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Lesson 21
Responding Questions & Answers
Planning and experience enable a speaker to anticipate most of what will occur during a presentation. However, no amount of planning or experience enables a presenter to predict or to prepare for every possible question, comment, or objection. When a speaker opens the floor to feedback from an audience, anything can happen. It is then that a speaker must exercise particularly good communication skills in term of both receiving and sending. The following four steps are essential to an effective response. In the first two, a presenter is in the role of "receiver." In the third and fourth, the presenter resumes the” sender" role.
**1. Listen
- Discern
- Affirm
- Answer** These four steps are essential to skillfully field questions or objections. In the terminology of sports, to field means to stop or catch a ball and throw it in to prevent the opposing team from scoring a point the term is aptly applied to presenting. Figuratively, to field a question or objection means to answer it so skillfully that the presenter does not lose an opportunity to score a “winning point” with the audience. 1. Listen attentively Obviously, for a presenter to be effective, speaking skills are important. Listening skills are equally important. By listening attentively, a presenter signals interest in the audience and in what other people have to say. In addition, listening (or failing to listen) affects how a presenter responds to verbal feedback. When they ask a question or make a comment, some people do not communicate clearly. On the surface, what they say may not sound like it makes sense. By listening attentively, a presenter can sift through a confusing communication, clarify the point, and provide a satisfactory response. When someone from the audience speaks, and the presenter is listening attentively, the presenter should: Make focused, meaningful eye contact with the person who is talking. Nod gently in n manner that suggests, "Yes, I hear you." Lean forward (slightly) to visually convey interest. Match facial expression to the nature of the question or objection. In some cases, a gracious smile is appropriate; in other cases an expression of genuine concern. In addition, a skilled listener will: Listen for the meaning in the message. To extract the main point of a question or objection, concentrate on key words. Conjunctions (and, or, but) and modifying words (descriptive adjectives and adverbs) are extraneous to the real meaning. Listen to determine if the person communicates in a concrete or conceptual manner. Typically, concrete thinkers communicate in shorter sentences and use words like "bottom-line." (They prefer a succinct. "Bottom-line" response based on facts.) Conceptual thinkers tend to be more expressive and use words like "possibilities." (They prefer a more comprehensive response that conveys ideas.) Paraphrase (when appropriate). A paraphrase restates in abbreviated form what a person has said. It begins with wording such as that shown in the following examples. "Let me be sure I understand. You are asking ... Is that right?" "Am I correct in understanding that you are concerned about...?" "So. What you're saying is ... Yes?" Paraphrasing serves to clarify a question or objection, and confirms that the presenter correctly
understands what a person has said. It is especially useful when a question or objection has been stateddocsity.com
in a muddled manner. In addition, a paraphrase "buys time " when a speaker needs a moment to formulate a response.
2. Discern the nature and intent of verbal f eedback Persons who listens attentively is better able to discern the nature and intent of feedback from the audience. A question may sound simple but an attentive speaker may discern a complex issue within it. Another question may be worded in a complicated manner, but a discerning speaker will under- stand that the question is an easy one to answer in a straightforward manner. Discernment is related to perception. A presenter perceives things about people in an audience in the same way an audience perceives things about a presenter: by watching and listening. When a member of the audience speaks up, a discerning presenter will observe visual cues and listen for vocal cues_._ Facial expression, gestures, and posture can indicate whether a question or an objection is motivated by genuine interest or by the intent to challenge and disprove the speaker. Tone of voice can convey intent. Generally (when considered in combination), vocal and visual cues express the attitude of the person who is a peaking. 3. Affirm the person A skillful response consists of two parts; affirmation and answer. An affirmation is a relational technique that acknowledges and validates people. Even when a question or objection challenges a speaker, it is essential to maintain an affirmative relationship with the audience - everyone in the audience. How a speaker responds to one person is observed by the audience as a whole, and influences how an audience reacts to the speaker. The manner in which a presenter responds to audience feedback demonstrates finesse and professionalism or lack of it. An affirmation is expressed before stating an answer. If the presenter knows the people in a group, they should be addressed by name. The statements shown below are examples of affirmations. “That's an interesting question.” “You make a good point Aslam.” “It's obvious you have given this some thought.” “I'm glad you brought that to our attention, Marium.” “You've raised an important point.” While it is relational to affirm people, it is important to refrain from over-doing it. An affirmation will appear insincere if the wording or the presenter's tone of voice is out of proportion with the point a person raised. Gushing affirmations can encourage attention-seekers in an audience to raise questions and objections repeatedly Just for the sake of it. An appropriate affirmation is a brief statement the presenter can voice honestly. For example, there is a ring of falsehood to an exclamation expressed with undue excitement, such .is "What a wonderful question! I'm so glad you asked that!” It is more appropriate to simply state. “That's a good question." Just as platform behavior is crucial when a presenter listens, so it is when a presenter starts to voice a response. Beginning with the affirmation and continuing through the answer, a presenter should appear confident and sound conversational. It is important to refrain from an authoritarian "know-it-all" tone of voice a rigid or "closed" posture, and vocal or visual cues that suggest the presenter is flustered or frustrated. A presenter wants to convey, "I am relaxed, receptive to your comment, and in command of the situation." 4. Answer the question, comment, or objection The characteristics of effective communication apply to answering audience feedback. In other word, a presenter's response should be clear, correct, concise, and well considered.
