How to ask better questions | Mike Vaughan | TEDxMileHigh
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0:08 - 0:12So, I've been thinking about thinking
for well over 20 years, -
0:12 - 0:16and I think I have more questions
than I do answers. -
0:16 - 0:19Now, I'd like to share
some of those questions with you today. -
0:19 - 0:23On my journey,
I've been doing a lot of research -
0:23 - 0:27and in 2009, I ran across this report
that just really caught my attention. -
0:29 - 0:33In this report - it's from the company
called the Millennium Project - -
0:34 - 0:36and this organization consists
-
0:36 - 0:40of well over 500 scientists, researchers,
academics, and business people -
0:40 - 0:43from over 50 different countries.
-
0:43 - 0:45This report is called
the State of the Future Report, -
0:45 - 0:50and they outlined
the 15 global challenges facing humanity. -
0:50 - 0:52So the things you would expect to see:
-
0:52 - 0:56clean water, population growth,
energy were all on the list. -
0:57 - 1:00It was number 9 that caught my attention.
-
1:00 - 1:04Number 9: the capacity to decide.
-
1:04 - 1:06In other words,
-
1:06 - 1:11decision-making made it on a list
of the global challenges facing humanity. -
1:12 - 1:13Why is this the case?
-
1:13 - 1:16Why is decision-making
becoming more challenging, -
1:16 - 1:20with all the information, technology,
and tools that we have available to us? -
1:20 - 1:23Why is decision making on this list?
-
1:24 - 1:27Well, about 10 years ago,
we created this model. -
1:28 - 1:29It's very simple,
-
1:29 - 1:30but I think it does a good job
-
1:30 - 1:34in explaining both the problem
as well as the opportunity. -
1:34 - 1:39What we're finding is that most training
teaches people what to think, -
1:39 - 1:43that is, it gives them the processes,
the procedures, the methodologies, -
1:43 - 1:46and the information they need
to perform a task. -
1:46 - 1:51This is very important,
because we all need a solid foundation. -
1:51 - 1:54However, what to think
is a lot like fast food: -
1:54 - 1:57it's convenient, it's fast,
it's prepackaged, -
1:57 - 2:00and oftentimes, it's overly processed
-
2:00 - 2:02in the form of regurgitated
ideas and opinions -
2:02 - 2:07that do very little to contribute
to our deeper understanding of the world. -
2:08 - 2:12Mass media understands this,
politicians certainly understand this, -
2:12 - 2:15and I believe schools know this.
-
2:15 - 2:17Take for example news.
-
2:17 - 2:21They repeat the same message over
and over and over until we believe it. -
2:21 - 2:25Politicians craft 4 or 5 bullet points
and repeat those over and over. -
2:25 - 2:28Schools: they package content,
chunk it, and sequence it, -
2:28 - 2:31and they give us a test
to see if we could remember any of it. -
2:31 - 2:34This begs the question then:
-
2:34 - 2:36why are we surprised when we find people
-
2:36 - 2:42that are not as creative, innovative,
and passionate as they could be? -
2:43 - 2:47This is where the opportunity comes in.
We have to shift our thinking. -
2:47 - 2:50That is, in addition
to teaching people what to think, -
2:50 - 2:53we also need to educate them
on how to think. -
2:53 - 2:55So, for example,
if I teach you what to think, -
2:55 - 2:59you can take what you've learned
and apply it to a similar situation. -
2:59 - 3:01However, if you learn how to think,
-
3:01 - 3:05you can take what you've learned
and adapt it to multiple situations. -
3:05 - 3:06In other words,
-
3:06 - 3:08how to think is learning how to learn,
-
3:08 - 3:13or as we like to say, it's to learn,
unlearn, and relearn quickly. -
3:15 - 3:19My mission is to help schools
as well as corporations -
3:19 - 3:22find the optimal balance
between what and how, -
3:22 - 3:25and I've done this
by focusing really on two areas: -
3:25 - 3:27cognitive neuroscience
and computer science. -
3:27 - 3:31In cognitive neuroscience,
what I'm looking for is how do we learn, -
3:31 - 3:34that is, how do we create
new neural pathways -
3:34 - 3:36and looking at the impacts
-
3:36 - 3:41that bias, communication, education
has on learning and memory. -
3:41 - 3:44From a computer science point of view,
looking for new technologies -
3:44 - 3:47that not only allow us
to study decision-making -
3:47 - 3:50but allow us to create an environment
that we can put people in -
3:50 - 3:52so they can learn how to think.
