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Results vs. Activities is a blog by Envisia Learning for those who are truly interested in increasing organizational performance. Regular contributors include Kenneth M. Nowack, Ph.D., Bill Bradley, Sandra Mashihi, Ph.D. and Wally Bock.

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New Talent Management Facts #29

April 28, 2013 by Ken Nowack

“42.7 percent of all statistics are made up on the spot.” 

Steven Wright

 

Another addition of leadership and talent management “facts” from all over the world.  Some intuitive and some not….what do you think?

1. A recent study of 440 leaders at more than 300 global companies by Interaction Associates on trust levels finds that in 2012 only 23% of respondents said that their companies’ leadership is consistent, predictable and transparent, compared with nearly 40% in 2009. Employees at high performing companies are 19% more likely than employees of low-performing companies to say their leaders reflect realistic optimism and confidence in the future, and that they have specific and measurable goals that are clearly linked to the organization’s strategy.

2. The 2012 International Coach Federation Coaching study (12,133 responses from 117 countries with 4,400 from non-ICF members) found that the profession of coaching is growing but 43% of the respondents expressed concern about untrained individuals becoming coaches.  Key issues facing the coaching industry include increased awareness of benefits (36%), credible ROI data showing evidence of coaching effectiveness (28%) and improved general perception (14%).

3. The AMA Succession Planning/Talent Management study of 2012 consisted of 1,098 senior and mid-level businesses, human resources, and management professionals located in the U.S. (96%) and in Canada (4%).  Forty-six percent of respondents said their companies are “not at all” transparent with succession planning and 43% said they are “somewhat” transparent. Only 11% said their organizations are very transparent on this initiative. Similar to this issue, 38% keep their high-potential selection criteria secret and another 28% said they do not share information on admission to leadership programs. In contrast, with respect to employee survey findings, 41% of respondents reported that their organization is very transparent and 35% reported similar openness on corporate strategy.

4. Employees committing fraud typically display one or more behavioral “red flags” according to some new research: 1) In 81% of the cases perpetrators appear to be living beyond their financial means or experiencing financial difficulty; 2) The longer an employee works for an organization, the higher the fraud loss tends to be (those with a decade or more caused a median loss of $229,000); and 3) Those with levels of authority caused the laregest losses (median loss by business owners and executives was $573,000).

5. In Deloitte’s most recent 2012 global survey of employees (Talent 2020: Surveying the talent paradox from the employee perspective), 80% indicated they plan to stay with their current employers in the next year (compared to 35% in 2011) yet at the same time, nearly one-third (31%) of surveyed employees reported they are not satisfied with their jobs.

6. Research by PDI Ninth House n 2012 based on 37,398 leaders across 147 companies suggest that four personality factors are essential to minimize or eliminate for leaders looking to advance in organizations): 1) Passive agressiveness; 2) Micro-managing others; 3) Manipulation; and 4) Attention to detail.

7. A 2012 survey by Dr. Gary Blau of Temple University explored the reactions of employees who were laid off.  Those who were made to understand how the layoff decisions were made and felt they were treated fairly were still likely to refer their previous employer to others and 45% reported they would return to work with the employer if given the chance.

8. According to the 2012 Society for Human Resources Management 2012 Job Satisfaction and Engagement Survey, “opportunities to use skills and abilities” now holds the highest spot among drivers of job satisfaction (job security ranked second). Other top five included: 3) Compensation and pay; 4) Communication between employees and senior management; and 5) Relationship with one’s immediate supervisor.

9. ManpowerGroup’s Right management and its partners recently conducted a study of more than 1,400 CEOs and HR professionals at 707 domestic and foreign companies.  Most CEOs come from operations (64%), finance (56%), and sales (49%).

The top competencies seen as most important for CEOs included: 1) Creating a strategic vision (92%), inspiring others (62%), developing a comprehensive review of the business (40%) and decision making (55%).

Derailment factors for CEOs included: 1) Failure to build relationships and a team (40%), mismatch with the company culture (32%), and failure to deliver results (25%).

10. A 2012 Robert Half International survey of 1,400 telephone interviews with CFOs about slackers revealed that: 1) On average, supervisors spend 17 percent of their time — nearly one day per week — overseeing poorly performing employees; and 2) 35% of respondents reported that making a poor hiring decision “greatly” affects the morale of the team and 60% responded “somewhat” providing some validation that slackers do harm both directly and indirectly.

Back to research some new talent development facts….Be well….

Posted in Balance, Engage, Relate, Select

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How Culture Impacts 360-Degree Feedback

April 26, 2013 by Sandra Mashihi

 ”Culture is a framework in which we communicate.” -Stephen Roberts 

There is increasing use of 360-degree feedback in different cultures and countries, as multi-national companies use it throughout their organizations. Differences in 360-degree feedback rating and interpretation should be expected to some degree in other cultures. Some dimensions that appear to be important include individualism versus collectivism, power distance, and gender egalitarianism.

