Sustainability, Community, Society

Creating Impactful Virtual Programs

  • 7:51 am
  • July 9, 2025

What does it take to create impactful virtual programs?

We have all become very familiar with on-line meetings in recent weeks – perhaps too familiar for some! But designing and delivering impactful learning and development experiences requires more than just the ability to host an effective meeting or to replicate what might have been done at a face-to-face session. In this article we look at what conditions are necessary to create impactful learning on-line, particularly where the intended outcomes of the learning are beyond skills transfer and have at their heart the holistic development of the learner in the realms of “being” and well as “doing”, vertical as well as horizontal development.

A Safe Environment

As with any learning experience creating an environment where people feel safe to experiment, feel supported, be challenged and feel connected with their own learning goals and those of their fellow learners is vital. In face-to-face learning facilitators work to develop that at the start of the session and where possible before the session. The same is absolutely true for on-line learning. Therefore it is important to build a community of learners of those “faces on the screen” by bringing them into the group in a way that encourages them to be real, to acknowledge their concerns and their hopes. We do that by the simple measure of firstly having everyone speak into the session as quickly as possible to have their voices heard and then recognising the need for a more intimate connection breaking larger groups into small learning sets (typically 4-6) facilitated by one of us to encourage a deeper (but quite speedy) level of connection.

Scepticism about the environment may well be a starting point for some and while we might expect this to reduce given recent accelerated exposure to on-line environments, we always give space for that and other concerns about the learning to be aired – often by explicitly asking participants what they are thinking but haven’t yet said. Giving space to this is often enough to reduce its potential as a blocker to learning.

“Thank you for a great training session yesterday, it was very stimulating and I am looking forward to doing the inter-modular work. It is not easy to keep everyone engaged during a webcast and 3 hours is a big chunk of time to keep 14 people so interested!” (Philips participant after on-line session)

Learning Lab

We focus the time together to be more of a lab, where participants can practice and experiment, and reduce the amount of theoretical input to a minimum preferring to share that information ahead of the virtual contact session and strongly encouraging participants to study this. This follows our developmental learning approach where only about 10% of the time is spent on traditional learning (presenting models/theory, reading, videos, etc). Of course company cultures may play a part here so we try to judge how much “nudging” or “encouragement” will be needed to get a high take-up of this pre-work and use influential voices within the organisation to re-enforce our own communications. However it remains a potential issue and so we often include brief “summaries” of key models in the sessions to refresh those who have studied beforehand and at least to give an introduction to the materials for those that haven’t and thus reduce their sense of being lost! We make the contact sessions more about working with the material, dealing with questions,encouraging participants to share experiences of application in their environment and relating it to issues they are facing at the time. We will also supplement this with our own illustrations from other relevant organisations we work with.

This leaves space for learning and developing through others (peers) and we use a combination of work in learning groups (4-6), trios and pairs using break-out group on-line functionality.It is key to design effective connection and continued engagement into the overall program beyond the contact sessions, just as you would hope to do so in more traditional physical presence learning. To do that it is essential to build the learning community especially in the peer learning sets and to establish connection in the initial virtual session. By engaging the small sets in activities where they share experiences and learn together alongside an opportunity to make explicit their learning goals and to enrol each other as a peer support and challenge self-managed group we build that community which is a crucial component. With that begun well the learning between contact sessions, supported by written and other learning support components goes a long way in creating the peer learning set as a key foundational element to the overall learning program.

Virtual advantages –

There are a few simple practical measures to take to improve effectiveness virtually. We find that shorter plenary sessions, more work in groups and more, shorter, breaks than would be the case in face to face sessions works well. Not only does this provide “punctuation” points but also encourages people to move their bodies and not sit hunched over the screen for hours together (important for overall well-being but also a real aid to concentration). Wherever possible we also use the features of the technology to have active engagement e.g. whiteboards for mutual brainstorming or even getting participants to describe themselves by placing a “marker” on simple spectrums of experience. All of this and more retains engagement by having active participation and reduces the danger of participants becoming distracted by the all too available phone or emails.

We encourage as much dialogue as possible especially in small group sessions. Even in plenary it is good to take advantage of the “chat” function for questions and comments to be captured in parallel during an input session and then to use these to address real points of interest and address real learning needs.

The virtual environment offers other advantages. The session can be spread over days or weeks which is not normally possible when face-to-face. Those sessions can be interspersed with learning material, practice exercises and applying learning to live issues. Wherever possible we recommend designing learning and development around these real organisational issues. We always advocate learning through experience working on individual and/or team challenges with real live issues.

