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

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

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

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 stress Nowack, K. (2006). Emotional Intelligence: Leadership Makes a Difference. HR Trends. 17, 40-42.

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

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

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

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

DEVELOPMENTVIEW360 Online Process

DEVELOPMENTVIEW360 Email Invitation

Selecting Raters

Selecting Raters

Interpreting Your DEVELOPMENTVIEW360 Feedback Report

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

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

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

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

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)

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

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

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

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)

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

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?

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

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

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

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).

Talent Accelerator Process 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

Participant Login and Welcome Page

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

Using Our Wizard Step 1: Examining Your Feedback Report

Using Our Wizard Step 2: Deciding Which Competencies are Important

Using Our Wizard Step 3: Selecting Development Areas

Setting Development Goals Use our Suggestions or Select Your Own

Setting Development Goals Use our Suggestions or Select Your Own

Setting Development Goals: Analyzing Your Success

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

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

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

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 Reminders to Facilitate Behavior Change 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.

Settings/Preferences

Help and Support

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 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, 280-297

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. 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

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 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?