Recently, Eckert, Ekelund, Gentry, and Dawson (2010) investigated self-observer rating discrepancies on three leadership skills on data from 31 countries.   They reported that rater discrepancy on a manager’s decisiveness and composure was higher in high power distance cultures (e.g. Asian) than low power distance cultures (e.g. Americas).

Atwater and her colleagues (2009) explored self and subordinate ratings of leadership in 964 managers from 21 countries, based on assertiveness, power distance, and individualism or collectivism. Self and other ratings were more positive in countries characterized as high in assertiveness and power distance.

In the U.S., lack of self-awareness predicts performance, but this metric was less useful in five European countries (U.K., Germany, Denmark, Italy, and France). In European countries, only others’ ratings of leadership predicted managerial effectiveness. Cultural relevance was compared across five countries (US, Ireland, Israel, The Philippines, and Malaysia), and this supported the overall effectiveness of the 360-degree feedback process but also revealed important differences (Shipper, Hoffman, & Rotondo, 2007). This study suggested that the 360-degree feedback process is relevant in all cultures but most effective in those low on power distance with individualistic values (e.g., United States versus Philippines).

Eckert, Ekelund, Gentry, and Dawson (2010) investigated self-observer rating discrepancies on three leadership skills on data from 31 countries.

Finally, research on 360-degree feedback across 17 countries by Robie, Kaster, Nilsen, and Hazucha (2000) suggests that, overall, there were more similarities than differences across countries. For example, the ability to solve complex problems and learn quickly appears to be universally predictive of effectiveness for leaders.

Taken together, these results show that cultural values predict self-other ratings, but coaches should consider culture when helping clients interpret and use 360-degree feedback systems. This is particularly important when multi-national companies begin to implement 360-degree feedback programs for any purpose across the entire organization.

Coach’s Critique: 

As I coach and debrief clients on their 360s, I notice significant various differences in reception and interpretation of results as a result of cultural backgrounds. I notice that individuals of Western cultures tend to appreciate the 360 degree process as a whole. For example, I have found that many of my clients of Eastern backgrounds tend to emphasize the importance of the ratings of their direct reports, while individuals of Westerns cultures tend view their feedback as more useful. In addition, I have found that individuals of cultures that are higher in power distance tend to view the 360 process as an evaluation or test, rather than a process of gauging various perceptions.

Because these cultural differences naturally exist, coaches and facilitators of 360s need to be cognizant in participants cultural background and how it could play a role in interpretation and reception of feedback results. Perhaps, they can spend a bit of time assessing participants view of the 360 process in order to ensure his or her understanding of it.

What has been your experience with how participants culture, and its effect on reception and interpretation of feedback. Do you find differences between some cultures vs others?

Posted in 360 Degree Feedback

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TGIF – Time Management Tips

April 26, 2013 by Bill Bradley

As the week winds down, we wind down with some tidbits for your information, education, health, and enjoyment.

Quote of the Week: “It’s not enough to be busy, so are the ants. The question is, what are we busy about?” Henry David Thoreau

Humor Break: “However beautiful the strategy, you should occasionally look at the results.” Winston Churchill

Stat of the Week: 4 Great Tips for managing your time. I highly recommend investing 4 minutes and 21 seconds in reading this article.

Action Tip: You might also want to read her book on time investment: The 3 Secrets to Effective Time Investment: Achieve More Success with Less Stress.  Or maybe, just maybe you should give yourself a strict deadline or twenty.

Self-Development Corner: Lots of good new free online courses this coming week through Coursera: Inspiring Leadership through Emotional Intelligence (May 1, 6 weeks, Case Western Reserve University); Introduction to Data Science (May 1, 8 weeks, University of Washington); Introduction to Systematic Program Design (May TBA, 10 Weeks, University of British Columbia); An Introduction to Operations Management (April 29, 8 weeks, University of Pennsylvania) – Highly Recommended; Grow to Greatness: Smart Growth for Private Businesses (April 29, 4 weeks, University of Virginia); Sports and Society (April 29, 7 weeks, Duke University).

Happy learning.

Posted in Balance, Develop

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Coaching Exercise of the Week: “My Interpersonal Network”

April 25, 2013 by Sandra Mashihi

In this free exercise, and dozens of others, were created for our book, Clueless: Coaching People Who Just Don’t Get It. You can learn more about Clueless by visiting our site or you can buy it from amazon.com today.

Purpose of Exercise: Clients explore their network of people socially involved in their career, family/friends, and community

How to Administer and Use this Exercise to Facilitate Behavior Change: When attempting to fulfill a set of goals or a development plan, it is imperative to have a set of individuals that can be of support to the process. Support systems can include family members, colleagues and members of a community or support organization. This exercise will you help you identify your interpersonal network of support.

