Understanding and Using Your DEVELOPMENTVIEW360 Report

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Understanding and Using Your DEVELOPMENTVIEW360Re
port
Kenneth M. Nowack, Ph.D. 3435 Ocean Park Blvd,
Suite 203 ? Santa Monica, CA 90405 [phone]
? [phone] Fax www.envisialearning.com ken_at_e
nvisialearning.com
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Presentation Agenda

• Understanding and Using Your Development View 360
  to Develop Leadership Talent
• Translating Awareness into Behavior Change An
  Introduction to Talent Accelerator
• Next Steps/Questions

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Leadership Practices, Retention, Engagement and
Productivity
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Leadership Competence

• Survey after survey shows that 65-75 of the
  employees in any given organization report that
  the worst aspect of their job is their immediate
  boss. Estimates of the base rate for managerial
  incompetence in corporate life range from 30 to
  75 a recent review reported the average
  estimate to be 50.
• Hogan, R. Kaiser, A. (2005).  What we know
  about leadership. Review of General Psychology. 9
  (2), 169-180.

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Leadership Matters

• Results of two company-wide employee engagement
  surveys were analyzed for 2002 and 2004
• Employees rated leadership and management
  practices using a benchmarked 8-item Leadership
  Effectiveness Index (alpha .91)
• Employees were asked additional questions about
  retention (intention to leave in 12 months), job
  satisfaction and perceptions of stress
• Nowack, K. (2006). Emotional Intelligence
  Leadership Makes a Difference. HR Trends. 17,
  40-42.

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Emotional Reactions to Feedback GRASP Model

• Grin or Grimace
• Recognize or Reject
• Act or Accept
• Strategize
• Partner

Emotional Reaction Cognitive
Reaction Commitment Reaction Behavioral
Reaction
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DEVELOPMENTVIEW360

• Performance Leadership
• Drive for Results
• Planning
• Delegation/Follow-Up
• Performance Management
• Depth of Industry Knowledge
• Strategic Problem Analysis
• Interpersonal Leadership
• Team Building
• Interpersonal Effectiveness
• Oral Communication/Presentation
• Influence/Negotiation
• Coaching/Talent Development

• Personal Leadership
• Self-Development
• Adaptability/Flexibility

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DEVELOPMENTVIEW360 Features

• Measures 13 Competencies
• Performance Leadership
• Interpersonal Leadership
• Intrapersonal Leadership
• 36 Behavioral Questions
• Online Administration
• Utilizes a new development response scale
• Comprehensive Summary Feedback Report

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DEVELOPMENTVIEW360 Development Response
Scale Nowack Mashihi, 2012
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DEVELOPMENTVIEW360 Report

• Development View 360 (DV360) Competency
  Definitions and Conceptual Model
• Self-Awareness/Social Awareness Comparison Graphs
• DV360 Overall Competency Graphs (self and other
  comparisons)
• Do More/Do Less Behavior Summary
• Summary of Average Scores by Rater Category with
  Statistical Measure of Rater Agreement
• Written Comments by Raters
• Developmental Action Plan

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• DEVELOPMENTVIEW360 Online Process

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DEVELOPMENTVIEW360 Email Invitation
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Selecting Raters
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Selecting Raters
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• Interpreting Your DEVELOPMENTVIEW360 Feedback
  Report

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Johari Window
Public
Blind Spot
You Know About Me
Private
Unknown
You Dont Know About Me
I Dont know About Myself
I know About Myself
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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

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Self-Other Perceptions What Are Others Really
Rating? (Nowack Mashihi, 2012)
Performance
BOSS
Derailment Factors (EI)
REPORTS
Leadership Potential
PEERS
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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

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Development View 360 Awareness View Section

• KEY POINTS
• Development View 360 provides a snapshot of
  self/social awareness in a series of graphs
  highlighting four areas
• 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)
• Confirmed Development Areas (Low Self Ratings
  Low Other Ratings)

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Accurate Self-Other Ratings
High EI
High EI
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Overestimators (High Self /Low Other Ratings)
High Achievement High Self Esteem High Social
Desirability Low Anxiety
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Underestimators (Low Self /High Other Ratings)
High Neuroticism High Perfectionism High Goal
Orientation Hypervigilant to Negative Feedback
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Development View 360 Graphs Self-Other
Perceptions

• KEY POINTS
• Development 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

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DEVELOPMENTVIEW360Do More/Do Less Section

• KEY POINTS
• The Do More section and Do Less section rank
  orders competencies and behaviors that were
  observed by various rater groups
• The number in the first column corresponds to the
  average score for all raters providing feedback
  (-3 to 3 response scale)
• The Do More should be considered as perceived
  behaviors to practice and express more frequently
• The Do Less should be considered as perceived
  behaviors to practice and express less frequently

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DEVELOPMENTVIEW360Behavior Summary

• KEY POINTS
• Each Development 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
  percentagea 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)

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DEVELOPMENTVIEW360Written 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
  questionnaireno editing
• Some comments are specific, behavioral and
  constructiveothers 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

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DEVELOPMENTVIEW360Feedback Report Questions to
Consider

• Do I understand my Development 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?

