DDI Learning Design & Facilitation Strategies 4 — Questions and Answers
Question 1: When facilitating a DDI leadership program for senior executives, how should the facilitator adjust their approach compared to facilitating for frontline employees?
- Use identical delivery methods since all adults learn the same way
- Increase peer discussion, reduce direct instruction, and leverage participants' extensive experience as learning material (Correct answer)
- Provide more structured step-by-step instructions since executives prefer precision
- Eliminate all role plays because executives find them uncomfortable
Correct 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.
Question 2: In DDI's approach, what distinguishes a 'skill-builder' from a 'knowledge-builder' program?
- Skill-builders last longer than knowledge-builders in total seat time
- Skill-builders include behavioral practice with feedback; knowledge-builders primarily transfer information (Correct answer)
- Knowledge-builders always use e-learning while skill-builders use classroom delivery
- Skill-builders assess participants with written exams while knowledge-builders use observation
Correct 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.
Question 3: 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?
- The facilitator delivered the content incorrectly
- Participants enjoyed the training but lack post-program manager support and reinforcement (Correct answer)
- The pre-work was too difficult for the participant population
- The Kirkpatrick evaluation framework was applied incorrectly
Correct 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.
Question 4: In DDI's facilitation model, what is the primary purpose of 'debriefing' a role play activity?
- To critique the actor's performance in front of the group as a learning example
- To help participants reflect on what went well and identify specific improvements to their skill application (Correct answer)
- To re-teach all Key Principles that were covered before the activity
- To have the observer score participants on a standardized rubric
Correct 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.
Question 5: When conducting a learning needs analysis for a DDI program, which data source provides the strongest evidence of a genuine performance gap?
- Manager opinions gathered informally in hallway conversations
- Objective performance data combined with direct observation of current behaviors (Correct answer)
- Participant self-assessments submitted prior to any training
- Industry benchmarks from unrelated organizations in different sectors
Correct 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.
Question 6: DDI's 'AID' feedback model stands for which three components?
- Action, Impact, Do differently (Correct answer)
- Assess, Identify, Develop
- Acknowledge, Inquire, Direct
- Analyze, Implement, Determine
Correct 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.
Question 7: Which condition most undermines psychological safety during a DDI skill practice activity?
- Providing participants with a job aid summarizing the Key Principles
- Evaluating participants' performance openly in front of peers without prior agreement on norms (Correct answer)
- Using realistic scenarios that reflect participants' actual job challenges
- Allowing participants to choose their own practice partners
Correct 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.
DDI Learning Design & Facilitation Strategies 4
When facilitating a DDI leadership program for senior executives, how should the facilitator adjust their approach compared to facilitating for frontline employees?