Using Talent Accelerator to Maximize the Impact of 360 Degree Feedback Kenneth M. Nowack, Ph.D Ocean Park Blvd, Suite 203  Santa Monica, CA (310)  (310) Fax

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Translating Awareness into Behavior Change Step 1 Assess 360 Assessment Step 2 Reflect/Plan Talent Accelerator Step 3 Track/Monitor Coach Accelerator Step 4 Evaluate ProgressPulse

Atwater and colleagues found that improvement following an upward feedback intervention only resulted for 50% of the supervisors who received it. Atwater,L., Waldman, D., & Cartier. (2000). An upward feedback field experiment. Supervisor’s cynicism, follow-up and commitment to subordinates. Personnel Psychology, 53, Does 360 o Feedback Result in Improved Performance?

A recent meta-analysis of 26 longitudinal studies indicate significant but small effect sizes suggesting that it is unrealistic to expect large performance improvement after people receive 360-degree feedback Smither, J., London, M., & Reilly, R. (2005). Does performance improve following multisource feedback? A theoretical model, meta-analysis and review of empirical findings. Personnel Psychology, 58, Does 360 o Feedback Result in Improved Performance?

 NEW YEARS RESOLUTIONS: 25% abandon new behaviors after 15 weeks; 60% make the same resolution the next year  WEIGHT LOSS: 95% of those who lose weight regain it back within 2 years  SMOKING: Only 13-14% are abstinent 6 to 12 months after quitting  ALCOHOL: 90% of those treated have a drink within 3 months; 50% return to pre-drinking levels within a year  Leadership Change: A recent meta- analysis of 26 longitudinal 360- feedback studies indicates significant but small effect sizes suggesting that it is unrealistic to expect large performance improvement after people receive feedback Habits are Hard to Change

The Challenge of Acquiring New Behaviors  Frequently people underestimate the difficulty of sustained behavior change  A key to developing and enhancing new skills is deliberate practice

Necessary Ingredients for Behavior Change Mashihi, S. & Nowack, K. (2011). Clueless: Coaching People Who Just Don’t Get It

Mental Practice Facilitates Behavior Change Pascual-Leone (1996) Harvard Average cortical output maps for the finger flexors of the trained hand in subjects undergoing daily physical versus mental practice of the 5-finger exercise. Note the similarity in output maps with either form of practice.

Conscious Incompetence Conscious Competence Unconscious Incompetence Unconscious Competence Coaching and Behavior Change Model 360 Degree Feedback Talent Accelerator, Coaching and Mini-360 Evaluation

 Oliver et al. (1997) found that employee coaching increased productivity over and above the effects of a managerial training program (22.4% versus 88.0%)  Thatch (2002) found that 6 weeks of coaching following 360 feedback increased results by 60%  Smither et al., (2003) reported that after receiving 360 feedback, managers who worked with a coach were significantly more likely to set specific goals, solicit ideas for improvement and subsequently received improved performance ratings Outcomes With 360 Feedback and Coaching

 62% of the respondents reported being dissatisfied or highly dissatisfied with the amount of time their manager spent helping with a development plan  More than 65% expressed strong interest in utilizing an online follow-up tool to measure progress toward behavior change Rehbine, N. (2006). The impact of 360 degree feedback on leadership development. Unpublished doctoral dissertation. 360 Feedback and Manager Involvement

Leader as Coach  A 2009 survey of over 2,000 international employees and 60 HR leaders reported that 84% of managers are expected to coach talent but only 52% actually do (39% in Europe)  Only 24% of all leaders are rewarded or recognized for coaching and developing talent  85% of all managers and employees see value in leaders as coaches but 32% of managers reported it takes too much time and interferes with their job The Coaching Conundrum 2009: Building a coaching culture that drives organizational success. Blessing White Inc. Global Executive Summary

 Talent Accelerator is a web-based professional development tool integrated with Envisia Learning assessments  Talent Accelerator will provide you with a guided process for developmental planning based on “Best Practices” of how people successfully change  The online tool is designed to help translate awareness from all of our assessments into lasting behavior change Description of Talent Accelerator 2.0

 Educates: Talent Accelerator resource library provides a comprehensive source of over 1,500 readings, websites, media, and suggestions to facilitate your development.  Monitors: Talent Accelerator provides you and your coach and/or manager to track and monitor your development plan progress and easy update through your .  Coaches: Talent Accelerator sends an to the individual’s coach and/or manager about development plan progress and the most recent progress update.  Promotes Insight: Talent Accelerator provides an opportunity for participants to reflect on their 360-degree assessment report to summarize strengths and potential development areas.  Teaches: Our development “wizard” will walk you through your 360 report and provide a structured way to allowing you to focus on those competencies that are most important as well as facilitate goal setting.  Reminds: Talent Accelerator sends you weekly reminders about your goal progress. Components of Talent Accelerator 2.0

