The PROFILOR® Group Feedback Session Welcome! The PROFILOR® Group Feedback Session

Create an effective development plan. Session Objectives Identify the purpose and value of PDI Ninth House’s PROFILOR development tool. Interpret their PROFILOR results with the assistance of a PDI Ninth House-certified feedback facilitator. Apply PDI Ninth House’s Development FIRST strategies for self-development to help ensure successful ongoing development. Create an effective development plan.

Location and role in your organization Introductions Name Location and role in your organization One thing that would make the session a valuable investment of time

Why Get 360 Feedback?

Organizational Results Facilitator will complete this slide with the specific results expected by the organization. Xxxxx

Interpretation of PROFILOR Results Agenda The Competency Model Interpretation of PROFILOR Results Individual Review of PROFILOR Feedback Learning and Development Development FIRST Strategies and Development Planning Next Steps

CORPORATE HEADQUARTERS PDI Ninth House Locations PDI Ninth House Global HR consulting firm founded in 1967 Employs more than 700 team members 28 full-service offices Serves clients on five continents Clients 80% of Fortune 100 75% of Forbes Global 100 70% of Business Week Top 100 Global Brands CORPORATE HEADQUARTERS Minneapolis NORTH AMERICA Atlanta Boston Chicago Dallas Houston Los Angeles Minneapolis New York San Francisco Washington, DC EUROPE / MIDDLE EAST Abu Dhabi Bratislava Brussels Budapest Düsseldorf ASIA Hong Kong Mumbai Shanghai Singapore Tokyo AFFILIATES Athens Buenos Aires Istanbul Melbourne Geneva London Paris Stockholm Mexico City São Paulo Seoul Sydney Vitória 7 7 7 Copyright © 2011 Personnel Decisions International Corporation, d.b.a. PDI Ninth House. All Rights Reserved. 7

The PROFILOR: Then and Now In the Beginning: Developed to fill a gap for leaders who received less meaningful feedback as they moved up in an organization. Provided feedback on behavior others observed in everyday work. Provided insight into what leaders could do differently to become more effective. Today: Nothing has changed except the number of individuals who have benefited!

The Competency Model

The PROFILOR Wheel for Mid-Level Leaders

Facts About PROFILOR Feedback Its focus is on development. It acts like a four-way mirror. Feedback is anonymous, except from the boss. It measures “perceptions” but not necessarily “truth.” It is comprehensive and specific. It provides normative comparisons. It gives individuals responsibility for their development.

Confidentiality and Data Integrity Facilitator completes this slide highlighting the following as it pertains to the organizations 360 design. PROFILOR feedback reports are designed for development purposes only. Reports belong to the recipient who retains all copies. For preparation purposes, who, if anyone, has access to the data for report pre-feedback session. How online data exchange security works.

Perceptions “We are measured not by what we are, but by the perception of what we seem to be; not by what we say, but how we are heard; not by what we do, but how we appear to do it.” - Anonymous

Behaviors vs. Intentions vs. Perceptions

Key Questions to Answer... When considering feedback: Do I understand it? Is it valid and accurate? Is it important? Do I want to act on it?

The PROFILOR Feedback Report

Inside Cover Standard Sample Report

Overview of The PROFILOR Feedback Report (Standard Report) Summary Information Importance Summary Skills Overview Perspective Comparisons Detailed Information Specific Question Results Composites (certain models) Highest and Lowest Ratings Developmental Highlights Focus for Development Development Suggestions Written Comments

Introduction P. 2

Skill Definitions P. 4

Importance Summary “What skills are critically important for my job?” Section Contents Measures relative importance of skills to job. NOT a measure of performance. What to Look for Areas of agreement on what is critically important, very important and important. Discrepancies of 3 points or more. Patterns of ratings (high or low) by Self or Boss(es).

Importance Summary p. 6

Skills Overview “How do ratings of others compare to my ratings?” Section Contents Behavior ratings at skill level. Contrast between Self and Raters. What to Look for 3 highest and 3 lowest rated skills. Self ratings significantly higher (.5 or more) than others’ ratings. Self-ratings significantly lower (.5 or lower) than others’ ratings.

Skills Overview P. 8

Perspective Comparisons “What messages are there from raters?” Section Contents Behavior ratings from different perspectives (i.e., bosses, peers, direct reports, other). Patterns to Look for Perspective(s) that rate you higher across factors and skills. Perspective(s) that rate you lower across factors and skills. Discrepancies of 1.5 or more across perspectives.

