1. What's involved in planning for
individual development?
2. Will trained facilitators be
needed to lead developmental planning sessions?
3. How can you help participants
accept their 360-degree feedback?
4. How can you help participants
analyze their feedback?
5. How can you help participants
discuss their feedback with feedback givers?
6. How can you help participants
create an individual development plan?
7. What should happen in a meeting
with participant and manager or performance coach?
8. Should participants keep
a development journal?
9. When is follow-up 360-degree
feedback necessary?
1. What's involved in planning
for individual development?
Peter Senge states that "learning is developing a new
capacity to do something or to think in a way you couldn't
before." Employees who grow in knowledge and skills add
more value to their jobs and the organization. With downsizing
and outsourcing, lifetime employment is no longer a guarantee.
Each person must take responsibility for his or her own professional
development. The notion of "employability" means
that employees must improve themselves to get an "edge" in
today's job market. Here are some considerations for individual
development planning.
Encouraging learning
Identify skills and information that would enhance
job performance or that would position an individual for movement.
Be honest with the person about the need for ongoing development.
Set the stage that continuous learning is expected and will
open up opportunity, but the person must take the initiative
and make the effort.
Providing feedback
Delivering feedback based on actual observations
is critical to one's development. Positive feedback can be
a powerful motivator and can help a person capitalize on strengths.
If constructive feedback is specific and focused on behavior,
it will give the individual an opportunity to improve that
behavior. Follow-up feedback will indicate progress. Timely
feedback allows the person to connect the feedback to the situation.
To be credible, feedback should come from more than one source.
Designing development plans
The development plan should include self-analysis,
developmental goals and actions to be taken to improve. The
plan should be created and agreed to by both the employee and
the manager, and it should identify timeframes and follow-up
discussions. Managers, knowledgeable colleagues or external
consultants can be given formal performance coaching roles.
Empowering development activities
Managers can create opportunities for a person trying
to improve performance by assigning projects and responsibilities
related to developmental priorities. Managers can also set
aside time for an employee to attend courses or workshops.
Employees should be allowed to purchase books or computer programs
that facilitate learning.
Allowing growth from mistakes
People trying new behaviors and work patterns must feel that mistakes are viewed
as learning opportunities. Individuals need to feel free to extend themselves
and to take risks without fear of retribution.
The Individual Development Plan software contained in 20/20
Insight GOLD can help a person choose appropriate developmental
activities based on 360-degree feedback.
Copyright © 2004 Performance Support
Systems, Inc. All rights reserved.
2. Will trained facilitators
be needed to lead developmental planning sessions?
There are two ways to facilitate the development sessions
that follow 360-degree feedback. The first is to have participants
study the results of the survey, interpret the data and construct
a development plan based on their conclusions. The self-facilitated
option involves the least amount of time and money. However,
it’s likely to be the least effective because the participants
lack experience, objectivity and insight.
The second method is to use a facilitator in structured sessions.
This may involve an internal resource, such as trainer or human
resources representative who has experience in coaching employees.
If sensitive information is misunderstood, misinterpreted or
mishandled, there can be a negative impact. The safest route
is to use a facilitator who has experience working with 360-degree
feedback. External facilitators who have worked with many clients
in this arena can bring additional objectivity. If an outside
resource is used, this person must understand the organizational
dynamics and issues as well as have a familiarity with participants’ job
responsibilities.
Cost is a significant factor when choosing a facilitator.
Internal resources are typically more affordable than external
resources, and they know more about the culture and organization.
For reasons of job security and advancement, the internal facilitator
is likely to have a vested interest in ensuring that the feedback
and development process is successful.
Special skills are needed to help participants interpret feedback
and manage defensive reactions. 360-degree feedback presents
data about an individual’s strengths and weaknesses and
can potentially create anxiety and embarrassment. It takes
strong coaching, communication and facilitation skills to help
participants move beyond sensitivities toward acceptance and
action.
