Critical Thinking & Problem-Solving

Introduction

Thinking critically and creatively will help

you not only with academic work, but also in everyday work and activities. For
example, an academic assignment might ask you to research and analyze the
effects of multitasking, referencing emerging brain science, and offer creative
solutions to accomplishing work without multitasking. A life problem may deal with
getting positive results from a company with bad customer service, a company that
you perceive is avoiding an issue with you as a customer. Addressing these
situations involves some conscious application of thinking skills. The readings and
activities on this page (Critical Thinking) and the next (Critical, Lateral, and Creative
Thinking) are designed to help you become more a more conscious problem-solver
and more informed decision-maker.

Critical Thinking

Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrected. In

other words, it is a thought process that involves the evaluation, assessment,
and reinterpretation of your own or others’ ideas and thought processes. Critical
thinking requires effort and dedication, but pays dividends for the time invested.

Critical thinking comes into play in a wide variety of circumstances. As a citizen of a

democracy, it is important to think critically and do background research each time
an election is coming up or when there is a news story about which you want to be
more informed. As a student, you want to think critically about near term options,
such as what courses to take, and longer term decisions, such as how to plan your
degree and whether the degree you’re planning should be directed toward current
employment, future employment, or your own academic interest that may or may not
be related to a current or potential career.

Critical thinking involves analysis, or breaking something (a concept, an argument, a

piece of information) down into its parts in order to understand and evaluate it, as a
prelude to accepting or rejecting it. You’re expected to think critically when you’re
asked to analyze an article for a college assignment, for example, and offer your own
opinion on its validity. You also think critically when you analyze real-life situations
such as moving your residence, changing jobs, or buying a car.
View the following videos on critical thinking, which further define the concept and
offer some steps to apply in order to think critically and solve problems.

What are the key concepts of this video?

What examples do you have of the following?

• creating your own solution to an unexpected problem

• using pros and cons to make a decision
• making assumptions about a person
• unthinkingly applying a bias

The first two concepts often have positive outcomes, while the last two concepts may
result in negative outcomes. Most likely you will have done all four of these things
subconsciously in the workplace or other situations.

This video offers one (of many) ways to consider something critically:

• formulate your question

• gather your information
• apply the information (consider biases, assumptions)
• consider the implications
• explore other points of view

Both videos emphasize the need to consider a question, problem, action, or issue
consciously and planfully, breaking it into its parts and considering the parts, before
putting them back together with a reasoned solution or multiple potential, reasoned
solutions.

Below are 10 tips for problem-solving and critical thinking.

1. Understand the Steps in Critical Thinking and Problem-

Solving
• State the problem or question.
• Gather information.
• Review the information.
• Examine the information gathered.
• Make a decision.
• Share the results with others.

2. Ask Basic Questions

• What is it about?
• What happened?
• When did it happen?
 • Where did it happen?
• Why did it happen?
• How did it happen?

3. Practice Self-Awareness
• Understand your biases.
• Question your first instinct.
• Do not jump to conclusions.
• Recognize what you do well and what you need to improve.

4. Think on Your Feet

• Be able to find solutions quickly.
• Think through problems that come up.
• Make decisions.
• Take a step back and evaluate decisions before moving forward.

5. Be Creative
• Try new ideas.
• Find new solutions.
• Look for new ways of doing things.
• Use new methods to solve problems.

6. Make Decisions in Stressful Situations

• Remain alert and calm.
• Reframe the problem.
• Prioritize.
• Move toward the goal.

7. Pay Attention to Detail

• Look at every part of the problem.
• Think through fine points.
• Think of all possible solutions.
• Maintain efficiency.

8. Expand Your Technical Skills

• Take classes to build knowledge.
• Find opportunities to gain experience.
• Talk with professionals.
• Discover volunteer opportunities.

9. Build Critical Thinking Skills

• Play games that require critical thinking skills.
 • Put puzzles together.
• Think ahead.
• Actively volunteer to solve problems.

10. Improve Your Knowledge

• Take time to think.
• Read books on improving critical thinking.
• Learn something new every day.
• Focus.

Employers are seeking individuals who possess these skills. Work toward
improving your critical thinking and problem-solving skills. Solving issues that
arise at work is important in becoming more productive. Employees should be
able to work on the job without someone telling them exactly what to do, how
to do it, and why they should do it. Problem-solving and critical thinking are
essential skills for employees to be successful in the workplace.

