Part of the Atom of Work series in Ten Tools from the work of Sheila Heen

1. TEN TOOLS
A collection of organizational and individual methods to aid
effectiveness

2. SESSION 3 — 2015
Difficult Conversations
2

3. TEN TOOLS
1. Atom of Work
2. Gap Analysis
3. Difficult Conversations
4. Advocacy versus Inquiry
5. Feed Forward & Johari Window
6. Team Effectiveness
7. Problem-solving techniques
8. Mental Maps
9. Seven Influence Strategies
10. Events of Instruction 3

4. HOW DO I…
4
 Know what to do?
 Gap analysis
 Sensemaking
 Ideal-setting
 Get things done?
 Collaboration
 Performance
 Nurture and enhance
relationships?
 Collaboration
 Communication
 Develop myself?
 Personal mastery
 Gap Analysis
 Sensemaking
 Move people and their
behavior from point A to point
B?
 Gap analysis
 Influence
 Performance
 Lead teams to produce desired
results?
 Collaboration
 Performance
 Facilitation
 Solve problems?
 Sense making
 Evaluation
 Performance

5. WHAT DO YOU THINK OF WHEN YOU HEAR THE
PHRASE ‘DIFFICULT CONVERSATIONS’?
5
 Between friends?
 Between spouses or
partners?
 Co-workers?
 With a boss?
 With a peer?
 A vendor?
 Other?
What makes them ‘difficult’?

6. DIFFICULT CONVERSATIONS
6
 Ok, this might only be what
it feels like…
 What is most discomfiting
about such conversations?
 What conditions give rise to
such situations?
 Why does it matter to gain
skill at having difficult
conversations? Is it even
possible? That's what we will
summarize in this hour

7. WHAT MIGHT YOU GAIN FROM THIS
SESSION?
 Given a performance situation, you will
 Determine if it will involve a difficult conversation
 Recognize the difference between ‘blame frame’ and ‘contribution’
models
 Sort out the three layers present in a difficult conversation: what
happened, feelings, and identity
 Understand how to turn such situations into learning conversations
with a specific guideline to follow:
 Know Your Purpose
 Begin from 3rd story
 Listen from Inside Out
 Speak for Yourself with Clarity and Power
 Take the Lead in Problem-solving 7
READ ON
YOUR OWN

8. WHAT IS A DIFFICULT CONVERSATION?
8
 ANYTHING YOU FIND IT HARD
TO TALK ABOUT DUE TO
FEAR OF THE
CONSEQUENCES —
INCLUDING HOW YOU WILL
FEEL
 A DILEMMA: AN EXCHANGE
ABOUT A PROBLEM THAT
WE’D LIKE TO AVOID AND
FEAR CONFRONTING MIGHT
MAKE WORSE
 A NORMAL PART OF LIFE
Hazard a definition?

9. WHY DO WE CALL IT ‘DIFFICULT’?
9
 Because we’d rather not
have the conversation
 We see little chance of
success
 We see strong odds of
discomfort
 The situation is a dilemma: if
I don’t have the
conversation, I’m unhappy,
but if I do have it I may be
very unhappy
Examples?

10. DAMAGE WILL BE DONE:
A DIPLOMATIC HAND GRENADE
10
 The way most of us have a
difficult conversation is like
throwing a diplomatic hand
grenade: it’s going to do
damage no matter how
softly or tactfully we throw it
 There is no such thing as
a diplomatic hand grenade
 The model of interaction
reinforces feelings and
guarantees failure for one if
not both parties

11. WHAT IS THE MODEL OF INTERACTION?
11
This is
your
fault!
You dropped the
ball
Blame
Frame
Sound
familiar?

12. CONTRASTING MODELS OF INTERACTION
12
This is
your
fault!
You dropped the
ball
What’s my
role in
this?
How did I
contribute to
the result?
Blame
frame
Contribution
How do they differ?

13. WHICH ATTITUDE IS MOST BENEFICIAL?
13
This is
your
fault!
You dropped the
ball
What’s my
role in
this?
How did I
contribute to
the result?
Blame
frame
Contribution
Judge
Punish
(You)
Understand
Collaborate
(Us)

14. 15
First choice:
do I equate
intent and
impact?

