the ladder of inference [compatibility mode]

7/28/2019 The Ladder of Inference [Compatibility Mode]

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The Ladder of InferenceThe Ladder of Inference


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Using the Ladder of InferenceUsing the Ladder of Inference Becoming more aware of your own thinking and reasoning (reflection).Becoming more aware of your own thinking and reasoning (reflection).

Making your thinking and reasoning more visible to others (advocacy).Making your thinking and reasoning more visible to others (advocacy).

Inquiring into others thinking and reasoning (inquiry).Inquiring into others thinking and reasoning (inquiry).

Once Larry and I understand the concepts behind the ladder of inference, we have a safe wayOnce Larry and I understand the concepts behind the ladder of inference, we have a safe way

to stop a conversation in its tracks and ask several questions:to stop a conversation in its tracks and ask several questions:

What is the observable data behind that statement?What is the observable data behind that statement?

oes everyone agree on w a e a a soes everyone agree on w a e a a s

Can you run me through your reasoning?Can you run me through your reasoning?

How did we get from that data to these abstract assumptions?How did we get from that data to these abstract assumptions?

When you said (your inference), did you mean (my interpretation of it)?When you said (your inference), did you mean (my interpretation of it)?


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The LeftThe Left--Hand ColumnHand ColumnWhat Im ThinkingWhat Im Thinking What Is Said


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Protocols For Improved AdvocacyProtocols For Improved Advocacy

What to doWhat to doState your assumptions, and describe the data that ledState your assumptions, and describe the data that ledto them.to them.

Explain your assumptions.Explain your assumptions.

What to say

Heres what I think, and heres how I got there.

I assumed that . . .

I came to the conclusion because . . .

a ng your reason ng exp c .a ng your reason ng exp c .

Explain the context of your point of view: who will beExplain the context of your point of view: who will be

affected by what you propose, how they will beaffected by what you propose, how they will be

affected, and why.affected, and why.

Give examples of what you propose, even if theyreGive examples of what you propose, even if theyre

hypothetical or metaphorical.hypothetical or metaphorical.

As you speak, try to picture the other peoplesAs you speak, try to picture the other peoples

perspectives on what you are saying.perspectives on what you are saying.

To get a clear picture of what Im talking about,imagine that youre the customer who will be

affected. . .


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What to doWhat to doEncourage others to explore your model, yourEncourage others to explore your model, your

assumptions, and your data.assumptions, and your data.

Refrain from defensiveness when your ideas areRefrain from defensiveness when your ideas are

questioned. If youre advocating somethingquestioned. If youre advocating something

worthwhile, then it will only get stronger by beingworthwhile, then it will only get stronger by being

What to say

What do you think about what I just said? orDo you see any flaws in my reasoning orWhat can you add?

tested.tested.

Reveal where you are least clear to your thinking.Reveal where you are least clear to your thinking.

Rather than making you vulnerable, it defuses theRather than making you vulnerable, it defuses the

force of advocates who are opposed to you, andforce of advocates who are opposed to you, and

invites improvement.invites improvement.

Even when advocating: listen, stay open, andEven when advocating: listen, stay open, and

encourage others to provide different views.encourage others to provide different views.

Heres one aspect which you might help methink through. . .

Do you see it differently?


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What to doWhat to doGently walk others down the ladder of inference andGently walk others down the ladder of inference and

find out what data they are operating from.find out what data they are operating from.

Use unaggressive language, particularly with peopleUse unaggressive language, particularly with people

who are not familiar with these skills. Ask in awho are not familiar with these skills. Ask in a

way which does not provoke defensiveness orway which does not provoke defensiveness or

What to say

What leads you to conclude that? What datado you have for that? What causes you to saythat?

Instead of What do you mean? or Whats yourproof? say, Can you help me understand your

lead the witness.lead the witness.

Draw out their reasoning. Find out as much as you canDraw out their reasoning. Find out as much as you can

about why they are saying what theyre saying.about why they are saying what theyre saying.

Explain your reasons for inquiring, and how yourExplain your reasons for inquiring, and how your

inquiry related to your own concerns, hopes, andinquiry related to your own concerns, hopes, andneeds.needs.

thinking here?

What is the significance of that? How doesthis relate to your other concerns? Wheredoes your reasoning go next?

Im asking you about your assumptions herebecause. . .


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What to doWhat to doTest what they say by asking for broader contexts, orTest what they say by asking for broader contexts, or

for examples.for examples.

Check our understandin of what the have said.Check our understandin of what the have said.

What to say

How would your proposal affect. . . Is thissimilar to. . .? Can you describe a typicalexample. . .?

Am I correct that youre saying. . .?

Listen for the new understanding that may emerge.Listen for the new understanding that may emerge.

Dont concentrate on preparing to destroy theDont concentrate on preparing to destroy the

other persons argument or promote your ownother persons argument or promote your own

agenda.agenda.


