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www.amazon.com/dp/B074DNWCBY
EFFECTIVE VIRTUAL CONVERSATIONS
Copyright ©2017 Jennifer J. Britton
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TABLE OF CONTENTS
Foreword vii
Acknowledgments ix
1. The Context of Virtual Conversations Today 1
2. The Foundations of Effective and Engaging Virtual Conversations 19
3. What Every Conversation Needs: Essential Elements and Core Skills 65
4. The Ecosystem of Virtual Conversations: The Range of Different
Approaches in Virtual Learning 103
5. Design: Creating the Container 157
6. Preparing for Blast Off: Focus Areas for New and Experienced Facilitators 207
7. Activities and Engagement in the Virtual Space 237
8. When Things Go Wrong: Tricky Issues, Dealing with
Conflict, Difficult Participants 275
9. In Focus: Virtual Meetings of All Stripes 303
10. In Focus: Virtual Team Leadership Development 325
11. In Focus: Virtual Team Development 347
12. Partnering, Co-Facilitation and Creating a Culture of Effective Virtual
Conversation 383
Where to Next? Emerging Practices and Return to the Basics 401
Appendix A – Platform Choices 403
Appendix B – Action Plan Tracker 413
Endnotes 417
Index 431
About the Author 441
CHAPTER 1
THE CONTEXT OF VIRTUAL
CONVERSATIONS TODAY
“Learning and innovation go hand in hand. The arrogance of success is to
think that what you did yesterday will be sufficient for tomorrow.” 1
– William Pollard
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Technology has made the world a smaller place, yet some organizational
contexts are still facilitating conversations, learning, and team development
events using old methodology. It leads to new challenges such as “Death
by Conference Call,” where employees find themselves dialing from one
call to another, often being “talked at” rather than conversed with. Many
see this as an opportunity to multitask, placing one meeting on mute,
while catching up on the to-dos assigned from another, as overwhelmed
employees juggle a load of competing priorities that all need to be done
immediately, in workplaces which may not have a physical core.
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changing rapidly, but are they as effective? What impact are they having
on learning, relationships, and results?
Given the diverse contexts in which virtual conversations take place, you
are encouraged to approach this book through the lens of what makes
sense for you, your learners/participants, and the context in which you
lead. There are many differences in the types of virtual conversations
we have based on the technology platforms used—from phone-based
conference calls to video streaming via Skype, from interactive video
streaming plus screen sharing with Zoom to corporate favorites like
WebEx, GoToMeeting, GoToWebinar, and Adobe Connect. Each
platform has its advantages, and drawbacks.
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34% of CEOs believe that more than half of their workforce will be
working remotely by 2020.9
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become a smaller place in the last decade and that is not going to
change. Even with a push to greater nationalism across Europe and
parts of North America, many organizations remain global in scope and
excel due to the sharing of ideas, and conversations, across geography.
If physical movement of talent becomes hindered, virtual conversations
will fill the void.
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I am writing this in the post-Brexit era, when walls are being constructed—
both literally and figuratively—across the global space. Disruption has
become the new norm for many industries. From health care, where
surgeries can be performed virtually from thousands of miles away, to
financial services, where our phones have become our wallets, change is
happening dramatically. The priority of the organizations I work with
recognize that silos need to be softened in order to do better work, generate
more profit, and also harness the best talent that exists. An important part of
this silo softening and enhanced collaboration is to have better conversations
in the virtual space. There is a tremendous cost—both fiscal and human—
from ineffective meetings and one-way virtual events. There is also a cost
in terms of health and well-being from excessive commuting, which can be
minimized with the adoption of more flexible working arrangements. With
the rapid changes we are seeing in technology, productivity gains are also
possible, often requiring different ways of working. Flatter organizational
structures, team-based work, and agile methodologies are all transforming
how we work.
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CHAPTER 2
The Foundations of Effective and Engaging
Virtual Conversations
This chapter explores the foundations of creating engaging
and effective virtual conversations. It explores some of the key
philosophical components which underpin this work including:
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CHAPTER 4
The Ecosystem of Virtual Conversations: The Range of
Different Approaches
This chapter explores the range of virtual learning options—the
ecosystem—as well as some of the different platforms available for
this work. We will start the chapter by looking at the current context
and then explore the range of different approaches that make up the
ecosystem of learning and dialogue.
This chapter also looks at core platforms that are available for virtual
conversations.