15. 16
What I’m thinking happened, what I’m feeling, how I’m sensing my identity is
affected is not necessarily connected to the intent of the other person.

16. THIS IS NOT TO LET THE OTHER PERSON OFF
THE HOOK…
17

17. HOW DO WE DO THAT?

18. EACH DIFFICULT CONVERSATION IS
REALLY THREE CONVERSATIONS
19
1. “What
Happened?”
Conversation
2. Feelings
Conversation
3. Identity
Conversation

19. What Happened?
• Disagreement about what has happened or
what should happen
Feelings
• Emotions stirred by our interpretation of
what happened
Identity
• The conversation we each have with
ourselves about what this all means to us
20

20. THE "WHAT HAPPENED?" CONVERSATION: WHAT'S THE
STORY HERE?
 The Truth Assumption
 We often fail to question one key assumption – I am right, you are wrong.
There’s only one hitch: I am not always right. Difficult conversations are
about conflicting perceptions, interpretations, and values. They are not
about what is true, but about what is important.
 The Intention Invention
 This error is simple: we assume we know the intention of others when we
don’t. Intentions are invisible.
 The Blame Frame
 Most difficult conversations unwisely focus significant attention on who’s to
blame for the mess. Talking about blame distracts us from exploring why
things went wrong and how we might correct them going forward. Focusing
instead on the contributions system allows us to learn about the real causes
of the problem, and to work on correcting them. 21
Let’s start here with
our truth, our
INFERENCES

21. DIFFERENT STORIES: WHY WE EACH SEE THE WORLD DIFFERENTLY
22
1. Different information
2. Different interpretations
 of that different information: the meanings
we assign to all we see, hear, and feel
3. Different inferences drawn about what’s
happening;
 Our inferences that reflect our different
self-interest
4. At each step there is an opportunity for
our ‘what happened’ stories to diverge
5. In Difficult Conversations, too often we
trade only conclusions back and forth,
without stepping down to where most of
the real action is: the information and
interpretations that lead each of us to
see the world as we do
6.
The ‘Ladder of Inference’
can help

22. Ladder
of
Inference

24. THE WAY WE GO UP ‘THE LADDER’ AFFECTS THE WAY WE
ROLL DOWN THE "WHAT HAPPENED?" CONVERSATION
 The Truth Assumption – we often fail to question one key
assumption – I am right, you are wrong.
 The Intention Invention – the error we make is simple: we
assume we know the intention of others when we don’t.
Intentions are invisible.
 The Blame Frame - focus too much attention on who’s to
blame for the mess we’re in.
25

25. THINK OF A CRITICAL CONFLICT YOU
EXPERIENCED…
 Did any of this happen?
 Two Truth Assumptions
 You did this…
 I was just trying to…
 Two Intention Inventions
 You don’t care about me
 You’re willing to see important
things fail
 One Bulging Blame Frame
 You’re to blame for …
 So and so is to blame for not
telling you
 The latter is the triangulation
dodge 26

26. WHAT CAN WE DO ON THE 'WHAT HAPPENED'
LEVEL?
DON'T ASSUME THEY MEANT IT: DISENTANGLE
INTENT FROM IMPACT
 Two Key Mistakes
 The First Mistake: Our Assumptions About Intentions Are Often
Wrong
 The Second Mistake: Good Intentions Don't Sanitize Bad
Impact
 We Don't Hear What They Are Really Trying to Say.
 Avoiding the Two Mistakes
 Avoiding the First Mistake: Disentangle Impact and Intent – separate
actions, impact and assumptions
 Avoiding the Second Mistake: Listen for Feelings, and Wait &
Reflect on Your Intentions Before Sharing Them
28

27. WHAT CAN WE DO ON THE 'WHAT HAPPENED' LEVEL?
MOVE FROM CERTAINTY TO CURIOSITY
 Curiosity: The Way into Their Story. There is only one way to come to
understand the other person’s story and that is by being curious.
 What's Your Story? Get curious about what you don’t know about yourself
too.
 Embrace Both Stories: Adopt the ‘And Stance’
 The ‘And Stance’ gives you a place from which to start the full strength of
your views and feelings without having to diminish those of someone else.
 Two Exceptions That Aren't
 I Really Am Right
 “What is getting in the way. What is keeping him in denial?” 
 Giving Bad News
 Despite the imbalance in power of some conversations like firing, the ‘And
Stance’ still is probably the most powerful place to stand when engaging in a
difficult conversation to deliver or enforce bad news.
 To Move Forward, First Understand Where You Are 29

