VF_ParticipantManual_4s

PARTICIPANT MANUAL
VIRTUAL FACILITATOR CERTIFICATE
Kassy LaBorie
Founder and Principal Consultant
Kassy LaBorie Consulting, LLC.
kassy.laborie@gmail.com
www.KassyConsulting.com
VIRTUAL FACILITATOR
Certificate Description
Live Online (virtual instructor-led) training has become a standard for learning teams all over
the world. Virtual classroom technology enables learning and development teams to reach all
audiences, at any time of the day, with just a simple internet connection. But let’s face it,
learning to engage your audience using this type of technology is an immense challenge. It
requires a unique skill set that combines using virtual presentation, facilitation, and design
techniques with technical knowledge to skillfully deliver online learning events.
This 4-session, live online certificate guides individuals and organizations to identify, develop,
and practice the necessary skills to become savvy virtual trainers/presenters/facilitators. The
certificate also addresses what is required to be properly prepared to deliver online, what one
needs to do adjust their individual beliefs around online learning, and how an organization can
begin to make the shifts necessary to support a virtual learning culture.
Application on the Job

• Master technical expertise to deliver live online events with ease.
• Create virtual instructor led materials following current instructional design approaches.
• Select appropriate virtual instructional strategies and activities that engage online
learners.
• Sharpen the presentation skills necessary to masterfully inspire an engaging online
event.
• Develop the unique facilitation skills required to ensure learning transfer in an online
event.
• Design and deliver live online activities of your own, following the principles taught and
practiced in the live + online learning sessions.
2|©2022 Kassy LaBorie Consult ing, LLC. KassyConsulting.com

Sessions Overview
Session 1: Virtual Platform Technical Skills
Develop technical expertise to run live online events with ease.
o Learn the features of any platform
o Use the platform naturally
o Fix any issues that may arise, and be prepared for ones that are unexpected
Session 2: Virtual Presentation Skills
Sharpen the presentation skills necessary to masterfully inspire an engaging online event.
o Sound like a radio star, keeping participants engaged
o Say messages with clarity of meaning and annunciation
o Show visuals and screen shares that excite an audience to action
Session 3: Virtual Facilitation Skills
Develop the unique facilitation skills required to ensure learning transfer in an online event.
o Ask insightful questions to inspire thought
o Listen to participant’s responses and learn to look for meaning even when it
cannot be heard
o Coach participants to greater levels of learning and depth of understanding
Session 4: Deliver Live Online to earn your final certificate
Deliver an assigned portion of a live online event for feedback and coaching from the
instructor and certificate peers.
o Practice real time delivery of a portion of an assigned live online event
o Receive coaching and feedback
o Create an action plan for future successful delivery of the selected live online
event
Note: If you do not attend and participant in the final session, you do not earn your final
certificate of completion. Should you need to miss the session, check with your organization
to see if a makeup session has been contracted and scheduled.
3| ©2022 Kassy LaBorie Consulting, LLC. KassyConsulting.com

Assignments Checklist
After
Session
Due
before
1. ACT: Login and learn your platform. Follow the platform
checklist and be prepared to report your findings ✓
1 session 2  Login to your online training platform (Zoom
WebEx, etc.) to schedule and start a session
Date:  Join a 2nd computer/device as an Attendee
 Walk through all the features listed in the
Platform Checklist
 Extra: Practice creating and launching the
Breakouts
2. Prepare one slide: About YOU, yet PARTICIPANT focused
 Save it, name it YOURNAME.ppt
 Bring it to the next session to share & present
 You’ll get 2 minutes! Be ready to webcam.
After Due 1. Create a 3-minute recorded presentation using your

Session before platform
2 session 3  Introduce yourself to your next class!
 Pay attention to how you Sound, what you Say,
Date: and how you Show it.
2. View your own recording and post comments to the
Padlet discussion board.
3. ACT: Keep logging in and mastering your platform.
After Due 1. Receive your guided practice “assigned” 5-7 minute

