…a goal setting and evaluation tool to help coaches be more successful 3435 ocean park blvd, suite...
TRANSCRIPT
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…A goal setting and evaluation tool to help coaches be more
successful
3435 Ocean Park Blvd, Suite 203 Santa Monica, CA 90405(310) 452-5130 (310) 450-0548 Fax
http://www.envisialearning.com
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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.
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Smither et al., (2003) studied 1,361 senior managers who received 360-degree feedback with 404 of these managers working exclusively with an executive coach to review their feedback and set individual goals. Managers who worked with an executive coach were significantly more likely than the other managers to demonstrate improvement
Olivero (1997) demonstrated that a conventional management training program in the public sector, combined with eight weeks of one-to-one coaching, resulted in a significant increase in productivity of the program participants compared to a control group
Thatch (2002) tracked 281 executives participating in a six-month coaching and multi-rater feedback intervention and found the combination of multi-rater feedback and individual coaching increased leadership effectiveness up to 60%
Grant and colleagues have shown in numerous randomized controlled studies using cognitive-behavioral approaches over a 10-week period significantly enhances goal attainment, resilience and workplace well-being (Grant et al., 2009; Grant, 2008; Grant et al., 2006; Green et al., 2007).
Evidence Based Research on Coaching
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“We are what we repeatedly do.” Aristotle
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Necessary Ingredients for Behavior ChangeMashihi, 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)
Encourage
• Readiness to change• (clarification of motivations and
beliefs)• Goal implementation
intentions• (measurable and specific)• Skill building
Enable
• Track & social support to reinforce learning
• Relapse prevention training
• Evaluation• (knowledge acquisition, skill
transfer, impact)
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“Giving up smoking is the easiest thing in the world. I
should know because I’ve done it thousands of times.”
Mark Twain
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Habits are Hard to Change…Harder to Sustain
NEW YEARS RESOLUTIONS: >25% abandon new behaviors after 15 weeks; 60% make the same resolution the next year (Marlatt,1996)
WEIGHT LOSS: About 2/3 of those who lose weight regain it all back within 4-5 years (Mann, 2007)
SMOKING: 40% of those who try were not able to quit for even 1 day (Messer, 2008)
ALCOHOL: 90 percent of alcoholics are likely to experience at least one relapse over the 4-year period following treatment; remission rates to range from 50 to 80% or more, depending on the severity of alcohol problems (Moos, 2006)
Leadership Change: Meta-analysis of 26 longitudinal 360 studies indicate significant but small effect sizes (Smither, 2005)
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Clueless: Why We Don’t See Ourselves Accurately
Positive Illusions
Dunning-Kruger Effect
Better than
Average Effect
• Inflated Skills
• Unrealistic Optimism
• Illusions of Control
• Individuals who perform poorly on tasks overestimate their skill level
• Remain unaware of their incompetence
• Are less motivated to develop their skills/abilities
• Nearly 80% of people believe they are in the top 50% in emotional intelligence
• 93% of drivers in the U.S. rated their driving skills in the top 50%
• U.S. College Board found 85% of students rated their ability to get along well with others above the median
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Correlations with the MSCEIT Overall, Emotional Experiencing & Emotional Reasoning subscores and EIV360 were .12, .07, .12, respectively, all p’s > .05) for 110 participants
The competencies of Trust and Empathy in the EIV360 were significantly correlated with the Managing Emotions & Using Emotions branches of the MSCEIT as well as the total score (average r’s = .25, p < .01).
33% of all study participants were unskilled (low MSCEIT) and unaware (high EIV360) and this represented almost half (46%) of all who had high self-assessment of their EI
Rafael Bisquerra Alzina, Nuria Perez Escoda, Laura Mari. Departmento MIDE Facultad de Pedagogia. Universidad de Barcelona (2011)
Emotionally Unskilled & Unaware
Low EI Ability but High Self-
Rating
33%
MSCEIT
- +-
+
En
vis
ia E
IV36
0
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Challenge #1Acquiring 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)
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Challenge #2Creating Implementation Intentions
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 implementation intentions double a person’s likelihood of achieving their goals (Gollwitzer & Sheeran, 2006)
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Challenge #3How Long it Takes to Form a Habit
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 PracticeThe 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 Automati
c
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Mental Practice Facilitates Behavior ChangePascual-Leone (1996) Harvard
Comparison of mental practice group on piano versus physical practice group (both 2 hours/day for 5 days) showed the nearly similar changes in the cortical pathways
Mental practice + 2 hours of physical practice resulted in equal performance at the end of the 5 day study period
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Conscious Incompetence
Conscious Competence
Unconscious Incompetence
Unconscious Competence
Coaching and Behavior Change Model
360 Degree Feedback
Momentor
and Coaching
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Orchestral musicians preferred creating music when they were encouraged to mindfully incorporate subtle nuances into their performance
Audience members were played recordings of both types of performance and a significant majority expressed a preference for the performances that were created in a mindful state
The practice of staying acutely aware of what is happening in the present moment prevents mindless competence and the use of mindful competence increases creativity, productivity and engagement
Russel, T. & Eisenkraft, N. (2009). Orchestral performance and the footprint of mindfulness. Psychology of Music, 37, 125-136.