To download “My Interpersonal Network”, click here. To view the table of contents, preview a free chapter, and order Clueless please go to: http://www.envisialearning.com/clueless_book.

Posted in Clueless Exercises

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4/25/13: Top Talent Development Posts this Week

April 25, 2013 by Wally Bock

Every week, I review blogs and other publications that cover talent development to find the very best talent development posts. This week, you’ll find pointers to pieces about reviewing your talent assessment practices, the future of employee learning, trying a different part of the talent pool, and John Sullivan’s suggests for top recruiting topics.

From Shelly Funderburg: Could Your Talent Assessment Practices Use a Spring Cleaning?

“I started my spring cleaning last weekend by packing away my wool sweaters (wishful thinking living in the Midwest!) I think a similar exercise applied to talent management practices is a good idea for organizations as well.  Talent practices that have served you well in the past may need to be shelved.  Talent models could use some polishing to meet the demands of 2013 and beyond.  And,  like furnace filters, other tools may need replacing if your talent strategies have changed significantly.”

From Stephen J. Gill: Future of Employee Learning

“‘if anybody says to you here’s where learning will be in five years, run in the other direction.’ This is what Elliott Masie, Founder & President of The MASIE Center, said this week at the beginning of his Keynote session at the Human Capital Media Symposium for Chief Learning Officer. Masie went on to talk about trends that have the potential for changing the field dramatically. I want to expand on the three trends that have the most salience for me.”

From Anne Perschel: Full Stop: You’re Searching the Wrong End of the Talent Pool

“You’re looking for high potential talent who will quickly reach and sustain peak performance, but chances are your looking in the wrong end of the talent pool. Here’s why.”

From Dr. John Sullivan: 25 Smart Recruiting Topics For Bold and Innovative Recruiting Leaders

“So if you have the responsibility for setting agendas or recruiting goals, here is my list of truly advanced recruiting topics that elite leaders would find compelling, but that most others would simply find to be out of their reach. If you want to be among the elite, you should select a handful for implementation. However, even if you are currently overwhelmed by your current agenda, you might still find them to be interesting reading.”

Carnivals and Such

From Karin Hurt: Frontline Festival-April 2013: Feedback and Coaching Edition

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Give Until It Helps

April 24, 2013 by Bill Bradley

HOT READS FOR THE PRACTITIONER

Title: The Joys and Frustrations of Giving

Competencies: self-development, managing self, achievement orientation, leadership

Who benefits: all readers

Consultant Usage: much of this book addresses issues of networking … which is the life blood of external consultants and of some importance to internal consultants

What’s it about? This week and next I shall review two new books about Money (with a big M) … but not using traditional definitions. I will be upfront with you. Today’s book is very good and I urge you to get a hold of it and read it. But next week’s book is exceptional and an absolute must read. So IF you have to choose ….

Today’s book is Give and Take: A Revolutionary Approach to Success. It is written by Adam Grant, an extraordinarily popular professor in organization psychology at Wharton (University of Pennsylvania). Students line up for hours preceding his office hours. He’s the Pop-Star Professor.

Before telling you a little about the book, let me tell you a little about the context. First, I am actually writing the review the day of its release (April 9, 2013). It is already a best seller. It is #1, #2, #3 in in three Amazon categories. People can’t wait for this book and there is a good reason why (see review below). It addition, the book is being endorsed by Who’s Who in the fields of leadership, motivation (if that is a field) and economics. Those whom I highly admire who have given their enthusiastic endorsement include Bob Sutton (leadership), Daniel Pink (motivation) and Dan Ariely (behavioral economics). The list is much longer.

Now about the book: It is a book centered on reciprocity. Grant divides us all into three very different kinds of people (1) Givers, (2) Matchers, and (3) Takers.

Givers give without expectations. They are never too busy to help others. They give without expectations of immediate gains. They share credit and mentor freely.

Matchers keep score. They give when they see they can get something back that matches in value what they have given. Hope you won’t feel insulted, but most of us fall into the Matcher category.

Takers, well you know them. They are easy to spot. They operate from “What’s in it for me” (WIIFM). They play win-lose. They devote considerable time and effort in managing up … and are extremely protective of their territory.

Now here is what makes the book really interesting. Who among these three are the most successful? The answer is a split decision with Givers occupying both ends of the Success Spectrum. Givers tend to end up as burned-out doormats or star leaders.

The book proceeds to focuses on the star leaders. What does giving have to do with leadership? Apparently a lot. Star Givers balance concern for others with self-interest. They are strategic in their giving. They give strategically to other Givers and to Matchers and avoid the Takers. They give in ways that create strong social relationships, bonds, and loyalty. They serve as inspiration to others. People want to perform well for Star Givers.

I think the early sales success of the book is because so many of us have something within ourselves to give to others, but haven’t focused on it and don’t really know how. This book tells you how.

