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Communicating and Questioning Effectively
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Microcredential ID : 2643
Stack
Courageous Principals
Credits
0.5 USBE Credit

Description

This microcredential focuses on leaders’ skillful use of the Courageous Principals questioning and communication techniques. This microcredential stack is for administrators who have attended Deloitte’s Courageous Principals training.

Standards
  • Utah Educational Leadership Standards > Strand 1: Visionary Leadership
    1.1 - Collaborate with faculty, staff, parents, and the school community to develop and imiplement a shared vision, mission, and values.
  • Utah Educational Leadership Standards > Strand 1: Visionary Leadership
    1.2 - Collect, analyze and use data to identify goals, assess organizational effectiveness, and promote organizational learning.
  • Utah Educational Leadership Standards > Strand 5: Ethical Leadership
    5.1 - Act ethically and professionally in personal conduct, relationships with others, decision-making, stewardship of the school's resources and all aspects of school leadership.
  • Utah Educational Leadership Standards > Strand 5: Ethical Leadership
    5.2 - Model and promote professional attributes of integrity, fairness, transparency, and trust.
How To Earn This Microcredential

To earn this 0.5 credit microcredential you will submit two types of evidence from the list below to demonstrate your effective use of the Courageous Principals questioning and communication techniques to support your leadership practices. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!

Fees
A fee of $20.00 will be assessed once the microcredential is submitted for review.
Clarifications

This microcredential stack is intended for administrators who have attended Deloitte’s Courageous Principals training. For more information, contact courageousprincipals@deloitte.com

Important Terms
Investigator:

This questioning technique uses tightly controlled questions to gain information for their investigations. Examples of these types of questions include: 1. Facts: What evidence (data) led you to that conclusion? What happed? 2. Motive: Who has the most to lose from this change? To gain? What is / was your primary objective? 3. Accuracy & Relevance: How does that compare with what you said earlier about X? How much of this can be attributed to X vs. Y?

Physician:

This questioning technique also uses tightly focused questions to diagnose, but they also allow respondents to set the ‘agenda’ by asking questions and determining the course of conversation. Examples of these types of questions include: 1. Symptoms: What brings you here today? How long? How frequently? 2. Root Cause: Why? Does a change in X affect Y? 3. Treatment Options: How important is it that you achieve X vs. Y? What are the benefits and drawbacks of each option?

Professor:

This questioning technique uses specific questions to get to a key lesson. This technique frames conversations to help people come to an understanding, not an answer. It uses the Socratic Method of teaching by asking questions. It explores topics, which depends upon more trust, collaboration and openness. Professors use the Socratic Method to stimulate critical thinking and illuminate ideas. The goal is to frame a topic and discussion to help everyone come to an understanding or key lesson. Examples of these types of questions include: 1. Assumptions: What do we know about X? What assumptions do we make? 2. Logic: Can you describe how you came to that conclusion? Does X necessarily imply Y? 3. Interpretation: What if we were to look at this from another angle? What would this mean for various stakeholders?

Therapist:

The goal of this questioning technique is to gain “aha” insights. Therapists use less-controlling questioning techniques. The Therapist doesn’t interrupt if the conversation is yielding helpful insights. This line of questioning is for mature relationships. It requires the most trust of all lines of inquiry and uses the least controlling questions.

Open-Ended Questions:

These types of questions elicit a thought-provoking answer, not a short yes-or-no answer. Examples include: a. What type of pushback do you expect? b. What are some of your ideas about x, y, z? c. What are the best options available?

Close-Ended Questions:

These types of questions elicit a yes, no or short factual response. Examples include: a. Have you spoken with other people about the issue? b. Have you had a chance to review the document?

Nudging Questions:

These types of questions help focus a person’s thinking. They are frequently one word or short phrases to prompt focus on a specific area. Examples include: a. How so? b. Tell me more about x, y, z?

