Virtual Facilitation Skills: The Art of Online Facilitation...There are five key skills that effective virtual facilitators must master in order to be successful in the online classroom:

1© 2020 Cindy Huggett Consulting, LLC

Reference Guide

Virtual Facilitation Skills: The Art of

Online Facilitation


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Copyright © 2020 by Cindy Huggett Consulting LLC.

All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or

other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and

certain other noncommercial uses permitted by copyright law. For permission requests, write to Cindy Huggett ([email protected]).

mailto:[email protected]


Defining Virtual Training

What is Online Learning?

Asynchronous Synchronous

A self-paced learning experience for participants to explore and learn on their own. Learners complete activities on their own time and in their own space. Activities and discussions may takeplace in an online platform, such as Teams, SharePoint or an LMS.

A highly-interactive, live online learning experience. It’s facilitator-led and has defined learning objectives. Participants are connected individually from geographically diverse locations, using an online classroom platform, such as Adobe Connect or Zoom.

Your Definition:


Three Types of Online Events

• Collaboration & Action Items• Use a platform like GoToMeeting, WebEx Meeting

Center, Skype, Microsoft Teams, or Zoom for Meetings

Meetings

• Speaker presenting information to large audience (like an evening newscast)

• Use a platform like GoToWebinar, Zoom for Webinars, or WebEx Event Center, or Zoom for Webinars

Webcasts

• Learner centered experience, focused on learning objectives, usually small audience

• Use a platform like GoToTraining, Zoom, Jigsaw, WebEx Training Center, or Adobe Connect

Training


Virtual Facilitator Skills

There are five key skills that effective virtual facilitators must master in order to be successful in the online classroom:

Effective Virtual Facilitators are..Technology-Savvy Comfort with technology comes from expertly learning

the virtual platform and every one of its features. If this skill doesn’t come naturally, a willingness to learn, explore, and experiment is essential to success.

Able to engage an unseen audience

Virtual learners join online from remote locations. Even though they are alone, they need to feel connected to the content and to their fellow classmates. It’s the facilitator who enables these connections.

Make learners feel comfortable with the technology and the virtual classroom

Learners will be able to focus on the content and practicing new skills when they are comfortable with the technology. Make it simple and easy for everyone to join in, follow along, and participate.

Able to multi-taskwith ease

Practice switching from one task to another with speed and agility. Keep your eyes on the participant list and communication tools, with just quick glances to other parts of the screen. Just like driving, it gets easier over time.

Apply adult learning principles in the virtual classroom

Remember everything you already know about adult learners, and apply that information to the online classroom. Adults want to be involved, engaged, and in control. They bring their wealth of experience, and need to know ‘what’s in it for me?’


Set the Stage for Learner Engagement

Participants should interact with the platform, with the facilitator, or with each other about every 4 minutes during a live virtual event.

• Participants are easily distracted by their surroundings. • Participants think they can multi-task, yet learning requires focus.• Participants learn best when they are engaged in their own learning!

Techniques to Engage Participants from the Start

Set Expectations Communicate with learners ahead of time, and at every opportunity, to let them know it will be an interactive event.

Start Early Have on-screen activities ready for learners upon login.

Social Experience Choose activities that let learners frequently interact with each other for dialogue and discussion.

Seek & Sustain Engagement

Maintain an appropriate yet quick pace in the online classroom, Keep learners involved and engaged in activities that lead toward the learning outcomes.


Facilitator Engagement Techniques

There are five key techniques for engaging participants as a virtual facilitator:


Using Names

5 Guidelines for Using Names in a Virtual Event

Let them know you’ll be using names.

Mention it during the warm-up activity and again at the start of a session.

Use names in your examples.

Say learner names as often as possible, and incorporate them into stories and illustrations.For example, you might say “Let’s use Adam’s project as an example. As Adam said earlier…”

Say their name before asking a directed question, and repeat it again after.

Directed questions are targeted to one individual. When using this type of question, say the person’s name, then ask the question. It may also be helpful to say the persons name again before inviting them to respond.

Ask directed questions that can be easily answered. (Don’t ask questions with right/wrong responses).

Avoid putting people on the spot or embarrassing them. Instead, ask opinion-style questions that do not have one right answer. In other words, if you ask a directed question, make sure anything could be a correct response. For example, ask “Jack, what do you think aboutthis topic?” or “Maria, what’s your experiencewith the process?”

Give options forresponding.

