Scenario: One on One
Tags: Action Learning, ActionLearning Coach, Team Coach, WIAL, WIAL Action Learning, WIAL Talk
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Tags: Action Learning, ActionLearning Coach, Team Coach, WIAL, WIAL Action Learning, WIAL Talk
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Monika Kantowicz-Gdanska
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I would intervene saying: “I can see only one person asking the questions and all the questions are asked only to the presenter. How do you feel about that?” I can imagine these would be great questions, helping in problem solving and the rest of the group would be happy to only listen for a moment. If the answer was different (the group seeing the situation as problematic) – the next question could be “What can we do to ensure balance within the group and make everybody participate?”
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Brittany Hartman
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Hello DRBEA,
We were taught in our coaching session to take a break and ask the participants- “I’ve noticed that one person is asking all the questions, has anyone else observed this?” if the participants agree, then you can ask “What can we do to make sure the entire team is providing feedback?” if the participants feel that the conversation is equal, then you allow the team to continue. You may also ask “How is the balance of participation”
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Rachel Goodwin
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I would ask the group how they think they are performing and ask them to write down a number between 1 and 10 as a measure. Once they had shared their scores I would ask them what they’re doing well and what they could do better. I would hope that team members would note that one team member was addressing all the questions to the problem presenter and I would ask them what the impact was of that behaviour and what they would like to do to address it to elevate the performance of the the group – more people asking questions directed at different members of the group to broaden out the discussion. If that observation was not made I would share my observation and ask them about the impact and what they could do differently.
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Roxette Lam
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I wouldl intervene in the session with the question to evaluate via number of participation in asking questions during the session. After the members evaluate different levels (eg 2,4,8 …); I will continue with the question: What will we do next to bring the participants’ level of questioning to a higher level (eg 8,9..) and then the session will continue with the solution given. If after that, in case only one member continues to ask and the members observes, I will use the SID method to intervene (assuming the previous solution suggested that everyone would ask questions): The last intervene, as a result of the Team solution, everyone should asked each other. Now, I was observing that there was only one member asking, Question: According to you, what would happen if only one member asked and asked PP. Question: so what are we going to do next?
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Beata Pluta
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during the intervention I would ask the question “I noticed that all questions are from one person and are directed only to the presenter of the problem. Did you also notice this?” Further steps would depend on the answer of the group. If the group thinks the questions are very helpful and move the work forward, I would ask, “How can you build further questions and statements on these questions,” “What could we gain if more people actively participated in the work?”
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Lai Yin Yong
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I would intervene and ask ” Team, on the count of 10, how is the level of participation from the team ?” ” Do you think we should improve this?” “What can we do to improve?” What is the benefits if we have a balance participation?”
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katia soares natalicchio
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I could intervene in the group by saying: “I realize that not everyone in the group is expressing questions to support the presenter in his ideas. How does the group feel about this? Is there anyone who would like to ask the next question? I remember that one of our rules is that anyone can ask anyone at any time.
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Carmem Rocha
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In this scenario I understand two paths. 1. I would say “Thank you for helping us emphasize our first rule: Anyone can ask anyone at any time.” I would expect the person to ask their question. 2.Depending on the situation, if I realize that there is a subliminal complaint in this question, I could also intervene saying, “I realize that there is an opportunity to have a balance between the participations in the group. What can we do about it?”
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Carmem Rocha
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I’m sorry I made a mistake in the comment above…. response from another scene….please consider the answer below…
I would make the following intervention: “How can we as a group facilitate the participation of all members in a balanced way?”
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Giovanni Friso
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I could ask to the group the sequence:
1. “How is the balance of participation? Write down a number from 1 to 10”
(it’s important to make them write down because they may have different perceptions and I want to avoid the influences)
After they read their answers
2. “What is the impact on the team?”
3. “How do we want to handle it?”
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Katrina Dickson
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I would intervene. The intervention would be based on several questions: My first question (which starts with a non-judgmental observation) would be “I am noticing a pattern of questioning in the group – What are others noticing about this pattern?” My second question would be “What may be the impacts of this pattern? My third question would be “What, if anything, do we want to do about this?… What else?…what else?…anything else?” I would look from person to person to encourage each to contribute.
