The art of communication includes three groups of skills:

• public speaking, presentation skills,
• body language skills, the art of non-verbal communication,
• the ability to listen and ask questions.

It is on the last skill that we will concentrate our attention today.

In childhood, when we actively explore the world, we constantly ask others questions: “What is this?”, “Why is this?”. Note that these are open-ended questions, that is, questions that require a detailed answer.

But over time, we develop the false belief that we already know everything. And we, firstly, ask questions less and less often, and, secondly, the nature of the questions asked is changing. If we ask, we ask mostly closed questions: “Do you agree?”, “So, at three o'clock?”.

As a result, with our own hands we build around ourselves a wall of misconceptions, delusions, illusions and prejudices. Many to the question "Can you ask questions?" They will answer: “What is there to be able to do?”. Okay, how many types of questions do you know? And how many types of questions do you use daily?

After all, questions are not only open and closed. There are the following groups of questions:

• Questions to collect information
• Questions for Understanding
• Clarifying questions
• Personal questions
• Alternative questions
• Suggestive questions
• Hypothetical questions

Questions to collect information

These are just the questions that we most often asked in childhood. They begin with question words: who, what, when, why, where.

Examples:

• What is needed for the successful implementation of this task?
• Why is everything so busy?
• Who is authorized to make this decision?

Questions for Understanding

When we collect information, we often have doubts or misunderstandings, because information can be contradictory and inconsistent. And here we just need to resort to the second group of questions to help clarify the confusing or insufficiently explained.

If the questions for collecting information provoke the interlocutor to give the most detailed answer on any topic, then the questions for understanding narrow the scope of the discussion, saving the time of the interlocutors.

Examples:

• Please explain what you mean by calling this product "wrong". What do you understand by this term?
• Here in this place, please, in more detail. Could you explain what a "vague financial commitment" is?
• Could you describe your vision of the problem in more detail?

Note that comprehension questions are always open questions. In this they differ from the clarifying questions, which we will discuss below. Clarifying questions are closed questions.

Clarifying questions

If questions for understanding provoke the interlocutor to explain in detail the misunderstood, then clarifying questions help to get a short and clear answer. Often they are used where the interlocutor deliberately avoids a clear answer.

Examples:

• You ordered three pallets of products, and your manager at the meeting said that you need at least five. Are you sure the order is correct?
• Specify when you will deliver the goods?
• Did I understand you correctly that you are waiving your obligations?

Personal questions

However, the two types of questions described above are not all questions that help clarify the situation. There is also a third, very useful type of clarifying questions. These questions are not called personal because you are getting personal when asking them. The question “Girl, are you married?” Rather, it belongs to the group of questions for collecting information.

Personal questions are questions designed to understand the personal interests and likes or dislikes of the interlocutor.

Examples:

• Do you personally like this project?
• Do you feel we should make this deal?
• Which of the options do you personally prefer?

Alternative questions

The last example of the previous section brings us to a large and very useful group of questions. How often do you offer your interlocutor a choice? And are you considering the proposed alternatives?

Alternative questions are the salesperson's secret weapon. Compare two alternatives:

• Will you buy the product or not?
• Do you buy goods by yourself, or do you need delivery?

In the first case, you give the client a chance to get off the hook, and in the second, you don't. You shift the focus of his attention from the decision "buy - do not buy" to the question of how to pick up the purchased goods.

Alternative questions can just as well be applied in personal life. Suppose you are tired of sitting at home, and your spouse is a homebody. In which of the following cases would you be more likely to break out of the house on the weekend?

• What are we going to do on the weekend?
• Shall we stay at home on the weekend or go somewhere?
• Well, where shall we go on the weekend: to the cinema or to the theatre?

In the first and second cases, you leave your spouse a chance to offer to sit at home. In the third, there is no such alternative. Psychologically, it is easier for a person to choose one of the proposed options than to generate his own option and defend it.

Hypothetical questions

Another tool to influence the interlocutor through the right question is hypothetical questions. They allow you to test the ground, to understand the possible reaction of the interlocutor. If they are asked in a calm, friendly tone, then they are indispensable in conflict situations and / or when looking for a compromise.

Examples:

• If we manage to reach an agreement, how long will it take to set up the system?
• If we agree on a price, how many items will you order?
• If I agree not to go to my mother's on the weekend, will you bake my favorite pie?

Suggestive questions

This group of questions also serves the purpose of prompting a convenient answer for you. Again, some people find it difficult to make a decision, they hesitate, they play for time. Leading questions will also be extremely useful in communicating with them.

Examples:

• So you're fine with getting this information on a monthly basis?
• So we agreed to meet on Monday?
• So, you chose this model because it suits you best?

Leading questions must be closed, that is, they should suggest a short answer, preferably “yes”. In general, all questions that are asked at the end of the conversation and / or at the closing phase of the transaction should be closed. At this stage, you should not give the interlocutor a chance to go into lengthy ranting and, thereby, evade making a decision and confirming the commitments made. Therefore, alternative and leading questions are also called “deal-closing questions.”

Funnel of questions

Among the skills to ask questions, there is one most common tool: the question funnel.

Most often, a funnel of questions is used to lead the interlocutor to make a decision that is convenient for you. The following tactic is used: everything starts with open-ended questions, followed by clarifying, alternative questions. And in the end - only closed, often suggestive.

The algorithm for using the funnel of questions is clearly illustrated below:

AT this case the interviewer, as it were, drags the interlocutor into the funnel, gradually narrowing the horizon of the issues under discussion and alternative solutions to the only one convenient for him.

Example:

• What cars do you like the most?
• What kind of roads do you usually use the car on?
• Do you prefer manual or automatic transmission?
• Hatchback is the best car for you, isn't it?
• Do you choose a car in the basic configuration or with additional options?
• So, are we making a purchase for cash or on credit?
• Would it be convenient for you to pick up the car on Thursday?