 Enlighten: Provide an electronic version of the assessment to help employees review and understand their feedback report  Encourage: Provide a structured process to review the feedback report, ask reflective questions to increase motivation to want to change behavior and to identify one or more areas to focus developmental efforts  Enable: Through the use of monthly reminders and a comprehensive competency resource library, users are able to track and monitor progress on their developmental action plans online and avoid relapse Translating Awareness into Behavior Change

 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 their assessment report and begin to use the development “wizard” to identify key competency areas to focus on  Clients can access assessment specific 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 any new coaching goals  Reminders on developmental plan progress will be ed to your client every 30 days (they can change the preference on this)  Clients can also utilize the Developmental Journal and decide which entries, if any, they wish to have shared with you at the Coach Accelerator site Talent Accelerator 2.0 Process

Participant Login and Welcome Page

Selecting Development Areas

Examining Your Feedback Report

Deciding Which Competencies are Important

Selecting Development Areas

Setting Development Goals

Defining a Developmental Goal Using Our Suggestions

Defining a Developmental Goal Using Your Own Suggestion

Taking Ownership of Your Developmental Goal: From Goal Intentions to Implementation Intentions

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

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

Example Content from Our Resource Library

Selecting “Coaches” To Help Support the Development Plan

 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, Prestwich, A. et al. (2010). Can implementation intentions and text messages promote brisk walking: A randomized trial. Health Psychology, Talent Accelerator Reminders to Facilitate Behavior Change

Settings/Preferences

Help and Support

Access to all assessments of your client (PDF) including those of other vendors that can be uploaded Access to the competency based Resource Library integrated with each assessment of ours that you are using with your client Ability to track and monitor client’s progress on their development plan (goals and tasks/activities) Ability to provide comments and feedback directly to your client through the Coach Accelerator site Confidential “Coaching Notes” to enable you to create and maintain your professional notes about each client session Accountability/Usage report to measure development plan creation and implementation to demonstrate ROI Ability to release the ProgressPulse mini-evaluation to clients to measure development plan effectiveness No additional cost to utilize the Coach Accelerator tool Coach Accelerator Site and Features

Coach Accelerator -- Tracking Participant Progress

Coach Accelerator -- Participant Goals

Coach Accelerator -- Participant Tasks/Activities

Coach Accelerator -- Confidential Coaching Notes

Coach Accelerator – Talent Development Summary

Coach Accelerator – Usage Report

 Provide individual coaching to assist in interpreting and using the 360 feedback results  Hold participant and manager accountable to create and implement a professional development plan  Track and monitor progress on the completion of the development plan  Link the 360 intervention to a human resources performance management process  Use 360 tools with sound psychometric properties  Target competencies for 360 feedback interventions that are related to strategic business needs Nowack, K. (2005). Longitudinal evaluation of a 360 degree feedback program: Implications for best practices. Paper presented at the 20th Annual Conference of the Society for Industrial and Organizational Psychology, Los Angeles, March 2005 Envisia 360 Feedback Study “ Best Practices ”

Percentage Initiating and Completing Development Plans 360 Feedback Alone< 5% 360 Feedback and Talent Accelerator 10% to 15% Coaching, Talent Accelerator and Manager Follow-Up > 75%

Translating Awareness into Behavior Change Step 1 Assess 360 Assessment Step 2 Reflect/Plan Talent Accelerator Step 3 Track/Monitor Coach Accelerator Step 4 Evaluate ProgressPulse

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 ProgressPulse 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,

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

ProgressPulse Evaluation—Summarizing Goals

ProgressPulse Rater Nomination

ProgressPulse Evaluation Scale  -2 = Much Less Effective  -1 = Slightly Less than Effective  0 = Unchanged  1 = Slightly More Effective  2 = Much More Effective NA = Not Applicable or Observable

ProgressPulse Rater Evaluation

ProgressPulse Report

Coach Accelerator Login

Coach Accelerator to Release Client Reports

Coach Accelerator Tracking Progress

Coach Accelerator Private Notes

 Some evidence that facilitated feedback enhances successful behavior change Seifert & Yukl, 2003; Nowack, 2005  Some evidence that coaching coupled with 360 feedback can facilitate behavior change Smither, J. et al. (2003). "Can working with an executive coach improve multisource feedback ratings over time? A quasi-experimental field study." Personnel Psychology, 56,  Some limited evidence that use of an online development planning system and competency based resource center can facilitate behavior change with managerial involvement Rehbine, 2006; Nowack, 2009 Maximizing the Impact of 360 Feedback

360° Feedback Selected References  Nowack, K. & Mashihi, S. (2012). Evidence Based Answers to Ten Questions about Leveraging 360- Degree Feedback. Paper presented at the SIOP Conference, San Diego, CA.  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,  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  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 (3 rd 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,  Nowack, K. (1993). 360-degree feedback: The whole story. Training & Development, 47,  Nowack, K. (1992). Self-assessment and rater-assessment as a dimension of management development. Human Resources Development Quarterly, 3,