-
3:53 - 3:54We've done this
-
3:54 - 3:58by creating highly advanced
computer-based simulations. -
3:58 - 3:59Using these simulations,
-
3:59 - 4:03we can challenged participants
to make decisions and solve problems -
4:03 - 4:08that are similar to the ones
that they face in their own organization. -
4:08 - 4:12So not only do they learn how to think
about their own organization, -
4:12 - 4:14but we can capture
significant amount of data -
4:14 - 4:17so we can assess their thinking over time.
-
4:18 - 4:21This is what we found.
-
4:23 - 4:27When people have a lot of training,
that is, a lot what-to-think training, -
4:28 - 4:31and they're placed in these simulations,
-
4:31 - 4:36and they're confronting the problems
that they face in the real world, -
4:36 - 4:40most participants resorted to guessing,
-
4:40 - 4:46that is, when we gave them
more data, tools, checklists, choices, -
4:46 - 4:50their decision-making did not improve;
if anything, it got worse. -
4:51 - 4:55So, realizing that many of the challenges
that people face today -
4:55 - 4:57are too big for just one person,
-
4:57 - 5:01we shifted our focus
to looking at team performance. -
5:01 - 5:03So, here is our line of thinking.
-
5:03 - 5:05We thought if we can improve
team performance, -
5:05 - 5:08how people collaborate,
how they solve problems together, -
5:08 - 5:12we can then improve their overall thinking
and hopefully, their decision-making. -
5:13 - 5:15Let me give you an example.
-
5:15 - 5:17Let's say we are all part
of the big organization -
5:17 - 5:19and a few of us have been tasked
-
5:19 - 5:22with growing a certain division
of that organization. -
5:22 - 5:24So we get together,
and I get together with you, -
5:24 - 5:27and I say, "Hey,
what does growth mean to you?" -
5:27 - 5:32And you say, "Well,
it's about profitability and revenue." -
5:32 - 5:34I go to someone else,
"What does growth mean to you?" -
5:34 - 5:37You might say,
"It is about people and engagement." -
5:37 - 5:39And another person may say,
-
5:39 - 5:43"Well, it's actually
about market share and price." -
5:43 - 5:45All of these are valid.
-
5:45 - 5:47We're excited to be part
of something new, a new initiative, -
5:47 - 5:50doing something important
for the organization, -
5:50 - 5:51so we get out there and make a promise
-
5:51 - 5:55we're going to grow this division
by x percent over this period in time. -
5:55 - 5:57Then we get back together,
roll up our sleeves -
5:57 - 6:01and start putting our plans together,
and that's when it hits us. -
6:02 - 6:03The realization that we all have
-
6:03 - 6:07a very different perspective
of what growth means. -
6:07 - 6:10When that happens, conflict happens.
-
6:10 - 6:12We've all felt this.
-
6:12 - 6:15I could easily switch
the word growth with community. -
6:15 - 6:17We all have different
perspectives on community. -
6:17 - 6:21Politics. Wow, lots of perspectives there.
-
6:21 - 6:23Family, relationships.
-
6:23 - 6:27Actually, I think that there's lenses
that they call Mars and Venus there. -
6:28 - 6:33So realizing that when we feel conflict,
because we have different perspectives, -
6:33 - 6:36can be demoralizing.
-
6:36 - 6:39It can drain our energy
and erode our passion. -
6:40 - 6:43So, after about five years,
-
6:43 - 6:45we honestly felt like boiling the ocean,
-
6:45 - 6:48trying to find skills
that improve team performance. -
6:48 - 6:49We tried everything.
