Who we are…

…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

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.

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

“We are what we repeatedly do.” Aristotle

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)

“Giving up smoking is the easiest thing in the world. I

should know because I’ve done it thousands of times.”

Mark Twain

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)

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

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

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)

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)

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

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

Conscious Incompetence

Conscious Competence

Unconscious Incompetence

Unconscious Competence

Coaching and Behavior Change Model

360 Degree Feedback

Momentor

and Coaching

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

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

end

ing

Val

ue

Exp

erie

nce

Fee

db

ack

&C

oac

hin

gF

orm

al

Lea

rnin

g

Leveraging Successful Behavior Change:Momentor

…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

MomentorCoaching Stages

Prepare

Engage

Implement

Evaluate


Step 1Assess

360 Assessmen

t


Step 3Track/Monitor

Momentor

Momentor Features



Step 3Track/Monitor

Momentor

MomentorCreating a New Client


Step 1Assess

360 Assessmen

t


Step 3Track/Monitor

Momentor

MomentorLogging In and Creating a New Client


Step 3Track/Monitor

Momentor

MomentorLogging In and Creating a New Client


Step 3Track/Monitor

Momentor

MomentorEditing and Sending Client Invitation


Step 3Track/Monitor

Momentor

MomentorClient Invite to Momentor


Step 3Track/Monitor

Momentor

MomentorClient Sign In

Step 1Assess

360 Assessmen

t


Step 3Track/Monitor

Coach Accelerator

Momentor Goal Setting Options

Stop Doing Do Less Start

Doing Do MoreDo

Regularly


Step 3Track/Monitor

Momentor

MomentorCreating a New Goal for Your Client


Step 3Track/Monitor

Momentor

Creating a New Goal for Your Client

From Goal Intentions to ImplementationAction Items, Practice Plans, Goal Mentors & Success Strategies

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



Step 3Track/Monitor

Momentor

MomentorDevelopment Resource Library


Step 3Track/Monitor

Momentor

Development Resource Library—Books


Automatically Add Resources to Your Client’s Goal


Use Momentor to Reinforce, Comment and Support You Client’s Goals

Step 1Assess

360 Assessmen

t


Step 3Track/Monitor

Momentor

Tracking and Monitoring Client Progress

Step 1Assess

360 Assessmen

t


Step 3Track/Monitor

Momentor

Development Feed

Step 1Assess

360 Assessmen

t


Step 3Track/Monitor

Momentor

Upload Assessments Used in Your Coaching

Step 1Assess

360 Assessmen

t


Step 3Track/Monitor

Momentor

Confidential Coaching Notes

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

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

Goal EvaluationGetting Feedback on Your Goals

Goal Rater Nomination

Momentor Goal Evaluation

Goal Evaluation

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

“Life is change. Growth is optional. Choose wisely.”

Karen Kaiser Clark

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.

Who we are…

Documents

Transcript of Who we are…