STEP 9

Master the Q&A

Overview

• Answer your audience’s questions.

• Manage the Q&A session.

• Ask your audience good questions.

A time set aside for questions and answers is standard for almost any presentation. In formal presentations or with large audiences, questions are usually held until the end. The presenter will allow 10–15 minutes within the time allotted to clarify any points or offer additional information. You also have the option to open questions in the middle of your presentation. A quick Q&A can serve as a good transition between your main points and give the audience a chance to absorb what you’ve already told them and ask for any explanations before jumping into the next point.

Always make time for questions. Any assumption that the audience would rather continue to hear you speak than to verbalize their own thoughts is wrong. Keep track of your time to ensure the audience has a chance to be heard. You cannot assume that attendees will hang around after the presentation is over or follow up with an email to ask you a question. Very likely they will be on to the next thing, whether it’s back to work, another class or session, or personal activity. Because people need to form their own memories about what they hear, see, or do, they might be losing out on a powerful learning experience if you don’t give them the opportunity to interact with you.

Whether you’re asking the questions or answering, you will need to stay in command of the session the entire time. Even when you take questions mid-presentation, there will almost always be someone who holds theirs until the end. Thus, the Q&A becomes the last interaction the audience has with you. You don’t want to squander a terrific presentation by bumbling through questions. Use the best practices in this step to maintain control and effectively manage the Q&A session.

Answering Questions From Your Audience

Presenters usually wait to respond to questions until a Q&A session at the end of the presentation. You can begin this segment as simply as asking, “Are there any questions?” You could take a more commanding route, saying, “Let’s dive into your questions. To give as many people as possible a chance to speak, please limit your question to one minute.” If you’re approaching your time limit or sense some of your audience is restless, announce, “I’ll be taking questions for the next 20 minutes. But, if anyone needs to depart at this point, I’ll wait a few minutes for you to do so.”

Another way to facilitate questions is to have index cards available and ask audience members to anonymously write their questions. This can be done before, after, or at any time during the presentation. In other presentation formats, question-askers may line up at a microphone, which was positioned at the head of the aisle before your presentation. This microphone is usually not activated until after your presentation. If that is the case, keep in mind that you may need to switch the audience microphone on from the lectern or turn it off if a participant becomes rowdy or refuses others access to the mike. In other situations, someone may hold out a hand mike to audience members you select for questions. If possible, plan for a wireless microphone to be available for the audience members to pass around among themselves.

Whether you prefer to answer questions throughout your presentation, at various breaks during your presentation, or the end, let your audience know when to expect their chance. This will prevent unwanted hands from shooting up and interrupting you and will give audience members time to begin thinking of their questions.

If you’re worried no one will have any questions or you’d like to get the ball rolling, arrange for someone you know to ask the lead-off question. Hearing someone else from the audience speak first gives other audience members time to think and psychological permission to take the floor. Admit that you know the questioner. Say, “I see my friend Sue’s hand out there. Yes, Sue?”

When taking a question, listen with a neutral expression. Make eye contact with the question-asker, but avoid smiling, frowning, or shaking your head “yes” or “no.” If you say, “That’s a good question” to some people, those who do not win this praise may be disappointed. If you praise every question, you’ll sound insincere. Review the Body Language Don’ts from step 5. Don’t let your nerves hijack your body and give you away when you’ve maintained control this far.

When responding to participant questions, remember the following:

• When calling on people to answer questions, address them by first name when possible. If you’re unfamiliar with the audience, recognize the question-askers by pointing to or describing them. For example, “Yes, the person in the blue shirt …”

• Before answering, make sure that you understand the question. If not, ask for clarification.

• When an audience member asks a question in front of the group, reiterate the question into your microphone. This serves to confirm that you understand what they are asking and to ensure that everyone in the audience heard the question being asked.

• Honor each question with a direct answer. Support answers with specifics. Your credibility will suffer if you talk in circles or avoid the question.

• If you need to take a moment to compose your answer, go ahead. The audience will appreciate a well-thought out answer as opposed to an off-the-cuff remark.

• Divide any complicated questions into understandable parts and deal with each part.

• Don’t challenge question-askers with “Why do you ask?”

• Recognize questioners from all parts of the room, not just those who might be in the front. Call on people in different areas of the audience. Also give each person you call on equal time up to the established limit.

• Keep answers brief and to the point. If you prattle on about statistics, large amounts of data, or complicated information you will confuse and possibly lose your audience.

• Remember you’re still presenting to the entire audience. Look at the person asking the question while they are talking, but offer your answer to everyone.

• After answering a question, check the audience’s body language and facial expressions to see if your answer was understood. Clarify if necessary. You can take a temperature-check with particularly tough questions. Ask, “Did that answer your question?”

• Always thank the person who asked the question.

• On occasion, handle participant questions by pausing and then redirecting the question to another participant or the whole group. This involves others in the discussion and creates more interaction.

• Control the last words the audience hears. Say, “We just have time for one or two more questions.” If your next answer goes particularly well, end the session. If the question and answer are off the main point of the presentation, finish by restating the key point of the presentation.

Preparing for Questions

Some presenters dread the Q&A sessions. While they can control the delivery of the presentation, questions from the audience can be unpredictable. Presenters are expected to respond with the same amount of expertise they demonstrate in the prepared part of the talk, despite having little or no time to prepare their answers to specific questions.

While you may not be able to foresee every question, there are ways to prepare. When creating or practicing your presentation, anticipate the most common questions that might be asked and plan clear, concise responses. If you’ve given this presentation several times before, you may assume you’ve heard all possible questions and know the answers. Don’t. Every audience is different; it’s better to continue preparing than to be caught off guard. How you answer questions has a major impact on how the audience remembers you and your presentation. Don’t expect to wing this portion of your presentation any more than you would any other. End on a high note.

Use the following preparation techniques:

• Prepare transition statements you can use to direct an answer back to one of your main messages. If you’re unsure how to answer a question, link it to something you can answer confidently. Again, be brief.

• Ask a colleague or friend to listen to your presentation—or a summary of the main points—and see what questions they have.

• Consider your presentation material from different perspectives. What kinds of questions might someone in a leadership role have? Operations? Finance? Marketing? Human resources? What other perspectives might be represented by the attendees, according to your audience analysis?

• Search your presentation topic on social media sites—even enter keywords in a search engine. You’ll likely see topics connected to your key points that you hadn’t thought of. Plan for questions related to those topics.

• To look like a real pro, create several slides with information related to questions you believe might come up. If someone does ask the question, you can flip to the slide and provide some detailed information.

• Don’t avoid preparing for tough or controversial questions. Prepare in advance so you can answer them skillfully when asked, rather than fumbling through.

• Decide on several professional ways to respond to a question you cannot answer. For example, “That’s a great question. Let me do some research and get back to you” or simply, “That’s an excellent question. I’m afraid I’m not sure.”

• Once you’ve researched questions, consider adding any of the additional material to your presentation if it fits. If not, consider yourself well-prepared for the Q&A session.

Questions With a Co-Presenter

If working with a co-presenter, decide in advance how you will ask and answer questions. Will you simply alternate? Wait to hear the question and then determine who wants to answer based on one another’s expertise? Avoid having both presenters answer the same question. If you have something to add, do it very quickly. “Those are excellent points, David. I’d like to add just one comment . . . ” Above all, remember not to outwardly disagree with any of your partner’s answers. If you believe your partner has provided an incorrect answer, remember to comment respectfully. “That’s one way of looking at it. Another perspective is . . . ”

Managing Q&A Sessions

Q&A sessions aren’t typically known for hecklers. But that doesn’t mean you won’t run into problems with some of your audience members. There might be one who is a little feisty and trying to confuse you, but more likely even the most annoying question-asker is genuinely interested in learning more.

Below are some common types of difficult questioners and how to handle them professionally.

The Stumpers

No one knows everything. It’s OK if you can’t answer a question. Whenever possible, answer difficult questions by spinning toward familiar territory and your original message. If you really don’t have an answer, add it to the parking lot and tell the audience member that you will find out the answer as soon as possible. Make sure you have offered your contact information and ask the person to follow up with you after the presentation.

Another tactic for handling tough questions is to ask the audience for the answer. In fact, depending on how knowledgeable your audience is or how well you’ve delivered your presentation, the attendees may be able to answer more than one question—which will increase engagement for everyone.

The Hostile Questions

Asking a stump-the-presenter question might be all in fun, but occasionally someone will intend to embarrass you or voice their disapproval of you or your message. Use the approach above, stick to the facts, and ignore any perceived jabs.

If you’ve thanked every other person for their question, make sure to thank this person as well. In fact, thanking the person will go a long way to diffusing the situation. If you’re struggling to find a way to appreciate their antagonism, thank them for their perspective and offer to spend some time looking into it further.

Worse than trying to make you uncomfortable in front of a group is trying to get you into trouble. Don’t answer if the question includes something you don’t want to be quoted as saying. For example, if an audience member asks, “Why does XYZ Corporation fire older workers instead of retraining them?” expect to see a quote in the news or on social media that you said, “XYZ Corporation fires older workers instead of retraining them.”

Be prepared to say, “I can’t answer that question because it assumes [whatever] while I believe [whatever to the contrary]. For example, “I can’t answer that because you assume workers’ ages were a factor. Actually, the recent layoffs were based on. … And workers were selected for retraining based on …” If you’re unable to offer any direct response, politely say you’re unable to answer that right now. If possible, refer them to someone who can, and then ask for the next question.

The Ramblers

Stop long-winded question-askers before they really get going. Break eye contact. Hold up your hand to indicate “stop.” Say, “Let me respond to that.” Say it twice if necessary. If they come to a sudden stop and await an answer, but you have no idea what they’ve said, it’s OK to ask. “I’m sorry. What was your question?” If the question is still too vague, ask “Could you restate that?” If after the restatement you still don’t get the point, use a phrase from the restatement to construct a question that you are prepared to answer.

Another version of the rambler is the participant who tries to ask two or three questions at once. In this case, focus on the question most relevant to your message.

The Irrelevant

Quickly deflect irrelevant questions, but do it pleasantly. This is particularly true if the questions are purposefully or ignorantly embarrassing to you. Such as, “How old are you? How much money do you make?” Again, pleasantly deflect the question.

The Repeat-Asker

This audience member can appear in more than one way. Sometimes they ask follow-up questions to their earlier questions, so quickly that you feel the need to answer. After a while, because no one has had an opportunity to ask their question, the rest of the audience gives up and remains captive to your conversation.

Or, if no one else is asking questions and only one hand is raised—again and again—you feel compelled to continue answering this person’s questions, effectively holding the audience hostage while you and one other person have a loud one-on-one conversation. Instead, announce, “If there are no other questions I’d like to thank you all for coming. Please contact me if you have any questions or comments once you leave today.” And then walk over to the inquisitive person and have a real conversation.

The Echo

What if you successfully answer a question, only to have someone else ask the exact same question two minutes later? Either that person wasn’t listening, couldn’t hear, or didn’t comprehend your first answer. This could be a reminder to restate each person’s question loudly and clearly so everyone can hear. Then, go ahead and answer. Again. And ask, “Did that answer your question?”

Tough questions happen. Be as honest as possible, and don’t be afraid to laugh it off. Humor can be a powerful offset to even the grumpiest or most intense audience member. It can be very effective in deflecting difficult questions or difficult people. Remind yourself to make a joke—even at your own expense—and move on. Above all, never lose your cool in front of the audience. If you do, you can be sure that is all they will remember about you.

Asking Your Audience Good Questions

If you open up the Q&A session and hear crickets, break the ice by asking your audience questions. If you really want, you can ask good questions throughout the presentation, sprinkled in every 20 minutes or so to keep the audience engaged and give yourself a break from speaking. Questions asked at any point during or after the presentation can clarify matters that are for any reason unclear to the audience, engage listeners, and maintain communication.

