Modelo Guia Del Facilitador - en Proceso

Deloitte Facilitator Excellence | Guía del facilitador
Deloitte Facilitator
Excellence
Guía del facilitador
Classroom and Simulation Skills
Copyright ©2017 Deloitte Touche Tohmatsu Limited 2

Tabla de contenidos
Part I: Presentación ........................................................................................ Error! Bookmark not defined.
Part II: Agenda ............................................................................................................................................. 9
Part III: Guía del facilitador....................................................................................................................... 11
Sesión 1: Introduction and Expectations ................................................................................................. 12
Sesión 2 : Pre-work Quiz ........................................................................................................................ 13
Sesión 3: Engaging your learners and communicating with impact ........................................................ 20
Sesión 4: Listening and questioning techniques ..................................................................................... 25

Parte 1: Presentación
Deloitte Facilitator Excellence es un programa diseñado para desarrollar una nueva

generación de facilitadores en la Universidad de Deloitte, con las habilidades para facilitar
en el aula y liderar el aprendizaje basado en la simulación.
Los objetivos generales de aprendizaje de este programa son:
• Preparar a los profesionales de Deloitte con las habilidades que necesitan para
facilitar los programas de aprendizaje existentes y emergentes de Deloitte.
• Comprender los principios de este enfoque de aprendizaje, para una facilitación

más efectiva.
• Proporcionar un marco para el desarrollo continuo de las habilidades del

facilitador y la supervisión de la calidad.
El programa está dirigido a profesionales de Deloitte que deseen desarrollar habilidades

de facilitación y se estructura en 3 fases:
Fase 1: Teoría Presenta el programa y comienza a explorar la teoría del

aprendizaje de adultos, a través de tres elementos clave:
1. Lea o mire la DFX pre-lectura.
2. Mire el video sobre la narración de historias.
3. Prepare su sesión de facilitación.
Fase 2: Práctica Se basa en los conceptos clave introducidos en la Fase 1 y los
pone en la práctica.
Es un programa de 2 días que ofrece aprendizaje de acción en
un grupo pequeño con dos módulos:
 Habilidades de facilitación en el salón de clases.
 Habilidades de entrenamiento de simulación.
Fase 3: Acción Proporciona apoyo adicional a través del portal DFX y los sitios
de la Comunidad de práctica del facilitador.

El programa ha sido diseñado para desarrollar cinco áreas clave de competencia:
1. Transmitir información de una manera atractiva e interactiva.
2. Usar preguntas hábiles y escuchar activamente para mejorar la comprensión de las

personas.
3. Gestionar actividades grupales y discusiones.
4. Respondiendo a los comportamientos de los participantes y la dinámica de grupo.
5. Brindar retroalimentación relevante de calidad y entregarla de manera efectiva.
Estas competencias se mencionan a lo largo de todo el programa, y se les pide a los

participantes que se proporcione retroalimentación estructurada mutuamente sobre
estas competencias clave.
Facilitando el programa – Orientación
Las siguientes preguntas frecuentes responden a lineamientos relacionados con la

entrega del programa en persona.
Preguntas frecuentes
¿Qué deberían Los participantes deberían haber completado la Fase 1, que incluye:
haber • Leer o ver el DFX (pre-leer).
completado los • Mirar el video sobre la narración de historias.
participantes
 Preparar una sesión de facilitación (para entregar durante el
antes de
día 1).
realizar
programa?

¿Qué Todas las sesiones (tanto del facilitador como del participante)
preparación contienen temas clave sobre las habilidades y los conceptos de
deberían tener facilitación.
los Por lo tanto, además de prepararse para las sesiones dirigidas por
facilitadores el facilitador, debe familiarizarse en detalle con el material de la
antes del sesión del participante.
programa? Al llegar al lugar, asegúrese de que la sala esté configurada (en
forma de U para 12 participantes), compruebe que todos los equipos
estén funcionando y que tenga todos los recursos que necesita.
Equipo y recursos requeridos:
• Gráficos invertidos (al menos cuatro para la sala principal, dos
necesarios para la sala de reuniones).
• Bloc de notas, bolígrafo, notas post-it y una botella de agua en
cada asiento.
• Montones de marcadores de colores en la (s) mesa (s)
• Proyector y pantalla para mostrar el cuestionario.
• Carteles y folletos DFX preimpresos. Equipo de grabación de video
y tarjetas SD para regalar a los participantes.
¿Qué El contenido del programa es altamente experiencial, con práctica

experimentan de habilidades y retroalimentación del desarrollo por parte de pares
los y facilitadores. Los participantes tendrán la oportunidad de facilitar
participantes solos, colaborar con un colega y asumir el papel de asesor.
durante el El modelo aumenta intencionalmente en desafíos y construcciones,
programa? a medida que avanza el programa. La experiencia demuestra que
es altamente gratificante para ser parte de. Sin embargo, es
probable que los participantes se sientan desafiados y puedan
experimentar un viaje emocional a medida que superan sus propios
desafíos personales.

Su papel como facilitador es apoyar a cada individuo a través de

este proceso y ser consciente de que este nivel de apoyo diferirá
dependiendo de cada uno.
¿Cuál es el El mayor desafío que enfrentará como facilitador es el tiempo. El

desafío clave programa incluye mucho contenido esencial, por lo tanto, es
que puede fundamental que administre el tiempo y no permita que las sesiones
enfrentar como individuales se desborden.
facilitador? La primera instancia es manejada rígidamente por el facilitador. Por
ejemplo, se espera que "detenga" a los participantes cuando se
haya agotado el tiempo de la sesión asignada.
Luego, se transfiere a los participantes más responsabilidad por el
aprendizaje, incluido el manejo del tiempo en las sesiones que
ofrecen, porque como facilitadores, esta es una habilidad.
¿Qué enfoque La retroalimentación se proporciona de dos maneras principales:

deberían llevar 1. Por el grupo, al final de las sesiones individuales y co-facilitadas.
los
2. Sobre la base de uno a uno al final del primer día. (Esto es
comentarios o opcional).
feedback?
¿Qué nivel de Proporcione correos electrónicos de seguimiento con el enlace del

seguimiento se portal DFX y el sitio DFX Community of Practice (próximamente en
espera? FY18).
Materiales de programa e impresión

Todos los documentos que necesita para ejecutar DFX están disponibles a través de su
Líder de programa regional. Esos materiales incluyen:
• (1) Guía de implementación y preparación.
• (2) Materiales de DFX (incluida la agenda, la guía del facilitador, los materiales de los
participantes y los carteles de DFX).
• (3) Plantillas de comunicación.

El resto de este documento describe un resumen del flujo del programa. Debe leerse
junto con la agenda.
Flujo de programa: Sesión 1: Introducción y presentación del tema
El día comienza con una sesión de bienvenida e introducción al programa. Todas las
sesiones (tanto las dirigidas por el facilitador como las dirigidas por los participantes)
comprenden contenido clave sobre las habilidades y los conceptos de facilitación, que
se recopilan para los participantes en la Guía para participantes en línea. Consulte el
soporte en línea para los participantes.
Flujo del programa: Sesión 2
Al comienzo de la sesión 2, el facilitador realiza una actividad de diagnóstico o

reconocimiento de conocimientos previos sobre el tema a tratar, preguntando a los
participantes qué entienden por Comunicación efectiva y cuáles son sus principales
beneficios en un contexto laboral.
Luego, contextualiza el contenido, destacando la importancia de una Comunicación

efectiva en la gestión laboral, como herramienta para alcanzar una mayor eficacia en las
tareas. Este argumento puede ser apoyado a través de ejemplos proporcionados por el
facilitador y solicitados a los participantes, para potenciar la reflexión sobre el tema.
El facilitador realiza un cierre de este debate, exponiendo las principales conclusiones

obtenidas por medio de la reflexión. En este sentido, es relevante señalar que las
habilidades de Comunicación efectiva son importantes para todo profesional que deba
trabajar relacionándose con otras personas, independiente de su formación inicial o
disciplina.
Finalmente corresponde una Co facilitación de los temas a tratar, en particular,

conceptualización de escucha activa y sus características. Se incluye un material

audiovisual para revisión en aula y el cual los participantes deben comentar y resaltar los
aspectos centrales.
Esta sesión está enfocada en contextualizar el contenido a situaciones de trabajo

puntuales, como son las reuniones de trabajo y en la realización de actividades prácticas
que originen reflexión y aprendizaje colaborativo.
Se inicia con la co facilitación de conceptos sobre diálogo y comunicación bidireccional.

Luego se realiza una actividad grupal donde se grafican interferencias a la comunicación.
El facilitador debe guiar el proceso de conclusiones de esta dinámica, de modo de
construir aprendizaje a través de los aportes individuales de los participantes.
Cofacilitación sobre la importancia del diálogo y las preguntas adecuadas según cada
situación.
La sesión tiene como objetivo realizar actividades de aplicación que enfaticen la importancia de la
comunicación en un equipo de trabajo.
Las actividades contemplan la realización de una actividad guiada por el facilitador

Parte II: Agenda
Día 1: Facilitación individual

Inicio Fin Time Dictada por Sesión
8:30 8:50 00:20 Facilitador Sesión 1: Presentación e introducción al tema.
Sesión 2: Habilidades de escucha activa.

8:50 09:35 00:45 Facilitador
Contextualización.
09:35 09:40 00:05 BREAK

Sesión 3: Gestión de reuniones de trabajo y
09:40 10:05 00:25 Facilitador
discusiones.
10:05 10:30 00:25 Facilitador Sesión 4: Conversaciones grupales efectivas

Minutos Introducción
5 Bienvenida e Salude a los participantes, preséntese e introduzca la sesión.
instrucciones Asegúrese de cubrir los siguientes puntos:
• Inspirar y motivar a otros a mostrar comportamientos de
liderazgo y compartir historias impactantes.
• Capacitar a individuos y grupos de manera efectiva para
lograr los objetivos de aprendizaje establecidos.
• Compartir experiencias y conocimientos personales, a través
de historias para llevar el "mundo real" al aula.
• Contribuir al desarrollo de futuros líderes en Deloitte.
7 Introducción al Establezca el contexto para este programa de capacitación.

programa Destaque la importancia de desarrollar herramientas
comunicativas en un ambiente laboral exigente y cambiante.
Enfatice en la importancia de la comunicación para llevar a
cabo reuniones y discusiones productivas. Idealmente, puede
reforzar con ejemplos.
Explique los objetivos de aprendizaje y contenidos a revisar y
la disposición en actividades prácticas. Detalle la ruta de
actividades.
Puede responder las preguntas o dudas de los alumnos en
cuanto al tema.
8 Directrices para el Potencie un acuerdo con los participantes para acordar y

trabajo en conjunto comprometer una metodología de trabajo.
Una pregunta guía puede ser la siguiente:
"¿Cuáles son sus sugerencias para trabajar juntos de manera
efectiva durante el programa?".
Asegúrese de lograr un acuerdo en torno a:
• Puntualidad.
• Cómo lidiar con las presiones / llamadas de los clientes.
• Uso de teléfonos, computadoras portátiles.
• Responsabilidad compartida de dar y recibir comentarios
constructivos.
• Confidencialidad y colaboración
Explique que queremos establecer un entorno de aprendizaje
en el que se aliente a las personas a asumir riesgos y
desafiarse a sí mismas.

Parte III: Guía del facilitador
Sesión 1: Introducción y presentación del tema

20 min
Acerca de Esta sesión proporciona una descripción general del curso, sus temáticas, objetivos
esta sesión y la estructura. Además, plantea la reflexión respecto del aporte concreto de esta
actividad de aprendizaje en el desempeño profesional.
Contexto Esta sesión presentará a los participantes el programa, enfatizando en la necesidad
de desarrollar una comunicación efectiva para potenciar el desarrollo laboral,
teniendo como referente que el mundo de los negocios exige relacionarse con
personas, saber escuchar y gestionar reuniones de trabajo.
Objetivos Esta sesión ayuda a los participantes a:
• Entender la estructura de este curso, por qué es importante y qué debe lograr el
participante.
• Estar motivado para participar con confianza y entusiasmo.
Mapa Ver planificación de cada sesión.
Beneficios Las herramientas de comunicación permiten comprender y transmitir
adecuadamente los mensajes, gestionar las reuniones de trabajo y, por lo tanto, ser
más efectivo en tu labor.
Recuerde que, desde el comienzo de un programa, los participantes comienzan a
formarse opiniones sobre el facilitador. Hacerlo bien desde el inicio, lo preparará a
usted para un programa exitoso.
Claves de Lo siguiente debe ser cubierto en una sesión de presentación:
aprendizaje • COMB (Contexto, objetivos, mapa, beneficios) para el programa.
• Pautas de trabajo para las próximas sesiones.
Tiempo Descripción
5 minutes Bienvenida y presentación Facilitador
10 minutes Introducción al contenido Facilitador
5 minutes Pautas de trabajo Facilitador

Sesión 2: Habilidades de escucha activa.

45 minutes
Acerca de Esta sesión indaga en conocimientos previos de los alumnos y presenta el concepto
esta sesión de escucha activa como herramienta comunicativa de importancia para relacionarse
con otros.
Contexto
Objetivos  Aplicar herramientas de escucha activa en sus relaciones laborales.

Map Planificación de la sesión.
Benefits Incrementar la eficacia de la gestión profesional.
Key learning The following should all be covered in this session:

 The four stages learners go through as part of the Kolb learning cycle
 The four learning styles related to the cycle and the implications for facilitators
 Ways to structure a session so as to maximize the learning and retention of the
participants
Participant Los participantes recibieron el documento de prelectura del participante de DFX o
resources el video de Brainshark como parte de su trabajo previo.
Facilitator
Preparation
Tiempo Descripción
15 minutes Actividad para indagar en conocimientos Facilitador y participantes

previos sobre el tema.
20 minutes Importancia de la escucha activa y cómo Facilitador
potenciarla.
35 minutes Presentación de material audiovisual Participantes
5 minutes Comentarios, conclusiones, cierre. Facilitator y participantes.
Session plan (50 minutes)
Minutes Pre-work Quiz

5 Introduction to Display PPT on screen (title slide)
session and COMB Refer back to the purpose of the course - to enable


participants to facilitate learning programs. In order to do
this, there is a range of knowledge that participants need to
learn in order to plan and deliver sessions effectively. An
introduction too much of this knowledge was contained in the
pre-work.
Explain that in order to ensure that all participants have
understood the pre-work, they are now going to recap that
information in the form of a quiz.
Ensure that participants understand that knowledge around
Adult Learning theory is fundamental to the rest of the
program.
Explain that the session will last for 50 minutes; it will
require each person to answer specific questions on the pre-
work, but they will have the support of their team. Highlight
that further instructions will be given in a moment.
Explain the benefits:

 Participants will be confident in the knowledge gained
from the pre-work which will be put into action during
the skills practice sessions
 Participants will know how to make sure people learn by
taking them around the learning cycle in an interactive
manner. Hence, aiding their understanding why
materials have been designed the way they have
Participants will have a range of ideas about how to structure
a session and about how to make key points stand out so
that sessions will have the maximum impact.
5 Quiz rules Explain to participants that they will be divided into two
teams. The questions will be displayed on a PowerPoint slide.
Each team must first choose who they would like to answer
the question.
The twist…. the other team will not have the answers and
they provide a final score for the answer given. This involves
them supplementing the answer of the other team if lower
than a 5 (to show what they have missed). Thus allowing
both team to be tested on each question, maximizing the
learning.
Flipchart 2.1
When each question is revealed on the slides, the teams
have no more than 10 seconds to decide who will answer.
Explain the scoring system and refer to your pre-prepared
Flipchart 2.1:
Scoring
 5 points - Full answer with no help from the team
 4 points – Full answer with some support from the team
 3 points – A full answer by someone else on the team
 1-2 points – for a less than full answer by anyone on the
team
 0 points – Neither the team nor the individual can
answer the question
Note: Add the score participants recommend before adding
Flipchart 2.2 additional information. The score allocated should not be


assigned by the facilitator. See Flipchart 2.2 for example
scoring.
35 Activity: Run the quiz Toss a coin to determine which team will go first. Then
display the slide showing the first question. Remember – the
team answering the question have only 10 seconds to decide
who will answer.
FACILITATOR INFORMATION: The questions and key

learning for each are as follows.
Show slide #2
PowerPoint slide #2
Team A Question 1: Build the Kolb learning cycle on the
flipchart (see example flipchart 2.3) (optional to use cards)
and explain the significance of each area.
 Concrete Experience – is about learning by experiencing.
This includes learning from specific experiences, relating
to people and being sensitive to the feelings and people
involved in the experience.
 Reflection & Review – is about learning by reflecting.
This involves making observations about experiences,
viewing issues from different perspectives and looking
Flipchart 2.3 for the meaning in the experiences.
 Concepts and Theories – is about learning by thinking.
In this stage you connect experiences to other similar
events; you make generalizations about the sort of thing
you are trying to do and how it fits in with relevant
theories and models.
 Active Experimentation – is about learning by focusing
on what you will do. This differs from experiencing in the
sense the emphasis here is on doing the actions, rather
than about how you feel while you are taking action. You
may think about the steps you will take in order to
perform a certain action in the future, taking risks where
necessary.
PowerPoint slide #3
Show slide #3 with the model answer.
PowerPoint slide #4

Show slide #4
Team B Question 1: Using a flipchart and cards, explain
what the different Learning Styles are and where they sit on
the KOLB learning model (build using Flipchart 2.3).
PowerPoint slide #5
Show slide #5 with the model answer.
PowerPoint slide #6
Show slide #6
Team A Question 2: Ask participants to explain what each
COMB element stands for and how is it used at the start of
each session a facilitator runs (build using Flipchart 2.4).
Flipchart 2.4
PowerPoint slide #7
Show slide #7 with the model answer

 These do not have to be included in this order but they
should always be included: Context, Objectives, Map and
PowerPoint slide #8 Benefits.
Show slide #8


Team B Question 2: Ask participants to explain the middle
of a session and what KP stands for? (chunks and links,
numbers of key learning points). (no flipchart needed)
What do we mean by ‘chunks’?

