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Benchmarks® Feedback Workshop

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1 Benchmarks® Feedback Workshop
Center for Creative Leadership

2 What Benchmarks Measures
The factors assessed by Benchmarks are lessons learned from experience. Benchmarks does not measure basic skills, job knowledge, or intellectual ability. It does measure skills and perspectives that matter in a career.

3 Benchmarks Has Two General Uses and Functions...
For individuals as a confidential tool for individual development for managers who are at mid-level and above. For groups as a profiling instrument for work groups to target development and shape environments to support development.

4 Benchmarks Is Not… a tool to be used for performance appraisal
a selection tool a tool for making compensation decisions a tool to make hiring or dismissal decisions a tool to be shared directly with bosses delivered to an individual without facilitation by someone who is not in a reporting relationship

5 Benchmarks Is... a statistically reliable, valid, and comprehensive 360-degree feedback instrument. a tool which identifies strengths and developmental needs a tool which provides a “benchmark” comparison to a particular “norm.”

6 Benchmarks... helps a manager determine whether s/he is learning new skills and perspectives important for success. uncovers potential blocks to development – flaws or failures which could lead to derailment. links lessons and experiences together to guide further development.

7 Purposes For Using Benchmarks
Individual Gain perspective on how co-workers view us and how our behavior impacts them. Assess strengths and development needs regarding: important leadership skills and perspectives potential problems that can stall a career Increase self-awareness, which is the cornerstone of development.

8 Purposes For Using Benchmarks
Individual Reflect on past experiences and the lessons that have been learned from those experiences. Develop a broader understanding of how we learn and develop, and expand our repertoire of learning tactics. Compare individual skills and organizational needs and business strategy.

9 Purposes For Using Benchmarks
Individual Incorporate meaningful data into a self-directed development plan in order to: maximize effectiveness in present and future assignments capitalize on strengths, and improve or compensate for weaknesses implement short and long term career goals Make the most of our current challenges and opportunities.

10 Purposes For Using Benchmarks
Organizational Provide high-impact feedback for greater individual and organizational effectiveness. Support and motivate individuals to take charge of their own careers. Select assignments and experiences for development and succession planning purposes. Support the development of high-potentials. Use as a catalyst for cultural change.

11 Purposes For Using Benchmarks
Organizational Improve or develop open communication and feedback norms within the culture. Determine group strengths and development needs, considering past, present, and future contexts. Support needs assessment for training.

12 Preparation for Bosses
Purpose of using Benchmarks: Assessment for development plus organizational uses. Confidentiality and individual ownership of data. Foundations of Benchmarks: Critical lessons are learned from experiences, particularly challenging job assignments and other people/bosses. Developmental strategies: Learning from challenging assignments, role models and coaches, ongoing feedback, training and reading, effective learning tactics. Expectations established for your program, such as developmental plans will be shared and agreed upon.

13 Research Behind Benchmarks

14 Key Events Studies The following question was asked:
When you think about your career as a manager, certain events probably stand out in your mind - things that led to a lasting change in you as a manager. Please identify at least three key events in your career – things that made a difference in the way you manage now. What happened? What did you learn (for better or worse)?

15 The Variety of Experience Percentage of Events Where Learning Occurs
Learning from Others Other Events Challenging Assignments Hardships

16 The Variety of Experience
Hardships Challenging Assignments Learning From Others Other Events Change in Scope Fix-it Scratch Line to Staff Projects/ Task Forces Breaking a Rut Values Playing Out Role Models Mentors Peers Business Failures and Mistakes Demotions, Missed Promotions, Lousy Jobs Personal Trauma Employee Performance Problems Downsizing Differences Matter Coursework First Supervisory Experience Early Work Purely Personal Feedback Business Success

17 Leadership Skills Success Derailment 4 5 10 10 6

18 Key Terms Successful Derailed
Lived up to full potential as the organization saw it. Derailed Achieved very high level, but did not go as high as the organization had expected. May have been involuntarily plateaued, or demoted or fired, forced to accept early retirement, or had responsibilities reduced.

19 Section 1: Leadership Skills & Perspectives Meeting Job Challenges
1. Resourcefulness 2. Doing whatever it takes 3. Being a quick study 4. Decisiveness

20 Section 1: Leadership Skills & Perspectives Leading People
5. Leading employees 6. Confronting problem employees 7. Participative management 8. Change management

21 Section 1: Leadership Skills & Perspectives Respecting Self and Others
9. Building and mending relationships 10. Compassion and sensitivity 11. Straightforwardness and composure 12. Balance; personal life and work 13. Self-awareness 14. Putting people at ease 15. Differences matter 16. Career management

22 Section 2: Problems That Can Stall a Career
1. Difficulty with interpersonal relationships 2. Difficulty building and leading a team 3. Difficulty changing or adapting 4. Failure to meet business objectives 5. Too narrow functional orientation

23 IRT-DIF Study What is DIF? What is IRT?
Differential Item Functioning refers to the psychometric difference in how an item functions for two groups that are matched on the construct being measured. What is IRT? Item Response Theory is an estimate of the probability of a given response to an item that is based on a person’s standing on the construct measure by the item. We examined item discrimination and difficulty.

