Live Skill Demonstration Worksheet
Submission: Facilitation
Candidate Contact Information
Name:
Click here to enter text.
Address: Click here to enter text.
City:
Click here to enter text.
Province:
Click here to enter text.
Phone:
Click here to enter text.
Email:
Click here to enter text.
Date of Work Product Submission:
Postal: Click here to enter text.
Click here to enter a date.
Special Note: All work product submissions are shredded upon completion of the assessment.
References
Two written completed reference forms must accompany your work product assessment.
Declaration
A digitally signed worksheet or signed scanned copy of your worksheet must accompany your work
product submission.
I certify that I am authorized to submit the enclosed materials for the purpose of the skill demonstration
portion of the CSTD certification assessment process.
Click here to enter text.
Signature of candidate
I certify that this submission is a product of my original work.
Click here to enter text.
Signature of candidate
copyright © The Institute for Performance and Learning 2015
facilitating training live skill
Instructions
Preparing for your Live Skill Demonstration is a lot of work, and we want you to be successful. Before
starting this worksheet, you should read Competencies for Training and Development
Professionals© CSTD, pages 49-59 on Facilitating Training.
We have designed this worksheet to help you:
● Select content that meets all the requirements for the skill demonstration
● Include all the relevant documentation with your submission
● Prepare for your live facilitation session and interview
● Show how you addressed all the quality criteria
Selecting a project that meets the criteria
Your skill demonstration cannot last more than 30 minutes. Therefore, you need to select content that
allows you to demonstrate or comment on each of the Key Outputs identified in this WORKSHEET.
You may take a module from a course that you currently deliver to adults or design a business
focused course content specifically for this session as long as it gives you the opportunity to
evaluate learner achievement of learning objectives.
You will notice that the WORKSHEET has questions on it that have to be answered directly on the
WORKSHEET. Follow the WORKSHEET closely; it outlines exactly what’s required and the level of
detail.
For example, your facilitation session must demonstrate a brief formal welcome to training, group
discussion, addressing learner questions and comments, assessment of individual learner performance
and so on. We have shaded the Key Outputs that are mandatory and must be met for a successful
submission.
Showing how you addressed the quality criteria
You have 3 opportunities to demonstrate how you meet the quality criteria.
From your written
answers in your
worksheet
During your
30-minute training
session
Peer to peer
assessment
Go through the worksheet page by page and answer all the questions. On
some pages, you will be asked to provide a reference to your material, in
others you will be asked to provide a clear description of how you met the
quality criteria.
During your 30-minute training session, you will be expected to demonstrate
the specific Key Outputs and Quality Criteria listed in your worksheet.
After your 30-minute training session, you will participate in the peer to peer
assessment process where the assessor and other candidates will offer
feedback.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill
Include all the relevant documentation via a Drop Box
For the Facilitating Live Skill Submission via a Drop Box account, I have included:
● My chronological resume, with titles and dates
● Two reference forms fully completed
● A digitally signed or scanned copy of my worksheet
● A completed copy of my worksheet, saved as Facilitating Training Live Skill WPS MY
NAME.doc
● My worksheet includes clear references to the location of specific information, as requested on
the pages of this form (The assessment team must be able to skip through your materials and
quickly locate the specific information you are referencing)
● All supporting documents are clearly labelled and attached to the following areas labelled as
folders:
o
Prepare to Facilitate
o
Create Learning Environment
o
Engage Learners
o
Foster Learning
o
Assess Learning
Please note: Paper files or email of files will not be accepted for your work product submission.
Provide Drop Box Link for Submission
Email certification@performanceandlearning.ca with the access link to your Drop Box account. Please
note the submission dates that apply.
Cancellation Policy
Scheduled work product submission dates that are cancelled with less than 30 days’ notice will be
subject to a cancellation fee.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill
Example of completed section of the worksheet:
Key Output
Positioning of
transfer
activities
(See the
“Supporting
Transfer of
Learning”
section of the
Competencies
for more
information.)
Quality Criteria
a. Learning content, examples and activities linked to job and organization
requirements
b. Importance of transfer activities positioned during training
c. Job aids and other relevant resources incorporated into training
For this Key Output, you will need to provide an example from a training program you have
facilitated where transfer of learning was an essential element of the solution.
Briefly describe the performance requirement(s) and the learning objectives.
I facilitate a half-day coaching program for Contact Centre Team Leaders where transfer of learning
is important.
The performance outcome is:
Given specific information from the Call Quality Group, conduct 15 minute coaching sessions with
service reps, following the 5 key steps of coaching.
