February 7, 2007
Vol. 5 Issue 6
IN THIS ISSUE
Before and After: Call for Success Stories

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    "We cannot always oblige, but we can always speak obligingly."
    – Voltaire

    Carpool Dilemma

    About the Author


    Joseph Grenny is coauthor of the New York Times bestseller, Crucial Conversations: Tools for Talking When Stakes Are High. more
    Dear Authors,

    I carpool with a neighbor to get my two children and hers to and from school. She is an acquaintance and not a close friend. I like her and our relationship is positive.

    Since the beginning of the school year, my children have expressed a concern about the way she drives. Recently, they began bringing it up every day. They tell me stories about how they were "almost in an accident," and that she pulls out in front of other cars for "close calls," and is often doing things with her three-year-old while driving. I have known this neighbor for three years, and I am not aware that she has been in any accidents. I have noticed her driving above the speed limit in the neighborhood on occasion. Because my children mention this on a regular basis, I am concerned for their safety.

    I am not sure how to approach this topic with my neighbor because I don't know for sure what's happening. I don't want to hurt her feelings or jeopardize our carpool arrangement. I want to bring awareness to her in a way where she is not put on the defensive, but my facts are few. Can you please help me in my approach?

    Signed,
    Driving Me to Worry

    Dear Driving,

    This is a tough one. I could give you some advice about how to bring up the issue in a way that would be gracious but candid. However, I'm not sure you should.

    Here's why.

    In Crucial Confrontations we talk at length about ensuring you have "the right conversation." We suggest that there are content, pattern, and relationship conversations. The difference between the three is sometimes how long the problem has been going on. But there are special cases in which a "relationship" conversation may be the place you begin, not what you progress toward. And I think this may be such a case. (See What and If in our online glossary.)

    Relationship conversations are those where your concerns are significant enough that you may need to change—or terminate—a relationship. For example, let's say you have a coworker who is chronically unreliable and whose failure to perform puts your ability to meet your goals at risk. You've spoken with him about performance failures. Then you spoke with him about the pattern of performance failures. However, the problems have continued. Now what? You need to talk to him about the need to restructure the relationship. You must draw a line where you take responsibility for your own needs and refuse to put your commitments at risk by relying on him again. Hold this conversation respectfully—creating safety and using all your best dialogue skills—but be sure you hold the relationship conversation.

    There are times when the first conversation you need to have is a relationship conversation. For example, when a) the likelihood the person will change after your crucial conversation is low; and b) the risk of bad consequences to you if they don't change is high. In my view, driving habits are something people have to work pretty hard to change. I believe this, in part, because I am an impatient driver. I work on it for stretches, then become neglectful, and, frankly, drive inappropriately at times. The way people drive is so much an expression of their disposition that it takes quite a commitment and long term vigilance to reshape their habits. This is rarely the work of a single crucial conversation.

    That being the case, you have to ask yourself two questions:

    1. How confident am I that she is putting my children at risk?
    2. Am I willing to allow this level of risk for the convenience of the carpool?

    In essence, you've got to ask, "What do I really want?"

    Because the likelihood of fundamentally altering her driving habits is low unless you can inspect her behavior in the future yourself, I would discourage you from talking to her in an attempt to change her driving. Instead, you should talk to yourself, decide what you really want, then either change or accept the current situation.

    I wish you the best in this important decision.

    Warmly,
    Joseph



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    Coaching vs. Venting
    By Kerry Patterson

    Often it seems that there's a fine line between constructive feedback ("coaching") and merely taking out frustrations on another person ("venting"). Not only is venting not helpful, it may make matters worse by leaving the actual problems unresolved and creating bad feelings in the working relationship.

    Use these tips to avoid venting and to ensure that you're giving legitimate and helpful coaching in your feedback sessions.

    Understand Your Own Intentions
    Before launching into a tirade of feedback, examine what you're feeling. If you find that you are feeling angry or defensive, or that you're actually looking forward to telling the other person off, you're likely to vent rather than provide helpful feedback. To put yourself in the right frame of mind, never enter a conversation with the idea that you're going to "fix" the other person. Instead, make sure you have an honest desire to resolve the problem and help the other person progress. (See Start with Heart in our online glossary.)

    Talk about Behaviors, Not Just Conclusions
    When you enter a conversation with the purpose of fixing the other person or setting him or her straight, you're likely to lead with your ugly conclusions. ("You don't care about this team," "you're selfish," "Your ego is out of control," etc.) When you only share your conclusions, the other person won't necessarily understand what needs to change, and harsh conclusions alone can lead to hurt feelings and resentment.

    When you move from venting to coaching, start with the desire to get to the root of your conclusions in order to help the other person make helpful changes. Find the facts that are driving your conclusions. You need to be able to share the behaviors that are causing the problem. Ask yourself, "What does this person do or not do that has led to the conclusions I have drawn?" Check your answers to see if they're conclusions or behaviors. A behavior is what you can see ("He or she cuts people off in mid sentence"). A conclusion tells you what you think about that behavior ("He or she doesn't want to hear what others have to say"). (See STATE My Path in our online glossary.)

    Share Your Conclusions Tentatively
    Start the conversation with descriptions of observable behavior: "In the meeting yesterday, I noticed that you cut three people off in the middle of a sentence." If you are beginning to draw conclusions about the behavior, state them tentatively and link them to the behavior: "I'm not sure what's going on, but I'm beginning to wonder if you really want to hear what others are saying. I'm not sure what you intend. Can you help me understand?" (See Safety in our online glossary.)

    Finally, as this example demonstrates, end by inviting the other person to explain his or her point of view. Skilled individuals invite disconfirmation of their hypotheses.

    Work on a Solution Together
    One final element of the coaching process: After you've identified what's going wrong by providing a helpful mix of behaviors and conclusions, you have to either recommend or jointly come up with an alternate behavior. Make sure you both walk away with clear expectations about what will happen or what will change. (See WWWF in our online glossary.)


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