Kenneth M. Nowack, Ph.D.3435 Ocean Park Blvd, Suite 203 Santa Monica, CA 90405

(310) 452-5130 (310) 295-1059 Faxwww.envisialearning.comken@envisialearning.com

Who we are…Envisia Learning is a leader in providing innovative assessment products, services, and other internet based resources that are responsive to the unique needs of consultants and coaches and the individuals they serve throughout the world.

We are committed to building strong, mutually beneficial, and enduring relationships with a focus on providing superior customer service, high-quality products, and excellent price value to our Customers.

Does Training Work?

Training: Benefit or Business Driver?Talent

Expectation

Participate

Appreciate

Business Driver

Participate

Learn and Apply

The Cost Expenditure of Training

U.S. firms spent about $156 billion on employee learning

in 2011

Leading training areas included:Managerial/supervisoryProfession/industry specificProcess, procedures and practices

Without follow-up, 90% of new skills are lost within a year (Salas, 2012)Only 10% of what’s invested into training programs results in employees transferring what they’ve learned back to their jobs (Knyphausen-Aufsess, Smukalla, & Abt, 2009).

2012 ASTD State of the Industry Report

The Training Impact Distribution(Brinkerhoff, 2012)

The ROI of TrainingFact #1

In recent meta-analyses reviewing training effectiveness, the average effect sizes (learning .17 to behavior change .3) suggest only modest change in behavior raising a question about the ROI

Powell, K. S., & Yalcin, S. (2010). Managerial training effectiveness. Personnel Review, 39, 227–241.

Taylor, P. J., Russ-Eft, D. F., & Chan, D. L. (2005). A meta-analytic review of behavior modeling training. Journal of Applied Psychology, 90, 692–709.

The ROI of TrainingFact #2 In a study of seven companies, training

participants were asked if they intended to apply what they learned on the job—nearly 100 percent said “yes” but 30 percent of direct reports said their bosses did absolutely nothing

When leaders did little or no follow-up with their direct reports (e.g., asking for additional feedback, sharing information about what skills they were trying to develop further) there was no perceived change in the leaders overall effectiveness

Goldsmith, M. & Morgan, H. Leadership is a contact sport: The "follow up" factor in management development. Strategy+Business, 36, 71-79

The ROI of TrainingFact #3

Martin (2010) found a positive effect on learning transfer for peer support in a corporate field environment, with peer support and encouragement mitigating a negative work climateMartin, H. J. (2010). Workplace climate and peer support as determinants of training transfer. Human Resource Development Quarterly, 21, 87-104

Managers who follow-up with talent who have taken 360-degree feedback assessments are more likely to set specific goals, solicit ideas for improvement, and subsequently receive improved performance ratings.Smither, J., London, M., Flautt, R., Vargas, Y., & Kucine, I. (2003). Can working with an executive coach improve multisource feedback ratings over time? A quasi-experimental field study. Personnel Psychology, 56, 23–44

The ROI of TrainingFact #4

The ROI of Training: The Four Legs

The Trainer The Learner

The LeaderThe Work

Environment

What are the necessary conditions to initiate and successfully maintain new behaviors?

Necessary Ingredients for Behavior ChangeMashihi, S. & Nowack, K. (2011). Clueless: Coaching People Who Just Don’t Get It

Enlighten• Assessment & Feedback

Process (awareness of ideal self vs real self, strengths and potential development areas)

Encourage

• Readiness to change (clarification of motivations and beliefs)

• Goal implementation intentions (measurable and specific)

• Skill building

Enable

• Track & social support to reinforce learning

• Relapse prevention training

• Evaluation (knowledge acquisition, skill transfer, impact)

Challenge #1Acquiring New Behaviors

Rhodes, Plotnikoff & Courneya (2009)

Frequently people underestimate the difficulty of sustained behavior change

A key to developing and enhancing new skills is varied deliberate practice

There are different predictors of non-intenders to successful adopters (e.g., readiness to change) versus unsuccessful maintainers versus successful maintainers (e.g., perceived control and efficacy)

Challenge #2Creating Practice Plans

Goal intentions alone may not always result in successful maintenance of behavior over time (Lawton, Cooner, & McEachan, 2009)

SMART goals aren’t always that smart

Format is important! “If-then” statements maximize success

Behavior must be observable and measurable

Over a decade of research and nearly a hundred studies have shown that Practice Plans double a person’s likelihood of achieving their goals (Gollwitzer & Sheeran, 2006)

Challenge #3How Long it Takes to Form a Habit

Typically, the development of expertise in a complex activity requires at least 10 years and/or 10,000 hours of deliberate practice Ericsson, K., 2006