Copyright © 2004 Performance Support
Systems, Inc. All rights reserved.
3. How can you help participants
accept their 360 feedback?
In most cases, 360-degree feedback has high impact because
it measures specific behaviors. Encourage feedback recipients
to not only pay close attention to the quantitative ratings
but also to closely review the qualitative comments. Comments
amplify and clarify the numerical ratings and often provide
further insight. Make sure they understood how to read their
report. After they’ve had enough time to review the information,
check how they’re accepting their feedback.
It’s useful to review typical reactions to feedback.
Be sure to say it's OK to feel defensive or disappointed. These
feelings are natural, but growth and learning won't occur until
they move beyond them. Some participants may have trouble doing
this. Here are some typical reactions:
Denial. Recipients may question the validity
of the survey and data. Eventually, they move on and accept
the data as valid.
Anger. Sometimes people express anger. They
may feel that raters don't understand what's going on and that
the problem may lie with them. At some point, the recipient
may accept the data.
Flight. Some avoid personal responsibility
by looking for other causes, such as the organizational environment.
Acceptance. They understand the data is valid
and want to use it for problem solving.
Reviewing these stages helps people talk about and work through
their hurt feelings. Listen carefully to determine if anyone
is stuck in any of these stages. You can help by asking such
questions as:
• Did you find anything in the report that was valid?
(Help them through denial.)
• Is there anything in the feedback that you feel responsible for? (Anger)
• Is all this feedback beyond your control or is some of it related to you
and your actions? (Flight)
• Is there anything that you want to change? (Acceptance)
It's imperative to reinforce the positives. A rule of thumb
is to focus on two positives for every negative. Remind them
that it’s equally important to leverage their strengths
and to build on highly-rated behaviors. Help them celebrate
the behaviors that have contributed to their success.
One of the natural concerns of recipients is a fear of exposing
their weaknesses. No one wants to look ineffective or have
weaknesses brought out in the open. This is a good time to
remind them of the ground rules about who sees the data. Usually
360-degree feedback is for developmental purposes only and
the recipient is the only one who sees the detailed report.
Encourage them to share some of what they learned without revealing
numerical ratings. A general overview of strengths, weaknesses
and preliminary development plans may be given to managers.
Ideally, numerical ratings need not be shared with anyone,
but this depends on the ground rules which have been established
and communicated. Focusing on learning and growth as next steps
as opposed to numerical ratings is a more effective approach.
By helping recipients accept the data, you can move on to
the final challenge—starting a development plan. Emphasize
they should choose one or at most two important behaviors to
work on.
Copyright © 2004 Performance Support
Systems, Inc. All rights reserved.
4. How can you help participants
analyze their feedback?
Whether the feedback review session is one-on-one, in a group,
or over the telephone, consider following these steps.
Introduction
Summarize the organization's objective for the 360
feedback program and the agenda for the feedback session. Ask
participants what they hope to accomplish. Review ground rules,
such as how to respond to feedback, who will see the data and
what participants are expected to do with it.
Review the feedback report
Briefly explain where the survey came from, how it
was developed, what was measured and why the measurement criteria
are important. If the report includes norms, explain who the
norm group is so participants will understand who they're being
compared to. Don't get too technical in your explanation. Show
a sample report. In group sessions, use an overhead projection.
Review formats and report contents.
Review feedback patterns
First, address the issue of the legitimacy of respondent
perceptions. Emphasize that what is measured are perceptions
created by their behaviors. The main point is that what the
recipient sees in the feedback report is feedback—real
perceptions about that person at that time—a snapshot
of the person's observable behavior. Next, review three feedback
patterns:
• Self-ratings that agree with observer ratings
• Self-ratings that are higher than observer ratings
• Self-ratings that are lower than observer ratings
Explain that participants may see all three patterns in their
feedback reports, but not to be alarmed or distressed. Review
the concept of a "perception gap," which exists when
there’s a significant difference between self-ratings
and observer ratings. Significance depends mostly on the rating
scale used and the number of respondents.