The overall learning objective is:
Given information about the quality of a recent call, conduct a 15 minute coaching session in a roleplay with a colleague, following the 5 key steps of coaching.
Briefly describe how you linked content, examples and activities to the job and organization
requirements during training:
The examples I use throughout the session are based on my own experience as a Team Leader. The
role plays are based on realistic situations and during the debrief, I ask participants how they will
apply their learning with their team in the workplace.
Briefly describe how you positioned transfer activities during training:
After each section of the course, I provide time for participants to make notes in their action plans. I
also ensure there’s time at the end of the course for them to consolidate their plans, and then have
everyone commit to actions they will take over the next two weeks.
Briefly describe how you incorporated job aids or other relevant resources into training:
I make sure they use the job aid to prepare for and debrief the role plays, and suggest they continue
to use it to prepare and reflect on real coaching sessions back in the workplace.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill
YOUR WORK PRODUCT SUBMISSION
FACILITATION (LIVE SKILL)
Context for Your Selected Project
Please indicate whether the program was designed by you, or someone else. If someone else,
please include their name and title or role.
Click here to enter text.
Please provide a brief description of the background for the Training
Click here to enter text.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill | 1
Proposed Agenda for the 30-minute Live Skill Demo
Please provide an outline that accounts for the full 30-minutes of your demonstration. Refer to the
Certification Essentials, Writing Clear Learning Objectives job aid for support on writing effective
learning objectives and determining related activities.
Example:
Time
Activity
Corresponding Learning Objective
1 min
Welcome participants and walk through
objectives
(None)
10 min
Walk through the feedback model using
examples
Test for understanding using examples on PPTs
Given examples, participants can distinguish
objective from subjective verbal feedback.
15 min
Participants work individually to write feedback
Participants share examples and get coaching
Based on a personal situation, participants
write and deliver feedback following the
model.
4 min
Participants share their insights in full group
Based on the session, participants identify
one personal insight about giving verbal
feedback.
AGENDA:
Time
Activity
Corresponding Learning Objective
Time
Click here to enter text.
Click here to enter text.
Time
Click here to enter text.
Click here to enter text.
Time
Click here to enter text.
Click here to enter text.
Time
Click here to enter text.
Click here to enter text.
Time
Click here to enter text.
Click here to enter text.
Time
Click here to enter text.
Click here to enter text.
Time
Click here to enter text.
Click here to enter text.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill | 2
1
Prepare to Facilitate
Key Output
Quality Criteria
Alignment of
training with
desired
performance
outcomes
a. Client and training designer advised if learning objectives not aligned with desired
performance outcomes
b. Client and training designer advised if learning activities do not provide content
and practice to support achievement of learning objectives
List the learning objective(s) for your session.
Click here to enter text.
Explain briefly how performance on the learning objective(s) will be assessed in your session.
Click here to enter text.
Describe how, in a work situation, you would determine whether learning objectives are aligned
with desired performance outcomes.
Click here to enter text.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill | 3
1
Prepare to Facilitate
Key Output
Quality Criteria
a. Appropriate facilities and resources booked and organized
Administrative
arrangements
b. Learners and supervisors notified of administrative arrangements
c. Instructions for setting up and closing classroom and labs documented
d. Learner materials prepared
Describe specifically how you typically ensure the administrative arrangements are covered:
Click here to enter text.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill | 4
1
Prepare to Facilitate
Key Output
Quality Criteria
Contingency
plans
a. Back-up plan in place in the event of disruption to training delivery
Describe specifically how you typically ensure a contingency plan is in place:
Click here to enter text.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill | 5
2
Create Learning Environment
Key Output
Quality Criteria
Learning
environment
(classroom or
virtual)
a. Arranged to specifications in facilitator materials
b. Available prior to commencement of training
c. Virtual classroom operates as expected with all materials pre-loaded 
Describe specifically how you ensure the learning environment was ready for training:
Click here to enter text.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill | 6
2
Create Learning Environment
Key Output
Quality Criteria
a. Welcome appropriate to learners and content of training
b. Welcome encourages learner interaction
Formal
welcome
to training
c. Learning objectives presented and clarified
d. Welcome clearly identifies responsibilities for training
e. Ground rules established and agreed to by the group
f.
Welcome includes administrative information
NOTE: This will be evaluated during your 30-minute Skill Demonstration. It is important to use your
time wisely. Be sure to briefly demonstrate criteria a, b, and c, but plan to use only 2-3 minutes to
do this. Use the space below to describe how you typically meet criteria d and e. It is not necessary to
demonstrate criteria f.