However, sometimes the question funnel is used in exactly the opposite way. The funnel seems to be turned upside down. And then it helps to talk the interlocutor, to help him tell you as many details as possible on the issue of interest to you. This technique is often used by investigators.

The essence of this technique is to go from simple closed questions to more complex open questions, expanding the neck of the funnel.

Example:

• Have you been on Lenin Street on the first day?
• Did you see the incident?
• How many people were involved in the attack?
• Were they young people or teenagers?
• What were they wearing?
• Can you describe the attackers?

Website mindtools.com, whose wisdom I use quite often, provides three useful tips to help hone your questioning skills:

• Do not rush the interlocutor with the answer, do not jump to the next question. Often we perceive silence as a refusal to comment, and the interlocutor simply thinks how to answer correctly.
• The art of asking questions is inseparable from the skill of listening. Learn to listen well to your interlocutor.
• An important part of your questions is your body language. In "live" communication, be aware of the position in which you ask questions, what gestures you use. When talking on the phone, watch the intonation of your voice.

There is a saying among programmers: “put in garbage, get garbage”. It also applies to the art of asking questions. If the question was asked incorrectly (the wrong type of question was used, the question was formulated incorrectly), then you should not expect a satisfactory and positive answer from the interlocutor. What is the question - such is the answer. Therefore, do not be lazy to think carefully about the questions you ask. After all, questions affect the interlocutor no less, if not more, than monologues and presentations.

The right question is 95% success. John Miller, author of The 5 Principles of Proactive Thinking, once again reminds us of how effective QBQ can be in this art. This method allows you to learn to ask the right questions, not to be a victim, but to gain control of the situation.

So how do you ask the right questions?

The essence of the QBQ method is to ask question after question. What does it mean? Faced with a problem or an unpleasant situation, questions from the series “Why is this happening to me?” immediately arise in the mind. and “Why do others succeed and I don’t?”. Of course, these questions are quite natural and understandable, but directed outward, and not inward, of the person asking them, indicate a lack of personal responsibility. Only by looking deeper into the wrong questions can one find better QBQ options, such as: what can I do and how can I help? They focus on what we can do to make a difference. It is impossible to overestimate the return on a simple switch!

QBQ is a leadership tool for developing personal responsibility at all levels by asking the right questions and choosing the right solution at the right time.

Simple Rules

Tools help us achieve the best results almost instantly. Companies spend millions of dollars on “tools” that offer standard motivational training, common phrases, and trendy tricks. And what happens after reading at trainings, meetings and seminars? Getting to work, we run into the “wall of reality”. We think: “At the training, interesting things were told, but they are not suitable for our situation,” in other words, they have no practical value. Therefore, these ideas and methods can hardly be called tools.

The QBQ method is not like that. Its practicality has been proven. At the same time, it is quite simple: it is enough to learn three simple rules for formulating questions and you can apply it.

1. QBQ questions begin with “what,” “how,” or “how,” not “why,” “when,” or “who.”

“Why” questions lead to complaining and trigger the victim’s thinking “Why is this happening to me?”.

“When” questions lead to procrastination: “When will they contact me?”

“Who” questions make you blame others: “Who is to blame?”.

2. Questions QBQ contain the personal pronoun "I" and not "they", "we" or "you", because, as you know, you can only change yourself.

3. QBQs always focus on actions. Don't forget one important detail. Based on these rules, you can casually formulate the wrong questions, for example: how to avoid responsibility or what can be done right now to interfere with the entire department? Formally, they comply with the rules, but they are absolutely unconstructive!

Personal responsibility

Personal responsibility means being able to stop blaming others, complaining and procrastinating. Looking around for the culprit, moaning about the injustice done to you, postponing your contribution indefinitely, waiting for someone else to do your work for you, you forget about personal responsibility. It would seem that everyone understands this, but no one knows how to put this principle into practice. QBQ solves this problem and allows you to turn the pursuit of responsibility into real and sustainable change.

The main thing is personal responsibility, -

The fundamental principle of QBQ is this: The answers are in the questions. When we ask the right questions, we get the right answers. QBQ rules help you formulate the right questions and avoid the wrong ones. It is also important to remember that the questions concern us personally, and only us. QBQ is a self-management tool designed to reshape your own thinking.

We make countless choices every day. And what do we choose? The second thought that comes to mind. This very moment can be influenced. The ability to control your thoughts can literally turn your life around. The right choice made with the help of QBQ will completely change the situation.

Wrong questions or still right?

Wrong questions (HB) - "why?", "when?" and who?" - forced to pretend to be a victim, put off important things and actions for later and blame others for everything. Whereas the QBQ method offers a great way to learn how to turn questions into actions. Let's compare HB and method questions

The deal fell through.

NV: When will I succeed?

QBQ: How to better understand your customers?

You didn't get a promotion.

NV: Why did this happen to me?

QBQ: How can I excel in my current position?

The child has difficulties at school.

NV: Why is everything so ill-conceived in these schools?

QBQ: How can you help your child succeed?

Your subordinates do not cope with their duties.

NV: Why are they not motivated at all?

QBQ: How to improve your mentoring skills?

Someone has made a mistake.

NV: Who ruined everything?

QBQ: What can be done to solve the problem?

Reflect on how you can learn to make the right choices and ask the right questions. Consider what would happen if you gave up blaming others, victim thinking, and procrastination. Imagine how the QBQ method will change your professional and personal life.

How often do we think about the role questions play in our lives? Are we able to formulate questions in a way that is understandable? Questions are an effective tool for developing critical thinking skills.