Problem-Solving with Critical Thinking

For most people, a typical day is filled with critical thinking and problem -
solving challenges. In fact, critical thinking and problem-solving go hand-in-
hand. They both refer to using knowledge, facts, and data to solve problems
effectively. But with problem-solving, you are specifically identifying, selecting,
and defending your solution. Below are some examples of using critical
thinking to problem-solve:

• Your roommate was upset and said some unkind words to you, which
put a crimp in your relationship. You try to see through the angry
behaviors to determine how you might best support your roommate and
help bring your relationship back to a comfortable spot.

• Your campus club has been

languishing on account of lack of participation and funds. The new club
president, though, is a marketing major and has identified some
strategies to interest students in joining and supporting the club.
Implementation is forthcoming.

• Your final art class project challenges you to conceptualize form in new
ways. On the last day of class when students present their projects, you
 describe the techniques you used to fulfill the assignment. You explain
why and how you selected that approach.

• Your math teacher sees that the class is not quite grasping a concept.
She uses clever questioning to dispel anxiety and guide you to new
understanding of the concept.

• You have a job interview for a position that you feel you are only partially
qualified for, although you really want the job and you are excited about
the prospects. You analyze how you will explain your skills and
experiences in a way to show that you are a good match for the
prospective employer.

• You are doing well in college, and most of your college and living
expenses are covered. But there are some gaps between what you want
and what you feel you can afford. You analyze your income, savings,
and budget to better calculate what you will need to stay in college and
maintain your desired level of spending.

Problem-Solving Action Checklist

Problem-solving can be an efficient and rewarding process, especially if you

are organized and mindful of critical steps and strategies. Remember, too, to
assume the attributes of a good critical thinker. If you are curious, reflective,
knowledge-seeking, open to change, probing, organized, and ethical, your
challenge or problem will be less of a hurdle, and you’ll be in a good position to
find intelligent solutions.

STRATEGIES ACTION CHECKLIST [1]

• Identify the problem

• Provide as many supporting details as
1 Define the problem • Provide examples
• Organize the information logically

• Use logic to identify your most importa

• Identify implications and consequence
2 Identify available solutions • Identify facts
• Compare and contrast possible solutio

• Use gathered facts and relevant evide

• Support and defend solutions consider
• Defend your solution
3 Select your solution
3 Modes Of Thinking: Lateral, Divergent &
Convergent Thought

1. Convergent Thinking
Summary: Using logic

Also called: Critical Thinking, Vertical Thinking, Analytical Thinking, Linear Thinking

Wikipedia Excerpt & Overview

‘Convergent thinking is a term coined by Joy Paul Guilford’ (who also coined the term
for the ‘opposite’ way of thinking, ‘Divergent Thinking’).

‘It generally means the ability to give the “correct” answer to standard questions that do
not require significant creativity, for instance in most tasks in school and on
standardized multiple-choice tests for intelligence.

Convergent thinking is often used in conjunction with divergent thinking. Convergent

thinking is the type of thinking that focuses on coming up with the single, well-
established answer to a problem.[1] Convergent thinking is used as a tool in creative
problem-solving. When an individual is using critical thinking to solve a problem they
consciously use standards or probabilities to make judgments.[2] This contrasts
with divergent thinking where judgment is deferred while looking for and accepting
many possible solutions.’

2. Divergent Thinking
Summary: Using imagination

Also called: Creative Thinking or Horizontal Thinking

Wikipedia Excerpt & Overview

‘Divergent thinking is a thought process or method used to generate creative ideas by

exploring many possible solutions. It is often used in conjunction with
its cognitive colleague, convergent thinking, which follows a particular set of logical
steps to arrive at one solution, which in some cases is a ‘correct’ solution. By contrast,
divergent thinking typically occurs in a spontaneous, free-flowing, ‘
By contrast, divergent thinking typically occurs in a spontaneous, free-flowing, ‘non-
linear’ manner, such that many ideas are generated in an emergent cognitive fashion.
Many possible solutions are explored in a short amount of time, and unexpected
connections are drawn. After the process of divergent thinking has been completed,
ideas and information are organized and structured using convergent thinking.’

3. Lateral Thinking
Summary: Using both Convergent and Divergent Thinking

Also called: ‘Thinking Outside the Box’

Wikipedia Excerpt & Overview

‘Lateral thinking is solving problems through an indirect and creative approach,

using reasoning that is not immediately obvious and involving ideas that may not be
obtainable by using only traditional step-by-step logic.[1]

To understand lateral thinking, it is necessary to compare lateral thinking and critical

thinking. Critical thinking is primarily concerned with judging the truth value of
statements and seeking errors. Lateral thinking is more concerned with the “movement
value” of statements and ideas. A person uses lateral thinking to move from one known
idea to creating new ideas.’

A core tenet of humanity is our ability to think critically and with imagination and
creativity. Therefore, it makes sense that our ability–and the decision to–do this
consistently in some ways defines us as a species. Critical thinking, in part, involves
simply avoiding cognitive biases.

See also What It Means To Think Critically

Further, it’s not a huge leap to say that the ability and tendency to think critically and
carefully and creatively supersedes content knowledge in importance, but that’s a
discussion for another day. In general, it is our position that critical thinking is of huge
importance for students, and as such is a big part of our content and mission at
TeachThought.
In pursuit, the sketch note above from Sylvia Duckworth is a nice addition to that index
of content. Sylvia has consistently done a great job converting ideas into simple visuals–
on our 12 Rules Of Great Teaching, for example.

How to Use Fishbone Diagram for Problem Solving

Fishbone Diagram Problem Solving

Twitter Share Copy

Fishbone diagram is a problem-solving tool, used in literal terms like a fishbone. It is

also known as a cause and effect diagram. The mechanism is to specifically identify
the cause and effect of any business or project problem.

A fishbone diagram can help define potential reasons for an issue. This article will
dive into understanding the core principles of the fishbone diagram problem
solving as a tool.

1. What is A Fishbone Diagram?

In 1943 at Tokyo University, Kaoru Ishikawa created the "Fishbone Diagram."
Fishbone diagrams can also be called diagrams of "cause and effect." The fishbone
diagram problem solving tool is a perfect tool to dig through an issue when we try
to assess the root cause and find a solution effectively.

It offers a mechanism for explicitly identifying the "effect" and then brings you to
think about the potential triggers, based on typical manufacturing problems.
The fishbone diagram problem solving is a basic model that makes it easy to grasp
swift and efficient root causes to implement corrective behavior.

It reflects the question or impact at the fish's head or mouth. Possible contributing
factors under separate causal groups are identified on the smaller "bones."
A fishbone diagram can help define potential reasons for an issue that would
otherwise not be discussed by encouraging the team to look through the definitions
and discuss alternate reasons.

Source: EdrawMind

TRY TO MAKE A TIME MANAGEMENT MIND MAP NOW

1.1 Why Use Fishbone Diagram for Problem Solving

The fishbone diagram makes you consider more when solving specific problems.
During a brainstorming activity, various groups inspire thoughts from different areas.

The fishbone diagram brings order to the process of cause and effect. It's easy for
participants to understand the main problems or issues and focus on the question
across different potential triggers.
The fishbone diagram helps distinguish the causes and reasons for a problem and
lets people intuitively figure out the solutions.

1.2 The Usage of Fishbone Diagram

The fishbone diagram problem solving method can be used when trying to fix
problems or discover the root cause of an issue or problem, which helps you to see
below the surface, and dive deeper into the real problem.

Here are several typical fishbone diagram problem solving applications:

• Manufacturing:,nbsp;Uncover the root cause of a manufacturing problem by

brainstorming and rating the likelihood and effect of all factors affecting the
manufacturing cycle;
• Marketing or Product Marketing:,nbsp;Identify the possible factors that may
impede your company's popularity in the marketplace by investigating all the places
that affect your product acceptance;
• Service:,nbsp;Uncover the root cause of a business issue by brainstorming, and rate
the probability and effect of all factors impacting the service delivery process.

2. How to Use A Fishbone Diagram for Problem Solving?

There are 7 steps lead you to use fishbone diagram for problem solving:

Source: EdrawMind

• Explain the agenda behind the diagram

Let your team members know that the diagram can help you see different fields or
possible areas that might lead to a solution to your current business problem.

• Draw diagrams

Draw the pattern or shape on your whiteboard, or use a software diagramming tool
to ease accessibility. If you need remote attendants to do this exercise, you can
quickly build it in EdrawMind and display your computer.

• Determine a simple statement on an issue

Write down statements at the top of your page or above where you will build the
diagram., which means everyone has the same idea of the issue you are concerned
with.

• Select what categories to use

Categories are discussed in more detail below. For example, you can add Policies,
Methods, Personnel, and Software categories.

• Identify potential causes within each category of your problem

Team members may trigger brainstorming or contribute factors that fall into this
category. You can either go by category or only come up with ideas and determine
which type they fit.