 Chunks are small pieces. In the context of learning
material, having material in “chunks” would mean
breaking up the content into small, manageable
sections.
What should each chunk contain?
 Each section must have its own start and end. The
facilitator should bear in mind that the attention span of
the average participant without variation is between 10
and 20 minutes. Typically, a chunk without an activity
would be no longer than this. As well as helping
participants know where they are in the material, this
allows more instances of Primacy and Recency.
 Within the chunk, the facilitator must introduce peaks.
The peaks should match the timing of the key points. At
the end of each chunk the facilitator should recap the
key points of that chunk. Everything within that chunk
should be driving to the key points.
How many key points should each chunk contain?
 Each chunk should ideally contain two or three key
points but no more than four. In the context of an entire
session or Program, this enables the brain to store it in
such a way that it can be easily accessed.
What do we mean by ‘links’?
 Each chunk should flow from the last and be linked so
participants always know where they are going and do
not lose track. This can also be seen as “signposting” –
pointing the way forward and reminding them where
they are.
Why are links important?
 Linking helps the brain create the neural pathways that
create memory and makes sense of pieces of
information in the context of existing knowledge – this
being the primary way that adults acquire new
knowledge.
 For example, within this section on Structure, we have
three chunks – the beginning, middle, and end – and
each one has been linked to the next by the fact that
these occur in a logical sequence.
PowerPoint slide #9 Show slide #9 with the answer
PowerPoint slide #10

Show slide #10


Team A Question 3: Ask a participant to write what should
be included in the ending of every session? (build using
Flipchart 2.5)
 Key learning points
 Next steps
 Q&A
 Full stop
Flipchart 2.5

Show slide #11 with the answer
PowerPoint slide #12 Show slide #12

Team B Question 3: Ask a participant to describe the
70/20/10 concept (build using Flipchart 2.6).
This model describes the relative impact of three different

kinds of learning on the development of professionals, and in
particular the development of seniors, managers and future
leaders at Deloitte.
The model suggests that for professionals:
 10% of their learning is formal, and comes from
Flipchart 2.6 organized learning Program;
 70% is on the job, representing the work challenges,
opportunities, successes and failures that individuals
experience and think about;
 20% represents all the linking activities that join
the 10% and 70% and make them coherent. For
example, performance review, work scheduling,
PowerPoint slide #13 coaching, mentoring, action learning, promotion
decisions, the opportunity to take part in new projects,
and so on.
Show slide #13 with the model answer


Show slide #14

Tie break question: If the teams are tied and you need to
ask a tie break question, show slide #11 and ask the first
team to ‘buzz’ in to give examples of five ways to create a
peak of attention during a session (note: this is not in their
pre-work).
Suggested answers might be (not a comprehensive list):

 Humor
 Visual aids
 Stories – real life examples
 Props
 Repetition
PowerPoint slide #15  Tone of voice
 An activity
 Change of facilitators
 Involvement of the participants
Show slide #15 with suggestions on ways to create peaks

of attention.
5 Debrief Quiz activity Review the quiz, by asking the participants what they
thought about the way the program was opened.
Ask participants why they think we use this kind of learning
activity. Debrief responses to lead to key message:
All theory related to this program has now been covered so
that we can focus the majority of the program on the
practical application of these key concepts.

Session 3: Engaging your learners and communicating with impact

30 minutes
Session schedule
Timing Description Led by
5 minutes COMB Facilitator
15 minutes Activity: managing your energy levels Facilitator and participants
5 minutes Building some guidelines for communicating Facilitator

with impact
5 minutes Introductory activities Facilitator
Session overview
About this This session combines content about personal impact with an activity that allows
session the group to get to know each other better and start to build trust. The activity
also provides a good reference point for the next two days on energy.
Use information from the participant introductions to fill in any gaps in knowledge
you have about participants’ confidence, experience and expectations of the
program.
Context Effective facilitators communicate with energy and enthusiasm, engaging the group
through their use of voice and body language. An important aspect of facilitator
development is to build self-awareness and learn when we might need to “turn the
volume up (or down)” on our voice, body language and energy level in order to get
the best result.
As the activity in this session also functions as an ice breaker, we will also discuss
how and why these are used and how to select them.
Objectives This session helps participants to:

 Understand the principles of effective non-verbal communication.
 Understand their natural style and impact.
 Think about how they can vary these to get the best classroom results.
 Know how to select and use ice-breaker activities with their groups.
 Clarify their expectations and learning goals for the program.
Map See session plan below.
Benefits Improved personal impact through understanding how to vary perceived energy
levels in different situations.

Key learning  Introductory activities create trust and rapport within the group and provide
the facilitator with information about the participants (expectations, goals,
confidence).
 There are five critical skill areas that involve energy and visual impact:
o Good eye communication
o Posture and movement
o Gestures
o Facial expression
o Energy and pace of voice
 A skilled facilitator will be able to calibrate their visual and vocal energy at the
right level for the situation. For example by increasing their visible energy
when a group is sleepy, or lowering vocal tone to create a calmer atmosphere
for discussing personal experiences.
Participant Refer participants to the ‘Energy and engagement’ section in their workbook.
resources
See also previous resource on “Starting a learning program” for examples of
introductory activities.
Facilitator  Refresh your knowledge by reading the Participant Resource: ‘Energy and
Preparation engagement’ reproduced at the end of the session plan.
 Prepare the relevant flipcharts (examples provided in session plan below)
 Flipchart 3.1 Personal Impact Equalizer
 Flipchart 3.2 Creating a personal impact: Visual, verbal, vocal
 Flipchart 3.3 Energy levels
 Flipchart 3.4 Personal impact best practices
Minutes Engaging your learners and communicating with impact

5 COMB Introduce the session by showing participants flipchart 3.1
with the image.
Flipchart 3.1
Ask participants what the picture is – it is a graphic equalizer.
Explain to participants that as children we have a lot of
variety in our personal impact and we are able to adjust these
quickly and easily. But as we get older and settle into our
business jobs our personal impact equalizes to about 5.
Ask participants what features of personal impact could we
put on these scales?
Have cards ready with the below answers in three different
colours that differentiate Visual, Verbal, and Vocal cues. DO
NOT explain the significance of the different colours.
 Eye communication
Flipchart 3.2
 Posture and movement
 Gestures
 Facial expression
 Energy and pace of voice


Uncover Flipchart 3.2 and summarize the conversation by
stating that the different cues represent categories of
personal impact: Visual, verbal and vocal.
The 3 V’s are: Verbal: WHAT you say, Vocal is HOW you
say it and Visual is WHAT YOU LOOK LIKE when you say it.
Ask: “what’s the best approach to each of these?” and

discuss very briefly.
The answer of course is “it depends.” It is important to

focus on all three. Establish the key point that facilitators
need to be skilled at varying their energy and impact in
accordance with the situation.
Effective facilitators will be able to use a range of “energy
levels.” In effect, they will be able to “perform” at an
optimal energy level, even if they are feeling nervous or
uncertain.
Briefly discuss the objectives, map and benefits using the
content summary above.
State that the next exercise is intended to help participants
explore their personal “energy ranges,” while also finding
out more about each other. This is helpful in many
situations other than facilitating – for example networking,
meetings, etc.
15 Activity: managing Ask the participants to stand. Take them to a space large
your energy levels enough for the group to spread out.
1. Walking round the room
Flipchart 3.3  Ask the participants to walk around in the space for
Energy Levels a short while, using the walk that is a normal
everyday walk for them. Ask them to stop.
 Explain that everyone has an “energy scale” from 1
to 10. The scale might look different for different
people, but everyone will have a 1 to 10 scale.
 Explain that the “walk” that they have just done is
their default level of 5. Ask them to think about what
different points on the scale might look like for them.
 Ask the participants to walk around in the space
again for a short while, turning the energy level up
to 7. Ask them to stop.
 Review the activity. “How did it feel?” “What did it
look like?” “What was the impact?”
 Ask the participants to walk around in the space
again for a short while, turning the energy level
down to 3. Ask them to stop.
 Review in the same way. Repeat with one or two
more “energy settings.”
 State that we will now move on to look at other
aspects of energy and impact.


2. Greeting each other
 Ask the participants to walk around in the space for
a short while at energy level 5. Ask them this time to
stop and greet someone in their normal fashion,
briefly introducing themselves.
 State that vocal energy can also be varied on a 1 to
10 scale. They have just greeted someone at their
default level of 5.
 Invite them to repeat the exercise two or three
times, specifying their vocal energy level each time
(“Now you’re a 9!”).
 Review each activity. “How did it feel?” “What did it
look like?” “What was the impact?”
3. Networking
 Tell the participants to imagine they have arrived
early for this program and are greeting another
participant. This time the energy focus is on body
language/attentiveness/eye contact. In addition
they will be finding out some information they will
later share with the group.
 Ask them to get into a conversation and find out
two things about each other:
o What they like to do outside of work.
o What they would really like to learn in DFX.
 They should start off in their normal way. Conduct
and review the activity in the same way as in the
previous phases, stopping the action a couple of
times and specifying “target” energy levels.
4. Presenting back
 Finally, ask each participant to present back to the
group the information they have found out about
their partner.
 Again, stop the action once or twice during each
presentation and ask the presenter to change their
energy to a level you specify.
 You could vary the exercise by telling someone
beforehand the shape their energy should take: for
example beginning at a low level and gradually
increasing energy until the end, or vice versa.
 Conclude the activity with a brief learning review
(record on Flipchart 3.3). Use questions to
establish these key points:
 We can consciously vary our energy and impact
and “perform” at the right level for the
situation.
 We are not all the same (“Your level 5 looks like
my level 9!”).


 We will all get better at this with practice and
feedback.
5 Building some Ask the group to go back to their seats.

guidelines for Run a group activity with the purpose of building some
communicating with simple guidelines/hints and tips for best practice in each of
impact the five areas below:
Flipchart 3.4  Eye communication
 Posture and movement
 Gestures
 Facial expression
 Energy and pace of voice
Example group activities could include:
 Individuals writing points on Post-it Notes and
sticking on prepared flip chart, see example
Flipchart 3.4 ‘Personal Impact Best Practices’
 Whole group facilitated discussion
 Pairs working and report back
Inform the group that there are some tips on
communicating with impact in their Participant Guides.
5 Introductory activities Further review the activity by asking the group what has
changed in the room since the start of the session, (apart
from learning about personal impact).
Use Socratic questions to establish the following points:
 Further built trust and rapport within the group.
 Found out more about participants’ individual
expectations of the program.
 Gathered information about the confidence levels and
personal style of individuals.
 Raised energy levels by involving participants in an
activity.
Run a brief discussion about the value of investing in trust-
building introductory activities (you can also refer back to
the introductory ‘shield’ exercise).
Ask the group for any example introductory activities that
they have experienced and refer them to the participant
resource from the previous session.
Explain that this discussion is an example of the “film
within a film” review that we will often use during the
program. Conclude the session by asking the group to call
out their key learning points from the morning so far.

Session 4: Listening and questioning techniques

40 minutes
Session schedule
5 minutes Introduction COMB and “bad listening” example Facilitator
10 minutes Question Types Brainstorming activity Facilitator
5 minutes Introduction to Socratic Method Facilitator
18 minutes Practice Socratic questioning (fishbowl exercise) Facilitator
2 minutes Conclusion and Learning Review Facilitator
Session overview
About this Participants may have come across basic theories around questioning and
session listening before. This session aims to provide a common language around
different types of questions and when they should be used, particularly in
relation to different parts of the Learning Cycle. The underlying message is that
skillful questioning is a more effective way of helping people learn than simply
presenting content. You should ensure that participants understand the basic
concept of Socratic questioning, but don’t worry about covering too much
theory. There will also be more opportunities to practice and receive feedback
on applying these skills.
Context Good questioning and listening skills are the foundation of effective facilitation
– essential to managing discussions, coaching, debriefing and providing
feedback. This session will build on participants’ existing knowledge of these
skills by looking at how they are used in the context of a learning session.
Objectives This session will help participants to:
 Know when to use different types of questions.
 Apply the principles of Socratic questioning to facilitating a topic.
Benefits Our instinct as professionals (and perhaps as facilitators) is to try and give
advice and solve problems – but people learn more, and create better
solutions, if they are encouraged to think of the answers for themselves.
Asking great questions enhances almost any aspect of communication – from
negotiations over fees to helping someone consider their career options.
Key learning  Skillful questioning is a more effective way of helping people learn than
simply presenting content.
 There are many different types of questions that may be effective during a
learning session. “Socratic questioning” means using different types of
questions skillfully to lead participants to discover key content for
themselves.
Participant  Questioning and listening skills
resources  Questioning Activity (six types of Socratic questions)
Facilitator  Refresh your knowledge by reading the Participant Resource: ‘Questioning
Preparation and Listening Skills.
 Refresh your knowledge by reading the Participant Resource: ‘6 types of
Socratic questions’.

 Prepare a flipchart with the different types of questions (options to use

image for the different types).
 Prepare the room by setting two chairs in the front, center.
 Flipchart 4.1 Types of questions
Minutes Core questioning and listening skills

5 Introduce the session Explain the COMB of the session by referring to the content
and “bad listening” summary above. Say that Facilitators can make a positive
example impact on a participant’s experience with the power of their
listening and questioning skills. Say: Let’s start with
listening.
How would you define active listening?

 Being present and deliberate with your listening with the
goal of truly hearing and understanding what the other
person is saying.
“Bad listening” example

Share that you are going to demonstrate a typical
conversation with work colleagues, friends and family
members. Ask for a volunteer to come share about their
most recent vacation. Have the volunteer come up and sit
with you in the two chairs. Ask the volunteer to tell you
about his/her recent vacation.
Facilitator Role: Exhibit bad listening behaviors (and keep a

very serious face throughout).
 Interrupt often.
 Look away/be distracted.
 Check your watch or take out your phone and check
email.
 When you hear something familiar, jump into the story
and share your own story about something completely
different but connected through the similar comment,
then say, “Oh, I am sorry, you were telling me about
_____” and have him/her continue.
 Ask questions that are not connected with the story.
After several minutes of this, stop the role-play and turn to

the group and begin a short debrief and ask questions of
group:
 What did you like about that conversation?
 What did you see and feel?
 What did you dislike?
 What were the bad listening behaviors? (Someone
may point out that it was awful and everyone can
have a good laugh)!
Then, ask the volunteer some questions:
 What did you think about our conversation?


 Did you enjoy it?
 What did you like?
 Dislike?
 Did you feel valued and listened to?
 Did you feel respected?
Optional (ask for another volunteer, repeat the activity, and
this time role-play correct behavior).
Recap the example by asking what are good listening
behaviors?
 Eye contact
 Body language
 Give full attention and focused on story
 Ask probing questions, reflect and paraphrase to
ensure you understand the message
 Respectful and valuing
 Don’t take over ownership of the story
How does active listening apply to facilitation?

