1. Understanding and Using Your Leader View 360 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

2. Leader View 360 Online Process

3. LV360 Welcome Screen

5. LV360 Nomination Screen

7. Emotional Reactions to Feedback: GRASP Model G rin or Grimace R ecognize or Reject A ct or Accept S trategize & P artner Emotional Reaction Cognitive Reaction Commitment Reaction Behavioral Reaction

8. Interpreting Your Leader View 360 Feedback Report

9. Leader View 360 Competencies  Problem Solving  Planning  Controlling  Managing Self  Managing Relationships  Leading  Communicating

10.  Measures 7 Competencies  35 Behavioral Questions  Online Administration  Reliable and Valid Scales  Comprehensive Summary Feedback Report Leader View 360 Features

11.  Leader View 360 (LV360) Competency Definitions and Conceptual Model  Self-Awareness/Social Awareness Comparison Graphs  LV360 Overall Competency Graphs (self and other comparisons)  Most Frequent/Least Frequent Behavior Summary  Summary of Average Scores by Rater Category with Statistical Measure of Rater Agreement  Written Comments by Raters  Developmental Action Plan Leader View 360 Report

12. 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 Confidentiality of the 360 Feedback Process

13. Self-Other Perceptions: What Are Others Really Rating?PEERS REPORTS BOSS Performance Factors Interpersonal Factors Future Leadership Potential

14.  Self-Other Comparisons  Graphical Comparisons “ Johari Window ”  Most and Least Frequently Observed Behaviors  Summary of Average Scores  Statistical Measure of Rater Agreement  Written Comments Feedback Report Components

15. Leader View 360 Invited Raters Page

16. KEY POINTS Leader View 360 provides a snapshot of self/social awareness in a series of graphs highlighting four areas: 1. Potential Strengths (Low Self Ratings & High Other Ratings) 2. Confirmed Strengths (High Self Ratings & High Other Ratings) 3. Potential Development Areas (High Self Ratings & Low Other Ratings) 4. Confirmed Development Areas (Low Self Ratings & Low Other Ratings) Leader View 360 Awareness View Section

17. Leader View 360 Self-Awareness View

18. KEY POINTS  Leader View 360 uses average scores based on the 1 to 5 effectiveness scale  The bar graphs summarize self and other perceptions on each of the separate LV360 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 Leader View 360 Graphs Self-Other Perceptions

19. Leader View 360 Self-Other Perceptions

20. KEY POINTS  The “ Most Effective ” section and “ Least Effective ” section summarizes those competencies and behaviors that were most frequently/least frequently observed by various rater groups  The number in the first column corresponds to the average score for all raters providing feedback (1 to 5 scale)  The “ Most Effective ” should be considered as perceived strengths to leverage and build on  The “ Least Effective ” should be considered as possible behaviors to practice more frequently Leader View 360 Most Effective/Least Effective Section

22. KEY POINTS  Each Leader 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) Leader View 360 Behavior Summary

24. 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 Leader View 360 Written Comments Section

26. Leader View 360 Feedback Report Questions to Consider  Do I understand my Leader 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?

27. Leader View 360: Next Steps  Review your LV360 feedback report  Thank your invited raters and share something you learned from their feedback  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 Leader View 360 in 12-18 months

28. “Our life transformation is in exact proportion to the amount of truth we can take without running away.” Vernon Howard

30. Conscious Incompetence Conscious Competence Unconscious Incompetence Unconscious Competence Talent Accelerator Behavior Change Model Feedback from Assessments Talent Accelerator and Coaching

31.  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

32.  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 email.  Coaches: Talent Accelerator sends an email 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

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

34. Using Our Wizard Step 1: Examining Your Feedback Report

35. Using Our Wizard Step 2: Deciding Which Competencies are Important

36. Using Our Wizard Step 3: Selecting Development Areas

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

38. Setting Development Goals: Analyzing Your Success

39. Taking Ownership of Your Developmental Goal: From Goal Intentions to Habit Triggers

40. Selecting Goal Mentors—Email Invitation

41. Selecting Development Areas

42.  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

43. Example Content from Our Resource Library

44. 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

45. Goal Evaluation Getting Feedback on Your Goals

46. Talent Accelerator Goal Evaluation

48. Talent Accelerator Case Study

49.  Business Issue: Department of pathology at a leading University medical center wanted to improve leadership performance coaching to increase engagement and retention of talent  Intervention:  Executive performance coaching workshop + 360 feedback and developmental planning (N = 15)  Pilot with one of the pathology Departments: 360 feedback + developmental planning + monthly follow up lunch discussion/support meetings (N = 23) Talent Accelerator Case Study

50.  Assessments included:  Executive View 360 (senior team)  Performance View 360 (departmental talent)  Talent Accelerator (used by talent)  Coach Accelerator (used by managers) Talent Accelerator Case Study

52.  All participants created a development plan; 80% completed progress on at least one competency they targeted  Participants targeted potential development areas rather than strengths  The average time to complete their plan was 53 days (SD = 46 days) with 55% focusing on developmental suggestions from our resource library, 23% focusing on resource websites/Blogs, 12% reading books and the remainder watching videos/podcasts  Time series 360 (ANOVA) demonstrated significant increase in interpersonal, task and communication competency ratings in talent over 12-months  80% completed at least one competency based action plan Talent Accelerator Case Study Outcomes

53. Talent Accelerator Research Summary 360 Feedback Alone< 5% 360 Feedback and Talent Accelerator 15% to 25% Coaching, Talent Accelerator and Manager Follow-Up > 80% InterventionCompletion of Plans

54. 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 ”

55. 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, 23-44 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

56. 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, 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.