Open-Ended Questions

The ability to ask open-ended questions is very important in many vocations, including education, working with children and young people, counselling, mediation, sales, investigative work and journalism.

An open-ended question is designed to encourage a full, meaningful answer using the subject's own knowledge and/or feelings. It is the opposite of a closed question, which encourages a short or single-word answer. Open-ended questions also tend to be more objective and less leading than closed questions.

Open-ended questions typically begin with words such as "Why" and "How", or phrases such as "Tell me about...". Often they are not technically a question, but a statement which implicitly asks for a response.

Examples

Closed Question		Open-Ended Question
Do you get on well with your boss?		Tell me about your relationship with your boss.
Who will you vote for this election?		What do you think about the two candidates in this election?
What colour shirt are you wearing?		That's an interesting coloured shirt you're wearing.

Leading Questions

A leading question is a question which prompts the respondent to answer in a particular way. Leading questions are generally undesirable as they result in false or slanted information. For example:

Do you get on well with your boss?		This question prompts the person to question their employment relationship. In a very subtle way it raises the prospect that maybe they don't get on with their boss.
Tell me about your relationship with your boss.		This question does not seek any judgment and there is less implication that there might be something wrong with the relationship.

The difference in the above example is minor but in some situations it can be more important. For example, in a court case:

How fast was the red car going when it smashed into the blue car?		This question implies that the red car was at fault, and the word "smashed" implies a high speed.
How fast was each car going when the accident happened?		This question does not assign any blame or pre-judgment.

Children

Children are particularly susceptible to leading questions. Studies have shown that children are very attuned to taking cues from adults and tailoring their answers based on the way questions are worded.

Affirmations 

Affirmations are statements and gestures that recognize client strengths and acknowledge behaviours that lead in the direction of positive change, no matter how big or small. Affirmations build confidence in one’s ability to change. To be effective, affirmations must be genuine and congruent.

Examples of affirmation statements:

Thank you for …

I really like the way you …

That was a very creative how you …

You showed a lot of self-control in the way you …

It may not seem like much, but I think it was very impressive how you …

You have a real gift for …

Reasons for using Open-ended questions when working with children, young people and colleagues

Asking Open-Ended Questions allows for a wide-range of responses and provides an opportunity for the person answering to:

• Tell you what he or she considers to be important.
• Have maximum latitude to speak freely.
• Share more than just facts.

Listening to the answers of Open-Ended Questions helps you to:

• Gather information about the person's agenda.
• Clarify your understanding of what is being discussed.
• Connect with and understand the person better.

Open-ended questions are wonderful tools that promote children's and young people’s creative thought, problem-solving skills, and cognitive growth. Use open-ended questions, such as those below.

·       What do you think about ...?

·       What could you do about it?

·       How could we fix it?

·       I wonder if there's another way?

·       What's your opinion?

·       Just suppose that...then what?

·       What would happen if ...?

·       What else can we use this for?

·       What is this like?

·       Is there another way to do this?

·       What if we added this?

·       What if we take this away?

·       Why do you think this happened?

·       How do you think this works?

·       How did you ... ?

·       How could you ... ?

·       How else could you do that?

·       What's similar about these?

·       In what ways are these different?

·       What could you tell me about?

·       What did you notice about ...?

·       How do you think we could ...?

·       Tell me about it.

 

Open-ended Questions

Open-ended questions are questions that encourage people to talk about whatever is important to them. They help to establish rapport, gather information, and increase understanding. They are the opposite of closed questions that typically require a simple brief response such “yes” or “no.”

Open-ended questions invite others to “tell their story” in their own words. They do not lead people in a specific direction. Open-ended questions should be used frequently, though not exclusively, in conversation. When asking open-ended questions one must be ready and willing to listen to the response.

 

Examples of open-ended questions:

How can I be of help?

Would you tell me more about ___?

Could you help me understand ___?

What are the good things and the less good things about ___?

What do you think you will lose if you give up ___?

What have you tried before?

What do you want to do next?

 

 ASKING OPEN-ENDED QUESTIONS is an essential skill to use.

• What does that mean to you?
• What do you think will happen next?
• How did you go about solving that problem?
• How did you make that choice?
• What information do you have about that?
• What would you do differently next time?
• Why do you feel that way?

DID YOU KNOW?

How a question is asked affects its effectiveness (Dillon, 1997; Hunkins, 1995).

When questions stimulate a person to think, a deeper level of understanding results (Jarolimek & Foster, 1989).

"The most important thing is not to stop questioning." –Albert Einstein

Listen!

Sometimes we are guilty of formulating the next question without paying attention to the answer to the first. You miss great opportunities for follow-up questions if you do this! Make an effort to listen to the answer you asked for!  

A person who fudges answers to open-ended questions either doesn't understand what you are asking or doesn't really want to answer. You can try giving a little explanation. If the answer is still vague, you may want to ask yourself why. Perhaps the answer is personal or otherwise a topic your subject doesn't want to explore.

Using open ended questions

It is often difficult to understand somebody else's problems, or to find out what is on their mind. And only by being able to understand each other can we be sure that we are doing the right things to help.

How to begin questions

1. Use words like 'What', 'Where', 'How' and 'Where':

• How can I help you?
• What's on your mind?
• Would you like to tell me what's troubling you / concerning you / bothering you?

2. Avoid asking 'Why' questions, e.g.

Use continuation questions and responses

3. Ask questions that naturally lead to further responses:

• Is what you're saying ...
• You seem to be saying ...
• What I hear you saying ...
• Let me see if I understand correctly ...

The message contained in the above statements is that I'm interested and prepared to listen, and would like you to share your concerns with me.4. Use responses that naturally lead to further details:

• I see, And, So,
• Oh, Go on, Yes,
• And then, Indeed, Really,
• That's interesting.

These words mean that I am with you, and please go on.

Ask for elaboration

5. Some questions are particularly useful for finding out more details on a topic of conversation:

• Would you tell me more about ...
• Can you give me an example?
• Would you care to explore that further?
• Is there anything else you would like to say about that?
• Is there more to it than that?

Focus on feelings

6. Use questions to find out how people feel - this can give you a deeper insight into any underlying problems:

• How does that make you feel?
• How do you feel about that?
• How do you experience that?
• You seem to be experiencing conflicting feelings?

 

This is a way to allow the person to talk about whatever is important to them, and to encourage them to share important material.

This principle can be used by anyone trying to get a conversation going. If you are talking with someone who you don't know very well, ask them open-ended questions. If you think of a "yes or no" question, see if you can change it into a more open-ended version. Ask the open-ended version. You've given the other person the opportunity to talk for a while, and the conversation is moving.

 

Open-ended questions focus on understanding, ability to reason, and ability to apply knowledge in less traditional contexts.

Both policy planners and business experts have noted an increasing need for people who can manage information, see patterns, identify needs, and solve problems. At the same time, people who know the most about the content itself have begun to re-examine what it means "to know" a discipline. In doing so, they are discovering common themes and concepts underlying the various content areas. Similar processes might be involved in learning and understanding any subject area.  

Today we are seeing the focus shift from learning as content knowledge to learning as the ability to use and interpret knowledge critically and thoughtfully. Some experts argue that critical thinking is as relevant to literature as it is to science, social studies, and mathematics.

Stress communication. Continually ask children and young people to explain and to expand on their ideas. Let language become a vehicle for thought. Often, it is only through language that we clarify our thinking.

Becoming a good listener is not something that happens overnight. Many people in leadership roles are more accustomed to speaking than they are to letting others do the talking. Exceptional leaders are active listeners. They encourage others to share their ideas and opinions by asking open-ended questions. These kinds of questions typically begin with "what," "how," or "why" and are effective in eliciting responses that clarify the other person’s point of view—thoughts and feelings that may not otherwise be apparent to you.

When talking with your colleagues, practice asking short and simple open-ended questions such as:

• Can you tell me more about how you see this situation?
• In what way will this affect you?
• How do you feel about this?
• What are your thoughts on this issue?

Pay attention to how they answer these questions, and then follow up with closed questions that begin with words such as "so," "do," "which," and "did" to summarize and confirm their (and your) understanding.One of the best—and most difficult—times to use open questions is when you disagree with what someone has said. Instead of saying "I don’t agree with you," try asking: "What makes you think that?" or "What led you to that conclusion?"You may learn something, but more important, you won’t have shut down the conversation, which will give you more opportunity to reach a mutual understanding.

The advantages of open-ended questions are:

• Open-ended questions allow respondents to include more information, including feelings, attitudes and understanding of the subject. Closed questions, because of the simplicity and limit of the answers, may not offer the respondents choices that actually reflect their real feelings. Closed questions also do not allow the respondents to explain that they do not understand the question or do not have an opinion on the issue.
• Open-ended questions cut down on two types of response error: respondents are not likely to forget the answers they have to choose from if they are given the chance to respond freely; and open-ended questions simply do not allow respondents to disregard reading the questions and just "fill in" the survey with all the same answers.
• Research has shown that open-ended questions are better for eliciting sensitive information, such as information about sexual assault or drug usage, than closed questions.

An answer to an open-ended question gives us a window into what the person is thinking and feeling. The response is sometimes wonderfully creative. In explaining or describing, children also use language more fully.

When we ask open-ended questions, people reap great benefits as they think through their responses to express what they want to say. And with their answers, we find out more about what they think and feel.

Open-ended questions stretch academic and social learning.

Language is one of the most powerful tools available. We can use language to stretch children’s and young people’s curiosity, reasoning ability, creativity, and independence. One effective way to do this is by asking open-ended questions -- those with no single right or wrong answer. Instead of predictable answers, open-ended questions draw out fresh and sometimes even startling insights and ideas and open minds.

Open-ended questions show children and young people that their workers trust them to have good ideas, think for themselves, and contribute in valuable ways. The resulting sense of autonomy, belonging, and competence leads to engagement and deeper investment in activities.

Children and young people can tell when their workers are genuinely interested in their ideas. If we’re truly interested, over time children learn to trust that we really do want to know what and how they think. When they know this, they’re more willing to reason and reflect, they gain more practice in thinking for themselves, and they gradually become more skillful, creative thinkers.

Open-ended questions power academic and social learning. Such questions encourage children’s natural curiosity, challenging them to think for themselves, and inviting them to share their view of the world. The result: engaged learners who are motivated to learn and whose responses enlighten their peers.

Listen Attentively & Respond
When you listen attentively to responses, you are showing that what they are saying is important … a sign of respect. The adult can comment on a child’s or young person’s response or asks another question to extend the conversation – it is reflecting the value that the adult places on the interaction.

Wait time
Use "wait time:" briefly staying quiet and listening until the person makes a response to your comment or question. Three to five seconds is long enough. (Young children who are just developing oral language skills often need extra time to decide what to say and how to say it.) (Research has shown that this "wait time" improves the quantity and quality of responses and increases participation by slow learners.)