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February 21, 2007
Vol. 5 Issue 8
IN THIS ISSUE
Share the Love—New Referral Feature

What better way to tell someone you care about them than by giving the gift of good communication? Share this newsletter with a friend or colleague and spread some crucial conversations love!

Just visit our Refer a Friend page to invite your friends or coworkers to subscribe to the Crucial Skills Newsletter, a free weekly subscription. Your friends will receive a short e-mail from us that will introduce them to our content and let them sign up to receive the newsletter.

Note: Referring a friend through our Web site will NOT automatically subscribe your friend or add their name to our database.

Move to Action

Once you've successfully held a crucial conversation or stepped up to a crucial confrontation, it may be time to move to action. The final minutes of either can be just as important as the opening critical moments of your discussion. While some of the items may have been completely resolved during the discussion, others will require a person or team to actually do something. When making assignments or agreeing on action, be sure to cover the following in each case to ensure the best outcome.

Who: Who specifically will accomplish the task? Name names. (Remember, the infamous "we" never accomplishes anything.)

does What: Make sure everyone is aware of and agreed on exactly what will be accomplished.

by When: This is critical. Without an end date, assignments can drag out indeterminately.

Follow-up: Finally, make sure you have some plan for touching base again once the assignment is completed so next steps can be taken.


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    "Courage is what it takes to stand up and speak;
    courage is also what it takes to sit down and listen."
    – Winston Churchill

    Third-Party Responsibility


    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,

    From a very early age, my husband was trained to be responsible for more than typical, age-appropriate tasks—house cleaning and food shopping at age ten, providing personal hygiene care for an ill older brother at eighteen, etc. He has continued to demonstrate a greater-than-typical responsibility throughout his adult life. This has extended to providing "reminders" and "corrective suggestions" to our children. They are now adults, and have begun to suggest boundaries and ask that he not remind them. For example, they ask that they be allowed to send or not send birthday cards or thank you notes on their own without his reminding. Their requests have been made respectfully, but he sees their messages as "Mind your own business" and is offended and angry.

    Is there a crucial conversation I can have with him before it impacts his relationships, or do these need to be crucial conversations between my husband and our kids?

    Signed,
    Interested Bystander

    Dear Bystander,

    You ask a very important question. It's a question that deserves a principle response.

    The question is, "When are we responsible to step up to a crucial conversation?"

    Unfortunately, most people answer the question in the narrowest terms possible. They tend to think about whether or not the formal boundaries of a role they occupy require them to have this crucial conversation. They tend to frame their decision in these narrow terms because, for some people, crucial conversations are intrinsically unpleasant, they want to find a way to minimize the number of crucial conversations we hold. This is the same reason people avoid going to the dentist. We are so fixated on what will happen if we go that we fail to ask the far more important question: What will happen if we don't?

    So, our natural and unchecked tendency is to minimize our sense of responsibility for holding crucial conversations by demanding evidence that we are squarely, completely, and personally responsible to speak up. We make this decision emotionally rather than rationally or ethically.

    So I love your question. And here's my answer.

    The principle that I think should govern our answer to the responsibility question is, "Is the situation affecting results that are important to you?" Period.

    Now, dear readers, don't misunderstand. When I suggest that this question should govern our decision to speak up, I don't necessarily mean that this dictates to whom you should speak.

    For example, if I witness illegal activity in my organization and the senior manager who should be dealing with it is not, then my crucial conversation would not necessarily be with the offender. It might more likely be with the senior manager, or with HR, etc. By saying this I simply want to illustrate that the decision to speak up and the decision about what conversation to hold are two separate decisions.

    Now that I've circled above your question, let me swoop in and make a couple of points.

    I believe your crucial conversation should be with your husband. You obviously care deeply about the quality of his relationship with his children. You care about this relationship both for your children and for him. You want him to be appreciated, loved, doted on—like all fathers ought to be. And in your view, his behavior is getting in the way of this result—something you care a lot about.

    So you should speak up. And you should speak up to him. Here are a few suggestions for that conversation.

    First, make it extraordinarily safe. Tell him you want to discuss something that you think is very important to him. There's a pattern you've noticed emerging with the kids that you believe is keeping him from having the relationship you know is very important to him. Honor him for his love and concern for them and make it crystal clear that your goal is not to criticize but to demonstrate loyalty and support for his values.

