THE STRENGTH OF MEDIUM-SIZED CITIES – ACHIEVMENTS OF THE MECINE NETWORK Matthias Nowack
Kenneth M. Nowack, Ph.D. 3435 Ocean Park Blvd, Suite 203 Santa Monica, CA 90405 (310) 452-5130 ...
description
Transcript of Kenneth M. Nowack, Ph.D. 3435 Ocean Park Blvd, Suite 203 Santa Monica, CA 90405 (310) 452-5130 ...
Kenneth M. Nowack, Ph.D.3435 Ocean Park Blvd, Suite 203 Santa Monica, CA 90405
(310) 452-5130 (310) 295-1059 [email protected]
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.