CHAPTER 5
Creating the Container: Designing for Powerful and
Engaging Virtual Conversations
(Core Elements and Best Practices)
This chapter explores the process of design from start to finish, as well
as several tools program planners and facilitators can use to “shape
the container” for engaging and effective virtual calls. The mnemonic
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We will look at design on two levels – the macro level from program
idea to implementation, and the process of a virtual session from
start to finish.
CHAPTER 6
Preparing for Blast Off: Focus Areas for New and
Experienced Facilitators
This chapter explores the topic areas of:
CHAPTER 7
Activities and Engagement in the Virtual Space: The
Facilitator’s Toolkit
The tools of the trade are a facilitator’s greatest resource. In this
chapter, we explore:
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CHAPTER 8
Pitfalls, Tricky Issues, and Resilience
(or When Things Go Wrong)
The road to a great conversation isn’t always smooth. This chapter
explores:
CHAPTER 9
In Focus: Virtual Meetings
11 million meetings take place every day, with one-third of them
noted as being ineffective. $37 billion is wasted every year on
ineffective meetings.15
CHAPTER 10
In Focus: Virtual Team Leadership Development
The area of virtual team leadership continues to grow. From leaders
supporting remote teams across a region to global leaders working
with teams across the world, virtual team leadership development
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CHAPTER 11
In Focus: Virtual Team Development
This chapter focuses on the virtual team development space. As the
Telework Research Network notes, there has been a 61% increase in
the number of full-time virtual workers since 2005.16 Even with this
increase, many times virtual and remote workers do not benefit from
any team development initiatives.
CHAPTER 12
Partnering, Co-Facilitation, Collaboration, and Creating a
Culture of Effective Virtual Conversation
Finally, we will turn our attention on one critical element: We don’t
do this work alone. Our clients, fellow facilitators, and the next
generation of virtual conversationalists are always a click away.
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Given the topic of this book, it is likely that you will want to refer back to
certain chapters and use some information as a template for your work.
Most chapters include a worksheet or template for you to use. These can
be found at www.effectivevirtualconversations.com.
Throughout the book you will also be invited to join the Adventures of
Jane and Jo. Jane is a virtual facilitator and Jo is a virtual team leader. Their
stories will bring to life and synthesize many of the topics we are exploring.
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THE ECOSYSTEM OF VIRTUAL
CONVERSATIONS: THE RANGE
OF DIFFERENT APPROACHES
IN VIRTUAL LEARNING
“As competitive environments increase in speed, complexity and volatility,
organizations and individuals are compelled toward a dynamic learning
mindset. Dynamic learning is defined as rapid, adaptive, collaborative
and self-directed learning at the moment of need.” 56
– Timothy Clark and Conrad Gottfredso
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Education
E-Learning • Webinar
Formal
Meetings
Goal Setting
• Status Meetings
Mentoring • Strategic Planning
• Project Meetings
• Virtual Retreat
• Creation Meetings
Accountability
• Team Coaching • Breakouts
• Individual, Group,
• Team Building • Networking
Team
• Action Learning
Self Peer
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work. We will start the chapter by looking at the current context and then
explore the range of different approaches that make up the ecosystem of
learning and dialogue.
This chapter also looks at some of the core platforms that are available
for learning.
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In this book, we are using the term “virtual learning” to represent the
spectrum of different learning approaches including mobile learning and
blended learning, as well as informal approaches such as mentoring and
coaching via phone, MOOCS, and video-based courses.
SOCIAL LEARNING
Bandura’s 1974 Social Learning Theory stressed that we can learn by
observing others. Social learning approaches continue to spring up in
organizational contexts. From mentoring approaches to sharing curated
content, social learning approaches are shaped by peers, typically in
formats that work best in the context they operate from. Social learning
can take a variety of formats—from Intranets to shared collaborative
wikis.
MOBILE LEARNING
Mobile Learning has expanded tremendously in the last decade with
the advent of the smart phone. Mobile learning can include app-based
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Consider this:
BLENDED LEARNING
Blended Learning usually combines online learning, mobile learning,
and classroom-based learning. In blended learning approaches, some
of the programming is delivered in face-to-face settings, while some is
delivered online. It is often considered the “best of the best,” providing
real-time engagement and real-time application opportunities. Part of
making blended learning work is that it prepares people, or “primes”
them, for the conversation. For example, a blended learning program
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The 70% of learning that happens in the experiential realm can include
things such as job shadowing, as well as day-to-day job experiences,
projects and tasks.
The 20% includes the social learning practices of peer learning, coaching,
mentoring, and other collaborative learning. The final 10% comes from
formal classroom learning.
