Humentum Efacilitation Workbook

eFacilitation Skills:
Virtual Train Like a Pro
WORKBOOK
eFacilitation Skills: Virtual Train Like a Pro
I. Get Started
We’re using some virtual tools in this workshop. When we give you the links, you may wish
to add them here for your reference throughout the workshop.
Mural
Google
Menti
II. The Ingredients of a Successful Training

QUIZ:
True or
Quotes False
1. Failing to plan is planning to F_____.

(Chinese Proverb)
2. The harder* we listen, the more we L_____.

(Anon)
3. The 90/20/8 challenge: for every 90 minutes of a PowerPoint presentation,

learners’ attention may be maintained for up to 20 minutes at a time; and an
average of only 8 minutes of content will be R_________.
(Bob Pike, Creative Training)
4. What I hear, I forget; what I see, I may remember; but what I do, I U_______.
(Confucius)
5. Learning is proportional to the amount of F____ you are having.

6. Never do for the learners what the learners can do for T________ or each other.
*i.e. more intensely
© Humentum 2021 WB2

III. What Makes a Good eFacilitator?
NOTES
From our trainers to yours – facilitation tips from eFacilitation expert trainers:
a. Follow three guiding principles:

i. Prepare
• Being prepared allows you to be in control of the learning space. When
others feel they can trust you they can turn the control over to you, relax,
and focus on the learning instead of the tech, or worrying that you will fail.
• Part of that means understanding the tech! You need to feel comfortable
with the tech you are using. Practice with the tools before you run a session.
Practice with each other - we will assign this as a task in module 2 as we talk
through some of the tools.
ii. Performance
• Even in a virtual environment, facilitation space is a stage. Make a
connection with those in your event or session.
• Video on (and as professional as you can get it re lighting, background,
standing, etc.)
• Be approachable, friendly, and relaxed (which probably means you are
confident you are prepared!). But don’t confuse friendly with casual.

iii. Purpose
• Know WHO will be in the room, WHY they are there and their learning
needs, WHAT you need them to walk away with, how much time you have
(WHEN) and HOW you will achieve it. This will help you focus on the needs
of the learners and focusing on the core reason for the training, avoiding
going off on tangents.
b. FACIPULATION is your friend! Great trainers are never afraid to use facipulation. A
mixture of facilitation and manipulation, facipulation occurs when a trainer influences
the discussion through reframing or summarizing the work that the group has done
themselves (through individual contributions, group activities, and discussion) to
emphasize key learning points and themes.
c. Giving instructions is harder. Giving clear instructions can make or break an activity.
Practice makes perfect, but a few tips can get you started on the right path.
i. Don’t give a long list of instructions at once. Too much will overwhelm. Instead,
provide short, clear instructions broken up into short tasks. Then, briefly
recapture the group’s attention so that you can give follow-on instructions.
ii. Consider where verbal instructions can be reinforced with written instructions.
iii. Repeat, repeat, and repeat some more.
d. Managing time. Your learners are engaged in the activity (whether in a big group or in
breakout rooms), instructions have been given, and the everyone is fully engaged. The
big question now becomes, how long do I leave them? Too short and the group will feel
rushed, too long and they will get bored.
Use time strategically and to your advantage. The amount of time you allocate to a break
or activity communicates certain messages to your learners. 5 minutes means “come
back when you feel like it”. 10 minutes means “go check your emails”. Give your learners
a memorable amount of time (e.g., 4 or 7 minutes) for each break or activity
e. Being culturally savvy. It pays to be aware of your individual biases. Do you find that you
pepper your sentences with colloquial terms and expressions? While often
unintentional, the way that we speak or use body language (even our gestures on
camera) can distract participants from learning, or even cause offense. Eliminate
colloquial expressions and watch your body language.
f. Practice, practice, practice with tools. A good rule of thumb is if it can go wrong, it will
go wrong when tools are involved. Links won’t work, people are struggling with the
technology, your screensharing is showing EVERYTHING. Practice your session using
tools until you feel comfortable enough with Plan A that you can seamlessly implement
Plan B if necessary. And if something doesn’t go according to plan, don’t stress. That’s
why you created Plan B! Chances are the only one who noticed was you!