Perspective Comparisons

Perspective Comparisons name Rene Sample PDI Norms norm group SKILLS Extent to which behaviors are demonstrated 1 2 3 4 5 not at all little some great very great Perspective Commit to Quality Focus on Customer Needs Act with Integrity Key: Average rating, each perspective Norm Group for that perspective Respondents: Boss = 1 Direct Reports = 4 Peers/Colleagues = 4 Self Boss Direct Reports Peers/Colleagues P. 10

Section Contents What to Look for Specific Question Results “What specific behaviors should I pay attention to?” Section Contents Averaged ratings at the behavior level. Averaged ratings at the skill level. Individual boss scores are exact. What to Look for Brackets [ ] indicate one or two highest ratings by one or more perspectives. Parenthesis ( ) indicate one or two lowest ratings by one or more perspectives. Look for discrepancies of 1.5 or more among perspectives. Identify strengths and development needs based on critically important skills. Page references for the Successful Manager’s Handbook for development suggestions.

Specific Question Results

Various models provide composites. Composites are combinations of items reported in previous sections of the report. Various models provide composites. Overall Performance Composite is a measure of the bottom-line results and the degree to which you are perceived as getting results on the job.

Overall Performance Composite

Section Contents What to Look for Highest and Lowest Ratings “What behaviors are seen as strengths? Areas for improvement?” Section Contents Highest and lowest rated behaviors across skill areas. What to Look for Skill and behavior patterns. Relative importance of high or low rated skills. How results impact personal and organizational goals.

Highest Ratings P.22

Lowest Ratings P. 23

Section Contents What to Look for Focus for Development General strengths and areas for improvement as seen by all non-self raters. What to Look for How boss and self importance ratings impact high and low rated behaviors. How normative data impacts high and low rated skills. Areas for development (strengths or areas for improvement) that will make the biggest difference in performance.

Focus for Development Building on Key Strengths

Focus for Development Addressing Development Needs

Focus for Development Building on Key Strengths (top of page)

Focus for Development Building on Key Strengths (bottom of page)

Understanding “Relative to the Norm” 1 not at all 2 little 3 some 4 great 5 very great Analyze Issues Coach and Develop Build Relationships Know the Business P. 24-25 Build Relationships - skill rated highest relative mean of the norm group. Know the Business - skill rated lowest relative to mean of the norm group.

Section Contents When Coaching... Development Suggestions “What specific actions can I take toward performance improvement?” Section Contents Each page lists suggestions for one of your lowest rated behaviors. May be personalized for the job/responsibility and incorporated in development plan. When Coaching... Tie suggestions to job responsibilities current or future. Lead participant to other sources for development suggestions as needed (e.g., The Successful Manager’s Handbook).

Development Suggestions

Written Comments “What other messages are my raters sending to me?” Section Contents Verbatim comments by raters. Detailed by respondent group. Only Boss(es) comments are identified (Boss A, Boss B). Each bulleted item represents a different rater (other than boss). What to Look for Patterns among comments. Suggestions from raters.

Written Comments Question 1 Question 2 P. 45 Question 3

Key Questions to Answer... When considering feedback: Do I understand it? Is it valid and accurate? Is it important? Do I want to act on it?

The “SARA” Model Shock Anger Resistance Acceptance

Push Back from Feedback Recipients Feeling frustrated about the amount of information. Acting nonchalant about the perceptions of others. Denying key messages and themes. Seeing no value in the data. Feeling defensive about ratings. Doubting the respondents’ judgment. Not taking ownership of the data. Denying specific development needs. Doubting respondents’ accuracy. Assuming boss rater errors.

The DO’s for Seeking Additional Feedback DO Seek Feedback When You: Desire further clarification. Are motivated to use the feedback. Are ready to listen. DO Seek Feedback: Where and in a manner in which others are most comfortable. Through active listening, and using “I” messages. With tone of voice and non-verbals which convey interest and concern.

The DON’Ts for Seeking Additional Feedback DON’T Seek Feedback When: Emotions are heightened. There is no intention to use the feedback. Focused on who said what. DON’T Seek Feedback: For self-defense, rationalization, explanation or excuses. To project thoughts and concerns on to the person(s) providing the feedback.

Guidelines for Seeking Additional Feedback One-on-one meetings with manager in a business setting, casual settings not advised. Group meetings with direct reports, never one-on-one. One-on-one with peers, colleagues, and others in a more social setting works best. Summarize feedback and ask for examples and suggestions. Share tentative development objectives if appropriate timing.

Learning and Development

Defining Learning and Development Acquiring new insight or capabilities, which may or may not be applied. Development Making changes that improve performance and advance organizational or personal objectives.

