kenneth m. nowack, ph.d. 3435 ocean park blvd, suite 203 santa monica, ca 90405 (310) 452-5130 ...
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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
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
Participate
Appreciate
Business Driver
Participate
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
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).
2012 ASTD State of the Industry Report
The Training Impact Distribution(Brinkerhoff, 2012)
The ROI of TrainingFact #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 TrainingFact #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 TrainingFact #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 climateMartin, 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 TrainingFact #4
The ROI of Training: The Four Legs
The Trainer The Learner
The LeaderThe Work
Environment
What are the necessary conditions to initiate and successfully maintain new behaviors?
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)
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 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 #2Creating 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 #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
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
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
Asc
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Val
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Exp
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Fee
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Lea
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Conscious Incompetence
Conscious Competence
Unconscious Incompetence
Unconscious Competence
Translating Training into Successful Behavior Change
Training & Coaching Programs
Momentor & Goal
Evaluation
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
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.
Translating Training into Successful Behavior Change
Step 1Assess
360 Assessmen
t
Step 2Reflect/PlanMomentor
ProgressPulse is a brief goal evaluation system initiated by participants
to measure perceived effectiveness of their
behavior change efforts
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
A brief web based report will summarize
perceived goal success along with open-ended
comments by invited raters
Progress Pulse:
Goal Evaluation System
Website portal for training participant’s managers, mentors,
internal/external coaches and HR to track and monitor
development plans
Direct access to our development resource
library to make suggestions for
participants to use
Unlimited number of development partners can be invited by the
participant
Development partners can communicate,
reinforce and support learning transfer
through this portal
Development Partner Portal
Over 2,000 developmental tips,
suggested books, articles, websites,
audio/video and other resources mapped to
training content competencies
Ability to have customized resource
libraries for your organization
Development Resource Library
Selection of training content related
competencies to focus professional
development plans
Participants in a training and development
program set (or are assigned) goals for
applying what they have learned
Weekly reminders to reinforce deliberate
practice of new behaviors
Goal Implementation and Reminder System
Momentor Features
Participant Login and Welcome Page
Selecting Development Areas
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
Setting Development GoalsUse our Suggestions or Select Your Own
From Goal Intentions to ImplementationAction Items, Practice Plans, Goal Mentors & Goal Evaluation
Setting Development GoalsAction Items and 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
Action Items
• 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
Practice Plans
Setting Development Goals--Action Items
Setting Development Goals--Action Items
The Psychology of Habits
Practice Plans
Behavior
Reward
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)
Creating Practice Plans
Creating Practice Plans
Defining a Developmental Goal Using Our Suggestions
Setting Development GoalsUse 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
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
Competency Based Resource Library
Example Content from Our Resource Library
Example Content from Our Resource Library
Selecting Goal Mentors
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.
Momentor Reminders to Facilitate Behavior Change
Settings/Preferences
Help and Support
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
Goal Evaluation—Summarizing Goals
Goal Rater Nomination
Momentor Goal Evaluation
Goal EvaluationGetting Feedback on Your Goals
Goal Evaluation
Goal Evaluation
“Life is change. Growth is optional.
Choose wisely.”
Karen Kaiser Clark
Behavior Change Selected References 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, 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. 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.