IV. The Training Cycle
I.Identify
learning
requirements
II. Establish
V. Evaluate the
learning
training
objectives
III. Design and

IV. Deliver the
plan the
training
training
MY GOALS

V. Training Course Outline
Course Title eFacilitation Skills: Virtual Train Like a Pro
Duration 5 Days
For: All staff who would like to build or improve training skills
Purpose
Build confidence and course design and eFacilitation skills of staff to deliver relevant and
effective virtual training.
Target Audience
All experience levels welcome, including:
• Seasoned virtual facilitators looking to improve their skills
• Experienced trainers seeking to pivot to an online platform
• Professionals interested in increasing audience engagement and impact during
meetings and short sessions
Course Content
The core components of the course include:
• Course design basics: learning objectives, session plans, selection of approach
• how to help our virtual learners learn
• participatory training techniques
• how to demystify technical concepts and information
• managing a virtual room
• group facilitation skills in a virtual setting
• practical presentations
Also see the Agenda.
Learning Outcomes
At the end of the course, participants will be able to:
Do
• Create learning objectives and a session plan for a training session.
• Develop effective resource materials to support the learning process
• Facilitate multiple interactive and participatory training techniques for the virtual
setting
• Deliver a participatory style training session that builds skills and knowledge
• Demonstrate to your colleagues that technical training is more effective when a
practical, participatory approach is used.

Know
• Demystify technical concepts and information
• List three top tips for successful group facilitation.
Feel
• Recognize that technical training doesn’t have to be boring and is more effective
when a practical, participatory approach is used.
Training Approach
In this highly participatory workshop designed for trainers and facilitators in the
international development community, we help you improve your skills in course design and
virtual facilitation skills to deliver high-impact training and event activities in a virtual
setting.
Our expert facilitators will share tools and techniques you need to be a more effective
facilitator. And how to navigate the virtual training and meeting room, as well as some
additional tools that will help to bring interaction to the virtual space.
Participants will engage in facilitated discussions, group exercises, games and illustrated
presentations – then be taken “behind the scenes” of the workshop to learn how to develop
course content, manage the virtual room and adapt to the needs to learners. Participants
will return to their work ready to apply course design principles to their technical content
and use these tools to facilitate successful events.
VI. Five Key Questions and the Course Outline
WHO? Target Group Who needs the training?
Why do they need the training? What is the

WHY? Course Purpose
overall aim?
What must they do/know/feel differently by the

Learning Objectives
end of the training to meet the training need?
WHAT?
What specific points must be covered to fulfil
Key Learning Points
each learning objective?
At what point in the training course or day will

WHEN? Session Plan and Agenda
you cover each topic?
How will you get the message across? Which

HOW? Methodology
participatory techniques best suit the topic?

VII. Learning Styles Model#1: Honey & Mumford’s Learning Styles

Peter Honey and Alan Mumford1 have identified four main learning style preferences. Most
of us have elements of more than one learning style. Think about your strongest style and
your weakest style to identify how you learn.
Activists like to be involved in new experiences. They are open-

minded and enthusiastic about new ideas but get bored with
implementation. They enjoy doing things and tend to act first and
consider the implications afterwards. They like working with others
but tend to hog the limelight.
Activists learn best when:
• involved in new experiences, problems, and opportunities.
• working with others in business games, team tasks, and role-playing.
• being thrown in the deep end with a difficult task.
• chairing meetings and leading discussions.
Activists learn less when:
• listening to lectures or long explanations.
• reading, writing, or thinking on their own.
• absorbing and understanding data.
• following precise instructions to the letter
1
This excerpt has been taken from the Honey and Mumford Learning Styles Questionnaire. A full online version
of this questionnaire is available from www.peterhoney.com on a pay-as-you-go basis for GBP£10.
Reflectors like to stand back and look at a situation from different

perspectives. They like to collect data and think about it carefully
before coming to any conclusions. They enjoy observing others and
will listen to their views before offering their own.
Reflectors learn best when:
• observing individuals or groups at work.
• they have the opportunity to review what has happened and think
about what they have learned.
• producing analyses and reports doing tasks without tight deadlines.
Reflectors learn less when:
• acting as leader or role-playing in front of others.
• doing things with no time to prepare.
• being thrown in at the deep end.
• being rushed or worried by deadlines