 As facilitators, we need to be fully engaged in our
learners and not just focused on making our next
learning point.
 Sometimes, by our silence, learners have the
opportunity to process and develop their own
solutions.
 Sometimes we need to hold back when we have an
urge to jump in. This can happen both with learners
and our co-facilitators
Say that the use of questions is another way that facilitators
have a positive impact on our audiences.
Use the following questions and answers to have a brief
discussion about the use of questions.
What’s happening right now when I ask you a

question?
 Engaging with me/the group
 Accessing existing knowledge
 Making new connections
 Making a judgment about what the answer is
Why do you think we ask questions as part of a

learning session?
 Because questions demand answers, they stimulate
participants to think and talk.
 Improves retention as participants have arrived at
answers themselves.
 Engages participants and keeps energy levels up.
Why do many of us find it hard to ask powerful

questions – with our teams, with our clients, with our
learners?
 We are paid to bring our clients solutions. They
expect us to have the answers


 It is faster and easier to just tell our staff what to do.
 We have facilitator guides and are expected to get
through all the learning points; questions just slow
us down.
 It is scary to open up a discussion with questions;
you don’t know what you are going to get and we
don’t like not having the right answers.
10 Question Types Ask participants to think of either a past learning session
Brainstorming activity they have delivered or one that they are facilitating coming
up. Think of one question that they could ask during the
Flipchart 4.1 delivery of that learning session, and ask them to write their
example question on a Post-it Note.
When they have finished (after 2 minutes), ask participants

what different types of questions they can ask.
Use the types of question in the participant resource and re-

create it into a flipchart (see example Flipchart 4.1). Cover
the types of questions with post-it notes and reveal them as
participants mention them.
Ask the participant to provide a description of the of question

type they have identified (i.e. what is an open-ended
question?). Highlight key points that are missed. For each
question type ask the participants if they have an example it
that they wrote on their post-it note. If one of the question
types does not have an example, ask the group to come up
with an example
Finish by asking participants to put the rest of their examples

of questions where they think they would be used in the
Learning Cycle, using the “How we Learn” poster (see
Appendices), or a pre-prepared flip chart. For example: “How
did you find that exercise?” (Reflection) “How will you
approach that situation next time?”
(Planning/experimenting). “How do you keep track of what’s
going through your bank account?” (Concepts and theories).
Tell participants they will get the chance to ask questions at

all stages of the cycle by the end of the program.
5 Introduction to Briefly discussed Socratic questions if no one in the group

Socratic Method has mentioned it.
 The Socratic Method is named after Socrates, the

Greek Philosopher. It is a process of asking a
series of questions that stimulates thinking and
generating ideas.
 Socratic questions are open ended and build off each
other
 The Socratic Method is a great way to frame a
question that encourages discussion and reflection.
It is a great way to guide learners to their own
solutions


 Refer to the participant resource for more
background on Socratic questions.
18 Practice Socratic The following exercise takes place as a fishbowl activity. In

questioning (fishbowl the front of the room place two chairs – one for the facilitator
exercise) and one for the participant (who will rotate in and out)
 Facilitator 1 plays the character with participants
who take turns coming to the centre of the room to
sit in the 'hot seat' to try out their ideas.
 Facilitator 2 tightly manages the activity and timing
in order to ensure a lively pace and rapid rotation of
participants in and out of the hot seat.
 Both facilitators keep the pace quick and energetic,
making sure many participants get a chance to try
out their ideas in front of the room
 Facilitators allow participants the time to try 1 or 2
questions each (for a maximum of about two
minutes each, then swap in an observer participant
who picks up where they left off
Once a number of participants have had a turn and the topic
has been explored, the facilitators close the activity and
begin a debrief discussion where participants analyze what
was effective and what was not.
Fishbowl Round 1:
Provide the participants with a topic that is going to be
discussed in the fishbowl (i.e. how to buy a house, how to
decide where to go on vacation etc.). Direct participants to
the participant resource ‘Six types of Socratic questioning’
Give participants 5 minutes to review the six types of
Socratic questions and to prepare questions to ask on this
topic.
Tell them their task is to have a discussion on the assigned

topic, but the catch is that they can only use questions and
cannot make any declarative statements.
Start the fishbowl activity (after 5 minutes preparation time)
and ask for a volunteer to start off the questions.
Stop the activity after about 5 minutes. Spend a few minutes
asking how participants found the exercise.
 What worked well?
 What was challenging?
 Did you take into account the response and modify
your approach?
 What might you do differently next time
Fishbowl Round 2:
Provide another topic for round 2 (i.e. running a Deloitte
conference call, getting to know Deloitte University etc.).
This time do not provide time for the participants to prepare.
They need to think up the questions on the fly.
Stop the activity after about 5 minutes. Spend a few minutes
debriefing this round


 How was this round different?
 What was the benefit of thinking on the fly?
2 Conclusion and Conclude the session by asking the group:

learning review  What will you remember most from this session?
 What learning will you apply in your work as a
facilitator?
Facilitator Resource—Socratic questions
Tips on using Socratic questions
 A good Socratic question is any question that stimulates response and thought. Open questions
may not necessarily always be better for learning; a targeted closed question (e.g., “So, you’re
saying that there’s no way to recover from arriving late for an interview?”) can effectively reframe
an issue and direct the dialogue in a direction you plan to pursue.
 Varying question types is a way of managing a discussion. Open questions typically give control of
the conversation out to the participants, while closed questions take control back to the facilitator.
Open questions can generate a number of ideas, which may be refined and redirected through
thoughtful use of probing or closed questions.
 Avoid asking questions with obvious answers—they will seem rhetorical, and participants may not
bother to answer them.
 Prepare questions in advance, based on your needs and your understanding of the audience. How
much prior knowledge do the participants have that you can access for the conversation? How
many ideas do you want to collect? How focused do you need the conversation to be?
 Phrase questions simply and directly, using common language that all the participants can access.
Questions should be short, focused, and engaging.
 Ask only one question at a time—and do not intersperse parts of the question with factual
information.
 Allow time for participants to process the question and work out an answer—do not answer yourself
too soon. Doing so suggests that your questions are generally rhetorical and promotes a learned
helplessness among the learners (i.e., they learn that you will always answer your own question, so
they don’t bother to think for themselves).
 Remember that body language conveys message and tone; a raised eyebrow can be just as
effective as a prompt-style question (e.g., “So …?”) in encouraging a participant to rethink or
extend an answer.
 At early stages of a program, do not select one participant directly to answer your questions—invite
volunteers or use a round-robin technique (i.e., asking participants in order of where they are
sitting). When people are more comfortable later in a program, you can loosen up on this rule,
since participants are probably more comfortable and you have a sense of who knows what.
 If you are directing a question at a particular participant, address him or her first by name, and
then ask the question (e.g., “George, can you tell me …?”).
Socratic questions: an example

Starts by building on existing
A Socratic dialogue on the subject “What is an Audit?” knowledge, using open question
Facilitator: What do you understand by the term “audit”?
Participant: It’s something you do to check that a company’s financial statements are right.
F: OK. So who is it that needs to know that?
Use of probing
P: Um ... maybe the government? Reflects back
questions
F: Why would they need to know? language
P: To check companies are paying the right tax and aren’t about to go bankrupt, I guess used – shows
listening

F: Yes, good. Who else wants to check that the company isn’t about to go bankrupt?
P: People that work for the company?
F: Well, yes – anyone else? Who would be particularly interested in whether the company is doing well
or not?
P: Ah – the investors...shareholders, I mean.
F: Exactly! And do you think it matters who does the audit?
P: Well, someone qualified to do it – not just anyone. Effective use of
F: What if the managing director’s son was a qualified auditor – would he be suitable? closed question
P: No, I see what you mean. It would need to be someone independent.
F: Right, so an audit is an independent check on the financial statements for so that the shareholders
– and other stakeholders such as the tax authorities – are comfortable that the information given is
accurate.
Who knows best?
When we are leading participants Socratically to key concepts or theories, we generally know the
answers we would like them to arrive at. However, there will often be times when we are asking
participants for their individual reflections as to how they have experienced something, or we are
helping them to plan future actions. In these cases you do not know the answers.
This may sound obvious, but it’s sometimes important to remind yourself of who best knows the
answer to your question. You may think you can guess what participants experienced during an
exercise but actually you can’t! It’s also helpful to respect the language they use when reflecting back
what they’ve said, rather than imposing your own ideas or metaphors.
Example
Facilitator: So what were you thinking when the client started shouting at you?
Participant: I could feel myself getting angry, as though I was gradually boiling up.
A good response would be “OK, so you were boiling up inside. How did that affect you?”
A less good response would be “Right, so you were cross, like a volcano about to explode. Did that
make you lose concentration?”
Similarly, leading participants Socratically to an action point you think will be helpful for them doesn’t
usually work – either make a suggestion directly or let them come up with the answers on their own!
Remember that asking good questions depends on really listening to the answers you get. Each
question should follow on from the last, not go along a track you have already decided on.

Six Types of Socratic Questions

The Socratic Method is a series of questions that are planned to lead the participants to generate key
points, to reflect on experiences or to plan how they will approach something. Below are examples of
questions that can be asked.
1. Questions for Clarification:

 Can you explain further?
 Can you give an example?
 What do you mean by …?
 What is your main point?
 Can someone put that another way?
 How does this relate to our discussion?
2. Questions that probe Assumptions:

 What are you assuming?
 How can we verify or disprove that assumption?
 What other assumptions should we consider?
3. Questions that probe reason and evidence:

 Why do you say that?
 What would be an example of that?
 What do you think causes this to happen?
4. Question about viewpoints and perspectives?

 What would be an alternative?
 What is another way to look at this line of thinking?
 Are there other viewpoints that we should consider?
5. Questions that probe implications and consequences:

 What generalizations can you make?
 What are the consequences of that assumption?
6. Questions about questions:

 What questions do you have? (opening question)
 Why do you ask that question?
 Why do you think I asked that question?
 How does this question apply to our case/simulation?

Session 5: How to give feedback

25 minutes
Session schedule
2 minutes Introduction COMB Facilitator
6 minutes Principles of feedback Facilitator
10 minutes Skill practice giving feedback Facilitator
3 minutes Agreeing the process of preparing and giving feedback Facilitator
2 minutes Giving written feedback Facilitator
Session overview
About this The purpose of this module is to establish some of the key principles of giving
session feedback and to provide a model for delivering helpful feedback that will be
understood, accepted, and acted on by the recipient. Participants have already
given feedback to each other so you can draw on this recent experience when
discussing the concepts below.
Context Learning any new skill cannot happen effectively without feedback – it is therefore
vital that facilitators learn to provide accurate, useful feedback and deliver it well.
This could be in the form of comments on a written deliverable (for example
working papers), or on a skill (for example interviewing a client) or on a process
(working with a team to complete a task).
 Prepare and deliver effective feedback
Benefits Participants may receive little feedback in their daily work life, particularly on
personal impact and communication skills. This means they will really appreciate
receiving objective feedback from a facilitator in a safe environment – it’s their
chance to make a difference. Throughout the two-day DFX program they will be
given the opportunity to practice giving and receiving feedback.
Key learning  How to prepare feedback using the Observe, Assess, Deliver model.
 How to structure a feedback session using the Example, Effect, Change model.
Participant Refer participants to the online support titled ‘How to give feedback’
resources
Facilitator  Refresh your knowledge by reading the Participant Resource: ‘How to give
Preparation feedback’ reproduced at the end of the session plan.
 Prepare the relevant flipchart (examples provided in session plan below)
 Flipchart 5.1 EEC Model
 Flipchart 5.2 Affirmative and Developmental Feedback

Minutes How to give feedback

2 Introduction Explain the Context, Objectives, Map and Benefits of this
COMB short session – refer to content summary above.
When delivering this session, set up the exercise in which
participants are giving you feedback on how you have
facilitated this session. Ensure you exhibit behaviors so they
can provide examples of both affirmative and developmental
feedback – try to balance both throughout the session.
Examples of common facilitation mistakes:
 When describing the model, speak into the flipchart.
 Use ‘filler words’ (ummm, like, so, you know, etc.).
 Read from notes directly (word for word).
 Do something distracting (play with pen, tap table, check
your phone, keep looking at the clock or your watch,
etc.).
 Exhibit bad energy (slouch in chair, talk slower, etc.).
Remember to also provide examples of good facilitation

techniques.
 Making eye contact with each participant.
 Bringing good energy.
 Don’t read your notes.
 Minimize distractions.
 Engage the participants.
 Share a personal story.
6 Principles of feedback Divide the group into pairs, then ask each pair to discuss
their own experiences of being given feedback, both positive
and negative.
Flipchart 5.1
Ask for one participant to share a memorable example.

Following the story, use good and bad behaviors to establish
the core principles, in particular:
 Affirmative/Developmental
 Example/Effect/Change
Use prepared Flipchart 5.1 with the EEC model outlined.
Walk participants through the model by providing a brief
example.
10 Pairs practice giving In the same pairs, give participants three minutes to create
feedback some Affirmative and Developmental feedback for the lead
facilitator on their facilitation of this session so far (one
example of each), using the EEC model.
Get each pair to share their feedback (one example of each)
with the facilitator, facilitator will write them on the blank
Flipchart 5.2 and then review and summarize as a group.

Flipchart 5.2 In this exercise identify the importance of giving

Affirmative Developmental
developmental feedback and encourage participants reluctant
to give it. Let them know they will be providing each other
feedback throughout the two days. Giving their colleagues
balanced feedback provides a setting where participants can
learn and grow.
3 Agreeing with the Discuss how to prepare for, and structure, a feedback
process of preparing session. Try to cover the following points:
and giving feedback  Invite self-review
 Observe/assess/deliver
Highlight that feedback should be a dialogue, involving the
receiver in assessing their own performance and considering
next steps.
Feedback should be the basis for change and improvement.
2 Giving Written Discuss how it is becoming more common for facilitators to

Feedback provide feedback through written comments (for example in
simulations).
Ask participants to share some examples of how they can
provide written feedback both quickly and effectively:
 Focus on the ‘top three headlines’.
 Be specific rather than making general comments.
 Give examples of the behavior you are describing.
Read this example:

“Great job for the most part. Next time raise your energy”.
Ask, how would that make you feel if you received this
feedback?
 Vague – it doesn’t provide a specific example.
 Doesn’t provide any information on the impact of the
behaviour.
Here is another example:

“You provided good eye contract, you covered all the material,
you asked good questions, you had good visual aids; but you
spoke very fast, your voice was very quiet, your hands were
in your pockets, and you ignored one person who wanted to
ask a question”.
Ask, how would that make you feel if you received this
feedback?
 It is a long list which can be overwhelming to the
person receiving the feedback.
 Doesn’t provide any information on the impact of the
behaviour.

 The use of ‘but’ negates all the positive comments

provided. Start with a separate sentence describing
developmental areas.
Here is a final example:
“The way you shared the visual model was very creative and
will make me remember the key concepts. You engaged the
group by having good eye contact and asking open-ended
questions. When setting-up the group activity, you gave the
instructions very quickly, which led to some confusion. Next
time you could provide step by step instructions and ask if
there are any questions”.
How did this one make you feel? Can you see the difference?
Over the next two days you will have an opportunity to

practice giving written feedback during the practice sessions.

Learning Review How will we apply this learning to the feedback we will give
each other on DFX?
What learning will you apply in your work as a facilitator?

Session 6: Briefing for facilitation practice (includes: How to debrief a

learning activity)
25 minutes
Session schedule
5 minutes Learning review Facilitator
5 minutes Discussion: What is a debrief? Facilitator
10 minutes Debrief methods Facilitator
5 minutes Individual skills practice session COMB Facilitator

(incl. giving feedback and debriefing skills)
Participants to finalize individual preparation
over lunch
Session overview
About this This session functions as a COMB for the set of facilitation practice sessions
session which follow. There is a recap of the learning so far, an introduction to
debriefing methods, a briefing for the rest of the day, and some time for
participants to finalize their practice sessions.
Participants are introduced to the importance of debriefing learning activities,

the role of the facilitator when debriefing and the different methods available.
Participants will then observe and participate in using the different debrief
methods during the skills practice feedback sessions on day 1 and 2. At the
end of the skills practice sessions, the facilitator will lead an overall debrief on
the activity.
Depending on the size of the group, you will move part of the participants
together with one DFX facilitator to a breakout room. There are only 6
sessions to be run, and each session should be run by one participant.
During the participant preparation time, facilitators need to set up and check
your video equipment.
Context It is important for participants to understand that following a learning activity,

debriefing is crucial to allow learners to summarize what they have learned and
start to think about how to apply the learning in real life. In effect, they are
personalizing the concepts and theories of the learning session.
Participants will now have the chance to practice facilitation, using the
sessions they were allocated before the program. They will receive feedback
from their peers and facilitator.