Allow participants the opportunity to “pass” and not respond, or to have shared responsibility for answers. For example, say “Let’s hear from both Jane and Maria. Would one of you be willing to go first?” Or, “Those of you dialing in from Nashville, what’s your take on this scenario? Joe? Michele? Avery? Would one of you weigh in?”


Questioning Techniques

Asking questions in the virtual classroom requires different techniques than asking them in the traditional classroom. There are two keys:

Be Precise• Ask specific questions• Use one question at a time• Choose simple,

straightforward words• Plan questions in advance• Ask follow-on questions to

encourage dialogue• Consider the following

technique:Lead with a yes/no question, then ask follow on questions to expand and elaborate

Be Prescriptive• Consider the many ways to

respond in the virtual classroom

• Let participants know how to respond – which tool to use

• Provide instructions for responding

• Set expectations for responses (quantity & time)

• Offer variety or choice in response method (when appropriate)

Examples

Who’s joining from the West Region today? Please raise your hand.

In Chat, please tell us one word you would use to describe the XYZ system.

You’ll see a poll question on screen. Choose as many options that apply.

In your handout on page 8, you’ll see the conversation between Emma and Adam. After reading it, what do you think should Adam say next? Type it in Chat.

Use the marker (3rd button from the left in the drawing tools) to place a dot next to the phrase that resonates most with you.

After asking each of the above questions, and pausing long enough for participants to respond, ask follow-on questions to generate robust discussion and dialogue.


Skill: Harnessing Your Voice

Tips for Creating Your Best Voice

Extend the headset microphone above your mouth

Check your audio connection to ensure the right volume – not to loud and not too soft – and avoid heavy breathing into the microphone.

Exercise your best posture by sitting or standing tall

Use your posture to help create a rich sounding vocal quality.

Exude enthusiasm and energy

Pour energy and enthusiasm into your voice. Sound like you are completely enjoying the online experience!

Exaggerate your voice Avoid sounding monotone. Add vocal variety to emphasize key words and phrases.

End sentences strong Keep your voice from trailing off at the end of sentences. Also be aware if your voice rises at the end of a sentence, to avoid sounding unsure of yourself.

Virtual Facilitator Phrases to use:Hi (name), welcome to the session! Let’s test your audio…

Who’s willing to volunteer to read the first item? Please raise your hand.

Let’s type in chat. There are 12 of you, so I’m looking for at least 12 responses.

I’ll be silent while you type on the whiteboard. Raise hand when finished typing.

The video will play at different speeds for everyone, raise hand when it’s done.

You’ll have 5 minutes in breakouts. {Name1}, {Name 2}, {Name 3}, will be team leaders, which means you’ll each help lead the discussion in your groups.


Skill: Creating Smooth Video

Tips for Presenting Yourself on WebcamPlace camera at eye level Move your webcam to a spot that centers

your face on screen instead of looking down to it.

Place lighting in front Have a light source in front of you instead of to the side or behind you.

Place appropriate items in the background

Be aware of what’s in view of the camera. Have appropriate items of interest that do not distract.

Place palm above head to measure your distance from the camera

Sit far enough away from the camera so that your shoulders are visible. A good guideline is to use your palm to measure from the top of your head to the top of the screen capture.

Tips for Speaking when on CameraArrange your workspace so that you can easily look into the camera lens while speaking. This may mean getting an external webcam, or rearranging your desk.

Look into the camera lens when a participant is talking, so that you can focus on hearing them. If you look elsewhere, it will appear that you are not listening.

Avoid reading directly from a script. If you have notes, practice them enough so that it sounds conversational.

Emphasize your facial expressions, to match the content of your message. For example do you want to convey warmth? Excitement?

Remember, its not about you, it’s about them. Relax and have fun!


Skill: Multitasking

Multitasking is a combination of preparation and speed. Here are some tips to help you be a better multitasker:

Be prepared Know your software Use a producer

Use this worksheet to rate yourself on 10 steps for multitasking success.

Multitasking ChecklistN e v e r R a r e l y S o m e t i

m e sU s u a l l y A l w a y s

I set myself up for success before the virtual training event.

1 2 3 4 5

I am completely prepared to deliver my training content.

1 2 3 4 5

I fully know the virtual classroom software that I will be using.

1 2 3 4 5

I have a producer or co-facilitator who will assist me during the event.