-
6:49 - 6:53We tried teaching people
conflict resolution, coaching, mentoring, -
6:53 - 6:56and we gave them
checklists, and processes, and tools. -
6:56 - 6:58Bottom-line: none of these created
-
6:58 - 7:02the sustainable improvement
that we were looking for. -
7:03 - 7:05When we were looking
for that improvement, -
7:05 - 7:07we decided to step back
-
7:08 - 7:12and ask a different question:
what do top performers do? -
7:13 - 7:19Finally, we found one skill
that was common to all top performers. -
7:20 - 7:24They developed ability
to ask good questions. -
7:24 - 7:26I know that sounds simple,
-
7:26 - 7:29but what they asked
and how they asked was very different. -
7:29 - 7:32For example, many of them were able
to suspend their judgment just long enough -
7:32 - 7:35to understand someone else's perspective,
-
7:35 - 7:38and in doing so, they were able
to reduce the conflict, -
7:38 - 7:42develop a common language,
and create a shared vision. -
7:42 - 7:45As the situation evolved,
so did their thinking. -
7:47 - 7:51I know we all ask a lot of questions,
and that's a really good thing; -
7:51 - 7:55we want people to be asking
lots and lots of questions. -
7:55 - 7:59But what we found, however,
is that most questions are safe, -
8:00 - 8:04that is, they surface
what is already seen or understood, -
8:04 - 8:07they lead to regurgitated
ideas and opinions. -
8:07 - 8:09In other words,
-
8:09 - 8:14most questions that people ask
really surface what is already known. -
8:15 - 8:18Top performers, however,
ask questions that go deep. -
8:18 - 8:20They ask questions that move us
-
8:20 - 8:23from automatic and reactionary thinking
to deep thinking, -
8:23 - 8:24they ask questions
-
8:24 - 8:28that inspire creativity, fuel passion,
and lead to profound ideas, -
8:29 - 8:33and most importantly, they ask questions
that spur people into action. -
8:33 - 8:38In other words, they ask questions
that demystify the unknown, -
8:39 - 8:43and in doing so,
open up an ocean of possibilities. -
8:46 - 8:49Our brain is an amazing
searchable data base, -
8:49 - 8:53linking emotions, memories, events,
and experiences together -
8:53 - 8:56to form answers to our endless questions.
-
8:57 - 9:02The success of a good answer, however,
relies on the words we choose. -
9:02 - 9:05Our words have amazing power on our brain.
-
9:06 - 9:09How we use words in framing our questions
-
9:09 - 9:13is what differentiates
a good question from a bad question. -
9:13 - 9:15Let me give you an example.
-
9:15 - 9:17When we saw people
put into the simulation, -
9:17 - 9:19or confronted with these challenges,
-
9:19 - 9:21they started to make decisions.
-
9:21 - 9:24The teams that were struggling would ask,
"What should we do?" -
9:24 - 9:29and it was almost as though the options
in front of them were just narrowed down. -
9:29 - 9:31They became very short-term focused,
-
9:31 - 9:35whereas the other teams would ask,
"What could we do?" -
9:35 - 9:38and it was like the ocean
of possibilities opened up to them. -
9:38 - 9:42The same is true for the types
of questions we ask ourselves. -
9:42 - 9:44For example, if I ask,
"Why do I always procrastinate?", -
9:44 - 9:47my brain will surely tell me
that's because I'm lazy, -
9:47 - 9:51because I have too much to do,
I don't know where to get started. -
9:51 - 9:52However, if I slightly reframe that
-
9:52 - 9:55and say, "How am I going
to get this done?", -
9:55 - 9:58my brain will surely find a better answer.
-
9:59 - 10:03I know if I was sitting out
in where you are right now, -
10:03 - 10:05I would say, "So what?"
-
10:05 - 10:08There's got to be a lot more to this
than just framing questions. -
10:08 - 10:09Well, there is.
-
10:10 - 10:14I believe that, since we've been taught
what to think for so long, -
10:15 - 10:20that the very idea of asking a question
that triggers deep thinking -
10:20 - 10:22provokes so many different emotions.
-
10:22 - 10:26It creates uncertainty,
fear, anxiety, stress. -
10:26 - 10:31These are all very real
biological reactions to questions -
10:31 - 10:33and from the neuroscience perspective,
-
10:33 - 10:36too much of any of these
can impair our learning, -
10:36 - 10:41our ability to connect, to listen
and be present with one another. -
10:41 - 10:42So, what we found
-
10:43 - 10:49is that the individuals
who would embrace these emotions, -
10:49 - 10:54that is, understand that these are
just part of the natural process, -
10:55 - 10:59and asking good questions
and allowing questions to do their work, -
10:59 - 11:02then questions can really start
to make a difference. -
11:02 - 11:05So a good question will expose our bias.