Theorists adapt and integrate observations into complex and

logically sound theories. They think problems through in a step-by-
step way. They tend to be perfectionists who like to fit things into a
rational scheme. They tend to be detached and analytical rather
than subjective or emotive in their thinking.
Theorists learn best when:
• they are put in complex situations where they have to use their
skills and knowledge.
• they are in structured situations with a clear purpose.
• they are offered interesting ideas or concepts even though they are
not immediately relevant.
• they have the chance to question and probe ideas behind things.
Theorists learn less when:
• they have to participate in situations which emphasize emotions
and feelings.
• the activity is unstructured or the briefing is poor.
• they have to do things without knowing the principles or concepts
involved.
• they feel they are out of tune with the other participants, e.g. with
people of very different learning styles.
Pragmatists are keen to try things out. They want concepts that
can be applied to their job. They tend to be impatient with lengthy
discussions and are practical and down to earth.
Pragmatists learn best when:
• there is an obvious link between the topic and job.
• they have the chance to try out techniques with feedback,
• e.g. role-playing.
• they are shown techniques with obvious advantages, e.g. saving
time.
• they are shown a model they can copy, e.g. a film or a respected
boss.
Pragmatists learn less when:
• there is no obvious or immediate benefit that they can recognize.
• there is no practice or guidelines on how to do it.
• there is no apparent pay back to the learning, e.g. shorter meetings.
• the event or learning is 'all theory'.

VIII. Learning Objectives

1. WHAT should the course cover?
Course design starts at the end! Before we can start writing the course program and
materials, we must clearly define what it is that learners need to take away with them at
the end of the training.
Learning objectives describe what the learner should

specifically be able to do, know, or feel differently as a result
of the training. They are targets.
The product of implementing a learning objective (the target) is the learning outcome (the
desired result). These terms are often used interchangeably.
Learning objectives help to:
• provide direction – what is to be achieved during the training event.
• set performance standards – how the learners should be able to perform the task.
For example:
By the end of the TOT course, learners will be able to design and deliver a training
session to build technical skills and confidence, making use of participatory techniques
and plain language.
This example tells us:
• What the course must cover (i.e., direction) in the time available: course design skills,
participatory techniques, plain language skills.
• How the learners could be tested (i.e. the performance standard): present a training
session on a technical topic using participation and plain language.
2. WHAT must learners Do, Know, or Feel by the end of the training?
There are different types of learning so it is useful to classify learning objectives into three
types: Do, Know, and Feel.
Do
Know
Feel
Learning Outcomes

Types of Learning Objective

DO: Core skills – practical, intellectual, and interpersonal skills
needed for work, e.g. budgeting skills, listening skills.
KNOW: Knowledge or understanding – broader information which
helps to do a task better, e.g. knowledge of different types of
budgets, the meanings of key donor regulations terms.
FEEL: Values and attitudes – which contribute to how we approach
a task, e.g. commitment, empathy, and respect.
3. Making objectives SMART

When writing learning objectives, the mnemonic SMART is very helpful:
Specific • What exactly will the learners learn?

Measurable • How will you know if they have learned it?
Attainable • Can we achieve this learning with the target group?
Realistic • Can we achieve this learning in the time available/setting?
Time-bound • “By the end of the training, learners will be able to...”
As a general rule, ‘Do’ objectives will be the most SMART and ‘Feel’ objectives the least
SMART. When you write learning objectives, to make them specific and measurable
(especially important for ‘Do’ objectives), the trick is to choose action words.
Avoid words which are vague and cannot be measured. Ask yourself, “Can I SEE this task
being performed?” and, “How can I TEST that the learner can now do it?”
Useful action words for DO objectives include:
Prepare Compare Calculate Design
Analyze Demonstrate Construct Evaluate
Produce Build Practice Write
For example, by the end of the session learners will be able to:
• prepare a detailed narrative report to accompany the annual financial report to USAID.
• calculate key financial sustainability ratios using figures from the annual financial
statements.
For KNOW objectives, try these verbs:
Explain Define Specify Clarify
Describe Identify List Illustrate
For example, by the end of the session learners will be able to:
• describe the three main types of budget and how they are used in program
management.
• explain the purpose of and differences between internal and external audit.

For FEEL objectives, we have no choice but to use weaker verbs such as:
Appreciate Recognize Consider
Be aware of Acknowledg Regard
e
For example, by the end of the session learners will:
• recognize the central role that financial management plays in successful program
outcomes.
• appreciate the importance of carefully reading donor contracts before signature.
Read the list of learning objectives below:
• Which category do they fall into: are they things that learners must DO (core skills),
KNOW (additional knowledge), or FEEL (values)?
• How ‘SMART’ are the objectives? Mark out of 5, where 5 is very SMART.
(Note: Each Learning Objective would be prefixed with a phrase such as: “By the end of
the training session, participants will be able to…”)
How
Learning Objective D/K/F?
SMART?
1. Prepare a project budget from an activity plan using the

activity-based budgeting technique.
2. Verify a bank reconciliation report is accurate and complete.
3. Appreciate that budget monitoring reports help to make