As the content they are delivering is relevant for everyone, this will be a real
learning experience for the group as well as the person practicing their
facilitation.
 Define what a debrief is and why it is important

 List different debrief methods
 Practice a variety of facilitation skills with a “live audience.”
 Practice giving feedback to each other.
Map As this briefing functions as a COMB for all the practice sessions, the Map will
be explaining the order of sessions and what will happen in each one – see
further details in the session plan below.
Benefits The practice sessions allow participants to try out the theory they have
learned so far and experience moving around the Learning Cycle!
Key learning Reflect on the key learning points from previous session topics (below) and
apply the skills in their practice sessions:
 Adult learning theory
 Introductions and expectations
 Engaging your learners – communicating with impact
 Giving feedback
 Debriefing
Participant Participants received a copy of their allocated skills practice as part of their
resources pre-work. Hand out copies of the pre-allocated skills practice sessions (session
7a-7f) for participants to refer to during their final preparation time.
Facilitator  Ensure videoing equipment is available and ready for use in the plenary
Preparation room
 Familiarize yourself with all skills practice sessions and be ready to fill in
missing content OR facilitate a session if you have less than 6 participants
 Put up Poster 2 ‘How we Learn’ and Poster 3 ‘Getting Started’ to remind
participants of the key adult learning principles covered in the quiz
 Flipchart 6.1 Debriefing methods
 Flipchart 6.2 Skills practice session instructions
 Flipchart 6.3 Skills practice session running order
Session plan (25 minutes for session + individual preparation over lunch)
Minutes Briefing for facilitation practice

5 Learning review Review learning by asking the group what they learned
from this morning’s sessions that they are now intending to
Poster 2 apply in their facilitation practice:
 Adult learning theory
 Introductions and expectations
 Engaging your learners – communicating with
impact
 Giving feedback
Refer participants to Poster 2 ‘How we Learn’ and Poster 3
‘Getting Started’ in the room to remind them of the key
concepts that were covered in the Quiz. Ask participants on


Poster 3 how to structure the middle of a session and how to
conclude a session.
As participants call out the skills, ask them to also reflect
on the different Learning Methods that they have
experienced. What were they? Why were they appropriate?
Allow participants a few minutes for individual reflection on
the different Learning Methods they have experienced, then
ask them to discuss in pairs and/or report back to the main
group.
Use questions to generate a short discussion about the
merits and application of different methods.
Link to the Facilitation Practice session by stating:
a) Experiencing and building confidence with a range of
methods is one of the benefits of the program.
b) The six facilitation practice sessions involve a range of
methods, and we will be able to review the merits and
application of them at the end of the day.
5 Discussion: What is a Explain that there is another skill we will explore and apply
debrief? in the upcoming skills sessions and that skill is debriefing.
Ask the following questions to conduct a group discussion

on debriefs:
 What is a debrief?
 Why do we use debriefs?
 Where does debriefing sit within the KOLB learning
cycle?
 Why is it important to prepare an effective debrief?
 What is the facilitators role in a debrief?
Ensure the following key messages are discussed:

 Debriefing is a crucial stage of the Learning Cycle.
It is the stage at which classroom learning begins
to be converted into personal learning and
behaviour change in the workplace.
 A debrief is an activity involving an element of
questioning and reflection (i.e. what have you
learned about the topic, and / or yourself?
 Allows participants to individually reflect and
personalize the concepts and theories learned
 Debriefing moves participants around the Learning

Cycle to Active Experimentation
 It is also often the easiest stage to “miss out”.
Make sure that you don’t miss it out because time
is short, or because it’s more fun to move on to
another activity.
As a facilitator your role is to ensure you complete the
Learning Cycle for learners and do not skip the debrief


10 Debrief methods Highlight to participants that before we brief the skills
practice session activity, we need to first look at the
different debrief methods available.
Flipchart 6.1 This is important as participants will observe, participate
and lead the different debrief methods in the upcoming
practice sessions during the feedback process.
Ask participants to share any debrief methods they have
seen in other training courses and write these up on a flip
chart.
Once you have captured the examples, show flipchart 6.1

which graphically shows the four different debrief methods.
Explain each of the four methods and how they are
commonly used during a learning program, share your own
personal examples on when to use and when not to use
certain methods referring to the overview provided below.
What, So What, Now What? Method
 During the “What” stage, the facilitator encourages
the group to focus on what (facts) actually
happened during the activity.
 During the “So What” stage, the discussion is
focused on the impact the experience had on the
individuals.
 During the “Now What” stage, the facilitator
encourages the group to move forward to
generalizing the learning for future application.
Plus / Delta Method
 This is a very simple method.
 In this method, the facilitator and / or group look
for aspects of the activity that went well, that the
group or individual should keep, and for aspects
that did not work so well, and that should be
changed. This can be recorded in two columns,
either on a flipchart of on paper.
Stop, Start, Continue
 This method is similar to the plus / delta. It

identifies
1. Areas of positive performance (things to
continue doing);
2. Areas to change (things to stop doing);
3. Additionally, the Stop/Start/Continue
model goes a step further to identify
new/alternative behaviours (things to
start doing).
 Comments can be documented on flipcharts as
well.
 It is often better to start with Continue, then move
on to Stop and Start


Analogies & Metaphors Method
Analogies and metaphor can be useful to sum up

experiences. For example, participants can be asked to
describe their experience as a thing or an object (such as a
car or other vehicle, an animal or a colour).
5 Individual skills Now, brief what will happen next in the skills practice
practice session COMB sessions by using the Context, Objectives, and Benefits in
Flipchart 6.2 the content summary.
Last, cover the Map for the rest of the day.
Explain to participants that they will now put theory into
practice.
Walk through the activity details refer to Flipchart 6.1
(see example) using the Why, What, How method:
Why:
 Participants can now practice facilitation, using the
sessions you allocated, either in advance or during this
session, and utilize a variety of different methods.
 Participants will practice running debrief sessions and
giving feedback using the EEC model.
Flipchart 6.3  Everyone will received constructive feedback from their
peers and facilitators.
What: Prepare a short 15 minute facilitated session
incorporating key skills and learning methods.
How:
 Explain that there will be two groups of six facilitation
practice sessions; we will shortly go through the order
(see example Flipchart 6.2).
 Explain the structure for each practice session:
 The practice session will run for no more than 15
minutes. It will be stopped by the program
facilitator. Encourage participants to manage their
time as this is a key facilitation skill. Remind them
that the sessions will be recorded.
 Highlight a common pitfall for participants is
spending too much time on the COMB. Ensure
participants limit the COMB to 2-3 minutes max.
 During the sessions the group will have feedback
forms to complete. They will have to manage this
dual role of being engaged participants and feedback
providers! Explain that each form is different,
building on the previous one as new skills are
introduced throughout the day.
 After the practice session the group will provide
feedback to the session facilitators using the EEC
model (refer to flipchart from session five).
 There will then be a final wrap up led by the program
facilitator, summarizing feedback and briefly
recapping content.
Ask the group whether they have any questions at this
point. Inform them of how much time they have to finalize


their individual preparation and the start time and location
for the first session.
TBC Final preparation Check in with the participant who is facilitating the first
(during lunch as session to ensure he/she is ready. Circulate and answer
required) any other questions. If using a video recording device,
ensure it is set up correctly and ready to go.
Depending on the size of your group, move some
participants to a breakout room. There are only 6 sessions
and a full session should be run by one participant.

Session 7: Guide to running the practice sessions

35 minutes
About these sessions
Each session is 35 minutes (15-minute session, 10-minute feedback, 5-minute review, and 5-minute
preparation for the next session)
The facilitation practice sessions form the core of Day 1 and are participants’ first real opportunity to
apply the knowledge and skills they have learned so far. Each participant has been given a session in
advance that they have prepared to deliver. These sessions build on each other, with each practice
session providing an opportunity for the skill introduced in the previous session to be demonstrated.
You have four main tasks during these sessions:

1. Manage the overall process and ensure the sessions keep to time
2. Manage the discussion of feedback given by the group
3. Ensure the sessions are recorded for later playback
4. Briefly cover or clarify any content from the session as required – refer to “content and
feedback considerations” below
Session plan
Each session will follow this format:
Minutes Facilitation practice sessions

15 Facilitation Before the session, distribute the feedback form and remind
practice participants to complete these during the session.
Let the session facilitator begin when they are ready.
Start the video recording (encourage participants to use their own

mobile phone for easy viewing).
Take notes during the session, identifying particular incidents you

wish to refer to later. It is advisable to record the time that these take
place, either by noting the time display on the video camera, or by
making a gesture in front of the camera that will be obvious when you
are reviewing the video.
Try not to be involved in the session itself, but remain as an observer.

Intervene only in an emergency!
After 15 minutes politely but firmly stop the participant if they have
not yet finished the session (or ask another participant to be the time-
keeper for their colleague). Use the time cards to provide 5 min/1
min/0 min warnings.
10 Group Give the participants a few minutes to fill in their feedback forms
feedback while the session facilitator reflects on how things went.
Begin the feedback session by asking the session facilitator what they
thought about the session.
Manage a discussion using one of the following suggested methods

(vary these in the day so that participants can experience several

Minutes Facilitation practice sessions

different ways of managing feedback). Ensure you showcase the use
of several debrief methods mentioned in the previous session.
 Free-flowing discussion, picking up on points the session

facilitator mentioned in their self-review. Ensure you cover
both affirmative and developmental feedback. Start with
“what went well”
 Go through the session chronologically and ask for comments
about each part (introduction, activity, discussion, learning
review)
 Participants discuss their feedback in pairs first before
reporting back to the main group. (Note: It’s important that
participants fill in their feedback forms as well so give them
enough time to do both)
 Participants note on Post-it Notes their “things to keep” and
“things to change.” These can be placed on a flip chart and
used by you to lead a discussion. Again, ensure the group has
time to complete their feedback forms as well
 As above, but in the categories of “stop,” “start,” and
“continue” or “what”, “so what”, “now what”
Make sure you specifically discuss the “new skill” that was included in
the practice session to help embed the learning – refer to the “content
and feedback considerations” below.
Finally, ask the session facilitator what the main things are that they
have learned from the practice and feedback.
Collect all the feedback forms from the group and pass them to the
session facilitator.
5 Content review This is the facilitator’s final opportunity to cover any important
content that was missed from the session. Participants have access to
the session content in the participant resources (emailed post
program), so you can highlight key messages rather than going into
detail. Refer to the “content and feedback considerations” table below.
5 Preparation Inform the next participant what time their session will start.
for next
session Ensure you have saved and labelled the recording of the session and
set up for the next participant.
Content and feedback considerations
Refer to the following timetable for details of key content that should be covered and questions to ask
about each “new skill” as participant’s progress through the skills practice sessions.

Session name Key content “New skill” – feedback

considerations
7a: Facilitation  On a learning program, Facilitation v presentation

v presentation presentation is a relatively small  How much time did the facilitator
part of the facilitator’s role. spend talking versus the group?
 Differences between presenters  Did the facilitator help the group to
and facilitators. go round the Learning Cycle?
 The facilitator’s role is to help  What did they do at each stage?
participants through each stage of  Did the participant use a variety of
the Learning Cycle. different questions appropriately?
 Did the participant use majority
open vs. closed questions and what
was the effect?
7b: Giving  Why; What; How Giving instructions

instructions  Clarify the deliverable (“What”)  Was the task clearly explained using
before detailing the process what; why; how?
(“How”) – especially where  Did participants know what they had
putting people into groups. to do?
 Check for understanding before  If not, what was the impact?
beginning.
 Write instructions on a flip chart
or slide if helpful.
7c: Managing a  Three different methods for asking Managing a discussion

whole group questions; over-head, direct and  Did the facilitator use questions
discussion re-directed techniques appropriately?
 “Living” and “Dead” silence  Were “living” and “dead” silences
 How to keep discussions on track dealt with in the right way?
 Was the whole group involved in
the discussion?
7d: How to  Visual aids should support, not Visual aids

make an distract from, the learning.  Was the visual aids used
impact with  Different types of visual aid. appropriately?
visual aids  Guidelines for using videos, flip  How did the visual aids support the
charts, and PowerPoint. session?
7e: How to  Facilitators need to consider the Learning Environment

optimize the learning environment to maximize  Create a learning environment that
learning participants learning. feels safe and allows participants to
environment become fully engaged?
 Build trust and encourage learners
to participate openly?
 Sustain energy and engagement
throughout the session?

Session name Key content “New skill” – feedback

considerations
7f: Managing  Discuss the different ways to Managing energy and engagement
energy and manage energy in the classroom  Did the facilitator use techniques to
engagement
to keep participant engagement maintain the right energy during
high the session?
 Participate in an energizer activity  If yes, what did they do?
 If not, what could they do
differently?
Facilitator note on energizers

At the end of the last skills practice session, facilitate a discussion with the participants to come up
with a list of energizers that they have experienced in the past. Capture this list on a flipchart and tell
participants that on day 2 there will be opportunities for the participants to run energizers.
Advanced feedback
If you have more experienced participants on the program, you may wish to focus on additional
feedback discussion points to develop the individuals further. See below for recommended advanced
feedback points:
Area of focus Points to discuss
KOLB Learning  How was the session adapted to cover all KOLB stages?
Cycle  Which part of the learning cycle did the participant focus on / miss out?
 How many times did the participant take learners round the cycle?
 How could the session be improved to ensure all stages are covered?
 How did the participant adapt the content to capture all learning styles
were addressed?
Participant learning  How confident is the participant that their audience learned something
new?
 How did they test the new knowledge gained?
Adapting the  How well did the participant adapt content / timing during the session
session (i.e. getting a conversation back on track, tailoring an activity due to
timing)?
 How did the participant ensure all participants were actively engaged
and involved?
Culture and  How did (or could) the participant customize the activities to ensure
diversity relevance for different cultures, knowledge and skill levels?
Authenticity  How did (or could) the participant make a genuine connection with the
audience (i.e. storytelling, humor, knowledge share, showing
vulnerability)

Session 8: Debriefing the skills practice sessions

15 minutes
Session schedule
10 minutes Activity: Debriefing the skills practice sessions Facilitator
Session overview
About this This session, builds on from session 6 where participants are introduced to the
session different debrief methods. Following the skills practice sessions, the facilitator leads
an overall debrief using the analogy / metaphor method.
Context Following the highly experiential skills practice sessions. Participants have captured
their individual learning and they are starting to connect their learning with their own
real life challenges.
Effectively, the learner is starting to move towards the next stage of the Learning
Cycle: Active Experimentation.
 Evaluate their own experience of the skills practice sessions using a debrief
method
Map See session plan below
Benefits Participants will understand the significance of closing the learning gap by running
debriefs. They have practiced applying the four debrief methods and will continue
to practice using the techniques during the skills practice sessions during day 2
Participant Refer to the participant resources and the section on ‘How to debrief a learning
resources activity’
Facilitator  Read the Participant Resource: ‘How to debrief a learning activity’.

Preparation  Prepare your own ‘fruit’ analogy regarding the participant skills practices
 Refer back to Flipchart 6.1 Debrief methods
Minutes Managing energy and engagement in the classroom

2 Introduction Explain the Context, Objectives, Map, and Benefits of this
COMB short session referring to the session overview
10 Activity: Debriefing Following the skills practice sessions, ask participants to

the skills practice reflect on their performance and their written and verbal
sessions feedback received. Allow participants 3 minutes reflection
time.
Then ask participants to write down 2-3 keep / change points

that they will focus on building / developing for day 2 co-
facilitator practice sessions.

Ask each individual to share these with the group so that

feedback on day 2 can be tailored around these focus areas
for each participant.
Ensure these points are written on Post-it notes and are

visible in the room so they can be referred back to on day 2.
5 Conclusion and Before ending the skills practice sessions, explain that you
Learning Review will run one last short debrief activity. Explain that you will
now run a debrief using an analogy / metaphor which is
creative but a very powerful and memorable tool.
Ask participants to describe the skills practice sessions if it
were a piece of fruit?
Kick off the debrief process by sharing your own fruit
example. Some ideas are below:
 Banana; as it signifies the learning curve you’ve
observed
 Orange; as a facilitator you’ve peeled away some
mystery surrounding the art of facilitation to reveal
‘bite sized’ juicy chunks of new information which
they have applied during the practice sessions
 Grapes; you’ve observed participants carefully pick
individual new skills and apply them in the practice
sessions. Overnight, you trust the grapes will start to
become a fine wine as they ‘mull’, reflect and
prepare for the second skills practice on day 2.
Ask participants if they have any questions, before moving

onto the next session.
Highlight the next steps will be for participants to observe their

video recording and apply learnings on day 2.
Conclude the skills practice sessions by thanking participants

for their preparation, openness and energy.

Session 9: Co-facilitation methods (including preparation time)

30 minutes
Session schedule
10 minutes Advantages and disadvantages of co-facilitating Facilitator
3 minutes Guidelines for co-facilitating Facilitator
2 minutes Conclusion and learning review Facilitator
3 minutes Allocation of co-facilitated sessions for day 2 Facilitator
10 minutes Participant preparation time
Session overview
About this This session introduces participants to co-facilitation best practices and common
session pitfalls when preparing to co-deliver a learning session.
At the end of the session, the facilitator will allocate participants the co-facilitation
topics for tomorrow’s co-facilitation skills practice sessions.
In allocating materials to participants, the facilitator should consider the following:
 How to pair up the participants (considering background, confidence and
performance so far)?
 Which session would be suitable for each pair, considering the order of
delivery and the content (e.g., avoiding the same person going first or last as
happened on Day 1)?
Context Participants need to start thinking about troubleshooting and anticipating potential
pitfalls. This session goes through some common problems when co-facilitating.
Work with your facilitator to deliver a facilitated session about a troubleshooting
topic on co-facilitation. The session must include a demonstration/role play of
things that can go wrong – either by you or participants.
 Describe the advantages and disadvantages of co-facilitating
 Describe what to discuss with your co-facilitator before the course begins
 Support your co-facilitator throughout a course
Benefits Participants will discuss common pitfalls when co-facilitating and will be able to
better prepare and apply co-facilitation best practice during day 2 skills practices.
Key learning There are common pitfalls to co-facilitation, advance preparation is key to avoid
many of these challenges.
Facilitator  Read the Participant Resource: ‘How to give feedback’.
Preparation  Have participant co-facilitation session hand-outs ready (CF1, CF2, CF3).
 Prepare the relevant flipchart (examples provided in session plan below):
 Flipchart 9.1 Co-facilitation advantages
 Flipchart 9.2 Co-facilitation challenges
 Flipchart 9.3 Co-facilitation guidelines
 Flipchart 9.4 Allocation of co-facilitation practice session

Minutes Co-facilitation
2 Introduction Welcome the group.
COMB Explain the Context, Objectives, Map, and Benefits of this
short session.
10 Advantages and Explain that participants will be doing a short brainstorming
disadvantages of co- activity to help them understand the advantages and
facilitating disadvantages of co-facilitation.
Flipchart 9.1
Explain that you will split the room into two groups. One group
will brainstorm all the advantages of co-facilitation and the
other half all the disadvantages. Ask the two teams to write
these lists on prepared flipcharts (see Flipchart 9.1 and 9.2).
After 3-4 minutes the groups will feedback to the whole group.
Split the group into two and get them started on the activity.
Co-facilitation advantages should include:

 Support with heavy content load and answering participant
questions.
Flipchart 9.2  Balance energy in the classroom.
 Support with activities (i.e. flipchart responses).
Co-facilitation challenges should include:

 Balancing different facilitation styles.
 Appearing as ‘one team’.
 One facilitator appears to be competing with the other.
 Correcting a facilitator in front of participants.
3 Guidelines for co- Following the activity where participants listed out the
facilitating challenges to co-facilitation.
Flipchart 9.3 Conduct a discussion on what the participants think they
should discuss with a co-facilitator before starting a course to
avoid these challenges. Flipchart the responses on a flipchart
titled ‘Co-facilitation guidelines’ (see Flipchart 9.3).
Possible responses should include:
 Agree content split.
 Discuss personal facilitation style.
 Discuss each other’s loves and bugs (i.e. how to handle
interruptions etc.).
 Discuss each other’s strengths and areas for development
as a facilitator.