Session before activity.
3 session 4 2. Read the FACILITATOR MANUAL and THE SLIDES.
3. Prepare and Rehearse: Share the SLIDES in a practice
Date: session and rehearse. Suggestion: Partner up to practice!
4. You will control your slides/ share your screen when it is
your turn to teach.
After Due: You • Use your Action Plan to implement all you have learned.
Session decide! • Try new activities.
4 • Pay attention to your online presentation and facilitation
skills.
• Show off your technical skills.
• Connect with me on LinkedIn and tell me all about it!
-Kassy LaBorie
https://www.linkedin.com/in/kassylaborie/

Session 1: VIRTUAL PLATFORM TECHNICAL SKILLS
The definition of live online training
What do you call it? What are the different terms used?
What is your preferred term?
• ____________________________
• ____________________________
• ____________________________
Notes:

Why is virtual training so challenging?
What are your biggest concerns?
• _________________________________
• _________________________________
• _________________________________
• _________________________________
Virtual Facilitator Skills

Technical
• Learn
 Knows the basic features of the platform
 Stays up to date with feature updates and product
changes Technical Presentation
 Quickly comprehends how the system operates
and how the features work
• Use
 Uses a variety of features to engage and
communicate with participants Facilitation
 Uses the features to replace non-verbal
communications, for example, noticing raised hand
quickly, and responding to chat as if it was spoken out loud
 Responds to participants, using the features naturally and with ease
• Fix
 Responds to problems quickly, without dwelling on them
 Creates alternative solutions, keeping engagement a priority
 Preempts possible issues, following up as necessary to report
Presentation
• Sound
 Uses vocal variety: pitch, tone, rate, and volume
 Sets the pace to maintain a consistent and continuous speed based
on the needs of the participants

 Articulates clear and distinct sounds in speech, paying attention to the impact of accents
and mannerisms
• Say
 Chooses concise wording to ensure the messaging is clear and direct so it can be easily
heard and understood
 Refrains from using localized examples, slang, inappropriate humor, and overused
idioms like “let’s cut to the chase”
 Restricts the use of meaningless language, words, and sounds for example, um, uh, er,
ah, like, okay, right, and you know
• Show
 Designs slides, visuals, and materials aligned with instructional goals
 Uses appropriate and helpful visual cues: pointers, highlights, pause
 Appears professional and well prepared to be seen on a webcam
Facilitation
• Ask
 Clearly indicates which feature to use when responding, for example: “Let’s chat,” or
“Use the space on the whiteboard to respond”
 Uses direct, clear, specific questions
 Avoids asking “leading questions” where the question suggests its own answer, or the
answer is obvious
• Listen
 Waits for participants to respond, providing them with time to think and time to find the
feature with which to answer
 Demonstrates listening through thoughtful commenting, beyond responses like, “Thank
you for that,” or “Yes, I agree.”
 Follows a yes or no question with additional questions, and asks for clarification before
responding
• Coach
 Follows up with additional comments and questions to deepen learning
 Encourages participants to think for themselves rather than supplying answers
 Encourages other participants to respond rather than always being the one to answer

TECHNICAL: LEARN
Notes:
Use the platform checklist as a guide. Walk through every feature of your
platform to learn exactly what is available and how it works.

TECHNICAL: USE
Act Natural.
The technology is likely to have issues. The features are

confusing. don’t be nervous don’t be nervous don’t be nervous
don’t be nervous…
EXAMPLE ACTIVITY
This samples references Zoom. If you are using a different
platform, simply take new screen shots and adjust the wording to accurately reflect how the feature
works in your platform
2 volunteers
Teach us to use some tools in this platform. Choose to do either the Feedback or the Chat.
• ACT as naturally as possible.

• Use a conversational tone.
• Be clear.
• Be direct.
• Have fun!
Volunteer #1: FEEDBACK
FEEDBACK SAY
And here at the right of our screens, on the bottom of
the participants panel, are the feedback icons. Try using
them to communicate now. This gets our attention and
lets us know you are here to participate. Click any drop
downs for additional options. Choose one now and then
click it again to remove it. Be sure to use the COFFEE
MUG icon as needed. This let us know not to call on you!
These feedback tools are incorporated throughout our
session, for example:
3 minutes 1. If you are having fun right now, then click the green
check!
• Have participants click the green checks
2. If you wish you were the volunteer right now, click
the red x!
• Have participants all give red x’s
SAY
If you are comfortable moving forward to the next tool,
give us a smiley face to let us know to continue.
Wait for all to have smiley faces, respond to any

comments that participants may have.