PDI Ninth House’s Philosophy of Development Positive – an investment in the future; taps into people’s natural desire to learn and grow and to be successful at their work. Proactive – future focused; the time to focus on development is before it’s needed. Partnership – shared between the individual, the manager, and the organization; development efforts must create value for both the person and the organization for real change to occur. Personalized – meets the needs of the individuals. Pushes the Comfort Zone – effective development provides a challenge.

The PDI Development Pipeline® The necessary conditions for accelerating development Insight Capabilities Real-World Practice Account- ability Motivation Insight: Knowing what to develop Motivation: Having the desire to invest time and energy Capabilities: Required skills and knowledge Real-world practice: Opportunities to apply new capabilities on the job Accountability: Internalized capability

Identifying Development Priorities PDI Ninth House’s Point of View Where will development add the greatest value? Start with what is most important before considering strengths and weaknesses. This promotes motivation to work on areas that matter most to an individual and the organization.

Development FIRST Strategies for Self-Development

Development FIRST® Strategies F ocus on Priorities Implement Something Every Day Reflect on What Happens Seek Feedback and Support Transfer Learning into Next Steps

Focus on Priorities Identify Your Critical Development Objectives Set clear priorities. Agree on aligned goals: personal and organizational payoffs. Work on one or two objectives at a time.

Using the GAPS Framework to Focus on Priorities The GAPS framework helps people identify, WHAT they need to learn – what would have the greatest value. Goals - What do you want to do? Abilities - What can you do? Perceptions - How do others see you? Success Factors - What do others expect from you?

How to Use the GAPS Framework Gather complete and accurate information for each cell on grid. Analyze the information to identify development priorities. Select one or two development priorities. Regularly review and refresh information.

GAPS Grid Questions Now Future My View Abilities What I can do. Where have I been successful? Unsuccessful? Why? How do I apply my knowledge and skill? What I do well; my areas of improvement. Goals & Values What matters to me. What personal values and motives drive me? What is important in my work and life? What do I want to do that I am not doing? Others’ Perceptions How others see me. What did I learn from 360-degree feedback? How do the perceptions of others fit in with how I see myself? What feedback do I regularly receive from others? Success Factors What others expect from me. What are the criteria for success in my role? What examples of success or lack of success have I witnessed in others? What competencies will I need to meet business demands?

Create Your Development Plan Step 1 – Identify Development Priorities Consider guidelines for choosing and writing objectives. Analyze the need. Include clearly stated criteria to help you define success.

Implement Something Every Day Stretch Your Comfort Zone Find five minutes each day to spend on development. Be opportunistic: Link goals to something already being done. Be proactive. Take intelligent risks.

Create Your Development Plan Step 2 – Identify Action Plans Specify action steps. Incorporate resources to round out your action plan. Establish target completion dates.

Choose one strength and one development need. On p. 8-9 of the handout Individual Work Choose one strength and one development need. On p. 8-9 of the handout Write 1 or 2 objectives for the strength and development need. Write 1 or 2 action steps for each objective. Take 15 minutes to begin your plan (examples are on p. 6-7.)

Reflect on What Happens Extract Maximum Learning from Your Experiences Build in time for reflection. Learn from your successes, mistakes and emotions. Establish a method to retain and refine lessons learned.

Create Your Development Plan Step 3 – Plan Time for Reflection Identify natural opportunities to reflect on my learning experiences. Identify reminders to reflect. Identify ways to track learning.

Seek Feedback and Support Learn from Others’ Ideas and Perspectives Identify people, sources, and processes for getting relevant feedback and information. Map progress against criteria for success.

Create Your Development Plan Step 4 – Involve Others Identify needed support and resources. Ask for feedback on a regular basis. Seek resources and support sharing successes and failed attempts.

Adapt to significant changes. Decide to develop mastery. Transfer Learning into Next Steps Adapt and Plan for Continued Learning Adapt to significant changes. Decide to develop mastery. Move on to the next priority. Coach others to share learning.

Create Your Development Plan Step 5 – Monitor Against Success Criteria Make a plan and determine regular review times. Determine what to do to monitor at different frequencies. When you’ve succeeded, determine your next priorities.

Creating Your Development Plan Identify Development Priorities. Identify Action Plans. Plan Time for Reflection. Involve Others. Monitor Against Success Criteria.

