Understanding and Using Your DEVELOPMENTVIEW360

Report

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

(310) 452-5130 (310) 450-0548 Fax

www.envisialearning.com

ken@envisialearning.com

Understanding and Using Your Development View 360 to Develop Leadership Talent

Translating Awareness into Behavior Change: An Introduction to Talent Accelerator

Next Steps/Questions

Presentation Agenda

Leadership Practices, Leadership Practices, Retention, Retention, Engagement and Engagement and ProductivityProductivity

Leadership Competence

“…Survey after survey shows that 65%-75% of the employees in any given organization report that the worst aspect of their job is their immediate boss. Estimates of the base rate for managerial incompetence in corporate life range from 30% to 75%; a recent review reported the average estimate to be 50%.”

Hogan, R. & Kaiser, A. (2005).  What we know about leadership. Review of General Psychology. 9 (2), 169-180.

Leadership Matters

Results of two company-wide employee engagement surveys were analyzed for 2002 and 2004

Employees rated leadership and management practices using a benchmarked 8-item Leadership Effectiveness Index (alpha .91)

Employees were asked additional questions about retention (intention to leave in 12 months), job satisfaction and perceptions of stressNowack, K. (2006). Emotional Intelligence: Leadership Makes a Difference. HR Trends. 17, 40-42.

Envisia Leadership Study (p's < .01)

1.25

1.78

2.48

2.07

1.51

2.39

1

2

3

LowEffectiveness

HighEffectiveness

Job Stress

Retention

Satisfaction

Emotional Reactions to Feedback: GRASP Model

Grin or Grimace

Recognize or Reject

Act or Accept

Strategize &

Partner

Emotional Reaction

Cognitive Reaction

Commitment Reaction

Behavioral Reaction

DEVELOPMENTVIEW360

Performance Leadership Drive for Results Planning Delegation/Follow-Up Performance Management Depth of Industry Knowledge Strategic Problem Analysis

Interpersonal Leadership Team Building Interpersonal Effectiveness Oral Communication/Presentation Influence/Negotiation Coaching/Talent Development

Personal Leadership Self-Development Adaptability/Flexibility

Measures 13 Competencies

• Performance Leadership

• Interpersonal Leadership

• Intrapersonal Leadership

36 Behavioral Questions

Online Administration

Utilizes a new development response scale

Comprehensive Summary Feedback Report

DEVELOPMENTVIEW360Features

DEVELOPMENTVIEW360Development Response Scale

Nowack & Mashihi, 2012

Development View 360 (DV360) Competency Definitions and Conceptual Model

Self-Awareness/Social Awareness Comparison Graphs

DV360 Overall Competency Graphs (self and other comparisons)

Do More/Do Less Behavior Summary Summary of Average Scores by Rater Category with

Statistical Measure of Rater Agreement Written Comments by Raters Developmental Action Plan

DEVELOPMENTVIEW360 Report

DEVELOPMENTVIEW360 Online Process

DEVELOPMENTVIEW360 Email Invitation

Selecting Raters

Selecting Raters

Interpreting Your DEVELOPMENTVIEW360

Feedback Report

Public Blind Spot

Private Unknown

You KnowYou KnowAbout MeAbout Me

You Don’t You Don’t KnowKnowAbout MeAbout Me

I know About I know About MyselfMyself

I Don’t know I Don’t know About MyselfAbout Myself

Johari Window

KEY POINTS All raters are anonymous except for the “manager” Online administration uses passwords to protect

confidentiality (Internet administration) No line or bar graphs are shown unless at least two

raters respond in a rater category (anonymity protection)

The summary feedback report is shared only with the respondent and is intended for development purposes only

The respondent decides how much of the summary feedback report he/she wants to share with others

Confidentiality of the 360 Feedback Process

Self-Other Perceptions: What Are Others Really Rating?

(Nowack & Mashihi, 2012)

PEERSPEERS

REPORTSREPORTS

BOSSBOSS PerformancePerformance

Derailment Derailment Factors (EI)Factors (EI)

Leadership Leadership PotentialPotential

Self-Other Comparisons Graphical Comparisons “Johari

Window” Most and Least Frequently Observed

Behaviors Summary of Average Scores Statistical Measure of Rater Agreement Written Comments

Feedback Report Components

KEY POINTS

Development View 360 provides a snapshot of self/social awareness in a series of graphs highlighting four areas:

1. Potential Strengths (Low Self Ratings & High Other Ratings)

2. Confirmed Strengths (High Self Ratings & High Other Ratings)

3. Potential Development Areas (High Self Ratings & Low Other Ratings)

4. Confirmed Development Areas (Low Self Ratings & Low Other Ratings)

Development View 360 Awareness View Section

Accurate Self-Other Ratings

High EI

High EI

Overestimators (High Self /Low Other Ratings)

