Testing: “Here’s what I say, “What An artist’s do you think of it?” High pallet of g Asserting: “Here’s llin what I say and advocacy Te here’s why I say it.” and inquiryADVOCACY Explaining: “here’s how the world works and why I can see it that way.” Low
Clarifying: “What is the question we are trying to answer?” Interviewing: Exploring others’ points of view, and the reasons behind them k ing AsLow INQUIRY High
HighADVOCACY Bystanding: Making comments which pertain to the group process, but not to content. Sensing: Watching the conversation flow Ob without saying much, but keenly se aware of all that transpires rv ing Low INQUIRY High
Ge Skillful n Dialogue High era (Balancing Advocacy tin and Inquiry): Genuinely Dialogue: g curious, Suspend allADVOCACY makes Assumptions, reasoning creating a explicit, asks “container” in others about which collective assumptions thinking can emerge. Low INQUIRY High
Dysfunctional Forms of Advocacy and Inquiry Dictating: “Here’s Politicking: Giving what I say, and never the impression of mind why.” balancing advocacy (Dysfunctional) and inquiry, whileADVOCACY being close-minded (Dysfunctional) Withdrawing: Interrogating: Mentally “Why can’t you Checking out of see that your the room, and point of view is not paying wrong?” attention (Dysfunctional) (Dysfunctional) INQUIRY
Ge Testing ng High Skillful n li er el Dialogue at T Asserting (Balancing ing Advocacy andADVOCACY Explaining Inquiry) Dialogue Bystanding Clarifying Interviewing Sensing Ob ing s er k As vin g Low INQUIRY High
Ladder of Inference Take action base on belief Adopt beliefs Draw conclusions Make assumptions Add meanings Select data Observable data and experience
How Do You Apply the Ladder of Inferenceby Using Advocacy and inquiry?Walk “Down” the Ladder.