Kenneth M. Nowack, Ph.D.
3435 Ocean Park Blvd, Suite 203  Santa Monica, CA 90405
(310) 452-5130  (310) 295-1059 Fax
www.envisialearning.com
ken@envisialearning.com
Who we are…
Envisia Learning is a leader in providing
innovative assessment products, services,
and other internet based resources that are
responsive to the unique needs of
consultants and coaches and the
individuals they serve throughout the world.
We are committed to building strong,
mutually beneficial, and enduring
relationships with a focus on providing
superior customer service, high-quality
products, and excellent price value to our
Customers.
Does Training Work?
Training: Benefit or Business Driver?
Talent
Expectation
Business
Driver
Participate
Participate
Appreciate
Learn and
Apply
The Cost Expenditure of Training
U.S. firms spent about $156
billion on employee learning in
2011
Leading training areas included:
Managerial/supervisory
Profession/industry specific
Process, procedures and
practices
2012 ASTD State of the Industry Report
Without follow-up, 90% of new
skills are lost within a year
(Salas, 2012)
Only 10% of what’s invested
into training programs results
in employees transferring what
they’ve learned back to their
jobs (Knyphausen-Aufsess,
Smukalla, & Abt, 2009).
The Training Impact Distribution
(Brinkerhoff, 2012)
The ROI of Training
Fact #1
In recent meta-analyses reviewing training
effectiveness, the average effect sizes (learning
.17 to behavior change .3) suggest only modest
change in behavior raising a question about the
ROI
Powell, K. S., & Yalcin, S. (2010). Managerial training effectiveness. Personnel Review,
39, 227–241.
Taylor, P. J., Russ-Eft, D. F., & Chan, D. L. (2005). A meta-analytic review of behavior
modeling training. Journal of Applied Psychology, 90, 692–709.
The ROI of Training
Fact #2
 In a study of seven companies, training
participants were asked if they intended
to apply what they learned on the job—
nearly 100 percent said “yes” but 30
percent of direct reports said their bosses
did absolutely nothing
 When leaders did little or no follow-up
with their direct reports (e.g., asking for
additional feedback, sharing information
about what skills they were trying to
develop further) there was no perceived
change in the leaders overall
effectiveness
Goldsmith, M. & Morgan, H. Leadership is a contact sport: The
"follow up" factor in management development.
Strategy+Business, 36, 71-79
The ROI of Training
Fact #3
 Martin (2010) found a positive effect on learning transfer for peer support
in a corporate field environment, with peer support and encouragement
mitigating a negative work climate
Martin, H. J. (2010). Workplace climate and peer support as determinants of training transfer. Human Resource Development
Quarterly, 21, 87-104
 Managers who follow-up with talent who have taken 360-degree feedback
assessments are more likely to set specific goals, solicit ideas for
improvement, and subsequently receive improved performance ratings.
Smither, J., London, M., Flautt, R., Vargas, Y., & Kucine, I. (2003). Can working with an executive coach improve
multisource feedback ratings over time? A quasi-experimental field study. Personnel Psychology, 56, 23–44
The ROI of Training
Fact #4
The ROI of Training: The Four Legs
The Trainer
The Learner
The Leader
The Work
Environment
What are the necessary
conditions to initiate and
successfully maintain
new behaviors?
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 varied 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)
Translating Training into Successful Behavior
Change
Conscious
Incompetence
Conscious
Competence
Unconscious
Incompetence
Unconscious
Competence
Training &
Coaching
Programs
Momentor &
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
A Better Model for Performance….
Or, Stop Evaluating “Training”
Define Business
Driver
Provide Targeted
Learning
Intervention
Reinforce
Performance
Improvement
Momentor Learning Transfer System
Translating Training into Successful Behavior Change
Momentor for Training
An online personal development
platform to support the transfer of
learning into sustained behaviour
change.
As soon as you’ve selected your goal,
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.
Momentor Features
Goal Implementation
and Reminder System
Development Resource
Library
Selection of training
content related
competencies
to focus
Step
1
professional
development
plans
Assess
360
Development Partner
Portal
Website portal for
training participant’s
managers, mentors,
internal/external
coaches and HR to
track and monitor
development plans
Over 2,000
developmental tips,
suggested books,
articles, websites,
audio/video and other
resources mapped to
training content
competencies
Participants in a training
and
development
Assessment
program set (or are
assigned) goals for
Ability to have
applying what they have
customized resource
learned
libraries for your
organization
Progress Pulse:
Goal Evaluation
System
ProgressPulse is a brief
goal evaluation system
initiated by participants to
measure perceived
effectiveness of their
behavior change efforts
Unlimited number of
development partners
can be invited by the
participant
Participants can invite
any development
partners they want (e.g.,
their manager, direct
reports, colleagues,
customers) and they will
be sent a brief goal
effectiveness survey
measuring perceived
change in effectiveness
tied to a specific
development goal they
are working on
Development partners
can communicate,
reinforce and support
learning transfer
through this portal
A brief web based report
will summarize perceived
goal success along with
open-ended comments
by invited raters
Direct access to our
development resource
library to make
suggestions for
participants to use
Weekly reminders to
reinforce deliberateStep 2
practice of new
Reflect/Plan
behaviors
Momentor
Translating Training into Successful Behavior Change
Participant Login and Welcome Page
Selecting Development Areas
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 Plans, 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
Defining a Developmental Goal Using Our Suggestions
Setting Development Goals
Use our Suggestions or Select Your Own
Selecting Resources to Support Your Goal:
Using Our Competency Based Library and Most Popular Resources
Selecting Goal Mentors
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
Competency Based Resource Library
Example Content from Our Resource Library
Example Content from Our Resource Library
Selecting Goal Mentors
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
Goal Evaluation
Description
 Is not a 360 feedback assessment
 Provides a metric of actual behavior change
 Provides coaches and organizations with a tool
to demonstrate the value of their training
interventions
Goal Evaluation—Summarizing Goals
Goal Rater Nomination
Momentor Goal Evaluation
Goal Evaluation
Getting Feedback on Your Goals
Goal Evaluation
Goal Evaluation
“Life is change.
Growth is optional.
Choose wisely.”
Karen Kaiser Clark
Behavior Change Selected References
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Knyphausen-Aufsess, D., Smukalla M., and Abt, M. (2009). Towards a new training transfer portfolio: A review of
training-related studies in the last decade. German Journal of Research in Human Resource Management, 23, 288-311.
Nowack, K. & Mashihi, S. (2012). Evidence Based Answers to Ten Questions about Leveraging 360-Degree Feedback.
Consulting Psychology Journal: Practice and Research, 64, 157–182
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, 6979.
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.
Salas, E., Tannenbaum, S., Kriger, K. & Smith-Jentsch, K. (2012). The science of training and development in
organizations: What matters in practice. Psychological Science in the Public Interest, 13, 74-101.