Leading with questions
Open-ended Questions
- Clarifying: improving the clarity of a message or statement; encouraging more elaboration – “How exactly would you like this done?”
- Reflective: challenging basic assumptions – “Why do we always do it this way?” “Has this ever been tried?”
- Probing: Getting more details; going deeper – “Can you elaborate on why this is happening?”
- Creating connections: asking for systems perspectives – “What will be the consequences of this action?”
- Exploratory: opening up new avenues and insights that lead to new explorations – “Have you considered such a source?”
- Analytical: examining cause and effect, not just symptoms – “Why has this happened?”
- Affective: encouraging sharing of feelings – “How do you feel/how excited are you about this strategy?
- What do you think about ..?
- What more could you say about .?
- What might happen if ..?
- Why do you think it is not feasible to ?
- How you intend to resolve this issue ?
- When would be the best time to invest in ..?
- When you say “difficult,” what do you mean?
- How will you use the information?
- Where are possibilities have you left out?
- What are you trying to understand?
Closed Questions
- Limit debate and make decisions – “Is the team ready to make a decision?”
- Find out specific information – “ When is the proposal due?”
Follow-up Questions
- Leading Questions – “Isn’t it true ?”
- Multiple-Choice Questions – When the team doesn’t make the proper connection desired by the coach. Feels like an interrogation.
- Judgmental Questions – – Why did you make mistakes on this issue? – Can someone help Andrew understand this point? – Why is the team taking so long to come up with a solution?
- Identify preferences – “Does the team like Plan A or Plan B?”
- Commitment to ask questions
- Courage and authenticity
- Timing for questions
- Active listening
- Being able to hear what is said as well as what is not being said
- Requires astute observation and note- taking to be in touch and in tune with who is saying what, how, when and to whom
- Strong commitment to learning
- Belief that learning is critical to improving actions, and that questions are the best way to enable others and self to learn
- Great leaders are eager to see individuals, groups and organizations learn
- Positive, supportive attitude toward others
- Concerned with the well-being of each person
- Committed to their success
- Empathetic and supportive
- See the potential in each person
- Believe that everyone can change and learn
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Self-awareness and Self-confidence
- Questioner is cognizant of his/her strengths and limitations, and the impact of his questions
- Confident, yet humble when asking questions
- Willing to learn and change self
- Can handle rivalries, distrust and anger
- Recognizes the power and importance of questions
The Architecture for Great Questions
- Linguisticconstructionofthequestion,in order of generating reflection – what, when, where, which, how, why
- Scopeofthequestion–individual, group, organization, community, nation, global
- Assumptionswithinquestions–explicit, implicit, altering; e.g., “How would we approach this problem if we were engineers?