Volunteer #2: CHAT
CHAT SAY
Another important way for us to communicate is by
using the Chat. If you click in the chat, you can type a
message to All Participants to post a public message.
This is great for everyone to collaborate, respond to
questions and, to ask us questions to dive deeper into
the material. I’ve posted a question in the chat – let’s
see how this works:
• Type in chat: What is your favorite dessert?

3 minutes • Respond to the entries
SAY
Note you can send a private chat too, if needed. Just
choose who to send it to by finding their name in the
drop-down list. The message will only be seen by you
and the person you send it to.
Have them send one private chat to the person of their

choice.
SAY
Please use Chat throughout the entire program. We
expect it and enjoy it!
Notes:
10 | © 2 0 2 2 K a s s y L a B o r i e C o n s u l t i n g , L L C . KassyConsulting.com
TECHNICAL: FIX
Notes:
To FIX any problems you may experience using your platform, you must
know the features and how they function. It is the only way.
Key Learnings Activity: The Geometric Close
Let’s review today’s session in breakout teams. Below are four shapes. The first one is a square. In it,
write what squared or agreed with what you already knew. Moving clockwise, there is a circle. What
did you learn today that completed a circle of knowledge? For the triangle, what did you see from a
new angle? And lastly, in the space with the arrow, in what direction are you headed? What action will
you take as a result of the training? Committing to these actions is a huge part of your virtual training
success!
What squared with what you already knew?

What completed a circle of
knowledge?
What action will you take

as a result of this training?
What did you see from a

new angle?
* The recipe for this activity can be found on page 158 in my book,
Interact and Engage! 50+ Activities for Virtual Training, Meetings, and Webinars
ATD Press (2015)
Session 1: TECHNICAL ASSIGNMENT
Due before Session 2.
1. ACT: Login and learn your platform. Start a session and follow the platform
checklist. Be prepared to report your findings.
2. Prepare one slide: About YOU, yet PARTICIPANT focused

• Save it, name it YOURNAME.ppt
• Bring it to the next session to share and present via webcam
• You’ll get 2 minutes
TIPS and what to know about this assignment:
• Check your webcam lighting and angle

• Check your audio for clarity of sound
• Practice uploading or sharing the slide
• Practice staying on time
Session 2: VIRTUAL PRESENTATION
SKILLS
What are some mistakes or missteps that can be
made when we present?
• _________________________________
• _________________________________
• _________________________________
When we present online it is important to pay attention to how we Sound, what we SAY, and how we
SHOW ourselves and our materials.
PRESENTATION: SOUND
What happened to the intensity and the way you perceived the emotional
content?
Strategies:
Plan it.
Change the plan based on what you now know.
Flex the changed plan due to what happens when

you go live!
PRESENTATION: SAY
Read this out loud:
Why does this happen? What needs to change?
Activity
• Let’s take turns saying the same phrase over the audio, “For all intents and purposes.”
• We will all say the exact same thing, but, each of us will choose to say it in one of nine ways.
• Choose one of the facial expressions and say it that way ten times more than you think
necessary.
• The facial expressions are listed below.
• The other participants will circle the one they think they hear.
What did we learn about how we SOUND and what we SAY?
PRESENTATION: SHOW
What you SHOW during your online presentation is as important as how you
sound and what you say, of course. Be sure to pay attention the visual
environment you are creating. Spend time designing an experienced that meets
your goals and objectives. Make certain you leave the intended impression when
appearing on a webcam!
Example Activities
Looking Great on Webcam
Activity Instructions:
1. Share a list of leading practices
2. Ask the participants to read them, and then to type their names next to the ones they want to
discuss. (whiteboard)
3. Respond to questions, comments, and stories.
4. Get ready to assess their learning with the images.
5. On the next slide, reveal one image at a time, asking participants to answer, “What went
wrong?” using Chat.
Notes about the design or the experience of the activity:
Scavenger Hunt
Activity Instructions:
6. Go to https://www.atlasobscura.com/ to search and locate the answers.
7. Write them down below.
8. Got all 3 answers? Raise your hand.
9. Get ready to prove it over the audio!
Question Answer
Refer to the screen for updated question 1
Refer to the screen for updated question 2
Refer to the screen for updated question 3.
Notes about the design or the experience of the activity:
Session 2: PRESENTATION ASSIGNMENT
1. Create a 2-3-minute recorded presentation using your platform. You’ll