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FACILITATION
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TRAINING
Training is all about equipping the group or team members with new
content and/or skills. A trainer leads from their objectives, which may be
set by the organization. Training can involve deliberative practice, which
we know from research is a core component of developing new skills.
In the virtual realm, training programs often take the form of webinars,
webcasts, or teleseminars. The differences amongst these are explored in
the following section.
COACHING
In the coaching process, the person being coached is the one shaping
the focus of the conversation, which often is geared to results and
relationships. For example, a group of new leaders may come together to
explore styles and strengths and how these are getting in the way of their
own leadership approaches with their team.
MENTORING
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Education
E-Learning • Webinar
Formal
Meetings
Goal Setting
• Status Meetings
Mentoring • Strategic Planning
• Project Meetings
• Virtual Retreat
• Creation Meetings
Accountability
• Team Coaching • Breakouts
• Individual, Group,
• Team Building • Networking
Team
• Action Learning
Self Peer
The nine areas we are going to explore are:
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9. Peer Learning:
• Masterminds
• Coaching Circles
• Breakouts
• Peer Partners
• Networking
Each of these vary along two continua:
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from different parts of the world. We have moved quickly beyond traditional,
self-led e-learning to much more interactive types of asynchronous learning
such as MOOCs (Massive Open Online Courses) provided by universities
and colleges where lectures are pre-recorded and released at a certain time
each week. Students have assignments, but there is no live component.
“The worldwide five-year compound annual growth rate (CAGR) for self-
paced eLearning is distinctly negative at -6.4%; global revenues for self-paced
courseware are dropping fast. In 2016, global revenues for self-paced eLearning
reached $46.6 billion, down slightly from the $46.9 billion in 2015. By 2021,
worldwide revenues for eLearning will plummet to $33.4 billion.”61
One of the main challenges when you have learners taking programs
at their own pace is making asynchronous learning “stick.” Perhaps
you are leading a course on business development or growing your
leadership capacity. Some considerations to make this learning
“stickier” are to:
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TYPE OF MEETING:
Webinar or Teleclass
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PURPOSE:
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the skills.
• Keep it short. Modules in the video world are much shorter, with
core tips videos often being only 1-2 minutes in length. Most
platforms like Udemy or Teachable cap video length at 20 minutes.
• Provide additional learning supports to video courses. One of
the things I love the most with video-based courses is the ability to
include multiple modalities with many of the learning platforms
today. For example, a course in goal-setting could include the
videos themselves, PLUS:
○○ A chat functionality – connecting learners for dialogue
and discussion is another part of the learning process.
Several platforms such as Udemy and Teachable have these
integrated in.
○○ A workbook to accompany the video – providing a
workbook or worksheets for people to take notes in and
work along with provides the best of both worlds.
○○ Space for additional material to be uploaded – this allows
you to update things with time—for example, a new
webinar you created, an article you found, etc.
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These are ten items you will want to consider when you go to
launch or design a video-based program:
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Go ahead and make a list of what you know about your clients and
their preferences.
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7. Edit
Editing always takes more time than you think it will.
Consider if you want to do all the editing and/or listening
to the entire recording yourself. You may want to bring in
others to help you, especially if there are any sound quality
issues.
In the final edit, make sure your design matrix and program
outline is complete, especially if you want to transpose it to
other platforms over time. It can be useful to have a final
document outlining the lecture name, length, video and
audio supports, worksheets, etc.
Go ahead and download the Video-based Program Outline
template.
8. Run-through
Once you have done the editing you will want to do several
run-throughs—by yourself and/or having others listen in.
Make any final edits needed.
Make sure everything is uploaded and the related worksheets
are attached.
9. Marketing
Marketing should actually occur earlier on this list if you
are thinking of it chronologically. Filling the program that
you have worked so hard to create is just as important
as designing a powerful video. I have created a separate
program that addresses the topic of Marketing. For those
interested in some key marketing tips around group and
team programs, you may want to check out a digital
chapter that accompanied my book, From One to Many:
Best Practices for Team and Group Coaching. You can access
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CATEGORY 4 – MEETINGS
When we think of virtual events, for many, the idea of meetings comes
into play. This topic is further delved into in Chapter 9 – In Focus:
Virtual Meetings.
TYPES OF MEETINGS
TYPE OF MEETING:
Conference Call
PURPOSE:
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PROCESS OUTLINE:
Welcome to call
Purpose
Overview of agenda
Agenda items discussed and agreements
Recap of main focus areas and next steps
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be useful to you and group members to track who has had input
and who hasn’t.
