases,
individuals will be able to retake courses with no penalty or consequences.
Theory for Engaging Distance Learners
Considering the direction and objectives the organization possesses, the training
department will utilize the engagement theory. This theory focuses on student engagement
through all phases and sections of the training course. Student engagement includes the use of
technological tools, learner to facilitator, and learner to learner. One of the objectives for training
courses includes offering the correct materials enabling trainees to apply properly the
information learned. Trainees will have the opportunity to practice with groups, interactive

FACILITATOR TRAINING PROGRAM PARTS I - IV

videos, individual assignments, tests, and most importantly. Concurrently, students will obtain
better decision-making, problem solving, and assessment skills at course completion.

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Facilitator Training Program Project Part III

To possess a solid foundation for distance learning instruction Verizons training team
will create a mentoring program. The objective will be to provide guidance and assistance to
facilitators enabling peak performance and instruction. Facilitators will have the opportunity to
select their own mentor or one will be selected for them.
Goals and Objectives
The programs goal is to offer effective mentors enabling instructors to feel support and
assistance when needed. There are several requisites to become a mentor:

Must have completed training course in question.

Must have completed Verizons Distance Learning Mentor training program.

Must have completed 1 year of supervised mentor.

Must have completed 1 year of junior mentor.

Evaluation and Management
Verizons mentor program will manage mentors for the Southern California market from

the Irvine Campus. Within the facility, the training department will implement several
evaluations for each facilitator. During this time, each facilitator will have their mentor available
to assist and provide suggestions, constructive feedback, and a general evaluation of their
performance. To properly achieve the set goals, clear comprehension of the strategies and tools
available is of most importance. This will assist both mentors and facilitators to efficiently
implement the material required.
Learning Platform
The Learning Management System (LMS) utilized in this scenario will report and keep
track of instructor and student activity. Concurrently, this will provide interaction between all

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parties creating a comfortable environment. The LMS will provide enrollment, brief summary of
courses available, students progress, and scores. Each student and instructor will be able to
navigate through the LMS to obtain this information by entering their user name and password.
Instructors will upload lectures and videos together with an email to students alerting
them the file is ready for viewing. A minimum of three class discussions per class will be
required. For the Tower Inspection training course, a discussion question will be uploaded by the
facilitator and each student is expected to respond. Private discussions with the facilitator will
take place through email. If this tool does not suffice, a phone call may be arranged. Feedback
and grades will be provided through the LMS and email. This will ensure the student receives
their score, feedback, and in some cases a certificate of completion.
Media Tools
A number of useful digital tools will be implemented throughout the course. Videos,
simulations, and infographics within the course will provide excellent student interaction and
material assimilation and retention. This will also assist facilitators to provide detailed feedback
to students and reveal course material in need of improvement.
These are an example of the tools available through the course.

Dipity: Provides an interactive timeline which enables individuals to share

stories. This includes text, images, and pictures. Students are able to select their
theme style for the project and can be seen as a slideshow, list, or template.

Lectora Inspire: Will allow students and facilitators to provide a virtual tower
inspection. This will include video, animation, text, and graphics.

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Mindmeister: Digital form of brainstorming. Used to map ideas and discover

avenues to begin projects. Considered the best tool available for collaborative
brainstorming on the internet.

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Issues and Classroom Management Part IV

One of the most important aspects of a distant learning environment is issues and
classroom management. There is a large number of digital tools available that enable students
and facilitators to collaborate to achieve the set objectives. The following tools will be used for
this training to address issues, conflict, and effective communication.

Skype: This tool will provide instructors the ability to communicate with their students
through the use of computers, tablets, or smartphones. Skype offers individual
communication, texting, and instructors presence.

Organizational Learning Platform: The platform chosen will offer students and
instructors communication that will promote collaboration. This training will require
team assignments, therefore student participation and collaboration is paramount. One of
the possible Learning Management Systems is iSpring Learn. This technology allows the
organization to assign learning material such as text documents, videos, presentations,
and e-learning courses.

Blogs: These are discussions or entries posted on the internet that are displayed in
chronological order. In this scenario, blogs will assist students and facilitators to answer
important questions or discuss complex areas in need of clarification. This tool combines
text, images, and links to other blogs or websites.
Different Distant Learners
Verizon Wireless is a leader in the wireless telecommunications business across the

nation. Therefore, cultural diversity exist enabling the company to meet and in some cases to
surpass the set objectives. At the same time, this is possible because individuals are properly
trained, knowledgeable, and possess valuable experience. To obtain successful results,

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instructors will need to identify and utilize different distant learning approaches depending on the
audience at hand.
Synchronous and Asynchronous
The different types of distant learning are synchronous and asynchronous. Synchronous
refers to learning taking place at the same time. This occurs when facilitator and learner are
interacting at the same time. Asynchronous distant learning focuses on scheduled timelines in
which learners have to follow. In this type of environment learning takes place at the learners
convenience. When students have time available, they login and complete their assignments.
Management Issues and Resolutions
In any type of learning environment facilitators should expect to interact with issues, and
differences between students and instructors. These types of dilemmas can be simple and easy to
resolve, yet others may require more serious attention and a more complex resolution.

Inappropriate posts: In this scenario, the training will involve a diverse age group.
Some individuals completing this training will have no experience with distance learning.
The older age group has had a history of inappropriate comments during face-to-face
courses. Therefore, the facilitator will need to set the example by posting and
commenting utilizing proper tone and language. Concurrently, consequences should be
explained to avoid any surprises.

Learner Feedback: Facilitators will obtain weekly feedback from students. This will be
a requirement for learners enabling facilitators to address issues or confusion in the early
stages. Feedback to facilitators may be submitted as text, video, or voice recordings.

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Cyber-bullying: Cyber-bulling will have zero tolerance. The training environment is designed
to offer a comfortable and supportive community. Any type of cyber-bullying discovered will
lead to immediate removal from course and supervisor will be notified to take appropriate action.

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References
Miller, S. (2014, January 9). Top 10 Essential Web Tools for Project-Based Learning. Retrieved
from http://www.edudemic.com/web-tools-project-based-learning/
Palloff, R., & Pratt, K. (2011). The Excellent Online Instructor (3rd ed.). San Francisco, CA:
John Wiley & Sons, Inc.
Verizon Wireless. (2014, March). Learning Portal. Retrieved from
https://learningvzlearn.vzwcorp.com/psp/vze9pra/EMPLOYEE/ELM/h/?tab=DEFAULT/