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LT EXAM > Crucial Accountability > Flashcards

Crucial Accountability Flashcards

1
Q

People who struggle in the same circumstance as others but find a way to produce remarkably better results.
(pg 10)

A

Positive deviants

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2
Q

How to know what conversation to hold and if you should hold it. Two questions that you have to answer before you open your mouth:
(pg 18)

A

What - What violation or violations should you actually address?
If - You have to decide if you are going to say anything.

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3
Q

What may be the most important concept covered in this book?
(pg 18)

A

What you should discuss.

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4
Q

CPR Stands for:
(pg 24)

A

Content
Pattern
Relationship

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5
Q

The content of a violated expectation typically deals with:
(pg 24)

A

A single event

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6
Q

_____ issues acknowledge that problems have histories and that histories make a difference. (pg 24)

A

Pattern

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7
Q

Path to Action Model
(pg 50)

A

See and hear / tell a story/ feel / act

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8
Q

Assuming that others do contrary things because it’s in their makeup or they enjoy doing them and then ignoring any other potential motivational forces. (We assume the worst) (pg 52, 53)

A

Fundamental Attribution Error

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9
Q

When you see a violation but move to silence rather than deal with it, 3 bad things happen:
(pg 54)

A
  1. You give tacit approval to the action.
  2. Others think you’re playing favorites
  3. Subsequent offenses cause festering.
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10
Q

Three consequences of violence:
(pg 55)

A

1.You become hypocritical, abusive and clinically stupid.
2. You turn the spotlight on yourself.
3. The stories we tell help us justify our worst behavior.

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11
Q

6 Sources of Influence:
(pg 60)

A
  1. Personal Motivaiton
  2. Personal Ability
  3. Social Motivation
  4. Social ability
  5. Structural Motivation
  6. Structural Ability
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12
Q

6 Sources of Influence: When considered alone, this makes up the fundamental attribution error. People base their actions on their individual motivation or disposition.
(pg 60)

A

Personal Motivation

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13
Q

6 Sources of Influence: Does he or she have the skills, knowledge, or capability to do what has been asked? Are they motivated? Are they able?
(pg 61)

A

Personal ability

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14
Q

6 Sources of Influence: Is the other person being influenced by peers, the boss, or any other human being? The presence of others who say nothing causes them to doubt their own beliefs, and their desire to be accepted taints their overall judgement. Social pressure is the mother of all stupidity. (pg 62)

A

Social Motivation

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15
Q

6 Sources of Influence: Your coworkers have to provide you with help, information, tools, materials, and sometimes permission. If coworkers don’t do their part, you’re dead in the water. Are you contributing to the problem? (pg 63)

A

Social Ability

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16
Q

6 Sources of Influence: Not always obvious. Affected by non-human factors. Don’t intuitively turn to the environment, Often miss the impact of equipment (or lack there of.) Mostly surrounds money. (pg 65)

A

Structural Motivaiton

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17
Q

6 Sources of influence: “things” can often provide either a bridge or a barrier. Individuals who are located close to one another bump into each other and talk. Gadgets. (pg 66)

A

Structural ability

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18
Q

A difference in what you expected, and what actually happened. (pg 76)

A

Gap

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19
Q

Saying something complimentary, bring up the problem, then close with a compliment:
(pg 77)

A

Sandwiching

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20
Q

How to describe the gap:
(pg 81)

A

Start with safety
Share your path
End with a question

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21
Q

Start with Safety - People feel unsafe when they believe one of two things:
(pg 81)

A
  1. You don’t respect them as human beings (lack of mutual respect)
  2. You don’t care about thier goals (lack of mutual purpose)
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22
Q

A preemptive tool for stopping disrespect in its tracks:
(pg 85)

A

Contrasting - The killer of the fundamental attribution error

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23
Q

The first step in describing a performance gap:
(pg 81)

A

Start with safety

24
Q

The second step in describing a performance gap:
(pg 91

A

Share your path

25
Q

The third step in describing a performance gap: Bringing your opening paragraph to a close.
(pg 97)

A

End with a question

26
Q

Three approaches to avoid. One thing is for certain: three of the more popular methods ____ ______ _____ don’t work very well. They all have the potential to change people’s view and so they all have the potential to change people’s behavior. They are dangerous and rarely sustains behavior over the long run:
(pg 111)

A

Charisma, Power, Perks

27
Q

Natural consequences that are not seen (or remembered) 6 methods for making the invisible, visible:
(pg 118)

A
  1. Link to existing values
  2. connect short-term benefits with long-term pain
  3. Place the focus on long-term benifits
  4. Introduce the hidden victims
  5. Hold up mirror
  6. connect to existing rewards
28
Q

Perhaps the most common ability problem that people try to hide is thier illiteracy. ____% of the population is illiterate.
(pg 141)

A

23%

29
Q

When people are included in coming up with a potential solution, they’re more likely to be motivated to implement it. Consider the following formula:
(pg 147)

