CRUCIAL CONVERSATIONS:

Learning-Focused

Conversations with Teachers

x District

Developed by:

ASU School Partnership Grant Programs

Facilitated by:

x

Source: “Crucial Confrontations” by Kerry Patterson


Crucial Conversations

What is a Crucial Conversation?

· A crucial conversation consists of a face-to-face accountability discussion for purpose of holding a person accountable for the gap between expectations and performance. When handled well, the problem is resolved and the relationship benefits.

Note: At the heart of most organization and/or team problems lies the inability to hold accountable and confront the gap between expectations and performance. These crucial conversations are a significant part of healthy conflict. If you ignore it or handle it poorly, the costs can be horrendous. In short, learn how to master crucial conversations and you’ll never have to give into your fears and/or ignore behaviors or problems again.

Self Assessment

Mark “yes” or “no” for each statement, and then score using the guide below.

Yes No

1. Rather than get into an argument, I tend to put off certain discussions longer than I should

2. When others don’t deliver on a promise, there are times when I judge them more quickly than I should.

3. Sometimes I bring up problems in a way that makes others defensive.

4. There are people I routinely deal with who, to be honest, just can’t be motivated.

5. When someone can’t do something, I tend to jump in with my advice when all they really want is a chance to talk about their ideas.

6. When talking to others about problems, sometimes I get sidetracked and miss the original problem.

7. Sometimes I work though a problem, but forget to clarify who is supposed to do what by when.

Scoring: Add up the number of “Yes” boxes you checked. Here’s what your total score means:

6-7 You definitely need this training

4-5 You need some help, but at least you’re honest.

2-3 You’re capable and likely to be succeeding.

0-1 You could teach this seminar.

Bibliography

· Patterson, K., Grenny, J., McMillan, R., Switzler, A. (2004). Crucial Confrontations: Tools for Resolving Broken Promises, Violated Expectations, and Bad Behavior. New York: McGraw-Hill (Note: This book focuses on workplace conversations regarding the gap between expectation and performance.)

· Patterson, K., Grenny, J., McMillan, R., Switzler, A. (2002). Crucial Conversations: Tools for Talking When Stakes are High (2002). New York: McGraw-Hill (Note: This book focuses on workplace and personal situations.)



Exploratory Questions for the Six Sources of Influence

Source 1 – Self, Motivate (Pain and Pleasure) - Others take pleasure from the current behavior or find the desired behavior to be painful. Diagnostic Questions

· Do they enjoy doing what has been asked? Does performance of the task in and of itself bring them satisfaction?

· Do they take pride in their work and their work habits?

· Is the required task boring, noxious, repetitive, physically or mentally exhausting, or painful?

Source 2 – Self, Enable (Strengths and Weaknesses) - They don’t have the knowledge or ability to perform the required task. They feel more capable performing a different task. Diagnostic Questions

· Do they have complete and accurate information?

· Are they able to perform the mental tasks?

· Are they able to perform the physical tasks?

· Are they doing the wrong thing because they feel more capable in this than in doing the right thing?

Source 3 - Others, Motivate (Praise and Pressure) - Other people (friends, family, coworkers, and bosses) punish the right behavior while praising the right behavior. Diagnostic Questions

· Does doing the right thing draw no attention or even disdain from the people they care about?

· Is their boss giving other tasks a higher priority or not supporting the right behavior?

· Does completing the job put them at odds with their family and friends?

· Am I doing something that discourages them?

· Am I failing to do something that would encourage them?

Source 4 – Others, Enable (Helps and Hindrances) - Other people make it hard or impossible to the right behavior while making it easy to do the wrong behavior. Diagnostic Questions

· Are others withholding information?

· Do others provide them with the resources they need?

· Are others providing help when needed?

· Have others provided adequate permission or authority?

· Am I doing something that inhibits them from succeeding?

· What help or resources should I be giving that would make it easier for them?

Source 5 – Things, Motivate (Carrots and Sticks) - The formal reward structure encourages the wrong behavior while discouraging the right behavior. Diagnostic Questions

· Will doing the right thing cost them money?

· Does doing the right thing put their career or job at risk?

· Does doing the right thing put better jobs, assignments or working conditions at risk?

· Does doing the wrong thing bring them more money, enhance their career, or give them better assignments or working conditions?

Source 6 – Thing, Enable (Bridges and Barriers) - The environment, structure, policies, procedures, rules and all other “things” make it hard or impossible to do the right behavior while making it easy to do the wrong behavior. Diagnostic Questions

· Is the required task part of their current job description or role?

· Are there policies, rules, or procedures that make the desired behavior difficult or impossible?

· Are there bureaucratic steps or barriers that hinder them?

· Do they have the equipment or tools they need?

· Is the physical environment helpful or a hindrance?

· Do they have access to the information they need – are they getting adequate performance feedback?

· Are their goals and priorities clear?


Crucial Conversation Model

Crucial Conversations Learning Guide.doc 5