High Achievement

High Self Esteem

High Social Desirability

Low Anxiety

Underestimators (Low Self /High Other Ratings)

High Neuroticism

High Perfectionism

High Goal Orientation

Hypervigilant to Negative Feedback

KEY POINTS Development View 360 uses average scores

based on the 1 to 7 frequency scale The bar graphs summarize self and other

perceptions on each of the 22 separate EV360 competencies

The legend to the right of the graph will summarize average score and number of raters for each category

Range of scores for each rater group are graphed

Development View 360 Graphs Self-Other Perceptions

KEY POINTS The “Do More” section and “Do Less” section rank

orders competencies and behaviors that were observed by various rater groups

The number in the first column corresponds to the average score for all raters providing feedback (-3 to +3 response scale)

The “Do More” should be considered as perceived behaviors to practice and express more frequently

The “Do Less” should be considered as perceived behaviors to practice and express less frequently

DEVELOPMENTVIEW360Do More/Do Less Section

KEY POINTS Each Development View 360 question is summarized

and categorized in its appropriate competency Average scores across all raters are reported for each

competency and question A statistical measure of rater agreement based on the

standard deviation is reported as a percentage—a score less than 50% suggests that the raters providing feedback had enough disagreement to warrant a cautious interpretation of the average score reported (e.g., raters had diverse perceptions and rated the participant quite differently on that question or competency)

DEVELOPMENTVIEW360Behavior Summary

KEY POINTS Comments are randomly listed by all raters who

volunteered to share written perceptions to two open-ended questions (perceptions of strengths and development areas)

Comments are provided verbatim from the online questionnaire—no editing

Some comments are specific, behavioral and constructive—others may be less useful or hard to understand

It is important to focus on themes that emerge, rather than, to dwell on any one individual comment

DEVELOPMENTVIEW360Written Comments Section

DEVELOPMENTVIEW360Feedback Report Questions to Consider

Do I understand my Development View 360 feedback report?

Does it seem accurate/valid? Is the feedback similar or different for the

different rater groups? Are the areas perceived by others for

development relevant to my current or future position?

Am I motivated to change?

Translating Awareness into Behavior Change

Step 1Assess

360 Assessment

Step 2Reflect/Plan

Talent Accelerator

Step 3Track/Monitor

Coach Accelerator

Conscious Conscious IncompetenceIncompetence

Conscious Conscious CompetenceCompetence

Unconscious Unconscious IncompetenceIncompetence

Unconscious Unconscious CompetenceCompetence

Talent Accelerator Behavior Change Model

Feedback from

Assessments

Talent Accelerator

and Coaching

Development Resource Library: Comprehensive source of readings, websites, media, and suggestions to facilitate your development

Feedback Reports: Electronic copy of your assessment summary report.

Development Suggestions: Tips and developmental suggestions and tips to enhance your effectiveness

Development Journal: Opportunity for participants to maintain a confidential journal to reflect on their reactions and feelings about his/her developmental journey.

Development Planning “Wizard”: Walks you through your assessment and provide a structured way to select developmental competencies

Automated Reminders: Select how often you want the system to send you reminders about due dates on your development plan (Preference Tab).

Components of the Talent Accelerator

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

Access to Talent Accelerator is for a 12-month period Upon log in users will have an electronic copy of his/her

assessment report and begin to use the development “wizard” to identify one or more competency areas to focus on those behaviors that are most important

At any time users can access 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 Talent Accelerator and update progress and set new goals

Talent Accelerator Process

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

Setting Development GoalsUse our Suggestions or Select Your Own

Setting Development Goals: Analyzing Your Success

Setting Development GoalsAction Items and Habit Triggers

Setting Development Goals--Action Items

Selecting Goal Mentors—Email Invitation

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

Selecting Development Areas

Selecting Development Areas

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 “Coaches” To Help Support the Development Plan

Talent Accelerator 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.

Talent Accelerator Reminders to Facilitate Behavior Change

Settings/Preferences

Help and Support

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 Evaluation—Summarizing Goals

Goal Rater Nomination

Talent Accelerator Goal Evaluation

Talent Accelerator Goal Evaluation

Talent Accelerator Goal Evaluation

Talent Accelerator Goal Evaluation

DEVELOPMENTVIEW360Next Steps

Review your Development View360 feedback report Thank your invited raters and share something you

learned from their feedback Use Talent Accelerator to identify specific

developmental goals & draft a development plan Meet with your manager to discuss your plan Implement your development plan Track and monitor progress Re-assess Development View 360 in 12-18 months

360° Feedback Selected References 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.

Learning and Reflection

What key learnings did I get from today’s presentation? (What have I heard? / What have I learned?)

How can I apply this new knowledge, information, or technique to a challenge at work?

What specific actions am I committing to as a result of what I have learned?