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Translating Awareness into Behavior Change
Step 1 Assess 360 Assessment
Step 2 Reflect/Plan Talent Accelerator
Step 3 Track/Monitor Coach Accelerator
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Talent Accelerator Behavior Change Model
Talent Accelerator and Coaching
Feedback from Assessments
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Components of the Talent Accelerator

• Development Resource Library Comprehensive
  source of readings, websites, media, and
  suggestions to facilitate your development
• Feedback Reports Electronic copy of your
  assessment summary report.
• Development Suggestions Tips and developmental
  suggestions and tips to enhance your
  effectiveness
• Development Journal Opportunity for participants
  to maintain a confidential journal to reflect on
  their reactions and feelings about his/her
  developmental journey.
• Development Planning Wizard Walks you through
  your assessment and provide a structured way to
  select developmental competencies
• Automated Reminders Select how often you want
  the system to send you reminders about due dates
  on your development plan (Preference Tab).

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Talent Accelerator Process

• Users are sent an email with a unique
  username/password to allow access to Talent
  Accelerator
• Access to Talent Accelerator is for a 12-month
  period
• Upon log in users will have an electronic copy of
  his/her assessment report and begin to use the
  development wizard to identify one or more
  competency areas to focus on those behaviors that
  are most important
• At any time users can access the Competency
  Resource Library to find readings, articles,
  websites, developmental suggestions, media,
  blogs, podcasts and other resources targeted to
  the specific developmental areas of interest
• Once the developmental action plans are
  finalized, users can go in Talent Accelerator and
  update progress and set new goals

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Participant Login and Welcome Page
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Selecting Development AreasJump Right in to
Select Your Goals or Use our Wizard
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Using Our WizardStep 1 Examining Your Feedback
Report
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Using Our WizardStep 2 Deciding Which
Competencies are Important
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Using Our WizardStep 3 Selecting Development
Areas
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Setting Development GoalsUse our Suggestions or
Select Your Own
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Setting Development GoalsUse our Suggestions or
Select Your Own
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Setting Development Goals Analyzing Your Success
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Setting Development GoalsAction Items and Habit
Triggers
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Setting Development Goals--Action Items
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Selecting Goal MentorsEmail Invitation
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Selecting Resources to Support Your GoalUsing
Our Competency Based Library and Most Popular
Resources
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Selecting Development Areas
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Selecting Development Areas
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Tracking Development Progress
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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

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Competency Based Resource Library
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Example Content from Our Resource Library
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Example Content from Our Resource Library
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Selecting Coaches To Help Support the
Development Plan
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Talent Accelerator Reminders to Facilitate
Behavior Change

• Talent Accelerator 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.

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Settings/Preferences
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Help and Support
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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

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Goal Evaluation

• Research suggests that 360-degree feedback
  results in significant change in behavior but the
  effect sizes are modest
• To leverage the impact of 360-degree feedback
  participants must translate insight into
  behaviors focused on strengths or potential
  development areas
• The use of mini evaluations can be valuable to
  evaluate the impact of 360-feedback action plans
• Nowack, K. (2010). Leveraging Multirater
  Feedback to Facilitate Successful Behavioral
  Change. Consulting Psychology Journal Practice
  and Research 61, 280-297

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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

Goldsmith, M. (2006).The Impact of Direct Report
Feedback and Follow-Up on Leadership. Unpublished
manuscript. www.marshallgoldsmith.com/articles
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Goal EvaluationSummarizing Goals
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Goal Rater Nomination
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Talent Accelerator Goal Evaluation
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Talent Accelerator Goal Evaluation
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Talent Accelerator Goal Evaluation
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Talent Accelerator Goal Evaluation
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DEVELOPMENTVIEW360Next Steps

• Review your Development View360 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 Development View 360 in 12-18 months

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360 Feedback 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, 157182
• Mashihi, S. Nowack, K. (2011). Clueless
  Coaching People Who Just Dont 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 (3rd 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.

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Learning and Reflection

• What key learnings did I get from todays
  presentation? (What have I heard? / What have I
  learned?)
• How can I apply this new knowledge, information,
  or technique to a challenge at work?
• What specific actions am I committing to as a
  result of what I have learned?