…A goal setting and evaluation tool to help coaches be more successful 3435 Ocean Park Blvd, Suite 203  Santa Monica, CA (310)  (310) Fax

Who we are… Envisia Learning is a leader in providing innovative assessment products, services, and other internet based resources that are responsive to the unique needs of consultants and coaches and the individuals they serve throughout the world. We are committed to building strong, mutually beneficial, and enduring relationships with a focus on providing superior customer service, high-quality products, and excellent price value to our Customers.

 Smither et al., (2003) studied 1,361 senior managers who received 360- degree feedback with 404 of these managers working exclusively with an executive coach to review their feedback and set individual goals. Managers who worked with an executive coach were significantly more likely than the other managers to demonstrate improvement  Olivero (1997) demonstrated that a conventional management training program in the public sector, combined with eight weeks of one-to-one coaching, resulted in a significant increase in productivity of the program participants compared to a control group  Thatch (2002) tracked 281 executives participating in a six-month coaching and multi-rater feedback intervention and found the combination of multi-rater feedback and individual coaching increased leadership effectiveness up to 60%  Grant and colleagues have shown in numerous randomized controlled studies using cognitive-behavioral approaches over a 10-week period significantly enhances goal attainment, resilience and workplace well- being (Grant et al., 2009; Grant, 2008; Grant et al., 2006; Green et al., 2007). Evidence Based Research on Coaching

“We are what we repeatedly do.” Aristotle

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

“Giving up smoking is the easiest thing in the world. I should know because I’ve done it thousands of times.” Mark Twain

Habits are Hard to Change…Harder to Sustain  NEW YEARS RESOLUTIONS: >25% abandon new behaviors after 15 weeks; 60% make the same resolution the next year (Marlatt,1996)  WEIGHT LOSS: About 2/3 of those who lose weight regain it all back within 4-5 years (Mann, 2007)  SMOKING: 40% of those who try were not able to quit for even 1 day (Messer, 2008)  ALCOHOL: 90 percent of alcoholics are likely to experience at least one relapse over the 4-year period following treatment; remission rates to range from 50 to 80% or more, depending on the severity of alcohol problems (Moos, 2006)  Leadership Change: Meta-analysis of 26 longitudinal 360 studies indicate significant but small effect sizes (Smither, 2005)

Clueless: Why We Don’t See Ourselves Accurately Positive Illusions Dunning- Kruger Effect Better than Average Effect Inflated Skills Unrealistic Optimism Illusions of Control Individuals who perform poorly on tasks overestimate their skill level Remain unaware of their incompetence Are less motivated to develop their skills/abilities Nearly 80% of people believe they are in the top 50% in emotional intelligence 93% of drivers in the U.S. rated their driving skills in the top 50% U.S. College Board found 85% of students rated their ability to get along well with others above the median

 Correlations with the MSCEIT Overall, Emotional Experiencing & Emotional Reasoning subscores and EIV360 were.12,.07,.12, respectively, all p’s >.05) for 110 participants  The competencies of Trust and Empathy in the EIV360 were significantly correlated with the Managing Emotions & Using Emotions branches of the MSCEIT as well as the total score (average r’s =.25, p <.01).  33% of all study participants were unskilled (low MSCEIT) and unaware (high EIV360) and this represented almost half (46%) of all who had high self-assessment of their EI Rafael Bisquerra Alzina, Nuria Perez Escoda, Laura Mari. Departmento MIDE Facultad de Pedagogia. Universidad de Barcelona (2011) Emotionally Unskilled & Unaware Low EI Ability but High Self- Rating 33% MSCEIT Envisia EIV360

Challenge #1 Acquiring New Behaviors Rhodes, Plotnikoff & Courneya (2009)  Frequently people underestimate the difficulty of sustained behavior change  A key to developing and enhancing new skills is deliberate practice  There are different predictors of non-intenders to successful adopters (e.g., readiness to change) versus unsuccessful maintainers versus successful maintainers (e.g., perceived control and efficacy)

Challenge #2 Creating Implementation Intentions  Goal intentions alone may not always result in successful maintenance of behavior over time (Lawton, Cooner, & McEachan, 2009)  SMART goals aren’t always that smart  Format is important! “If-then” statements maximize success  Behavior must be observable and measurable  Over a decade of research and nearly a hundred studies have shown that implementation intentions double a person’s likelihood of achieving their goals (Gollwitzer & Sheeran, 2006)