24 What Rating Sources Were Tested?
Boss vs. Self/Peer/Direct Report (n=1019) African-American vs. Caucasian (boss and self) (n=588) U.S. vs. U.K. vs. French (boss) (U.K. n=415; French n=226)

25 Development is Dynamic
Strengths may become weaknesses. Flaws may suddenly matter. Current strengths may be less important in the future. New skills may be required.

26 Key Research Findings The lessons learned from experience can have a lasting impact on how a person manages and leads. Sixteen Skills and Perspectives have been found to be critical for success. These “success factors” are most likely to be learned on the job.

27 Key Research Findings... Developmental experiences or “key events” cluster in these areas: Challenging assignments Other people Hardships Other events It is the challenge within an experience which drives learning forward and makes it developmental.

28 Key Research Findings... Learning is not random -- different lessons are learned from different types of experiences. It is preferable to have a variety of experiences in order to achieve broad and balanced development. Derailment usually occurs when managers don’t adapt to changing demands and situations; often, strengths become weaknesses or flaws suddenly matter. Development is dynamic and ongoing.

29 The Feedback Report

30 Center for Creative Leadership ®
FEEDBACK REPORT Prepared for: Pat Sample November 1, 2001 In addition to your self-ratings, this report includes ratings from: 1 Boss 1 Superior 3 Peers 3 Direct Reports 2 Others Middle Manager Norm Group Private Sector Benchmarks® Center for Creative Leadership ®

31 ü Importance For Success And Average Scores All Obsv Boss Self
Scale All Obsv Boss Self 1. Resourcefulness 7 ü 3.46 4.40 2. Doing Whatever It Takes 4 4.67 3. Being A Quick Study 2 4.25 4. Decisiveness 6 4.00 5. Leading Employees 10 3.45 4.46 6. Confronting Problem Employees 4.50 7. Participative Management 8 3.48 4.80 8. Change Management 9 9. Building And Mending Relationships 4.45 10. Compassion And Sensitivity 4.86 11. Straightforwardness And Composure 5 3.25 12. Balance Between Personal Life And Work 13. Self-Awareness 3 14. Putting People At Ease 5.00 15. Differences Matter 16. Career Management 3.54 3.88 3.69 3.59 3.41 2.98 3.79 4.09 3.42 3.60 3.92 3.35 PAT SAMPLE

32 Norm Group Comparisons: Self (S) and All Observers (O)
16. Career Management Norm Group Comparisons: Self (S) and All Observers (O) 1. Resourcefulness 2. Doing Whatever It Takes 3. Being A Quick Study 4. Decisiveness 5. Leading Employees 6. Confronting Problem Employees 7. Participative Management 8. Change Management 9. Building And Mending Relationships 10. Compassion And Sensitivity 11. Straightforwardness And Composure 12. Balance Between Personal Life And Work 13. Self-Awareness 14. Putting People At Ease 15. Differences Matter Scale Low Mid-Range High Higher Ratings Preferred Self All Observers

33 Norm Group Comparisons: Boss/Superiors (B), Peers (P), And Direct Reports (R)
1. Resourcefulness 2. Doing Whatever It Takes 3. Being A Quick Study 4. Decisiveness 5. Leading Employees 6. Confronting Problem Employees 7. Participative Management 8. Change Management 9. Building And Mending Relationships 10. Compassion And Sensitivity 11. Straightforwardness And Composure 12. Balance Between Personal Life And Work 13. Self-Awareness 14. Putting People At Ease 15. Differences Matter 16. Career Management Scale Low Mid-Range High Higher Ratings Preferred Boss Superiors Peers Direct Reports *

1. Resourcefulness Can both think strategically and make good decisions under pressure; can set up complex work systems and engage in flexible problem-solving behavior; can work effectively with higher management in dealing with the complexities of the management job. Most Important For Success All Obsvr Boss Self 7 ü Peer DRpt Other 1. Does his/her homework before making a 5.00 [4.00] 3.50 proposal to top management. 2. Works effectively with higher management 4.00 2.67 1.50 (e.g., presents to them, persuades them, and stands up to them if necessary). 3. Links his/her responsibilities with the mission 2.00 of the whole organization. Higher Ratings Preferred 3.33* 3.67 3.00 4.40 3.46 4.20 3.40 3.80 All Observers Peers Direct Reports Your Score Low Mid-Range High [5.00] Others 2.50 Superior * PAT SAMPLE

35 Largest Differences Between Self And Observer Scores
Listed below are the 15 items on which your Self scores and All Observer scores were most discrepant. Self All Obsvr PAT SAMPLE Tries to understand what other people think before making judgments about them When working with a group over whom he/she has no control, get things done by finding common ground. Relates to all kinds of individuals tactfully, from shop floor to top executives Can settle problems with external groups without alienating them When working with peers from other functions or units, gains their cooperation and support. Responds effectively to constructive criticism from others 15. Controls his/her own career; does not sit and wait for the organization to plan a course to follow. Leads change by example Has a warm personality that puts people at ease Involves others in the beginning stages of an initiative Uses networking to manage own career Has solid working relationships with higher management Finds and attracts highly talented and productive people Quickly gains trust and respect from his/her customers Admits personal mistakes, learns from them and moves on to correct the situation