Give time to study reports
Hand out the feedback reports in sealed envelopes.
Consider including a simple "profile notes page" for
participants to make notes as they review their report.
• What are the high and low areas?
• What scores "pleased" or "puzzled" them?
• Are there significant perception gaps (self-ratings higher or lower than
observer ratings)?
• What patterns do they see?
• Are all high or low ratings in one broad category or several related ones?
In group sessions, allow about an hour for participants to
review their report and make notes. It's important to give
them a safe environment to do this, such as an office, lobby,
or an empty conference room. Let participants know you’re
available if they have questions or wish to discuss any aspect
of the report. Be available and visible. If you don’t
have enough time to address all concerns, you can set time
aside after the group session to meet privately with those
who seek you out.
When telephone feedback sessions are conducted, request that
recipients wait to open their envelope until you are on the
phone with them. The time available for review may be condensed
considerably. It's not a good idea for recipients to review
their feedback report ahead of time, because they may misinterpret
the information. If the feedback is disturbing, they may "stew
over it" before the scheduled feedback session.
Review measurement criteria
Briefly review each of the broad categories of feedback.
Describe typical behaviors of people with high and low scores,
and explain why effective performance is important in your
organizational setting.
Next steps for development planning
Tell participants how to discuss the feedback with
their respondents. Give them a handout to help them analyze
selected areas for improvement:
• What may be causing the perceptions you want to
change?
• Are there any contributing factors?
• Who or what else may be involved?
• What specifically do you plan to do?
• Who will provide support or help?
• When will each action be started and completed?
• How will you track progress?
The facilitator’s main challenge is to encourage participants
to begin development planning now. Time permitting, give them
about 30 minutes to start working on a development plan for
one area of improvement. The development plan can't be completed
during this session, but it will help them get a start. Recognize
that some recipients may be so absorbed by their feedback that
they may have a hard time getting beyond it and into this stage.
Adjourn the session on a positive note. Reinforce that they
have received valuable feedback. Their strengths have been
affirmed, and they should continue to emphasize these behaviors.
Like everyone else, they learned there are certain behaviors
that may impede their effectiveness. They have received the
gift of feedback, and it's up to each one of them to decide
how to make the most of it.
Copyright © 2004 Performance Support
Systems, Inc. All rights reserved.
5. How can you help participants
discuss their feedback with feedback givers?
After participants have reviewed and analyzed their reports,
some may want to know who gave them low ratings. Remind them
that trying to find out who said what is beside the point when
compared with these realities:
• Honest feedback is a gift. You need it, and they
didn't have to give it to you.
• Perceptions are real. They are caused by your behavior.
• The scores aren’t as important as the feedback. Did you find out
what to change?
• You can guess who gave you lower ratings, but you'll probably be wrong.
• If you show anger or defensiveness, they'll never give you honest feedback
again.
During the feedback session, urge participants to meet with
their observers. It's an opportunity to supplement scores with
much more detailed qualitative feedback. Coach them to include
the following positive actions:
• Thank them for their time, effort and honesty.
• Tell them what you learned.
• Ask for more specific feedback in the high priority areas.
• Ask for specific guidance about what to change.
• Listen to what they say. Take notes. Speak only to ask for more detail.
• Never show anger or defensiveness.
• Explain preliminary developmental goals and next steps.
• Ask for ongoing feedback while you are changing patterns.
When summarizing what was learned from feedback, be honest
but be brief. Encourage participants to refrain from revealing
actual high or low scores. Feedback givers can be asked desired
behavior. These suggestions may be added to the development
plan. Feedback givers can be asked to help monitor future performance.
This support should be voluntary, sincere and informal.
Should feedback recipients meet with respondents in a group
or one-on-one? The least risky approach is separate meetings.