If you don’t have time for the book or would like to know more about Adam Grant the person and how he personally finds time to walk-the-talk, there is a terrific article in the New York Times Magazine called Is Giving the Secret to Getting Ahead? On the left hand side of the article, a few paragraphs down, is a 4 minute video interview with Adam Grant that is a good summary (you can avoid the main nonsensical video at the top of the page).

Or you can find more at his website GiveAndTake.com including his latest videos , a just published Harvard Business Review article and other recent articles, and a survey to find out which of these three categories is you!

Catch you later.

Posted in Develop, Engage

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HiPos, Warren Buffett, and Me

April 23, 2013 by Wally Bock

Back when tech stocks were booming and long before the bubble burst, someone noticed that Warren Buffett didn’t have any of those hot stocks in his portfolio. Since everyone wants to have the kind of investing success that Buffett has enjoyed, someone was bound to ask about issue.

Buffett’s reasoning was simple. He knew there were some great values among the new tech stocks. But, said the Sage of Omaha, he didn’t know how to figure out which stocks would perform well for the long term.

I think about that whenever I read a statement about high potentials (HiPos) like the one Derek Murphy made in his recent article, “High Potentials: You Need to Feed Your Stars or Kiss Them Goodbye.” Here’s what caught my eye.

“Let’s first talk about in plain, simple terms what it means to be a high-potential, or HiPo. Generally speaking, high-potentials are employees who can develop into leaders, rather than those who just do the job. Research by the Harvard Business Review shows high potentials represent the top 3 to 5% percent of a company’s talent.”

I’m sure those people are out there. But like Warren Buffett and tech stocks, I’m not sure we can identify them early from anything besides performance.

That’s why I like talent development programs that offer lots of people lots of opportunities to show their stuff. Some of them will deliver great results. But those aren’t “high potentials,” they’re “high performers.” And high performers have earned the right to step up and meet more demanding challenges.

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The No Clue Gene—Why We Inaccurately See Ourselves

April 21, 2013 by Ken Nowack

“Nearly 80% of people believe they are in the top 50% in emotional intelligence.”

Peter Salovey

Most of you that read my Blog regularly know that we raise guide dog puppies for the blind for a great organization called Guide Dogs of America.  We are now raising our fifth puppy named Indy who is a beautiful black lab who is only 8 months old.

When they graduate from their technical training, they truly go on to become the “eyes” for someone who is sight impaired. Most of the leaders I coach (and most of us in general) could also use a guide dog from time to time to “see” how we impact others and how our behaviors are experienced and perceived.

The “no clue” gene is something that all of us possess to some extent and it can be accounted by at least three concepts discussed below.

Positive Illusions

A triad of “positive illusions” was first introduced by UCLA Professor Shelly Taylor1.  These “illusions” include: 1) People tend to inflate the perceptions of their skills and abilities; 2) People typically exaggerate their perceived control over work and life events; and 3) People generally express unrealistic optimism about their future.  What is interesting, as Sedikes & Gregg (2003) point out, most individuals report being less prone to each of these three “positive illusions” even after they are informed about them.

Four important points come out of the research and work around positive illusions:

  1. If self-enhancement (overestimating) is conceptualized as seeing one’s self generally more positively than others, then the outcomes (performance, health, career, and life success) are frequently more favorable, but if it is defined as having higher self-ratings than others who provide feedback (self-rater congruence), then the outcomes are frequently less than favorable.
  2. Coaches should keep in mind that people generally tend to forget negative feedback about themselves–specifically in areas that matter most to them and typically remember performing more desirable behaviors than other raters can later identify (Gosling, John, Craik & Robins, 1998).  It is also important to point out that people usually define their strengths based on traits they already possess and define their developmental opportunities more in terms of traits they lack at the moment (Dunning, Heath, & Suls, 2004).
  3. Research suggests that people not only compare themselves to others but to how they used to be in the past.
  4. In general, individuals evaluate their current and future selves as better than their past selves (Wilson & Ross, 2001).

Dunning-Kruger Effect

Have you ever noticed that often times the most incompetent people have the highest opinions of themselves?  There’s an app for that…..

The Dunning-Kruger effect2 describes a cognitive bias in which people perform poorly on a task, but lack the meta-cognitive capacity to properly evaluate their performance. Kruger and Dunning initially tested Cornell University undergraduates’ self-assessment of logical reasoning skills, grammatical skills, and humor.

After being shown their test scores, the subjects were again asked to estimate their own rank.  Across four studies, the authors found that participants scoring in the bottom quartile on tests of humor, grammar, and logic grossly overestimated their test performance and ability. Although test scores put them in the 12th percentile, they estimated themselves to be in the 62nd. Meanwhile, people with true ability tended to underestimate their relative competence. Participants who found tasks to be relatively easy erroneously assumed, to some extent, that the tasks must also be easy for others.

