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.

Translating Awareness into Behavior Change

Step 2Reflect/Plan

Momentor

Step 3Track/Monitor

Coach Accelerator

Atwater and colleagues found that improvement following an upward feedback intervention only resulted for 50% of the supervisors who received it.

Atwater,L., Waldman, D., & Cartier. (2000). An upward feedback field experiment. Supervisor’s cynicism, follow-up and commitment to subordinates. Personnel Psychology, 53, 275-297

Does 360o Feedback Result in Improved Performance?

A recent meta-analysis of 26 longitudinal studies indicate significant but small effect sizes suggesting that it is unrealistic to expect large performance improvement after people receive 360-degree feedback

Smither, J., London, M., & Reilly, R. (2005). Does performance improve following multisource feedback? A theoretical model, meta-analysis and review of empirical findings. Personnel Psychology, 58, 33-66

Does 360o Feedback Result in Improved Performance?

NEW YEARS RESOLUTIONS: 25% abandon new behaviors after 15 weeks; 60% make the same resolution the next year

WEIGHT LOSS: 95% of those who lose weight regain it back within 2 years

SMOKING: Only 13-14% are abstinent 6 to 12 months after quitting

ALCOHOL: 90% of those treated have a drink within 3 months; 50% return to pre-drinking levels within a year

Leadership Change: A recent meta-analysis of 26 longitudinal 360-feedback studies indicates significant but small effect sizes suggesting that it is unrealistic to expect large performance improvement after people receive feedback

Habits are Hard to Change

The Challenge of Acquiring New Behaviors

Frequently people underestimate the difficulty of sustained behavior change

A key to developing and enhancing new skills is deliberate practice

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 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

Automatic

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

ck &

Coa

chin

gFo

rmal

Le

arni

ng

Mental Practice Facilitates Behavior ChangePascual-Leone (1996) Harvard

Average cortical output maps for the finger flexors of the trained hand in subjects undergoing daily physical versus mental practice of the 5-finger exercise. Note the similarity in output maps with either form of practice.

Conscious Incompetence

Conscious Competence

Unconscious Incompetence

Unconscious Competence

Coaching and Behavior Change Model

360 Degree Feedback

Momentor, Coaching and 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

Oliver et al. (1997) found that employee coaching increased productivity over and above the effects of a managerial training program (22.4% versus 88.0%)

Thatch (2002) found that 6 weeks of coaching following 360 feedback increased results by 60%

Smither et al., (2003) reported that after receiving 360 feedback, managers who worked with a coach were significantly more likely to set specific goals, solicit ideas for improvement and subsequently received improved performance ratings

Outcomes With 360 Feedback and Coaching

62% of the respondents reported being dissatisfied or highly dissatisfied with the amount of time their manager spent helping with a development plan

More than 65% expressed strong interest in utilizing an online follow-up tool to measure progress toward behavior change

Rehbine, N. (2006). The impact of 360 degree feedback on leadership development. Unpublished doctoral dissertation.

360 Feedback and Manager Involvement

Leader as Coach A 2009 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 job

The Coaching Conundrum 2009: Building a coaching culture that drives organizational success. Blessing White Inc. Global Executive Summary

Momentor is a web-based professional development tool integrated with Envisia Learning assessments

Momentor will provide you with a guided process for developmental planning based on “Best Practices” of how people successfully change

The online tool is designed to help translate awareness from all of our assessments into lasting behavior change

Description of Momentor

Educates: Momentor resource library provides a comprehensive source of over 1,500 readings, websites, media, and suggestions to facilitate your development.

Monitors: Momentor provides you and your coach and/or manager to track and monitor your development plan progress and easy update through your email.

Coaches: Momentor sends an email to the individual’s coach and/or manager about development plan progress and the most recent progress update.

Promotes Insight: Momentor provides an opportunity for participants to reflect on their 360-degree assessment report to summarize strengths and potential development areas.

Teaches: Our development “wizard” will walk you through your 360 report and provide a structured way to allowing you to focus on those competencies that are most important as well as facilitate goal setting.

Reminds: Momentor sends you weekly reminders about your goal progress.

