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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 Fa PowerPoint Presentation
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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 Fa - PowerPoint PPT Presentation


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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….

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slide1

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

slide2

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.

slide3

Translating Awareness into Behavior Change

Step 2

Reflect/Plan

Momentor

Step 3

Track/Monitor

Coach Accelerator

slide4

Does 360o Feedback Result in Improved Performance?

Atwater and colleagues found that improvement following an upward feedback intervention only resulted for 50% of the supervisorswho 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

slide5

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

slide6

Habits are Hard to Change

  • 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
the challenge of acquiring new behaviors
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
slide8

Necessary Ingredients for Behavior Change

Mashihi, S. & Nowack, K. (2011). Clueless: Coaching People Who Just Don’t Get It

challenge 1 acquiring new behaviors rhodes plotnikoff courneya 2009
Challenge #1Acquiring New BehaviorsRhodes, 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 practice plans
Challenge #2Creating Practice Plans
  • 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 Practice Plans double a person’s likelihood of achieving their goals (Gollwitzer & Sheeran, 2006)
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

Challenge #4Leader as Performance Coach

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
Challenge # 5Developing Leaders: 70/20/10 RuleLombardo & Eichinger (1996)
  • Job change
  • Special projects and assignments
  • Exposure and involvement in key business challenges
  • Task forces, committees, change initiatives

Experience

  • Job Performance feedback
  • Executive coaching
  • 360-degree feedback process
  • Developmental assessment workshops

Feedback &

Coaching

Ascending Value

  • Critical skill building training programs
  • Transition training programs
  • Key external executive programs
  • Self-directed learning initiatives

Formal

Learning

mental practice facilitates behavior change pascual leone 1996 harvard
Mental Practice Facilitates Behavior ChangePascual-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.

slide15

Conscious Incompetence

Conscious Competence

Unconscious Incompetence

Unconscious Competence

Coaching and Behavior Change Model

Momentor, Coaching and Goal Evaluation

360 Degree Feedback

slide16

Unconscious Competence

High

Performance

Low

Unconscious Competence and Peak Performance

  • Orchestral musicians preferred creating music when they were encouraged to mindfully incorporate subtle nuances into their performance
  • Audience members were played recordings of both types of performance and a significant majority expressed a preference for the performances that were created in a mindful state
  • The practice of staying acutely aware of what is happening in the present moment prevents mindless competence and the use of mindful competence increases creativity, productivity and engagement

Russel, T. & Eisenkraft, N. (2009). Orchestral performance and the footprint of mindfulness. Psychology of Music, 37, 125-136.

Mindful

Competence

(Attention & Passion)

Mindless

Competence

Inattention & Indifference

outcomes with 360 feedback and coaching
Outcomes With 360 Feedback and Coaching
  • 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
360 feedback and manager involvement
360 Feedback and Manager Involvement
  • 62% of the respondents reported being dissatisfied or highly dissatisfied with the amount of time their manager spenthelping with a development plan
  • More than 65% expressed strong interest in utilizing an online follow-up toolto measure progress toward behavior change

Rehbine, N. (2006). The impact of 360 degree feedback on leadership development. Unpublished doctoral dissertation.

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

Leader as Coach

The Coaching Conundrum 2009: Building a coaching culture that drives organizational success. Blessing White Inc. Global Executive Summary

slide21

Description of Momentor

  • Momentor is a web-based professional development tool integrated with Envisia Learning assessments
  • Momentor 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
slide22

Components of Momentor

  • Educates: Momentor resource library provides a comprehensive source of over 1,500 readings, websites, media, and suggestions to facilitate your development.
  • Monitors: Momentor provides you and your coach and/or manager to track and monitor your development plan progress and easy update through your email.
  • Coaches: Momentor sends an email to the individual’s coach and/or manager about development plan progress and the most recent progress update.
  • Promotes Insight: Momentor 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: Momentor sends you weekly reminders about your goal progress.
slide23

Translating Awareness into Behavior Change

  • 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
slide24

Momentor for 360-Degree Feedback

  • Users are sent an email with a unique username/password to allow access to Momentor
  • Access to Momentor 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 Momentor 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
slide31

Momentor Goal Setting Options

Step 1

Assess

360 Assessment

Step 2

Reflect/Plan

Momentor

Step 3

Track/Monitor

Coach Accelerator

slide42

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
slide45

Momentor Reminders to Facilitate Behavior Change

  • Momentor 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.

slide48

Envisia 360 Feedback Study “Best Practices”

  • 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

slide58

Translating Awareness into Behavior Change

Step 1

Assess

360 Assessment

Step 4

Evaluate

Goal Evaluation

Step 2

Reflect/Plan

Momentor

Step 3

Track/Monitor

Goal Mentors & Reminders

slide59

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
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

slide61

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

slide66

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 feedbackcan 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 systemand competency based resource center can facilitate behavior change with managerial involvement

Rehbine, 2006; Nowack, 2009

360 feedback selected references
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.