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Understanding and Using Your DEVELOPMENTVIEW360 Report

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Human Resources Development Quarterly, 3, 141-155. Learning and Reflection What key learnings did I get from today s presentation? (What have I heard? – PowerPoint PPT presentation

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Title: Understanding and Using Your DEVELOPMENTVIEW360 Report


1
Understanding and Using Your DEVELOPMENTVIEW360 Re
port
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_at_e
nvisialearning.com
2
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

3
Leadership Practices, Retention, Engagement and
Productivity
4
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.

5
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.

6
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7
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
8
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

9
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

10
DEVELOPMENTVIEW360 Development Response
Scale Nowack Mashihi, 2012
11
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

12
  • DEVELOPMENTVIEW360 Online Process

13
DEVELOPMENTVIEW360 Email Invitation
14
Selecting Raters
15
Selecting Raters
16
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17
  • Interpreting Your DEVELOPMENTVIEW360 Feedback
    Report

18
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
19
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

20
Self-Other Perceptions What Are Others Really
Rating? (Nowack Mashihi, 2012)
Performance
BOSS
Derailment Factors (EI)
REPORTS
Leadership Potential
PEERS
21
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

22
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23
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)

24
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25
Accurate Self-Other Ratings
High EI
High EI
26
Overestimators (High Self /Low Other Ratings)
High Achievement High Self Esteem High Social
Desirability Low Anxiety
27
Underestimators (Low Self /High Other Ratings)
High Neuroticism High Perfectionism High Goal
Orientation Hypervigilant to Negative Feedback
28
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

29
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30
DEVELOPMENTVIEW360 Do 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

31
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32
DEVELOPMENTVIEW360 Behavior 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)

33
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34
DEVELOPMENTVIEW360 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
    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

35
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36
DEVELOPMENTVIEW360 Feedback 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?

37
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38
Translating Awareness into Behavior Change
Step 1 Assess 360 Assessment
Step 2 Reflect/Plan Talent Accelerator
Step 3 Track/Monitor Coach Accelerator
39
Talent Accelerator Behavior Change Model
Talent Accelerator and Coaching
Feedback from Assessments
40
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).

41
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

42
Participant Login and Welcome Page
43
Selecting Development Areas Jump Right in to
Select Your Goals or Use our Wizard
44
Using Our Wizard Step 1 Examining Your Feedback
Report
45
Using Our Wizard Step 2 Deciding Which
Competencies are Important
46
Using Our Wizard Step 3 Selecting Development
Areas
47
Setting Development Goals Use our Suggestions or
Select Your Own
48
Setting Development Goals Use our Suggestions or
Select Your Own
49
Setting Development Goals Analyzing Your Success
50
Setting Development Goals Action Items and Habit
Triggers
51
Setting Development Goals--Action Items
52
Selecting Goal MentorsEmail Invitation
53
Selecting Resources to Support Your Goal Using
Our Competency Based Library and Most Popular
Resources
54
Selecting Development Areas
55
Selecting Development Areas
56
Tracking Development Progress
57
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

58
Competency Based Resource Library
59
Example Content from Our Resource Library
60
Example Content from Our Resource Library
61
Selecting Coaches To Help Support the
Development Plan
62
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.

63
Settings/Preferences
64
Help and Support
65
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

66
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

67
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
68
Goal EvaluationSummarizing Goals
69
Goal Rater Nomination
70
Talent Accelerator Goal Evaluation
71
Talent Accelerator Goal Evaluation
72
Talent Accelerator Goal Evaluation
73
Talent Accelerator Goal Evaluation
74
DEVELOPMENTVIEW360 Next 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

75
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.

76
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?
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