1. Understanding and Using Your DEVELOPMENTVIEW360 Report
Kenneth M. Nowack, Ph.D.
3435 Ocean Park Blvd, Suite 203  Santa Monica, CA 90405
(310)  (310) Fax

2. Presentation Agenda
Understanding and Using Your Development View 360 to Develop Leadership Talent
Translating Awareness into Behavior Change: An Introduction to Talent Accelerator
Next Steps/Questions

3. Leadership Practices, Retention, Engagement and Productivity
OH# 23
[Read Quote on Perceptions to end this section]

4. 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),

5. 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 stress
Nowack, K. (2006). Emotional Intelligence: Leadership Makes a Difference. HR Trends. 17,

7. 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

8. 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

9. DEVELOPMENTVIEW360 Features Measures 13 Competencies
Performance Leadership
Interpersonal Leadership
Intrapersonal Leadership
36 Behavioral Questions
Online Administration
Utilizes a new development response scale
Comprehensive Summary Feedback Report

10. Development Response Scale
DEVELOPMENTVIEW360
Development Response Scale
Nowack & Mashihi, 2012

11. DEVELOPMENTVIEW360 Report
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

12. DEVELOPMENTVIEW360 Online Process

13. DEVELOPMENTVIEW360
Invitation

14. Selecting Raters

15. Selecting Raters

17. Interpreting Your DEVELOPMENTVIEW360 Feedback Report

18. I Don’t know About Myself
Johari Window
Public
Blind Spot
You Know
About Me
Private
Unknown
You Don’t
Know
About Me
I know About Myself
I Don’t know About Myself 18

19. Confidentiality of the 360 Feedback Process
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

20. Self-Other Perceptions: What Are Others Really Rating?
(Nowack & Mashihi, 2012)
BOSS
Performance
Derailment Factors (EI)
REPORTS
Leadership Potential
PEERS

21. Feedback Report Components
Self-Other Comparisons
Graphical Comparisons “Johari Window”
Most and Least Frequently Observed Behaviors
Summary of Average Scores
Statistical Measure of Rater Agreement
Written Comments

23. Development View 360 Awareness View Section
KEY POINTS
Development View 360 provides a snapshot of self/social awareness in a series of graphs highlighting four areas:
Potential Strengths (Low Self Ratings & High Other Ratings)
Confirmed Strengths (High Self Ratings & High Other Ratings)
Potential Development Areas (High Self Ratings & Low Other Ratings)
Confirmed Development Areas (Low Self Ratings & Low Other Ratings)

25. Accurate Self-Other Ratings
High EI
High EI

26. Overestimators (High Self /Low Other Ratings)
High Achievement
High Self Esteem
High Social Desirability
Low Anxiety

27. Underestimators (Low Self /High Other Ratings)
High Neuroticism
High Perfectionism
High Goal Orientation
Hypervigilant to Negative Feedback

28. Development View 360 Graphs Self-Other Perceptions
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

30. DEVELOPMENTVIEW360 Do More/Do Less Section
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

32. DEVELOPMENTVIEW360 Behavior Summary
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)

34. DEVELOPMENTVIEW360 Written Comments Section
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

36. DEVELOPMENTVIEW360 Feedback 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?

37. OH# 23
[Read Quote on Perceptions to end this section]

38. Translating Awareness into Behavior Change
Step 1
Assess
360 Assessment
Step 2
Reflect/Plan
Talent Accelerator
Step 3
Track/Monitor
Coach Accelerator

39. Conscious Incompetence Unconscious Incompetence Unconscious Competence
Talent Accelerator Behavior Change Model
Conscious Incompetence
Conscious Competence
Unconscious Incompetence
Unconscious Competence
Talent Accelerator and Coaching
Feedback from Assessments

40. Components of the Talent Accelerator
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).

41. Talent Accelerator Process
Users are sent an 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

42. Participant Login and Welcome Page

43. Selecting Development Areas Jump Right in to Select Your Goals or Use our Wizard

44. Using Our Wizard Step 1: Examining Your Feedback Report

45. Using Our Wizard Step 2: Deciding Which Competencies are Important

46. Using Our Wizard Step 3: Selecting Development Areas

47. Setting Development Goals Use our Suggestions or Select Your Own

48. Setting Development Goals Use our Suggestions or Select Your Own

49. Setting Development Goals: Analyzing Your Success

50. Setting Development Goals Action Items and Habit Triggers
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
Habit Triggers 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
Habit Triggers

51. Setting Development Goals--Action Items

52. Selecting Goal Mentors—Email Invitation

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

54. Selecting Development Areas

55. Selecting Development Areas

56. Tracking Development Progress

57. Competency Based Resource Library
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

58. Competency Based Resource Library

59. Example Content from Our Resource Library

60. Example Content from Our Resource Library

61. Selecting “Coaches” To Help Support the Development Plan

62. Talent Accelerator Reminders to Facilitate Behavior Change
Talent Accelerator sends out a reminder 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,

63. Settings/Preferences

64. Help and Support

65. 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

66. 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 plans
Nowack, K. (2010). Leveraging Multirater Feedback to Facilitate Successful Behavioral Change. Consulting Psychology Journal: Practice and Research 61,

67. Goal Evaluation
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
Goldsmith, M. (2006).The Impact of Direct Report Feedback and Follow-Up on Leadership. Unpublished manuscript.

68. Goal Evaluation—Summarizing Goals

69. Goal Rater Nomination

70. Talent Accelerator Goal Evaluation

71. Talent Accelerator Goal Evaluation

72. Talent Accelerator Goal Evaluation

73. Talent Accelerator Goal Evaluation

74. DEVELOPMENTVIEW360 Next 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 months

75. 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,
Nowack, K. (2006). Emotional Intelligence: Leaders Make a Difference. HR Trends, 17, 40-42
Nowack, K. (1999) Degree feedback. In DG Langdon, KS Whiteside, & MM McKenna (Eds.), Intervention: 50 Performance Technology Tools, San Francisco, Jossey-Bass, Inc., pp
Nowack, K., Hartley, G, & Bradley, W. (1999). Evaluating results of your 360-degree feedback intervention. Training and Development, 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,
Nowack, K. & Wimer, S. (1997). Coaching for human performance. Training and Development, 51,
Nowack, K. (1997). Congruence between self and other ratings and assessment center performance. Journal of Social Behavior & Personality, 12,
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,

76. 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?