Next Steps

Development Planning Meeting Model Opening Feedback Recipient Identifies Development Objectives Brainstorm Development Suggestions Identify Assistance Needed Identify Obstacles and Ways to Address Them Summary and Next Steps

Suggestions for Meeting With Your Manager Prepare to Meet with Your Manager Copy the Importance Ratings Summary to promote good discussion on areas of agreement and discrepancy. Summarize (no ratings) two or three areas rated highest and lowest. Summarize your key learnings and/or surprises from the feedback. Discuss skill areas in which you would like to improve – areas that will have the greatest impact on your performance. Suggest a timeframe for follow-on meetings to review progress to plan (e.g., quarterly).

Sharing Feedback with Respondents Prepare to Meet with Respondents What clarification (e.g., examples to further define feedback) do you need from direct reports? Peers and colleagues? Others? In what skill or behavior areas are you most in need of development suggestions from these individuals? Reflect before meeting on how these individuals can help you develop successfully. Ask for ongoing feedback and support and indicate ways feedback can be given productively.

What Are Your Next Steps?

“Invest in a plan for development, not a development plan “Invest in a plan for development, not a development plan. Spend more time on development than on development planning.”

Thank you for your interest and effort!

Slides for Color Report

Inside Cover Color Sample Report

Overview of The PROFILOR Feedback Report (color report) Summary Information Importance Summary Skills Overview – Self Compared to All Others Skills Overview – Group Comparisons Highest and Lowest Ratings Developmental Highlights Targeting Development Priorities Development Suggestions Comments Planning Your Development Detailed Information Detailed Ratings Composites

Introduction P. 2

Skill Definitions P. 3

Importance Summary “What skills are critically important for my job?” Section Contents Measures relative importance of skills to job. NOT a measure of performance. What to Look for Areas of agreement on what is critically important, very important and important. Discrepancies of 3 points or more. Patterns of ratings (high or low) by Self or Boss(es).

Importance Summary P. 5

Importance Summary P. 6

Section Contents What to Look for Behavior ratings at skill level. Skills Overview – Self Ratings Compared to Average of All Respondents “How do ratings of others compare to my ratings?” Section Contents Behavior ratings at skill level. Contrast between Self and Raters. What to Look for 3 highest and 3 lowest rated skills. Self ratings significantly higher (.5 or more) than others’ ratings. Self-ratings significantly lower (.5 or lower) than others’ ratings.

Skills Overview - Self-Ratings Compared to Average of All Respondents

Skills Overview- Self-Ratings Compared to Average off All Respondents

Section Contents Patterns to Look for Skills Overview – Group Comparison “What messages are there from raters?” Section Contents Behavior ratings from different perspectives (i.e., bosses, peers, direct reports, other). Patterns to Look for Perspective(s) that rate you higher across factors and skills. Perspective(s) that rate you lower across factors and skills. Discrepancies of 1.5 or more across perspectives.

Skills Overview – Group Comparison

Skills Overview – Group Comparison

Detailed Ratings “What specific behaviors should I pay attention to?” Section Contents Averaged ratings at the behavior level. Averaged ratings at the skill level. Individual boss scores are exact. What to Look for Look for discrepancies of 1.5 or more among perspectives. Identify strengths and development needs based on critically important skills. Page references for the Successful Manager’s Handbook for development suggestions.

Detailed Ratings P. 37

Detailed Ratings P. 37

Various models provide composites. Composites are combinations of items reported in previous sections of the report. Various models provide composites. Overall Performance Composite is a measure of the bottom-line results and the degree to which you are perceived as getting results on the job.

Overall Performance Composite

Section Contents What to Look for Highest and Lowest Ratings “What behaviors are seen as strengths? Areas for improvement?” Section Contents Highest and lowest rated behaviors across skill areas. What to Look for Skill and behavior patterns. Relative importance of high or low rated skills. How results impact personal and organizational goals.

Highest and Lowest Summary P. 20

Highest Ratings P. 21

Lowest Ratings P. 22

Targeting Development Priorities

Targeting Development Priorities (top of page)

Targeting Development Priorities (bottom of page) A separate chart will display for each boss, up to three bosses. P. 23

Section Contents When Coaching... Development Suggestions “What specific actions can I take toward performance improvement?” Section Contents Each page lists suggestions for one of your lowest rated behaviors. May be personalized for the job/responsibility and incorporated in development plan. When Coaching... Tie suggestions to job responsibilities current or future. Lead participant to other sources for development suggestions as needed (e.g., Successful Manager’s Handbook).

Development Suggestions

Comments “What other messages are my Raters sending to me?” Section Contents Verbatim comments by raters. Detailed by respondent group. Only Boss(es) comments are identified (Boss A, Boss B). Each bulleted item represents a different rater (other than boss). What to Look for Patterns among comments. Suggestions from raters.

Comments Question 1: P. 31 Question 2: Question 3: