YOU WERE LOOKING FOR: Best Practices For The Question-and-answer Session After A Presentation Include
The more surprising and provocative the questions are, the better. When working with large enterprises, I often notice that senior leaders in particular find it excruciatingly difficult to resist offering answers—even for four...
In this exercise the emphasis is on quantity. Write every question down verbatim on paper, a laptop, or a tablet instead of on a whiteboard so that you can capture everything accurately. And ask group members to keep you honest afterward. That will...
And so on. By better understanding why a question really matters and what obstacles you might face in addressing it, you deepen your resolve and ability to do something about it and further broaden the territory of possible solutions. In the case of Odessa, the manager with a strategy to roll out, one breakthrough question—Could you recruit field leaders to communicate it locally? Could I trust others to do this well? Why do I have a problem extending that trust? Devise a near-term action plan: What concrete actions will you personally take in the next three weeks to find potential solutions suggested by your new questions?
After one question burst I helped facilitate, a chief marketing officer from a multidivisional company resolved to track down some facts. He had been wrestling with concerns about hypercompetitive behaviors in his business unit. In a question burst session he led with others, it dawned on him that he had been making a big assumption: that the founders of his division had chosen its unique compensation scheme to create a culture of internal rivalry.
His to-do list started with getting on their calendars and asking them about this. Guess what? Not only was this not a culture they had aimed for, but they were dismayed to learn it existed. His meetings with them gave rise to a new emphasis on culture and values in the unit—and created the context in which the CMO could intervene and address toxic behaviors. The point here is that arriving at assumption-challenging questions is essential but never sufficient. An action plan and follow-up can clarify the problem and break open the pathway to change. I usually recommend doing at least three rounds of the question burst exercise for a given issue. Even with three rounds, the time investment is minimal. The process will also get easier the more you do it. James T. Dillon, an education professor emeritus at the University of California, Riverside, spent a career studying this phenomenon in classrooms.
He was shocked by how rarely students asked questions—which are critical to learning. In social groups, dominant individuals inevitably emerge; left unchecked, they find ways to build and perpetuate their power. Of course, many business leaders, recognizing the imperative for constant innovation, do try to encourage questions. But their employees have already internalized the habit of not asking them—especially the tough ones. We need to change this habit. People also become better questioners in organizational cultures where they feel safe doggedly pursuing the truth, no matter where it takes them. Finally, people must hold themselves accountable for follow-up.
Few things are more annoying than a colleague who only asks questions. People must take responsibility for exploring the pathways those questions open up and discovering valuable answers. This is especially true for leaders. Everyone else is taking cues from them about when, where, how, and why the status quo should be challenged. They must carve out time to help gather and analyze newer, better, and different information. It shows others that management is committed to crafting a future where questions count. A version of this article appeared in the March—April issue pp.
Clinical professor, Kellogg School of Management September 20, This article is more than 2 years old. One of the most challenging parts of a business presentation is managing questions. It is a challenge because questions are hard to control. Please hold your questions until later. Your audience will usually use questions as a test. It is one thing to bring a presentation and go through it. It is quite another thing to be able to confidently and accurately respond to questions. Executives ask questions to clarify, but also to test and probe. Just how solid is this recommendation, anyway? Instead of dreading questions, I think presenters should look at them as an opportunity to shine.
If you manage questions well, you will pass the test and your recommendation and you will come across as smart. The key is that you have to spend as much time preparing for the questions as you do the presentation itself. Anticipate Questions The simplest thing you can do to prepare for questions is anticipate them. If you can predict the questions, you can think through your responses. If you suspect someone will ask about competitive developments, for instance, you can look at competitive developments ahead of time so you are ready for the question.
To anticipate questions, simply go through your presentation and consider what someone might ask about. Still, on each page there are likely possible questions and you can prepare for these. Be Confident When you get a question, it is important to address it with confidence. Someone who I watched present recently backed away from the audience and stood by the screen every time she received a question. This is not confident signal. Instead, you want to step forward, look at the person who asked the question, and respond. You almost certainly know more about the topic than anyone else in the room. You know the answer to the question, so just answer.