28. THE “WHAT HAPPENED” CONVERSATION
A Battle of Messages A Learning Conversation
Truth
Assumption: I know all I need to know to
understand what happened.
Goal: Persuade them I’m right.
Assumption: Each of us brings different
information & perceptions to the table; likely
there are important things that each of us
doesn’t know.
Goal: Explore each other’s stories: how we
understand the situation and why.
Intentions
Assumption: I know what they intended.
Goal: Let them know what they did was wrong.
Assumption: I know what I intended, and the
impact their actions had on me. I don’t and I
can’t know what’s in their head.
Goal: Share the impact on me, and find out what
they were thinking. Also find out what impact
I’m having on them.
Blame
Assumption: It’s all their fault. (Or it’s all my
fault.)
Goal: Get them to admit blame and take
responsibility for making amends. (Or take all
the responsibility and move on quickly.)
Assumption: We have probably both
contributed to this mess.
Goal: Understand the contribution system: how
our actions interact to produce this result.

29. What Happened?
• Disagreement about what has happened or
what should happen
Feelings
• Emotions stirred by our interpretation of
what happened
Identity
• The conversation we each have with
ourselves about what this all means to us
31

30. THE FEELINGS CONVERSATION: WHAT SHOULD WE DO
WITH OUR EMOTIONS?
32
 Trying to do the Difficult
Conversation without
feelings is like trying to have
an opera without music
 Understanding feelings,
talking about feelings, and
managing feelings are
among the greatest
challenges of being human
 Talking about feelings is a
skill that can be learned.

31. WHAT CAN WE DO ON 'THE FEELINGS' LEVEL?
PAY ATTENTION TO THEM
 Feelings Matter: They Are Often at the Heart of
Difficult Conversations. Our failure to acknowledge
and discuss feelings derails a startling number of
difficult conversations.
 Don’t Frame Feelings Out of the Problem.
 Unexpressed Feelings Can Leak or Burst into the
Conversation
 For some people, the problem is not that they are unable to express
feelings, but they are unable not to.
 Unexpressed Feelings Make It Difficult to Listen
 Unexpressed Feelings Take a Toll on Our Self-Esteem and
Relationships
33

32. WHAT CAN WE DO ON 'THE FEELINGS' LEVEL?
ACCEPT THEM AS NORMAL AND NATURAL
 Recognize That Good People Can Have Bad
Feelings
 Learn That Your Feelings Are as Important as
Theirs – when you are more concerned about
others’ feelings than your own, you teach
others to ignore your feelings too
34

33. WHAT CAN WE DO ON 'THE FEELINGS' LEVEL?
DON'T LET HIDDEN ONES BLOCK OTHER
EMOTIONS
 Don't Treat Feelings as Gospel: Negotiate with Them
 "What is the story that we are telling ourselves that is giving rise to
how we feel? What is our story missing? What might the other
person's story be? Almost always, an increased awareness of the
other person's story changes how we feel."
 Don't Vent: Describe Feelings Carefully
 Don’t Evaluate - Just Share – getting everyone’s feelings on the table,
heard and acknowledged, is essential before you can begin to sort them
through.
 Express Your Feelings Without Judging, Attributing, or Blaming
 Don't Monopolize: Both Sides Can Have" Strong Feelings at the Same Time
 An Easy Reminder: Say "I Feel. . . ." this keeps the focus on feelings.
35

34. What Happened?
• Disagreement about what has happened or
what should happen
Feelings
• Emotions stirred by our interpretation of
what happened
Identity
• The conversation we each have with
ourselves about what this all means to us
36

35. THE IDENTITY CONVERSATION: WHAT DOES
THIS SAY ABOUT ME?
37
 THE IDENTITY
CONVERSATION IS ABOUT
WHAT I AM SAYING TO
MYSELF ABOUT ME.
 SOMETHING BEYOND THE
APPARENT SUBSTANCE
OF THE CONVERSATION
IS AT STAKE FOR YOU.
 KEEPING YOUR BALANCE
 AS YOU BEGIN TO SENSE
THE IMPLICATIONS OF
THE CONVERSATION FOR
YOUR SELF-IMAGE, YOU
MAY BEGIN TO LOSE
YOUR BALANCE.