Dunning and Kruger often refer to a “double curse” when interpreting their findings: People fail to grasp their own incompetence, precisely because they are so incompetent. And since, overcoming their incompetence would first require the ability to distinguish competence form incompetence people get stuck in a vicious cycle. The researchers attributed this to the fact that the individuals who were worst at performing the tasks were also worst at recognizing skill in those tasks (i.e., inability to recognize own incompetence). As a result, such people remain unaware of their incompetence and accordingly fail to take any self-improvement measures that might rid them of their incompetence (unconscious incompetence).

Better than Average Effect

Illusory superiority is a cognitive bias that causes people to overestimate their positive qualities and abilities and to underestimate their negative qualities, relative to others.  This bias is commonly referred to as the “better than average effect” and it appears to be a consistent appraisal over a wide range of skills and abilities such as:

  • Svenson (1981) 93% of a U.S. survey sample rated their driving skills in the top 50%
  • Nearly 80% of people believe they are among the top 50% most emotionally intelligent people (Salovey, 2006)
  • In a survey of faculty at the University of Nebraska, 68% rated themselves in the top 25% for teaching ability (Cross, 1997)
  • In ratings of leadership ability, 70% of the students put themselves above the median.
  • In ability to get on well with others, 85% put themselves above the median, and 25% rated themselves in the top 1% (College Board, 1976)

Some good news about this effect though—if the task is very difficult or challenging, we might actually see the opposite when we underestimate our true ability3.

Indy is doing great so far–keep you posted on his progress over the next 12-months while we raise him….Be well….

 

  1. Taylor, S.E. & Brown, J. (1988). “Illusion and well-being: A social psychological perspective on mental health”. Psychological Bulletin 103, 193–210 []
  2. Ehrlinger, J., Johnson, K., Banner, M., Dunning, D. & Kruger, J. (2008). “Why the unskilled are unaware: Further explorations of (absent) self-insight among the incompetent” (PDF). Organizational Behavior and Human Decision Processes 105, 98–121 []
  3. Moore, D.A. (2007). Not so above average after all: When people believe they are worse than average and its implications for theories of bias in social comparison. Organizational Behaviour and Human Decision Processes 102, 42–58 []

Posted in Develop, Engage, Relate

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TGIF – Honest People Steal A Lot More Than Crooks

April 19, 2013 by Bill Bradley

As the week winds down, we wind down with some tidbits for your information, education, health, and enjoyment.

Quote of the Week: “It has always seemed strange to me… the things we admire in men, kindness and generosity, openness, honesty, understanding and feeling, are the concomitants of failure in our system. And those traits we detest, sharpness, greed, acquisitiveness, meanness, egotism and self-interest, are the traits of success. And while men admire the quality of the first they love the produce of the second.”  John Steinbeck  

Humor Break:

Bev: Al, do you think it pays to be honest?

Al: Doesn’t seem to pay enough for some people.

Stat of the Week: Six months ago I reviewed Dan Ariely’s book The (Honest) Truth About Dishonesty: How We Lie to Everyone—Especially Ourselves.  It was in a post I called You Cheat – Honest! .  Well this week I was rereading some of his work from an earlier book (Predictably Irrational) and I came across this chapter: “Why We Are Dishonest, and What We Can Do about It.”  Here are some the Stats that he quotes that really bother me.  I hope they bother you too.  In 2004 the total costs of all robberies in the United States was $525 million.  That’s bad, but not too bad … unless of course you were one of the victims.  What is really bad is that employee theft and fraud in the workplace is estimated at $600 billion each year.  That is billion with a “B”.  And guess who the ultimate victims are … yep!, we all end up paying for others’ indiscretions.  As Ariely aptly puts it, one year of office monkey business exceeds all that all the criminals in the word could steal in a lifetime. As long as I am throwing around his Stats, here are two more involving everyone but you and me: taxpayers short the US government $350 billion (again with a “B”) a year; and finally, bogus insurance claims come in at about $24 billion a year.  Gulp, those career criminals are pretty small fish when compared to us honest folks.

Action Tip: The experiements that Aiely conducted to test our honesty were extensive, clever, cute and persuasive.  I especially like the experiments with giving away free money.  If you haven’t read either The Honest Truth or Predictably Irrational, I strongly recommend you put one or both on your reading list.

Self-Development Corner: This week on Coursera you can improve your writing skills Writing II: Rhetorical Composing (April 22, 6 weeks, Ohio State University), learn to play a guitar Introduction to Guitar (April 22, 6 weeks, Berklee College of Music), or be a concerned citizen Community Change in Public Health (April 22, 6 weeks, Johns Hopkins).

This week national news agencies reported in the next step forward to bringing MOOCs on to the college campus. Here is a summary from the Wall Street Journal: “Kaplan University has been selected to participate in a national pilot program that will examine the potential of massive open online courses (MOOCs), including how these courses could be integrated into traditional degree completion programs.

