Advanced Techniques for Humble Inquiry Questioning (1 Day Class)
Beginning in 2015, Advanced Techniques for Humble Inquiry Questioning will be paired with Facilitating Reflection for Learning and Improvement and the two programs offered together as the second half of a sequence of programs designed to help build the core skills for coaching to develop PDCA problem solving capability. Those who participated in The Coach’s Workshop, an earlier version of Advanced Techniques for Humble Inquiry Questioning do not need to attend it again to participate in Facilitating Reflection for Learning and Improvement which has not been offered before.
Participation in the first two programs in the Skills to Coach for Development sequence ((1 of 4) Recognizing Effective PDCA Problem Solving and (2 of 4) Basic Techniques for Humble Inquiry Questioning prior to attending (4 of 4) Facilitating Reflection for Learning and Improvement is strongly recommended. Those who participated in either or both programs in their earlier versions (Lean PDCA Problem Solving and Coaching Lean Problem Solving Thinking) do not need to attend again to benefit from this workshop.
Have you been practicing your skills for coaching others on their problem-solving thinking? Are you asking open question because they are much more effective than closed ones that focus on what you are thinking? Are you trying hard to turn down the chatter in your mind to hear the coachee's thinking and respond with helpful questions?
Neither of these are easy but you are practicing and reflecting on your efforts. Are you also wondering what you can do to take your skills to the next level? Then this workshop is designed for you. You'll learn powerful new skills and practice them in a supportive setting so you'll return to work ready to use them.
Specifically, Step 3, Skills to Coach for Development: Advanced Techniques for Humble Inquiry Coaching will focus on two critical skills to help you ask the right question at the right time.
First, you will discover techniques for increasing your awareness of the coachee and yourself as two people engaged in a purposeful discussion. Second, you will learn ways to pick up on where the coachee is in his or her problem-solving thinking and ask questions to help them look more deeply or move ahead as needed. Together these skills will greatly improve your effectiveness in helping others to develop their PDCA problem-solving thinking.
What you should expect in the workshop:
- To be challenged in your thinking about the role of the problem-solving coaching.
- To recognize you have a range of possible approaches as a coach and that developmental coaching is generally more than just asking open questions.
- To become aware of the influence you have as a coach by what you pay attention to and ask about.
- To learn how to use the flow thinking in Plan-Do-Check-Adjust cycle as a coaching tool.
- To have information and opportunities to self-assess your humble inquiry capabilities.
You will learn:
- To recognize coaching can be done in a variety of ways and to match your responses to your intent depending on the person and situation.
- To model effective humble inquiry questioning and become aware of how the focus of your thinking and questioning influences coachee problem-solving ownership and thinking.
- To recognize the difference between humble inquiry and investigative inquiry.
- To recognize where the coachee is in his/her problem-solving thinking compared to the PDCA process.
- To use the right question at the right time to:
- slow down the tendancy by less experienced coachees to jump to solutions;
- prompt the coachee to question if he/she has a full grasp of the actual conditions of problem solving;
- promt the coachee to clarify and confirm his/her belief about what should or needs to be happening;
- help coachees develop their problem solving thinking by prompting them to consider the basis of ideas or claims.
To maximize your learning experience we recommend that prior to attending this program you take following workshops or have a good understanding of the concepts presented within them.
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