When coaching, I often find improvers / learners who tend to be superficial or vague about target conditions, current conditions, the experiments they intend to run, the results they expect, what they learned. Huh… I guess I should have said “vague about everything.”
As several of my clients would tell you, one of my themes is “drive out ambiguity.”
Recently I’ve been trying a simple follow-up question that seems to be working to help people dig a little deeper without pushing them back as much as other questions might.
“Could you be more specific?”
I will plead completely guilty to stealing this from an unlikely source.
I remember it vividly. Across a table, five profs. I’m frightened, trying to look casual as sweat drips down my face. But I’m keeping afloat; I’ve managed to babble superficially, giving the illusion that I know something. Just a few more questions, I think, and they’ll set me free. Then the examiner over at the end of the table – the guy with the twisted little smile – starts sharpening his pencil with a penknife.
“I’ve got just one question, Cliff,” he says, carving his way through the Eberhard-Faber. “Why is the sky blue?”
My mind is absolutely, profoundly blank. I have no idea. I look out the window at the sky with the primitive, uncomprehending wonder of a Neanderthal contemplating fire. I force myself to say something—anything. “Scattered light,” I reply. “Uh, yeah, scattered sunlight.”“Could you be more specific?”
Well, words came from somewhere, out of some deep instinct of self-preservation. I babbled about the spectrum of sunlight, the upper atmosphere, and how light interacts with molecules of air.“Could you be more specific?”
I’m describing how air molecules have dipole moments, the wave-particle duality of light, scribbling equations on the blackboard, and . . .“Could you be more specific?”
An hour later, I’m sweating hard. His simple question—a five-year-old’s question—has drawn together oscillator theory, electricity and magnetism, thermodynamics, even quantum mechanics. Even in my miserable writhing, I admired the guy…
As you can see from Stoll’s experience, his professor was seeking to find his knowledge threshold – something a kata coach should be doing as well.
Now, I’m not going to push the “5 Whys” quite as deep as quantum effects (except, perhaps, at one client who DOES deal with things at that level…), but I find this is a far more effective question than “Why?” or asking leading questions. It, obviously isn’t universal, but it has been working reasonably well with a client whose corporate culture drives indirect assertions and vague predictions.
Try it… leave a comment if it works for you (or bombs). But please… be specific. 🙂
P.S. – In this video, Cliff Stoll tells the same story, likely more accurately, and makes another valuable point: “It’s obvious” is a statement which often hides limited understanding of what is being discussed. It might be “obvious,” but… let’s go see.