1. Kenneth M. Nowack, Ph.D. 3435 Ocean Park Blvd, Suite 203  Santa Monica, CA 90405 (310) 452-5130  (310) 295-1059 Fax www.envisialearning.com ken@envisialearning.com

2. 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.

3. Does Training Work?

4. Training: Benefit or Business Driver? Talent Expectation Participate Appreciate Business Driver Participate Learn and Apply

5. The Cost Expenditure of Training U.S. firms spent about $156 billion on employee learning in 2011 Leading training areas included: Managerial/supervisory Profession/industry specific Process, procedures and practices Without follow-up, 90% of new skills are lost within a year (Salas, 2012) Only 10% of what’s invested into training programs results in employees transferring what they’ve learned back to their jobs (Knyphausen-Aufsess, Smukalla, & Abt, 2009). 2012 ASTD State of the Industry Report

6. The Training Impact Distribution (Brinkerhoff, 2012)

7. The ROI of Training Fact #1 In recent meta-analyses reviewing training effectiveness, the average effect sizes (learning.17 to behavior change.3) suggest only modest change in behavior raising a question about the ROI Powell, K. S., & Yalcin, S. (2010). Managerial training effectiveness. Personnel Review, 39, 227–241. Taylor, P. J., Russ-Eft, D. F., & Chan, D. L. (2005). A meta-analytic review of behavior modeling training. Journal of Applied Psychology, 90, 692–709.

8. The ROI of Training Fact #2  In a study of seven companies, training participants were asked if they intended to apply what they learned on the job— nearly 100 percent said “yes” but 30 percent of direct reports said their bosses did absolutely nothing  When leaders did little or no follow-up with their direct reports (e.g., asking for additional feedback, sharing information about what skills they were trying to develop further) there was no perceived change in the leaders overall effectiveness Goldsmith, M. & Morgan, H. Leadership is a contact sport: The "follow up" factor in management development. Strategy+Business, 36, 71-79

9. The ROI of Training Fact #3  Martin (2010) found a positive effect on learning transfer for peer support in a corporate field environment, with peer support and encouragement mitigating a negative work climate Martin, H. J. (2010). Workplace climate and peer support as determinants of training transfer. Human Resource Development Quarterly, 21, 87-104  Managers who follow-up with talent who have taken 360-degree feedback assessments are more likely to set specific goals, solicit ideas for improvement, and subsequently receive improved performance ratings. Smither, J., London, M., Flautt, R., Vargas, Y., & Kucine, I. (2003). Can working with an executive coach improve multisource feedback ratings over time? A quasi-experimental field study. Personnel Psychology, 56, 23–44

10. The ROI of Training Fact #4

11. The ROI of Training: The Four Legs The Trainer The Learner The Leader The Work Environment

12. What are the necessary conditions to initiate and successfully maintain new behaviors?

13. Necessary Ingredients for Behavior Change Mashihi, S. & Nowack, K. (2011). Clueless: Coaching People Who Just Don’t Get It Enlighten Assessment & Feedback Process (awareness of ideal self vs real self, strengths and potential development areas)Assessment & Feedback Process (awareness of ideal self vs real self, strengths and potential development areas) Encourage Readiness to change (clarification of motivations and beliefs)Readiness to change (clarification of motivations and beliefs) Goal implementation intentions (measurable and specific)Goal implementation intentions (measurable and specific) Skill buildingSkill building Enable Track & social support to reinforce learningTrack & social support to reinforce learning Relapse prevention trainingRelapse prevention training Evaluation (knowledge acquisition, skill transfer, impact)Evaluation (knowledge acquisition, skill transfer, impact)

14. 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 varied 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)

15. Challenge #2 Creating Practice Plans  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 Practice Plans double a person’s likelihood of achieving their goals (Gollwitzer & Sheeran, 2006)

16. Challenge #3 How Long it Takes to Form a Habit Typically, the development of expertise in a complex activity requires at least 10 years and/or 10,000 hours of deliberate practice Ericsson, K., 2006 Hours of Practice The number of days it takes for a new behavior to become “automatic” depends on its complexity (e.g., new eating habits 65 days and exercise 91 days) Lally et al., 2009 Days to Become Automatic

17. 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

18. 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

19. Conscious Incompetence Conscious Competence Unconscious Incompetence Unconscious Competence Translating Training into Successful Behavior Change Training & Coaching Programs Momentor & Goal Evaluation

20.  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, 125-136. Unconscious Competence and Peak Performance Unconscious Competence Low High Performance Mindful Competence (Attention & Passion) Mindless Competence Inattention & Indifference

21. A Better Model for Performance…. Or, Stop Evaluating “Training” Define Business Driver Provide Targeted Learning Intervention Reinforce Performance Improvement

23. Momentor Learning Transfer System Translating Training into Successful Behavior Change

24. Momentor for Training An online personal development platform to support the transfer of learning into sustained behaviour change. As soon as you’ve selected your goal, Momentor 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.

