The primary obstacles keeping people from coming to a common understanding are most often the variances that exist between their attitudes and their behaviors. For example, high performers willingly share their viewpoints and eagerly discuss ideas with others.

Not so for underachievers, who are suspicious of open deliberations. They either keep quiet or don’t respond truthfully in communal settings. Getting these mistrusting people to accept their share of responsibility then becomes a stumbling block.

When it comes to accountability, there are two types of people: those who accept it and those who avoid it. Most likely it is the underachievers who are shirking responsibility. The achievers take on more responsibility while the underachievers sit back and enjoy the benefits of someone else’s labor, thus splitting the group apart even further.

As these and other behavioral differences are uncovered, it is easy to lay the blame on the non- performers and try to have them replaced. But getting rid of nonfunctional people, even if it were possible, is not the answer. A better solution is to learn how to work them.

First, it is important to understand the underlying reasons for their behavior. Since childhood, underachievers have been surrounded by authority figures pointing out their faults. Thus, even a well-intentioned exploration of a problem will arouse their instinctive fear of rejection.

They suspect that any assembly is really an attempt to fix the blame and to humiliate those at fault, in which case they’ll avoid self-disclosure. Before underachievers participate willingly in the information sharing process, they need to appreciate the benefits of mutual discovery.

The more you study human behavior, the more you understand why underachievers have negative feelings toward group processes. Group decision-making reminds them of the dreaded school ground ritual known as “choosing sides.” They gave up the chance to join the game rather than run the risk of being rejected. Fear of rejection is stronger than their desire to participate.

The opposite is true for achievers, for whom the opportunity to be part of the group outweighs the risk of rejection. If one group doesn’t want them, they’ll find one that does. Achievers view the group process as an opportunity for learning about themselves and about others. They view honest feedback as one of the positive benefits of group membership. Achievers purposely expand relationships to discover how others perceive them.