Funded through an American Council on Education (ACE) grant from the Bill & Melinda Gates Foundation, the University Professional & Continuing Education Association (UPCEA) pilot program will help determine how students succeed at higher education institutions after having received credit for a MOOC.”

Happy learning.

Posted in Develop, Engage

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What to Consider About Competency Models When Utilizing 360-Degree Feedback

April 18, 2013 by Sandra Mashihi

Imagine you are shopping for a piece of antique furniture. Before purchasing it, you want to do some research about the product. You may want to find out about its quality and durability; how old it is; the criteria that the vendor used to identify and price the item; and the authenticity of the item.

Well, shopping for a reliable and valid 360-degree feedback assessment is similar. You want to know whether it is measuring what it says it’s measuring. You also want to know if what it is measuring is commonly used, and/or based on a solid theoretical or empirical foundation.

Most vendors and organizations creating 360 feedback assessments typically attempt to measure job relevant knowledge, skills or abilities (KSAs) that can be modified through coaching, training and education.  Some might even measure personality factors that are slightly less malleable.

How the scales that underlie most 360s get derived is often a great mystery and many vendors sometimes have a hard time justifying just how the tool was developed (let alone being able to demonstrate it has adequate psychometric properties).  The term “competency” as it is used today is often different from the original definition by Boyatzis (1982)1 who defined it as “A capacity that exists in a person that leads to behavior that meets the job demands within parameters of organizational environment, and that, in turn brings about desired results.”  He largely used critical incident interviewing comparing high and low performers to discern important behaviors that were associated with results.

Even if we use the term “competencies” broadly to mean dimensions, success factors, key behaviors, signature strengths and KSAs, an important question is where they come from in most 360 feedback assessments. In general, the competencies measured for a 360-degree feedback assessment should be based on the following:

Theoretical model: Many 360 assessment competencies and items can be linked to particular leadership or organizational theory. For example, a leadership or management 360-degree feedback could be derived from the Transformational Leadership Model (Bass, 1985)2. Or, an assessment that is intended to measure interpersonal skills can be derived from models of emotional and social competence (Goleman, 1988)3.  These 360 feedback competencies would be rationally derived based on specific theories and models available to the developer.

Job level: Is the 360-degree Feedback tool measuring appropriate competencies for the job level? For instance, the competencies for a sales or account representative would be different than those of supervisors or managers heading a sales force. Job level 360 feedback assessments would contain competencies and behaviors specific to a particular role or position in an organization and often be derived through job profiling and job analytic procedures.

Core/strategic competencies: There are common competencies within an industry or organization that are requirements for success in competitive markets. For instance, measuring sales people may require a tool with competencies that include customer service skills, persistence and consultative selling.  Often 360-feedback assessments derived from core competencies would be shorter and support organizational values and strategic directions.  As such, they might be developed based on strategic initiatives and behaviors in the culture that appear to contribute to market success.

Are Most Bottled Waters Sold by Vendors Really the Same?

A deep secret, not often shared with customers, is the tremendous overlap between vendor job level competency models (e.g., executive level) based on interviews, focus groups and survey approaches to identify job related skills, abilities, and success factors. In such cases, most might be interchangeable in many organizational cultures with the important being more on how these assessments are used and not what they are measuring.  If you go about studying what high performing executives actually do, you are likely to come to the same group of competencies and behaviors to describe their success:

For example, the competency model behind our Executive View 360 (www.envisialearning.com/360_degree_feedback/executive_view ) assessment was derived based on extensive job analysis interviews with senior level executives from diverse industries resulting in a total of 22 competencies grouped into four domains:

1) Performance leadership

2) Change leadership

3) Interpersonal leadership

4) Intrapersonal leadership

Coaches Critique:

I’ve participated in a number of organizational initiatives to define “competency models” that will serve for coaching and training leaders and other levels of talent as both an internal and external consultant.  Too often, these are done by committees, tasks forces or large groups without much guidance about how to go about creating these “competencies” and much of the time and energy seems to be focused on editing competency labels and definitions and less time about creating meaningful behaviors and questions that make a difference in that organizational culture.  It is important to buy or design 360 assessments that have been well constructed and utilize theoretical models, job specific skills and behaviors or support organizational plans and initiatives.

I’m all for psychometrically sound 360 feedback assessments.  I’m even more in favor of having the process around them lead to enhanced self-awareness and actual behavior change. Competencies are important but it is a bit like shopping for antique furniture—some 360 feedback assessments are well constructed and others are imitations.  What are your experiences with developing or using the competencies in most 360 feedback assessments?