The more knowledge and skills the staff will have, the wider and deeper the range of these skills will be - the more opportunities for action the staff will have, the better the improvements and customer service will be.
Roger Hunnam. Kaizen for Europe

How often do we think about the role questions play in our lives? What does the right question mean? Are we able to formulate questions in a way that is understandable? Is it true that what is the question is the answer?

These and other questions we repeatedly hear around and try to find answers to them. We are often afraid to ask questions because we don't want to look like amateurs among colleagues or friends. But we do not think about the fact that it is the ability to ask questions that can help us in many ways to clarify the situation and avoid ambiguity. Sometimes we avoid questions because we don't want to get an answer that we don't want. But these are only our assumptions and fears. Having asked a question, we voice the problem, get the opportunity to discuss it and clarify the nuances and details. Asking questions is an art that can be learned.

Questions are an effective tool for developing critical thinking skills. Critical thinking skills are important for every person who wants to achieve something in life. For organizations that strive to be competitive in the market, developing critical thinking skills in employees is simply vital.

Paul R. in his book "Critical Thinking: What Everyone Needs to Survive in a Rapidly Changing World" considers critical thinking as the ability to come to sound conclusions based on the observation and analysis of information. He draws attention to the fact that critical thinkers are distinguished by the ability to observe the conclusions they come to. They look deep into the facts to understand what the facts mean. They know what the terms they use mean. Also, critical thinkers distinguish between cases where they can only speculate from cases where they can boldly draw conclusions. Critical thinkers acknowledge their tendency to draw conclusions based on their own egocentric or global sociocentric beliefs; therefore, they are especially cautious in those assessments in which their interests or desires were involved. The author draws attention to the fact that each interpretation is based on the conclusion obtained; and we interpret all the situations we find ourselves in.

Critical thinkers are nothing if they are unable to ask questions. Their ability to question and dig deep, to get to the bottom of things, to see content beyond form and appearance, is at the very heart of critical thought. And, as doubters, they have a large arsenal of questions and, accordingly, available ways to ask these questions. They use the questioning technique not to make a laughing stock of people, but to find out what they think, to help them develop their ideas, or as a prelude to evaluating those ideas. Disagreeing with any new idea, they try to understand it, evaluate it from the position of their experience, determine what it implies, its possible consequences and its value. They can uncover the inner structure of their own position and those of others, which can be fruitful.

Good questions start with a question word, not a verb. "Who", "what", "when", "where", "why", "how" are well-known interrogative words that we learned at school. In negotiations, they help you ask safe, effective questions. They help develop negotiations without the pitfalls of closed questions. Jim Camp, in First Say No: Secrets of Professional Negotiators, draws attention to the fact that when dealing with questions, you need to be careful and careful with every word that we utter - but closed questions, in his opinion, almost always unsuccessful. Questions with a question word at the beginning, or, in other words, open-ended questions, are a key research tool. They reveal the details, guarantee entry into the subject of discussion. It is precisely the clearly formulated questions that allow finding solutions in the most difficult situations. It is known that Socrates, using the method of questions, raised the most pressing problems and made many citizens think about the meaning of life.

Here are some examples of "Socratic questions":

CLARIFICATION QUESTIONS (CLARIFICATIONS)

What do you mean by ________?
Could you give me an example?
What is your main point (main important thought, position)?
Could this be an example: ________?
How does ______ feel about _______?
Could you explain this in more detail?

QUESTIONS TO RESEARCH ASSUMPTIONS

What are your assumptions?
What are Karen's assumptions?
What assumptions (assumptions) could we propose instead?

QUESTIONS TO EXPLORE RATIONALE AND EVIDENCE

What could be an example?
Are these justifications adequate (suitable, sufficient)?
Why do you think it's true?
What led you to this belief?
Do you have any proof for this?

QUESTIONS ABOUT VIEWPOINTS OR ANGLES

It seems that you are considering this problem from a certain angle.
Why did you choose this and not another angle?
How would other groups/types of people respond? Why? What might influence them?
How would you respond if someone objected to you?

QUESTIONS FOR INVESTIGATION OF CONCLUSIONS AND CONSEQUENCES

What do you mean by this?
When you say ________, do you mean ________?
But if that happened, what else would happen in the end? Why?
What would be the result?

Thus, the psychology of doing business requires the ability to correctly pose questions and master the algorithm of answers, which gives significant competitive advantages in the market and allows you to conclude profitable deals and helps to resist manipulation and pressure.

The following story illustrates Einstein's approach to open questions.

One day, a journalist from a scientific journal called Einstein and asked for an interview for a special article: "Great Questions Great Scientists Ask." The scientist agreed, and the journalist came to his house at the very sunset of the day. He found the scientist sitting on the veranda in a rocking chair, smoking an old pipe and watching the sunset.

“I want to ask you just one question, Dr. Einstein,” said the journalist, a smart and nervous young man with a notebook in his hands. “This is the key question that we ask all the scientists we can find. The question is this: What is the most important question scientist?".

Einstein sat in his chair with a twinkle in his eye. He stretched and thought. I thought for ten minutes.

"That's a great question, young man, and deserves a serious answer," he said. At the same time, he began to slowly rock in his chair and smoke with his pipe. He was silent for a long time, deep in thought, while the journalist patiently waited for some important mathematical formula or quantum hypothesis. But instead, he received a question that subsequently made the whole world think deeply.

"Young man," Einstein said very seriously. "The most important question a person can ask is whether the universe is a friendly sphere?" "What do you mean?" the journalist asked. "How can this be the most important question?"

Einstein answered pointedly: “Because the answer to this question determines what we will do with our lives. If the universe is a friendly sphere, then we will spend our lives building bridges. Otherwise, people will spend all their time trying to build walls. It's up to us."