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What to doWhat to doAgain, inquire about what has led the person to thatAgain, inquire about what has led the person to that

view.view.

Make sure you truly understand the view.Make sure you truly understand the view.

What to say

How did you arrive at this view? Are youtaking into account data that I have notconsidered?

If I understand you correctly, youre saying that.. .

Explore, listen, and offer your own views in an openExplore, listen, and offer your own views in an open

way.way.

Listen for the larger meaning that may come out ofListen for the larger meaning that may come out of

honest, open sharing of alternative mental models.honest, open sharing of alternative mental models.

Use your leftUse your left--hand column as a resource.hand column as a resource.

Raise your concerns and state what is leading you toRaise your concerns and state what is leading you to

have them.have them.

Have you considered. . .

When you say such-and-such, I worry that itmeans. . .

I have a hard time seeing that, because of this

reasoning. . .


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What to doWhat to doEmbrace the impasse, and tease apart the currentEmbrace the impasse, and tease apart the current

thinking. (You may discover that focusing onthinking. (You may discover that focusing ondata brings you all down the ladder ofdata brings you all down the ladder of

inference.)inference.)

What to say

What do we know for a fact?What do we sense is true, but have no data foryet?

What dont we know?

What is unknowable?

Look for information which will help people moveLook for information which will help people move

forward.forward.

Ask if there is any way you might together design anAsk if there is any way you might together design an

experiment or inquiry which could provide newexperiment or inquiry which could provide new

information.information.

Listen to ideas as if for the first time.Listen to ideas as if for the first time.

Consider each persons mental model as a piece of aConsider each persons mental model as a piece of a

larger puzzle.larger puzzle.

What do we agree upon, and what do wedisagree on?

Are we starting from two very different sets ofassumptions here? Where do they come

from?


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What to doWhat to doAsk what data or logic might change their views.Ask what data or logic might change their views.

Ask for the groups help in redesigning the situation.Ask for the groups help in redesigning the situation.

What to sayWhat, then, would have to happen before youwould consider the alternative?

It feels like were getting into an impasse andIm afraid we might walk away without anybetter understandin . Have ou ot an ideas

Dont let conversation stop with an agreement toDont let conversation stop with an agreement to

disagree.disagree.

Avoid building your case when someone else isAvoid building your case when someone else is

speaking from a different point of view.speaking from a different point of view.

that will help us clarify our thinking?

I dont understand the assumptions underlyingour disagreement.


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Conversational RecipesConversational Recipes

Identify the conclusions someone is making.Identify the conclusions someone is making.

Ask for the data that lead to the conclusion.Ask for the data that lead to the conclusion.

Inquire into the reasoning that connects dataInquire into the reasoning that connects data

an conc us on.an conc us on. Infer a possible belief or assumption.Infer a possible belief or assumption.

State your inference and test it with the person.State your inference and test it with the person.


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Opening LinesOpening LinesWhen. . .When. . .

Strong views are expressed without any reasoning or illustrations. . .Strong views are expressed without any reasoning or illustrations. . .

The discussion goes off on an apparent tangent. . .The discussion goes off on an apparent tangent. . .

You doubt the relevance of your own thoughts. . .You doubt the relevance of your own thoughts. . .

. . . you might say . . .

You may be right, but Id like to understand more.What leads you to believe. . .?

Im unclear how that connects to what youve beensaying. Can you say how you see it as relevant?

This may not be relevant now. If so, let me know and I

Two members pursue a topic at length while others observe. . .Two members pursue a topic at length while others observe. . .

Several views are advocated at once. . .Several views are advocated at once. . .

You perceive a negative reaction in others . . .You perceive a negative reaction in others . . .

will wait.

Id like to give my reaction to what you two have saidso far, and then see what you and others think.

We now have three ideas on the table (say what theyare). I suggest we address them one at a time. . .

When you said (give illustration). . . I had theimpression you were feeling (fill in the emotion). If so,Id like to understand what upset you. Is theresomething Ive said or done?


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Opening LinesOpening LinesWhen . . .

You perceive a negative reaction in yourself. . .

Others appear uninfluenceable. . .

. . . you might say . . .

This may be more my problem than yours, but whenyou said (give illustration). . . I felt. . . Am Imisunderstanding what you said or intended?

Is there anything that I can say or do that wouldconvince you otherwise?


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The Ladder of Inference


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Basic Protocols for Skillful Discussion: Reaching a Decision MindfullyBasic Protocols for Skillful Discussion: Reaching a Decision Mindfully

1. Pay attention to my intentions: What do I want from this conversation? Am I willing to be influenced?

2. Balance advocacy with inquiry? What led you to that view? What do you mean by that view?

3. Building shared meanings: When we use the term ____, what are we really saying?

4. Use self awareness as a resource: What am I thinking? What am I feeling? What do I want at this

moment?

5. Explore impasses: What do we agree on, and what do we disagree on? Is our source of disagreement

about facts, methods, goals, or values?


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the ladder of inference [compatibility mode]

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