understanding and interpreting the transformational leadership questionnaire
DESCRIPTION
Understanding and Interpreting the Transformational Leadership Questionnaire. Kenneth M. Nowack, Ph.D. 3435 Ocean Park Blvd, Suite 203 Santa Monica, CA 90405 (310) 452-5130 (310) 450-0548 Fax www.envisialearning.com [email protected]. - PowerPoint PPT PresentationTRANSCRIPT
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Understanding and Interpreting the Transformational Leadership Questionnaire
Kenneth M. Nowack, Ph.D.3435 Ocean Park Blvd, Suite 203 Santa Monica, CA 90405
(310) 452-5130 (310) 450-0548 [email protected]
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Transformational Leadership QuestionnairePresentation Outline
Transformational Leadership Questionnaire Online Process
Understanding and Using Your Transformational Leadership Questionnaire Results
Translating Awareness into Behavior Change: Talent Accelerator
Next Steps/Questions
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“There are three things extremely hard: steel, a diamond and to know one’s self.”
Benjamin Franklin, 1750
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Public Blind Spot
Private Unknown
You KnowYou KnowAbout MeAbout Me
You Don’t You Don’t KnowKnowAbout MeAbout Me
I know About I know About MyselfMyself
I Don’t know I Don’t know About MyselfAbout Myself
Johari Window
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Introduction to Transformational
Leadership Questionnaire
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Transformational Leadership Questionnaire
Transformational Leadership Painting a Picture Intellectual Stimulation Treating People as Individuals Career Development
Transactional Leadership Goal Setting Performance Monitoring and
Control Providing Feedback
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Measures 7 Competencies Focusing on Transformational and Transactional Leadership
49 Behavioral Questions
Online Administration
Developed based on transformational leadership models of Burns (1978) and Bass (1985)
Comprehensive Summary Feedback Report
Transformational Leadership Questionnaire Features
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Transformational Leadership
Questionnaire Online Process
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Interpreting Your Transformational Leadership
Questionnaire Feedback Report
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Emotional Reactions to Feedback: GRASP Model
Grin or Grimace
Recognize or Reject
Act or Accept
Strategize &
Partner
Emotional Reaction
Cognitive Reaction
Commitment Reaction
Behavioral Reaction
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Transformational Leadership Questionnaire (TLQ360) Competency Definitions and Conceptual Model
TLQ360 Overall Competency Graphs (self and other comparisons)
Most Frequent/Least Frequent Behavior Summary Summary of Average Scores by Rater Category with
Statistical Measure of Rater Agreement Written Comments by Raters Developmental Action Plan
Transformational Leadership Questionnaire Report
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KEY POINTS All raters are anonymous except for the “manager” Online administration uses passwords to protect
confidentiality (Internet administration) No line or bar graphs are shown unless at least two
raters respond in a rater category (anonymity protection)
The summary feedback report is shared only with the respondent and is intended for development purposes only
The respondent decides how much of the summary feedback report he/she wants to share with others
Confidentiality of the 360 Feedback Process
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Self-Other Perceptions: What Are Others Really Rating?
PEERSPEERS
REPORTSREPORTS
BOSSBOSS Performance
Derailment Factors (EI)
Leadership Potential
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Self-Other Comparisons Graphical Comparisons “Johari
Window” Most and Least Frequently Observed
Behaviors Summary of Average Scores Statistical Measure of Rater Agreement Written Comments
Feedback Report Components
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Transformational Leadership Questionnaire Invited Raters Page
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KEY POINTS Transformational Leadership Questionnaire uses
average scores based on the 1 to 7 frequency scale
The bar graphs summarize self and other perceptions on each of the 20 separate MV360 competencies
The legend to the right of the graph will summarize average score and number of raters for each category
Range of scores for each rater group are graphed
Transformational Leadership Questionnaire Graphs Self-Other Perceptions
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Transformational Leadership Questionnaire
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Transformational Leadership Questionnaire
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KEY POINTS The “Most Frequent” section and “Least Frequent”
section summarizes those competencies and behaviors that were most frequently/least frequently observed by various rater groups
The number in the first column corresponds to the average score for all raters providing feedback (1 to 7 scale)
The “Most Frequent” should be considered as perceived strengths to leverage and build on
The “Least Frequent” should be considered as possible behaviors to practice more frequently
Transformational Leadership Questionnaire Most Frequent/Least Frequent Section
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KEY POINTS Each Transformational Leadership Questionnaire
question is summarized and categorized in its appropriate competency
Average scores across all raters are reported for each competency and question
A statistical measure of rater agreement based on the standard deviation is reported as a percentage—a score less than 50% suggests that the raters providing feedback had enough disagreement to warrant a cautious interpretation of the average score reported (e.g., raters had diverse perceptions and rated the participant quite differently on that question or competency)
Transformational Leadership Questionnaire Behavior Summary
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KEY POINTS Comments are randomly listed by all raters who
volunteered to share written perceptions to two open-ended questions (perceptions of strengths and development areas)
Comments are provided verbatim from the online questionnaire—no editing
Some comments are specific, behavioral and constructive—others may be less useful or hard to understand
It is important to focus on themes that emerge, rather than, to dwell on any one individual comment
Transformational Leadership Questionnaire Written Comments Section
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Transformational Leadership Questionnaire Comments Report
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Transformational Leadership Questionnaire Feedback Report Questions to Consider
Do I understand my Transformational Leadership Questionnaire feedback report?