• Go a step deeper to define sub-causes for any cause in the category

If you decide whether something can or will break down to smaller points, build
divisions from the critical point.

Team members study the diagram to determine the most relevant focus points. If
you are trying to take this a step forward and fix the root cause, it helps define where
you're trying to benefit your initiative. You can't solve all the root factors at once, and
some can get more significant payoff than others. Check the diagram for an
evaluation of where the concentration of the team is best.

• Record results

You bring the work in. Capture, and log your work. You will need to return to it later,
so you don't want to miss the importance of the exercise that you got.

3. Tips for Using The Fishbone Diagram

There are several tips that should be considered when using the fishbone diagram
for solving problems:

• Using the fishbone diagram tool to keep the team focused not on signs, but the
problem's causes;
• Make sure you leave ample room in the diagram between the main groups to add
minor specific pointers later;
• Try making team members write every cause on sticky notes while you're
brainstorming causes, moving around the community asking each person about a
particular reason. Continue to go through the loops, have more pointers before all
suggestions have been eliminated;
• Encourage each person to join in the brainstorming exercise and voice their own
opinions;
 • Remember that the strategy of "five-whys" is often used in combination with the
fishbone diagram.

Source: EdrawMind

4. Conclusion

While it takes time to create a fishbone diagram, it will help you and your team
define the real causes and encourage you to strengthen the process and make
permanent improvements.

Regardless, whether you are using the graphical or indented fishbone hierarchy, this
process optimization method will significantly help you understand the factors
involved in a process. The root causes of the event are the underlying process and
system issues, which allowed the contribution. Hence fishbone diagram, the
problem-solving tool, is extremely crucial when discussing strategies to deal with
problems.

EdrawMind is an easy-to-use, flexible mind mapping tool designed to help you

generate modern, fresh visuals and mind maps. By combining the bullet points into a
mind map on a project, EdrawMind lets you organize the thoughts or concepts and
create essential strategies.
What Are The Six Thinking Hats? And How to Use Them?

Design thinking and group discussion are highly complex processes in which

thoughts are shared, ideas bubble up, and others are buried. De Bono’s Six

Thinking Hats technique provides a systematic solution to sharing and

improving ideas by eliminating idea-destructive elements during

brainstorming meetings.

Our human thinking can be unstructured and reinforced, so different types of

thoughts can drive individuals and design thinking groups to think irrational

and biased toward specific ideas, which contradicts the aim of the design

thinking process. The six hats thinking hats introduced a technique to discuss

topics based on a particular order rather than a chaotic discussion. While the

six thinking hats method does not follow ordinary human thinking, it can be

used during a specific critical thinking session to achieve specific targets such

as solving problems, discussing argument, in-depth analysis for planning

process and running the creative thinking process.

Read also:

▪ A Guide to the SCAMPER Technique for Creative Thinking

▪ The Double Diamond Design Thinking Process and How to Use it
▪ How to Apply Paul-Elder Critical Thinking Framework
Contents

• What Are the Six Thinking Hats?

• The Six Thinking Hats
 • How to Apply the Six Thinking Hats Technique?
o
▪ Bibliography:
▪ Summary:

What Are the Six Thinking Hats?

In his book, Lateral Thinking for Management, De Bono introduced a

directional sequence used in the brainstorming process. The Six Hats thinking

method is based on a metaphorical six hats representing different human

thinking types. The team uses these hats to address situations based on

sequenced thoughts rather than chaotic discussions. The Six Hats thinking can

be used during critical thinking sessions to achieve specific targets such as

solving problems, discussing an argument, planning in-depth, and analysing

the creative thinking process. Although the method has been introduced for

companies to improve the return of investment (ROI), it can successfully be

applied to school students in design thinking in education. During the last four

years, I’ve adopted the Six Thinking Hats while teaching the design process for

my master level students to organise their thoughts while designing their

brand business. I will use this example later when we cover the practical

application of the tool.

Figure 1. The Six Thinking Hats and their description.

The Six Thinking Hats

Solving problems using the six thinking hats model requires looking at

different thinking perspectives. Each perspective is represented with a hat

colour. At the end of the discussion session, stakeholders should better

understand the problem from other approaches to reach creative and

innovative solutions. During each critical thinking discussion meeting, the

facilitator determines which hat should be worn in a specific part of the

discussion as follows:

White hat

This hat represents the facts and information about the problem of the

argument. During this part, the stockholders only share information about the

issue and take notes. No further development in the thinking process should
be done. Questions in this part can be “what is the available information?”

and “what are the facts we have?”