If the pattern continued in the responses to these questions (with only one person responding), depending in the timing, I would ask them to individually write down a score out of 10 to indicate how we feel we are performing as a group (like the first intervention), then read out these scores, talk about what they have noticed in the scores, what are we doing well,? what may we do better?
At the closing intervention, I would ask them “What did we learn about patterns of questioning?”
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nadia estirini
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As action learing coach I will ask following these questions to the team:
1. “What is happening right now?”
2. “What is the level of participation from team member?”( on a scale of 1 to 10; 1 – poor, 10 – excellent)
3. “What is the impact to the team?”
4. “What could we do better to improve the balance of participation?
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Retno Susilo Wardani
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As action learing coach, I would intervene by asking “what is the team level of participation?” (on a scale of 1 to 10; 1 – poor, 10 – excellent) then continue asking “what we can do to make each team member to be actively participated?”
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Angeline Yong
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(Approach 1)
I would intervene and ask the Team:
“Team, how are we doing in terms of our team participation? On a scale of 1-10 (with 1 being poor and 10 being excellent), how would you rate the level of team participation?
(they would give their rating…3, 4 or 5 etc)
How will happen to the team if this continues?
I would then ask, “What can we do to improve?”
(Approach 2)
“Team, what do you notice about the balance of participation?
What can we do involve others more?”
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Joop van Nierop
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I would intervene as follows. X, you do very well with your questions, but it would be good if you included the team. I ask the others to ask follow-up questions by going deeper into the interesting points of view that X raises with his questions.My suggestion is that we do this just like in the relay running athletics. We pass the relay baton to each other until everyone has asked a question once. Then we give the problem presenter the opportunity to formulate a problem statement.Agreement ? Or does someone have a better suggestion? The time for a response to this proposal is very short. If another suggestion does not come quickly, I give the person sitting next to X a marker that serves as a relay stick and ask him / her to ask a follow-up question. With the remark that there are no bad questions.
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Joop van Nierop
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I would intervene as follows. X, you do very well with your questions, but it would be good if you included the team. I ask the others to ask follow-up questions by going deeper into the interesting points of view that X raises with his questions.My suggestion is that we do this just like in the relay running athletics. We pass the relay baton to each other until everyone has asked a question once. Then we give the problem presenter the opportunity to formulate a problem statement.Agreement ? Or does someone have a better suggestion? The time for a response to this proposal is very short. If another suggestion does not come quickly I give the person sitting next to X a marker that serves as a relay stick and ask him / her to ask a follow-up question. With the remark that there are no bad questions.
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Jouw Wijnsma
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I would intervene by asking the group: ‘how is the balance of who is asking and who is answering questions?’ I would then follow with: ‘why is it important to have balance in asking and answering questions’ and close with ‘how will we make it happen?’
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YUE TAN
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I would say “I have observed only one participant is asking questions, and I want to ask, what impact would this situation bring on our seminar?” Then let everyone express their views, and ask “Since all of us have shared the possible impact, what should we do as a team for the next step? ” Let the team values the diversified perspectives.
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YUE TAN
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YUE TAN:I would say “I have observed only one participant is asking questions, and I want to ask, what impact would this situation bring on our seminar?” Then let everyone express their views, and ask “Since all of us have shared the possible impact, what should we do as a team for the next step? ” Let the team values the diversified perspectives.
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Antonio Nadres
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Team, the conversations seems to be limited to 2 members, do you agree, yes or no? After they reply, “What would happen if only 2 members are involved in the conversation?” Finally, will ask, “What can we do differently to make our discussion better?”
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Jeremy Gwee
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I would intervene and draw the group’s attention to the situation. I would ask, “What is happening?” Then I would draw them to the implication of the situation and ask, “how would the quality of the solution be impacted if only X asked all the questions?” And then to start them on a fresh round I would ask “How do we prevent this from happening?”
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ROBERTO ROTENBERG
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I would make an intervention and would ask: “How do we think is the participation balance?” “Why is this important?” “How will we make it happen?” “How would we want this to happen in this group?”