As with questions, attentive listening skills help a presenter discern the nature of a comment, which conditions the presenter's reply. Comments of agreement A comment of agreement expresses concurrence with a point made during a presentation. Such comments characteristically reflect a desire to be heard or an interest in having the presenter's proposal adopted. Statements such as I like what you said about and you've presented some good ideas for are comments of agreement. The appropriate response to a comment of agreement is to say, simply, "Thank you." Agreement from the audience does not require any further commentary from the presenter. Comments of addition A comment of addition also implies agreement, but adds to what the presenter has said. The following statements are examples of comments of addition. "1 like what you said about reducing costs. In fact, I think we could apply your recommendations to the distribution group as well." "You've presented some good ideas for increasing productivity. We could computerize the learning labs, too." The appropriate reply to a comment of addition is to offer a brief acknowledgment such as, “Thank you. That's a very good point" or "I appreciate your bringing that up." Objections The term objection is commonly understood to mean disagreement or disapproval. Comments that sound like objections may, in fact, express a genuine interest in seeking further information or clarification. They may express an opinion that differs from the presenter's as a result of a difference in experience or understanding of the facts. When responding to objections, it is helpful to bear in mind that disagreement on an issue need not (and should not) spark a disagreeable altitude toward the person who voices an objection. Effective presenters consider it more important to remain in a right relationship with the audience than to be proved right on every point. The key to ridding objections skillfully is to refrain from taking objections personally. Objections must be handled with composure and tact. The objective is to dissipate the issue, not to dispute the other person's point of view. It is imperative to avoid engaging in a verbal battle of wits. A presenter who becomes defensive or argumentative will lose credibility. There are three appropriate responses to an objection: Agree Re-approach Arbitrate In every case, the person who voices an objection should be affirmed and not confronted. Negative words (like don't, no, and not) fuel confrontation. The following examples show a confrontation response in contrast to an affirming response. Confronts: “I don’t agree with you.” Affirms: “That’s an interesting point. There is another aspect to consider, though.” Confronts: “No, that’s not right.”
Affirms: “I can see where that might seem to be the case. However, let’s consider this in terms of …” Agree. On occasions, someone in an audience will raise a point that is correct – even though it expresses disagreement with the presenter. If the objection is not an obstacle to acceptance of the message, the appropriate response is to acknowledge that the person is right. A presenter should never put an entire presentation at risk by insisting on “the right to be right.” It is preferable to say, “Thank you for bringing that to our attention. I wasn’t aware of those findings.” Or simply state, “You’ve made a good point.” Re-approach. When someone voices an objection but the point is not valid, approaching the issue from another perspective can resolve the objection. People sometime object, not to what has been said, but to how the point was put. Presenting the matter in different terms may prompt agreement. A re-approach is phrased, “You’ve brought up an interesting point. However, let’s consider this from another angle.” The point is then explained in a manner other than how it was first stated. The “other angle” may be presented through the use of a comparison, analogy, rhetorical question, or a scenario that describes a situation to which the objector may be better able to relate. Arbitrate. Objections can be resolved with the use of a “feel-felt-found” response. The presenter states, “I can understand why you would feel that way. I worked with someone recently who felt the same way, until they found that ….” After “found that,” the presenter describes the value that offsets the objection. This method diffuses the potential for conflict. The “feel” phrase acknowledges the person who voiced the objection. To achieve the point of disagreement in an agreeable way, the “felt” phrase introduces (hypothetically, in some cases) an objective third party. The “found that” conclusion suggests the benefits of accepting the point. The example below indicates how the “feel-felt-found” response works. In a presentation to plant managers, a sales representative proposed upgrading factory operations with the installation of state-of-the-art automated equipment. At the end of the presentation, one manager remarked, “I like some of your ideas, but the equipment is too costly. We can’t afford that kind of investment.” The presenter replied, “I can see how you might feel that way, I worked with a company last year that felt the same way, until they found that they gained a considerable return on their investment as a result of safer working conditions, improvements in product quality, reduced turnaround time, and an increase in the value of the business.” The Appropriate Response to Disruptions Naturally, how a presenter responds will vary depending on the nature and degree of the disruption. In general, as the person on the platform who commands the attention of the audience, a presenter should demonstrate leadership. Audience members look to the presenter for cues. They wonder, "What is going to happen next?" and expect the presenter to deal with the situation. Skilled presenters do so with aplomb, which is best described as "grace under pressure." With confidence and poise they remain in control of the presentation event by following the three steps listed below. Remain calm Take action Be flexible Remain Calm A presenter who becomes visibly upset or flustered by a disruption may aggravate the situation. Staying calm and composed keep the mind clear to consider how to handle the disruption, and has a reassuring effect on an audience. When it is appropriate to the situation, humor is useful to relieve the tension that often accompanies a disruption. Humor can make an awkward moment enjoyable for both the audience and the presenter. A disruption can be turned to advantage by finding something amusing in it. People are inclined to respect the presenter who remains sufficiently composed to laugh at a difficult situation. Take action An incident or behavior may be so minor that only the speaker is aware of it, and the presentation can proceed as planned. However, when something threatens to disrupt others, action must be taken to minimize the degree to which the disruption detracts from the presentation. The action is determined by whether the disruption is related to an incident or to behavior.
