Facilitation and delivery

A talent development professional is facilitating a training session with a group of employees who recently joined an organization. What should the professional do while facilitating the session?

• Avoid periods of silence to ensure the group is engaged

• Establish a teacher–student relationship with the participants

• Ensure constant volume and rate of delivery

• Check regularly for confirmation from the group

During a training session, a talent development professional questions the learning audience as a way of facilitating discussion. The professional's questions require the participants to apply their personal experience to the current discussion. Which questioning technique does the talent development professional use in this scenario?

• Closed-ended questions

• Hypothetical questions

• Socratic questions

• Open-ended questions

A talent development professional is facilitating a session with some employees in an organization. What should the professional do to keep the participants engaged?

• Avoid using participants' names as it might make some learners anxious

• Maintain constant volume of delivery to avoid voice inflection

• Call on nonparticipators initially to ensure their involvement

• Organize the learners into small groups

What is a difference between facilitating and teaching?

• Facilitating relates more to the role of a teller, whereas teaching refers to taking less of a delivery role

• Facilitating borrows from the principles of instructive learning, whereas teaching borrows from the principles of adult learning

• Facilitating involves acting as a catalyst for learning, whereas teaching involves following a pedagogical process

• Facilitating involves limited learner involvement, whereas teaching is a more collaborative process

A talent development professional is facilitating a training session via the Internet. The professional senses a lack of involvement from learners. What should a talent development professional do to get the participants involved in learning?

• Use techniques such as raised hands to determine the group's understanding

• Engage in passive listening to avoid interrupting learners

• Call on nonparticipators initially to ensure their involvement

• Ensure a constant pitch and volume of delivery

A talent development professional faces disruptive behavior from some participants during a training session. How should the professional handle the disruption?

• Use "You-messages" to resolve the conflict

• Focus on the personality rather than behavior of the people involved

• Avoid asking for reasons or clarification

• Ignore inappropriate behavior

A talent development professional employs guest subject matter experts, fact finding methods, and brainstorming techniques to enable learning in an organization. The professional assumes more of a learning catalyst role than a delivery role, making the learners assume responsibility for their own learning. Which role is the professional taking up in this scenario?

• Instructor

• Teacher

• Communicator

• Facilitator

A talent development professional is facilitating the learning of some highly technical content for a team of automobile engineers. What should the professional do to capture and maintain the learners' interest throughout a three-hour learning session?

• Deliver keywords & concepts slowly

• Employ a pedagogical rather than a catalytic approach

• Use fillers to keep the audience engaged

• Use a constant volume and rate of delivery

A talent development professional is facilitating a training session via the Internet for the remote teams in an organization. The professional wishes to periodically determine the teams' understanding and ability to answer knowledge check questions correctly. What will best help the professional ensure active listening and participation?

• Employee pauses and fillers to keep audience engaged

• Talking at, rather than with, Participants

• Using Training tools such as polling questions

• Covering the most important first and fast

A talent development professional encounters disruptive behavior from some learners during a training session. How should the professional handle the disruption?

• Be open to disagreement and alternative opinions

• Stablish ground rules instead of relying on audience to self-manage

• Address inappropriate behavior rather than ignoring it

• Focus on personality rather than behavior