A

Effectiveness =
accuracy x commitment

30
Q

Start by asking for Ideas, but avoid the three tactics:
(pg 148)

A
  1. Don’t bias the response
  2. Don’t pretend to involve others
  3. Don’t feel the need to have all the answers.
31
Q

3 Ability barriers from the “six sources of influence model”:
(pg 154)

A

Personal
Social
structural

32
Q

You want to make it safe for others to search for root causes but you lack the authority. What are three ways to make it safe?
(pg 160)

A
  1. Ask for permission
  2. Ask for feedback
  3. Prime the pump
33
Q

When new emergent problems surface, you must be flexible and focused. What are the four different catagories of new problems?
(pg 167)

A
  1. There is a loss of safety
  2. there is a loss of trust
  3. A completely different issue becomes a problem
  4. Explosive emotions take over
34
Q

Dealing with anger is so hard that it’s almost impossible to find someone who does a good job of it. Here are three things NOT to do: (pg 183)

A
  1. Don’t get hooked
  2. Don’t one-up
  3. Don’t patronize
35
Q

We have four power listening tools, AMPP, to help us. They boost the power of our pathfinding skills:
(pg 185)

A
  1. Ask
  2. Mirror
  3. paraphrase
  4. Prime
36
Q

Paraphrasing serves as two functions:
(pg 187)

A
  1. shows you are listening and you care
  2. helps you see what you do and don’t understand
37
Q

WWWF: The key to making a complete and clear plan, is to make sure to include four key components:
(pg 198)

A

Who
does What
by When
Follow-up

38
Q

Follow up - When choosing the frequency and type, consider the following three variables:
(pg 202)

A

Risk
Trust
Competence

39
Q

According to this book, Crucial Accountability, the word “nice” is defined as:
(pg 207)

A

A pleasant, nonconfrontational attitude that eventually kills you.

40
Q

To help diagnose whether you’re clamming up when you should be speaking up, ask the following four questions:
(pg 32)

A
  • Am I acting out of my concern?
  • Is my conscience nagging me?
  • Am I choosing the certainty of silence over the risk of speaking up?
  • Am I telling myself that I’m helpless?
41
Q

This is the most dangerous emergent problem, #1 killer of accountability, and chief reason most people can’t hold others accountable without breaking out in hives.
pg 169

A

Someone violates your trust.

42
Q

Four different emergent problems:

A
  1. Loss of Safety
  2. Loss of Trust (most dangerous)
  3. Different issues become a problem
  4. Explosive emotions take over
43
Q

Common but not good practices when “nose to nose” :

A
  1. Don’t get hooked
  2. Don’t one-up
  3. Don’t patronize
44
Q

When choosing the frequency and type of follow-up you’ll use, consider using three variables:

A

Risk
Trust
Competence

45
Q

The two most common methods for checking on progress are:

A

Scheduled

Critical-event follow-up times

46
Q

Two forms of follow-up:

A

Check-up - when your feeling anxious or uneasy with the persons experience

Check back - when the task is routine and the person assigned is experienced and reliable.

47
Q

When another person is acting in ways that bother you, you have four options: (4 C’s)

A

Carp
Converse
Cope or
Cutout

48
Q

When considered alone, this makes up the fundamental attribution error. People based their actions on their individual motivation or disposition.

A

Personal motivation

49
Q

Does he or she have the skills, knowledge, or capability to do what has been asked. We can now double this model by asking are they motivated and are they able?

A

Personal ability

50
Q

Is the other person being influenced by peers, the boss, etc.? Social pressure is the mother of all stupidity.

A

Social motivation

51
Q

Your coworkers have to provide you with help, information, tools, materials, and sometimes permission. If your coworkers don’t do their part, you’re dead in the water. Also ask yourself if you’re acting in Waze that contribute to the problem and influence others.

A

Social ability

52
Q

This one is not always obvious. People are affected by non-human factors; we don’t intuitively, turned to the environment, organizational forces, and other things causing behavior. We often miss the impact of equipment or lack there of, materials, etc. Most ________ is surrounding money.

A

Structural motivation

53
Q

6 Sources of Influence: When it comes to ability, things can often provide either a bridge or a barrier. Proximity has an invisibly but powerful effect on behavior.

A

Structural ability

54
Q

When another person is acting in ways that bother you, you have four options. You can:

A

Carp, converse, cope, or cut out.

55
Q

Our two favorite silence, driving math tricks are:

A
  1. Downplay the cost of not speaking up and
  2. Exaggerating the cost of expressing our views.
56
Q

Three factors set those who are adept at dealing with subtle, borderline behavior, apart from the rest of the pack:

A

Research, homework, and connections

Pg 238

57
Q

Four steps in dealing with anger: Ch 6

A
  1. Ensure your safety
  2. Dissipate the emotion
  3. Explore the other persons path to action (AMPP)
  4. Take action.

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