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Using Talent Accelerator to Maximize the Impact of 360 Degree

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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

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.

Translating Awareness into Behavior Change

Step 2 Reflect/Plan

Talent Accelerator

Step 3 Track/Monitor

Coach Accelerator

Atwater and colleagues found that improvement following an upward feedback intervention only resulted for 50% of the supervisors who received it.

Atwater,L., Waldman, D., & Cartier. (2000). An upward feedback field

experiment. Supervisor’s cynicism, follow-up and commitment to subordinates. Personnel Psychology, 53, 275-297

Does 360o Feedback Result in

Improved Performance?

A recent meta-analysis of 26 longitudinal studies indicate significant but small effect sizes suggesting that it is unrealistic to expect large performance improvement after people receive 360-degree feedback

Smither, J., London, M., & Reilly, R. (2005). Does performance improve following multisource feedback? A theoretical model, meta-analysis and review of empirical findings. Personnel Psychology, 58, 33-66

Does 360o Feedback Result in

Improved Performance?

NEW YEARS RESOLUTIONS: 25% abandon new behaviors after 15 weeks; 60% make the same resolution the next year

WEIGHT LOSS: 95% of those who lose weight regain it back within 2 years

SMOKING: Only 13-14% are abstinent 6 to 12 months after quitting

ALCOHOL: 90% of those treated have a drink within 3 months; 50% return to pre-drinking levels within a year

Leadership Change: A recent meta-analysis of 26 longitudinal 360-feedback studies indicates significant but small effect sizes suggesting that it is unrealistic to expect large performance improvement after people receive feedback

Habits are Hard to Change

The Challenge of Acquiring New Behaviors

Frequently people

underestimate the

difficulty of sustained

behavior change

A key to developing

and enhancing new

skills is deliberate

practice

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)

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 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)

Challenge #2 Creating Habit Triggers

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 habit triggers double a person’s likelihood of achieving their goals (Gollwitzer & Sheeran, 2006)

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

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

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

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Mental Practice Facilitates Behavior Change Pascual-Leone (1996) Harvard

Average cortical output maps for the finger flexors of the trained hand in

subjects undergoing daily physical versus mental practice of the 5-finger

exercise. Note the similarity in output maps with either form of practice.

Conscious Incompetence

Conscious Competence

Unconscious Incompetence

Unconscious Competence

Coaching and Behavior Change Model

360 Degree Feedback

Talent Accelerator,

Coaching and Mini-360

Evaluation

Oliver et al. (1997) found that employee coaching

increased productivity over and above the effects of a

managerial training program (22.4% versus 88.0%)

Thatch (2002) found that 6 weeks of coaching following

360 feedback increased results by 60%

Smither et al., (2003) reported that after receiving 360

feedback, managers who worked with a coach were

significantly more likely to set specific goals, solicit ideas

for improvement and subsequently received improved

performance ratings

Outcomes With 360 Feedback and Coaching

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.

360 Feedback and Manager Involvement

Leader as Coach

A 2009 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

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

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

Enlighten: Provide an electronic

version of the assessment to help

employees review and understand

their feedback report

Encourage: Provide a structured

process to review the feedback

report, ask reflective questions to

increase motivation to want to

change behavior and to identify one

or more areas to focus

developmental efforts

Enable: Through the use of monthly

reminders and a comprehensive

competency resource library, users

are able to track and monitor

progress on their developmental

action plans online and avoid relapse

Translating Awareness into Behavior Change

Enable

Encourage

Enlighten

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 their assessment report and begin to use the development “wizard” to identify key competency areas to focus on

Clients can access assessment specific 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 any new coaching goals

Reminders on developmental plan progress will be emailed to your client every 30 days (they can change the preference on this)

Clients can also utilize the Developmental Journal and decide which entries, if any, they wish to have shared with you at the Coach Accelerator site

Talent Accelerator 2.0 Process

Participant Login and Welcome Page

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 Use our Suggestions or Select Your Own

Setting Development Goals: Analyzing Your Success

Setting Development Goals Action Items and Habit Triggers

• Action 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 library

Action Items

• Habit Triggers 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 trigger

Habit Triggers

Setting Development Goals--Action Items

The Psychology of Habits

Habit Trigger

Behavior

Reward

Goal Intention Example

• “To stay calm in anxiety producing situations”

Habit Trigger Example

• “If my heart starts to race, then I will begin using my breathing technique and focus on how relaxed I begin to feel”

Creating Habit Triggers Gollwitzer & Sheeran (2006)

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

Selecting Goal Mentors—Email Invitation

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

Selecting Development Areas

Selecting Development Areas

Tracking Development Progress

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

Example Content from Our Resource Library

Example Content from Our Resource Library

Selecting “Coaches” To Help Support the Development Plan

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.

Talent Accelerator Reminders to Facilitate Behavior Change

Settings/Preferences

Help and Support

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”

Coaches Can Set Goals, Action Items and Habit Triggers for Their Clients Directly

Monitoring/Tracking Goal Progress

Monitoring/Tracking Goal Progress

Supporting and Reinforcing Goal Progress With Comments

Coaching Notes

Development Resource Library for the Coach

Measuring Talent Accelerator Use

Measuring Talent Accelerator Use

Percentage Initiating and Completing Development Plans

360 Feedback Alone

< 5%

360 Feedback and Talent

Accelerator

10% to 15%

Coaching, Talent

Accelerator and Manager

Follow-Up

> 75%

Translating Awareness into Behavior Change

Step 1 Assess

360 Assessment

Step 2 Reflect/Plan

Talent Accelerator

Step 3 Track/Monitor

Coach Accelerator

Step 4 Evaluate

ProgressPulse

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

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

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

Goal Evaluation

Goldsmith, M. (2006).The Impact of Direct Report Feedback and Follow-Up on Leadership. Unpublished manuscript. www.marshallgoldsmith.com/articles

Goal Evaluation Getting Feedback on Your Goals

Goal Rater Nomination

Talent Accelerator Goal Evaluation

Talent Accelerator Goal Evaluation

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

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 (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.