1 2 3 4 5

I can type quickly and accurately. 1 2 3 4 5

I have predefined “trainer pauses” identified (places in the outline where I can catch my breath).

1 2 3 4 5

I practice multitasking. 1 2 3 4 5

I am comfortable with my virtualtraining delivery skills.

1 2 3 4 5

I have eliminated all distractions from my workspace in order to focus on the virtual training experience.

1 2 3 4 5

I am comfortable with letting unimportant things “slide” without comment in the virtual classroom.

1 2 3 4 5

Be a proficient typist Practice, practice, practice Resist temptation to do too much


Troubleshooting Situations

Situation Ideas to ResolveYou have a poor quality connection (either audio or video)

• Use a headset to connect. Avoid using speaker phones.• Check to see that enough internet bandwidth is

available for your platform• Use telephone connection instead of VOIP • Close out of all other applications before joining event

Your computer crashes in the middle of a session

• Switch to your backup device (assuming it’s already logged into the event or ready to log in)

• Use telephone connection instead of VOIP, so that you don’t lose audio

• Have the producer continue running the class until you are able to reboot and re-join the session

• Ensure you have rebooted your computer prior to any session that you facilitate

Participants don’t engage

• Create a great opening activity that involves every participant

• Engage participants from the moment they log into the event

• Set proper expectations with participants before the session, letting them know it will be interactive

• Teach them the tools as they are used. Provide instructions on how to engage.

Participants don’t complete their pre-work

• Don’t call it pre-work. Call it something that indicates weighty importance, such as “action assignment”

• Make it as easy as possible for them to complete. Let them know exactly how long it should take, give them all the necessary resources they need, and make the instructions easy to find.

Technology (and other) challenges are sure to arise during your virtual classes. To handle them with grace, do the following:

• Expect technology challenges• Stay calm, take a deep breath• Use a ‘producer’, allow them space to handle it• Spent a moment or two troubleshooting• Move onto your backup plans, or move to the next activity


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Appendix:Sample Practice Delivery


Appendix: Sample Script for Practice

Sample Practice Delivery Script: Handling Challenges

SAY: There are many things that could “go wrong” in a virtual class. Let’s create a list of these things.

HAVE participants brainstorm a list of things that could go wrong. (Your choice if you have them type in chat, write on the screen, or some other response method).

DISCUSS the brainstormed list, engaging the group in dialogue.

ASK: Which of these items could be prevented with advance preparation? {Acknowledge and Discuss responses}

SAY: Raise your hand if you’ve personally experienced one of the unexpected “in-the-moment” events we just brainstormed (such as a computer crash or power outage) {Acknowledge responses and ask learners to lower their hands}.

SAY: When something unexpected happens during a virtual delivery, remember to follow 5 key guidelines (Review a slide similar to this one, while highlighting key words)

To receive feedback on your virtual facilitation skills, conduct a short virtual delivery on a topic of your choosing, or use the sample script below .


Virtual Facilitator Assessment

Use this form to gather feedback on your virtual facilitation skills.

Skill (“I strive to…”)

Rating5 = excellent3 = average1 = needs improvement

Create a welcoming online environment

Invite learners into the conversation from the start of the event

Adapt content (i.e. stories, examples, etc.) to make it relevant to learners

Create opportunity for discussion and dialogue using the tools

Draw out learners who are silent

Create a comfortable and safe learning environment

Ask appropriate questions to generate dialogue (open, closed, overhead, directed)

Give instructions for how to respond to each question (poll? chat? raise hand? verbal? etc.)

Refer to, but don’t read, slides

Maintain a learner-centered mindset by allowing them airtime

Handle technology challenges with ease

Use learners’ names frequently and appropriately

Use a conversational tone, without sounding scripted

Speak clearly and audibly, with energy and enthusiasm

Appear confidently on webcam, using eye contact

Partner with producer(s) and/or co-facilitator(s) for a seamless participant experience

Multitask and manage the platform with ease

Use all available platform tools with confidence

Total:


Personal Reflection

Use these questions as a guide to reflect on lessons learned from your practice delivery. Use these responses to update your individual action plan.

1. What went well during your virtual delivery? What do you want to keep doing?

2. What would you change about your virtual delivery? What do you want to stop doing?

3. What specific feedback did you receive from your peers that’s worth noting?

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Virtual Facilitation Skills: The Art of Online Facilitation...There are five key skills that effective virtual facilitators must master in order to be successful in the online classroom: