The CLA Questioning Methodology
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E S S A Y
.73
The CLA Questioning Methodology
Colin Russo
Caloundra City Council
Australia
The CLA Questioning Methodology integrates tive) enables insightful learning. The CLA Questioning
Causal Layered Analysis as epistemological layers and Methodology enables and enhances the third person
questioning as a method of deconstruction. This article perspective with the use of questions structured accord-
describes how layers might be theoretically established ing to the CLA method.
using the concepts of human nature and human experi- The third person perspective should be confirmed
ence. These concepts are linked to CLA's linear layers and with others. It is the human experience of interaction
to first person perspectives. Then CLA is further with others that brings new information whether that be
described in terms of lateral discourse paradigms and from the questioner or within the framework of a proj-
their practical application to community consultation ect. Schutz (1972) argues that it is only with the input of
projects. Action learning theory underpins discussion others that the construction of reality and meaning is
throughout the article. made possible. Schein (1992) also uses an interactive
perspective stating that "overt cultural behaviour is
always determined both by the cultural predisposition
Introduction (the thoughts, perceptions and feelings that are pat-
Causal Layered Analysis (CLA) is comprised of lay- terned) and by the situational contingencies that arise
ered philosophies each of which assists the defining and from the immediate external environment". This is the
understanding of the duality of: duality of human nature to develop personal perspec-
human nature to develop personal perspectives; and tives and human experience of interaction with others.
human experience of interaction with individuals, The Causal Layered Analysis Questioning
organisations and communities. Methodology is used as an exchange process in situa-
The accumulation of personal perspectives is tions such as the following.
human nature. This accumulation process commences Community consultation is a two way communica-
with a plethora of communications from word of mouth tion process in which principles and guidelines are fol-
to electronic media, and is followed by our personal stor- lowed to ensure representativeness in information col-
age of information (using memory to electronic records). lection for decision making purposes. Community con-
We often act on our most basic understandings. One of sultation is used by OECD nations such as Australia to
the principles of action learning is that new action is increase the effectiveness of government policies by
based on new learning, hence the need to question the gaining valuable input. Sometimes, this input actually
source thinking and communication that lead to a deci- changes how policies are implemented. However, it can
sion. It is an aim of the CLA Questioning Methodology to be tokenistic as well, merely giving the appearance of
identify the source of action. democracy. The use of CLA can assist a more democratic
This is similar to the work of Gregory Bateson. Of consultation planning, implementation and evaluation
relevance are Bateson's learning types and . process.
Bateson's learning type II is that learning occurs from In a government community consultation project
within a framework. Learning type III is that 'looking the community will accumulate perspectives of an issue
back onto the framework' (from a 'third person' perspec- prior to being consulted by the government. Then, by
Journal of Futures Studies, May 2003, 7(4): 73 - 82Journal of Futures Studies
being consulted the community are able to tain to the depth of the individual-perspectives
exchange perspectives with government. The to world-perspectives of the research subject.
government consultants test the community CLA can be applied to both the subject as person
perspectives (and vice-versa) against: and/or literature. Within the layers perspectives
* the "intended information" (the process act as filters to modify the type of information
used to generate the data for the consul- that can be researched. The perspectives provide
tation can be discussed 'first-hand' (trans- alternative options for action. Fisher (1978)
parently) with community which should argues: "clearly, a concept that is trivial or irrele-
prevent mis-communication about the vant or even ignored in one perspective, may
information being consulted on); and
* the experience of the government consult- suddenly leap into importance when one applies
ants (used to test the community sugges- an alternative perspective."
tions for workability and plausibility).
In this article the CLA Questioning Method Individual perspectives
is described in light of its epistemology and
application. CLA is comprised of layers of litany, Perspectives are established through
system, worldview and mythology. human nature and experience. The individual's
perspective is one of self, memories, career,
CLA's epistemological principles social and recreational aspirations, and is con-
nected to family. Friends, role models, their influ-
Epistemology addresses the categories ences and the culture that we individually sub-
from which we know and includes changing the scribe to equally play a role in forming our indi-
way we know (Inayatullah, 1997, Global vidual perspective. Our perspective is our out-
Transformations). As a founding "father" of CLA look on others and what we think other's per-
Inayatullah uses the macroscopic lenses of his- spectives might be.
torical trends to focus onto a range of futures My perspective might be fuller or emptier
typologies. Inayatullah maps many of the macro by comparison to my friend's perspective (etc.).
historical trends in earlier works such as As more issues are involved careful unraveling of
Understanding Sarkar (2002) and Macrohistory the issues may be required if comparisons can
and Macrohistorians (1997) and weaves these
with CLA to provide an enriched fabric of linear be made between perspectives. This unraveling
and lateral layers/knowledge categories. The CLA of an issue may be described as 'deconstruction'.
Questioning method uses Inayatullah's represen- Fisher (1978) suggests that triviality and rele-
tation of CLA and analyses this epistemology to vance changes as new perspectives are applied.
prepare broad questions for layered thoughts. In The CLA Questioning Methodology aims to clari-
so doing CLA's epistemological principles include fy what that perspective might be. An under-
the lateral discourse for each of the linear layers. standing of our own perspective assists our abili-
ty to benchmark to other's perspectives.
Local Perspective
The local perspective continues from the
individual perspective to include interactions
with local community: work interactions, hobby
and/or sporting communities, arts, professional
and/or trade affiliations and from where we seek
The linear layers our entertainment, religion and sense of social
identity. Our local perspective entails the core
Each of the linear layers can be mapped in philosophies that are embraced by the commu-
74 terms of the perspectives. The linear layers per- nity that we participate in.CLA Methodology
The number, quality and intensity of issues and experience to consider.
held by people who hold similar perspectives
can act to reinforce beliefs about a perspective.
The World Perspective
State Perspective The world perspective is the personal
and/or collective perspective of our self's/commu-
Our perceptions of economic, environmental, nity's/ State's/nation's relationship to the world.
social and political issues (etc.) across a large collec- The perception might be political, economic,
tion of localities form part of our State perspective. environment or social. It also might be linked to
In some countries nation States are formed official- our mythology e.g. sporting or pioneering heros
ly and are comprised of many regions (groups of and global myths/legends. It includes our percep-
localities). There are official State views and views tion of the significant influences on the globe's
that we generate through our own human nature creation, existence and/or continuation.
" "
" "
" "
" "
" "
" "
Integration of perspectives and layers issues). We can manage very few of these issues
consciously (conscious issues) at any one time.
The 'perspectives' presented above are inte- Often our personal knowledge, community
grated with the CLA layers of litany, system, network contacts, limited resources to consult
worldview and mythology. our authorities and management of competing
This table shows the integration of the CLA interests mean that we are not able to organise
layers with the 'perspectives'. our personal compendium of issues stored in
The framework increases the flexibility of our subconscious. It is possible to discuss the
the CLA Questioning Methodology by supple- conscious and sub-conscious issues through a
menting CLA with the individual, local, state and process of questioning. Our individual perspec-
world perspectives. The "breadth of perspective" tives, local perspectives (etc.) can be drawn upon
is how much is known about the perspective. to enrich our responses to facilitative questions.
Layer 2 Systems links to human
Layer 1 The litany/compendium of nature
human nature
The second layer of triple bottom line
In the first layer a litany of issues and sub- issues also remains in the sub-conscious. In this
issues is sustained and is represented by all pos- layer the decision making about an aspect of the
sible issues including prevalent triple bottom line issue commences. Opinions about the issue are
environment, social and economic macro issues. formed through comparisons between the
The majority of these issues are entertained in 'known' and the 'unknown'. These opinions can
our sub-conscious (conscious-subconscious then be used to influence systems that drive 75Journal of Futures Studies
whole sets of decisions and actions. The erties we own (etc.). This third layer is represent-
litany/compendium is contrasted with other's ed by our interaction with our society and what
opinions and linked to organisational systems it represents. It may even stir our patriotism and
potentially to produce actions. Human nature is sense of family pride. The deconstruction of
thus linked to an individual's systems, communi- these issues at this level is often swept up by the
ty and organisational systems of patterns of emotion of tradition and customs of our respec-
behaviour (etc.) and ultimately the 'trans-societal" tive cultures. Our local, national and world per-
systems are engaged. spectives are more powerfully represented in
this layer.
Layer 3 Worldview in human experi- From representation and emotional con-
nections comes a comparison with what we
ence would prefer or of what is needed to support
When an issue is discussed the values of the existing connection.
those involved in the discussion are stimulated Futures research methods assist the inquir-
in many ways. Our values may be stimulated by er to identify and refine the preferred future and
images and thoughts of symbols of our society: strategies for achieving them. For more on these
our Churches, educational systems, sporting methods see Futures studies: Methods, Emerging
facilities and events, the environment we con- Issues, and Civilisational Visions (Inayatullah and
sume and the friendships we share and the prop- Wildman 1997).
Layer 4 Mythology of human experi- The breadth of the perspective
ence
The breadth of the perspective ranges
Mythology and folklore illuminate and con- across each layer and each perspective to
vey our cultural phenomena. Mythology often expand the sub-issues e.g. economic, environ-
describes era's and ethos' in neatly packaged col- ment and social sub issues.
loquialisms such as 'Australia is the lucky country' By questioning the many perspectives asso-
or 'the golden era of Hollywood'. ciated with an issue it is possible to gain a fuller
The layers in this table are derived from understanding of a course of actions.