Describe specifically how you typically identify responsibilities for training:
Click here to enter text.
Describe specifically how you typically establish ground rules and solicit agreement from the
group:
Click here to enter text.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill | 7
2
Create Learning Environment
Key Output
Management of
disruptive or
counterproductive
behaviour
Quality Criteria
a. Response is fair and respectful
b. Response is appropriate and timely
c. Response is effective in reducing or eliminating disruptive or counterproductive behaviour
Describe a previous experience managing disruptive or counterproductive behaviour:
● What was the situation?
● How did you respond?
● What was the result?
Click here to enter text.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill | 8
3
Engage Learners
Key Output
Quality Criteria
a. Content delivered as designed, using appropriate methods and activities
b. Delivery of content does not reduce time designed for practice
Delivery of
content
c. Language, including examples, clear and appropriate for learners
d. Bridges and transitions clear and link sections appropriately
e. Non-verbal communication supports learner interaction
a. Discussions engage learners through asking open questions
Group
discussions
b. Discussions draw on learners’ experience to reinforce learning
c. Discussions encourage participation from all learners
a. Questions encouraged to enhance learning of individuals and the group
Learner questions
and comments
b. Questions acknowledged and paraphrased to ensure understanding
c. Questions answered or deferred, as appropriate
d. Facilitator verifies that response addresses the learner’s question
NOTE: This will be evaluated during your 30-minute Skill Demonstration. Ensure that you
demonstrate each of the quality criteria during that time.
Write in any supporting notes:
Click here to enter text.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill | 9
3
Engage Learners
Key Output
Quality Criteria
Facilitation of
differences and
controversy
a. Differences encouraged to enhance learning of individuals and the group
b. Differences handled with composure and respect for individuals and the group
If you did not encounter differences or controversy, briefly describe a previous experience:
● What was the situation?
● How did you respond?
● What was the result?
Click here to enter text.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill | 10
3
Engage Learners
Key Output
Quality Criteria
Visual aids,
equipment and
online tools
a. Visual aids, equipment and tools used effectively to support achievement of
learning objectives, and in accordance with design and operating instructions
NOTE: This will be evaluated during your 30-minute Skill Demonstration. Ensure that you
demonstrate each of the quality criteria during that time.
Indicate the specific location(s) in your video where your use of visual aids, equipment or online
tools is demonstrated:
Click here to enter text.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill | 11
4
Foster Learning
Key Output
Facilitator
credibility
Quality Criteria
a. Facilitator demonstrates understanding of content, organization and learners’
roles
b. Learners acknowledge facilitator’s qualifications and credibility
NOTE: Ensure there is an opportunity to demonstrate each of the quality criteria during your live
skill demo.
a. Instructions for activities and practice clearly presented
Activities and
practice
b. Activities and practice linked to learning objectives
c. Activities and practice debriefed to reinforce learning
NOTE: This will be evaluated during your 30-minute Skill Demonstration. Ensure that you
demonstrate each of the quality criteria during that time. This is one of the critical elements assessors
will be looking for.
Write in any supporting notes:
Click here to enter text.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill | 12
4
Foster Learning
Key Output
Positioning of
transfer activities
(See the
“Supporting
Transfer of
Learning” section
of the
Competencies for
more information.)
Quality Criteria
a. Learning content, examples and activities linked to job and organization
requirements
b. Importance of transfer activities positioned during training
c. Job aids and other relevant resources incorporated into training
For this Key Output, you need to provide an example from a training program you have facilitated
where transfer of learning was an essential element of the solution.
Briefly describe the performance requirement(s) and the learning objectives for the program
being described.
Click here to enter text.
Briefly describe how you linked content, examples and activities to the job and organization
requirements during training.
Click here to enter text.
Briefly describe how you positioned transfer activities during training:
Click here to enter text.
Briefly describe how you incorporated job aids or other relevant resources into training:
Click here to enter text.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill | 13
5
Assessing Learning
Key Output
Quality Criteria
Assessment of
individual learner
performance
a. Individual learner performance assessed against each learning objective
Feedback and
coaching on
performance
provided to
learners
b. Individual learner performance assessed as designed
a. Specific, balanced, constructive and respectful
b. Related to learning objectives
c. Provides corrective action where required
NOTE: This will be evaluated during your 30-minute Skill Demonstration. They are part of the
critical elements assessors will be looking for.
Write in any supporting notes:
Click here to enter text.
copyright © The Institute for Performance and Learning 2015
facilitating training live skill | 14