Hours of PracticeThe number of days it

takes for a new behavior to become “automatic” depends on its complexity (e.g., new eating habits 65 days and exercise 91 days)Lally et al., 2009

Days to Become Automati

c

Challenge #4Leader as Performance Coach

A 2008 survey of over 2,000 international employees and 60 HR leaders reported that 84% of managers are expected to coach talent but only 52% actually do (39% in Europe)

Only 24% of all leaders are rewarded or recognized for coaching and developing talent

85% of all managers and employees see value in leaders as coaches but 32% of managers reported it takes too much time and interferes with their jobThe Coaching Conundrum 2009: Building a coaching culture that drives organizational success. Blessing White Inc. Global Executive Summary

Challenge # 5Developing Leaders: 70/20/10 Rule

Lombardo & Eichinger (1996)

Job change Special projects and assignments Exposure and involvement in key business challenges Task forces, committees, change initiatives

Job Performance feedback Executive coaching 360-degree feedback process Developmental assessment workshops

Critical skill building training programs Transition training programs Key external executive programs Self-directed learning initiatives

Asc

endi

ng V

alue

Expe

rienc

eFe

edba

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Coa

chin

gFo

rmal

Le

arni

ng

Conscious Incompetence

Conscious Competence

Unconscious Incompetence

Unconscious Competence

Translating Training into Successful Behavior Change

Training & Coaching Programs

Momentor & Goal

Evaluation

Orchestral musicians preferred creating music when they were encouraged to mindfully incorporate subtle nuances into their performance

Audience members were played recordings of both types of performance and a significant majority expressed a preference for the performances that were created in a mindful state

The practice of staying acutely aware of what is happening in the present moment prevents mindless competence and the use of mindful competence increases creativity, productivity and engagement

Russel, T. & Eisenkraft, N. (2009). Orchestral performance and the footprint of mindfulness. Psychology of Music, 37, 125-136.

Unconscious Competence and Peak Performance

Unconscious Competence

Low

Hig

h

Perf

orm

ance

MindfulCompetence

(Attention & Passion)

MindlessCompetence

Inattention & Indifference

A Better Model for Performance….Or, Stop Evaluating “Training”

Define Business Driver

Provide Targeted Learning

Intervention

Reinforce Performance Improvement

Momentor Learning Transfer System

Translating Training into Successful Behavior Change

Momentor for Training

An online personal development platform to support the transfer of learning into sustained behaviour change.

As soon as you’ve selected your goal, Momentor sends out a reminder email every week asking participants about their progress and reminding them of their goals.

Research suggests that implementation intentions coupled with reminders result in greater behavior change.

Translating Training into Successful Behavior Change

Step 1Assess

360 Assessmen

t

Step 2Reflect/PlanMomentor

ProgressPulse is a brief goal evaluation system

initiated by participants to measure perceived

effectiveness of their behavior change efforts

Participants can invite any development partners they

want (e.g., their manager, direct reports, colleagues,

customers) and they will be sent a brief goal

effectiveness survey measuring perceived

change in effectiveness tied to a specific

development goal they are working on

A brief web based report will summarize perceived

goal success along with open-ended comments by

invited raters

Progress Pulse: Goal Evaluation

System

Website portal for training participant’s managers, mentors,

internal/external coaches and HR to track and

monitor development plans

Direct access to our development resource

library to make suggestions for

participants to use

Unlimited number of development partners can be invited by the

participant

Development partners can communicate,

reinforce and support learning transfer through

this portal

Development Partner Portal

Over 2,000 developmental tips, suggested books,

articles, websites, audio/video and other resources mapped to

training content competencies

Ability to have customized resource

libraries for your organization

Development Resource Library

Selection of training content related competencies to

focus professional development plans

Participants in a training and development program set (or are assigned) goals

for applying what they have learned

Weekly reminders to reinforce deliberate practice

of new behaviors

Goal Implementation and Reminder System

Momentor Features

Participant Login and Welcome Page

Selecting Development Areas

Step 1Assess

360 Assessmen

t

Step 2Reflect/PlanMomentor

Step 3Track/Monitor

Coach Accelerator

Momentor Goal Setting Options

Stop Doing Do Less Start

Doing Do MoreDo

Regularly

Setting Development GoalsUse our Suggestions or Select Your Own

From Goal Intentions to ImplementationAction Items, Practice Plans, Goal Mentors & Goal Evaluation

Setting Development GoalsAction Items and Practice Plans

• Action items are tasks or things that you can easily identify as either completed or incomplete

• Add your own or select from our recommended actions Items from our resource library

Action Items

• Practice Plans have two parts. The first is the situation, or the trigger, where you'd like to behave differently when it occurs.