76 Inayatullah's (2002) Questioning The Future*.CLA Methodology
Benefits of the CLA questioning and issues.
model CLA may be applied to attain deep and
broad answers. An answer invites two types of
Broadly, the CLA questioning model can be responses. Further questions could be asked of
customized to place the learner's human nature one of the subjects offered in the answer, e.g.,
and experience at the center of attention. Question: Why research? Answer: to learn about
Weekes and Macnamara describe this type of (a) the options for the future and (b) because
customization as making the learning process of futures research methods are effective. Deeper
the strategist the determinant timeframe for the information could be sought for either (a) or (b),
design and negotiation of the strategy instead of or the answer could be broadened.
having the design of the strategy in the domi- Breadth questions relate to the use of CLA
nant position (MacNamara & Weekes, 1982). epistemology. Broadening the question allows
The CLA Questioning Methodology enables a associated discourse from the same layer to be
process of inquiry through customized ques- addressed: e.g. In your response you mentioned
tions. This customization relies on action learn- options for the future. What might be an exam-
ing, produces learning from questioning and ple of an option? Or, in your response you men-
provides benefits that are not possible using tra- tioned that futures methods are effective. What
ditional methods. One of these benefits is a co- is an example of the effects?
learning relationship (Friedman, 1973) because Each vertical layer has an association with a
the questioner and respondent learn of respons- connective perspective. These perspectives are
es to questions that emanate from the layered the local to world perspectives. Broad analytical
framework. questions can act as filters to filter for this infor-
CLA allows the interviewee to think mation, e.g., "In your response you mentioned
through their experience. It is not necessarily the options for the future. What effect would these
practice of CLA for the questioner or the answer- options have on your (element of local-perspec-
er to analyse or 'judge' the answers, rather the tive to world-perspective) relationship to your
goal is to understand the perspective of the local community?
answerer for one or more of CLA's layers. The table below accommodates four depth
More specifically the CLA Questioning and breadth questions. It indicates how perspec-
Methodology invites deeper responses where tives can contain various issues to be questioned
appropriate. CLA presupposes that each ques- using the CLA method.
tion could potentially lead to additional layers
The breadth questions relate back to the 'how' type questions would be used:
purpose of the research project, e.g., if the pro- How can we learn from the Islamic,
ject's purpose is to identify the research commu- Buddhist, Tantric, Confucian and others'
nities' perspectives regarding cultures recovering perspectives, asking what can the defeat-
themselves or designing the future then related ed offer to the future?; or 77Journal of Futures Studies
How is it possible to increase democratic In community consultation projects the
participation in imaging and designing process is as important as the content. That is
the future, and communicating and advo- the end most often does not justify the means.
cating a particular image of the future? Credibility of the consultation process relies
Questions could also be structured to intro- upon satisfied community. 1
duce broad categories e.g which of the following The more eloquent the question, the more
types of environmental issues affect you: noise, easily communicated are the answers.
air, water, waste, land use or conservation? Questioning down and across the vertical layers
Ultimately, purpose will dictate the depth can be trite and uninteresting if the same ques-
and breadth of response required. tion type is used. A variety of deconstructive or
'causal' questions are "why", "cause", "rationale',
Questioning eloquence "reason", and "purpose". 'Too much' use of the
question "why" might create an apprehensive-
Michel Godet in "From Anticipation to ness to respond. Alternating questions from the
Action", 1993, understands that questioning can lateral discourses with questions from the linear
displease others. This is perhaps when 'the end layer might be an innovative option.
justifies the means'.
CLA can also be integrated into a futures using breadth questions for a scenario (eg. eco-
scenario and strategy development process by nomic, environmental and social futures).
In the breadth questions resources of time CLA oriented action-learning and cus-
and money can be accounted for. Once the tomized questions can be applied to community
futures technique of (a) freeing the participant of consultation project stages of planning, imple-
the present and (b) the strategy component of mentation and evaluation.
the scenario is developed (c) the resource issues
and limitations are applied. This is to ground the 1. Planning
exercise in a context of reality when developing
strategies. The CLA Questioning Method can be used
to generate questions to assist inquiry regarding
CLA oriented action learning in com- the project's aims and objectives. CLA question-
ing can be used with futures visioning and back-
munity consultation casting methods to enrich and deepen the con-
78CLA Methodology
sultation's vision, aims and objectives. community consultation to ensure that princi-
ples and guidelines were followed and that com-
munity were satisfied that they had the opportu-
2. Implementation nity to be involved.
Implementation of the research process
often includes focus groups, interviews and Deconstruction
other research techniques that would benefit
from CLA questioning. Interviews might be con- Deconstruction of the issue raised by the
ducted with key stakeholders who hold high respondent might include:
interest in the outcomes of the project. hearing about the issue and identifying
the events that lead to its creation; and
understanding the emotional connectivity
3. Evaluation between a community member and an
issue i.e. the affect of the issue on the
CLA can be used in community consultation community member's local or other per-
and other projects to assist the process of evalu- spective.
ative inquiry. Questions can be generated to The purpose of deconstruction is to tra-
facilitate participant observations about a project verse back through the events of the past to
either in a general way or more specifically treat the cause or to understand the cause from
regarding targeted aspects of the project. an outsider's perspective. Margaret Mead (1978)
Questions would be applied in the context of described this as prefigurative learning.
