When we are communicating, giving and receiving, it is important to check for understanding. We do this mainly through questions. But we need to use the right type of question.

This figure shows us some of the main types of questions.

 Probing questions seek to focus down on an aspect of meaning. eg “Can you explain what you mean by ...?”
 Clarifying questions seek to check the meaning “Did I understand you to say?”
 Reflecting questions seek to feed back what you understood “SO what you are saying is. ...?”

Questions are often regarded as a useful form of communication. This is true to some extent. However, they may also have a zero or negative effect in meetings. The difficulty with questions is two-sided: how questions are intended and how they are perceived.

Destructive intent may sometimes lurk behind a question. For example, there is the type of question that begins “Do you mean to say that ...?” In such cases the tone of voice used with these words is intended to put down an idea. It places the onus of ‘proof’ of an idea’s value on the contributor of that idea, with no apparent participation by the questioner.

Another kind of intention involves a question that masks an idea. For example, when an individual describes a problem and another individual responds with a detailed question. Something will have stimulated that question. Since most individuals respond to problems with ideas and half-formed thoughts, it is more explicit to hear the thought itself rather than a question, which has been distilled and shaped by an editing process.

The other side of questions involves perception. Individuals may freeze or cringe in response to a question, and especially to a barrage of questions. Traditional educational techniques use questions to sharpen the competitive environment as well as reinforcement of learning. The results of this type of conditioning may lead to a ‘need not to fail’ attitude - to make the answer the ‘right one’. The effect is that individuals react by hesitating in responding or censoring. They may even spend energy to discover the answer the questioner wishes to hear. In these situations, pleasing the questioner (manager, teacher, etc) becomes more important than an honest joint search for new and useful information, ideas, solutions, etc.

Another perceived effect of questions is that they may limit thinking. Questions are helpful where an individual wishes to focus upon a particular point, and unhelpful where speculation is required.

Advantages And Disadvantages of Questions

Positives
+ to elicit information
+ to contribute to a dialogue
+ to help sharpen an idea
+ to clarify understanding

Negatives

• to limit perspective where speculation is required
• to put people on the defensive
• to obscure rather than clarify potential areas for investigation
• to insult an individual/to destroy an idea