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This presentation was a component of a week-long meeting Spectrum Organizational Development recently helped a client facilitate. The material helps employees understand that in order to be effective communicators, they must hone their skills in the area of asking questions. By asking the right question, to the right person, at the right time, the information received will be as useful as possible. The slides cover the types of questions which can be asked, understanding potential responses, and the ability to listen. There is also a brief section that outlines the Socratic Method.
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The Art of Skillful Questioning
The Masters
The Masters
The Masters
The Masters
Why Ask Questions?
• All anyone really wants is to be listened to and appreciated.
Why Ask Questions?
Who’s Leading?
Permission to Help
Trouble Shooting
Relationship Building
Unblocking / Changing Mindsets
Understanding Perspective Seeking
The Goal
An Inquiry Strategy
Problem Statement
• Determine what is to be investigated, and determine a question, or hypothesis
Data Collection
• Gather as much data as possible about the topic from appropriate sources
Analysis
• Examine and discuss the findings and provide explanations or clarity
Conclusion
• Based on analysis determine solutions related to the original problem statement
The Ultimate Master
Socratic Method
Problem
Proposal A Proposal B
Assumptions Underlying A
Identified
Assumptions Underlying B
Identified
Pros & Cons A Pros & Cons B
Choose A or B Compromise of A and B
New Alternative
Choice
Questions are good…
…but questions with a purpose are better.
Why Ask Great Questions?
• Obtain Information
• Maintain Control
• Express Interest
• Clarification
• Explore
• Encourage Further Thought
Know The Purpose
Questioning Basics
Closed Open
Questioning Basics
No
Yes
Closed Questions
Leading / Loaded
Recall / Process
Rhetorical Funneling
Open Questions
Types of Questions
Perspec8ve
Evalua8on
Lead to ac8on Knowledge
Types of Questions
• Perspective questions help you see the big picture reasons for an action.
Perspective
• “If we implement this change, how will it impact the daily work of home office staff?”
• “How would this new product fit among the products introduced by our competitors?”
Perspective
• Help you narrow your focus.
Evaluation
• “Which of these features will be the fastest to promote?”
• “What members of your team have the most experience with Parts & Service?”
Evaluation
• Help you decide strategy and create accountability for future actions.
Lead to Action
• “How can we promote this new line in 6 weeks without bringing on new staff?”
• “When will the team complete this new process improvement?”
Lead to Action
• Help you gather information.
Knowledge
• “Can you explain to me how this process works?”
• “What results did we achieve with the last marketing campaign?”
Knowledge
What to Expect
Types of Responses
What to Expect
Direct & Honest
Lie
Out of Context Avoidance
Stalling
Distortion
Refusal
Responses
Authority
Credibility Respect
Remember – You Are A Consultant
Help Me
• “It won't start.”
• “The paper tray was stuffed.”
Help Me
• The key to recovering information about unspecified nouns is to ask
for more information.
• “Who or what specifically...?”
Help Me – Recover Information
• "In my garage, when I turn the key in my 2011 Mazda3, the following happens: I hear
a grinding noise, the oil light on the dash flashes, the motor catches, runs for two
seconds and then stops.”
Unspecified Nouns
• “She shut down the computer.”
• “I'm trying to start the motor right now.”
• “He replaced the alternator last week.”
Help Me
• It is frequently of critical importance how something was or is being done.
• “How specifically...?”
Help Me – Learn How
• How specifically did she shut down the computer - by using the shutdown
command from within the operating system? By pushing the on/off switch on the
back? By pulling the power cord?
Unspecified Verbs
• “The website is slow.”
• “The engine is idling fast.”
Help Me
• Knowing what something is being compared to can be critical, especially if are you being asked to restore it to an ideal or
standard that is unattainable.
• “Compared with what...?”
Help Me – Make Comparisons
• “The website is slow, compared to what?”
• “The engine is idling fast, compared to what?”
Comparisons
• “Obviously, a poor design caused the failure.”
• “Clearly, this new vehicle isn’t selling fast enough.”
Help Me
• If you replace the word “obviously” with “it is obvious” it becomes clear that there is critical information missing here: namely
who this is obvious to and on what grounds it is obvious!
• Who is making this judgment, and on what grounds are they making it?
Help Me – Identify Judgments
• “Who says, this new vehicle isn’t selling fast enough, and how do
they know that?”
Judgments
• "I cannot send this email.”
• “It’s not possible to hit those sales targets.”
Help Me
• Don't get sucked into someone else's reality and necessarily accept their ideas about
what is possible or not possible
• “What would happen if you did...?” or, “What prevents you...?"
Help Me – Reset Frames
• “What is preventing you from sending that email?”
Frames
Going Forward
Target Timing
Phrasing Ac8on
Other Considerations
Have a Plan Use Silence Encourage Participation
Asking Great Questions
W5H
Always Remember
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