ECTION 2: PROBLEMS THAT CAN STALL A CAREER Benchmarks Ò identifies five problem areas associated with career difficulties. In this section, lower ratings are preferred. Recall that you rated yourself and asked others to rate you on the extent to which you displayed specific characteristics, which can lead to derailment. The rankings are: 1 = Strongly disagree 2 = Tend to disagree 3 = Hard to decide 4 = Tend to agree 5 = Strongly agree Underlined Scores Scores of 2.5 or greater have been underlined. We recommend that you pay attention to these potential problem areas. Self All Obsvr Boss Peer DRpt Other 1. Problems With Interpersonal Relationships 1.00 2.35 1.40 3.14 1.73 2.70 2. Difficulty Building And Leading A Team 2.18 1.50 2.69 1.63 2.73 3. Difficulty Changing Or Adapting 2.11 2.10 2.32 1.66 2.41 4. Failure To Meet Business Objectives 1.14 1.71 1.62 2.14 5. Too Narrow Functional Orientation 2.60 2.80 3.13 2.00 3.20 Lower Ratings Preferred 1.20 Superior 2.38 1.86 3.00 2.30 PAT SAMPLE

37 1. Problems With Interpersonal Relationships
SECTION 2: PROBLEMS THAT CAN STALL A CAREER 1. Problems With Interpersonal Relationships Difficulties in developing good working relationships with others. Self All Obsvr Boss Peer DRpt Other Your Score 1.00 2.35 1.40 3.14 1.73 2.70 Lower Ratings Preferred 116. Is arrogant (e.g., devalues the 1.33 1.50 contribution of others). 117. Tends to resist input from other 1.67 4.00 departments. 118. Is dictatorial in his/her approach. 2.50 119. Makes direct reports or peers feel 2.00 stupid or unintelligent. 120. Has left a trail of bruised people. 2.50* 121. Is emotionally volatile and unpredictable. 122. Is reluctant to share decision making with others. 123. Adopts a bullying style under stress. 3.00* 124. Even when asking for input, has already made up his/her mind. 125. Orders people around rather than 2.00* 3.00 working to get them on board. 3.33* 3.67* 3.33 2.67 Superior 2.10 PAT SAMPLE

38 Developmental Planning

39 Developmental Planning
Analyze Your Results Benchmarks Developmental Planning Process Define Developmental Goal Choose 3-4 Strategies: Strategy 1 Strategy 2 Strategy 3 Strategy 4 Strategy 5 Existing Jobs: Current or New Challenges New Job Assignments Ongoing Feedback Role Models & Coaches Training & Reading Incorporate Effective Learning Tactics Seek Feedback & Support for Plan Implement Plan

40 Anatomy of a Learning Experience
Potential Learning Event: Challenge, Transition, or Stress Learning: Performance Recovery, Change, and Enhancement Going Against the Grain: Temporary Drop in Performance Leveling Off: The Comfort Zone, What I Already Know How To Do

41 Setting the Context “Criticism is hard to take, especially from a friend, a family member, or a total stranger.” Franklin P. Jones

42 Understanding Feedback
Feedback is not the complete truth. Feedback is a snapshot. Feedback is data. You are the expert about you – context matters. Two mistakes: agree or disagree too quickly.

43 “I have some good news and some bad news!
You are honest, kind, and smart, but you are perceived to be sneaky, cruel, and dumb.” 12 49 35 35 50

44 While perceptions may not be the ultimate truth, they are what people use to make decisions.
Breaking the Glass Ceiling

45 Top Ten Reasons for Rejecting Feedback
10. My job makes me act that way; I’m really not like that. 9. This was just a bad time to do this. 8. All my strengths are right, but my weaknesses aren’t. 7. Some one really has it in for me. 6. I used to be that way, but I‘ve changed recently. 5. Nobody understands what I am going through. 4. This must be someone else’s report. 3. My raters didn’t understand the questions. 2. They’re just jealous of my success. 1. It is all accurate, but I just don’t care!

46 Group Reports

47 Group Reports Are... a snapshot of a group from which it was derived.
not generalized beyond that group. confidential. Precautions must be taken to protect the anonymity of individuals within a group as well as the group itself.

48 When Using a Group Report...
the group is legally entitled to view the results of their own data. the group report data should not be shared with other groups to whom the group might be compared without permission of the group unless the group identities have been made anonymous. each group member should be told where results will be shared outside the group.

49 Group Reports... must not be used to discriminate against demographic groups or individuals. must be interpreted very carefully. facilitation requires training on the individual use of Benchmarks, from which data are aggregated.

50 Center for Creative Leadership
Questions? Center for Creative Leadership

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