36. WHAT CAN WE DO ON 'THE IDENTITY' LEVEL?
GROUND YOURS: ASK YOURSELF WHAT'S AT
STAKE
 Difficult Conversations Threaten Our Identity:
 Our anxiety results not just from facing the other
person, but having to face ourselves
 Three Core Identity issues seem particularly
common, and often underlie what concerns
us most during difficult conversations.
1. Am I Competent?
2. Am I a Good Person?
3. Am I Worthy of Love?
We tend to make these
all or nothing
propositions

37. VULNERABLE IDENTITIES:
THE ALL-OR-NOTHING SYNDROME
 Are we one or the other? All the time?
 Competent or incompetent?
 Lovable or unlovable?
 Good or bad?
 The primary peril of all-or-nothing thinking is that it leaves our
identity extremely unstable, making us hypersensitive to
feedback. No margin for the error that is human exists
 Clinging to a purely positive identity leaves no place in our self-
concept for negative feedback
 Exaggeration is an ineffectual alternative to denial

38. GROUND YOUR IDENTITY
 Step One: Become Aware of Your Identity
Issues
 Step Two: Complexify Your Identity (Adopt the
‘And Stance’)
 No one is always anything.
 Three Things to Accept About Yourself:
1. You Will Make Mistakes
2. Your Intentions Are Complex
3. You Have Contributed to the Problem

39. ANOTHER CHOICE: SIMPLE OR COMPLEX
IDENTITY?
All or Nothing ‘Complexified’

40. THE “FEELINGS” & IDENTITY CONVERSATIONS
A Battle of Messages A Learning Conversation
Assumption: Feelings are irrelevant and
wouldn’t be helpful to share. (Or, my feelings
are their fault and they need to hear about
them.)
Goal: Avoid talking about feelings. (Or, let ‘em
have it!)
Assumption: Feelings are the heart of the
situation. Feelings are usually complex. I may
have to dig a bit to understand my feelings.
Goal: Address feelings (mine and theirs)
without judging, blaming or attributing negative
intention.
Acknowledge feelings before problem-solving.
Identity Identity
Assumption: I’m competent or incompetent,
good or bad, lovable or unlovable. There is no
in-between.
Goal: Preserve my all-or-nothing self-image.
Assumption: There may be a lot at stake
psychologically for both of us. Each of us is
complex, neither of us is perfect.
Goal: Understand the identity issues on the line
for each of us. Build a more complex self-image
to maintain my balance better.

41. What Happened?
• Disagreement about what has happened or
what should happen
Feelings
• Emotions stirred by our interpretation of
what happened
Identity
• The conversation we each have with
ourselves about what this all means to us
43

42. ANOTHER WAY, NOT THE USUAL WAY:
CREATE A LEARNING CONVERSATION
 Know Your Purpose
 Begin from 3rd story
 Listen from Inside Out
 Speak for Yourself w/ Clarity and Power
 Take the Lead in Problem-solving
44

43. GETTING STARTED:
BEGIN FROM THE 3RD STORY
 The most stressful moment of a difficult conversation is often the
beginning. What you say at the outset can put you squarely on the
road toward understanding and problem- solving.
 Why Our Typical Openings Don't Help
 We Begin Inside Our Own Story. We describe the problem from our
own perspective and, in doing so, trigger just the kinds of reactions
we hope to avoid.
 We Trigger Their Identity Conversation from the Start. Our story
communicates a judgment about them. “And then you did this…”
 Start with what matters most to you:
 “For me, what this is really about is …”
 “What I’m experiencing/feeling is…”
 “What is important to me is…”
48
Begin From 3rd

44. STEP ONE: BEGIN FROM THE THIRD STORY
 In addition to your story and the other person’s story, every
difficult conversation has an invisible Third Story.
 Think Like a Mediator
 Not Right or Wrong, Not Better or Worse - Just Different
 The Third Story captures the difference and allows both sides to buy
into the same description of the problem
 You don’t have to know the other person’s story to include it in
initiating the conversation this way. All you have to do is
acknowledge that it’s there
 If They Start the Conversation, You Can Still Step to the Third
Story: you take whatever the other person says and use it as
their half of a description from the Third Story. 49
Begin From 3rd