In this example, we can see the power of open questions. This approach demonstrates how a powerful question can take people beyond old habits of thought to connecting mind and heart, to connecting with their values ​​and vision.

There are strategies for building questions through open listening and open questions so that we can find questions that will really support the client's results. Asking important questions is an art, a science, and a skill. Knowing how to ask the right questions is a necessary condition for success. Creativity in business and the development of critical thinking skills will always orient companies towards finding innovative solutions.

“The ability to raise reasonable questions is already an important and necessary sign of intelligence or insight. If the question itself is meaningless and requires useless answers, then in addition to shame for the questioner, it sometimes also has the disadvantage that it prompts the imprudent listener to absurd answers and creates a funny spectacle: one (according to the ancients) milks a goat, and the other holds a sieve under it ”, - wrote the German philosopher I. Kant.

The ability of polemicists to correctly formulate questions and skillfully answer them largely determines the effectiveness of a public dispute. A correctly posed question makes it possible to clarify the point of view of the opponent, to obtain additional information from him, to understand his attitude to the problem under discussion. A successful answer strengthens the polemicist's own position, strengthens the argumentation of the thesis put forward.

The question is one of the logical forms. It relies, as a rule, on a certain system of knowledge. Any question includes, first of all, the initial information, which is called the basis or premise of the question. In addition, the question contains an indication of its insufficiency and the need for further completion and expansion of knowledge. A question is not a judgment, so it is not true or false. To ask a question, you must already have some idea about the subject of discussion. To answer the question, knowledge is also needed, the ability to correctly assess the content and nature of the question.

Socrates masterfully mastered the method of questions and answers. In ancient Greece, attempts were also made to define the rules for asking questions. In modern scientific educational and methodological literature, there are different classifications of questions and answers. Let's first look at the most common types of questions.

1. WHAT IS THE QUESTION AND WHAT IS THE ANSWER?

There is a remarkable phrase: “Knowing what to consider as the answer is tantamount to knowing the answer.” In other words, if a person knows the content of the answer, then he knows the content of the question. And here it may seem that everything is turned upside down. After all, we ask the question because we do not know the answer, because if the answer is known, then why do we need a question. So common sense tells us. However, this approach has a lot of meaning, which in fact is the basis of the question-answer relationship.

There are various approaches to solving the problem of the issue, characterizing the different depth of its knowledge and study. Probably no one will argue with the fact that the question is a greater or lesser body of knowledge. In other words, in order to ask a question, a person must already have some idea of ​​what he wants to know through this question, i.e. the question is already some kind of knowledge. And indeed, if we ask, pointing to an animal, "who is this?" and not "what is this?", then this means that we know at least that this object is an animated being.

It can be said, and it will no doubt be correct, that a question is a kind of microtheory, a certain system of knowledge, which in one part (interrogative) describes known and mainly our past knowledge, and in the second part (answer) covers some ignorance, i.e. what we want to know. When we ask, “Did Columbus discover America?” there is known knowledge (America was discovered), unknown knowledge (who discovered America), and hypothetical knowledge (the assumption that Columbus did it).

What is the answer?

The answer to the question and thus confirmation or not confirmation (but not refutation) of conceptual knowledge is also the development of conceptual knowledge. The search for an answer is exactly the same process as the search for conceptual knowledge of a question, only it takes different forms in the process of dialogue. My question can be the answer to your question and your question can be the answer to my question.

This is already a known process. The person is asked a question and must agree or disagree with the proposed conceptual knowledge. To answer, he must carry out the same logical operation as the questioner, to develop conceptual knowledge, which may or may not coincide with the proposed one. To say that the proposed concept is correct, a person must have his own conceptual knowledge of the subject, otherwise he will not be able to evaluate it. But in order to develop this concept, he must do all the same work as the questioner. That is why the question and the answer are essentially the same thing, the same work, the same procedure, but depending on the role settings of the participants in the dialogue, it is called differently.

At the same time, the development of conceptual knowledge by the respondent can occur either on the basis of the logical reasoning of the questioner and his axioms, or from his logic of reasoning and his axioms, i.e. by an independent method. If by an independent method it turns out that both came to the same result, then we can already say with great certainty that the conceptual knowledge developed first by the questioner and then by the answerer is correct.

There is a very interesting relationship between the question and answer of the questioner and the question and answer of the answerer. When the questioner develops a concept, it is already the process of answering his own question. While true of the subject, it remains possibly true of the object and takes the form of a question. The answerer's answer is the answer to his own question ("Is the proposed concept correct?"). The question to the answerer becomes the subject's own question. For the subject, it again appears in the form of a question. In other words, the responder, in order to answer the question, must develop conceptual knowledge. But as soon as it is developed and takes on an affirmative meaning for itself, it still becomes a question for the subject. In this case, the subject's response to it will be his new conceptual knowledge. If they converge, then the answer is correct and the concept becomes objectively meaningful for both of them.

It is precisely because they are independent of each other that the objectification of knowledge and its movement is carried out. Only in the presence of two independent methods, the objective nature of the phenomenon under study is determined, which is required for both the questioner and the responder, and ultimately for the development of knowledge.

Thus, the probability of an answer is inherent in the question itself, in its conceptual part, and finds expression in the hypothetical part of the question. The answers are essentially an expression of this hypothesis and in its alternative expression. That is why we say that the answer is in the question. But not the answer itself, otherwise the question would be meaningless, but the answer options, one of which will be true, true in the sense that the development of the phenomenon under study in its objective expression turns out to be completely or mostly consistent with our conceptual ideas about it. movement and development.