5. Highlight agreements and next steps: At the end of the call, or
as you go through, summarize and capture agreements and next
steps. Soon after the meeting, send out an email that captures
what was agreed to. Regularly revisit how effective your reporting
structures are. Many times meeting management systems are
duplicated or overly detailed. What is sufficient, yet detailed
enough, for your purposes? Before the next meeting, send out
agreements and a summary so you don’t need to spend half of
the meeting recapping. Get people into the practice of checking
in succinctly.
GOAL SETTING
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1. What are the top priorities right now? In the next quarter? The
next year?
2. Who will help you be successful with these?
3. How do your goals connect with individual goals? Organizational
goals?
4. How will goals and achievements be measured?
5. How do your priorities impact others?
6. If we shift our goal horizon from the conceptual level to the
practical and tactical levels, what do we notice? (If we move to
look at our goals from the big picture or 30,000 foot view, what
do we notice?)
TYPE OF MEETING:
Planning Meeting
PURPOSE:
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Planning and goal setting can take place on multiple levels; short-term,
medium-term, and long-term or local, regional and national. Define the
appropriate level with the groups you are working with.
In planning, it is important to make the link between the plan with why
people are doing it or else planning can become a “Check Box Activity.” One
way to get people to connect their plan to the bigger picture is to be exploring
the Why? Why is this important? What’s the compelling reason we are doing this?
If you notice things slowing down it is likely that the team has lost sight of
the Why.
Individual versus collective goals – Depending on the group you are working
with, you may be working on more collective goals (when working with
a team) versus individual goals (when working with a group that is not
interdependent on each other).
What are you doing to create accountability with the teams and groups
you are working with around goals?
• By when?
• How will they let the team/group know about their progress?
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TYPE OF MEETING:
Status Meeting
PURPOSE:
To provide a forum for updating how projects and tasks are going
ROLE OF THE FACILITATOR:
To provide the space for a facilitated process where everyone can receive
updates and project tasks are clarified
PROCESS OUTLINE:
Group members may submit a formal written status report prior to the call,
so that the call is spent troubleshooting issues and identifying appropriate
next steps. Depending on the type of project, status meetings can range from
15 minutes to multiple hours.
One popular project status framework is the Red, Yellow, and Green Light
framework. In this approach, each team member reports on their different
project tasks according to:
Things are good – GREEN
Things need attention – YELLOW
Things require immediate support – RED
TYPE OF MEETING:
Creation/Innovation Meeting
PURPOSE:
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Process outline:
Sprints and hacks are mushrooming in the realm of meetings—face-to-face
and virtual. Widely used in the tech sector, virtual sprint meetings focused on
creating new products or services can range from 45-minute, virtual program
hacks to multi-day sprints where teams are engaged in prototype development
around a burning business issue.
Over the last year, I have been experimenting in leading design hacks for
group program developers (coaches, trainers, and facilitators) through
facilitated 45-minute blocks. It is very interesting to see the intensity and
action created in a short time. Rather than spending four hours on a similar
process, it is interesting to note how much can be captured and designed in a
compressed amount of time.
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Have mentees set the goals – Having two or three specific goal
areas in focus helps to structure the mentoring conversation.
Mentees should spend time at the start of the process identifying
and sharing key areas they would like support in with their mentor.
It will also be useful to have the mentee set the agenda for each
conversation. Some mentors may ask protégés to email focus
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areas a few days before the session; whereas, others may be more
comfortable addressing the mentee’s needs in the moment.
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Core skills in the mentoring process – There are several skill sets
that enhance the mentoring process. As a mentor, lead with core
skills such as listening and asking powerful questions. Mentoring is
not just about sharing your experience, it is also about supporting
the mentee with new insights and perspectives around their work.
Listen closely for what they need. Do not assume you know.
Other core skills that mentors may use include sharing observations
and providing feedback. Sometimes mentees may also want you to
be an accountability partner. Others may want to be acknowledged.
Ask what they would like from the mentoring process and what role
they would like you to play. Finally, inquire about the approaches
they would like you to incorporate—providing stories, leading
them to resources, providing links to best practices.
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The 2017 Sherpa Coaching Survey67 has found that more coaching
conversations are taking place virtually. 8% of coaching conversations are
taking place by HD video, 22% by webcam, 28% by phone, and 34%
in person. Contrast this to 2008 figures that found 48% of coaching
conversations happened in person, and 40% by phone.