Background Scenario / How This Will Help You

Bart Jackson is meeting with his art teacher, Alice Freeman. She is a very popular instructor, whom the students in the school have voted Teacher of the Year for five consecutive years. Bart is meeting with Alice to tell her that due to some restructuring of the district’s arts curriculum, she will be assigned to take on classes at one or two other schools in the coming school year. At first, Alice is upset and threatens to resign. However, Bart skillfully uses a number of questioning techniques. He first plays the role of the Physician, prompting Alice to explain her thinking so he has a better understanding. He then switches roles to that of a Professor, asking questions that guide Alice to explore some of her assumptions. It turns out that Alice has heard rumors about the coming changes and is worried that arts instruction in the district will be phased out entirely. Bart is able to reassure her on that account, and then guides her with other skillful questions to think about strategies she can use to manage the complexity of working at multiple schools. While Alice is still not happy about the coming changes, by the end of their meeting she is thinking about how to cope rather than resignation.

Evidence Options
Be sure to submit the type and number of pieces of evidence specified below.
Category: Implementation

Submit BOTH of the evidence options below to demonstrate your effective implementation of Courageous Principals leadership techniques as a part of your practice.

Video:

Submit a 4-6 minute video in which you discuss and describe your implementation of the Courageous Principals questioning and communication techniques as a part of your leadership. Be sure to address the following:

  1. How has “hunching” stakeholders supported your communication?
  2. What questioning techniques have I consciously used more often?
  3. What techniques have I used to defuse conflict?
  4. What communication bad habits have I worked to stop?
  5. Describe how you planned and carried out a conversation with a stakeholder, attending to your relationship maturity, the context, and Business Chemistry.
Observation Results:

Submit observation results from a colleague who has participated in the Courageous Principals training of at least two of your conversations with stakeholders. The observer should use the Observation Data Collection Tool, available to download from the Resources section of this badge. The observation results should demonstrate your successful and consistent implementation of the Courageous Principals communication and questioning techniques in your practice as a leader.


Review Criteria

Criterion 1: Evidence demonstrates the administrator uses Business Chemistry to plan communication with stakeholders.

Criterion 2: Evidence demonstrates the administrator strategically plans a range of questioning techniques to support communication.

Criterion 3: Evidence demonstrates the administrator uses a range of techniques to defuse conflict.

Reflection Prompts

Describe how you “hunched” the Business Chemistry of one of your stakeholders or colleagues. How has it helped you to work with them?

Explain how you used a number of different questioning techniques to work with a stakeholder or colleague. What was the result?

How will you use Business Chemistry and Inquiry and Empathy techniques moving forward to strengthen your leadership? Reference at least one of the Utah Educational Leadership standards (UELS) in your reflection response.


Review Criteria

Criterion 1: Reflection demonstrates the administrator has used the Business Chemistry framework to inform and support communication.

Criterion 2: Reflection demonstrates the administrator has used Courageous Principals communication and questioning techniques to inform and support communication.

Criterion 3: Reflection demonstrates the administrator plans to continue using Business Chemistry and communication and questioning techniques to strengthen future leadership practices.

Resources
Business Chemistry: From Insight to Action Toolkit
https://drive.google.com/file/d/1LrNLRorJHPWrRVGFiCa4xsTxzV52dkYB/view?usp=sharing

This resource is shared with all participants at the Deloitte Courageous Principals training. The toolkit contains four mini-presentations to share with your leadership team.


Deloitte Business Chemistry Website
https://www2.deloitte.com/us/en/pages/operations/solutions/business-chemistry.html

This is the public website for Deloitte's Courageous Principals project.


Business Chemistry: YouTube
https://www.youtube.com/watch?v=O8_Y-TpEkDM

This YouTube video is an introduction to the four personality types in the Business Chemistry framework.


Observation Data Collection Tool
https://drive.google.com/file/d/1u4D02PCBXRPXIPg_yyjYDIBA7PybmNrM/view?usp=sharing

Use this data collection tool as an evidence option to earn this badge.


Courageous Principals Communicating and Questioning Journey Map
https://drive.google.com/file/d/1FsypfiihBtekiedyemyiKOB-A9yebNpk/view?usp=sharing

Download and complete this Journey Map as evidence to earn the Communicating and Questioning Effectively digital badge. See the Evidence section for more details.

Earners
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