Spectrum Organizational Development - Skillful Questioning


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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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Spectrum Organizational Development - Skillful Questioning

  1. 1. The Art of Skillful Questioning
  2. 2. The Masters
  3. 3. The Masters
  4. 4. The Masters
  5. 5. The Masters
  6. 6. Why Ask Questions?
  7. 7. •  All anyone really wants is to be listened to and appreciated. Why Ask Questions?
  8. 8. Who’s Leading?
  9. 9. Permission to Help Trouble Shooting Relationship Building Unblocking / Changing Mindsets Understanding Perspective Seeking The Goal
  10. 10. 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
  11. 11. The Ultimate Master
  12. 12. 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
  13. 13. Questions are good… …but questions with a purpose are better. Why Ask Great Questions?
  14. 14. •  Obtain Information •  Maintain Control •  Express Interest •  Clarification •  Explore •  Encourage Further Thought Know The Purpose
  15. 15. Questioning Basics
  16. 16. Closed Open Questioning Basics
  17. 17. No   Yes   Closed Questions
  18. 18. Leading  /   Loaded   Recall  /   Process   Rhetorical   Funneling     Open Questions
  19. 19. Types of Questions
  20. 20. Perspec8ve   Evalua8on   Lead  to   ac8on   Knowledge   Types of Questions
  21. 21. •  Perspective questions help you see the big picture reasons for an action. Perspective
  22. 22. •  “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
  23. 23. •  Help you narrow your focus. Evaluation
  24. 24. •  “Which of these features will be the fastest to promote?” •  “What members of your team have the most experience with Parts & Service?” Evaluation
  25. 25. •  Help you decide strategy and create accountability for future actions. Lead to Action
  26. 26. •  “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
  27. 27. •  Help you gather information. Knowledge
  28. 28. •  “Can you explain to me how this process works?” •  “What results did we achieve with the last marketing campaign?” Knowledge
  29. 29. What to Expect
  30. 30. Types of Responses What to Expect
  31. 31. Direct & Honest Lie Out of Context Avoidance Stalling Distortion Refusal Responses
  32. 32. Authority Credibility Respect Remember – You Are A Consultant
  33. 33. Help Me
  34. 34. •  “It won't start.” •  “The paper tray was stuffed.” Help Me
  35. 35. •  The key to recovering information about unspecified nouns is to ask for more information. •  “Who or what specifically...?” Help Me – Recover Information
  36. 36. •  "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
  37. 37. •  “She shut down the computer.” •  “I'm trying to start the motor right now.” •  “He replaced the alternator last week.” Help Me
  38. 38. •  It is frequently of critical importance how something was or is being done. •  “How specifically...?” Help Me – Learn How
  39. 39. •  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
  40. 40. •  “The website is slow.” •  “The engine is idling fast.” Help Me
  41. 41. •  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
  42. 42. •  “The website is slow, compared to what?” •  “The engine is idling fast, compared to what?” Comparisons
  43. 43. •  “Obviously, a poor design caused the failure.” •  “Clearly, this new vehicle isn’t selling fast enough.” Help Me
  44. 44. •  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
  45. 45. •  “Who says, this new vehicle isn’t selling fast enough, and how do they know that?” Judgments
  46. 46. •  "I cannot send this email.” •  “It’s not possible to hit those sales targets.” Help Me
  47. 47. •  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
  48. 48. •  “What is preventing you from sending that email?” Frames
  49. 49. Going Forward
  50. 50. Target   Timing   Phrasing   Ac8on   Other Considerations
  51. 51. Have a Plan Use Silence Encourage Participation Asking Great Questions
  52. 52. W5H Always Remember