Deconstruction of the past is not 're-fact- Meeting 3. A regional community organisa-
ualising' the past. It is understanding what type tion interested in conserving a range of fish
of information was communicated to generate species from increasing pollutant levels meets to
the perspective held. For example, in the 'fern- discuss the advantages of the new policy. The
timeline' below of various meetings, as time new policy might protect the fish species, but
passes perspectives are taken on board regard- more specialized policy may need to be added
ing an issue such as 'developing state environ- to the proposed policy. The benefits might be
mental policy'. more than the costs from this perspective.
Meeting 1. An informal gathering of resi- Meeting 4. The government organise a con-
dents discusses the potential negative effects of sultation meeting of residents, business people
having to wash their cars on the grass to prevent and community organisations interested in the
wash-over effects into street drains. The informa- policy to clarify the perceptions and the realities
tion supporting the negative effects is anecdotal, of the effects of the new policy. At each meeting
but produces no real concerns. above new ideas are generated and these take
Meeting 2. A group of multi-national busi- the groups into new issues. In meeting 4 the
ness people discuss the costs of having to com- consultants use many CLA type questions to
ply with the new policy and the national prece- deconstruct what occurred in meetings 1-3. New
dents that it might set. The real benefits might understandings are gained and the basis for con-
be less than the perceived benefits from this per- cern/interest in the new policy is determined
spective. based on intended information. The consultants 79Journal of Futures Studies
could also increase the variety of community CLA provides questioners an opportunity to
perspectives by introducing new information delayer or layer an existing issue or future
and options. This has the potential to change actions.
expectations of outcomes positively or negative- The CLA Questioning model is structured
ly. In this regard action learning occurs beyond and may be applied iteratively and sequentially,
education and research, and extends into man- to determine a course of action. Individuals are
agement and planning endeavours (Somerhoff, not bound by the CLA Questioning Methodology
1969). This type of active learning can involve rather they can apply action learning principles
CLA as the questioning method to reinterpret to customise questions. The Methodology can
the past in order to satisfy expectations for given be applied to futures scenarios and techniques
decisions. Learning through active questioning within planning processes to identify aims,
and reforming questions as occurs with the CLA means and evaluative process.
questioning model might be described as an
action learning strategy. Correspondence:
91 Eversleigh Road, Redcliffe, 4020 Quee-
nsland, Australia
Layering c.russo@caloundra.qld.gov.au
Perhaps layering is the opposite of decon- Endnotes
struction. Time is described by Saul (2001) as
1 I had the pleasure of listening to a radio
another level that futurists use to understand announcer on the ABC's 'Australia All Over' a
complex situations. An understanding of the relaxed Sunday morning talk-back show. The
time and all of the events that occurred in that announcer's questioning style seemed to char-
time assist the layering/reconstruction of events acterize eloquence in action. Deep questions
and triggers for action. alternated with less deep questions. An easy
Construction or layering is thinking through question such as 'where are you from' seemed
the CLA layers and questioning "what could hap- powerful as there is high confidence that the
pen in the future?". Questions identify potential respondent would know the answer and this
outcomes and can be customized to assist the confidence was represented in the answerer's
objective of planned action. voice. "Croydon" was the firm response from
the 103 year old caller. He delved back further
into his parent's history in Croydon and when
Summary/conclusion his first thoughts had emptied the announcer
asked 'what do you do on a typical day now?'.
This paper discusses CLA in light of the dual- This question was a little less well received,
ity of the human nature to develop personal per- however the announcer had gained rapport
spectives and human experience of interaction with the caller and he responded "They are
with individuals, organisations and communities. holding a birthday party for me in the park
CLA's epistemology stems from litany, system, this week. I am 104 on the 1st of October."
world and mythology linear and lateral layers. When the full response was complete the
These layers are connected to individual, local, announcer alternated to deeper questions
state and world perspectives which may be ques- about Croydon. Rapport and alternation of
tioned and their perspectives broadened. The lay- questions maintain the respondent's interest
and patience with the questioner.
ers and perspectives are developed through
human nature and human experience. The CLA References
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used in many ways including in project stages of Communication, Macmillan, New York.
80 planning, implementation and evaluation. Friedman, J. 1973. Re-tracking America: a theoryCLA Methodology
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Godet, Michel. 1993. From Anticipation to
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81Journal of Futures Studies 82
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