The question itself does not reveal anything and does not give new knowledge. The question only checks whether the knowledge that has already been developed by a person in a conceptual version is true or false. And when the alternatives “yes” or “no” appear in the question, this means that the respondent, choosing one or another alternative, thereby confirms or does not confirm our conceptual idea of ​​the development of the phenomenon under study. If we offer a certain set of options, then in this case the principle of confirming or not confirming the conceptual position is carried out. We just presented the question in a more complex form than we should have. But a complex question is essentially the same dichotomous question, only in a folded form, which we will talk about later.

The answer is always an object in development, otherwise we cannot cognize it. Another thing is that the forms of development can have infinitely varied expression in different types of objects and in different situations. Until the answer is received, there is no subsequent decision and action, which means "no" for the subsequent question as well. And vice versa, until the question is formulated, the question is not posed, there can be no action, there can be no answer.

But life is diverse and there are often situations when it is not possible to clearly and unambiguously define one's concept, to find one's own vision of the situation. May lack knowledge, information, experience and anything. Then the person throws up his hands and turns to another person for help. In this case, only the search area for the answer is described, which can be larger or smaller, but with the obligatory indication of not always sufficient, but some set of features.

I don’t know who discovered America, I’m too lazy to think, to go into the dictionary to find the answer, and I convey this concern to my friend who knows everything: “Tell me, do you happen to know who discovered America?”. In this question, the only thing known is that America was discovered (I know this), and the unknown is who discovered America (I don’t know this). It is clear that the question operator “who” (?) defines a rather large area for searching for an answer, almost limitless. But it can be significantly narrowed by the context of the conversation, in which the main features are determined. It's the same, approximately, as in the crossword: "the leader of the Spanish expedition to find the shortest route to India", etc. If the necessary signs are not specified, or they are very vague and even more so incorrect, then the question loses its meaning, since the answer is not possible.

The conceptual-hypothetical model of the question presupposes one more structural component, namely, the selection of its subject and content in the question.

The subject and content of the question are determined by its conceptual composition. There are two levels of conceptual composition of the question. The first level, when the content of the question is determined by the external, i.e. superficial, the meaning of the essence of the phenomenon; the second level, when the question contains a deep meaning, which reveals its true meaning. Depending on this, the nature and content of the answer changes. So, for example, in the question: “Did I buy a good coat?” I get the answer: “No, you need to change the shape”, i.e. the answer was received to the question not of the first level, but of the second, which is, so to speak, the deep content and is determined only by the context of the conversation, which is possible only in the process of direct communication. In a sociological question, as a rule, we are deprived of this (but not to the full extent), since the respondent does not have the opportunity to establish the context of the conversation and for him the meaning and content of the question are determined only by establishing an extremely wide context.

Thus, before formulating a question, the researcher needs to determine what meaningful information he wants to receive. And the first thing he must do is determine the subject of the question. What is it and how does it differ from the content of the question?

Subject matter is a conceptual vision of an object, defined by the researcher and reflecting its essential content. It is quite clear that the conceptual content of a question can take on various forms of expression.

The semantic content of the question are expressions of the subject matter.

The semantic content of the question may vary depending on the specific tasks and conditions of the survey, on the form of its conduct, and on many other incidental points, which can only be leveled by changing the form of the question. Asking the same question to children or adults, semi-literate or highly educated people, we naturally change the form of the question, i.e. its verbal expression, in other words, we ask it in different ways, but at the same time keeping the subject of the question without fail.

2. Classification of questions

Depending on the logical structure, two types of questions are usually distinguished - clarifying and supplementing. Clarifying (closed) questions are aimed at revealing the truth or falsity of the judgment expressed in them. For example: “Is it true that a sports club is opening in our city?”; “Did a meeting of the commission on work with minors really take place?” In sentences containing closed questions, the particle li is used, which is their grammatical feature. The answer to such questions, as a rule, is limited to the words: yes or no. Replenishing (open) questions are related to the clarification of new knowledge about events, phenomena, objects of interest to the listener. The grammatical signs of such questions are interrogative words: who, what, where, when, how, why, etc. So, the above closed questions can be converted into open ones:

“In which district of our city is a sports club opened?”; “When did the meeting of the commission for work with minors take place?”

In terms of composition, both clarifying and supplementing questions are simple and complex. Simple questions cannot be subdivided, they do not include other questions. Difficult questions can be broken down into two or more simple ones. Here are some examples:

clarifying question " Is it true that a sports club and an art gallery are opening in our city?» is complex.

It consists of two simple Is it true that a sports club is opening in our city?" and " Is it true. that an art gallery is opening in our city?»).

The answers to these questions may vary. In a compensatory difficult question " When and for what Rosy will hold a meeting of the commission on work with minors? There are also two simple questions: When will the juvenile commission meet?" and " On what issues will the meeting of the commission on work with minors take place?» A complex follow-up question includes several question words.

Complex questions often cause difficulties for the respondents, they can confuse them, therefore, in discussions, polemics, it is recommended to use simple questions.

Let us analyze, for example, an excerpt from the story of D.N. Mamin-Sibiryak "The First Students". The author describes the heated debates of young people. Inexhaustible of these disputes was art.

- Here's a great book for you, brother, read it! - orated Rubtsov, pointing from the window at the mountains and the forest, - Everything is here: botany, and geology, and zoology, and poetry ... The rest is all. Spillikins and trifles.

- That is, what else? Bleskin asked lazily.

- And everything else that was amused before: poems, music, sensitive novels, different pictures, idols, well, in general, the so-called art and quasi science ...

- However, you cry over the guitar? ..

- This is an atavism, Petka ... The old man has an effect. This means that he has not yet become firmly established in real poetry, but he certainly needs something sort of crappy, sweet and sour, generally vile ...

- Well, you're lying, brother.

- How do I lie?

- And so. You don't know the measure... Art is also necessary, only good and healthy art: music, singing, painting, and sculpture.