There are a few important guidelines to remember as you engage your audience this way:

• Think before asking your question; know what your goal is and what information you seek.

• Ask the question first and then allow the audience enough time to respond.

• Do a quick check for understanding. If you get confused looks, try rephrasing the question.

• Be careful not to single out one person to answer the question before you ask it.

• Wait for hands to go up and choose someone you think knows the answer.

• Don’t call on the same people over and over or you’ll run the risk of discouraging the rest of the group from answering.

• If someone’s answer is clearly off base or seems to indicate they didn’t quite understand the question, very gently let the person off the hook by asking it again in a slightly different way. For example, “That’s one way of looking at it, but I was thinking a little more along the lines of …”

• Thank the person for answering the question and move on.

Advantages and Disadvantages of Questioning Techniques

Questioning provides participants with an opportunity to display their understanding of key points. Participants’ responses not only tell you how effective your presentation is but also indicate how to adjust your delivery. When posing questions, you can address participants by name and involve them directly. Questioning also gives you the opportunity to provide positive feedback and reinforcement to ensure that participants understand the presentation content.

The use of questioning and reinforcement is helpful for the following reasons:

• It involves all participants in the presentation.

• It stimulates and motivates participants.

• It provides participants with an opportunity to display their understanding of the topic.

• It promotes active, not passive participation.

• Participants have an opportunity to apply the knowledge and skills you have presented.

• Responses to questions provide feedback as to the effectiveness of the delivery of the presentation.

• The questioning process helps you evaluate individual comprehension.

• Questions create variety in presentations.

There are, however, some aspects of questioning and reinforcement that can detract from your presentation:

• The overuse of low-level or short-answer questions may not challenge the participants.

• Questioning can be time-consuming.

• Some participants may not wish to get involved in the interaction process.

• Some participants may attempt to dominate the interaction process.

Carefully formulate your questions for the audience during the planning process. Use the following guidelines:

• Make questions short enough to remember. This includes writing them at a variety of levels, from the simple yes-or-no kind to those that require more thought. Questions such as “Why?” and “What is your opinion?” stimulate a lot of discussion.

• Phrase questions carefully. Avoid ambiguous or vague questions because they may confuse participants. Try to design questions so they suggest the answer, and state them in a way that eliminates guessing.

• Design questions to focus on key points from the presentation. Do not waste time asking about less important information. You want to be sure participants understand the most significant material.

Active Listening

Effective presenters not only know how to appropriately structure and ask questions at precisely the right time, but they are also extremely good listeners. Active listening, especially useful during Q&A sessions, requires concentration. You are not only employing auditory skills to listen to the words used to pose the question, you’re also paying attention to the underlying emotion expressed. This part of the message is often reflected nonverbally, such as the person’s tone of voice or inflection, or facial expressions and hand gestures. This underlying message usually communicates the true meaning of the person’s question or comment.

For example, how often have you asked a friend or co-worker if they understand something, and while getting an affirmative “yes” or nod, you see a look of confusion or a wrinkled brow that indicates otherwise? Use Tool 9-1 to test your listening skills so you can maximize your effectiveness during Q&A sessions.

Use Tool 9-2 to determine which facilitation techniques you want to use during the presentation to engage participants and anticipate questions or issues. Remember, facilitation techniques are not only designed to engage the audience, but also to help facilitate the audience’s ability to learn from one another as much as from the speaker. Leverage some of the techniques in this section—including questioning, silence, paraphrasing, and nonverbal cues—to hone your skills and encourage participation.

The Next Step

Preparing for the Q&A session will not only ease any fear about this portion of the presentation, it will reinforce your professional skills to your audience and leave them with a positive impression. Both will be helpful as you move to the final step, evaluating your presentation.

TOOL 9-1

LISTENING SELF-ASSESSMENT CHECKLIST

TOOL 9-2

FACILITATION SKILLS WORKSHEET