Add up the number of boxes you checked “yes.” Each represents an area where you could use some assistance. Here’s what your total score means:
26–35: Don’t put this book down!
16–25: You could use some help, but at least you’re honest.
6–15: You’re capable and likely are succeeding.
1–5: You could teach us all a thing or two.
This survey is divided into the seven chapters that cover crucial accountability skills (five questions each). Look at your results chapter by chapter. You may want to focus your attention on the chapters where you checked the most “yes” boxes. These chapters offer the solutions to your most common challenges.
Appendix B. Six-Source Diagnostic Questions
The six-source model helps us expand our view of why people do what they do. By looking at all six sources, we can expand our traditional thoughts about why people do the things they do (“They enjoy causing problems!”) to include each person’s ability along with the social and environmental factors behind all behavior.
To help dive deeper into each of the six sources, we are providing the following list of exploratory questions. These diagnostic questions in turn help each of us answer the questions “Why the gap?” “Why did the other person let me down?”
Others take pleasure from the current behavior or find the desired behavior to be painful.
• Do they enjoy doing what has been asked? Does performing 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?
• Are they doing the wrong thing because they enjoy it more?
They don’t have the knowledge or ability to perform the required task. They feel more capable performing a different task.
• Do they have accurate and complete 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 don’t feel more capable in this than in doing the right thing?
Other people (friends, family, coworkers, and bosses) punish the right behavior while praising the wrong behavior.
• Does doing the right thing draw no attention or even disdain from the people they care about?
• Are their coworkers pressuring, embarrassing, or provoking them into the wrong behavior?
• 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?
Other people make it hard or impossible to do the right behavior while making it easy to do the wrong behavior.
• 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?
The formal reward structure encourages the wrong behavior while discouraging the right behavior.
• 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?
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.
• 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 their bureaucratic steps or barriers that hinder them?
• Do they have the equipment or tools they need?
• Is the physical environment a help or a hindrance?
• Do they have access to the information they need — are they getting adequate performance feedback?
• Are their goals and priorities clear?
Appendix C. When Things Go Right
Crucial Accountability was written to address the question of how we confront and address a gap in our expectations. Let’s take a look at the other potential outcome we haven’t explored yet: The other person has performed up to expectations or even better. This is your chance to express sincere praise.
Praise plays an important role in problem solving. Those who are best at holding accountability discussions make good use of praise between conversations. When people see them coming, they already feel respected and valued. They assume that the problem solver has their best interests in mind because he or she consistently recognizes when things are going well and talks about those accomplishments openly and frequently. When given sincerely and often, praise provides a reserve of respect one can draw from when it’s time to talk about a failed promise.
Praise is also a subject that receives attention about twice a year when human resources folks conduct satisfaction surveys. According to the authors’ research, the number one employee complaint year in and year out always comes down to the same issue: not being recognized for a job well done. It seems that most of us are missing opportunities to create a climate of mutual respect. To help reverse this trend, let’s look at some thoughts about praise that are a bit counterintuitive.