informed project management decisions.
4. Analyze the Balance Sheet report using ratio analysis techniques.
5. List four reasons why it is important to provide supporting

documents for all financial transactions.
6. Recognize that financial management training doesn’t have to be
boring.
7. Set up a spreadsheet-based analyzed cashbook for a field
office cash account.
8. Describe three purposes of an internal audit review.
9. Complete a bank reconciliation report from a cashbook and

associated bank statements.
10. Complete an analyzed cashbook from supporting documents
provided by program staff.
11. Explain how a budget monitoring report can be used in
project management.
12. Appreciate the role of internal audit in safeguarding assets.

Learning Objective Examples

DO
Practice the Skill
Demo and practice
How to videos and practice
Complete a form
Treasure hunt (e.g., tech platform, policy, etc.)
Learn and reteach
Role play (e.g., practice giving feedback)
KNOW
Quiz and Test
Fill in the blanks quiz
Sorting
Matching
Listing Examples
Acronyms and definitions
Best practice checklist
True/False with supporting data
Illustrated talk (e.g., how the brain words talk)
Panel of experts
Fishbowl
FEEL
Introducing a New Perspective
Storytelling
Case studies and scenarios
Surprising data
Videos
Photos
Role play (e.g., create scenarios that force the feelings)
Simulations

IX. How Adults Learn

When designing training, we have to keep in mind how adults learn. This is a complex area,
but here are some guiding principles to be aware of:
• Learning is a voluntary process. For learning to take place, individuals
must be convinced there is a benefit for them. The trainer must make
the subject matter interesting and relevant to everyone attending.
• Learning builds on existing knowledge. It is important to know who you are
training and to build on and share their existing knowledge.
• Learning moves from the simple to the complicated. Therefore, it makes sense
to start from the basics and gradually work up to more complicated concepts,
building confidence along the way.
• Each person learns at his/her own pace and has different learning styles. So,
we need to pay close attention to the spread of abilities and different learning
styles in the group.
• Adults learn best by doing. Adult learning increases in direct proportion to the
amount of participation that takes place
NOTES

X. CPR Session Planning

The Content – Participation – Review (CPR) approach to training delivery will inject life
into your training. This simple model (designed by Bob Pike of Creative Training
Techniques) encourages participation and aids the learning process.
The CPR cycle runs for approximately 15 to 20 minutes (but could be longer if the
participation element requires a more in-depth activity) and works as follows (times
are given as an approximate guide only):
• Content – introduce the topic, share key information and/or give

instructions for the activity.
• Participation – allow the learners to work with the topic introduced
during the Content section.
• Review – manage learner feedback from the activity and provide important
space for the trainer to summarize and bring out key learning and to make
links with other topics.
CPR works because it
• breaks down the content delivery into small, digestible chunks.

• allows the learner time to work with, or reflect upon, the learning.
• allows the trainer to make links and emphasize key learning points at the
review stage.
Download an example of a completed CPR Session Plan here.

CPR Session Planning Worksheet
Session Title TOTAL TIME:

minutes
Purpose: By the end of this session, learners will:
Key Learning Points,

Timing What you do Chat Script
Messages and Tips
00.00 Content:
Participation:
Review:

CPR Session Planning Worksheet (Continued)
Key Learning Points,

Timing What you do Chat Script
Messages and Tips
00.00 Content:
Participation:
Review:
If you would prefer to complete this exercise in a Word

Document, you can download one from here.

XI. Reflection
NOTES
WHAT? What did you observe? What did you learn that will stay with you?
•
SO WHAT? Why is that important?

•
NOW WHAT? What will you do or change?

•
To name a gathering affects the way people perceive it. The name signals what the purpose of
the event is, and it also prepares people for their role and level of expected participation. If
you're hosting a half-day gathering of your team to discuss a new strategy, do you call it a
"meeting," a "workshop," a "brain-storming session" or an "idea lab"? Of these names, "brain-
storming session" implies a heavier level of participation than perhaps "meeting" does. Part of
what worked with our "I Am Here" days, I later realized, was that we gave it a name and that
name primed people for what most needed from them: presence.
The Art of Gathering; Priya Parker (page 159)