Yellow hat

In contrast to the black hat, the yellow hat supposes to reflect the sun or an

optimistic attitude. The stakeholders think from an optimistic point of view

about the problem or suggestion. It helps to spotlight the advantages and

benefits of the recommendations. During this, the questions are “what are the

advantages of applying the solution?” and “why do you think it is workable?”

Black hat

Wearing the black hat drives attendees to think about the problem or

suggestion cautiously and defensively. This part aims to identify the cons of

the proposal and the disadvantages, and why the idea may not work based on

logical reasons.

Focusing on the warnings, risks or cautions helps the stakeholders to isolate

the reasoning and think of the solutions in the yellow one. During this

discussion, the question that can be asked is “what are the risks?” and “why is

the suggestion not working?”

Red hat

The emotions hat presents the stakeholders’ feelings about the problem and

their gut reactions. Using this hat is to understand the different emotional

responses such as love, hate, like and dislike. The red hat does not aim to
understand the reason behind these feelings. We can ask questions like “what

do you feel about the suggestion?” and “what is your gut reaction?”

Green hat

This hat represents the creative thinking part of the discussion. During the

critical thinking discussion, this hat fuels the stakeholders’ thinking to

innovate a creative thinking solution for the problems or look to the

suggestions from a creative perspective. Innovative tools can drive creativity

during the conversations, such as the Lego Serious Play and brainstorming

techniques.

Blue hat

This hat is the process control plan where the meeting leaders manage

difficulties during the discussions. It makes sure that the guidelines of the six

thinking hat technique is applied. This hat can be used to drive the thinking

process to better routes. For example, the facilitators can direct the discussion

to the green hat route if there are no ideas.

I believe the hat’s sequence and which set of hats to use during the

commenting or evaluation session is not fixed, yet it is determined by the type

of the project, the team, and the session’s aim. Figure 2 below shows how the

order of hats changes from one aim to another.

Figure 2. The six thinking hat session’s aim dictates the sequence order and
the type of hat to use.

How to Apply the Six Thinking Hats

Technique?
The six thinking hats technique has many applications for exploring ideas or

evaluating them. While teaching Luxury Brand Management to my

postgraduate students at Northumbria University in London, they worked to

design their luxury business using many design and business tools. We

applied the six thinking hats to build organised feedback from different

perspectives.
Figure 3. How we comment in each of the six hats.
The following brief example presents the application of the six thinking hats in

providing feedback on a proposed luxury brand:

The student group presents their luxury business, including the different tools

used to develop their brand, such as the business model canvas, SWOT,

persona and creative brief.

The blue hat is owned by the facilitator who runs the session in these classes,

usually the class tutor: the facilitator organisation the presentation and moves

from one hat to another. The team starts with the white hat answering the

question, what do we know about the brand and the market. For example, The
current information about the luxury business in Europe and its impact on the

company.

Then, the team puts the yellow hat representing the positive views about the

brand. The facilitator can ask questions such as “what are the advantages of

the current business setup?” and “what are the positive impact on the brand?”

In this practice, establishing a European-based luxury brand can facilitate

access to high-quality craftsmanship in Italy.

Then the team wears the black hat to discuss the fears or cautions, such as the

risks and the challenging points. For instance, the economy after Covid-19

didn’t recover yet, especially with the other political challenges of Brexit and

the war in Ukraine. The red hat reflects the emotional feelings toward the

luxury business. For example, The company’s business is interesting, and it

will find interest in the market.

The final hat is the green one, representing new ideas and innovation. The

team explores what new ideas can be added to the business. For example, the

company can focus on a sustainable business that can add value for

consumers. At the end of the discussion, the facilitator (blue hat) summarises

the conversation and the outcome of the meeting.

The six thinking hats method provides a parallel thinking model to get the

most out of critical thinking discussions. By organising the thinking process

using the metaphor of the six hats, stakeholders can ensure that the thinking
process covers the topic from different perspectives and points of view. This

organised thinking approach occurs quickly during the discussion to reach the

best possible output of the design thinking process. While the six thinking hats

technique is discussed separately from the design thinking process, both work

closely toward building creative solutions and innovative approaches.

Nineteen Techniques to Gather

Information: #1 Open Ended
Questions
May 16, 2014

Ava S. Butler
Save
27
S h a r e

Organizations need to gather and analyze information in order to make

intelligent decisions. This can be an arduous and daunting task. Because
the quality of decisions inevitably suffers when based on incomplete and
therefore inferior data, comprehensive information is absolutely
essential. Today, this information comes from both inside and outside the
organi- zation and often from nontraditional sources.