 What learning will you apply in the co-facilitated sessions
you will do tomorrow?
3 Allocation of co- Inform participants they will be co-facilitating tomorrow
facilitated sessions morning. They will need to think about some of the items
for tomorrow we’ve discussed.

Minutes Co-facilitation
Allocate the sessions using the guidance provided above.
Flipchart 9.4 These sessions are:
 Participants’ behaviors and the scale of intervention.
 Diversity and culture.
 Learning reviews.
Inform participants they only have this evening to prepare
tomorrow’s sessions.
Inform them that tomorrow they will be working in pairs to co-
facilitate three more sessions. These will follow a similar
format to today (session followed by group feedback). Each
session will be 25 minutes rather than 15. There are several
options to running these sessions, depending on the size and
experience level of your group (options below are for 12
participants per group):
Option 1: No breakout rooms used – 3 sessions
Separate breakout rooms are not used. Four participants are
allocated to co-facilitate the session, leaving 8 participants to
run the session for.
Option 2: No breakout rooms used – 4 sessions
Separate breakout rooms are not used. You transform session
12 of Storytelling to a co-facilitated session instead of a
facilitator led session. This way, you would have 3 participants
allocated to co-facilitate the session, leaving 9 participants to
run the session for, which might be a more realistic situation.
Option 3: Use breakout rooms: 3 sessions
You split the total group into two subgroup and use 1 breakout
room. This will lead to 2 participants co-facilitate a session for
a total of 4 participants, which might not be a very realistic
scenario.
 During co-facilitation set up – tell participants they
can’t repeat any of the same activities, methods to get
them thinking more creatively and take risks – this
could be very good for an experienced audience
Inform the participants of whom they will be working with, in
what breakout room they will be and distribute materials
(Flipchart 9.4, adapting it to the chosen option).
They will be informed of the running order tomorrow morning.

Answer any questions.
Participants are responsible for preparing for the session

overnight. Highlight that there is only 30 minutes for final
preparation during the morning of day 2.

Session 10: Day 1 learning review and Day 2 briefing

15 minutes
Session schedule
5 minutes Briefing for tomorrows recap Facilitator
Optional: one-to-one video playback review (30-90 Peer and participant

minutes)
Session overview
About this This session acts as a learning review for the content covered so far.
session
Context At the end of the day, allow time for participants to reflect on the key content and
feedback they’ve received. This helps cement the key learning, allow participants
to plan for application on-the-job and complete the full Learning Cycle!
 Reflect on their own learning from day 1 in their Participant Guide.
 Conduct effective learning reviews with participants.
Map See session plan below
Benefits Participants reflect on their performance and skills learned on Day 1 so they can
apply and build on these skills on Day 2 and on-the-job.
Key learning  A learning review helps participants to ‘Reflect and review’ and move on to
personal ‘Conclusions, concepts and theories’.
 Your role is to help participants complete this review.
Participant  Completed feedback forms from peers and facilitators following the skills
resources practice sessions.
 Refer participants to open their Participant Guides to “Key learning from Day 1”
section
Facilitator Be familiar with key content covered on day one of the program.
Preparation
Minutes Learning review

10 Learning Ask participants to spend 5 minutes reviewing their feedback forms
review and reflecting on the comments they received. In particular, ask
them to pay attention to the “What I learned from this session” box
and write down the main things that were remembered. Ask them
to write down the answers to the following questions:
 What are the main themes from the feedback forms?
 What did people learn/remember from my session?
 What did I learn from your feedback and am going to do
differently tomorrow?
When they have finished, ask the group what they will remember
most from the day.
Ask specific questions about:
a) What they have learned about different learning methods.

Minutes Learning review

b) What they have learned about managing activities.
Use questions to generate a discussion about managing activities.
Ensure you discuss the key question “when to intervene, when to
stay out?” Refer to real-life examples from the day.
Finish the session by asking the participant what three things they
are going to focus on for the next day.
Draw the learning review to a close.
5 Briefing for Inform participants that there will be a recap in the morning.
tomorrows Inform participants that they will run this recap. Ask for two
recap volunteers or select two people to run the recap. If you will be
selecting the participants one way you can do this is by choosing
one person who you feel needs more practice and pair them with
someone who is more experienced.
Participants will also be running energizers on day 2 (before
practice sessions in break-out groups). Ask for volunteers who
want to lead an energizer.
30-90 Optional: peer It is optional to run a 30-90 minute session at the end of day 1
feedback giving participants the chance to see their video with one-to-one
coaching from a peer or facilitator.

Part IV: Facilitator Guide – Day 2
Session 11: Recap of Day 1 learning

30 minutes
Session schedule
15 minutes Recap activity (participant run) Participants
4 minutes Review the recap activity Facilitator
3 minutes Recap ideas for the future Facilitator
4 minutes Map of day two Facilitator
Session overview
About this This session contains a recap of the day before and a discussion of why recaps are
session recommended.
Context Most programs include recaps at the start of each day as a reminder of what was
covered the day before. This is done to help people make links between what has
already been learned and what comes next.

 Reconnect with what was learned yesterday
 Know why and how recaps are performed
 Wake up and tune in for the day ahead
Benefits Getting a group involved in a recap provides an energy boost and gives people a
chance to move on from worrying about their emails, their stressful journey, etc. It
makes participants more receptive for when you are covering new content.
Key learning Recaps are performed to:
 Create energy and enthusiasm in the room.
 Re-connect the participants with the key learning from the day before.
 Lay the foundation for the day to come.
Recaps should involve the participants as much as possible, and may be led by
them.
Participant Refer participants to ‘Recaps’ in the ‘resources’ section in their workbook. Two
resources volunteer participants prepare and lead the recap activity (15 minutes).
Facilitator Refresh your knowledge by reading the Participant Resource: ‘Recaps’.
Preparation

Minutes Recap of Day 1

2 Introduction Facilitator welcomes the group back to the room.
COMB Explain the Context, Objectives, Map, and Benefits of this
short session.
15 Recap activity Guidance for a simple picture-based quiz that might be used
(participant run) in Deloitte Facilitator Excellence is included as a separate
resource.
Alternatively, run any recap activity from the list in the
participant resource.
4 Review the recap Use questions to get the group to identify the potential value
activity of recaps, for example:
 Create energy and enthusiasm in the room
 Re-connect the participants with the key learning from
the day before
 Lay the foundation for the Day to come
3 Recap ideas for the Ask the group to recall successful or innovative recap
future activities from their own experience.
Make sure that the group has a way of recording good ideas.
facilitator?
4 Map of day two Refer to Flipchart 1.2 from Session 1 and walk participants
through what will happen during the rest of day two.
Flipchart 1.2
Remind the participants who volunteered to run an energizer
when they are going to lead them (before practice sessions
in break-out groups).

Facilitator Resource—recap of Day 1 learning
Preparation:
Create a matrix on a flip chart/two flip charts with 12 boxes (for twelve participants).
Draw a picture in each box depicting an idea or model from day one or from the pre-reading.
Cover the 12 pictures with 12 sheets of paper, and number them from 1 to 12.
Below are some example ideas (of a picture and a word – but only draw the picture). Use as many as
you have time to cover (or one per participant).
Visual aids Energy scale Socrates
Question Method: Redirection Example, Effect, Change / Pragmatist

Continue
Theorist Concepts and Theories
Activist
Reflection Active experimentation Concrete experience
Visual, Verbal, Vocal COMB Recap vs Debrief
Delivery
Divide your group into two teams. Explain that the teams will take turns to choose a number. You will
then reveal the picture beneath, and ask the team to:
 Identify it
 Explain its significance for facilitators
Two points for a great answer, one point for a basic answer.
Keep score. Prizes (perhaps) for the winning team.

Session 12: The power of storytelling

45 minutes
Optional
Depending on the option chosen in the co-facilitation set up, this might be a participant co-facilitated
session instead of a facilitator led session.
Session schedule
3 minutes Introduction Facilitator
5 minutes Group discussion Participants
10 minutes Embedding purpose into our stories Facilitator
5 minutes How to construct a story Facilitator
20 minutes Story telling activity Participants
Session overview
About this This session will establish the importance in telling relevant and effective stories
session when facilitating learning sessions.
Context Storytelling helps people stay engaged, understand the content and remember the
message. We remember things that engage our emotions and stories help to link
information to emotions, clarifying complex information and giving raw data
meaning.
 Use stories to enliven your content and enhance learning retention.
 Prepare and practice telling a story on making an impact that matters
Benefits The practice session will allow participants apply the theory of how to construct a
story, practice it, and get feedback on it.
Key learning How to prepare a relevant story using the Takeoff, Turbulence, Touchdown model
How to articulate a Purpose authentic to who we are
Participant Refer participants to the ‘resources’ section in their workbook, titled ‘Storytelling’.
resources
Facilitator  Refresh your knowledge by reading the Participant Resource on ‘Storytelling’

Preparation  Watch the storytelling video that is sent as part of the pre-work
 Prepare a story (2-3 minutes) that you can share where you made an impact
that mattered
 Prepare the relevant flipchart (examples provided in session plan below)
 Flipchart 12.1 Take-off, Turbulence, Touchdown diagram

Minutes The Power of Storytelling

3 Introduction Explain the Context, Objectives, Map and Benefits of this
session referring to the session plan above.
COMB
 Highlight that this topic is not only relevant when
facilitating, but also when communicating with clients
and their teams.
5 Group discussion Ask the participants how they might use stories when they
facilitate their next program.
Why do you think stories fall flat?

 They are too long.
 They are boring/not interesting.
 They are generic – the same story I’ve heard on multiple
occasions.
 They don’t seem realistic or authentic, especially if
everything in the story is too perfect.
 They are entertaining but don’t relate to the learning.
 There is no clear beginning, middle, and end.
What is the real power to storytelling?
 It is the most natural way humans convey information to
each other.
 As adult learners, hearing stories help us reflect and
conceptualize the impact of our behaviour and
experience.
 Great stories bring the learning to life.
 Stories are memorable - they help people remember key
points by making connections and chunking information
together (reference the Participant resource on powerful
storytelling).
 Stories are great differentiators – they are unique to us.
No one else has the same stories we have.
5 Embedding purpose  Tell participants that one way we can use stories is to
into our stories inspire our leaders and professionals to make an even
greater impact by consistently communicating ‘who we
are’ and bringing our Purpose to life through learning
programs.
 Deloitte is led by a purpose: to make an impact that
matters. This purpose defines who we are. It endures—
transcending the everyday and binding us together.
 To truly become a Purpose-led organization, it is the
responsibility of each and every one of us to embrace
our Purpose and continually ask ourselves: “Am I
making an impact that matters?”
 You have an opportunity to do this through the stories
you tell and how you make an impact that matters.
 You will have an opportunity to practice this in few
minutes.


10 How to construct a Tell participants a short (3 minute) story on how you make
story an impact that matters. Remember to include the
components of telling a good story described in the pre-work
video and also using the take-off, turbulence and touchdown
Flipchart 12.1 model described below.
Option: There are short videos clips of Deloitte Leaders
speaking on ‘making an impact that matters’, one can
instead be shown as an example
Refer to the video that was sent out as pre-work. Ask

participants what are the main components of an effective
story.
 Have a main character (or group of people)
 Describe a setting
 Include sharks/drama
 Identify the Simple Truth (resolution) - The main
point/moral of the story in one sentence
Ask for participants to share examples from your own story

that depict these different components
Describe the following key points to consider when

constructing a story (this model is from the DU program ‘Art
of Story’).
 Determine your journey (see diagram on the Flipchart
12.1)
 Take-off – begin with a specific time and place.
Describe the main character and his/her goal.
 Turbulence – Describe the unexpected ups and downs
of the journey.
 Touchdown –Tell how the obstacles were overcome
and shared lessons learned.
Remind participants that stories need to be told in a succinct

manner and no more than a couple of minutes.
Participants will now have a chance to practice telling a
short (2-3 minutes).
20 Story telling activity Introduce the following activity where participants will be
able to share their own story using the Why, What, How
model:
Why:
 To practice telling powerful stories to bring your future
facilitation sessions to life.
 To be aware of your purpose and to share that
experience with another person


What:
 Share your story where you made an impact that
matters (either personally, with a team or with a client)
and get feedback on how you tell that story from
someone else.
How:
 In pairs.
Person A:
(1) Writes down the ‘main point/take-away they would like
to convey from the story and folds the paper so the
other person can’t see it.
(2) Goal is to tell the full story within a 2-3-minute
timeframe.
Person B:
(1) Keeps track of time and makes sure the other person
does not go over the 3 minutes.
(2) Guesses the ‘main point’ (see if it corresponds to what
was written down on the paper).
(3) Gives feedback on the elements of powerful storytelling
Each individual has 5 minutes to write down their ‘take-

away’ and tell the story and 3 minutes to give feedback
before they switch.
Debrief by discussing with the group:
 What made the stories memorable or compelling?
 Did the story seem real and authentic?
 Were people able to determine the ‘main point’ of the
story?
Ask the group to create a list of ideas for when and how to
use stories to make content memorable and engaging.

facilitator?

Session 13: Preparation of co-facilitation practice sessions

30 minutes
About these sessions
Participants are briefed on their co-facilitation session at the end of day 1.
This is a 30 minute session (5 minute set-up and 25 minutes of prep time).
The co-facilitation practice sessions in Day 2 are designed to build on those from Day 1 and stretch
participants further. This happens for several reasons:
 Participants should incorporate what they learned yesterday - in terms of the content covered
and the feedback they received.
 Participants have a new challenge in that they now have to co-facilitate.
 Sessions are slightly less structured so participants have a few more decisions to make about
exactly how each session should flow.
 You will no longer be responsible for keeping sessions to time – it will be up to the group to
monitor this for their sessions and agree how to deal with overruns (e.g., by shortening lunch
or leaving later). Make this clear to the group before starting.
 Remind the participants that there is no additional set-up time, so they must be ready to
begin once the previous session has concluded.
As participants are likely to be more comfortable with each other and relaxed than on day 1, there
may be a risk that the feedback in the group becomes less challenging, and the atmosphere a little
cozy. If this happens, try to counteract it by:
 Asking the group to raise the level of challenge in the feedback it gives.
 Increasing the challenge in your own feedback – showing that you expect improvement on day
one.
On Day 1 the feedback discussions were led by the facilitators. On Day 2 it is recommended that the
participants take responsibility for running these sessions, with the facilitator clarifying any content as
needed during the 10-minute content review time.
The feedback sessions should be allocated as follows (you might need to make some adjustments to
feedback allocations depending on the option you have chosen to allocate sessions to the
participants):
Session Feedback session led by:
13 (a) Participants 1&2; Participants 7&8 Participants 5&6; Participants 11&12
13 (b) Participants 3&4; Participants 9&10 Participants 1&2; Participants 7&8
13 (c) Participants 5&6; Participants 11&12 Participants 3&4; Participants 9&10
As a pair, participants run a short five-minute energizer in each of the small break-out groups before
the practice session. Make sure the participants are selected before the break. Record these events.

Session plan
Minutes Before the first sessions begins

5 Energizer A pair of participants run a short energizer before the start of the
session
5 Set up Walk participants through how the co-facilitation sessions will run
using the following 40-minute format
Minutes Facilitation practice sessions: 40 minutes each (repeat 3-4 times)

25 Facilitation Before the session, distribute the relevant feedback forms and remind
practice participants to be completing these during the session, making sure
that they are clear which co-facilitator their comments relate to.
Remind the session co-facilitators that they are responsible for

keeping to time and let them start when they are ready.
Remind the participants leading the feedback session that they are
responsible for leading the feedback as soon as the session has ended.
Take notes during the session, identifying particular incidents you wish
to refer to later. Try not to be involved in the session itself, but remain
as an observer. Intervene only in an emergency.
10 Group At the end of session, the participants who have been tasked the
feedback responsibility for leading the feedback should give the other
participants a few minutes to fill in their feedback forms, while the
session co-facilitators reflect on how things went.
To help participants you may also wish to refer them to the “Content
and feedback considerations” from day one where appropriate
(reproduced below).
Allow the participants to manage the feedback discussion, by either

using some of the methods from yesterday or if more appropriate by
having a free-flowing discussion which allows points to emerge more
naturally. At the end ensure all the feedback forms from the group
and pass them to the session facilitator.
5 Content Thank the participants for leading the feedback and provide brief
review feedback on how they managed the process.
This is your final opportunity to cover any important content that was
missed from the session. Participants have access to the session
content in their learning journals, so you can highlight key messages
rather than going into detail. Key things to cover:
 (Session 1) The scale of intervention provides a helpful guide to
help you facilitate in a way that optimizes the learning of the
whole group. You will develop over time your own best approach
to managing the behaviour of your participants.
 (Session 2) Diversity in groups should be respected. People in
different cultures may have different norms related to
communications.
 (Session 3) Learning reviews help participants make the
connection between the learning program and their workplace.
Learning reviews should include learning about content and
learning about self.