  1. Boyatzis, R.E. (1982). The Competent Manager, NY: Wiley []
  2. Bass, B. M. (1985). Leadership and performance beyond expectations. New York: Free Press. []
  3. Goleman, D. (1998) Working with Emotional Intelligence. New York: Bantam Books. []

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4/18/13: Top Talent Development Posts this Week

April 18, 2013 by Wally Bock

Every week, I review blogs and other publications that cover talent development to find the very best talent development posts. This week, you’ll find pointers to pieces about recruiting, management coaching, development goals, and high potentials.

From Industry Week: Workforce: The Recruiting Challenge

“In the battle for top talent, Shaw Industries continually refines its message as an employer of choice.”

From Steve Roesler: Coaching Builds Commitment

“Did you know that the majority of employees today expect their managers to coach them? At the same time, managers are concerned that they won’t have all the answers. That’s understandable, given the human condition’s need for a sense of control and, in a manager’s case, the appearance of expertise.”

From Dan McCarthy: Is that Development Goal Really Worth it?

“One way to increase the chances of changing behavior is to ask yourself or others that you are coaching a few ‘return on investment’ (ROI) questions before a development goal and actions are committed to. Taking the time to consider the implications of changing – or not changing – will help create the internal motivation, ownership, and commitment to change.”

From Derek Murphy: High Potentials: You Need to Feed Your Stars or Kiss Them Goodbye

“Let’s first talk about in plain, simple terms what it means to be a high-potential, or HiPo. Generally speaking, high-potentials are employees who can develop into leaders, rather than those who just do the job. Research by the Harvard Business Review shows high potentials represent the top 3 to 5% percent of a company’s talent.”

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Be Good – Here’s How

April 17, 2013 by Bill Bradley

HOT READS FOR THE PRACTITIONER

Title: Everyday ethics

Competency: self-development, ethics, integrity

Who benefits: all of us

Consultant Usage: to thine own self be true

What’s it about? Be Good: How to Navigate the Ethics of Everything is a great book for two reasons. The most important is the author has wit, irreverence, and a slightly sarcastic style that is just like Me! (Editor’s note: You wish. Whatever faint resemblance to your writing style exists mainly in your own mind.)

Okay, okay, in addition to the (important) fact that this book is written as smoothly as a baby’s bottom (Editor’s note: The author would never write that line.), there are some excellent stories, practical advice and titillating (Editor’s note: There you go again.) and provocative everyday situations that we all experience in life.

The author is Randy Cohen. He wrote 614 columns for The New York Times Magazine. I have written a similar number for Envisia Learning (Editor’s note: Cut it out!). His columns were entitled “The Ethicist”. They were written for people like you and me. People who have everyday dilemmas concerning personal conduct. Should I do this? Should my brother do that? He writes about Work, Family, Home, Community, Civic Duty, Sports, Love, Sex, (Editor’s note: Don’t go there!) and much more.

His goal is getting us to be aware of even the smallest moral dilemma, confronting it, noting our initial response and subjecting it to ethical analysis. He writes “Practice can improve moral reasoning. Or speed at sudodu.” (Did you observe his wit? I can do that!)

He sets up his book in a way that allows us to practice our moral reasoning. Each of his stories begins with a dilemma a reader faced and essentially asks us, the readers, what we would suggest? It didn’t take me long to recognize and realize that moral questions don’t have easy answers. Or maybe multiple answers. Many times I wanted to begin my thought response by saying “It depends.” But that’s not a fair answer because life isn’t that way. Something happened – now there is a problem – a solution is needed.

I found myself completely enveloped by this book. I took time to analyze almost all of the reader enquiries. What would I do? What should I do? Are those two questions producing different answers? Why? I kept thinking “Oh what a tangled web we weave….”

I am going to let the book entice you. Here are some inquiries from some of the daily areas where moral dilemmas creep into our lives. I found the inquiries intriguing and not always easy to answer. How about you?

Work: “I am a supervisor at a large corporation in the Bible Belt. I am gay and out and, while the company has no formal nondiscrimination policy, my colleagues and supervisors generally have no issues with my sexuality. I am to interview a potential employee in his early twenties who hunts, drives a truck, and did not attend college. I want those who join my team to be of a tolerant disposition. Would it be appropriate to tell this applicant that I am gay?”

Home: “Hypothetically, would it be unethical to place a security firm’s lawn signs around my front yard even though I have not installed its security system? These fake “caveats” would discourage intruders, and the security firm would get free advertising for its product. So who’s hurt?”

“Without warning or consultation, our new neighbor cut down the trees that separated our properties, destroying our privacy and views. He had the legal right to do this … but does he have an ethical obligation to mitigate or repair the damage or compensate us in some way?” (In his response, brilliant writer Cohen wrote “As Joyce Kilmer did not write: I think that I shall never see / a poem vengeful as a tree.”)

Doctors: “I am an anesthesiologist at a metropolitan hospital. A patient scheduled for an operation one day requested a female anesthesiologist, a request we were inclined to honor. When the anesthesiologist’s name was given to the patient, she wondered if the anesthesiologist was African American. When told that she was, the patient demanded a white anesthesiologist … What should we have done?”