45. STEP TWO: EXTEND AN INVITATION
 Offer a simple invitation: I’ve described the problem in a way that we
can each accept. Now I want to propose mutual understanding, and
problem-solving as purposes, check to see if this makes sense to
you, and invite you to join me in the conversation
 Describe Your Purposes
 Let them know up front that your goal for the discussion is to
understand their perspective better, share your own, and talk about how
to go forward together makes the conversation significantly less mysterious
and threatening.
 Invite, Don't Impose
 Make Them Your Partner in Figuring It Out. Offer a genuine role in
managing the problem.
 Be Persistent 50
Begin From 3rd

46. A MAP FOR GOING FORWARD:
THIRD STORY, THEIR STORY, YOUR STORY
51
 What to Talk About: The
Three Conversations.
Explore where each story
comes from. Share the
impact on you. Take
responsibility for your
contribution. Describe
feelings.
 How to Talk About It:
Listening, Expression, and
Problem-Solving
Begin From 3rd

47. LEARNING: LISTEN FROM THE INSIDE OUT
52
 Listening well is one of the
most powerful skills you can
bring to a difficult
conversation.
 Listening Transforms the
Conversation
 Listening to Them Helps
Them Listen to You.
 In the great majority of
cases, the reason the other
person is not listening to you
is not because they are
stubborn, but because they
don’t feel heard
Listen Inside Out

48. THE STANCE OF CURIOSITY:
HOW TO LISTEN FROM THE INSIDE OUT
 Forget the Words, Focus on Authenticity
 The Commentator in Your Head:
 Don't Turn It Off, Turn It Up
 Turn up your internal voice and get to know the kinds of
things it says. Only when you are fully aware of your own
thoughts can you begin to manage them and focus on the
other person.
 Managing Your Internal Voice
 Don't ONLY Listen:
 Talk – at times, to be able to listen, you first need to talk 53
Listen Inside Out

49. SUMMARY AND QUESTION
 Recognize the effects of DCs:
they are everywhere and they
provide little satisfaction to
either side in the long run
 Understand Each Difficult
Conversation Is Really Three
Conversations
 Create a Learning
Conversation
 Listen from Inside Out
 Third Story, Their Story, Your
Story
 What will you do with this
learning?
 How will you apply it?
 Will you read the book or other
related material to strengthen
your mastery of the concept?
 What was missing that you
hoped would be here?
 Many Thanks!!

50. WHAT CAN YOU DO RIGHT AWAY?
 REMEMBER 3 LEVELS
 DISENTANGLE INTENT FROM
IMPACT
 LISTEN FOR FEELINGS, AND
REFLECT ON YOUR INTENTIONS
 BECOME AWARE OF YOUR
IDENTITY ISSUES
 USE THESE MATERIALS TO
REHEARSE AND HOLD THE
CONVERSATION
 KNOW YOUR PURPOSE
 BEGIN WITH 3RD STORY
 LISTEN INSIDE OUT

51. ADDITIONAL SLIDES & TIPS
Stop Arguing
Move Towards a Learning Conversation
Abandon Blame
Create That Learning Conversation
How to Be in Conversation

52. YOUR TURN: HOW WOULD YOU START THE
CONVERSATION?
 Pairs or Triangles
 Use your most pressing
story
 Use your handout to go
through how you might
create the learning
conversation
 What are the challenges?
 Where does human nature
steer us back towards the
‘blame frame’?