Challenge #3 How Long it Takes to Form a Habit

Mental Practice Facilitates Behavior Change Pascual-Leone (1996) Harvard   Comparison of mental practice group on piano versus physical practice group (both 2 hours/day for 5 days) showed the nearly similar changes in the cortical pathways   Mental practice + 2 hours of physical practice resulted in equal performance at the end of the 5 day study period

Conscious Incompetence Conscious Competence Unconscious Incompetence Unconscious Competence Coaching and Behavior Change Model 360 Degree Feedback Momentor and Coaching

 Orchestral musicians preferred creating music when they were encouraged to mindfully incorporate subtle nuances into their performance  Audience members were played recordings of both types of performance and a significant majority expressed a preference for the performances that were created in a mindful state  The practice of staying acutely aware of what is happening in the present moment prevents mindless competence and the use of mindful competence increases creativity, productivity and engagement Russel, T. & Eisenkraft, N. (2009). Orchestral performance and the footprint of mindfulness. Psychology of Music, 37, Unconscious Competence and Peak Performance Unconscious Competence Low High Performance Mindful Competence (Attention & Passion) Mindless Competence Inattention & Indifference

Challenge #4 Leader as Performance Coach  A 2008 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

Challenge # 5 Developing Leaders: 70/20/10 Rule Lombardo & Eichinger (1996) Job change Special projects and assignments Exposure and involvement in key business challenges Task forces, committees, change initiatives Job Performance feedback Executive coaching 360-degree feedback process Developmental assessment workshops Critical skill building training programs Transition training programs Key external executive programs Self-directed learning initiatives Ascending Value Experience Feedback & Coaching Formal Learning

Leveraging Successful Behavior Change: Momentor

…A goal setting and evaluation tool to help coaches be more successful Step 1 Assess 360 Assessment Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor The Value of Momentor

Momentor Coaching Stages

…A goal setting and evaluation tool to help coaches be more successful Step 1 Assess 360 Assessment Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor Momentor Features

…A goal setting and evaluation tool to help coaches be more successful Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor Creating a New Client

…A goal setting and evaluation tool to help coaches be more successful Step 1 Assess 360 Assessment Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor Logging In and Creating a New Client

Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor Logging In and Creating a New Client

Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor Editing and Sending Client Invitation

Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor Client Invite to Momentor

Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor Client Sign In

Step 1 Assess 360 Assessment Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Coach Accelerator Momentor Goal Setting Options

Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor Creating a New Goal for Your Client

Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor Creating a New Goal for Your Client

Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor Creating a New Goal for Your Client

From Goal Intentions to Implementation Action Items, Practice Plans, Goal Mentors & Success Strategies

The Psychology of Habits

Creating Practice Plans Gollwitzer & Sheeran (2006)

Creating Practice Plans

…A goal setting and evaluation tool to help coaches be more successful Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor Development Resource Library

Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor Development Resource Library—Books

Step 2 Reflect/Plan Momentor Automatically Add Resources to Your Client’s Goal

Step 2 Reflect/Plan Momentor Automatically Add Resources to Your Client’s Goal

Step 2 Reflect/Plan Momentor Use Momentor to Reinforce, Comment and Support You Client’s Goals

Step 1 Assess 360 Assessment Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor Tracking and Monitoring Client Progress

Step 1 Assess 360 Assessment Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor Development Feed

Step 1 Assess 360 Assessment Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor Upload Assessments Used in Your Coaching

Step 1 Assess 360 Assessment Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor Confidential Coaching Notes

Description  Is not a 360 feedback assessment  Provides a metric of actual behavior change  Provides coaches and organizations with a tool to demonstrate the value of the coaching intervention 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 Goal Evaluation Goldsmith, M. (2006).The Impact of Direct Report Feedback and Follow-Up on Leadership. Unpublished manuscript.

Goal Evaluation Getting Feedback on Your Goals

Goal Rater Nomination

Momentor Goal Evaluation

Goal Evaluation

2013 Envisia Learning Goal Evaluation Results Sample of 6 executive coaching sessions with “clueless” clients (interpersonal deficits) Average length of the coaching engagement was 4 months Same coach/diverse organizations Average of 3 coaching goals focused on Goal evaluation process initiated 30-days following the final coaching meeting Average of 3 raters per client

“Life is change. Growth is optional. Choose wisely.” Karen Kaiser Clark

Behavior Change 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,  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,