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Coaching approaches differ from training because the coach leads with
a core focus on the client, who sets the agenda and focus, whether that
client is an individual, team, or group.
TYPE OF MEETING:
Group Coaching
PURPOSE:
DESCRIPTION:
To support the group members in setting and moving towards their goals,
as well as in developing enhanced awareness and understanding.
Research indicates that optimum group size for pure, virtual group
coaching is approximately 4-8. Credentialed coaches have the provision to
work with groups of up to 15. Working with larger groups is considered
facilitation.
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PROCESS OUTLINE:
Group coaching conversations typically last 1-1.5 hours with a focus shaped
by the group members. Groups often come together to explore topics of
common interest, such as a coaching group for entrepreneurs who want to
expand their businesses, or leaders who want to expand their awareness and
impact.
Group coaching sessions meet for multiple conversation touchpoints, with
ongoing action steps and accountability between each session.
Team Coaching conversations focus on coaching the entire team—sometimes
as a series of individuals, but often as a system. Coaching the team takes
place across multiple conversation touchpoints. Common themes in team
coaching may include creating a vision, exploring values, or holding difficult
conversations.
There are a number of traps or pitfalls that coaches should keep in mind
around coaching groups and teams, many of which become magnified or
augmented in the virtual realm. Five of these traps are:
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I can’t say enough about the importance of setting expectations that start
before you step into the room—physical or virtual. In a coaching process,
there are a number of expectations you need to set including:
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• Theme areas
• Field work
• The number of action items you ask people to focus on—one
may be enough
• Number of coaching questions
• How much material you provide at the start
• Number of activities you include
• Different program components (i.e., having live calls and videos,
and peer partners and…)
People can become unruly when they do not feel safe, heard or valued.
Setting everyone up for success often begins with how we set things up—
creating shared expectations, Ways of Working, and also being clear on
what is acceptable and not in the room/on the phone. What can you do
to ensure these needs are being met?
What are you noticing about your current participants? What issues have
emerged?
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What adjectives would you use to describe your presence? What do others say
about you and the space you create?
We know that high performing teams excel when they have shared team
practices for sharing information and communication. For more on
developing teams in the virtual realm, refer to Chapter 11.
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TYPE OF MEETING:
Team Meeting
PURPOSE:
To keep the meeting on track by setting the process and creating an agenda.
Leaving space for dialogue and confirming agreements and next steps. Who
will do what? By when? How will we know?
A precursor to successful team meetings is a focus on developing trust and
connection. Without trust and connection, it is unlikely that teams will feel
comfortable exploring their core issues.
PROCESS OUTLINE:
TYPE OF MEETING:
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DESCRIPTION:
TYPE OF MEETING:
Team Coaching
PURPOSE:
Adopts the role of coach, holding the team “creative and whole,” meaning that
the team is capable of solving their challenges with additional dialogue, skills
or changes. The coach supports the team in creating behavioral norms, leading
from the skills of goal setting, accountability, action, and awareness. Coaching
is not a one-off conversation, rather a sustained series of conversations, with a
heavy focus on accountability as a differentiator.
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PROCESS OUTLINE:
In From One to Many: Best Practices for Team and Group Coaching 69, I
wrote that some of the benefits of team coaching are:
1. Space for the team to pause and reflect
2. Prioritizing the need for focus
3. A non-judgemental sounding board/space for dialogue
4. Ability to mirror back to the team what is going on
5. Strong focus on the outcome
6. Accountability focus
Contracting
• With sponsor and/or leader
• Key focus areas, logistics, fees
• Outline process
• Confidentiality
• Roles of different parties
Pre-Program
• Meeting with leader - discuss role of leader
• Diagnostic/Assessment
• Pre-program 1-1s: Role, Needs of Team, Personal Objectives
• Welcome Email: Team Coach Role, what to expect,
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Offsite/Kick Off
• Kick off and launch of program
• Agreements - Ways of Working, Team Contract,
Expectations (2 levels)
• Review/presentation of key diagnostic
• Identify key focus areas and measures of success
• Coaching work begins
Wrap Up
• Inventory of new skills, processes, and awareness
• Evaluation
• Sustainability - How will you continue this work? What
might lead to slippage? What might get in the way?
• How do you sustain this?
• Identification of other areas of focus - book future tune-ups
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A key focus area for team coaches is enhanced awareness for the team.
Use the following questions to support deepened awareness around issues
as part of a team coaching conversation:70
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for peers. We’ll also talk about the unique networking opportunities
provided by the virtual realm.