    Second, hold the right conversation. Keep the focus on the emerging pattern, not on any specific instance (like recent birthday card reminders, etc.). If he asks for examples of the issue, share them. But remind him these are just specific instances of an ongoing pattern—and that the pattern is the key issue.

    Third, clearly describe consequences. Take time before opening up the conversation to identify two or three consequences he already knows about that are directly related to his behavior. Identify consequences that he probably doesn't realize are related. For example, are his children making less contact with him? When they visit, do they spend more time talking to you than to him? Or are they, in fact, doing less of what he wants them to do than they ordinarily would? Your goal in this conversation will be to help this wonderful man see how his own behavior is keeping him from things that are important to him. If you do this in an atmosphere of safety, nothing will be more motivating to change than this connection.

    Do your homework, be sure your examples will be clear and compelling, hold the conversation at a quiet, focused time when you can do it in a loving way, and I'm very confident he'll respond.

    Finally, realize that habits of a lifetime don't change with one conversation. Be sure to end the conversation with a more robust plan about how you can make this an ongoing conversation and provide coaching and support for him.

    Good luck. He's lucky to have you.
    Joseph



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    Report Card
    By Vicki Werling

    Being a parent offers many opportunities for crucial conversations. Applying the skills I learned from Crucial Conversations Training reinforced to me and my husband the incredible impact handling a crucial conversation well can have on building a strong relationship with our children.

    I was just heading out the door to take my twelve-year-old son to boy scouts when he quickly slid a crumpled paper on the kitchen table and mumbled, "Here's my mid-term report card." He was out the door so quickly my husband and I didn't even have a chance to reply. As we glanced over the report card, it was clear why he did not want to stick around to chat about his grades. The report looked something like this: A-, B-, B, lunch, I, I, I (I = incomplete grade).

    Immediately I felt the hair on the back of my neck rise. "What is this kid doing?" I initially thought to myself. Luckily for us, this report card happened to coincide with my week-long trainer certification on Crucial Conversations. Needless to say, I was a little pumped up on Crucial Conversations. I mentioned to my husband that we needed to "start with heart" before we approached our son. He rolled his eyes and said, "I'll handle it; he is grounded for the month!"

    I took my son to scouts and anxiously returned home to discuss a strategy with my husband. I began to talk to my husband about the different skills I had learned during my training. We asked ourselves several times what we wanted for our son. It was obvious he was struggling in school, but why? Why was he doing well the first half of the day and poorly the second half? Why had he not talked to us before about his grades? The more questions we asked ourselves, the more clear it became what we wanted—we wanted to understand what our son was dealing with and we wanted to help him. Our mood went from wanting to punish to wanting to understand and help.

    When I picked up my son from scouts his first words were "if you are going to lecture me, I'm not listening!" I knew he had been telling himself a story or two while he was at scouts. I asked if he would be willing to sit down with us and talk to help us understand what was happening at school. He reluctantly agreed.

    The conversation started out like this: "Son, why do you have three incompletes?" to which he replied, "I don't know." Again we asked the question, and again no response from him. I recognized that he didn't feel safe. Our past behavior had led him to believe we were just going to punish him. When we told him that we did not want to punish him but that we just wanted to understand what he was struggling with and see if we could help, he relaxed and began to really talk to us.

    By the end of our conversation, we had learned that our son was having difficulty sleeping at night. In fact most nights he would only get two to three hours of sleep. He felt okay during the first part of the day, but by the afternoon he physically had nothing left and could not stay awake in class. No wonder his grades were slipping—he was exhausted! We worked with our doctor and our son's teachers to help him get back on track (both physically and academically). At the end of the school term his report card looked like this: A-, B+, B, lunch, B, B, B-.

    Had we not tried to apply crucial conversations skills to approach this situation differently, we would never have known the real struggles our son was facing. Our relationship with our son has improved dramatically, we all feel the lines of communication are much stronger and continue to get stronger as we all become better at applying our crucial conversations skills.

    I like to share this story during each Crucial Conversations course I teach. Thanks so much for offering these powerful tools!


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