Friends hold different views on art. Asking Rubtsov the question “So what else?” (this is a simple follow-up question), Bleskin forces the opponent to clarify what he means in order to later refute his thesis. Bleskin's next question is clarifying: "However, you cry over the guitar?" These questions helped Bleskin defend his position.

The questions also differ in form. If their basis, prerequisites are true judgments, then the questions are considered logically correct (correctly posed).

Logically incorrect (incorrectly posed) are questions that are based on false or vague judgments.

For example, during a discussion, one girl was asked the following question: On what issues do you most often have to quarrel with your peers?» The incorrectness of this question lies in the fact that at first it was necessary to find out whether the girl quarrels with her peers at all, and then, if the answer is positive, to clarify on what problems. The hero of one of the stories of Saltykov-Shchedrin says:

I have a friend, a judge, a very good man. The housekeeper came to him with a complaint that such and such a scribe offended her: having met her in the street, he did not take off his cap ... Bring the scribe here.

“By what right have you not bowed to Anisya?”

“Yes, pardon, your honor…

- No, you answer, by what right did you not bow to Anisya?

“Yes, pardon, your honor…

- You tell me: will your hands fall off? a? fall off?

“Yes, pardon, your honor…

- No, you don't fidget, eh. answer directly: will your hands fall off or not?

La question ainsi carrement posee *, the scribe is silent and shifts from foot to foot. My friend - in all splendor for the served celebration.

- Why are you silent? you say: fall off or not?

“No,” the defendant replies with a sort of vicious hiss.

- Well, therefore ...

It can be seen here that the reasoning of the judge is not distinguished by strict logic. Substituting one question for another, he puts the scribe in an awkward position and forces him to agree with him, although the defendant does this with obvious displeasure. Question " Will your hands fall off or not?” is essentially incorrect, having nothing to do with the subject of the conversation. Similar situations are encountered in public disputes,

The questions also reflect the attitude towards the speaker, the desire to either support or discredit him and his judgments in the eyes of those present.

If we recall one of the heroes of S. Antonov's story "It was in Penkovo", whose main interest when attending lectures was the opportunity to ask visiting scientists questions:

Whether it was about a new novel, about the planet Mars, or about measures to combat worms, he always asked the same question at the end: "What is a nation?" Grandfather knew the answer by heart and rejoiced like a little one if the lecturer answered in his own words or even evaded the answer under various pretexts. “He cut it off,” grandfather boasted happily, “look, he has a full portfolio of books, but I still cut it off!

By nature, questions are neutral, benevolent and unfriendly, hostile, provocative. Therefore, it is necessary to determine the nature of the question by the wording of the question, by the tone of voice, in order to correctly develop tactics of behavior. Neutral and benevolent questions should be answered calmly, trying to explain this or that expressed position as clearly as possible. It is important to show maximum attention and respect for the questioner, even if the question is formulated inaccurately, not quite correctly. Irritation and a dismissive tone are unacceptable.

However, we must not forget that in discussions, polemics, questions are sometimes raised not to find out the essence of the matter, but to put the opponent in an awkward position, to express distrust of his arguments, to show one’s disagreement with his position, in a word, to defeat the opponent.

When answering unfavorable questions, one should reveal their provocative essence, expose the position of the opponent and give a worthy rebuff.

In the course of the discussion of problems, acute questions are often posed, that is, questions of current, vital, and fundamental importance. The answer to such questions requires a certain courage and appropriate psychological preparation from the polemist. The polemicist should not lubricate the questions posed, evade them, it is necessary to give a truthful and honest answer.

Of course, a directly asked question often puts the opponent in a difficult position, can cause him confusion and embarrassment. It is in this situation that the idealist carp finds itself in the fairy tale by M.E. Saltykov-Shchedrin:

“What am I to eat for, if I haven’t done anything wrong?” - still persisted crucian.

“Listen, stupid breed! Do they eat "for what"? Is it because they eat because they want to execute? They eat because they want to eat, that's all. And you, tea, eat. Not in vain with your nose, you dig in the mud, and you catch shells. They, shells, want to live, and you, a simpleton, fill mammon with them from morning to evening. Tell me: what kind of guilt did they do to you that you execute them every minute? Do you remember how the other day you said: “If only all the fish agreed among themselves ...” But what if the shells agreed among themselves, would it be sweet for you, a simpleton, then?

The question was so directly and so unpleasantly put that the crucian was embarrassed and slightly blushed.

- But the shells - it's ... - he muttered, embarrassed.

- Shells are shells, and crucians are crucians. Carp eat shells, and pike eat crucian carp. And the shells are not guilty of anything, and the crucians are not to blame, but both of them must answer. Think about it for a hundred years, but you can't think of anything else.

In the process of discussing a controversial issue, as a rule, one has to deal with all of the listed types of questions. It is useful for polemicists to take into account the advice of the famous English philosopher Bacon:

The one who asks many questions learns a lot and receives a lot, especially if his questions concern subjects that are especially well known to those whom he asks, for by doing so he gives them the opportunity to please himself in conversation, and he himself constantly enriches his mind. knowledge. However, his questions should not be too laborious. nym, so that the conversation does not look like an exam. He must also act in such a way that all other people are given the opportunity to speak in turn.

3. questions and types of answers

"What is the question, such is the answer" - says folk wisdom. The answers are also classified differently. For example, the content distinguishes between correct and incorrect answers. If the answer contains judgments that are true and logically related to the question, then it is considered correct. Incorrect, erroneous answers are those related to the question, but essentially incorrectly reflecting reality. If the answer is not related to the question, it is regarded as a "non-substantive answer" and is not considered. In addition, there are positive answers (containing the desire to understand the questions posed) and negative answers (expressing a refusal to answer a particular question). The reason for refusal may be the lack of competence of the speaker on the issues raised, poor knowledge of the subject under discussion.