XII. Virtual Tools
N.B. Right Click on the table headings below (Zoom, Menti, Mural, Google Slides) to access
some helpful how-to videos on using each of these tools).
Zoom Menti Mural Google Slides
Best Use Video meetings or Polls Group collaboration Presentation and/or

trainings group collaboration
Features • Video • Polls and quizzes • Sticky notes • Slides can be used
• Chat • Presentation • Templates as worksheets
• Breakout groups • Text boxes can be
• Annotate used as sticky
• Whiteboard notes
• Polls
Pros • Many people know • Easy to use on a • Virtual flipchart - • Free
how to use it browser or mobile many, many uses • User friendly
• Can see up to 49 device • Learning space can • Can design
faces at once • Can add new scale up for larger worksheets for
• Many breakout questions in real groups multiple breakout
options time • Trainer can groups
• Group • Can ask a question observe breakout • Trainer can
collaboration and follow up with activity in real time observe breakout
through annotate content on a slide • No transcription activity in real time
and whiteboard all in one place required of groups • No transcription
• Individual voting • Many ways to work required of groups
data available in visualize responses • Export group work work
polling (scale, graphs, into Word or Excel • Can be used to
• Livestream to word clouds, open documents present and
social media ended questions) collaborate in one
place
Cons • Need enterprise • Need a paid • Navigation can be a • Limitations on
account for more account for more barrier for some group size for
complex usage complex usage learners smooth tech (over
• Producer required • Boards and sticky 40 people, must
for more complex notes can move if create a new slide
usage not locked deck)
• Annotate gets too • Getting people into
crowded with large the right
groups worksheet requires
• Polling must be set complex
up in the browser instructions
in advance of
session
• Cannot do open
ended questions in
polling

XIII. Managing the Room
NOTES

XIV. Evaluating the Training

It is important to get participants’ feedback on the relevance of the training, what
went well and suggestions for improvements. This can be done in groups and/or
with individual feedback forms. The learning from each course should then be built
into the next course plan.
It is worthwhile spending some time thinking about the design of a written feedback
questionnaire. It is important to give participants the chance to write freely about
their findings but also to collect some quantitative data for analysis and comparison.
Long-term impact is more difficult and costly to assess. Use of action planning is one
relatively cost-effective approach – get participants to list the changes they wish to
introduce and then ask them in three or six months what progress they have made.
It is especially important that you are clear who the training is aimed at – always
keep this target group in your mind – and what the learning objectives are BEFORE
you start to write the course itself.
NOTES

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eFacilitation Skills:

Virtual Train Like a Pro

II. The Ingredients of a Successful Training

1. Failing to plan is planning to F_____.

2. The harder* we listen, the more we L_____.

3. The 90/20/8 challenge: for every 90 minutes of a PowerPoint presentation,

5. Learning is proportional to the amount of F____ you are having.

© Humentum 2021 WB2

III. What Makes a Good eFacilitator?

a. Follow three guiding principles:

© Humentum 2021 WB3

© Humentum 2021 WB4

IV. The Training Cycle

III. Design and

© Humentum 2021 WB5

V. Training Course Outline

Course Title eFacilitation Skills: Virtual Train Like a Pro

© Humentum 2021 WB6

VI. Five Key Questions and the Course Outline

WHO? Target Group Who needs the training?

Why do they need the training? What is the

What must they do/know/feel differently by the

At what point in the training course or day will

How will you get the message across? Which

© Humentum 2021 WB7

VII. Learning Styles Model#1: Honey & Mumford’s Learning Styles

Activists like to be involved in new experiences. They are open-

Reflectors like to stand back and look at a situation from different

© Humentum 2021 WB8

Theorists adapt and integrate observations into complex and

© Humentum 2021 WB9

VIII. Learning Objectives

Learning objectives describe what the learner should

© Humentum 2021 WB10

Types of Learning Objective

3. Making objectives SMART

Specific • What exactly will the learners learn?

© Humentum 2021 WB11

1. Prepare a project budget from an activity plan using the

2. Verify a bank reconciliation report is accurate and complete.

3. Appreciate that budget monitoring reports help to make

4. Analyze the Balance Sheet report using ratio analysis techniques.

5. List four reasons why it is important to provide supporting

8. Describe three purposes of an internal audit review.

9. Complete a bank reconciliation report from a cashbook and

12. Appreciate the role of internal audit in safeguarding assets.

© Humentum 2021 WB12

Learning Objective Examples

© Humentum 2021 WB13

IX. How Adults Learn

© Humentum 2021 WB14

X. CPR Session Planning

• Content – introduce the topic, share key information and/or give

CPR works because it

• breaks down the content delivery into small, digestible chunks.

Download an example of a completed CPR Session Plan here.

© Humentum 2021 WB15

CPR Session Planning Worksheet