Resistance to change Frequently, a presentation delivers information and ideas that challenge customary ways of thinking or of doing things. Some people are not receptive to anything new. They feel threatened by new ideas, new information, new systems, new procedures, new policies. They are unwilling to consider attitude or actions that differ from those they have harbored for a long time. In such cases , disruptive behavior is a form of “self-defense." It is a means of counteracting ideas and information the detractor does not want to accept. A disruptive person may think (albeit subconsciously), "If I ask a question he can't answer, then this information is no good" or "If I raise an objection he can’t deal with then the proposal won't be approved.” Resentment During the course of presentation, an effective speaker fills a leadership role: leading the audience through material and managing the people in the group. An accomplished speaker exhibits enthusiastic attributes: organization and communication skills, energy and enthusiasm, presence and personal power. There are those who may resent what they see and hear. Especially when a presenter is perceived to be an 'outsider" (a consultant, salesperson, contract trainer, guest speaker, someone. from another department, or an upper-level executive), some people in the audience may feel that the presentation is an intrusion. Repeating successful behavior People are inclined to repeat behavior that has worked for them in the past. When they get what they want by acting in a certain manner, they will act that way again to get what they want What a disruptive person wants is what every person wants: attention. A child throws a temper tantrum to gain attention. When the parent pays attention the child has succeeded and so throws temper tantrums again. In a similar manner, a detractor has learned that disruptive behavior succeeds in getting a presenter's attention. Most presenters are not pleased by the rude interruptions, sarcastic remarks, testy questions, and pointless objection that are trademarks of people intent on disrupting a presentation. (The majority of people in an audience are not pleased either.) It is easier to respond to such behavior when a presenter recognizes that it is not a "personal attack" but acting out of the need for attention. Dealing with disruptive behavior With an awareness of the reasons that underlie disruptive behavior, a presenter can more easily deal with it with aplomb by practicing these techniques: Be courteous Exercise control Confront Be courteous Detractors try to provoke presenters. If a presenter reacts to disruptive behavior with frustration, aggravation, or impatience, the detractor has” won" and will likely continue to disrupt the presentation. There for, a presenter’s first response to disruptive behavior should be to deal with the person with the same courtesy that a professional would extend to a courteous and reasonable member of the group. Courtesy is expressed by more than words alone. It is conveyed through vocal and visual cues: a pleasant tone of voice, a relaxed posture, a pleasant facial expression. Exercise control When a courteous response does not suffice to quell disruptive behavior, a presenter must next exert control over the situation. Maintaining control is one of the responsibilities of presenting. To give an audience a meaningful and memorable experience, the presenter needs to manage the setting in which that experience occurs. In a manner of speaking, a presenter is a "traffic cop" who monitors the actions and interactions of people within the group. The following phrases, stated assertively, are useful for expressing control.
“I'm pleased that you are interested in this subject, but in the interests of time, I'm going to have to ask you to hold any further questions until the end." “To the benefit of the rest of the audience, I'd appreciate it if you would refrain from interrupting. I'll be happy to discuss any other points with you during the break. Confront When a person persists in being disruptive, a presenter must confront the behavior. The experience of the many in the audience takes precedence over one or two detractors. If the situation allows, it is helpful to announce a brief refreshment break or to direct the group to engage in an activity (such as a work book exercise or discussion with persons seated nearby). A brief break provides an opportunity to deal with a disruptive person on an individual basis. In a steady tone of voice and maintaining focused eye contact, the disruptive behavior is addressed with statements like these: "For the benefit of the group, please refrain from (specify the disruptive behavior) until the meeting is over." "Frequent interruptions are distracting to the other people here. For that reason I'm going to have to ask you to please leave." In view of the peer pressure that exists within any group, the first two tactics, courtesy and control, usually serve to bring disruptive behavior to a halt. However, on the rare occasions when it does not, it is preferable to confront a detractor than to allow one person to destroy a presentation. Phrases like "in the interests of time" and "for the benefit of the group" convey that the presenter's response is not personal, but professional regard for others in the audience.
