Understanding and Using Your Executive View 360 Report

Kenneth M. Nowack, Ph.D.

3435 Ocean Park Blvd, Suite 203  (310) 452-5130  Santa Monica, CA 90405 (310) 450-0548 Fax www.envisialearning.com

[email protected]

Presentation Agenda



Executive View Online Process



Understanding and Using Your Executive View 360 to Develop Leadership Talent



Translating Awareness into Behavior Change: An Introduction to Talent Accelerator



Next Steps/Questions

Executive View 360 Online Process

Executive View 360 Email Invite

Presentation Agenda



Understanding and Using Your Executive View 360 to Develop Leadership Talent



Translating Awareness into Behavior Change: An Introduction to Talent Accelerator



Next Steps/Questions

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

Interpreting Your Executive View 360 Feedback Report

Interpreting Your Emotional Intelligence View 360 Feedback Report

ExecutiveView360

       

Performance Leadership

 Visionary Leadership Drive for Results Technological Leadership Financial Leadership Cross Functional Versatility Depth of Industry Knowledge Political Leadership Strategic Problem Analysis Decision Making  

Change Leadership

 Entrepreneurial Leadership Driving Strategic Direction Driving Change      

Interpersonal Leadership

 Build Strategic Relationships Empowering Others Team Building Interpersonal Effectiveness Oral Communication/Presentation Influence/Negotiation Coaching/Talent Development  

Personal Leadership

 Self-Development Adaptability/Flexibility Engenders Trust

Executive View 360 Features

 Measures 22 Competencies Focusing on Performance Leadership, Change Leadership, Interpersonal Leadership and Intrapersonal Leadership  68 Behavioral Questions  Online Administration  Reliable and Valid Scales  Comprehensive Summary Feedback Report

Executive View 360 Report

       Executive View 360 (EV360) Competency Definitions and Conceptual Model Self-Awareness/Social Awareness Comparison Graphs EV360 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

Confidentiality of the 360 Feedback Process

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

Self-Other Perceptions: What Are Others Really Rating?

Nowack & Mashihi (2012) BOSS REPORTS PEERS

Performance Derailment Factors (EI) Leadership Potential

Feedback Report Components

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

Executive View 360 Invited Raters Page

Executive

View 360 Awareness View Section KEY POINTS

Executive View 360 provides a snapshot of self/social awareness in a series of graphs highlighting four areas: 1.

2.

3.

Potential Strengths (Low Self Ratings & High Other Ratings) Confirmed Strengths (High Self Ratings & High Other Ratings) Potential Development Areas (High Self Ratings & Low Other Ratings) 4.

Confirmed Development Areas (Low Self Ratings & Low Other Ratings)

Executive View 360 Awareness View

Executive View 360 Graphs Self-Other Perceptions

KEY POINTS

 Executive View 360 uses average scores based on the 1 to 7 frequency scale  The bar graphs summarize self and other perceptions on each of the 22 separate EV360 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

Executive View 360 Self-Other Perceptions

Executive View 360 Most Frequent/Least Frequent Section KEY POINTS

 The “ Most Frequent ” section and “ Least Frequent ” 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 7 scale) The “ Most Frequent ” should be considered as perceived strengths to leverage and build on The “ Least Frequent ” should be considered as possible behaviors to practice more frequently

Executive View 360 Behavior Summary KEY POINTS

 Each Executive 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)

Behavior Summary Report

Executive View 360 Written Comments Section 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

Executive View 360 Comments Report

Executive View 360 Feedback Report Questions to Consider

 Do I understand my Executive 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?

Executive View 360: Next Steps        Review your EV360 feedback report Thank your invited raters and share something you learned from their feedback Use Talent Accelerator to 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 Executive View 360 in 10-12 months

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)

Encourage

• • • • •

Readiness to change

(clarification of motivations and beliefs)

Goal implementation intentions

(measurable and specific)

Skill building Enable

• • • •

Track & social support to reinforce learning Relapse prevention training Evaluation

(knowledge acquisition, skill transfer, impact)

360 Feedback and Coaching

 Olivero et al., (1997) found that an 8-week coaching program increased productivity over and above the effects of a managerial training program (22.4% versus 88.0%)  Thatch (2002) found that 6 months of coaching with executives following 360 feedback increased leadership effectiveness up to 60% based on post-survey ratings  Smither et al., (2003) reported that after receiving 360 feedback, 1,361 managers who worked with a coach for 6 months were significantly more likely to set specific goals, solicit ideas for improvement and subsequently received improved performance ratings

Randomised Executive Coaching Study

     Solution-focused cognitive-behavioural coaching intervention with 45 executives Half-day leadership development programme Measures   360 feedback Goal Attainment Scaling   Cognitive Hardiness/Resilience Workplace Well-Being Four coaching sessions over 10 weeks Control group got coaching ten weeks later Grant, Curtayne, & Burton (2009). Executive coaching enhances goal attainment, resilience and workplace well-being: A randomised controlled study. The Journal of Positive Psychology, 4, 396-40

Randomised Executive Coaching Study Goal Attainment

360 Feedback and Manager Involvement

 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.

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 (only 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

Leveraging the Impact of 360 Feedback for Successful Behavior Change

Talent Accelerator Behavior Change Model

Feedback from Assessments Conscious Incompetence Conscious Competence Unconscious Incompetence Unconscious Competence Talent Accelerator and Coaching

Description of Talent Accelerator 2.0

 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

Components of Talent Accelerator 2.0

     

Educates

:

Talent Accelerator

source of over 1,500 readings, websites, media, and suggestions to facilitate your development.

resource library provides a comprehensive

Monitors

:

Talent Accelerator

manager to track and monitor your development plan progress and easy update through your email.

provides you and your coach and/or

Coaches

:

Talent Accelerator

and/or manager about development plan progress and the most recent progress update. sends an email to the individual’s coach

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

goal progress.

sends you weekly reminders about your

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

Using Our Wizard Step 1: Examining Your Feedback Report

Using Our Wizard Step 2: Deciding Which Competencies are Important

Using Our Wizard Step 3: Selecting Development Areas

Setting Development Goals Use our Suggestions or Select Your Own

Setting Development Goals: Analyzing Your Success

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

Selecting Goal Mentors —Email Invitation

Selecting Development Areas

Competency Based Resource Library

   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

Example Content from Our Resource Library

Goal Evaluation

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 Getting Feedback on Your Goals

Talent Accelerator Goal Evaluation

Talent Accelerator Goal Evaluation

Talent Accelerator Case Study

Talent Accelerator Case Study



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



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

Talent Accelerator Case Study Outcomes

     All participants created a development plan; 80% completed progress on at least one competency they targeted Participants targeted

potential development areas

than

strengths

rather 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 Research Summary

Intervention Completion of Plans 360 Feedback Alone

< 5%

360 Feedback and Talent Accelerator Coaching, Talent Accelerator and Manager Follow-Up

15% to 25% > 80%

Envisia 360 Feedback Study

“

Best Practices

” 

Provide individual coaching

using the 360 feedback results to assist in interpreting and  Hold participant and manager

accountable to create and implement a professional development plan



Track and monitor progress

development plan on the completion of the 

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

Maximizing the Impact of 360 Feedback

• 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

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.