Use Facts One way to make your responses particularly impactful is to drop in some specific facts. Profits from the Mexico market were strong last year. One approach I favor is identifying just a few important facts before the meeting and writing them down on a piece of paper. Then set the paper somewhere you can easily see it when presenting. When you get a question, you can reference one of these facts. Across the portfolio, we recycled an average of Still, it seems quite robust and precise. Strategically Invite Questions As you become a more advanced presenter, you might go so far as to subtlety invite questions. It is good to engage people, and good to get questions. So you might decide to leave obvious question points in your presentation. The best thing about one of these invited questions is that you can be ready for it. In that case, all is not lost. It is inevitable; there is simply too much data to know everything. You want to be ready for these moments and have a back-up plan.
If the product actually launched in , you can easily be proven wrong and damage your credibility. It is tempting to redirect the question to someone on your team. Be careful! If George is checking his phone, he will simply stumble when you redirect it to him, and this will make you and the team look bad. You are complimenting the person and taking time to think about your answer. The problem is that you will quickly be trapped. Is it a dumb question? You never want to insult or demean your audience. So you will soon be saying the same thing to every question.
This will make you look ridiculous. If there was really a great question, you should have answered it in your presentation. It is then just an obvious and predicted question. Instead of hating questions, people should look at them as opportunities. If you think strategically about questions, each one becomes a chance to shine, a chance to build credibility, and a chance to build your brand and sell your recommendation. Sign me up By providing your email, you agree to the Quartz Privacy Policy.
For many small boardroom or classroom- style presentations, you might tell your audience to just jump in and ask questions at any time. Closing Statement In the unlikely event that no one has any questions you can smoothly go to your closing statement. Last Words Are Yours This approach lets you take control of the final words. As audience member starts asking you questions, you will want to keep three in the moment tips in your mind as you answer. Answering Questions 1. Repeat or Reframe First depending on the room and the size of the audience, you will often want to repeat or reframe the questions out loud. Also, if the question is awkwardly framed, instead of repeating the question, you can put it into words that the audience might understand a little better. Answer Briefly Keep your answers very brief. A better few words can help you, you can acknowledge that the question is complicated and a comprehensive answer might take an hour, instead tell your audience, you will give them the short answer because of shortage of time.
Take Control Keep in mind that every so often, you will a get an audience member that asks you a long incoherent rambling or completely of topic question. If a person can ask a question in under 30 seconds, you need to politely but firmly shut them down. Tell them and remind them that time is limited and you need to move on to another question or close the presentation. Now this may sound harsh or route, but your audience will love you for doing it, and if you truly feel that this approach is to harsh, you can try soften it by adding that you will be available to take their question after the presentation. However, only do this if you actually have time to meet with the person after the presentation. Share this:.
Appeal to your audience's interests Preview your presentation What are you going to talk about and who's going to cover each section? Overall, tell your audience what to expect 2. For example: "I will discuss three of the financial statements that are most important to investors. The first is the cash flow statement. Second is the balance sheet. And finally we'll discuss the income statement. Other points that will improve your presentation Smooth Transitions Create a smooth transition from speaker to speaker.
Good: "I've covered the four major points of the marketing plan and now I'd like to introduce Mark, who will discuss the financial plan. Strong Conclusions Be creative and try to appeal to as many senses as possible. An incredible ending can absolutely save a bad or mediocre presentation -- it's proven! Professional Question and Answer Sessions First, all members stand in front of the audience with hands by sides. Second, designate one person to direct the session. Third, if there is a large audience, repeat the question so that everyone can hear it. Fourth, the session leader designates who will answer the question. For example: "Mary is our CPA and she will field this question. Energetic Attitude Create energy for your audience by being enthusiastic and passionate. Have fun with your audience and the material you're presenting.
