From ancient times questioning has been a technique for meaningful teacher-student dialogue. Socratic questioning helps to understand and probe deeper into a topic. Asking questions also help the participants to clarify their doubts and their thinking, as well as challenge their pre-existing notions and assumptions. And it helps to generate different explanations for a concept, examine the concept from different perspectives, and encourage discussions in the session. 

In training, questions need to come from both participants and facilitators. Questions from the participants need to help them understand and relate better to the topic, and internalize the learning from that program. From the facilitators, questions should probe the understanding, challenge the thinking of the participants, create situations that enable everyone them to discuss various scenarios and possibilities. Questions from the facilitators should enable the facilitator to seek instant feedback about how much the participants understand the content so the facilitator can tweak information or delivery in the right direction. 

As a facilitation technique, questioning needs to be a two-way process. Here are some facilitation guidelines when using questions.

Some questioning dos

• Facilitators need to create opportunities and atmosphere for participants to encourage questioning. Prepare some questions for before training, but not necessarily formatted as quizzes.

• Questions must come naturally during the process of facilitation. Novice facilitators can try this technique by inserting questions within their presentations. They can put in cues in the presentations where they need to ask questions.

• Ask open-ended, probing, and counter questions to gage the participants’ understanding of the subject matter and encourage their thinking further. For instance, ask “Why do you say that?” “Do you have an example?” or “What do you think would happen if…?” and so on.

• Just like the facilitator, encourage the participants to pose questions. So be ready for anything. Be thorough in your subject matter. Even if you have been facilitating the same topic for years, research into your topic.  It is important to stay current and relevant. Read recent and new material related to the issues, and be ready with data and information.

• When a participant asks a good question, appreciate it and repeat the question to the class, so everyone can think about it

• Encourage questioning; however, be ready for surprises. If you facilitate the same program many times, you can anticipate some of the questions. However, I have had instances where participants have asked unique questions that brought out a very new side to the topic. Write down such unique questions—they may lead to some more information or further research on the subject!

• At times you may pick a participant who may not be very participative and ask him a specific question to encourage participation. Be sensitive to such person’s need to be quiet or feelings of discomfort. 

  Some questioning don’ts

• If you do not know the answer, do not try to guess or give wrong information. Always remember, participants are savvy and knowledgeable. When you give wrong answers, your credibility may be at stake.

• Do not use the “deflection” technique too often—deflecting the question to the audience if you do not know the answer. You can deflect it honestly when you do not know the answer, and ask for opinions or answers. You can also deflect it when you want the group to participate. But remember, when you deflect a question for which you do not know the answer, you still have a responsibility to close the question or the issue.

• “That’s a very good question” is a cliché used too often. Do not use it all the time—or unless you really mean it!

• Do not engage in a question/answer parley with only one or two participants in the classroom. See that the whole class in engaged in the discussion, and this is where you would ask them to participate or ask counter questions to the entire class.

• A question from a participant may be very simple, do not ridicule or show surprise at this. Respect it, and answer it. This way many participants who are hesitant about asking questions will also be encouraged to participate.

• You should also be ready for “trolls”—those participants who ask “smart” or “silly” questions on purpose. These are generally the “difficult” kinds of participants who may not be interested in the training or the subject, or may generally “want to have a good time.” Deal with them assertively. Do not insult your participants, become edgy, or respond with sarcasm; it can spoil the mood of the training or can make some participants feel very uncomfortable. Use humor if needed, but do not lose control of your emotions or your session due to these distractions.  

• Do not allow lengthy or heated debates to go on with one question. Keep track of your time. Suggest answering the questions during the break or after the session 

  Finally, always close any open issues left by the end of the session. If you cannot answer a particular question, then promise to follow up after the session—and do good on that promise. Contact the participant by email or phone or other ways, and give your answer in a committed time frame. Your credibility as a trainer will improve as it would indicate your commitment to your profession. It would also be very motivating for the participant to have a facilitator respond to a question.

  As you can see, questioning can generate real interaction between the facilitator and participants, instead of a facilitator merely “lecturing” one way, or doing a seemingly endless Power Point presentation. Let your audience do some real thinking—and scratch their heads a bit. 

  Any questions?