need to login, start a session, connect to audio, and begin to record. Get on
camera, play with your voice, and welcome some new participants to a
training you plan to deliver! Do not go longer than 2-3 minutes.
Include:
• Share your YOU slide.
• Idea - welcome a group of participants to your next training.
• Pay attention to how you Sound, what you Say, and how you Show it.
2. View the RECORDING PLAYBACK link (URL) and post your comments to our
Padlet under Assignment 2.
3. ACT: Keep learning your live online platform.
Session 3: VIRTUAL FACILITATION SKILLS
What’s the difference between presenting and facilitating?
Present Facilitate
• The speaker does a majority of the • The audience does a majority of the
talking. talking.
• •
• •
• •
How do we FACILITATE Live Online?
Questioning: Types and Strategies
Open-ended Cold Call

Closed-ended Volunteer
Short answer Floodlight
Multiple choice Spotlight
Other? Other?
Challenges? Challenges?
But HOW?
Virtual Participants need you to tell them “HOW” they should respond. From what features
of your live online platform can you choose to provide technical direction?
Fill in the “technical direction” of your choice and then practice reading it out loud:
1. Who has the first question? ____________________________________________.
2. ____________________ , what challenges will we face implementing this process?
3. How can we use these ideas in our next meeting? __________________________.
4. __________________________ , how many of you have had a similar experience?
5. What will be the impact of your action? __________________________________.
Listening Activity: Listen and Draw
In breakout teams, 1 person will describe a picture to their partner, and 1 person will draw that
picture on the whiteboard!
Note: Some teams might have 3 people, in which case 2 people will each draw a picture.
Activity
• Describe a drawing to your partner/s

• See if you can clearly SAY the directions
• See if you can accurately LISTEN to the directions
• Prepare to compare drawings to pictures
Technical
Partner 1
• Check your email for your drawing – confirm you have received it
• Don’t look at your partner’s whiteboard
• Give directions over the audio
Partner/s 2
• Share a whiteboard
• Click on the Annotation toolbar
• Choose your tools and draw
• Listen and ask questions as needed and save your picture to share!
Coaching
The difference between a Coach and a Trainer.
What is your reaction to the following statements?
Notes Statements from Martin Rooney’s Training for Warriors website

A Trainer Affects The Hour They Are With Someone.
A Coach Affects The Hours They Are Not With Someone.
A Trainer Wants You To Do Your Best.

A Coach Wants You To Do Better Than Your Best.
A Trainer Is Concerned More With How, Where And When.

A Coach Is Concerned More With Who, What And Why.
Training Is Something You Do To Someone.

Coaching Is Something You Do With Someone.
ACTIVITY: Look Great on Webcam

Please allow me to coach you as you practice your virtual facilitation skills on some shared .ppt slides,
using the whiteboard tools, chat, and integrated audio features of the live online platform.
Volunteer #1: Five Tips
SAY
Your virtual participants love to see the “real” you, and they also
expect to see you looking great. They will notice, and they will
likely form a negative opinion, if you do not present your best self.
Take a moment to read these 5 tips for looking great on webcam,
and when you are done, click the GREEN CHECK to let us know.
DO
4 minutes • Wait for ~75% of the green checks to appear. This should
not take longer than 1 minute.
• Clear the green checks, advance the slide to reveal the
green arrow, and proceed to the interactive discussion.
SAY
Now that you have read them, using your TEXT tool, please type
your name next to one you would be willing to discuss. Maybe you
would like clarification, or perhaps you have an example?
DO
• Wait for a moment and then call on 2 people to share.
• Use your pointer or annotation tools as they speak –
circling or adding key words they say.
• Comment on responses.
• Pay attention to time.
Transition Now that we have learned 5 tips for success, let’s see if we can
use these to determine exactly what went wrong with the
following examples.
Volunteer #2: What went wrong?

