Questioning and FeedbackQuestioning and Feedback

Imagine you are about to start a presentation Imagine you are about to start a presentation

You are presenting a workshop on athlete You are presenting a workshop on athlete selection issuesselection issues

You want to You want to capturecapture every person’s attention every person’s attention and ‘buy in’ from the absolute beginningand ‘buy in’ from the absolute beginning

What possible questions could you ask?What possible questions could you ask?

The Power of QuestionsThe Power of Questions

Brainstorm the positive impacts quality questioning Brainstorm the positive impacts quality questioning can achieve as a coach development facilitator can achieve as a coach development facilitator or as a coach.or as a coach.

A GREAT Opening QuestionA GREAT Opening Question

An opening question that sparks a vivid image is An opening question that sparks a vivid image is key to a successful session. It can start the flow key to a successful session. It can start the flow of ideas and interaction.of ideas and interaction.

““Imagine you are about to start a presentation Imagine you are about to start a presentation You are presenting a workshop on the issues surrounding You are presenting a workshop on the issues surrounding

selectionselectionYou want to You want to capturecapture every persons attention and ‘buy in’ every persons attention and ‘buy in’

from the absolute beginning,from the absolute beginning,

What possible questions could you ask?”What possible questions could you ask?”

Questioning StylesQuestioning Styles

4 types of questioning;4 types of questioning;

ClosedClosed Did you win?Did you win?OpenOpen How did you do?How did you do?RunwayRunway What do you do if you are What do you do if you are presenting presenting at a workshop and ….. at a workshop and ….. happens?happens?HypotheticalHypothetical If this scenario was created in the If this scenario was created in the next next game how do you think you might game how do you think you might deal deal with it?with it?

ActivityActivity

1.Working in pairs, choose a topic below and 1.Working in pairs, choose a topic below and for that topic, develop a question for each for that topic, develop a question for each style listed in slide 4.style listed in slide 4.

2.Then ask each other the questions and take 2.Then ask each other the questions and take note of the depth of thought required and note of the depth of thought required and depth of the response.depth of the response.

Topics;Topics;Ask about the last workshop they facilitatedAsk about the last workshop they facilitatedAsk about the last time they had a coaching successAsk about the last time they had a coaching successAsk for their thoughts on how they feel about Ask for their thoughts on how they feel about facilitating workshopsfacilitating workshops

Small Group DiscussionSmall Group Discussion

What style of question(s) is/are likely to be What style of question(s) is/are likely to be most effective in the environment of most effective in the environment of facilitation?facilitation?

““You can achieve more effective results when You can achieve more effective results when solutions are created, understood, and accepted by solutions are created, understood, and accepted by

the people impacted”the people impacted”Michael WilkinsonMichael Wilkinson

Activity :Activity : Guess Who Guess Who

Using a volunteer from the group. They pretend they are Using a volunteer from the group. They pretend they are someone else (e.g. a sportsperson). The group asks someone else (e.g. a sportsperson). The group asks them questions to find out who they are.them questions to find out who they are.

The volunteer does not have to answer any open or closed The volunteer does not have to answer any open or closed questions, only answering runway or hypothetical questions, only answering runway or hypothetical questions.questions.

The group has 3 strikes. The group has 3 strikes. The group will achieve a strike if someone asks a closed or The group will achieve a strike if someone asks a closed or

open questionopen question

TIM

E CO

NSTRAIN

TSTYLE O

F QUESTIO

N

LESS T

IME

MO

RE TIM

E

DEPTH OF UNDERSTANDING

HYPOTHETICAL

RUNWAY

OPEN

CLOSED

Question StylesQuestion Styles

Questioning for Creating UnderstandingQuestioning for Creating Understanding

The aim of questioning is to create depth and The aim of questioning is to create depth and detail of thought that leads to a future actiondetail of thought that leads to a future action

GG Goals, aim, what do they wantGoals, aim, what do they wantRR Reality, what is happening nowReality, what is happening nowOO Options availableOptions availableWW What actions will they takeWhat actions will they take

Example;Example;““What can I help you with?.” “Ideally what would you like from this?”What can I help you with?.” “Ideally what would you like from this?”““So tell me about where you are at now?”So tell me about where you are at now?”““What are some of the different ways you can achieve your aim and get around What are some of the different ways you can achieve your aim and get around

some of the hurdles?”some of the hurdles?”““So what are you going to do now?”So what are you going to do now?”

Handling QuestionsHandling Questions

It is common to be asked for your opinion when facilitating It is common to be asked for your opinion when facilitating or presenting a workshop.or presenting a workshop.