According to the amount of information expressed, the answers are short and detailed. F. Rabelais's novel "Gargantua and Pantagruel" describes such an episode. Staying on the island of Wooden shoes, Panurge communicates with the chanting brothers - monks. To his brief questions, he receives, as the author emphasizes, very concise answers. Below is one of those conversations:

Panurge . …who do you think he is? Heretic?

chant . Quite.

Panurge . Burn it down, right?

chant . Burn.

Panurge . As soon as possible?

chant . Yes.

Panurge . Without boiling?

chant . Without.

Etc.

It is hardly possible to discuss any problem with the help of such monosyllabic sentences. In a dispute, full, detailed, reasoned answers are required. Interesting in this regard is the polemical dialogue between the classic and the publisher, written by P.A. Vyazemsky in 1824 instead of the preface to the "Fountain of Bakhchisaray" by A.S. Pushkin:

Classic. I I would like to know about the content of Pushkin's so-called poem. I confess that from the title I do not understand what could be suitable for a poem. I understand that you can write stanzas to the fountain, even an ode ...

Publisher. The legend, known in the Crimea to this day, serves as the basis for the poem. They say that Khan Kerim-Girey kidnapped the beautiful Pototskaya and kept her in the Bakhchisaray harem; it is even believed that he was married to her. This tradition is doubtful, and Mr. Muravyov-Apostol, in his recently published Journey through Taurida, rebels, and, it seems, quite thoroughly, against the likelihood of this story. Be that as it may, this tradition is the property of poetry.

Classic. So! In our time, the muses have been turned into storytellers of all sorts of fables! Where is the dignity of poetry if it is nourished only by fairy tales?

Publisher. History must not be gullible; poetry is the opposite. She often cherishes what the first one rejects with contempt, and our poet did very well, appropriating the Bakhchisaray legend to poetry and enriching it with plausible fictions, and even better, he used both with excellent art. The color of the area is preserved in the narrative with all possible freshness and brightness. There is an oriental imprint in the pictures, in the very feelings, in the style. According to the judges, whose conversation can be considered final in our literature, the poet showed in the new work a sign of talent, ripening more and more..

Regardless of the type and nature of the question, the polemist should strictly adhere to the basic principle - to answer the question only when its essence is completely clear, when you know the correct answer. Otherwise, you can get into an unpleasant situation and find yourself in the anecdotal position of people who answered the question of what a "fargelet" is. It is said that one person asked this question to all visiting lecturers as a joke. Not wanting to lower themselves in the eyes of a new audience, everyone tried to answer the question in their own way. The international lecturer explained that this is the name of a new independent state in southern Africa. The botanist spoke of a plant in the middle zone of our country, and the doctor believed that this was a new drug. Everything turned out to be much easier. When the joker went to work, he saw the sign "telegraph", and, returning home, he read it the other way around - "fargelet".

The famous Syrian writer-encyclopedist Abul-Faraj, who lived in the 13th century, has such a parable;

Someone told about his teacher that once more than fifty questions were asked to which he refused to answer without undue embarrassment, referring to ignorance. “I don’t know,” he said, even when he knew, but doubted something. He had a habit of answering only those questions in which he was impeccably versed.

In a dispute, a witty answer is greatly appreciated. The resourcefulness of the polemist, his ability to orient himself in the situation, to find the most accurate words for a given situation, and the speed of reaction help to get out of a difficult situation. One of these scenes is described by N.G. Garin-Mikhailovsky. At the Technological Institute, the students demanded the repeal of the administration's strict order, according to which it was not allowed to postpone exams. As a result, about two hundred people were subject to expulsion. The director was invited to the meeting. He was pale, but firm. He studiously avoided any explanation of reasons and certain promises. All attempts to persuade him came to nothing. The director's behavior was incomprehensible - since he had previously sought popularity among students. Convinced that another person was already standing in front of them, the students decided to boo the director.

“Make way for Mr. Director,” a student who was standing next to Lario shouted ironically respectfully, and a wide passage formed from the middle of the hall to the doors.

The crowd froze in suspense.

- Please, gentlemen, - pointing to the passage, the director said in the same tone as the student, - I will be the last to leave.

These words were spoken calmly, confidently, even cheerfully. The burst of applause was in response to the director's resourcefulness.

“But you promise us assistance in canceling the examination order?” someone asked.

- For my part, I said that I would do everything ... The students looked at each other in silence and left the hall one by one.

4. Dishonest tricks or mistakes of many questions

There are some unfair tricks associated with the use of questions and answers in an argument that are used to confuse the opponent. These include, for example, the so-called “many questions fallacy”. The opponent is immediately asked several different questions under the guise of one and requires an immediate yes or no answer. The fact is that the sub-questions included in a given question are directly opposite to each other, one of them requires a yes answer, and the other no. The respondent, without noticing this, gives an answer to only one of the questions. The questioner takes advantage of this by arbitrarily applying the answer to another question and confusing the opponent. This trick was used in the ancient world. Here is a typical question of this kind. The student was asked: “Have you stopped beating your father? Yes or no?" If the respondent says “yes”, then it turns out that he beat his father, if he says “no”, then it turns out that he continues to beat his father. Obviously, such a question cannot be answered in the form of "yes" or "no". The student should have said something like this: “I can’t even think about beating my father, because there can be no greater shame for a son.”

In disputes, there are often situations when polemicists, for various reasons, try to evade the questions posed. Sometimes they just skip the question, as they say, past their ears, as if they do not notice it. So, for example, Pigasov acts in a dispute with Rudin:

– So what's the trouble? I ask: where is the truth? Even philosophers don't know what it is. Kant says, here she is, they say, what; and Hegel - no, you're lying, that's what she is.

