Learning Design & Facilitation Strategies Flashcards
7 cards from real DDI practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Learning Design & Facilitation Strategies flashcards as text
When facilitating a DDI leadership program for senior executives, how should the facilitator adjust their approach compared to facilitating for frontline employees?
Answer: Increase peer discussion, reduce direct instruction, and leverage participants' extensive experience as learning material
Senior leaders learn most effectively when their own experience is treated as curriculum, with facilitation shifting toward peer dialogue and application rather than instruction.
In DDI's approach, what distinguishes a 'skill-builder' from a 'knowledge-builder' program?
Answer: Skill-builders include behavioral practice with feedback; knowledge-builders primarily transfer information
Skill-builders are distinguished by the inclusion of behavioral practice with feedback loops, whereas knowledge-builders focus on information transfer without performance practice.
A learning designer notices that a DDI program's post-training survey shows high Level 1 scores but low on-the-job behavior change. What is the most likely root cause?
Answer: Participants enjoyed the training but lack post-program manager support and reinforcement
High satisfaction (Level 1) with poor behavior change (Level 3) typically indicates strong program design but insufficient post-training reinforcement from managers.
In DDI's facilitation model, what is the primary purpose of 'debriefing' a role play activity?
Answer: To help participants reflect on what went well and identify specific improvements to their skill application
Debrief conversations help participants articulate observations, recognize effective behaviors, and identify specific adjustments to strengthen skill application.
When conducting a learning needs analysis for a DDI program, which data source provides the strongest evidence of a genuine performance gap?
Answer: Objective performance data combined with direct observation of current behaviors
Objective performance data combined with behavioral observation provides the most reliable evidence that a genuine, measurable gap exists between current and desired performance.
DDI's 'AID' feedback model stands for which three components?
Answer: Action, Impact, Do differently
AID stands for Action, Impact, Do differently — a structured approach to delivering developmental feedback that is specific and forward-focused.
Which condition most undermines psychological safety during a DDI skill practice activity?
Answer: Evaluating participants' performance openly in front of peers without prior agreement on norms
Public evaluation without agreed-upon norms creates fear of judgment, which suppresses risk-taking and undermines the productive failure necessary for skill development.