Civic Life: “A friend was caught by police radar going 51 in a 35 mph zone. In front of his children, he admitted that he was speeding but asked if I knew a lawyer to help fight the ticket. I told him I thought he should accept the consequences, learn from the experience and give his children a lesson in ethics. He looked at me as if I were from Mars. Shouldn’t he just pay the ticket?”

Money: “When I checked into a hotel in California, I was starving, so I ate the $6 box of Oreos from the minibar. Later that day, I walked down the street to a convenience store, bought an identical box for $2.50, and replenished the minibar before the hotel had a chance to restock it. Was this proper? My view is “no harm, no foul.’ In fact, my box was fresher: The Oreos I ate were going to expire three months before the box I replaced them with.”

So how did you do? Think you know the right answers? Even if you are right, are you sure of your reasoning? Cohen’s responses were often as thought provoking as the inquiries. I urge you to access this book and read AND think along with the author. It is important in our decision making to not only make the correct (moral) decision, but to understand why. (Editor’s note: Okay, that’s a good ending.)

Catch you later.

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Coaching Exercise of the Week: “My Professional Board of Directors”

April 16, 2013 by Sandra Mashihi

In this free exercise, and dozens of others, were created for our book, Clueless: Coaching People Who Just Don’t Get It. You can learn more about Clueless by visiting our site or you can buy it from amazon.com today.

Purpose of Exercise: Helps clients identify the ideal people for support and encouragement.

How to Administer and Use this Exercise to Facilitate Behavior Change: This is a great exercise for individuals that are working on their development plan within organizations. This exercise can help those individuals identify  mentors, colleagues and confidants that could be of help, support, guidance and accountability in helping them to succeed with their goals.

To download “My Professional Board of Directors”, click here. To view the table of contents, preview a free chapter, and order Clueless please go to: http://www.envisialearning.com/clueless_book.

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Vary the Talent Development Pace

April 16, 2013 by Wally Bock

We’re not meant to run full speed all the time. That’s true for our daily lives where we need breaks and rest. It’s also true for effective talent development.

Frederick the Great (1712 – 1786) asked: “What good is experience if you do not reflect?”

The pace was slower in his day. Time for reflection came naturally. Today, it’s different.

Today we have to carve out time for rest and reflection. We have to make time to connect the lessons of experience to our actions and performance. That’s not easy in a culture that values hard driving and constant improvement and where answering email at all hours is considered a badge of virtue.

The most effective long term human growth and performance occurs when a person follows a period of intense activity with a period for recovery. That’s a good idea for talent development, too.

Build reflection and recovery time into the assignment schedule. Most people in business develop in two ways.

We develop by wrestling with the day-to-day challenges of our current assignments. Over time, little bits of learning and development combine for big gains.

Crises and developmental assignments intensify learning and development for shorter periods. These almost always add workload to what we’re already doing.

We can make all of this more effective by adding after-action critiques for crises and developmental assignments to identify key learning and development points. And we can help the learning take hold by allowing time between developmental assignments.

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Everything You Wanted to Know About Stress (and Resilience)

April 14, 2013 by Ken Nowack

“I went to a bookstore and asked the saleswoman, “Where’s the self-help section?” She said if she told me, it would defeat the purpose.”    Stephen Wright

The topic of work and life stress continues to be a research interest of mine and something I’ve written frequently about.  I have such a strong interest in occpational stress and health I run another company called LifeHub that specializes in worksite wellness and health promotion.

Stress:  The Current State

It’s no mystery that work/life balance is typically a challenge for talent at all levels and even those who are in very senior leadership positions.  Simply, everyone is being asked to produce more with less resources in the new “lean” world-wide competitive work climate that we all are part of (even if you are in education, government or the non-profit sector).

The annual Stress in America survey, which was conducted online by Harris Interactive on behalf of the American Psychological Assocation among 1,226 U.S. residents in  2011, showed that many Americans consistently report high levels of stress (22 percent reported extreme stress).  Balancing family and work obligations and gender differences were also quite interesting to note (our own research also suggests some interesting challenges for working women).

So, perceptions of stress at work are quite high with several recent studies by Envisia Learning Inc. suggesting that 40% to 65% of all executives and employees rate their jobs as being very or extremely stressful with significant impact on work/family balance and overall health1.

For those of you looking for a single place to find some of my current and past Blogs on the topics of stress, resilience and work/life balance, I thought I’d summarize them here for you:

Envisia Stress/Work Life Blogs  

  1. Nowack, K. (2006). Optimising Employee Resilience: Coaching to Help Individuals Modify Lifestyle. Stress News, International Journal of Stress Management, Volume 18, 9-12 []

Posted in Balance, Engage

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