Components of Momentor

Enlighten: Provide an electronic version of the assessment to help employees review and understand their feedback report

Encourage: Provide a structured process to review the feedback report, ask reflective questions to increase motivation to want to change behavior and to identify one or more areas to focus developmental efforts

Enable: Through the use of monthly reminders and a comprehensive competency resource library, users are able to track and monitor progress on their developmental action plans online and avoid relapse

Translating Awareness into Behavior Change

Enable

Encourage

Enlighten

Users are sent an email with a unique username/password to allow access to Momentor

Access to Momentor is for a 12-month period Upon log in users will have an electronic copy of their assessment report and

begin to use the development “wizard” to identify key competency areas to focus on

Clients can access assessment specific the competency Resource Library to find readings, articles, websites, developmental suggestions, media, blogs, podcasts and other resources targeted to the specific developmental areas of interest

Once the developmental action plans are finalized, users can go in Momentor and update progress and set any new coaching goals

Reminders on developmental plan progress will be emailed to your client every 30 days (they can change the preference on this)

Clients can also utilize the Developmental Journal and decide which entries, if any, they wish to have shared with you at the Coach Accelerator site

Momentor for 360-Degree Feedback

Participant Login and Welcome Page

Selecting Development AreasJump Right in to Select Your Goals or Use our Wizard

Using Our WizardStep 1: Examining Your Feedback Report

Using Our WizardStep 2: Deciding Which Competencies are Important

Using Our WizardStep 3: Selecting Development Areas

Setting Development GoalsUse our Suggestions or Select Your Own

Step 1Assess

360 Assessment

Step 2Reflect/Plan

Momentor

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 Plan, 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

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

Example Content from Our Resource Library

Selecting “Coaches” To Help Support the Development Plan

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

Provide individual coaching to assist in interpreting and using the 360 feedback results

Hold participant and manager accountable to create and implement a professional development plan

Track and monitor progress on the completion of the development plan

Link the 360 intervention to a human resources performance management process

Use 360 tools with sound psychometric properties Target competencies for 360 feedback interventions that

are related to strategic business needsNowack, K. (2005). Longitudinal evaluation of a 360 degree feedback program: Implications for best practices. Paper presented at the 20th Annual Conference of the Society for Industrial and Organizational Psychology, Los Angeles, March 2005

Envisia 360 Feedback Study “Best Practices”

Coaches Can Set Goals, Action Items and Practice Plans for Their Clients Directly

Monitoring/Tracking Goal Progress

Monitoring/Tracking Goal Progress

Supporting and Reinforcing Goal Progress With Comments

Coaching Notes

Development Resource Library for the Coach

Measuring Momentor Use

Measuring Momentor Use

Percentage Initiating and Completing Development Plans

360 Feedback Alone < 5%

360 Feedback and Momentor

10% to 15%

Coaching, Momentor and Manager Follow-Up > 75%

Translating Awareness into Behavior Change

Step 1Assess

360 Assessment

Step 2Reflect/Plan

Momentor

Step 3Track/MonitorGoal Mentors &

Reminders

Step 4Evaluate

Goal Evaluation

Description

Is not a reassessment of the initial 360 feedback assessment

Provides a metric of actual behavior change

Provides coaches and organizations with a tool to demonstrate the value of their 360 degree and coaching interventions

Goal Evaluation

Goal Evaluation Research suggests that 360-degree feedback

results in significant change in behavior but the effect sizes are modest

To leverage the impact of 360-degree feedback participants must translate insight into behaviors focused on strengths or potential development areas

The use of mini evaluations can be valuable to evaluate the impact of 360-feedback action plansNowack, K. (2010). Leveraging Multirater Feedback to Facilitate Successful Behavioral Change. Consulting Psychology Journal: Practice and Research 61, 280-297

Research on 8,208 leaders over 18 months following 360 feedback with follow up with direct reports and others shows the importance of follow-up and evaluation:

Managers who were seen as responding but doing no follow-up were perceived had the highest percentage of managers who were seen as getting worse (21%)

53% of the responsive leaders who did not follow-up were rated as unchanged or less effective

66% of the leaders who did “a little follow-up” showed improvement

95% of the leaders who did “a lot of follow-up” were rated as dramatically improved

Goal Evaluation

Goldsmith, M. (2006).The Impact of Direct Report Feedback and Follow-Up on Leadership. Unpublished manuscript. www.marshallgoldsmith.com/articles

Goal EvaluationGetting Feedback on Your Goals

Momentor Goal Evaluation

Momentor Goal Evaluation

Goal Evaluation

Some evidence that facilitated feedback enhances successful behavior change Seifert & Yukl, 2003; Nowack, 2005

Some evidence that coaching coupled with 360 feedback can facilitate behavior changeSmither, J. et al. (2003). "Can working with an executive coach improve multisource feedback ratings over time? A quasi-experimental field study." Personnel Psychology, 56, 23-44

Some limited evidence that use of an online development planning system and competency based resource center can facilitate behavior change with managerial involvementRehbine, 2006; Nowack, 2009

Maximizing the Impact of 360 Feedback

360° Feedback Selected References Nowack, K. & Mashihi, S. (2012). Evidence Based Answers to Ten Questions about Leveraging 360-

Degree Feedback. Paper presented at the SIOP Conference, San Diego, CA. 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.