If valid and appropriate, give your If valid and appropriate, give your opinionopinion with the reasons with the reasons or justifications behind it. This allows the group to or justifications behind it. This allows the group to understand and adapt your thoughts to suit themselves.understand and adapt your thoughts to suit themselves.

Below is a simple tool that can be helpful;Below is a simple tool that can be helpful;

PP Point of viewPoint of viewRR ReasonReasonEE ExampleExamplePP Point of viewPoint of view

Activity;Activity;

In pairs, taking turns, aim to learn as much In pairs, taking turns, aim to learn as much as possible about the other person’s as possible about the other person’s feelings towards their own facilitating skills feelings towards their own facilitating skills etc. etc. Try using the GROW model where possible.Try using the GROW model where possible.Where valid, try using the PREP concept to Where valid, try using the PREP concept to answer.answer.

1.1. You each have 1 minute to prepareYou each have 1 minute to prepare2.2. You each have 1 minute after the questioning to You each have 1 minute after the questioning to

take down notestake down notes

Getting ClarityGetting Clarity

Obtaining an accurate understanding in the Obtaining an accurate understanding in the listening and questioning process is essential.listening and questioning process is essential.

WhatWhat, , WhenWhen, , WhereWhere, , WhoWho and and HowHow questions questions can help increase detailcan help increase detail

SummarisingSummarising or or ParaphrasingParaphrasing statements statements confirm your understanding of the question confirm your understanding of the question before starting the processbefore starting the process

Summarising - ExampleSummarising - Example

Question;Question;

““If I’m coaching a group of adults that I normally tell ‘how If I’m coaching a group of adults that I normally tell ‘how and what’ to do at training and they respond well to that, and what’ to do at training and they respond well to that, are you now saying I should stop telling them what to are you now saying I should stop telling them what to do?”do?”

Summarised question;Summarised question;

““So, you are asking if I am saying to stop using a ‘telling’ So, you are asking if I am saying to stop using a ‘telling’ approach?”approach?”

Exercise;Exercise;

In small groups,In small groups,

1.1. Develop a paraphrase to the previous question.Develop a paraphrase to the previous question.

2.2. Answer the question giving your own opinion and using Answer the question giving your own opinion and using your own knowledge your own knowledge

PARAPHRASING;- REPLACING THEIR WORDS WITH ONES THAT BETTER EXPRESS WHAT THEY MIGHT BE TRYING TO SAY.

FEEDBACKFEEDBACK

““The body-mind is a system that requires The body-mind is a system that requires feedback from its environment in order to feedback from its environment in order to

function properly”function properly”

Myles DowneyMyles Downey

In small groups,In small groups,

Brainstorm some ideas and concepts of Brainstorm some ideas and concepts of effective feedback.effective feedback.

4 Keys to Giving Quality Feedback4 Keys to Giving Quality Feedback

Information in the feedback should be of the highest Information in the feedback should be of the highest quality possible (accurate, specific, measurable if quality possible (accurate, specific, measurable if possible)possible)

Observed and owned by you (Second hand makes it Observed and owned by you (Second hand makes it impossible for the information to be discussed or impossible for the information to be discussed or challenged)challenged)

Without personal judgement (Be careful of body Without personal judgement (Be careful of body language and tone of voice)language and tone of voice)

Without room for interpretationWithout room for interpretation

Activity; (in pairs)Activity; (in pairs)

The aim is to throw screwed up pieces of paper at The aim is to throw screwed up pieces of paper at a target and score as many points as possible.a target and score as many points as possible.

BUT….BUT….

The person throwing the paper does not know The person throwing the paper does not know where the target is nor can they see it. They are where the target is nor can they see it. They are reliant on the feedback from their partner. reliant on the feedback from their partner.

2 Types of Feedback to Receive2 Types of Feedback to Receive

In small groups note down in both cases how each In small groups note down in both cases how each type of person might receive feedback;type of person might receive feedback;

Extrinsic (external)Extrinsic (external)FacilitatorFacilitator CoachCoach AthleteAthlete

Intrinsic (internal)Intrinsic (internal)FacilitatorFacilitator CoachCoach AthleteAthlete

ActivityActivity

On your own, note down 2-3 areas that you On your own, note down 2-3 areas that you would like to improve on in the next few would like to improve on in the next few months, with regard to giving and months, with regard to giving and receiving feedback.receiving feedback.

Discussion/exerciseDiscussion/exercise

For your next presentation think about planning For your next presentation think about planning how you will you go about increasing the how you will you go about increasing the amount of feedback you give/receive?amount of feedback you give/receive?

Extrinsically…Extrinsically…

Intrinsically….Intrinsically….