Please begin by re-reading the Transition statement above.
SAY
In the next few examples, let’s use the CHAT to list “what went
wrong” with the facilitator’s use of their webcam. It’s okay to
laugh! Here we go!
DO
• Advance the slide once to reveal the first image.
• Remind them to type what went wrong in CHAT.
• Wait for at least 2 answers to come through before
responding verbally.
3 minutes • Comment using their names, and in an encouraging way.
• Practice using your pointer to point to each picture.
This is the last image to appear: • Advance the slide for the next three images, allowing time
for them to CHAT their responses.
• Pause for the last one, the cat, and have FUN!
• If appropriate, call on 1 person to discuss their answer.
Volunteer’s note: Here is what is wrong with each picture:

1. She is too far away, & she has too much head space.
2. She is too close.
3. He is back lit.
4. Her angle is off, and she is back lit.
5. The cat – well, it’s a cat. It’s too close, and the angle is off.
Transition You’ve done an excellent job identifying what not to do. Here’s to
your on-going success looking great on webcam!
Session 3: DELIVER PART A (PRACTICE) ASSIGNMENT
1. Receive your “Assigned” 5-7 minute activity. Download yours from Padlet
under Assignment 3.
2. Read the FACILITATOR MANUAL and THE SLIDES.
3. Prepare and Rehearse: Share the SLIDES in a practice session and rehearse.
Suggestion: Partner up to practice!
Note: You may not change the slides or the materials for this assignment, but
please use the script as a guide, making the words your own so that it is a
natural delivery.
BE READY TO DELIVER!
Session 4: DELIVER LIVE ONLINE
Use the assessment form on the next few pages to takes notes on your
own feedback. Additionally, take notes on what you observe others
learning and doing.
Virtual Facilitator Skills Self-Assessment

1. How did you do sharing your slides whether it was an upload or a shared screen?
2. Did you open and pay attention to the chat and participants panels?
3. How many people did you call on and ask to unmute and share?
4. In which areas do you need to focus on further? Make note of specific actions. Refer to the
capability model below.
• Technical
• Presentation
• Facilitation
Technical
• Learn
changes
Technical Presentation
• Use
communicate with participants
 Uses the features to replace non-verbal Facilitation
quickly, and responding to chat as if it was spoken out
loud
• Fix
NOTES:
Presentation
• Sound
 Sets the pace to maintain a consistent and
continuous speed based on the needs of the
participants Technical Presentation
 Articulates clear and distinct sounds in speech,
paying attention to the impact of accents and
mannerisms
• Say
 Chooses concise wording to ensure the messaging Facilitation
is clear and direct so it can be easily heard and
understood
 Refrains from using localized examples, slang, inappropriate
humor, and overused idioms like “let’s cut to the chase”
• Show
NOTES:
Facilitation
• Ask
 Clearly indicates which feature to use when
responding, for example: “Let’s chat,” or “Use the
space on the whiteboard to respond”
 Uses direct, clear, specific questions Technical Presentation
 Avoids asking “leading questions” where the
question suggests its own answer, or the answer
is obvious
• Listen
 Waits for participants to respond, providing them Facilitation
with time to think and time to find the feature with
which to answer
 Demonstrates listening through thoughtful commenting,
beyond responses like, “Thank you for that,” or “Yes, I agree.”
responding
• Coach
NOTES:
ACTION PLAN
My Personal ACTION PLAN

You’ve worked hard and should feel proud of your accomplishment of completing the Virtual Facilitator
Intensive. Your engaged virtual participants are sure to notice the changes! Take time now to reflect on
all that you have learned, and importantly, how you will implement them.
Be sure to share your action plan with your immediate supervisor or manager.
Key Takeaways:
Actions I will take to continue building my Virtual Facilitator skills:
TECHNICAL:
PRESENTATION:
FACILITATION:
Live Online Activities that stood out:

Take note by describing the activity or sketching a simple picture. Refer to these notes for inspiration
when you are designing your next live online training session.
Resources
Christopher, Darlene (2014). The Successful Virtual Classroom: How to Design and Facilitate Interactive and
Engaging Live Online Learning. New York, NY; AMACOM.
Clay, Cynthia (2012) Great Webinars: How to Create Interactive Learning That Is Captivating, Informative and Fun.
San Francisco, CA: Pfeiffer.
Huggett, Cindy. (2017). Virtual Training Tools and Templates. Alexandria, VA: ATD Press.
LaBorie, Kassy. (2021). Producing Virtual Training Meetings, and Webinars: Master the Technology to Engage
Participants. Alexandria, VA; ATD Press
LaBorie, Kassy, and Tom Stone. (2015). Interact and Engage! 50+ Activities for Virtual Training, Meetings, and
Webinars. Alexandria, VA; ATD Press
Miner, Nanette and Hofmann, Jennifer. (2009). Tailored Learning: Designing the Blend That Fits. Alexandria, VA:
ASTD Press.
Murdoch, Matthew and Treion Muller. (2013). The Webinar Manifesto: Never Design, Deliver, or Sell Lousy
Webinars Again. New York: RosettaBooks.
Pluth, Becky Pike (2010) Webinars with WOW Factor: Tips, Tricks and Interactive Activities for Virtual Training.
Minneapolis, MN: Pluth Consulting.
Articles and websites (This information can change, these are the links as of May 2018)
10 Steps to Learn New Technology

https://www.bizjournals.com/bizjournals/how-to/technology/2014/08/10-steps-to-learn-new-technology.html
How to Frame Your Webcam Video Like a Pro

https://photography.tutsplus.com/tutorials/how-to-frame-your-webcam-video-like-a-pro--cms-27228
Quick, Easy Effective Tips for Vocal Variety

https://www.write-out-loud.com/quickeasyeffectivetipsforvocalvariety.html
Full Voice
http://www.barbaramcafee.com/
25 Common Phrases That You’re Saying Wrong

https://www.lifehack.org/articles/communication/25-common-phrases-that-youre-saying-wrong.html
What’s the difference? Presentation vs. Facilitation

https://www.linkedin.com/pulse/20140827142156-30504270-what-s-the-difference-presentation-vs-facilitation/
Fun and Engaging Listening Games for Adults

https://plentifun.com/listening-games-for-adults
Training for Warriors

https://www.trainingforwarriors.com/are-you-a-trainer-or-a-coach/
APPENDIX A: VIRTUAL FACILITATOR COMPETENCY MODEL
Organizational Culture
We know people need time to learn how to be in this online
environment, working and learning together online rather Organizational
than in person. We have the software in place, the support Culture
needed to be successful, and the willingness to adapt as
we learn and grow. Individual
Beliefs
Individual Beliefs
Online learning works, and I know my program will
be successfully delivered in this format. Readiness
Readiness
• Office space
• Hardware, software, other equipment
• Program materials
• Rehearsal
• Backup plan
Virtual Facilitator Skills

Technical
• Learn
changes Technical Presentation
• Use
communicate with participants Facilitation
 Uses the features to replace non-verbal
quickly, and responding to chat as if it was spoken out loud
• Fix
Presentation
• Sound
 Sets the pace to maintain a consistent and continuous speed based on the needs of the
participants
 Articulates clear and distinct sounds in speech, paying attention to the impact of accents
and mannerisms
• Say
 Chooses concise wording to ensure the messaging is clear and direct so it can be easily
heard and understood
 Refrains from using localized examples, slang, inappropriate humor, and overused
idioms like “let’s cut to the chase”
• Show
Facilitation
• Ask
 Clearly indicates which feature to use when responding, for example: “Let’s chat,” or
“Use the space on the whiteboard to respond”
 Uses direct, clear, specific questions
 Avoids asking “leading questions” where the question suggests its own answer, or the
answer is obvious
• Listen
 Waits for participants to respond, providing them with time to think and time to find the
feature with which to answer
 Demonstrates listening through thoughtful commenting, beyond responses like, “Thank
you for that,” or “Yes, I agree.”
responding
• Coach
APPENDIX B: JOB AID FOR CREATING YOUR ACTIVITIES
Design your own activity, to be delivered in your next live online training. To get you started, what
activity inspired you today? ____________________________________________.
Base it off that one, changing it to best suit your topic and your audience.
Design process:
Fill in this blank recipe:
Objective:
Social?
Map the Features:
APPENDIX C:
Look GREAT on Webcam and other Virtual Training HERO TIPS!
About your Facilitator
KASSY LABORIE is the principal consultant at Kassy LaBorie
Consulting, LLC. She is a speaker, instructional designer,
classroom facilitator, and author who specializes in virtual
learning, teams, and live online technology. Kassy is
passionate about helping organizations, learning teams, and
training professionals successfully move to the virtual
environment.
In her previous role at Dale Carnegie Training, she was the