Embodied practices –

We believe embodied practices are always an important part of learning and more than ever this is true online where we are physically not connected.  We also use periods of silence for reflection, sometimes adding a period of quiet journaling to enable participants to better engage with what is being shared. We also extensively use body-work, such as centring, together with simple mindfulness practices of focussing attention. We are also now using more systemic mapping techniques online where we can constellate issues, from an individual challenge to representing larger system changes. With careful set up and expert facilitation a great deal can be achieved in these domains. The need to provide a mix of activities engaging the whole person and taking into account differing learning preferences is even more important in the virtual world where “mood” and “feedback”, so much easier to detect in face to face sessions, is harder to read. So anticipating the potential boredom or fluctuating engagement by deliberately designing a variety of modes of learning is another key to success.

In conclusion –

It is vital to build a learning community by establishing an effective learning environment. Use the technology to its fullest but don’t make it the centre – in some ways it’s best if it is largely invisible to participants. Design shorter bursts and a variety of modes into the program anticipating the need to retain engagement in a world full of distractions. But finally don’t feel constrained in the virtual world – with excellent design and facilitation the only limit is your ambition.

In the next article in this series we dive deeper into how to achieve more impactful and transformational learning online, something many argue is much harder than face-to face.

Tim Stanyon and Dick Baker – Future Considerations

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Jules brings over 45 years of experience to boosting people’s motivation and purposeful contribution to their roles and organisations. With first-hand experience of senior leadership in the private and non-profit sectors and 15 as a consultant.

Jules designs and delivers leadership development and partnering programmes for all levels of leaders and managers. Trained to coach individuals and teams to build trust, techniques and resilience in a volatile and complex world. Clients include Arup, Philips, PwC, Aegon, British Council, and both Universities in Sheffield.

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His speciality lies in the area of Embodied Leadership and Somatic Coaching, where he has written a book and completed a PhD. In addition, he works with conflict in organisations, an area where he has a keen interest. He has many years of experience in action and self-managed learning processes and supervises PhD students on Hult Ashridge’s Doctorate in Organisational Change.

Pete lives in Brighton with his wife and young daughter, reads widely, loves to cook, and practises martial arts.
Lycia’s work is about unlocking potential in pursuit of our dreams to make the world a better place. Her focus is on teams and the magic of what people achieve together.

She takes a systemic approach that shines a light on the deeper dynamics influencing our perception and choices. She accompanies and resources leaders and ‘top teams’ in their role as shapers. She helps groups build cultures for innovation and extraordinary partnership. She helps people explore resistance and stuckness, and what is limiting their success and fulfilment. People are able to act with more awareness, alignment, impact and ease.

Lycia works with groups of all flavours and sizes, sectors and industries.
She is somewhat of a complexity nerd, and is certified in Leadership Circle and Collective Leadership Assessment, the Organisation Workshop (the work of Barry Oshry) and has trained continuously since 2011 in systemic constellations.
With 20 years’ experience working in the international arena, James has coached leaders of international organisations and multinational corporations for performance enhancement in multi-cultural settings and develops the capacity of senior management to work productively in diverse teams.

As a facilitator, James excels in working in multi-cultural, multi-disciplinary teams using innovative, solution-oriented methodologies. He facilitates multi-stakeholder processes to co-create joint strategies and plans for joint ventures, mergers and collaborative poverty reduction strategies. In order to ensure success of these plans, James provides coaching on change management, organisational culture and performance management.

James uses a range of coaching tools and techniques which support learning and performance and has certificates in Systems Coaching, embodied Coaching and Constellations. Clients include JP Morgan, Daimler FS India, Pertamina, The Australian Embassy in Jakarta, Kantar, IFC Hong Kong and Bank Negara Indonesia.
Patricia is a deep listener, being able to see what is really needed and alive beyond what is initially said or seen (making the invisible visible). She establishes a safe and inviting learning space where people feel comfortable to step out of their comfort zone and stretch themselves to the edges of their abilities.

She designs learning programmes, workshops and coaching interventions that are fit to the challenge of growing people and that are fresh, engaging and motivational and she facilitates with compassion, depth and humour. She is a ICF certified coach, specialising in systemic coaching of organisations and individuals.

She has over 20 years business experience, including as head of Learning and Development for a large bank before starting her own business in leadership and organisational development - consulting, training, facilitating and coaching. Her clients are globally spread in different industries and sectors including finance, automotive, insurance, pharmaceutical, supply chain, manufacturers.
Jaroslav has been developing leaders for over 20 years during which he designed and delivered more than 10,000 hours of global development programmes, coaching sessions, workshops and learning interventions for clients such as Bayer, HSBC, Shell, Mars, Vodafone, Microsoft, Ford, KPMG and Accenture.
He specialises in leadership coaching, innovative learning design and helping people successfully partner with AI in their life and work.

Jaroslav has personally coached close to 500 senior and mid-level leaders on topics such as improving performance, career progression, building a high-performing team and others. He has designed and built numerous self-paced and cohort-based online development programmes, which include virtual coaching and delivery.

He has also been trained as a futurist at Singularity University and spent close to 10 years training and coaching future-focused innovators, entrepreneurs, business owners and thought-leaders globally.
Celine is a coach, consultant and facilitator, working with change-makers to reshape the world of work, business and society. With 30 years’ experience across brand strategy, sustainability, organisational development and coaching, Celine works with leaders and teams to align Purpose, Meaning and Impact. Her clients include large corporations, NGOs, charities & foundations & educational institutions.

