I tell John that he might only be able to observe.
#Jennifer hoffman insync training software#
I tell him that it will take a long time to download the software (8 megs!) at that rate, and explain that his participation will be affected because the other learners will have high-speed connections. John says he has a 36kpbs modem, but can only connect at 28.8kpbs. On the phone, I ask him about his modem speed. I email him instructions and call to confirm receipt. While we're on the phone, I get a message from John, who has decided to participate in the course from home and needs help installing the software. I call right away and walk her through the steps for downloading the appropriate plug-in. Natalie is trying to complete the prework, but she can't get the Web module to work.
#Jennifer hoffman insync training install#
I install and test Sam's machine, procure a headset, and provide a tutorial on the user interface.īack at my desk, I read an email from a learner. Because Anne can only stay until 10:30, we review the important interactions and I promise to send her an updated roster before 1:00 p.m. But first, I'll need to set up her machine.Īnne and I start rehearsal 10 minutes late.
One good thing-at least, I think it's a good thing-Sam asks to sit in on today's class. While I was gone, my co-workers discussed who should be in charge of all synchronous training. I've found that it's a good idea to keep the IT folks on my side!īecause I was working with Steve on the server, I arrive late to a department meeting.
I make a note to myself to send Steve Thank You and Welcome notes. Steve stays on the phone with me while we check that everything is working correctly. We arrange to reboot the learning server. I call Steve, the new server administrator, at 9:00 a.m. I spend this downtime reviewing content and rehearsing the class. While I tell her that it's impossible to reschedule the course, inside I'm thinking, "Now I know how important she considers synchronous training." We agree to meet at 3:30-after the class. When I explain that I'm facilitating a synchronous class until 3:00 p.m., she asks me to reschedule the session until tomorrow. She asks me to join a two o'clock meeting to discuss the importance of synchronous training within the organization. Walking back to my office, I run into my boss, Sam. I need to maintain my energy during the class. I promise myself that I'll have a relaxing and healthy lunch. I go to the cafeteria for tea and coffee cake. I jot down the new number and, again, tell myself not to panic. I learn that I should call someone named Steve at 9 a.m. The person answering calls tells me that he doesn't manage that particular server any longer and that a memo explaining the new changes is scheduled to go out to all staff next week. I call the company's IT Help Desk about the learning server problem but receive little help. I quickly send an email, informing them that the prework is a required part of the course. I tell myself not to worry and check my email, which has messages from three participants who didn't realize that they needed to complete prework. I arrive at work early to review the content that I couldn't access last night. The Help Desk isn't available because it's so late, so I guess I'll call it a night. Next, I try to log onto the learning server to review the content, but the server is down. There are also messages from two learners who need to reschedule their class. A message from Anne says that we need to shorten rehearsal from 90 minutes to 30 minutes because of a change in another synchronous class. I'm prepared, and-barring no major catastrophe-the class tomorrow should proceed as planned.Īt home I decide to log into email, and I'm glad I do. With that chore done, I go home feeling confident. I send an email to assistant instructor Anne to verify our rehearsal at 10 a.m. I check for supplies and make certain that the equipment is in working order. I'm ready to go home, but I need to prepare for tomorrow's instruction. Names have been changed to protect the innocent - and my job. The following events at an internal training department are based on real facts. This article was first published in Learning Circuits, A journal of the American Society for Training & Development (ASTD) in March 2001.
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