• The second part is the what you commit to do more, less or differently when you experience the trigger

Practice Plans

Setting Development Goals--Action Items

Setting Development Goals--Action Items

The Psychology of Habits

Practice Plans

Behavior

Goal Intention Example

• “To stay calm in anxiety producing situations”

Practice Plans Example

• “If my heart starts to race, then I will begin using my breathing technique and focus on how relaxed I begin to feel”

Creating Practice PlansGollwitzer & Sheeran (2006)

Creating Practice Plans

Creating Practice Plans

Defining a Developmental Goal Using Our Suggestions

Setting Development GoalsUse our Suggestions or Select Your Own

Selecting Resources to Support Your Goal:Using Our Competency Based Library and Most Popular Resources

Selecting Goal Mentors

Tracking Development Progress

Content is maintained and updated weekly by a human resources staff member

Industry specific competency libraries (e.g., healthcare, sales)

Resource categories include:• Books• Websites/Blogs• Audio• Video• Articles• Workshops/Seminars

Competency Based Resource Library

Competency Based Resource Library

Example Content from Our Resource Library

Example Content from Our Resource Library

Selecting Goal Mentors

Momentor sends out a reminder email every week asking participants about their progress and reminding them of their goals

Research suggests that implementation intentions coupled with reminders result in greater behavior change

Sheer an, P. et al. (2005). The interplay between goal intentions and implementation intentions. Personality & Social Psychology Bulletin, 31, 87-97

Prestwich, A. et al. (2010). Can implementation intentions and text messages promote brisk walking: A randomized trial. Health Psychology, 29-40-49.

Momentor Reminders to Facilitate Behavior Change

Settings/Preferences

Help and Support

Description

Is not a 360 feedback assessment

Provides a metric of actual behavior change

Provides coaches and organizations with a tool to demonstrate the value of their training interventions

Goal Evaluation

Goal Evaluation—Summarizing Goals

Goal Rater Nomination

Momentor Goal Evaluation

Goal EvaluationGetting Feedback on Your Goals

Goal Evaluation

Goal Evaluation

“Life is change. Growth is optional.

Choose wisely.”Karen Kaiser Clark

Behavior Change Selected References Knyphausen-Aufsess, D., Smukalla M., and Abt, M. (2009). Towards a new training transfer portfolio: A review of

training-related studies in the last decade. German Journal of Research in Human Resource Management, 23, 288-311. Nowack, K. & Mashihi, S. (2012). Evidence Based Answers to Ten Questions about Leveraging 360-Degree Feedback.

Consulting Psychology Journal: Practice and Research, 64, 157–182 Mashihi, S. & Nowack, K. (2011). Clueless: Coaching People Who Just Don’t Get It. Envisia Learning, Santa Monica,

CA. Nowack, K. (2009). Leveraging Multirater Feedback to Facilitate Successful Behavioral Change. Consulting Psychology

Journal: Practice and Research, 61, 280-297 Nowack, K. (2006). Emotional Intelligence: Leaders Make a Difference. HR Trends, 17, 40-42 Nowack, K. (1999). 360-Degree feedback. In DG Langdon, KS Whiteside, & MM McKenna (Eds.), Intervention: 50

Performance Technology Tools, San Francisco, Jossey-Bass, Inc., pp.34-46. Nowack, K., Hartley, G, & Bradley, W. (1999). Evaluating results of your 360-degree feedback intervention. Training

and Development, 53, 48-53. Nowack, K. (1999). Manager View/360. In Fleenor, J. & Leslie, J. (Eds.). Feedback to managers: A review and

comparison of sixteen multi-rater feedback instruments (3rd edition). Center for Creative Leadership, Greensboro, NC., Wimer & Nowack (1998). 13 Common mistakes in implementing multi-rater systems. Training and Development, 52,

69-79. Nowack, K. & Wimer, S. (1997). Coaching for human performance. Training and Development, 51, 28-32. Nowack, K. (1997). Congruence between self and other ratings and assessment center performance. Journal of Social

Behavior & Personality, 12, 145-166 Nowack, K. (1994). The secrets of succession. Training & Development, 48, 49-54 Nowack, K. (1993). 360-degree feedback: The whole story. Training & Development, 47, 69-72 Nowack, K. (1992). Self-assessment and rater-assessment as a dimension of management development. Human

Resources Development Quarterly, 3, 141-155. Salas, E., Tannenbaum, S., Kriger, K. & Smith-Jentsch, K. (2012). The science of training and development in

organizations: What matters in practice. Psychological Science in the Public Interest, 13, 74-101.