Session 14: Introduction to simulations

30 minutes
Session schedule
5 minutes Introduce the session Facilitator
5 minutes Discussion: what is a simulation? Facilitator
5 minutes Activity: skills required to run simulations Facilitator
5 minutes The role of the coach Facilitator
7 minutes Structure of a simulation phase Facilitator
3 minutes Review and recap Facilitator
Session overview
About this This session gives participants a basic understanding of what a simulation is and
session how it differs from a classroom program. Participants will experience two (optional
third) simulations as both coaches and participants during the remainder of the
program so you only need to provide an overview at this stage.
The session also makes the link between the facilitation skills participants have
learned so far and the ones they will be concentrating on in the simulation.
The simulation exercises will be run with all participants in one room. If breakout
rooms were used during the classroom skills exercises, make sure to regroup all
participants in the plenary room prior to the start of the simulation introduction
session.
Note: For the simulation introduction and skills practice sessions, participants will
play the role of a coach and not facilitator.
Context Simulation programs are a particular type of classroom learning being used
increasingly by Member Firms and Business Units as a very effective way of
learning skills, especially around Leadership, Professional and Industry-related skill
development. This session introduces participants to simulation programs and
looks at the skills that are most important when coaching them. Over the
remainder of the program participants will have a chance to experience a
simulation session, both as a participant and a coach.
Objectives The overall objective of this session is to raise awareness of simulations and the
faculty coach roles and help participants understand:
 What a simulation is, including roles, phases and how it differs from a
classroom session
 Which skills are most important when coaching a simulation
 The plan for the rest of the day
Benefits The simulation skills practice will provide the opportunity to further practice
relevant classroom facilitation skills such as running role-plays and giving
feedback, using Socratic questioning, debriefing role-plays and learning reviews
and action planning.

Key learning  A simulation puts participants into a story that is relevant to their working life,
and they remain in this role for the majority of the program
 In a simulation, participants have a greater level of responsibility and
autonomy in terms of how they approach the tasks they are given. They
usually work in small teams throughout
 Simulations put less emphasis on the facilitator presenting information or
leading whole group discussions – instead they guide participants to discover
the learning for themselves
 Coaching a simulation uses many of the same skills as facilitating a classroom
program, but there are some skills that are particularly emphasized
Participant  Following this program delivery, participants will receive resources, which
resources covers kick-offs, working sessions, meetings and team dynamics in more
detail.
Facilitator  Read the Participant Resource: ‘Simulation programs.’

Preparation  Keep Poster 2 ‘How people learn’ visible in the classroom as it will be referred to
during the session.
 Prepare the relevant flipcharts (example provided in session plan below)
 Flipchart 14.1 Simulations are…
 Flipchart 14.2 Comfort/Stretch/Panic/Disengage zones
 Flipchart 14.3 Simulation Skills
 Flipchart 14.4 Simulation Roles
 Flipchart 14.5 Simulation Phases
Minutes Session
5 Introduce the session Refer back to the end of the last session in facilitation skills
and emphasize that now the focus will move onto
simulation skills (e.g. the door on classroom skills is
closed).
Flipchart 14.1 Briefly introduce the session by highlighting the following

context:
Simulations are…  Simulation programs are a particular type of classroom
learning being used by various Member Firms and
Business Units as an effective way of learning certain
skills
 Deloitte University features simulations at various
levels in the curriculum – specifically programs that
develop Leadership, Professional and Industry-related
skills. It is important that participants are prepared to
lead both classroom sessions and simulations
This session introduces participants to simulation programs

and looks at the skills that are most important when
coaching them.
Ask the participants the following:

“Has anyone experienced a simulation before?”
Capture their feedback on Flipchart 14.1

Minutes Session
If anyone has, ask the participant/s to describe their
experience and how it was different from a classroom
session. Some possible answers include the following:
 Experiential
 Activity based
 Practice ‘real life’ scenarios in a safe environment
 Worked in small groups / teams
 Competition element
 Received a lot of feedback and coaching
 Faculty seemed more ‘hands off’
 Less slides used
 Include role-plays
If nobody has, ask them to suggest what they think it

would be like. Explain the objectives, map, and benefits of
the session by referring to the content summary above.
5 Discussion: What is a Referring back to participants’ ideas or experiences of
simulation? simulations, lead a discussion about what they are and
how they are run. For this next discussion, the goal is to
help participants understand core coaching skills applied to
the classroom – essentially, that as a coach we help
participants analyze what is going on, and we provide
them with different coaching skills to help participants and
teams get “unstuck” or “consider other options” –
essentially encouraging learning and “a ha moments”
through coaching techniques.
OPTIONAL Discussion to help participants understand their

role as a simulation coach. Adapt the following discussion:
 The aim of a simulation is to create a learning

situation that is as close as possible to real life.
 Participants play a role in a “story” that is similar to
the one they normally have.
 Examples of possible stories that would be relevant at
Deloitte:
o Coaching a staff member
o Having a difficult client conversation
o Updating a project P/D
o Learning to become a trusted business advisor
 People work, usually in teams, to complete goals or
tasks that are relevant to their job role (Manager and
Flipchart 14.2 Senior Manager Leadership skills).
 Teams are provided with realistic tools and data that
reflect what they would use in real life (for example
Disengage client email and projects details).
 Teams learn how to do things by using “performance
support” provided during the simulation.
Panic
The “coach” (i.e., facilitator) interacts with individual
Stretch teams and the whole group and provides a “stretch” zone
(share Flipchart 14.2). The goal is to push people out of
Comfort his/her comfort zone into the stretch zone while
simultaneously keeping participants out of panic and
disengage zone.

Minutes Session
Lead a productive group discussion where you ask for
participants to weigh in on their thoughts. Ask: Do you
think it is appropriate to get people into the panic mode?
Responses will vary but debrief the question by explaining
that the key to the panic zone is to have a re-entry plan.
You cannot keep them in panic too long and the need for
a safe and trusted environment is crucial.
OPTIONAL ACTIVITY: Divide the room in half by saying

“Stand on the left side of the room if you think it is best
to keep the majority of your classroom in the “stretch
zone” – stand on the right side if you think it is best to
push your participants into the “panic zone.” Ask several
to comment on their decision.
Note: There is no right answer to this. The best recap is

to move between comfort, stretch and at times, panic. For
example, some participants will move to the “panic zone”
when they find out they will participate in a role play. It is
our role as classroom coaches to monitor that learners
who appear panicked are able to cope with the pressure
and stress. If we see learners exhibit negative panic
behaviours (crying, leave the room (disengage), get
upset, etc.), we should be prepared to help coach that
person to prepare for the role-play – encouraging
participation. In rare cases, you can partner up a learner
with another team member if panic does not return to the
“stretch zone.”
5 Activity: skills required to Prepare a flip chart with an arrow on it (Flipchart 14.3).
run simulations At one end write “least relevant” and at the other “most
relevant.”
Flipchart 14.3
Ask participants to note down on Post-it Notes all the
different skills we have looked at in the program so far
(one skill per Post-it). Then ask them to place the Post-it
Notes on the arrow where they think they go (i.e., skills
that are most relevant for simulations at one end and least
at the other) or ask each person to share one with the
room and tell you where to put it on the line until all post-
it notes are added (without repeating any).
Least relevant skills:

 Presenting information
 Visual aids—less important where most of the work is
done in small groups
 Recaps and energizers—these aren’t encouraged in
simulation programs as they distract from the reality of
the story
Most relevant skills are:

 Questioning and listening
 Managing discussion
 Telling stories (often referred to as “war stories”)
 Giving instructions
 Debriefing
 Learning reviews
 Managing group dynamics and participant behaviours

Minutes Session
 Giving feedback
5 The role of the coach Now highlight that a key feature of simulations is that
facilitators assume the role as ‘coach.’ Explain that we will
now discuss the role of the coach during a simulation.
Use the example of a flight simulator - simulators are
designed in a way that the pilot feels like they are really
flying the plane and they have to react to real life
situations in the same way they would if they were in the
air. As coach, you are the pilot, and it is your job that the
team does not crash and burn.
Many participants will struggle with performing the role of
a coach. Make sure the difference between a facilitator and
a coach is very clear. Explain to participants that they will
have the opportunity to practice later in the program.
Ask participants: “What is the role of the coach?” “What is
the difference between being a coach and a facilitator?”
Possible responses include the following:
 Help participants understand their tasks.
 Provide assistance on an as-needed basis when
participants proactively seek help.
 Check in with participants to make sure they are
keeping to the schedule.
 Lead discussions to help teams deepen their
understanding of content or ability to use skills. This
may include telling stories about their own
experiences.
 Lead reflection discussions to help participants
articulate the lessons they learned through their
experiences and how those lessons will apply to real
world work situations.
 Critique participant deliverables, providing feedback
that participants can use toward improved revisions.
 Note that there is little, if any, presentation of
information or large group discussion.
Share Flipchart 14.4.
Flipchart 14.4
Briefly address the other roles also included in a
simulation: Classroom Coach, Cast Member, Participant
Simulation Roles Role-Play/Interview Member, Team Members (or
 Participants participants).
 Classroom Coach
 Process Coach Explain that participants will take part of two simulation
 Cast Member practices throughout the afternoon and that the focus of
this program is aimed at preparing the participants to take
up the role as coach.
In some circumstances, they might also be asked to take
up additional roles (such as a cast member), but that will
not be the purpose of today’s session. Cast members
usually get sufficient preparation for their role in specific
TTT session before a simulation.

Minutes Session
7 Structure of a simulation Share Flipchart 14.5. A simulation is usually divided into
phase a number of phases, each of which has a task or
deliverable that has to be completed. Sometimes teams
may be working toward several different tasks
simultaneously (e.g., preparing for a meeting while
Flipchart 14.5 completing some documentation). While sessions may vary
in structure, a typical one will have four phases:
Simulation Phases
Simulation Kick off Simulation Kick-off

What happens: Room Coach sets the context for the whole
Phase Kick off simulation.
Working Session Coach role:
1. Introduce why participants are here
Meeting 2. Explain that the program that they are attending is
set up as a simulation and briefly explain the concepts
Debrief
3. Provide some basic information on the simulation
(company they will be working on, explanation of the
IT systems to be used, …)
4. Explain the different roles and who will be performing
them
Phase Kick-off
What happens: Room Coach sets the context for the
current phase of the simulation for 5-10 minutes, and the
automated system will move the participants forward.
Coach role:
1. Introduce the simulation phase, topic or skill
2. Explain the deliverable (if required)
3. Direct team to appropriate performance support (if
required)
NOTE: Most of our new simulations use a software-based

program to move teams along and provide everything
needed to keep teams on track and on task for each
phase.
Working Session
What happens: Teams work toward their task or
deliverable – for example, reading and analyzing some
background information in preparation for a client meeting
Coach role:
1. Check in to see how teams are progressing
2. Use Socratic questioning to help participants
understand concepts
3. Observe team dynamics
4. Share stories
5. Provide additional data if needed for the task
Interview/Role-Play Meeting
What happens: Team conducts client meeting (we will not
be observing this today – but this helps you understand
how simulations are run).
Cast role:

Minutes Session
1. Play the role of the client (usually a different set of
coaches serve as cast members)
2. Provide immediate feedback to the team
Debrief
What happens: Learning review and action plan.
Coach role:
1. Lead learning review
2. Help participants think about how they will apply this
learning in their job
3. Share stories
3 Review and recap Ask participants to reflect on their key learning from the
Poster 2 “How we learn” introduction to simulations session.
Ask participants to reflect on Kolb’s learning cycle see
Poster 2 and ask where the various aspects of simulations
sits in the cycle. This should provide for some good
discussion and reflection.
Ask participants to check their resource booklet to ensure
they have all of the ‘performance support’ simulation
notes.

Session 15: Simulation practice preparation

55 minutes (split by lunch based on the agenda)
Session schedule
10 minutes Simulation activity instructions Facilitator
45 minutes Participant preparation for simulation All

(it is optional to provide a working lunch to
allow participants more time for preparation)
Session overview
About this This session is intended to be run “simulation style.” The facilitator will open the
session session by explaining how the rest of the afternoon will run with two simulation
practice sessions. After the facilitator has given the initial briefing and
instructions, participants will be allocated to the sessions using the printed
handout participant materials (below).
An optional third simulation (Session 18) is included if your number of

participants and experience level of the participants will allow for it. This
facilitator guide is designed to run two simulations for 12 participants. If you use
the optional third simulation, this would follow the same set up as Simulation 2
(Session 17).
Your role as the facilitator is to guide participants’ preparation, using Socratic

questioning to ensure they understand their roles and what they need to do.
Some suggestions are given in the phase structure below (which is in the same
format as the simulation practice sessions).
Context To prepare participants for coaching simulations in future, they will lead a
simulation practice as a coach and act as a participant.

 Describe the logistics and flow of the upcoming simulation practice sessions
 Practice leading a simulation in a coach role
 Participate in a simulation as a participant and providing feedback
Benefits This session gives participants experience leading simulation learning and an
opportunity to further practice relevant facilitation skills (i.e., giving instructions,
providing feedback, using Socratic questioning and running debriefs, learning
reviews, and action planning).

Key learning  A simulation puts participants into a story that is relevant to their working
life, and they remain in this role for the majority of the program.
 In a simulation, participants have a greater level of responsibility and
autonomy in terms of how they approach the tasks they are given. They
usually work in small teams throughout.
 Simulations put less emphasis on the facilitator presenting information or
leading whole group discussions – instead they are there to guide
participants to discover the learning for themselves.
 Coaching a simulation utilizes many of the same skills as facilitating a
classroom program, but there are some that are particularly emphasized as
highlighted in the previous session.
Participant Coach materials:

materials  Simulation Kick-off Coach Guide
 Simulation Session 1: Engagement Team Meeting Coach Guide
 Simulation Session 2: Performance management conversation Coach Guide
 OPTIONAL Simulation Session 3: Meeting with Client Coach Guide
Participant materials:
 Simulation Session 1: Engagement Team Meeting Handout
 Simulation Session 2: Performance Management Conversation Handout
 OPTIONAL Simulation Session 3: Meeting with Client Handout
Facilitator Ensure you are familiar with all the session materials so you can help the
preparation individuals and pairs to prepare effectively.
 Flipchart 15.1 Simulation Practice

 Poster 10: Elite Running
Room setup While participants are having lunch, reset the room into a simulation set up
ready for the participants to start the simulation exercises when they get back.
OPTIONAL: if your timing allows, have participants re-arrange the room as part
of their learning experience to understand the different roles in a simulation.
Simulation room set up includes the following (for 12 participants):

 Three round tables with 4 chairs each
 One participant room coach table with 4 chairs
X
X
Example:
X
FRONT OF ROOM
X X X X
X
Table Table
1 2
X X X X
X X
Table
3
X X

The simulation exercises that participants will be working on are based on the
company Elite Running, which is a company that sells athletic sportswear. If
possible, bring some props to the room, such as sporting equipment, or wear
some sport shoes/sneakers.
Hang Poster 10 Elite Running on the wall.
Minutes Simulation practice preparation

10 Provide simulation Explain the activity instructions to participants:
activity instructions 1. Inform participants that they will now have the chance
to coach a portion of a simulation.
2. Some sections will be delivered in pairs, others will be
Flipchart 15.1
individual.
3. When participants are not in the role of a coach, they
will be in the role of the “team” and take part as a
Simulation Practice participant in the simulation. Explain that in this case,
Phase Coach Time the simulation they will be taking part in is aimed at
manager level.
Sim Kick off P1&2 10’ 4. Each classroom coach will have particular parts of the
Simulation 1 simulation that they have responsibility for. This is
detailed in the guidance they will receive.
Phase Kick-off P3 5’ 5. They will have the opportunity to co-coach a specific
Working session P4&5 10’ part of the lifecycle of a short simulation: the
simulation kick-off, the phase kick-off, coaching their
Debrief P6&7 10’ teams during the working session, or leading a debrief.
Simulation 2 6. Create Flipchart 15.1 Simulation practice to indicate
to participants which simulation and which coach role
Phase Kick-off P8 5’
they will be responsible for.
Working session P9&10 10’ 7. Add names and allocate roles to Flipchart 15.1 using
the following considerations:
Debrief P11&12 10’
a. Pair up participants that have not worked
together before.
b. The suggested split in Flipchart 15.1 is based
on the assumption of 12 participants. When
your group has less than 12 participants,
reduce the number of allocations of the sim
kick-off or the debrief to only one person, but
keep the number of coaches in the working
session to two.
c. Add the most experienced / confident
participants to Simulation 1 and the more
mixed skilled participants to Simulation 2.
8. Like prior practices, invite them to include the tools and
resources reviewed thus far including storytelling,
questioning, listening, and effective co-facilitation
techniques.
9. Ask whether there are any questions—if not, start
handing out the coach guides and let participants start
their preparations.
45 Participant Preparation Handout the coach guides to the participants depending on
for Simulation activities their allocated parts of the simulations:

Minutes Simulation practice preparation

 Participants 1&2: Simulation Kick-off Coach Guide
 Participants 3, 4, 5, 6 & 7: Simulation 1
Engagement Team Meeting Coach Guide
 Participants 8, 9, 10, 11 & 12: Simulation 2
Performance Management Conversation Coach
Guide
1. Allow teams 5-10 minutes to review the materials

received without interrupting them.
2. After these 10 minutes, check in with the participants
to ensure they are on the right track, ask Socratic
questions (examples below) to guide them through
their preparation:
a. What are the different materials you have to
look at?
b. What is the basic structure of the session?
c. What are the learning objectives of the session?
d. What are the different roles played by Coach 1
and Coach 2?
e. How will you divide the work between the two
coaches?
f. What do you think you’ll need to think about in
a kick-off? What’s the purpose of the kick-off?
How long should it last?
g. How will you approach the debrief session after
the meeting has finished?
h. What should be included in a debrief at the end
of a session?
i. What do you need to do to help participants
with their action planning? What sort of things
will they have written down?
If the team is struggling with these questions, refer
them to the Simulation performance support document
handout in the classroom which contains hints and tips.
Remind working session coaches that they will each
have one table to work with and coach.
3. Make yourself available for questions during the
remainder of the preparation time, release for lunch per
your agenda, and make sure the room is set up
correctly to start with the Simulation kick-off once the
participants return from lunch.