Unless subjects can facilitate an intense discussion about
themselves without getting defensive, they many not be able
to do this effectively. However, this approach may save time
and when conducted effectively can provide rich examples of
past behavior and suggestions for improvement. Consider asking
an experienced facilitator to help conduct these meetings.
Whether participants meet with observers individually or in
a group, the three main points to remember are:
• Don't get defensive. Swallow hard and keep on listening.
• Don't attack the data, the assessment or the process.
• Don't put someone on the spot or try bluffing. While you think you know
who gave low ratings, you don't know for sure. And it's counterproductive to
try to find out.
Copyright © 2004 Performance Support
Systems, Inc. All rights reserved.
6. How can you help participants
create an individual development plan?
Thomas Wolfe said: "If a man has talent and cannot use
it, he has failed. If he has a talent and uses only half of
it, he has partly failed. If he has a talent and learns somehow
to use the whole of it, he has gloriously succeeded, and won
a satisfaction and a triumph few men ever know." Recipients
of 360-degree feedback typically need help accepting and analyzing
feedback, determining key strengths and weaknesses and setting
development goals.
Analyze work skills
360-degree feedback itemizes what one brings to the workplace now and implies
what one could bring with an investment in individual development. Listing
the learned proficiencies by category uncovers current strengths and skills
that need development. It’s helpful to compare current skill levels
with the demands of the job.
Identify development goals
Describe the critical success factors of a specific development need or job
goal (e.g., good interaction with peers, quality of work rated high, ability
to communicate clearly, etc.). Help the person identify one or at most two
high-priority changes in behavior. Next, develop specific, realistic action
steps that will lead to accomplishment of the goal. Ask the person to outline
timeframes and identify resources that will enable accomplishment of the
goal.
Encourage reality testing and soul-searching
Provide realistic feedback about the feasibility of goals and actions. Assist
with the revisions to the plan. Encourage soul-searching to discover what
drives the past problem behavior patterns. Ask the employee to invest the
time required to achieve developmental goals. Ask whether the identified
actions are feasible in the work environment and aligned with the life goals
of the individual. Ask what the person will do if obstacles present themselves.
Anticipate obstacles
Plan contingencies for unexpected setbacks (resources
not made available, conditions changed, etc.) and identify
alternate actions that would help overcome the obstacles.
Copyright © 2004 Performance Support
Systems, Inc. All rights reserved.
7. What should happen
in a meeting with participant and manager or performance coach?
After participants have analyzed their feedback and decided
what to do about individual development, managers should review
their plans. An external performance coach—in addition
to the manager—can support the process of development
planning. Effective performance coaching involves the following
actions.
Identify strengths and developmental needs
Before meeting with the manager, individuals should
outline their most significant strengths and developmental
needs. These should be prioritized based on their current position,
career objectives and desired future role. If clear objectives
and a career path haven’t been previously established,
this is a good opportunity to reflect about them.
Conduct developmental priorities session with their
manager
When meeting with the manager, it's important that
participants be asked to share only the information the manager
really needs, which normally does not include specific details.
A shared view of reality is essential to a meaningful discussion
about the future. This is the time to examine and resolve discrepancies
between the boss's perceptions and those of the feedback recipients.
Once the manager has expressed perceptions of significant strengths
and areas for development, participants can give their views.
It's important that both people have similar perceptions about
the major performance issues, since these issues will form
the framework of a development plan.
Create a development plan
The next step is to agree on developmental action
steps. Most people welcome the help of a manager or coach when
formulating goals, brainstorming actions and completing a plan.
If the manager is autocratic in style, an external performance
coach can help facilitate. While it's possible to establish
several developmental goals, a realistic plan focuses on one
or at most two high-priority areas for improvement. Once the
plan is agreed upon, the manager can give participants encouragement
and offer suggestions about resources and support.