Does it seem accurate/valid? Is the feedback similar or different for the
different rater groups? Are the areas perceived by others for
development relevant to my current or future position?
Am I motivated to change?
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Transformational Leadership Questionnaire: Next Steps
Review your MV360 feedback report Thank your invited raters and share something you
learned from their feedback Use Talent Accelerator to identify specific
developmental goals & draft a development plan Meet with your manager to discuss your plan Implement your development plan Track and monitor progress Take the ViewSuite Pulse Mini-Evaluation in 6-10
months after completing your development plan Re-assess Transformational Leadership Questionnaire
in 12-18 months
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“Our life transformation is in exact proportion to the amount of truth we can take without running away.”
Vernon Howard
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Conscious Conscious IncompetenceIncompetence
Conscious Conscious CompetenceCompetence
Unconscious Unconscious IncompetenceIncompetence
Unconscious Unconscious CompetenceCompetence
Talent Accelerator Behavior Change Model
Feedback from
Assessments
Talent Accelerator
and Coaching
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Talent Accelerator is a web-based professional development tool integrated with Envisia Learning assessments
Talent Accelerator will provide you with a guided process for developmental planning based on “Best Practices” of how people successfully change
The online tool is designed to help translate awareness from all of our assessments into lasting behavior change
Description of Talent Accelerator 2.0
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Educates: Talent Accelerator resource library provides a comprehensive source of over 1,500 readings, websites, media, and suggestions to facilitate your development.
Monitors: Talent Accelerator provides you and your coach and/or manager to track and monitor your development plan progress and easy update through your email.
Coaches: Talent Accelerator sends an email to the individual’s coach and/or manager about development plan progress and the most recent progress update.
Promotes Insight: Talent Accelerator 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: Talent Accelerator sends you weekly reminders about your goal progress.
Components of Talent Accelerator 2.0
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Selecting Development AreasJump Right in to Select Your Goals or Use our Wizard
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Using Our WizardStep 1: Examining Your Feedback Report
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Using Our WizardStep 2: Deciding Which Competencies are Important
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Using Our WizardStep 3: Selecting Development Areas
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Setting Development GoalsUse our Suggestions or Select Your Own
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Setting Development Goals: Analyzing Your Success
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Taking Ownership of Your Developmental Goal: From Goal Intentions to Habit Triggers
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Selecting Goal Mentors—Email Invitation
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Selecting Development Areas
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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
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Example Content from Our Resource Library
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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
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Goal EvaluationGetting Feedback on Your Goals
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Talent Accelerator Goal Evaluation
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Talent Accelerator Goal Evaluation
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Talent Accelerator Case Study
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Business Issue: Department of pathology at a leading University medical center wanted to improve leadership performance coaching to increase engagement and retention of talent
Intervention: Executive performance coaching workshop + 360
feedback and developmental planning (N = 15) Pilot with one of the pathology Departments: 360
feedback + developmental planning + monthly follow up lunch discussion/support meetings (N = 23)
Talent Accelerator Case Study
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Assessments included:
Executive View 360 (senior team)
Performance View 360 (departmental talent)
Talent Accelerator (used by talent)
Coach Accelerator (used by managers)
Talent Accelerator Case Study
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Talent Accelerator Case Study
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All participants created a development plan; 80% completed progress on at least one competency they targeted
Participants targeted potential development areas rather than strengths
The average time to complete their plan was 53 days (SD = 46 days) with 55% focusing on developmental suggestions from our resource library, 23% focusing on resource websites/Blogs, 12% reading books and the remainder watching videos/podcasts
Time series 360 (ANOVA) demonstrated significant increase in interpersonal, task and communication competency ratings in talent over 12-months
80% completed at least one competency based action plan
Talent Accelerator Case Study Outcomes
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Talent Accelerator Research Summary
360 Feedback Alone < 5%
360 Feedback and Talent Accelerator
15% to 25%
Coaching, Talent Accelerator and Manager
Follow-Up
> 80%
Intervention Completion of Plans
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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 propertiesTarget competencies for 360 feedback interventions that
are related to strategic business needsNowack, 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
Envisia 360 Feedback Study “Best Practices”
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• 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 involvementRehbine, 2006; Nowack, 2009
Maximizing the Impact of 360 Feedback
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360° Feedback Selected References Nowack, K. & Mashihi, S. (2012). Evidence Based Answers to Ten Questions about Leveraging 360-
Degree 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, 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.