Transcript Korn Ferry 2015 Corporate Capabilities Presentation

The PROFILOR®
Group Feedback Session
© Korn Ferry 2015. ALL RIGHTS RESERVED.
Session Objectives
• Identify the purpose and value of Korn Ferry’s PROFILOR
development tool.
• Interpret their PROFILOR results with the assistance of a
Korn Ferry-certified feedback facilitator.
• Apply Korn Ferry’s Development FIRST strategies for
self-development to help ensure successful ongoing
development.
• Create an effective development plan.
© Korn Ferry 2015. ALL RIGHTS RESERVED.
1
Introductions
•
Name
•
Location and role in your organization
•
One thing that would make the session a valuable
investment of time
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2
Why Get 360
Feedback?
Organizational Results
Facilitator will complete this slide with the specific results
expected by the organization.
• Xxxxx
• Xxxxx
• Xxxxx
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4
Agenda
•
•
•
•
•
•
The Competency Model
Interpretation of PROFILOR Results
Individual Review of PROFILOR Feedback
Learning and Development
Development FIRST Strategies and Development Planning
Next Steps
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5
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!
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8
The Competency
Model
The PROFILOR Wheel
for Mid-Level Leaders
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10
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.
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11
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.
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12
“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
Perceptions
Behaviors vs. Intentions vs. Perceptions
Perceptions
Behaviors
Intentions
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14
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?
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15
The PROFILOR
Feedback Report
Inside Cover
Standard
Sample
Report
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17
The PROFILOR Feedback Report
B&W Standard Report Overview
Summary
Information
• Importance Summary
• Skills Overview
• Perspective
Comparisons
Developmental
Highlights
• Focus for
Development
• Development
Suggestions
• Written Comments
Detailed
Information
• Specific Question
Results
• Composites (certain
models)
• Highest and Lowest
Ratings
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18
Introduction
P. 1
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Skill Definitions
P. 3
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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).
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21
Importance Summary
p. 5
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22
Skills Overview
“How do ratings of others compare to my ratings?”
Section Contents
• Behavior ratings at skill level.
• Contrast between Self and respondents.
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.
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23
Skills Overview
P. 7
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Perspective Comparisons
“What messages are there from respondents?”
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.
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Perspective Comparisons
P. 10
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Perspective Comparisons
Teresa Sample
PDI Norms
name
norm group
Extent to which behaviors are demonstrated
1
2
3
4
5
not at all
little
some
great
very great
SKILLS
Self
Boss
Direct Reports
Peers/Colleagues
Self
Boss
Direct Reports
Peers/Colleagues
Self
Boss
Direct Reports
Peers/Colleagues
Commit to Quality
Focus on Customer Needs
Act with Integrity
Respondents:
Boss = 1
Direct Reports = 4
Peers/Colleagues = 4
Perspective
Key:
Average rating, each perspective
Norm Group for that perspective
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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.
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28
Specific Question Results
P. 14
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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.
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30
Overall Performance Composite
P. 17
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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.
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Highest Ratings
P.19
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Lowest Ratings
P. 23
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Focus for Development
Section Contents
• General strengths and areas for improvement as seen by all non-self
respondents.
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.
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35
Focus for Development
Building on Key Strengths
P. 21
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Focus for Development
Building on Key Strengths (top of page)
P. 21
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Focus for Development
Building on Key Strengths (bottom of page)
P. 21
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Focus for Development
Addressing Development Needs
P. 22
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Focus for Development
Addressing Development Needs (top of page)
P. 22
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Focus for Development
Addressing Development Needs(bottom of page)
P. 22
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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., For Your Improvement).
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43
Development Suggestions
P. 26
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Written Comments
“What other messages are my respondents sending to me?”
Section Contents
• Verbatim comments by respondents.
• Detailed by respondent group.
• Only Boss(es) comments are identified (Boss A,
Boss B).
• Each bulleted item represents a different respondent (other than
boss).
What to Look for
• Patterns among comments.
• Suggestions from respondents.
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45
Written Comments
Question 1
Question 2
P. 40-42
Question 3
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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?
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47
The “SARA” Model
Shock
Anger
Resistance
Acceptance
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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 respondent errors.
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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.
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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.
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51
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.
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Learning
and
Development
53
Defining Learning and Development
Learning
• Acquiring new insight or capabilities, which may or may not be
applied.
Development
• Making changes that improve performance and advance
organizational or personal objectives.
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Korn Ferry’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.
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Korn Ferry Development PipelineTM
Necessary conditions for real and lasting development
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Identifying Development Priorities
Korn Ferry’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.
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Development FIRST
Strategies for
Self-Development
Development FIRST® Strategies
Focus on Priorities
Implement Something Every Day
Reflect on What Happens
Seek Feedback and Support
Transfer Learning into Next Steps
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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.
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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?
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How to Use the GAPS Framework
1.
Gather complete and accurate information for each cell on grid.
2.
Analyze the information to identify development priorities.
3.
Select one or two development priorities.
4.
Regularly review and refresh information.
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GAPS Grid Questions
My
View
Others’
View
Now
Future
Abilities
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?
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.
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?
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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.
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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.
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Create Your Development Plan
Step 2 – Identify Action Plans
• Specify action steps.
• Incorporate resources to round out your action plan.
• Establish target completion dates.
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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
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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.
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68
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.
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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.
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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.
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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.
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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.
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Creating Your Development Plan
1. Identify Development Priorities.
2. Identify Action Plans.
3. Plan Time for Reflection.
4. Involve Others.
5. Monitor Against Success Criteria.
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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
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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).
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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.
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What Are Your Next
Steps?
“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
BUL Competency Wheel
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Inside Cover
Color
Sample
Report
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84
The PROFILOR Feedback Report
Color Report Overview
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
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85
Introduction
P. 1
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Skill Definitions
P. 2
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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).
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88
Importance Summary
P. 3
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Importance Summary
P. 4
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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 respondents.
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.
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91
Skills Overview –
Self-Ratings Compared to Average of All Respondents
P. 6
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Skills OverviewSelf-Ratings Compared to Average off All Respondents
P. 7
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Skills Overview – Group Comparison
“What messages are there from respondents?”
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.
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Skills Overview – Group Comparison
P. 10
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Skills Overview – Group Comparison
P. 11
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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.
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97
Detailed Ratings
P. 26
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98
Detailed Ratings
P. 26
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99
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.
© Korn Ferry 2015. ALL RIGHTS RESERVED.
100
Overall Performance Composite
P. 47
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101
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.
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102
Highest and Lowest Summary
P. 15
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Highest Ratings (Top 10)
P. 16
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Lowest Ratings (Lowest 10)
P. 17
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Targeting Development Priorities
P. 18
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Targeting Development Priorities
Overview per Boss Summary
P. 19
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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., For Your Improvement).
© Korn Ferry 2015. ALL RIGHTS RESERVED.
108
Development Suggestions
P. 25
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109
Comments
“What other messages are my respondents sending to me?”
Section Contents
• Verbatim comments by respondents.
• Detailed by respondent group.
• Only Boss(es) comments are identified (Boss A,
Boss B).
• Each bulleted item represents a different respondent (other than
boss).
What to Look for
• Patterns among comments.
• Suggestions from respondents.
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110
Comments
Question 1:
P. 20-22
Question 2:
Question 3:
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