- Do you know what Hegel says about it? Rudin asked without raising his voice.

“I repeat,” continued Pigasov, excited, “that I cannot understand what truth is. In my opinion, it does not exist at all in the world, that is, the word exists, but the thing itself does not exist.

Some polemicists begin to sneer at their opponent's questions: "You ask such "profound" questions"; “And you consider your question serious?”; “Well, what a frivolous question”; "You are asking such a difficult question that I give in to him" and under. Often a negative assessment is given to the question itself:

"This is a naive question"; "This question sounds apolitical"; “This is dogmatism”; "That's an immature question." Such phrases do not contribute to the clarification of the truth, a constructive solution of the problem. They have a psychological effect on the opponent, as they show a disrespectful attitude towards him. This allows the person who utters such phrases to get away from the questions posed, to leave them unanswered.

The most common in the dispute is considered to be "answering a question with a question." Not wanting to answer the question posed or having difficulty in finding an answer, the polemicist poses a counter question to the opponent's question. If the enemy begins to respond, then he fell for this trick. This is what Chichikov counts on during the conversation after the bill of sale:

As they passed through the office, Ivan Antonovich Kuvshinnoye snout bowed politely and quietly said to Chichikov:

- The peasants were bought for a hundred thousand, and for the labors they gave only one little white one.

“Why, what peasants,” Chichikov answered him, also in a whisper, “the empty and most insignificant people are not worth half.

Ivan Antonovich realized that the visitor was of a strong character and would not give more.

- And how much did you buy a soul from Plyushkin? Sobakevich whispered in his other ear.

- And why was Sparrow attributed? Chichikov said to him in reply.

- What Sparrow? Sobakevich said.

- Yes, a woman, Elisaveta Sparrow, also put the letter b at the end.

- No, I did not attribute any Sparrow, - said Sobakevich and went to other guests.

The polemicists also resort to such a peculiar trick as the “answer on credit”. Experiencing difficulties in discussing the problem, they postpone the answer to "later", referring to the complexity of the issue.

CONCLUSION

Our time is the time of active, enterprising, business people.

The prerequisites for the development of creative initiative have been created in the country, a wide scope has been opened for the expression of various opinions, beliefs, and assessments. All this requires the development of the communicative capabilities of a modern person.

The most important means of communication is the word. “A word can kill - and revive, hurt - and heal, sow confusion and hopelessness - and spiritualize,” wrote the talented teacher V. A. Sukhomlinsky.

A bright and passionate word at all times, as the history of the development of human society testifies, has had a great influence on people, their views and beliefs, deeds and actions. A person who makes a speech attracts the attention of others. By expressing this or that judgment, the speaker influences the listeners. Speaking, he defends his point of view, proves the correctness of the propositions put forward.

A person with rhetorical skills and abilities feels confident in a variety of situations of everyday, social, business and professional communication. It is much easier for such a person to establish contact and find mutual understanding with relatives and friends, with acquaintances and strangers, with subordinates and superiors. And this is very important for success in any business.
Do you agree with Ford's statement “A person cannot do otherwise than to be constantly at work. During the day he should think about her, and at night she should dream? Do you agree with Ford's statement “A person cannot do otherwise than to be constantly at work. During the day he should think about her, and at night she should dream?

Bill Gates is an expert in attracting clients through referrals. Surely his name helps him attract customers - agree, as it sounds: “ Bill Gates advises me". Maybe it's a pseudonym? Let's listen to Bill.

The Benefits of Open and Valuable Questions

…Through the questions you ask, you add value to potential buyers, current customers, and even yourself. But this only works if the right questions are chosen. Let me introduce you to my theory" value added questions».

In general, a question with value is one that provides useful information to either the questioner (you), or the person you are asking the question (your client or customer), or both.

The very best value questions benefit both sides of the conversation.

Value questions are always open, not closed. An open-ended question is one that does not require a short yes or no answer, but rather a long answer.

I am assuming that you have already encountered this division of questions, and perhaps already put this technique into practice. It remains only to make your open-ended questions that you ask customers as valuable as possible.

How to ask open-ended questions to a client

If at the end of the meeting I ask a potential client: Do you find our conversation useful? is a closed-ended question (it can be answered yes or no). And although it is nice to know that a person considers the meeting not in vain, however, if the client does not voluntarily develop the topic, you will never understand what kind of benefit he made for himself. Maybe he just said that out of politeness.

On the other hand, I can say: We've gotten pretty far in the negotiations, haven't we? Can you tell us what you learned from our communication that was useful for you?»

What happens in this case? The client clearly expresses his perception of the negotiation process, this helps you to lead them in the right direction and further.

Also, the question of the value and benefits of negotiations, as it were, pushes the client himself to convince himself of their value and benefits. Their trust in you will grow, you can even ask them to recommend your services to friends and acquaintances.

Examples of open questions to the client

Here are some examples of open-ended valuable questions that a seller can ask a buyer.

What are your main business priorities?

What are the wisest decisions you have made regarding...?

What do you think about the current situation with …?

If we met in 5 (10, 20) years, what would you proudly boast about ...?

What opportunities do you see ahead of you?

What problems do you expect to face?

If we started working on this together, what main results (two or three) would you like to see?

How would you evaluate the success of our cooperation?

What are you risking if the situation does not turn in your favor?

How to turn any question into an open one

So, here is your action plan for the next few days.

Start paying attention to the questions you ask your prospects, current customers, and everyone you interact with. Do you ask closed questions even though an open one would give both you and the client more valuable information? If possible, start changing closed questions to open questions.

Here is a little trick that might help you. If you find yourself asking a closed question, you can always “open” it at the very end of the statement.