As a participant in two recent webinars, I had a firsthand look at the difference preparation makes when it comes to anticipating questions from participants. The webinars were similar in structure—both focused on live demonstrations—but the experiences couldn’t have been more different when it came to handling audience questions.
In the first webinar, the presenter spent the majority of the time demonstrating and sharing what she wanted to share, leaving the audience to type away in the chat. While engagement seemed high, the bulk of the chat consisted of questions. It was clear many participants were lost and unsure of the steps she went through, the way tools were being used, which tools were being used, and the content being presented. The questions weren’t about next levels, related topics, or advanced understanding but represented real gaps in their ability to understand the demonstration as it unfolded. Unfortunately, the presenter wasn’t prepared to address those questions, didn’t appear to have planned breaks in the action to answer questions, and wasn’t able to steer the session back on track.
The second webinar? Different story!
The presenter clearly anticipated the types of questions that might arise and took care to preemptively answer them in the introduction. She outlined exactly what would be covered in the session and purposefully left time for additional questions. Throughout the demonstration, she handled questions with ease, and even when faced with a question she couldn’t answer, she acknowledged it honestly—and the audience respected that. The preparation, the proactive engagement, and the transparency created a much more positive and productive learning environment.
So, what’s the takeaway here?
Anticipating and answering questions isn’t just a courtesy—it’s a presenter’s responsibility.
Whether you’re leading a webinar, a workshop, or a course, you need to design time into each session to answer questions. More than that, though, you need to anticipate questions before you even enter the room.
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Anticipating Questions: Understanding Your Learners’ Journey
Think about it this way: when you’re shopping for a refrigerator, a good salesperson isn’t just waiting for you to ask questions. They expect you to ask about size, features, energy efficiency, and where the controls are located. They know you’re going to ask how one brand compares to another, so they have done their homework and are prepared to answer that. They understand what customers need to know at various points in the buying process.
Similarly, when you’re designing a learning experience, you should have a deep understanding of where your learners are in their journey and what questions might come up for them at each point.
Anticipating questions not only helps you build content that answers those questions but also gives you the opportunity to design activities that address the gaps before they even appear Win-win!
Just as you wouldn’t expect that refrigerator salesperson to be caught off-guard when you ask, “How tall is it?” you shouldn’t be caught off-guard by foundational questions directly related to what you’re teaching.
Does this mean you need to know everything? Of course not!
Whether it’s a question about a vocabulary term you’re using, a concept you’re teaching that needs more clarity, a feature of the software you’re demonstrating, or a request for a real-world example, you should be ready to anticipate and answer some questions or at least guide your audience to the right resources.
Higher Stakes: Real-Time Demos and the Risk of Making Mistakes
When you’re demonstrating something in real time, especially if you take an impromptu example from an audience member, you’re opening yourself up to potential mistakes. Let me say up front: it’s OK to make mistakes! The message here is not about trying to avoid mistakes.
The message here is to be prepared with a set of worked-out examples ready to go for your demo. Balance these with the off-the-cuff examples you may try in real time. The stakes are higher in real-time demonstrations because there’s greater potential for things to go wrong.
But here’s the thing about experimenting in front of an audience: when you’ve already established credibility by sharing clear examples and addressing the audience’s questions throughout the session, you’re more likely to be forgiven for the occasional slip-up. If the demo doesn’t go as planned, the audience will be more inclined to see it as a momentary glitch rather than a failure on your part. In fact, showing your fallibility can make you appear more human and likeable!
If, however, you haven’t built that credibility first and a demo falters, it can leave a lasting impression in the other direction. Without the preparation to back you up, the audience may question your competence or the quality of the content you’re presenting.
Preparation Isn’t Just Helpful, It’s Essential
As facilitators, trainers, and leaders, we owe it to our participants to be prepared. This means anticipating questions, being ready to answer them, and leaving room for those questions to be asked during our sessions. It also means having a solid foundation of worked-out examples for real-time demonstrations—so we can handle any curveballs with confidence.
Anticipation of learner needs and careful, intentional preparation are the building blocks of successful learning experiences.
So, the next time you design a workshop or lead a training session, think ahead: What might your learners ask? How can you address those questions before they even arise? The more you prepare, the more likely your audience will feel heard, supported, and confident in your ability to guide them.