My next blogs give the meeting facilitator nineteen options for

accumulating maximum information in record time. Some of these
techniques can be used to gather information before meetings; others are
designed for use within meetings; and one technique, the Delphi
Technique, is designed specifically for use in place of a meeting. The
broad range of these techniques ensures that they cover almost e very
potential situation.
The nineteen techniques include:

1. Open-Ended Questions
2. Individual Interviews
3. Focus Groups
4. Questionnaires
5. The Delphi Technique
6. Expectations Survey
7. Passing Notes
8. Skits
9. Is/Is Not
10. Nominal Group Process
11. Process Flowcharting
12. Content Experts
13. Prouds and Sorries
14. Keep/Throw
15. Working Break
16. New Shoes
17. Five Whys
18. SWOTs
19. Road Shows

This blog highlights Technique 1: Open Ended Questions.

“Sometimes when I ask a question, people just sit there and shrug their
shoulders or blandly say yes or no. What can I do to stimulate more
conversation?”
1. Open-Ended Questions

What Are Open-Ended Questions?

The Open-Ended Questions technique gathers information in a manner

that invites the greatest response.

The way you form your questions determines the type of response you
will receive. Open-Ended Questions are questions that cannot be
answered yes or no. “What are your ideas?” is an open -ended question.
“Do you have any ideas?” is a closed-ended question because it can be
answered with a simple yes or no response. Other examples of Open-
Ended Questions include: “What ideas do you have?” as opposed to “Do
you have any ideas?” and “What are your reactions to this plan?” as
opposed to “Do you like this plan?”

The use of Open-Ended Questions presumes that participants have ideas

or questions and that you are interested in hearing them. It is essential to
use Open-Ended Questions in order to ensure maximum participation. It
is a core facilitation technique.

When to Use Open-Ended Questions

• When you want to gather information

• When you are interested in hearing the opinions of others
• When your group tends to be silent

How to Use Open-Ended Questions

Before the Meeting

1. As you plan for each agenda item, determine specific Open -Ended
Questions that will elicit the type of information you need. Decide how
broad or narrow the focus of your question should be. For example:
“What is causing this increased error rate?” or “What is causing this
increased error rate on the third-shift production line?” or “What is
causing this increased error rate on the third -shift production line over
the weekends?”

NOTE: Sometimes proposed solutions are disguised as Open -Ended

Questions. For example: “How can we get the funding to hire another
administrative assistant?” is really a propo sed solution. “How can we
resolve our paperwork backlog?” would be a better question to solve the
underlying problem.

2. Plan how you will state the purpose for the Open -Ended Question. It is
necessary to use a lead-in to the Open-Ended Question, stating the
purpose for the discussion. When participants hear a question without
knowing its purpose, they are often reluctant to respond. For example:
“We need to determine the best way to fix this problem. What have you
heard about what’s happening out on the sh op floor?”

NOTE: Most people ask closed-ended questions out of habit. To change

your habits, consider recording your meeting or ask a participant to
record the questions you ask throughout the meeting.

During the Meeting

1. State the purpose for your question to the group and ask your
Open-Ended Question(s). Consider posting the Open -Ended
Question(s) on a chart or overhead.

NOTE: Be patient and wait for responses. And be careful. Meeting

facilitators will often give some examples of right answers, which
can inadvertently turn their Open-Ended Question into a closed-
ended question. For example: “What do you think is causing the
 increased error rate?” (open-ended question) versus “Is it the
employees we hire?” (closed-ended question).

NOTE: If you think you are getting responses that are too broad or
too narrow, expand or contract your question.

2. Chart the responses to your Open-Ended Question.

NOTE: Open-Ended Questions are an important tool and should be

used in virtually every technique when asking question s.

NOTE: Closed-ended questions have their place. They are used to

verify consensus or understanding of an issue. For example: “Do we
all agree?” “We’re meeting next Thursday, is that correct?”

Summary

Open-Ended Questions is a technique for gathering info rmation in a

manner that ensures the greatest response and participation. Open -
Ended Questions are questions that cannot be answered with a simple
yes or no.

Before the Meeting

1. Plan the specific Open-Ended Question(s) you are going to ask.

2. Plan how you will state the purpose for the Open-Ended
Question(s).

During the Meeting

1. State the purpose for your question and pose your Open -Ended
Question(s).
2. Chart the responses to your Open-Ended Question(s).