25. Translating Training into Successful Behavior Change Step 1 Assess 360 Assessment Step 2 Reflect/Plan Momentor ProgressPulse is a brief goal evaluation system initiated by participants to measure perceived effectiveness of their behavior change efforts Participants can invite any development partners they want (e.g., their manager, direct reports, colleagues, customers) and they will be sent a brief goal effectiveness survey measuring perceived change in effectiveness tied to a specific development goal they are working on A brief web based report will summarize perceived goal success along with open-ended comments by invited raters Progress Pulse: Goal Evaluation System Website portal for training participant’s managers, mentors, internal/external coaches and HR to track and monitor development plans Direct access to our development resource library to make suggestions for participants to use Unlimited number of development partners can be invited by the participant Development partners can communicate, reinforce and support learning transfer through this portal Development Partner Portal Over 2,000 developmental tips, suggested books, articles, websites, audio/video and other resources mapped to training content competencies Ability to have customized resource libraries for your organization Development Resource Library Selection of training content related competencies to focus professional development plans Participants in a training and development program set (or are assigned) goals for applying what they have learned Weekly reminders to reinforce deliberate practice of new behaviors Goal Implementation and Reminder System Momentor Features

26. Participant Login and Welcome Page

27. Selecting Development Areas

28. Step 1 Assess 360 Assessment Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Coach Accelerator Momentor Goal Setting Options Stop Doing Do Less Start Doing Do More Do Regularly

29. Setting Development Goals Use our Suggestions or Select Your Own

30. From Goal Intentions to Implementation Action Items, Practice Plans, Goal Mentors & Goal Evaluation

31. Setting Development Goals Action Items and Practice Plans Action items are tasks or things that you can easily identify as either completed or incompleteAction 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 libraryAdd your own or select from our recommended actions Items from our resource library Action Items Practice Plans have two parts. The first is the situation, or the trigger, where you'd like to behave differently when it occurs.Practice Plans 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 triggerThe second part is the what you commit to do more, less or differently when you experience the trigger Practice Plans

32. Setting Development Goals--Action Items

34. The Psychology of Habits Practice Plans Behavior Reward

35. Goal Intention Example “To stay calm in anxiety producing situations”“To stay calm in anxiety producing situations” Practice Plans Example “If my heart starts to race, then I will begin using my breathing technique and focus on how relaxed I begin to feel”“If my heart starts to race, then I will begin using my breathing technique and focus on how relaxed I begin to feel” Creating Practice Plans Gollwitzer & Sheeran (2006)

36. Creating Practice Plans

38. Defining a Developmental Goal Using Our Suggestions

39. Setting Development Goals Use our Suggestions or Select Your Own

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

41. Selecting Goal Mentors

42. Tracking Development Progress

43.  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

45. Example Content from Our Resource Library

47. Selecting Goal Mentors

48.  Momentor 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. Momentor Reminders to Facilitate Behavior Change

49. Settings/Preferences

50. Help and Support

51. 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 their training interventions Goal Evaluation

52. Goal Evaluation—Summarizing Goals

53. Goal Rater Nomination

54. Momentor Goal Evaluation

55. Goal Evaluation Getting Feedback on Your Goals

56. Goal Evaluation

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

59. Behavior Change Selected References  Knyphausen-Aufsess, D., Smukalla M., and Abt, M. (2009). Towards a new training transfer portfolio: A review of training-related studies in the last decade. German Journal of Research in Human Resource Management, 23, 288-311.  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 (3 rd 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.  Salas, E., Tannenbaum, S., Kriger, K. & Smith-Jentsch, K. (2012). The science of training and development in organizations: What matters in practice. Psychological Science in the Public Interest, 13, 74-101.