March 7. 2025
During executive function sessions, many of my clients leave feeling motivated and inspired—ready to resume a project, tackle an assignment, or organize their workspace. Yet, once the session ends and that initial surge of motivation fades, they struggle to take the first step. The pattern is familiar: I’ll start tomorrow. I wasn’t feeling it this week. The longer I put it off, the more daunting it becomes.
One of my first CogBlogs focused on motivation—a crucial factor in achieving goals. Often, tackling a challenging task starts with breaking it into smaller, more manageable steps. If the first step feels overwhelming or intimidating, we can easily break it down further until it feels doable. If you can’t work on something for 15 minutes, can you commit to 5 minutes? How about 2 minutes?
As the saying goes, we don’t want to bite off more than we can chew. I use the analogy of eating a sandwich: trying to shove the whole thing in your mouth at once can lead to discomfort—or even choking. Instead, taking one bite at a time allows for proper chewing, swallowing, and digestion. Sometimes, smaller bites are necessary, and that’s perfectly okay. The goal is to finish the sandwich at a comfortable pace and with a sense of fulfillment (and not a stomach ache).
After planning and discussion, many of my clients know exactly how to proceed. Together, we have identified their goal using the SMART format, outlined the necessary steps, skills, and materials, and established clear criteria for success. We also anticipate potential obstacles that could hinder performance or motivation. Common roadblocks include the urge to check their phone, fear of missing out (FOMO) on social engagements, or unmet basic needs such as inadequate sleep or nutrition. But even with a solid plan, motivation isn’t always enough to guarantee success. This is where accountability becomes essential—not just as external pressure, but as a structured system of support. Whether it’s a coach, a peer, or a simple check-in routine, having someone to share progress with fosters commitment, reinforces follow-through, and helps navigate setbacks.
Another challenge many individuals face is overcoming emotional and psychological barriers. Anxiety, perfectionism, and negative self-talk can significantly affect a person’s ability to take action. For example, the fear of not meeting expectations can cause procrastination, making it even harder to start. Recognizing these patterns and incorporating strategies to address them—such as self-compassion, reframing negative thoughts, or seeking meaningful support—can help individuals break the cycle of becoming “stuck” in their thoughts and behaviors, resulting in avoidance and an inability to move forward.
Types of Accountability Strategies
Self-Monitoring
Self-monitoring is the first type of accountability method we attempt. Charts, checklists, visual reminders, and/or personalized statements to encourage compliance are provided. I provide a mid-week check-in, asking clients to reflect on their progress and make adjustments as needed. However, accountability methods must remain flexible. If a strategy feels too rigid or overwhelming, it can become counterproductive. With encouragement and honest dialogue, individuals can modify their accountability structures to fit their needs rather than forcing themselves into a system that does not work for them.
Self-monitoring involves individuals tracking their behavior, progress, or performance. This method is useful for those who are motivated and capable of regulating themselves, fostering independence and self-reflection. However, it is not effective for individuals who lack self-awareness or struggle with executive functioning skills (time management, mental planning, task initiation, etc.).
Peer Accountability
When personal accountability is not enough, we often move to peer accountability. I ask, “Is there someone (a classmate, family member, co-worker, or friend) who has similar responsibilities and you can work together to be successful?” It is very helpful to enlist another person when collaboration or shared needs are identified. There is value when working alongside others who may also need help getting started or completing a task in a defined period. We discuss how to support the other person when they say, “I don’t feel like working today.” After all, we do not want to let people down or make someone come to our house and pick us up only to leave frustrated and without our cooperation. This level of accountability falls short when peers lack authority or consistency, or the social dynamic is not effective.
Regular Check-Ins and More Supervision
When peers lack the authority or commitment to help us remain accountable, it is helpful to request support from someone who has more power or leverage than us, such as a supervisor, teacher, or counselor. The goal is to set your intention or expectation and have a scheduled check-in to provide a summary of what was (or wasn’t) accomplished.
Establishing “ground rules” in advance: How should the support person proceed if there is limited progress? Do you have concerns about feeling micromanaged or misunderstood? Are there options to complete or begin with the support person’s assistance? We often do not wish to disappoint or displease individuals who are in positions of authority, so having their assistance may be beneficial with pre-established boundaries established.
Those in positions of power can also help us to clarify or enforce personal goals to evaluate day-to-day progress. At times, having a checklist or planner to show your instructor or employer helps maintain personal momentum. Plans may need to be clarified or restructured along the way to help us understand reasonable expectations and how to satisfy the components of a larger project. Adults, adolescents, and children may benefit from external supervision and clarity when completing tasks or changing work habits.
External Oversight and Monitoring
Those in positions of power can support goal-setting and help establish plans to track day-to-day progress. At times, having a checklist to share with an instructor or employer can help maintain personal momentum. Plans may need to be clarified or restructured along the way to determine what constitutes reasonable expectations and how to meet the components of a larger project. Adults, adolescents, and children alike may benefit from external supervision and guidance when completing tasks or modifying behaviors.
When creating a plan, keep steps positive and actionable. If you are helping someone develop a plan, focus on what you would like to see them do rather than what they should stop doing. Those working on a plan need to take ownership and understand their assigned expectations fully. When setting a plan in motion, be solution-oriented, selecting clear, manageable expectations for how to begin. Following completion of the plan or task resolution, reflecting on what worked and what didn’t work may be just as valuable as the plan outcome. Building personal autonomy, efficient problem-solving, and self-management skills will be of benefit to the individual across personal and professional settings.
Linking Intention and Action
Personal accountability acts as a crucial link between intention and action. While motivation provides the initial drive, structured accountability ensures that we follow through on our goals. By identifying the right accountability method—whether it's self-monitoring, peer support, or supervision from a mentor or authority figure—we can maintain our progress, build self-confidence, and ultimately achieve our objectives.
It's also essential to appreciate the importance of flexibility and long-term sustainability in these strategies. As challenges arise or tasks become more complex, our need for different levels of support may change.
To get started, think about which accountability method resonates with you. What level of support is likely to lead to successful follow-through and personal achievement? Cogmotion Learning can assist you or a loved one in developing effective strategies to reach important goals.
**For more information on creating SMART goals, please visit: https://www.ucop.edu/local-human-resources/_files/performance-appraisal/How+to+write+SMART+Goals+v2.pdf
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