One of the most common indirect course assessment methods is the course evaluation survey. In addition to providing useful information for improving courses, course evaluations provide an opportunity for students to reflect and provide feedback on their own learning. Best Practices The following best practices are intended to guide departments and programs in creating and revising course evaluation questions, and achieving high response rates. This is an accordion element with a series of buttons that open and close related content panels. Expand all Collapse all Achieving High Response Rates Give students time minutes to complete the digital evaluation during class just as they do with printed, paper evaluations.
Encourage students to complete the evaluation by discussing its purpose and importance in the weeks leading up to it. If students know that you will read their feedback and seriously consider changes based on their feedback, they will be more likely to complete the evaluation. Share how you have incorporated past feedback into your courses. Provide a small incentive for completing evaluations. Examples include making the evaluation an assignment with points attached or giving students a bonus point. Obtaining student feedback on their learning is important to you.
Create questions that are clear and focused in purpose. Guide students to the specific type of feedback you are looking for. Students, like anyone answering questions, tend to provide better feedback to more specific questions. Asking about a specific type of activity, or asking students to share the most important point they learned during the semester, may provide more useful feedback.
Avoid leading questions. Provide space for both closed and open-ended question types. Asking open-ended questions can help you gain insight you may not otherwise receive. Research by the University of California — Merced is finding that coaching from peers or near-peers can help students provide more effective feedback to open-ended questions. The research includes short videos and a rubric you can share with your students prior to completing evaluations. Consider not asking demographic questions.
Students are hesitant to complete course evaluations if they feel they may be identified by their responses. Sample Questions This is an accordion element with a series of buttons that open and close related content panels. Individual class meetings were well prepared. The instructor used class time effectively. The instructor was organized, well prepared, and used class time efficiently. The instructor communicated clearly and was easy to understand.
The instructor encouraged student participation in class. The instructor presented course material in a clear manner that facilitated understanding. The instructor effectively organized and facilitated well-run learning activities. The instructor stimulated my interest in the subject matter. The instructor provided helpful feedback. The instructor provided feedback in a timely manner. The instructor returned assignments and exams in a timely manner. The online course platform was updated and accurate.
I was able to access the instructor outside of scheduled class time for additional help. The instructor was available to students. I could get help if I needed it. The instructor cared about the students, their progress, and successful course completion. The instructor created a welcoming and inclusive learning environment. The instructor treated students with respect. Course Materials The lectures, readings, and assignments complemented each other. The instructional materials i. The text and assigned readings were valuable. The workload consisted of less than two hours outside of the classroom for each hour in class. The course workload and requirements were appropriate for the course level. The course was organized in a manner that helped me understand underlying concepts. The course assignments readings, assigned problems, laboratory experiments, videos, etc.
The assigned readings helped me understand the course material. Graded assignments helped me understand the course material. Exams and assignments were reflective of the course content. The course was well organized. The course followed the syllabus. The instructor grades consistently with the evaluation criteria. The course environment felt like a welcoming place to express my ideas. Student Engagement and Involvement I consistently prepared for class. I have put a great deal of effort into advancing my learning in this course. In this course, I have been challenged to learn more than I expected.
Course Structure This class has increased my interest in this field of study. This course gave me confidence to do more advanced work in the subject. I believe that what I am being asked to learn in this course is important. The readings were appropriate to the goals of the course. The written assignments contributed to my knowledge of the course material and understanding of the subject. Expectations for student learning were clearly defined. Student learning was fairly assessed e. The grading practices were clearly defined. The grading practices were fair. This course was challenging. This course made me think. What grade do you expect to earn in this course? This course helped me develop intellectual skills e. This course helped me develop professional skills e.
This course enhanced my sense of social responsibility. I would recommend this instructor to others. Overall, this instructor met my expectations for the quality of a UW-Madison teacher. I would highly recommend this course to other students. I would recommend this course to others. Overall, this course met my expectations for the quality of a UW-Madison course. This course had high educational impact. This course was useful in progress toward my degree. Qualitative, Open-Ended Response Do you have any specific recommendations for improving this course?
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