-
11:05 - 11:09A good question will surface our beliefs
-
11:09 - 11:11and oftentimes, questions will expose
-
11:11 - 11:14that we may not know something
as well as we think we do. -
11:15 - 11:18These are good things to have happened
-
11:18 - 11:21because when this happens,
learning can take place. -
11:21 - 11:23This is when people can come connected.
-
11:23 - 11:28This is when they can create relatedness,
understand, and believe in one another. -
11:28 - 11:32This is when people can work together
to adapt their thinking. -
11:33 - 11:40So now, the good news is that I've seen
kids, parents, coaches, business people, -
11:40 - 11:44and even politicians break through
these emotional and mental barriers -
11:44 - 11:47and learn to become confident
in asking good questions. -
11:50 - 11:52There are a lot of challenges
in this world. -
11:54 - 11:55We all have them,
-
11:55 - 11:59whether they are in our business,
in our cities, in our schools, -
11:59 - 12:01in our families, in our relationships.
-
12:01 - 12:03We all have them.
-
12:03 - 12:05We all have a very different lens
-
12:05 - 12:08on what these challenges are
and how to address them. -
12:08 - 12:11And this is a really good thing
because I believe -
12:11 - 12:15that most of these problems
are too big for one person, -
12:15 - 12:17and we really need each other.
-
12:18 - 12:19What if?
-
12:19 - 12:23What if you learned
how to ask good questions every day? -
12:24 - 12:27What if tomorrow,
when you went to meet with somebody, -
12:27 - 12:30you seek to understand them,
instead of trying to be understood? -
12:31 - 12:36What if before every important meeting
you took time to write down questions -
12:36 - 12:39that would move the conversation
from the known to the unknown? -
12:41 - 12:43What if executives led by questions,
-
12:43 - 12:47not by questioning but asking questions
that inspired others -
12:47 - 12:50to think about what they could do
not what they should do? -
12:51 - 12:55What if churches, synagogues, mosques
asked, "How ought we to live?" -
12:55 - 12:58instead of focusing
on what others don't do. -
12:59 - 13:05What if parents asked their kids,
"What great question did you ask today?" -
13:05 - 13:08instead of asking,
"What did you learn today?" -
13:08 - 13:12With questions,
you get what you asked for, -
13:12 - 13:17and in era in which computers
are getting better at answering questions, -
13:17 - 13:21we need people who are getting better
at asking questions. -
13:21 - 13:23Thank you.
-
13:23 - 13:24(Applause)
- Title:
- How to ask better questions | Mike Vaughan | TEDxMileHigh
- Description:
-
This talk was given at a local TEDx event, produced independently of the TED Conferences.
How can humanity increase its capacity to make decisions in an increasingly complex world? In this informative talk, thinking rethinker Mike Vaughan shares insights from his practice helping leaders solve big problems with the power of a good question.
Mike has taken a lifelong passion for learning and thinking processes and used it to create industry-leading research around the analysis of how high-value leaders think, how their thinking is different from their colleagues', and how it ultimately makes them more successful.
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDxTalks
- Duration:
- 13:31
Denise RQ approved English subtitles for How to ask better questions | Mike Vaughan | TEDxMileHigh | ||
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Denise RQ edited English subtitles for How to ask better questions | Mike Vaughan | TEDxMileHigh | ||
Denise RQ edited English subtitles for How to ask better questions | Mike Vaughan | TEDxMileHigh | ||
Denise RQ edited English subtitles for How to ask better questions | Mike Vaughan | TEDxMileHigh | ||
Denise RQ edited English subtitles for How to ask better questions | Mike Vaughan | TEDxMileHigh | ||
Denise RQ edited English subtitles for How to ask better questions | Mike Vaughan | TEDxMileHigh | ||
Denise RQ edited English subtitles for How to ask better questions | Mike Vaughan | TEDxMileHigh |