Session 16: Simulation Session 1 – New Member Team Meeting

55 minutes
Session schedule
10 minutes Simulation kick-off Participant Coach 1 & 2
5 minutes Phase kick-off Participant Coach 3
10 minutes Working session Participant Coach 4 & 5
10 minutes Room pause & Debrief of opening DFX Facilitator
10 minutes Debrief Participant Coach 6 & 7
10 minutes Feedback in main group DFX Facilitator
About this session
This first simulation module is an opportunity for all participants to understand the “look and feel” of a
simulation session. It is intentionally simpler in structure than the second simulation and contains
opportunities for the DFX facilitators to give feedback at regular intervals in front of the whole group.
Refer to the performance support document for further hints and tips on dealing with performance
management situations that may arise during the session.
Participant Simulation Session 1: New Team Member Meeting

materials  Simulation Session 1 New Team Member Meeting Coach Guide
 Simulation session 1 New Team Member Meeting Handout
Interview/role play meeting
This simulation is designed so that the actual role play/meeting that participants are preparing for is
not happening in the room. This has been intentionally set up in this way to represent a real
simulation as closely as possible: when delivering a simulation, role plays will be delivered by cast
members that most likely who are not the same as the coaches. In most simulations at Deloitte
University, coaches will stay in the room, or will be working with other groups, while participants take
part in role plays outside of the room. When participants return to the room, the most important role
for the coach is to find out what happened and debrief, without being part of the role play/meeting.
That is the scenario we are recreating through this setup.
Session and Led by Notes for program facilitator

timing
Simulation Participant The coaches will lead the simulation kick-off by using the
kick-off Coach 1 & 2 Simulation Kick-off coach guide. While coach 1 is coaching the
10 minutes group, coach 2 will be seated at the coaching table, and vice
versa.
The DFX facilitator will not intervene but in order to keep the
session on time, be prepared to stop the kick-off at 10 minutes
and move along to the next coaches.


timing
Feedback on the overall performance of the simulation kick-off
will be provided during the room pause.
Points to consider for feedback:
• Quality of providing general information on simulations?
• Did coaches set the scene adequately for the participants?
• Quality of Socratic questions?
• Was there a good balance between the two coaches?
At the end of the simulation kick-off, make sure that coach 1 & 2
take a place at one of the round tables and assume their role as a
participant for the remainder of the simulation activities.
Phase kick- Participant All coaches that have been allocated to Simulation 1 (coach 3, 4,
off Coach 3 5, 6 & 7) should now move towards the coaching table and the
5 minutes remainder of the group will be spread over two tables (table 3 will
now be empty).
Coach 3, who has been allocated the Phase Kick-off for

Simulation 1 will now take the floor. The other coaches for
Simulation 1 - coach 4, 5, 6 & 7 - will remain seated at coaches
table and will not intervene in the phase kick-off. Inform them
that they are observers, and that they will be called upon to
provide feedback during the room pause.
Room set-up (for 12 participants) for Phase kick-off:
4
Coach 3 5
6
7
1
Table 2 12
1
Table
8 9 2
10 11
After you have made sure that all seating allocations are correct,
handover to participant coach 3 who will now lead the Phase kick-
off for Simulation 1 based on the coach guide he/she has been
provided with.
The DFX facilitator will observe and provide the coach feedback
on the phase kick-off during the next room pause after the
working session.
• Were the instructions clear?
• Did the coach go over the fundamentals of a simulation?
• Was the introduction to Elite Running done properly


timing
• Did the participants know how to continue?
• How was the quality of Socratic questions?
• Did the coach gain engagement from participants at both
tables?
The phase kick-off will end when the handouts for Simulation 1
have been provided to the participants. At this time, coach 3
should move towards to the room coach table and continue to
observe, while coach 4 and 5 will take over to run the working
session.
Working Participant Coach 4 and 5 will now take over and run the working sessions.
session Coach 4 & 5 Each coach can now proceed to coach one table.
10 minutes Room set-up (for 12 participants) for the working session:
Coach 5 Coach 4 3
7
1
Table 2 12
1
Table
8 9 2
10 11
Coaches should give participants some time (about 5 minutes) to

read the background material and begin a table discussion around
the task before coaching them.
Listen into the coaching conversation but don’t intervene.
When 10 minutes have passed, the working session should come
to an end and participants need to be ready to have the meeting.
Room pause DFX Facilitator Come back into the centre of the room and call a “pause.” Make it
and debrief clear to the participants that we will now step out of the
on opening simulation and debrief the activities so far.
10 minutes Start the debrief by asking the coaches to self-reflect on the
Phase kick off first. What is going well? What could be improved
when running their part of the simulation? Ask observers for
feedback. Then move to the working session and ask the same
questions. Ask the observers to share feedback. Also check in
with the participants to see how they have experienced the
simulation so far.
Provide the coaches with additional feedback:
 Quality of Socratic questions
 Any further observations about team dynamics and strategies
for addressing these
 How prepared they think the team is to have the engagement
team meeting
 What’s the balance between helping teams and letting them
make mistakes?


timing
(Teams learn from their mistakes, but any confusion about
the nature of the task and/or deliverable should be cleared
up).
At the end of the room pause, ask the two final coaches for
Simulation 1 who will run the debrief (coach 6 & 7) to quickly
leave the room for 2 minutes.
One DFX facilitator will go out with coach 6 & 7 to remind the
coaches of the goal of the debrief which is outlined below:
 Find out what happened in the meeting and provide key
learning points on running a meeting with a new team
member and drawing conclusions which can be used on-the-
job.
Answers could include:
 Providing the new team member with a clear overview of the
project and the company
 Set clear expectations on how you will be working together
on this project
 Make the team member feel welcome in the team
 Set the basis for building client relationships
Debrief Participant While the 2 coaches who will be running the debrief are outside of
Coaches 6 & 7 the room, the remaining DFX facilitator provides the participants
with the outcome of the meeting for both table groups:
10 minutes
• Outcome: The meeting went well. Alex, the new team
member seems engaged and happy to get started on this new
project. Alex, does not have a lot of experience in project
management and is a bit overwhelmed with the tasks ahead
and has asked for some additional support on this. Alex
mentions to you that Kim, who is the experienced team
member on the project, seemed a bit distracted.
• Assign roles: The DFX facilitator will assign who performed the
role-play (only assign one person as each region only allows
one, rarely two, to complete role-plays. You can then share with
other team members on how to behave during the debrief (one
to talk too much, one to be disengaged/look at phone, etc.).
After you have explained the outcome to the participants, and

have given instructions to the participants on how to act out their
roles, call the coaches back in the room and let them start their
debrief.
Coaches step back into the room and debrief the role play with
the participants. Through Socratic questioning and listening skills,
they first need to find out what the outcome of the meeting was.
Secondly, the debrief session also needs to include learning and
action points with regards to having a New Team Member
Meeting.
Feedback in DFX Facilitator Make it clear that the simulation session has now come to a
main group close. Run a feedback session with the whole group on Simulation
1, considering the following:


timing
10 minutes  Managing engagement:
o What was the level of energy and engagement throughout
the different phases of the simulation? Highlight that it’s
important to generate enthusiasm as early as in the kick-
off for the task by explaining its importance with an
appropriate level of energy.
o How involved was the team in the discussion? Ask
questions such as “Who has given feedback to someone?”
or “Who has been given feedback in a way that was
ineffective?”
 Providing instructions:
o Did the team understand all the task and deliverable?
o How much time was spent discussing theories and
concepts? It may be appropriate to discuss theories and
concepts but the participants do have performance support
to assist with this.
 Team dynamics:
o What were the team dynamics during simulation? For
example, is one participant dominating the discussion?
Was anyone distracted and/or unclear about what to do?
 Team debrief and action planning:
o How did the coach structure the debrief session? This
session should be structured by asking the team to self-
appraise first.
o Did the coach provide appropriate feedback that brought
out the key learning points? The coach’s role is to ensure
that the feedback provided is direct and helpful, pointing
out where the team did well and what they could do
better.
o How involved were the team members in contributing to
the debrief discussion? While it’s important for the coach
to give their feedback, this is also an opportunity to ask
the teams Socratic questions to help them to draw their
own conclusions.
o Did the participants have the chance to consider what they
learned and how they will apply it? The feedback session
should include some time for participants to reflect on
what they have learned and what this means for them.

Session 17: Simulation Session 2 – Performance Management conversation

45 minutes
Session schedule
10 minutes Working session Participant Coach 9 & 10
10 minutes Debrief Participant Coach 11 & 12
10 minutes Overall Simulation debrief DFX Facilitator
About this session
This session will have the same general flow as Simulation 1 with the exclusion of the overall
simulation kick-off. To allow participants to experience a more realistic flow of a simulation there will
be no pause for feedback in the middle of the session, feedback will take place at the end of the
session only.
In this second simulation practice, it is optional to increase the challenge by introducing team dynamic
scenarios provided below.
This activity builds on from the previous simulation session where a New Team Member Meeting was
held between the manager and Alex, the new member on the Elite Running project. Alex mentioned
that Kim, an experienced team member, has been a bit distracted at work. Kim saw the manager in
the hall and has asked for a one-on-one conversation, which is scheduled in the afternoon.
Participant Simulation Session 2: Performance Management Conversation

materials  Simulation Session 2 Performance Management Coach Guide
 Simulation session 2 Performance Management Handout
Optional: Team dynamics—Scenario cards (print and cut out or write on a card)
If you feel confident in the level of the overall group performance in simulations, you can choose to
add an extra level of challenge for the coaches running this simulation session. Prior to the kick-off,
hand out the below team dynamic scenarios (write on a note or print) to a selected participant who
you think will be able to play the role effectively (without over-acting). The participant should not
reveal this “secret mission” until after the session is over. The purpose of this additional level is to
assess how the coach will react to this behaviour. Then, discuss during the session debrief.
CARDS
SCENARIO 1: SCENARIO 2:
Do not tell the coach or your teammates Do not tell the coach or your teammates
about this mission! about this mission!
You do not understand either the task or the You want to network with the person beside you,
concepts well, and ask the coach a lot of so you are talking directly to them and have a
questions to show that this is the case. side conversation. If the coach addresses your
If the coach answers your questions patiently behaviour, stop the individual discussion and turn
and effectively, you can “get it” eventually. your attention to the larger group.

Interview/Role play meeting
Similar to Simulation 1 New Team Member Meeting, the role play will not be performed in the room
and the facilitators will provide the participants with the outcome.
The session timetable is below:
Session Led by Notes for program facilitator

and timing
Phase Participant Room set up remains the same as Simulation 1.

Kick-off Coach 8 All coaches that have been allocated to Simulation 2 (coach 8, 9, 10,
11 & 12) should now move towards the coaching table and the
5 minutes remainder of the group will be spread over two tables.
After you have made sure that all seating allocations are correct,
handover to participant coach 8 who will now lead the Phase kick-off
for Simulation 2 based on the coach guide he/she has been provided
with.
Coach 8, who has been allocated the Phase Kick-off for Simulation 2
will now take the floor. The other coaches for Simulation 2 - coach 9,
10, 11 & 12 - will remain seated at the coaches table and will not
intervene in the phase kick-off. Inform them that they are observers,
and that they will be called upon to provide feedback during the
feedback session at the end of the simulation.
The coach will lead the phase kick off for this particular simulation on
Meeting with Kim, the experienced team member on the project.
The group of participants should incorporate any feedback provided
by the program facilitator to group 1 in regards to the kick-off.
The DFX facilitator will observe and provide the coach feedback on the
phase kick-off during the feedback session at the end of Simulation 2.
• Were the instructions clear?
• Did the participants know how to continue?
• How was the quality of Socratic questions?
• Did the coach gain engagement from participants at both tables?
The phase kick-off will end when the handouts for Simulation 2 have
been provided to the participants. At this time, coach 8 should move
towards to the room coach table and continue to observe, while coach
9 and 10 will take over to run the working session.
Working Participant Coach 9 and 10 take over after the phase kick-off and run the
session Coach 9 & working session. Room set up remains the same as the working
10 minutes 10 session in Simulation 1, with one coach assigned to one participant
table each.
Coach should give participants some time (about 5 minutes) to read
the background material and begin a table discussion around the task
before coaching them. The check in intervention should be no more
than five minutes.
Listen in to the coaching conversation but don’t intervene. Take a
note of feedback points and share this at the end of the session.
At the end of the working session, ask the coaches who will be doing
the debrief – Coach 11 & 12 – to exit the room for 2 minutes.


and timing
While the coaches are outside of the room, provide the participants
with further background on Kim and with the outcome of the meeting.
Additional background on Kim:

 Kim is resigning because s/he wants to be closer to home.
 Kim’s mum’s health has taken a turn for the worse and as the
only child, s/he feels responsibility to be there for her.
 Kim knows that people think the client and partner on the job are
the reasons for leaving, but that’s not the case. In fact, Kim
thinks that the partner on the job is an incredible leader and has
gained a lot of knowledge and support.
 Kim doesn’t expect Deloitte to make any special accommodations
because s/he doesn’t think it is Deloitte’s responsibility to do so.
Kim has only been with Deloitte 18 months and doesn’t think s/he
has any option but to quit.
 Kim enjoyed the time with Deloitte and while s/he doesn’t have
another job lined up yet, s/he’s looking for something with less
travel and more flexibility.
 Kim is not planning on sharing any information about her/his Mom
with the manager or Talent Manager because s/he likes to keep
her/his personal life private.
The facilitator will assign roles (e.g., participant A performed the

conversation role-play, B took notes and contributes to the debrief, C
should remain very distant, etc.) to the participants.
Give each table group a different outcome of what happened in the
meeting. You can choose one of following outcomes for each table and
explain to the participants what happened:
 Option 1: Very positive. Kim’s manager showed empathy and
inquired about Kim’s well-being to gain a better understanding of
the situation. In return, Kim shared the real reason s/he needed
to leave (to be with her/his Mum) and the manager shared
support of the situation. Kim will leave as a “colleague for life”
and Deloitte and Kim will cross paths again in the future.
 Option 2: Neutral. Kim’s manager asked the questions but didn’t
dig deep enough to get to the root cause. Kim answered the
questions generically and as a result, the manager really didn’t
know enough detail as to why Kim was leaving but honestly
wasn’t too worried about it. Kim had already resigned and since
the manager wasn’t able to change Kim’s mind about it, the
manager wrote it off as a loss for both Kim and Deloitte. Kim
leaves but Deloitte missed an opportunity to gain more info.
 Option 3: Negative. Kim’s manager comes into the meeting with
the pre-conceived notion that the reason Kim is leaving is
because the partner is working Kim too hard. The manager isn’t
engaged in active listening and tunes Kim’s responses out. The
manager and Kim argue about the reason for Kim’s leaving and
both parties leave the session feeling frustrated. Manager leaves
feeling smug about “figuring out” why Kim left and Kim leaves
disappointed with Deloitte.


and timing
Debrief Participant Coach 11 & 12 step back into the room and debrief the role play with
10 minutes Coach 11 & the participants.
12 Through Socratic questioning and listening skills, they first need to
find out what the outcome of the meeting was.
action points. As in Simulation 1, make it clear that the debrief should
be pointed to address what they feel are the key learning points for
this simulation when preparing for a meeting with a team member.
Since both table teams have a different outcome of the meeting,
coaches should listen to both groups and draw out learning points for
each team.
Feedback DFX Make it clear that the simulation session has now come to a close.
in main Facilitator Run a feedback session with the whole group on Simulation 2,
group considering the same items as mentioned in Simulation 1:
 What was the level of energy and engagement?
10 minutes  How involved was the team in the discussion?
 Did the team understand the task and deliverable?
 How much time was spent discussing theories and concepts?
 What were the team dynamics during the kick-off? How did
the coach deal with these?
 How did the coach structure the feedback session?
 How involved were the team members in contributing to the
feedback discussion?
If applicable, also address how the coach handled the additional level
of team dynamics.
Overall DFX  If you opt to use three simulations this session should be moved
simulation Facilitator to the end of session 18.
debrief  Run an overall debrief session on simulations with the
10 minutes participants. Ask participants to share how they felt during the
activities both as participants and coaches.
 Ask participants to share their key learning points by using the
Metaphor debrief model (i.e. How would they describe the role as
a coach if they were a car part?).