Unconscious Competence and Peak Performance
Unconscious Competence
Lo
wH
igh
Per
form
ance
Mindful
Competence(Attention &
Passion)
Mindless
CompetenceInattention & Indifference
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Challenge #4Leader 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
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Challenge # 5Developing Leaders: 70/20/10 Rule
Lombardo & Eichinger (1996)
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
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Leveraging Successful Behavior Change:Momentor
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…A goal setting and evaluation tool to help coaches be more successful
Step 1Assess
360 Assessmen
t
Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
The Value of Momentor
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MomentorCoaching Stages
Prepare
Engage
Implement
Evaluate
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…A goal setting and evaluation tool to help coaches be more successful
Step 1Assess
360 Assessmen
t
Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
Momentor Features
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Momentor for Coaching
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.
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…A goal setting and evaluation tool to help coaches be more successful
Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
MomentorCreating a New Client
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…A goal setting and evaluation tool to help coaches be more successful
Step 1Assess
360 Assessmen
t
Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
MomentorLogging In and Creating a New Client
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Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
MomentorLogging In and Creating a New Client
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Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
MomentorEditing and Sending Client Invitation
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Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
MomentorClient Invite to Momentor
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Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
MomentorClient Sign In
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Step 1Assess
360 Assessmen
t
Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Coach Accelerator
Momentor Goal Setting Options
Stop Doing Do Less Start
Doing Do MoreDo
Regularly
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Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
MomentorCreating a New Goal for Your Client
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Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
MomentorCreating a New Goal for Your Client
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Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
Creating a New Goal for Your Client
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From Goal Intentions to ImplementationAction Items, Practice Plans, Goal Mentors & Success Strategies
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The Psychology of Habits
Practice Plans
Behavior
Reward
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Goal Intention Example
• “To stay calm in anxiety producing situations”
Practice Plans Example
• “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 PlansGollwitzer & Sheeran (2006)
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Creating Practice Plans
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Creating Practice Plans
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…A goal setting and evaluation tool to help coaches be more successful
Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
MomentorDevelopment Resource Library
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Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
Development Resource Library—Books
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Step 2Reflect/PlanMomentor
Automatically Add Resources to Your Client’s Goal
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Step 2Reflect/PlanMomentor
Automatically Add Resources to Your Client’s Goal
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Step 2Reflect/PlanMomentor
Use Momentor to Reinforce, Comment and Support You Client’s Goals
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Step 1Assess
360 Assessmen
t
Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
Tracking and Monitoring Client Progress
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Step 1Assess
360 Assessmen
t
Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
Development Feed
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Step 1Assess
360 Assessmen
t
Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
Upload Assessments Used in Your Coaching
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Step 1Assess
360 Assessmen
t
Step 2Reflect/PlanMomentor
Step 3Track/Monitor
Momentor
Confidential Coaching Notes
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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 the coaching intervention
Goal Evaluation
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Research on 8,208 leaders over 18 months following 360 feedback with follow up with direct reports and others shows the importance of follow-up and evaluation:
Managers who were seen as responding but doing no follow-up were perceived had the highest percentage of managers who were seen as getting worse (21%)
53% of the responsive leaders who did not follow-up were rated as unchanged or less effective
66% of the leaders who did “a little follow-up” showed improvement
95% of the leaders who did “a lot of follow-up” were rated as dramatically improved
Goal Evaluation
Goldsmith, M. (2006).The Impact of Direct Report Feedback and Follow-Up on Leadership. Unpublished manuscript. www.marshallgoldsmith.com/articles
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Goal EvaluationGetting Feedback on Your Goals
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Goal Rater Nomination
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Momentor Goal Evaluation
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Momentor Goal Evaluation
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Goal Evaluation
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2013 Envisia Learning Goal Evaluation Results Sample of 6 executive coaching sessions with
“clueless” clients (interpersonal deficits) Average length of the coaching engagement was
4 months Same coach/diverse organizations Average of 3 coaching goals focused on Goal evaluation process initiated 30-days
following the final coaching meeting Average of 3 raters per client
Worse
Not Improved
Improved
Not Observed
0 10 20 30 40 50 60 70 80 90 100
0
10
85
5
Percent
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“Life is change. Growth is optional. Choose wisely.”
Karen Kaiser Clark
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Behavior Change Selected References 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, 69-79.
Nowack, K. & Wimer, S. (1997). Coaching for human performance. Training and Development, 51, 28-32.
Nowack, K. (1997). Congruence between self and other ratings and assessment center performance. Journal of Social Behavior & Personality, 12, 145-166
Nowack, K. (1994). The secrets of succession. Training & Development, 48, 49-54 Nowack, K. (1993). 360-degree feedback: The whole story. Training & Development, 47, 69-72 Nowack, K. (1992). Self-assessment and rater-assessment as a dimension of management
development. Human Resources Development Quarterly, 3, 141-155.