Celine is a certified practitioner and trainer with Map of Meaning International, bringing a powerful framework for cultivating meaningful work at individual, team and organisational levels. She is also the founder of Meaningful Futures, a social innovation project giving young people the skills and confidence to craft meaningful and regenerative careers.

Celine holds an MSc in Responsibility and Business Practice and advanced coaching qualifications. She draws on a wealth of experience in personal transformation and systems thinking to help clients build confidence and clarity to lead complex change from who they are, or put simply: to be themselves and do what matters.
As a facilitator, Louie’s practice includes the design and delivery of structured learning solutions for organisations and teams for both local and international companies located in the Philippines, wider Asia region and the world.
His interests are in the realm of leadership, individual and team development. Louies 22 years of experience includes working with middle management up to the C-suite level. As a coach, Louie combines somatic practices to support his clients in understanding the connection of mind, heart and body. He uses a wholistic approach as a base to provide space for sustainable change. He encourages people to break barriers, challenge what is current and move them to a space of choice and action.

Louie’s training and education involve Somatics, Emotional Intelligence, Interactive Strategies, Action Reflection Learning, NLP, Spiral Dynamics, Improvisation, Transition Coaching, Appreciative Inquiry and he is a certified coach.
Dick brings over 30 years of experience helping organisations navigate complex change and is passionate about helping people engage in purposeful work in a meaningful way.

He delivers leadership development programmes, coaching individuals and teams to build capability, confidence and resilience in a changing world. Recent clients include Arup, Aegon, Zurich, Prudential, and Phillips, with experience spanning from new managers to senior leadership and board level.

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Laura specialises in embedding growth mindset at the heart of how organisations operate, lead, and evolve. Her mission is to help people and their organisations become more adaptable in today’s complex world, without the disruption and resistance that often accompany traditional change programmes. By fostering a culture of continuous learning, resilience, and psychological safety, Laura empowers individuals and teams to challenge assumptions, shift behaviours, and drive sustainable transformation.

With over 20 years of commercial experience, Laura brings a unique blend of strategic insight and human-centred practice. Beginning her career at Unilever, she has since worked across many sectors, including Infrastructure, Defence, Finance, Healthcare, Energy, and Government - leading large-scale programmes and enabling leadership development from graduate to C-suite levels. Her work focuses on equipping people with the skills and mindsets needed to lead change, collaborate effectively, and perform at their best in uncertain environments.

Laura loves horse riding and rowing and has 2 young children that occupy much of her spare time!
Since 2000, Beth has been a consultant, coach and facilitator. Beth has coached C-suite executives all over the world. She coaches leadership teams, including those in start-up or transition. Beth has also been part of the development staff in many leadership faculties for multinational organisations such as Shell, Philips, Adidas, Jollibee Food Corporation, British Petroleum and others. Her ability to work across multiple cultures has been honed through her leadership responsibilities as a global senior executive at Johnson & Johnson and through worldwide and regional assignments in leadership development for a range of multinationals as a programme developer and executive coach.

Abundant energy and physical stamina, Beth has an infectious but grounded energy. Her communication skills carry her comfortably from the lecture hall to the boardroom. Her coaching skills can give an invaluable boost to rising, or temporarily sputtering, organisational stars. She has been recognised for her unique ability to draw out extraordinary performance in organisations and teams with diverse members.
Jon’s early career designing applications led to him becoming IT director for a market-leading multinational. His systemic perspective, allied with a background in psychology and subsequent leadership experience inside major organisations was followed by intensive learning in personal development, values systems and multiple intelligences. Brought together, these create a transformational perspective for understanding and developing organisations as living systems.

Jon is a master trainer in Spiral Dynamics, a founder director of the UK chapter of Conscious Capitalism and a certified Spiritual Intelligence coach. He is the author of several books and articles and is developer of Relational Being, a visionary whole-systems approach to evidence-based spirituality, complexity science, human emergence, societal change and conscious business. This breadth of experience and deep understanding informs his work as a consultant, coach, trainer and facilitator
Jon Freeman, UK

Jon’s early career designing applications led to him becoming IT director for a market-leading multinational. His systemic perspective, allied with a background in psychology and subsequent leadership experience inside major organisations was followed by intensive learning in personal development, values systems and multiple intelligences. Brought together, these create a transformational perspective for understanding and developing organisations as living systems. Jon is a master trainer in Spiral Dynamics, a founder director of the UK chapter of Conscious Capitalism and a certified Spiritual Intelligence coach. He is the author of several books and articles and is developer of Relational Being, a visionary whole systems approach to evidence-based spirituality, complexity science, human emergence, societal change and conscious business. This breadth of experience and deep understanding informs his work as a consultant, coach, trainer and facilitator.