53. SHIFT TO A LEARNING STANCE
 THE "WHAT HAPPENED?" 'CONVERSATION
 STOP ARGUING ABOUT WHO'S RIGHT: EXPLORE
EACH OTHER'S STORIES
 WHY WE ARGUE, AND WHY IT DOESN'T HELP
 WE THINK THEY ARE THE PROBLEM
 THEY THINK WE ARE THE PROBLEM
 WE EACH MAKE SENSE IN OUR STORY OF WHAT
HAPPENED – DIFFICULT CONVERSATIONS ARISE AT
PRECISELY THOSE POINTS WHERE IMPORTANT PARTS
OF OUR STORY COLLIDE WITH ANOTHER PERSON’S
STORY. THE COLLISION IS A RESULT OF OUR STORIES
SIMPLY BEING DIFFERENT, WITH NEITHER OF US
REALIZING IT. 58

54. ARGUING
 ARGUING BLOCKS US FROM EXPLORING EACH OTHER'S STORIES
– IT INHIBITS OUR ABILITY TO LEARN HOW THE OTHER PERSON SEES
THE WORLD. WE TEND TO TRADE CONCLUSIONS BUT NEITHER
CONCLUSION MAKES SENSE IN THE OTHER PERSON’S STORY.
 ARGUING WITHOUT UNDERSTANDING IS UNPERSUASIVE – IT
INHIBITS CHANGE. PEOPLE ALMOST NEVER CHANGE WITHOUT FIRST
FEELING UNDERSTOOD. TO GET ANYWHERE IN A DISAGREEMENT,
WE NEED TO UNDERSTAND THE OTHER PERSON’S STORY WELL
ENOUGH TO SEE HOW THEIR CONCLUSIONS MAKE SENSE WITHIN IT.
AND WE NEED TO HELP THEM UNDERSTAND THE STORY IN WHICH
OUR CONCLUSIONS MAKE SENSE.
59

55. MOVING TOWARD A LEARNING
CONVERSATION
 APPRECIATE THE COMPLEXITY OF THE PERCEPTIONS AND
INTENTIONS INVOLVED, THE REALITY OF JOINT CONTRIBUTION TO
THE PROBLEM, THE CENTRAL ROLE FEELINGS PLAY, AND WHAT THE
ISSUES MEAN TO EACH PERSON’S SELF-ESTEEM AND IDENTITY.
 UNDERSTAND WHAT HAS HAPPENED FROM THE OTHER PERSON’S
POINT OF VIEW, EXPLAIN YOUR OWN POINT OF VIEW, SHARE AND
UNDERSTAND FEELINGS, AND WORK TOGETHER TO FIGURE OUT A
WAY TO MANAGE THE PROBLEM GOING FORWARD.
60

56. ABANDON BLAME: MAP THE CONTRIBUTION
SYSTEM
 In Our Story, Blame Seems clear: We’re caught in blame’s web
 Distinguish blame from contribution
 Blame Is About Judging, and Looks Backward. Focusing on blame is a bad idea because it
inhibits our ability to learn what is really causing the problem and to do anything meaningful to
correct it.
 Contribution Is About Understanding, and Looks Forward; Contribution Is Joint and Interactive
 The Costs of the Blame Frame
 When Blame Is the Goal, Understanding Is the Casualty
 Focusing on Blame Hinders Problem-Solving
 Blame Can Leave a Bad System Undiscovered
61

57. THE BENEFITS OF UNDERSTANDING CONTRIBUTION
 Contribution Is Easier to Raise
 Contribution Encourages Learning and Change
 Three Misconceptions About Contribution
 Misconception #1: I Should Focus Only on My Contribution – Finding your own
contribution doesn’t I any way negate the other person’s contribution.
 Misconception #2: Putting Aside Blame Means Putting Aside My Feelings – sharing
feelings is essential.
 Misconception #3: Exploring Contribution Means "Blaming the Victim" looking for
contribution isn’t blame of any kind. By identifying what you are doing to perpetuate
a situation, you learn where you have leverage to affect the system. Simply by
changing your own behavior, you gain at least some influence over the problem.

58. FINDING YOUR FAIR SHARE: FOUR HARD-TO-SPOT CONTRIBUTIONS
 1. Avoiding Until Now. You may just complain to a third person.
 2. Being Unapproachable – you contribute by being uninterested, unpredictable,
short-tempered, judgmental, punitive, hypersensitive, argumentative or unfriendly.
 3. Intersections – result from a simple difference between two people in back
ground, preferences, communication style, or assumptions about relationships. Past
experiences can create an intersection of conflicting assumptions about
communication and relationships.
 4. Problematic Role Assumptions. You may have unconscious assumptions about
your role in a situation.

59. TWO TOOLS FOR SPOTTING CONTRIBUTION
 Role reversal – pretend you are the other person
 The observer’s insight – look a
 Moving from Blame to Contribution-
 Map the Contribution System
 What Are They Contributing?
 What Am I Contributing?
 Who Else Is Involved?
 Take Responsibility for Your Contribution Early
 Help Them Understand Their Contribution
 Make Your Observations and Reasoning Explicit
 Clarify What You Would Have Them Do Differently t the problem from the
perspective of a disinterested observer

60. THE IDENTITY CONVERSATION
 During the Conversation: Learn to Regain Your Balance
 You will get knocked over in the conversation but the real question is whether you are able
to get back on your feet and keep the conversation moving in a productive direction. Four
things you can do are:
 Let Go of Trying to Control Their Reaction
 Prepare for Their Response – if any of the issues involve identity issues then prepare for
them in advance.
 Imagine That It's Three Months or Ten Years from Now
 Take a break – if you are just too close to the problem and too overwhelmed by your
internal identity quake to engage effectively in the conversation. Ask for some time to think
of what you’ve heard: Get some air. Check for distortions. Check for exaggerations.
 Their Identity Is Also Implicated
 Raising Identity Issues Explicitly – sometimes your identity issues will be
important to you, but not terribly relevant to the person you are talking to or the
relationship. Identify the issue in your own mind and recognize that it’s
something for you to work out on your own.
 Find the Courage to Ask for Help if you can’t work it out on you own. By trusting
a friend enough to ask, you offer them an extraordinary opportunity to do
something important for someone they care about. 65

61. CREATE A LEARNING CONVERSATION
 Letting Go
 Letting go takes time, and it is rarely a simple journey. It’s not easy to find a place where you can set free the pain, or
shame, you carry from your experiences.
 Adopt Some Liberating Assumptions – a good place to start is in the identity conversation, challenging some of the
common assumptions that can get in the way of letting go and being at peace with our choices. Four liberating
assumptions are:
 It's Not My Responsibility to Make Things Better; It's My Responsibility to Do My Best
 They Have Limitations Too and they may not have the capacity to be different.
 This Conflict Is Not Who I Am. Fight for what is right and fair, not because you need the conflict to survive.
 Letting Go Doesn't Mean I No Longer Care. Letting go of the emotions and identity issues wrapped up in a difficult
conversation can be one of the most challenging things you do. Letting go, at heart, is about how to handle with skill
and grace not having a difficult conversation.
 If You raise it: Three Purposes that Work
 The gold standard here is working for mutual understanding. Not necessarily mutual agreement. Keep the following
three purposes front and center in your consciousness.
 1. Learning Their Story
 2. Expressing Your Views and Feelings
 3. Problem-Solving Together
 Stance and Purpose Go Hand in Hand. These three purposes accommodate the fact that you and the other person
see the world differently, and that each of you have powerful feelings about what is going on, and that you each have
your own identity issues to work through.
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62. THREE SKILLS: INQUIRY, PARAPHRASING,
AND ACKNOWLEDGMENT
 Inquire to Learn
 Don't Make Statements Disguised as Questions
 Don't Use Questions to Cross-Examine
 Ask Open-Ended Questions that give the other person latitude
in how to answer.
 Ask for More Concrete Information – to be explicit about their
reasoning and their vision.
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63. MORE ON HOW TO BE IN CONVERSATION
 Paraphrase for clarity
 Check Your Understanding
 Show That You've Heard
 Acknowledge Their Feelings
 Answer the Invisible Questions
 How to Acknowledge: an acknowledgement is any indication that you are
struggling to understand the emotional content of what the other person is
saying.
 Order Matters: Acknowledge Before Problem-Solving
 Acknowledging Is Not Agreeing – we can acknowledge the power and
importance of the feelings, while disagreeing with the substance of what is
being said.
 A Final Thought: Empathy Is a Journey, Not a Destination
 The deepest form of understanding another person is empathy. Empathy
involves a shift from my observing how you seem on the outside, from my
imagining what it feels like to be you on the inside, with your set of experiences
and background and looking out at the world through your eyes.
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64. 69

65. But data abounds and we
only absorb so much 
and even that through
filters

66. 71

67. 72