Some of the work I have done on Action Learning and Skill of inquiry
suggests that asking questions affects the brain. I think it is Marquardt's
work. Please email me if you are interested in a draft of "Action
Learning � A Tool for DoD Acquisition Community" Word attachment).
Also are you familiar with Reuven Fuerenstein's Instrumental Enrichment
methodology?
mj Hall
hall_mary-jo@dsmc.dau.mil
703-805-4943
-------------------
Questions � The Brains of Action Learning
by Mary-Jo Hall
What is a good question? Answer one that helps the presenter to learn more
about her problem, herself or the context within which she is working.
McGill and Beaty p. 69
Types of Questions to ask
From Marquardt (1999)
Open � give the person a high degree of freedom in deciding how to respond
(e.g., �How do you make such decision?�)
Affective � invite the member to share feelings about an issue (e.g., �How
do you feel about�?�)
Reflective � encourage more elaboration ( e.g., �You said there are
difficulties with your manager; what kind of difficulties? How can we be
more reflective as a group? What questions have been most helpful to you?
To us?�)
Probing� cause the person to go into more depth or breadth on a topic (e.g.,
�Why is this happening?�)
Fresh � challenge basic assumptions; often considered �dumb� questions
(e.g., �Why must it be that way? What do you mean by�? Has this ever been
tried?�)
Create connections � help to create a system perspective (e.g., �What are
the consequences of these actions?�)
Clarify � further describe and explain (e.g., �Are you saying that�? Could
you explain more�?�)
Explorative � open up new avenues and insights; lead to new explorations
(e.g., �Have you explored/thought of�? Would such a source help�?�)
Analytical � examine causes and not just symptoms (e.g., �Why has this
happened?�)
Types of Questions to avoid
Closed i.e. those with yes of no answer.
Leading questions � force a certain answer.
Multiple questions � a string of questions.
Alpha
Beta
Other from Michael Marquardt:
Assessing the Quality of Questions
� Did we jump to solutions before framing the problem via questions?
� Are we questioning to solve the problem or to impress?
� Are we using open, reflective, and problem or to impress?
� Are questions fresh, clarifying, timely, and supportive?
� Do we avoid closed, multiple, and leading questions?
� Is everyone involved in the questioning?
� Do we provide sufficient time between questions?
� Do group members jump in before the presenter is finished?
Assessing the Quality of Listening and Reflection
� Is there reflective time between questions and comments?
� Is listening attentive and open?
� Are we filtering out what the person is saying?
� Do we listen without interruption?
� Are we viewing each other as learning resources?
� Do we give an interpretation of what is said rather than an accurate
response?
� Do we make and convey assumptions beyond what is said?
� What is the level of interest in listening to each other and to ourselves?
� Are we open to new ways of doing things?
� Are new insights arising, and are people making connections with the
diversity of questions and opinions being offered?