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The Power of Questions
The important thing is not to stop questioning.
-Albert Einstein
Most solving groups begin with various members offering solutions. Questions are rarely heard, but statements and
solutions (I have the answer!) are common. In action learning, questions and reflection make learning a part of the
problem solving process.
Finding the great questions is the key task and skill of the group. Reflective inquiry more quickly leads to consensus
and quality of actions.
Why Questions?
One of the primary ways in which action learning differs from other problem-solving approaches is by focusing on
questions rather than on solutions. Only through questions can a group truly gain a common understanding of the
problem, acquire a sense of each other's potential strategies, and achieve innovative, breakthrough strategies and
solutions.
Questions, when asked at the right time in the right way, provide the glue that holds the group together. Thus, the
better the questions, the better will be the solutions as well as the learning.
The Power of Questions
Questions will always be more powerful than statements in solving problems and developing concerted actions. The
key to the power of action learning resides in the quality and flow of questions. Accordingly, action learning places a
high priority on group members asking good, challenging questions.
Questions create breakthroughs in thinking when nobody knows what to do next, which is often the challenge at the
start of problems. In action learning, we focus on the right questions rather than on the right answers, because we
know that the right questions will lead us to the right answer and that the beginnings to the answer will lie in the
questions. Questions help the group to recognize and reorganize their knowledge. As group members are engaged in
asking questions of each other, they gradually agree on answers and strategies, since they now more clearly see
each others' perspectives and have greater clarity on their own.
Questions, especially challenging ones, cause us to think and to learn. Questions create energy and vitality in the
group, since they trigger a need to listen and to justify viewpoints. Questions generate a dialogue in which people
begin to leave their individual limitations to find a new wholeness.
An interesting phenomenon occurs as we ask questions about a complex problem. The questioning process causes
us to become more interested in the problem. And when we listen to someone respond to the question, we
appreciate their efforts and their attention. Group members will find solutions more easily by listening to each
other’s questions and reflections than by listening to opinions and statements based on assumptions. Questioning
causes us to view each other as learning resources.
Remember that good questions can create strong teams whose members previously thought it an impossibility to
work together, solve problems faster, develops leadership skills and creates a learning environment during the
problem solving.
Ground Rules
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1. Statements and comments can only be made in response to questions
Requiring people to think "questions first" transforms the dynamics of the group. The natural impulse to make
statements and judgments must give way to listening and reflecting. Once the problem or task has been introduced
to the group, the members must first ask questions to clarify the problem before jumping into statements to solve
the problem. In action learning, we recognize that there is a correlation between the number and quality of
questions and the quality of the resulting actions and learnings. Balancing the number of questions and the number
of statements leads to dialogue.
2. Team leader / coach can intervene to ensure as well as direct equal time to all members
Types of Questions in Action Learning
There are several types of questions that can be asked in action learning sessions, all of which build the group's
capacity to understand and reframe the problem, to build common goals, to develop potential strategies, and to
take effective actions. Questions not only build a deeper and better understanding of the problem and possible
solutions, but also construct better working relations among the problem solvers.
Here are some examples of questions that members should be encouraged to utilize in action learning sessions.
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Open questions. These are questions that give the person or group a high degree of freedom in deciding how
to respond; for example, "What would be the best results if we took that action?"
Affective questions. Such questions invite members to share feelings about an issue: "How do you feel about
leaving this job?"
Reflective questions. These encourage more elaboration; for example, "You said there are difficulties with
your manager; what do you think causes these difficulties?"
Probing questions. These questions cause the person or group to go into more depth or breadth on a topic:
"Why is this happening?"
Fresh questions. Such questions challenge basic assumptions; for example, "Why must it be that way?"
"What do you always . .. ?" "Has this ever been tried?"
Questions that create connections. These help to create a systems perspective; for example, "What are the
consequences of these actions?"
Clarifying questions. These are questions that result in further descriptions and explanations, such as, "Are
you saying that .. . ?" "Could you explain more about this situation?"
Explorative questions. These open up new avenues and insights and lead to new explorations: "Have you
explored/thought of .. . ?" "Would such a source help?"
Analytical questions. Such questions examine causes and not just symptoms; for example, "Why has this
happened?"
Closed questions. These can be answered by "yes" or "no," or a quantitative response can be useful to clarify
or seek further understanding and quickly move the group forward; for example, "How many people will be
affected?" "Did you agree with this decision?"
The types of questions that are not helpful in action learning are leading questions, those that force or encourage
the person or group to respond in the way intended by the questioner (for example, "You wanted to do it by yourself,
didn't you?"), and multiple questions, a string of questions put together to meet the needs of the questioner but
confusing to the responder.
The attitude in which questions are asked is very important in action learning. Questions should be asked for the
purpose of enabling the group members to broaden and deepen their view of the situation or issue they are
addressing.
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What Makes a Good Question?
In action learning, group members continuously strive to ask good questions, even great questions. The better the
question, the greater will be the insight gained and solution attained. Often, the best, easiest, and most effective
way to ask a good question is simply to build on a previous question or the response to that question. The art and
science of careful listening and then generating an open, creative question will quickly and constructively move the
group to problem reframing and then strategy development.
What makes a good question? There is no single correct answer to this question, but action learning proponents
believe there are a number of essential ingredients to good and powerful questions. Superb questions accomplish a
number of wonderful results, as they
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... Cause us to focus and/or to stretch
... Create deep reflection
... Challenge taken-for-granted assumptions that prevent us from acting in new and forceful ways
... Are difficult to answer and may take courage to ask
.... Lead to breakthrough thinking
... Contain the keys that open the door to great solutions
.... Are supportive, insightful, and challenging
... Are unpresumptuous and offered in a sharing spirit
.... Are selfless, not asked to illustrate the cleverness of the questioner or to generate information or an
interesting response for the questioner
... Open up the problem owner's view of the situation
... Open doors in the mind and get people to think more deeply
.... Test assumptions and cause people to explore why and how they act
... Generate action
Great questions are asked at the time when they will generate the most reflection and learning. "Why" questions are
valuable and frequently used in action learning, as they cause us to reflect and to perhaps see things in fresh,
unpredictable ways. Questions such as "Why do you think that?" or "Why did this work?" can help the group
examine old issues in new, original ways. Other examples of questions that could produce rich responses include the
following.
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.... Can that be done in any other way?
.... What other options can we think of?
.... What resources have we never used?
…. What do we expect to happen if we do that?
.. What would happen if you did nothing at all?
.. What other options do you have?
.. What is stopping us?
.. What happens if ... ?
.. Have we ever thought of ... ?
Action learning groups will know and feel when a great question has been asked. One or more members will
spontaneously say, "That's a great question!" Great questions cause us to expressively respond in those or similar
words. When a group generates one or more such questions, it can move forward with great confidence that it will
reach greater clarity of understanding and imaginative solutions.
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A good question is never fully answered. It is not a bolt to be tightened into place, but a seed to be planted and to
bear more seed toward the hope of greening the landscape of ideas.
-John Ciardi