Session 18: Simulation Session 3 – Client meeting (OPTIONAL)

35 minutes
Session schedule
10 minutes Working session Participant Coaches 14 & 15
10 minutes Debrief Participant Coaches 16 & 17
About this session
This last session is an optional session to be used if the number of participants requires it, and should
be run in the same order as Session 17.
In this last simulation, we will be keeping the same basic approach as the first 2 simulations, and
again some additional twists in team dynamics have been added.
Participants are team members on an engagement for the entity, Elite Running (“Elite”). While at the
client site, the participants receive an urgent email from their LCSP informing them of an upcoming
meeting with the client, Jessie Jones. At the end of this working session, participants will need to be
prepared to meet with Jessie Jones by anticipating what questions she may be asking of them.
Participant Simulation Session 3: Meeting with the Client Jessie Jones
resources  Simulation Session 3 Meeting with the client Coach Guide
 Simulation session 3 Meeting with the client Handout
Optional: Team dynamics—Scenario cards (below – print and cut out or write on a card)
If you feel confident in the level of the overall group performance in simulations, you can choose to
add an extra level of practice for the coaches of the simulation for this session. Prior to the kick-off,
give the below dynamic scenarios to a participant you think will be able to play the role effectively
(without over-acting). They should not reveal this “secret mission” until after the session is over. The
purpose of this additional level is to assess how the coach will react to this behaviour. Discuss the
behaviour and the coach’s reaction to it during the session debrief.
CARDS
SCENARIO 1: SCENARIO 2:
Do not tell the coach or your teammates about Do not tell the coach or your teammates
this mission! about this mission!
You should dominate the conversation, answering You are distracted, have your laptop open,
(correctly) most of the coach’s questions before and continually tap away on the keyboard,
other team members have the chance to contribute. checking your phone, etc. rather than paying
If the coach deals with your behaviour effectively, attention to the coach.
respond by letting others speak. However, if they do If the coach engages you effectively, put your
not appear to appreciate your enthusiasm and screen down and show that you are now
knowledge, feel free to be annoyed and disengaged. concentrating.

Interview/Role play meeting
As like in simulation session 1 and 2, the role play will not be performed in the room and the
facilitators will provide the participants with the outcome.
Session plan
The session timetable is suggested to be as follows.

and
timing
Phase Participant Room set up, overall seating instructions and considerations for
Kick-off Coach 13 feedback remain the same as in Simulation 1:
5 minutes All coaches that have been allocated to Simulation 3 should now
move towards the coaching table and the remainder of the group will
be spread over two tables.
The participant coach, who has been allocated the Phase Kick-off for
Simulation 3 (The Meeting with Client Jessie Jones) will now take the
floor. The other coaches for Simulation 3 will remain seated at the
coaches table and will not intervene in the phase kick-off and will be
called upon to provide feedback during the feedback session at the
end of the simulation.
The group of participants should incorporate any feedback provided
by the program facilitator to the other groups in regards to the kick-
off.
The DFX facilitator will observe and provide the coach feedback on
the phase kick-off during the feedback session at the end of
Simulation 3.
The phase kick-off will end when the handouts for Simulation 3 have
been provided to the participants and the participant coaches of the
working session take over.
Working Participant The participant coaches running the working session take over. Room
session Coaches 14 & set up remains the same as the working session in Simulation 1, with
10 15 one coach assigned to one participant table each.
minutes Coaches should give participants some time (about 5 minutes) to
read the background material and begin a table discussion around the
task before coaching them. The check in intervention should be no
more than five minutes.
Listen in to the coaching conversation but don’t intervene. Take a
note of feedback points and share this at the end of the session.
At the end of the working session, ask the coaches who will be doing
the debrief to exit the room for 2 minutes. While the coaches are
outside of the room, provide the participants with some background
on Jessie and the outcome of the meeting.
Additional background on the Jessie:


and
timing
 Jessie is very loyal to “Elite Running” and is unhappy about the
rumors flying on a potential merger with “GO TRI IT!” a boutique
sporting goods store with locations throughout the globe.
 Jessie is actually quite worried about his/her position if this
merger goes through — thinking s/he may be replaced with some
“up and comer” from his/her department or from the new
company.
 Jessie thinks this merger is a risky financial move for Elite
Running and knows it will bring on a great deal of stress and
extra work for his/her team.
 Jessie is only meeting with the Deloitte team at his/her boss’s
insistence and is hoping Deloitte will side with him/her on the
downsides of the merger talks and convince Elite Running’s
leaders to call it off so s/he can go back to business as usual.
The facilitator will assign roles to the participants. The roles can be a
bit more challenging as in simulation 1 and 2, and may include some
of the team dynamic suggestion mentioned above. The facilitator
assigns each table with one of the following outcomes and explain to
the participants what happened:
 Option 1: Your team spokesperson does well in connecting with
Jessie on a personal level. Because of your empathy, Jessie opens
up to you on his/her feelings about the merger. You are able to
help Jessie see some of the potential advantages of the merger
and s/he is less apprehensive about the pursuit. As a result of the
meeting, Jessie tells you s/he will go back to leadership and give
Deloitte a vote of confidence in partnering with Elite if the merger
proceeds.
 Option 2: Your team spokesperson only focuses on SELL SELL
SELL. Jessie barely mentions the merger as s/he does not like
being steamrolled. Jessie politely ends the meeting early
pretending to address an emergency email on his/her smart
phone.
 Option 3: You are unsure of the outcome. Jessie has always
been hard to read. Jessie did mention the potential merger but
gave no details and shared nothing personal. You sense Jessie is
against the merger but can’t figure out why. You don’t know what
your next steps are or what to tell the LCSP.
Debrief Participant Coaches responsible for the debrief step back into the room and
10 Coaches 16 & debrief the role play with the participants.
minutes 17 Through Socratic questioning and listening skills, they first need to
find out what the outcome of the meeting was.
action points. As in Simulation 1, make it clear that the debrief should
be pointed to address what they feel are the key learning points for
this simulation when preparing for a meeting with a client.
Since both table teams have a different outcome of the meeting,
coaches should listen to both groups and draw out learning points for
each team.


and
timing
Feedback DFX Facilitator Make it clear that the simulation session has now come to a close.
in main Run a feedback session with the whole group on simulation 3,
group considering the same items as mentioned in Simulation 1 :
 What was the level of energy and engagement?
10  How involved was the team in the discussion?
minutes  Did the team understand the task and deliverable?
 How much time was spent discussing theories and concepts?
 What were the team dynamics during the kick-off? How did
the coach deal with these?
 How did the coach structure the feedback session?
 How involved were the team members in contributing to the
feedback discussion?
If applicable, also address how the coach handled the additional level
of team dynamics.

Session 19: Learning review and action planning

15 minutes
Session schedule
Timing Description Lead by
8 minutes Action planning session Facilitator
1 minute Support Facilitator
1 minute Program close Facilitator
Session overview
About this This session closes the live workshop and acts as a “bridge” to applying what
session participants have learned by emphasizing that participants are responsible for
driving and continuing their learning journey, but also recognizes that facilitators of
the program have a responsibility to support participants through this process.
This session provides guidelines about the tools and templates to support the
process.
Context Morgan W. McCall’s research (1998) shows that successful business people take a
proactive approach to their own learning and key career learning happens through a
variety of experiences: work challenges, great role models, coaching, overcoming
hardships, as well as through formal learning programs or personal study.
Deloitte’s 70/20/10 model is a practical application of McCall’s research. The journey
that participants will take after the program will include actions in all three parts of
the model.
Objectives This session helps participants:
 Consolidate their learning on the program

 Create an effective “Action Plan” to support their continued learning journey
Benefits By spending time reflecting, drawing conclusions and planning, participants will
continue to move around the learning cycle and embed the learning from the
program. By creating a concrete action plan, participants will feel committed to their
ongoing learning and be more successful in implementing their new skills.
Key learning  Effective Action Planning enhances the continued learning journey
 Time should be taken at the end of every program to “close” the course
 Action Planning and closing is an essential part of the process and should not be
forgotten
Participant Mention that participants will receive the on-line “Participant Resources” following
resources the close of the program and it contains helpful resources on all of the skills
developed in the program.
Facilitator Refresh your knowledge by reading the Participant Resource: ‘Action Planning.’
Preparation

Minutes Learning Review and Action Planning

- COMB Explain the Context, Objectives, Map and Benefits of this
session – refer to content summary above.
5 Learning review  Ask the participants to spend two minutes writing in their
Participant Learning Journal around key Day 1 and 2
learnings (p. 5), reflecting on their key learning from the
program.
 After two minutes ask them to stand by the poster or flip
chart on the wall which reflects their key learning. If there
is no poster for simulation skills – write “Simulation Skills”
on a flip chart at the front of the room.
 Ask each participant to explain why they chose the poster
they stood by and what they will do differently as a result
of this key piece of learning.
 Ensure all of the key learning from the program is covered.
Talk through any key themes that have not been covered
by participants.
8 Action planning  Remind participants of the importance of transferring the
learning to the work place and explain that as facilitators
session
they will be expected to create action plans with
participants.
 Introduce participants to the “Action Planning” template
included in the Participant Learning Journal (p. 7).
 Help all participants create a robust, realistic action plan to
help them to move forward after the program.
 Note to facilitator: This session is essential to the
learning so you must allocate sufficient time to this session
and not “cut it short” if time is running out.
1 Support Explain to participants what follow-up support will take place
after the program.
This may include:
 Participants will receive an email with resources covering
all of the skills developed in this learning program
 Participants will receive a link to the DFX learning portal
(coming soon)
Note to facilitator: The level of support will be tailored to
per region. Please check with your program director to
confirm what is expected in your member firm/region.
1 Program close Before closing the program, complete the following:
 Ask participant’s if there are any final questions.
 Thank the participants for their contribution and
participation throughout the two days.
 Thank the co-facilitators.
 Wish them a safe journey home.
 Formally close the DFX program.

Support with action planning
Participants will often fall into two different categories:
1) Those who are attending Deloitte Facilitator Excellence because they have been selected to act as
facilitators within their member firm or service line, and who know that they will be facilitating
“x” program in the near future.
2) Those who are attending Deloitte Facilitator Excellence because they have a general interest in
becoming a facilitator, or in developing these skills. They may not have a clear “next step” in
relation to their future development.
The table below describes the minimum expectations in relation to each of these participant groups
and gives some ideas about the ideas that might appear in their action plans.
Participants 70 If they have brought program material with them, refer them to their
who have been ideas from “The power of storytelling” session. Ensure they have
selected to act recorded these and know what they need to do to build on them.
as facilitators These participants may be interested in facilitating other programs. If
within their they are, the action plan should address how they should follow this up.
member firm or For example, who they should talk to.
service line,
and who know 20 Encourage the participants to think of how they will connect with the
that they will learning community in the firm or service line. For example, other
be facilitating a facilitators, Learning leader and other learning professionals.
specific Social networking technology might be suggested to enable participants
program in the to reach out and interact with peers that share common interests.
near future
10 Formal learning opportunities may include:
a) Attendance at specific content briefing sessions.
b) Attendance at Virtual Class Skills Module.
Participants 70 Challenge these participants to consider how they might, in practice, use
who have a their new skills either as a facilitator or in the workplace. Outcomes of
general interest this discussion might include:
in becoming a  Facilitating client meetings.
facilitator, or in  Delivering bespoke sessions.
developing  Co-facilitating learning programs.
facilitation
20 Encourage the participants to think of how they will connect with the
skills. They
learning community in the member firm or service line. For example,
may not have a
other facilitators, Learning leader and other learning professionals.
clear “next
Social networking technology might be suggested to enable participants
step” in relation
to reach out and interact with peers that share common interests.
to their future
development. 10 Formal learning opportunities may include attendance on Virtual Class
Skills Module.

Deloitte refers to one or more of Deloitte Touche Tohmatsu Limited, a UK private company limited by
guarantee, and its network of member firms, each of which is a legally separate and independent
entity. Please see www.deloitte.com/about for a detailed description of the legal structure of Deloitte
Touche Tohmatsu Limited and its member firms.
This communication is for internal distribution and use only among personnel of Deloitte Touche
Tohmatsu Limited, its member firms, and their related entities (collectively, the “Deloitte Network”).
None of the Deloitte Network shall be responsible for any loss whatsoever sustained by any person
who relies on this publication.

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Deloitte Facilitator Excellence | Guía del facilitador

Copyright ©2017 Deloitte Touche Tohmatsu Limited 2

Part I: Presentación ........................................................................................ Error! Bookmark not defined.

Part II: Agenda ............................................................................................................................................. 9

Part III: Guía del facilitador....................................................................................................................... 11

Sesión 1: Introduction and Expectations ................................................................................................. 12

Sesión 2 : Pre-work Quiz ........................................................................................................................ 13

Sesión 3: Engaging your learners and communicating with impact ........................................................ 20

Sesión 4: Listening and questioning techniques ..................................................................................... 25

Copyright ©2017 Deloitte Touche Tohmatsu Limited 3

Deloitte Facilitator Excellence es un programa diseñado para desarrollar una nueva

Los objetivos generales de aprendizaje de este programa son:

• Comprender los principios de este enfoque de aprendizaje, para una facilitación

• Proporcionar un marco para el desarrollo continuo de las habilidades del

El programa está dirigido a profesionales de Deloitte que deseen desarrollar habilidades

Fase 1: Teoría Presenta el programa y comienza a explorar la teoría del

Copyright ©2017 Deloitte Touche Tohmatsu Limited 4

El programa ha sido diseñado para desarrollar cinco áreas clave de competencia:

1. Transmitir información de una manera atractiva e interactiva.

2. Usar preguntas hábiles y escuchar activamente para mejorar la comprensión de las

3. Gestionar actividades grupales y discusiones.

4. Respondiendo a los comportamientos de los participantes y la dinámica de grupo.

5. Brindar retroalimentación relevante de calidad y entregarla de manera efectiva.

Estas competencias se mencionan a lo largo de todo el programa, y se les pide a los

Facilitando el programa – Orientación

Las siguientes preguntas frecuentes responden a lineamientos relacionados con la

Copyright ©2017 Deloitte Touche Tohmatsu Limited 5

¿Qué El contenido del programa es altamente experiencial, con práctica

Copyright ©2017 Deloitte Touche Tohmatsu Limited 6

Su papel como facilitador es apoyar a cada individuo a través de

¿Cuál es el El mayor desafío que enfrentará como facilitador es el tiempo. El

¿Qué enfoque La retroalimentación se proporciona de dos maneras principales:

¿Qué nivel de Proporcione correos electrónicos de seguimiento con el enlace del

Materiales de programa e impresión

Copyright ©2017 Deloitte Touche Tohmatsu Limited 7

Flujo de programa: Sesión 1: Introducción y presentación del tema

Flujo del programa: Sesión 2

Al comienzo de la sesión 2, el facilitador realiza una actividad de diagnóstico o

Luego, contextualiza el contenido, destacando la importancia de una Comunicación

El facilitador realiza un cierre de este debate, exponiendo las principales conclusiones

Finalmente corresponde una Co facilitación de los temas a tratar, en particular,

Copyright ©2017 Deloitte Touche Tohmatsu Limited 8

Flujo del programa: Sesión 3

Esta sesión está enfocada en contextualizar el contenido a situaciones de trabajo

Se inicia con la co facilitación de conceptos sobre diálogo y comunicación bidireccional.

Flujo del programa: Sesión 4

Copyright ©2017 Deloitte Touche Tohmatsu Limited 9

Parte II: Agenda

Día 1: Facilitación individual

Sesión 2: Habilidades de escucha activa.

09:35 09:40 00:05 BREAK

10:05 10:30 00:25 Facilitador Sesión 4: Conversaciones grupales efectivas

Copyright ©2017 Deloitte Touche Tohmatsu Limited 10

7 Introducción al Establezca el contexto para este programa de capacitación.

8 Directrices para el Potencie un acuerdo con los participantes para acordar y

Copyright ©2017 Deloitte Touche Tohmatsu Limited 11

Parte III: Guía del facilitador

Sesión 1: Introducción y presentación del tema

5 minutes Bienvenida y presentación Facilitador

10 minutes Introducción al contenido Facilitador

5 minutes Pautas de trabajo Facilitador

Copyright ©2017 Deloitte Touche Tohmatsu Limited 12

Sesión 2: Habilidades de escucha activa.