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Alicja Pawlaczuk
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I would intervene after the participant ‘has shot’ max four questions, with the question ‘how are we doing as a team’, if the answers are ‘OK’, I would continue ‘how are we doing in terms of the team engagement’ followed with the question: ‘why do you think the engagement of all participants is important?’.
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Yanbo Hu
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I will ask the team:
Let’s pause, if we let everyone give the team’s participation score, 1-10 points, How many points would you score? What do you think will improve this score?
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Kristi Alcouffe
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I would say….”I’m going to intervene here. I’m observing that one member is asking all the questions to the Problem Presenter. What’s the impact on the Team? How might we manage this situation?”
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Doreen Wei
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I would ask the team, “How are we doing as a team on a scale of 1 – 10? What are we doing well? What can we do better?”
If no one mentioned it, I would ask the team, “How are we doing with everyone’s participation? Why is everyone’s participation important? How do we make sure it will happen?”
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Phi Angelina
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The 1:1 discussion will surely make other members less productive. I will intervene and ask the team:
– On a scale of 1 – 10, how are we working in team members?
– How to get involved at the team level?
– Do you think we should improve this?
– What can we do to improve teamwork?
– What are the benefits if we have more questions from all team members?
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Vo Huu Loc
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As an action learning coach, I will intervene with the following questions for the team:
“On a scale of 1-10, how many will each of you ask yourselves about participating in asking questions?”
“What would happen if we keep doing like the way we did in the last few minutes?”
“As a team, what should we do to improve our team performance?”
Then, “Who has the next question?”
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Shirley Loh
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I would intervene and ask the Team, “Team – how are we doing as a group in terms of participation? Ask them from 1 –10 how they feel they are doing. Once they have shared, I will ask how can we do better as team ? Is there anyone who would like to ask the next question ?
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Sanne Schwarte
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I will intervene and inform the group that I have found that all questions have been asked by ‘Piet’ in the past x minutes. Then I will ask if this is okay for everyone. If not, I will tell them: try to give each other space. Who wants to start with a question?
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Barry Hellings
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If the first question round is almost at the end I would stop this round ans ask everybody a question about the groupproces: “On a scale of 1 to 10: What grade do you give the team redefining our problem together? I think this makes the members realise that not everybody is participating equaly. Which is more effective as noticing and mentioning this to the group being the coach.
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Salete Deon Deon
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As Action Learning Coach I would ask to the group how is the balance between who asks and who answers the questions? Why is important? How will we do this happen? How will we want tho happen in this group?
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QUYNH LETHIBAO
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I will intervene:
– Hello team, I have followed you all for 10 minutes. There is only one member making question. If we go on like this, could we create learning each other?
– On a scale of 1-10, let’s estimate yourself about interacting each other by making questions?
– Next, what do we do to solve this situation?
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Phuc Nguyen
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Option 1: I ask “How are we doing as a group so far? (on a scale of 1 to 10; 1- poor, 10 – excellent)”
“What we can do better?”
Option 2: I ask “I noticed that only 1 person talk to 1 person during .. mins. Have you realized that? How does it impact on the whole team?”.
+) If the answer is “that’s good, we are learning” => I ask “If you can share 1 statement about what you have been learning in this moment, what could you share?” => “what we are going to do in next 10 mins?”, “what we can do better?”.
+) If the answer is “we can not ask any questions because just only 1 person to talk” => “what we can do better?”
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bihong xie
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I would ask, “How do you feel about the overall involvement of the team? 1-10 points.” “I noticed that only one member asked questions. What’s the effect of going on?” “What can we do to improve team participation?”
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Hong Wu
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I would say: “I noticed that the dialogue is only held between two team members. I concern that is it enough only to have input from two persons. And I am also worried about what other persons’ feelings are?”
By this method, I invite other people to share their feeling.
I would also ask: “How to allow more wisdom to be input? What specific suggestions and methods would you provide?”
I would encourage more participation and encourage answers from multiple persons in order to add more diversified perspectives.
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Lam Nguyen Thanh
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As an Action Learning Coach, I would ask all team members the following questions:
“What do you think about the balance of team members’ participation?”
