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
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focus on providing superior customer service,
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to our Customers.
Translating Awareness into Behavior Change
Step 2
Reflect/Plan
Momentor
Step 3
Track/Monitor
Coach
Accelerator
Does 360o Feedback Result in
Improved Performance?
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
Habits are Hard to Change
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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 metaanalysis of 26 longitudinal 360feedback 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
 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)
• Readiness to change
(clarification of motivations and
beliefs)
Encourage
• 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 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 #3
How Long it Takes to Form a Habit
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
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
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
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Formal
Learning
Feedback &
Coaching
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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
Ascending Value
Experience
Lombardo & Eichinger (1996)
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.
Coaching and Behavior Change Model
Conscious
Incompetence
Conscious
Competence
Unconscious
Incompetence
Unconscious
Competence
360 Degree
Feedback
Momentor,
Coaching
and Goal
Evaluation
 Orchestral musicians preferred
creating music when they were
encouraged to mindfully incorporate
subtle nuances into their
performance
 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.
Competence
Unconscious
Competence
Performance
(Attention &
Passion)
Mindless
Competence
Inattention &
Indifference
Low
 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
Mindful
High
Unconscious Competence and Peak
Performance
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
 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.
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
Description of Momentor
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Momentor is a web-based professional development
tool integrated with Envisia Learning assessments
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Momentor will provide you with a guided process
for developmental planning based on “Best Practices”
of how people successfully change
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The online tool is designed to help translate awareness
from all of our assessments into lasting behavior
change
Components of Momentor
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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.
Translating Awareness into Behavior Change
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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
Enable
Encourage
Enlighten
Momentor for 360-Degree Feedback
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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
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
Momentor Goal Setting Options
Step 1
Assess
360
Assessment
Stop
Doing
Do Less
Step 2
Reflect/Plan
Momentor
Start
Doing
Do More
Do
Regularly
Step 3
Track/Monitor
Coach
Accelerator
Setting Development Goals
Use our Suggestions or Select Your Own
From Goal Intentions to Implementation
Action Items, Practice Plan, Goal Mentors & Goal Evaluation
Setting Development Goals
Action Items and Practice Plans
Action
Items
Practice
Plans
• 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
• Practice Plans 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
Setting Development Goals--Action Items
Setting Development Goals--Action Items
The Psychology of Habits
Reward
Behavior
Practice Plans
Creating Practice Plans
Gollwitzer & Sheeran (2006)
Goal Intention
Example
Practice Plans
Example
• “To stay calm in anxiety producing
situations”
• “If my heart starts to race, then I will
begin using my breathing technique
and focus on how relaxed I begin to
feel”
Creating Practice Plans
Creating Practice Plans
Tracking Development Progress
Competency Based Resource Library
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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
Example Content from Our Resource Library
Selecting “Coaches” To Help Support the Development Plan
Momentor Reminders to Facilitate Behavior
Change
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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.
Settings/Preferences
Help and Support
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
Coaches Can Set Goals, Action Items and Practice Plans
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 Momentor Use
Measuring Momentor Use
Percentage Initiating and Completing Development Plans
360 Feedback Alone
< 5%
360 Feedback and
Momentor
10% to 15%
Coaching, Momentor and
Manager Follow-Up
> 75%
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
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
 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, 280297
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:
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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%)
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53% of the responsive leaders who did not follow-up were rated as
unchanged or less effective
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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
Goal Evaluation
Getting Feedback on Your Goals
Momentor Goal Evaluation
Momentor Goal Evaluation
Goal Evaluation
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
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
360° Feedback Selected References
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Nowack, K. & Mashihi, S. (2012). Evidence Based Answers to Ten Questions about Leveraging 360Degree 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, 2832.
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.