As part of the HSUHK Innovation Project Competition 2025 with the theme “ESG@HSUHK”, the workshop “Facilitative Questioning in ESG Consultation” was held on 13 February 2025, led by John Lee, Partner at THINK ESG. Designed to equip students with effective consultation techniques, the session introduced facilitative questioning—a structured approach that enables individuals to reflect, explore perspectives, and develop actionable solutions independently.
Organised by the Teaching and Learning Enhancement Section (TLE) of the Centre for Teaching and Learning (CTL), the workshop provided an interactive, hands-on learning experience, reinforcing the distinction between process-driven facilitation and content-based advising. Mr Lee emphasised that effective facilitation is not about offering direct solutions, but rather about guiding individuals through a structured process that encourages self-reflection, sparks new insights, and leads to actionable next steps—without the facilitator intervening in decision-making. This principle set the foundation for understanding how facilitative questioning can empower individuals to uncover their own solutions rather than simply receiving advice.
To put this concept into practice, students were first invited to identify and articulate their own issue statements, ranging from personal dilemmas to ESG-related challenges. This exercise encouraged them to engage with the consultation process from both the facilitator’s and issue owner’s perspectives, fostering a deeper understanding of how structured questioning can drive meaningful discussions.
To illustrate the impact of structured inquiry, Mr Lee introduced a simple yet effective scenario: choosing a restaurant when meeting a friend from another university with an aim to establish a collaborative relationship. Through this exercise, students explored various types of facilitative questioning——and how each can shape decision-making and problem-solving.
Building on these concepts, students participated in a role-playing exercise, alternating between the roles of facilitator and issue owner. This interactive practice allowed them to apply the questioning framework to real-world ESG challenges, reinforcing the importance of guiding rather than directing discussions.
A highlight of the workshop was a live demonstration, where a student volunteer stepped onto the stage to share concerns about internship opportunities and career prospects. John, acting as the facilitator, demonstrated how strategic questioning can help an issue owner break down their concerns, challenge assumptions, and identify practical next steps. This exercise showcased the transformative impact of well-structured facilitation, leaving students with a deeper appreciation of how questioning can unlock clarity, confidence, and solution-oriented thinking.
As the session concluded, students reflected on their key takeaways and provided instant feedback, with overwhelmingly positive responses on the practicality and applicability of the techniques introduced. More than just an exercise in consultation, the workshop highlighted facilitative questioning as a critical leadership skill, equipping students with the ability to support their peers, foster meaningful ESG discussions, and drive impact within the broader HSUHK community.
A token of appreciation as Dr Holly Chung, Associate Director, Teaching and Learning Enhancement Section, Centre for Teaching and Learning (CTL), hands over a souvenir to acknowledge Mr Lee’s efforts in empowering HSUHK students.
Students delve deep into the roles of facilitator and issue owner.
A student volunteer acts as the issue owner and interacts with John acting as the facilitator.
Words of encouragement where John commemorates the student’s bravery for coming on stage.
During the question-and-answer session, students engage with John exchanging stimulative feedback.