“How does it impact to team performance?”
“How would we do better?”
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Inthira Munion
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I would intervene using the “BS” Intervention Approach. As an AL Coach, I would ask:
1) On a scale of 1 to 10, 1 is low and 10 is most, what is the level of team participation?
2) If there are members who did not participate, what can the team do?
3) I observed the all the questions are directed to PP only, what is the impact on the team?
4) How can you move forward as a team?
5) Who has the next question?
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Noraini Mahmood
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I would ask the team “Team, what do you think will happen when one person in the whole group is the only one asking the questions to the problem presenter? ” and they will start discussing. I will also ask “how does this influence the quality of questions?” The team will start discussing. I will also ask “what impact will it have on the team” and after they reflect and discuss, I will ask ” How can we do better? ” and after they come up with a plan I will ask “Who has the next question?”
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Wutthichai Bunkhrong
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As a coach, I will ask the team: The question team of the team now most of the time, is everyone on the team involved or not? What is the importance of distributing the question? What can we do to get everyone more involved in asking questions?
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Tatsawan Preedawiphat
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“Team, Who also noticed that there are some member who did not participate?”
“If there are all member participate in a team, what will happen to the team?”
“What can the team do after this?
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Uracha Poopakdee
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If I notice that team asked 2 consecutive questions to P.P. without allowing others to ask. I will begin to intervene. Who are the majority of the questions? If the question was from only one person, what would happen? What should we do?
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Liane Lanzoni
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I would help the group to think about the impact of not having a balanced participation of all the members, by asking the following questions:
“How are we doing in terms of members participating in the session? On a scale from 1 to 10, being 1 very low and 10 very high, how would you rate us”;
“What’s the impact of not having balanced participation of all members during the session?”;
“What could we do as a group to stimulate the participation of all members?”
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Mongkol Othavorn
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As a coach, I intervene by asking,
“Did the team notice the team’s questions and answers were everyone balanced? “
“If the team still use this kind of question and answer. How the team thinks will affect the team?
“If your team is working smoothly how do team do?
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Zhang Meng
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The coach need to intervene. Invite members to rate the overall team participation and ask what the reasons are for those who are not participating; and ask the team what we can do when the team participation is not the same.
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TL Wang
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I’ll ask the team members to test the team’s performance, and I’ll ask the team: What would you rate the team’s engagement from 1-9 so far? Why? Then ask the team: How can we improve the team’s engagement? Why?
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Gene Audrey Arayata
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In this situation, I would wait for the first planned intervention and ask the following questions after the team’s rating and assessment of how they are doing:
1. So team, I noticed that not everyone has asked a question. Did you notice this as well?
2. What might the impact be if not all members are able to ask questions?
3. Given this, how would the team like to proceed?
If this should begin to happen only after the first planned intervention, I will intervene after 10 minutes and ask the same set of questions.
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Dung Nguyen Thi Phuong
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I would ask questions “How are we doing as a group?” “Please rate your participation on a scale of 1-10” “How will that affect the whole team?” “What are the benefits if we have questions from all team members?” “How can we raise the level of participation of all participants?”
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张 琴琴
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I will intervene and ask: “I noticed that there is only one member asking questions. What impact will it have if it continues?” “What do you think of the overall participation of the team? How do you score on a scale of 1-10?” “What can we do to improve team participation?” Through intervention, more team members can be involved, and the quality of discussions can be improved.
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yanjun Wang
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I will ask, “How do you feel about the engagement of whole team?1-10 points.” “I notice there’s only one member asking questions. What’s the impact of continuing?” “What can we do to improve team engagement?”
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Jing Bao
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I would ask, “How do you think about your involvement right now?” “What impact would it cause on our discussion?”. If it is a team with a hierarchical structure, and I observe this is an inert interaction pattern, I would provide feedback and ask questions in a light way, e.g., “It seems that we really appreciate the Leader’s efforts to sort out the issues. How does you think about our current discussion?” “What’s your opinions about the impact of this situation on our communication and problem-solving quality?” “For the following discussion, how would we do it differently?”
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