There is a series of skills that can be very useful for peers working in
learning environments, including:
• Listening – If you are on the phone in the virtual space, you may
not have a lot of visual cues. In this case, it can be useful to help
people learn to listen for the tone, pace, and pitch. It can also be
useful to encourage peers to listen for what is really being said
rather than thinking about the question they are going to ask.
• Questioning – Questions form the backbone of any facilitated
experience. Great questions in the realm of learning and discovery
are open-ended, meaning they usually start with one of the Five
Ws and an H (What, Why, Where, When, Who, or How). Note the
many questions scattered throughout this chapter and the book.
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• Breakouts
• Peer partners in longer learning programs
• Masterminds
• Peer coaching circles
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BREAKOUTS
Many virtual platforms enable you to use breakouts, including Web Ex,
Zoom, Maestro Conferencing, and others. Just like in the in-person
realm, being able to spend time in smaller conversation spaces (typically
2-4 people) can foster connection and focus.
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PEER PARTNERS
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MASTERMINDS
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TYPE OF MEETING:
Mastermind
PURPOSE:
Groups of 6-12 may meet virtually once a month for six or twelve months,
for anywhere from 1.5 to 2 hours or more. The mastermind host is the one
who usually brings the group together and group members are responsible for
identifying the issue they want input around. Typically, each member shares
their idea and welcomes feedback and insights from others.
ROLE OF THE FACILITATOR:
To ensure everyone has a chance to share their issue. To ensure that there is
a space to brainstorm new ideas, collaborate, share resources, and network.
Peer coaching circles are another popular peer approach. Coaching circles
often form around areas of shared interest. For example, parents who want
to focus on becoming a better parent, or leaders who want to be a better
leader. In peer coaching circles, each group member gets an opportunity
to be coached on a topic of their choice. Each session may focus on
working with one or more group members. This coaching process is
typically focused on issues like goal setting, action, and awareness.
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TYPE OF MEETING:
To provide a space for individuals to bring important issues that they want
coaching around, as well as support from their peers.
Coaching circles are different from Mastermind groups. In Mastermind groups
the primary focus is on peer advising rather than on peer coaching. Peer
coaching is grounded in the belief that the client knows their answer, and is
naturally creative, resourceful and whole. The focus in peer coaching is around
developing awareness, and take action around their most pressing goals.
ROLE OF THE FACILITATOR:
The facilitator adopts the role of coach, placing an emphasis on goal setting,
action, awareness, and accountability.
PROCESS OUTLINE:
Each person brings a focus area they would like to look at. This can be done in
a rotational fashion or as a collaborative series of smaller breakouts. Questions
are usually asked of the person in the coaching chair, with questions geared to
create discovery, insight, and connection.
THINGS TO KEEP IN MIND:
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• Size of group
• Interactivity of the process
• Is it synchronous or asynchronous?
• Level of peer interaction—one-way or dialogue based?
• FreeConferencing.com
• FreeConferenceCalling.com
• FreeConferenceCall.com
• Skype
• Maestro Conferencing
• WebEx
• GoToMeeting
• Hangouts – Google
• Adobe Connect
• Zoom
• Join.me
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ABOUT THE AUTHOR
Jennifer Britton, MES, CHRL, CPT, PCC is the author of Effective
Group Coaching (Wiley, 2010) and From One to Many: Best Practices for
Team and Group Coaching (Jossey-Bass, 2013). An expert in the area of
group coaching and team development and a performance improvement
specialist, she founded her company, Potentials Realized, in 2004. Since
early 2006, her Group Coaching Essentials teleseminar program has
supported hundreds of coaches in the creation and implementation of
their own group coaching practice.
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and teams. Her first book, Effective Group Coaching, was the first to be
published on the topic globally, and has been well received by coaches
all over the world and is used as a text and/or recommended resource
for many coach training programs. She also speaks internationally to
groups on topics related to coaching, leadership, teamwork, emotional
intelligence and capacity building.
EMAIL:
info@PotentialsRealized.com
WEBSITES:
www.EffectiveVirtualConversations.com
www.PotentialsRealized.com
www.GroupCoachingEssentials.com
SOCIAL MEDIA:
Facebook: www.facebook.com/potentialsrealized
Twitter: www.twitter.com/jennbritton
LinkedIn: www.linkedin.com/in/jenniferjbritton
Pinterest: www.pinterest.com/jennjbritton
You Tube: www.youtube.com/user/effectivegroupcoach
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