director of virtual training services, a consultancy that
partners with organizations to help them develop successful
online training strategies. Kassy also served as the product
design architect responsible for developing the company’s
live online training product and experience. Prior to this, she
was an independent master virtual trainer, a Microsoft
software trainer, and a senior trainer at WebEx, where she
helped build and deliver training at the WebEx University.
Kassy is the co-author of Interact and Engage! 50+ Activities for Virtual
Training, Meetings, and Webinars and author of
Producing Virtual Training, Meetings, and
Webinars, both with ATD Press. A frequent
speaker at industry conferences since 2006, she
has presented at Training Magazine events
including their yearly conference and Online
Learning Conferences, Chief Learning Officer
symposiums, The Virtual Learning Show, ATD’s
TechKnowledge and International Conference
& Exposition, as well as many local ATD
Chapter events.
Find Kassy sharing tips on Twitter @KassyConsulting

Learn more at her website KassyConsulting.com
Connect with her on LinkedIn https://www.linkedin.com/in/kassylaborie/

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PARTICIPANT MANUAL

VIRTUAL FACILITATOR CERTIFICATE

Application on the Job

2|©2022 Kassy LaBorie Consult ing, LLC. KassyConsulting.com

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After Due 1. Create a 3-minute recorded presentation using your

After Due 1. Receive your guided practice “assigned” 5-7 minute

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Virtual Facilitator Skills

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The technology is likely to have issues. The features are

• ACT as naturally as possible.

Volunteer #1: FEEDBACK

Wait for all to have smiley faces, respond to any

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• Type in chat: What is your favorite dessert?

Have them send one private chat to the person of their

What squared with what you already knew?

What action will you take

What did you see from a

2. Prepare one slide: About YOU, yet PARTICIPANT focused

TIPS and what to know about this assignment:

• Check your webcam lighting and angle

Change the plan based on what you now know.

Flex the changed plan due to what happens when

Read this out loud:

Why does this happen? What needs to change?

What did we learn about how we SOUND and what we SAY?

Notes about the design or the experience of the activity:

Refer to the screen for updated question 1

Refer to the screen for updated question 2

Refer to the screen for updated question 3.

Notes about the design or the experience of the activity:

1. Create a 2-3-minute recorded presentation using your platform. You’ll

3. ACT: Keep learning your live online platform.

How do we FACILITATE Live Online?

Open-ended Cold Call

1. Who has the first question? ____________________________________________.

2. ____________________ , what challenges will we face implementing this process?

3. How can we use these ideas in our next meeting? __________________________.

4. __________________________ , how many of you have had a similar experience?

5. What will be the impact of your action? __________________________________.

• Describe a drawing to your partner/s

What is your reaction to the following statements?

Notes Statements from Martin Rooney’s Training for Warriors website

A Trainer Wants You To Do Your Best.

A Trainer Is Concerned More With How, Where And When.

Training Is Something You Do To Someone.

ACTIVITY: Look Great on Webcam

Volunteer #1: Five Tips

Volunteer #2: What went wrong?

Volunteer’s note: Here is what is wrong with each picture:

Virtual Facilitator Skills Self-Assessment

My Personal ACTION PLAN

Actions I will take to continue building my Virtual Facilitator skills:

Live Online Activities that stood out:

10 Steps to Learn New Technology

How to Frame Your Webcam Video Like a Pro

Quick, Easy Effective Tips for Vocal Variety

25 Common Phrases That You’re Saying Wrong

What’s the difference? Presentation vs. Facilitation