Begin the coaching process
Once the plan is approved, participants can begin
carrying out the actions. This phase is more important and
more difficult than any other, and ongoing guidance and encouragement
are helpful. A performance coach can help self-directed learners
maintain focus and momentum. The coach can be the boss, an
experienced peer, or an external consultant. As goals are accomplished,
new ones may be established. Participants can measure progress
using follow-up feedback from peers, direct reports, and the
manager, both informally and using another cycle of 360 feedback.
Copyright © 2004 Performance Support
Systems, Inc. All rights reserved.
8. Should participants
keep a development journal?
Keeping a development journal involves recording one's thoughts
about learning experiences related to a developmental goal.
A journal should be a private learning tool; individuals can
decide whether it will be helpful to share journal entries
with others.
The purpose of a journal is to structure a person’s
thinking in order to learn from experience. According to research
from the Center for Creative Leadership, managers credit on-the-job
activities as the primary vehicle for significant learning.
However, experience doesn’t automatically result in learning.
Many people go from experience to experience without the kind
of reflection that produces learning. Experience has to be
focused on, analyzed and integrated in order to learn from
it.
Also, so much happens at work that it's hard to remember it
all. Even if a valuable lesson has been learned, it can become
dim and inaccessible over time. A development journal creates
a record of the learning, which can be reviewed as often as
desired.
Journal structure
The best structure for a development journal entry
follows the well-established thought process of adult learning:
• What? Specifically, what happened?
• Why? What were the causes?
• So what? What were the consequences?
• Now what? What would be a better approach in the future?
• Do what? What action will you commit to?
Other entries
Learning is a highly individualized process. People
should be encouraged to make unstructured entries of their
own choosing at any time. The act of writing can facilitate
valuable thinking; it causes the brain to focus and analyze
in ways that don’t always happen when "just thinking." Other
kinds of entries, such as brainstorming and stem completion
exercises, can stimulate learning.
Media
A development journal isn’t a practical possibility
without a medium that contains formats that make it easy to
post structured entries. A journal can be a printed workbook,
or it can be a computer program. An electronic development
journal, such as the one featured in 20/20 Insight GOLD, can
give the user a choice of entry formats, a virtually unlimited
storage space for entries, password privacy, and the option
of reviewing on-screen or printing hard copies. A convenient
program such as this helps the individual get the most value
out of maintaining a development journal.
Copyright © 2004 Performance Support
Systems, Inc. All rights reserved.
9. When is follow-up 360-degree
feedback necessary?
Learning is a life-long process. Therefore, 360-degree feedback
shouldn’t be a one-time event. 360 feedback was designed
and intended for repeated use, because the need for feedback
and improvement doesn't disappear with one administration.
Following the principle of "inspect what you expect," repeated
feedback helps reinforce new behaviors and emphasize their
importance. High-achieving people want to demonstrate what
they can do. They want to know how much they have improved.
Follow-up assessment lets participants track improvement over
time.
Commit to follow-through
Feedback without follow-up can make people think that the
process was a waste of time. Appropriate frequency on follow-up sends
the message that improvements in performance are expected. Before beginning
a 360-degree feedback process, get decision makers to commit to repeated
assessments. Then tell people how soon and how often follow-up assessments
will be conducted.
Individual development
Plan for a follow-up assessment after a realistic
period of development. Changing patterns of interpersonal behavior
takes time. If the assessment and development goals are tightly
focused, improvement can be expected sooner. For example, if "Leading
Meetings" was the target area for improvement, a follow-up
assessment might be conducted in six to nine months. To keep
the development process active, the interval should not extend
much beyond a year.
To evaluate training
In this case, conduct the assessment immediately before the training program,
then follow up three to six months after training. The pre-assessment helps
participants focus on the areas they need to develop; knowing that follow-up
is imminent will increase the probability of practicing the new skills presented
during the training.
Cost
Managers are often reluctant to support repeated assessments
because of the additional cost. The organizational usage licenses available
with 20/20 Insight GOLD allow unlimited repeat assessments for individuals
and groups at no extra cost.
Copyright © 2004 Performance Support
Systems, Inc. All rights reserved
