Understanding and Interpreting the Transformational Leadership Questionnaire Kenneth

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 ken@envisialearning. com

Transformational Leadership Questionnaire Presentation Outline § Transformational Leadership Questionnaire Online Process § Understanding and Using Your Transformational Leadership Questionnaire Results § Translating Awareness into Behavior Change: Talent Accelerator § Next Steps/Questions

“There are three things extremely hard: steel, a diamond and to know one’s self. ” Benjamin Franklin, 1750

Johari Window Public Blind Spot You Know About Me Private Unknown You Don’t Know About Me I know About Myself I Don’t know About Myself

Introduction to Transformational Leadership Questionnaire

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

Transformational Leadership Questionnaire Features § 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 Online Process

Interpreting Your Transformational Leadership Questionnaire Feedback Report

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

Transformational Leadership Questionnaire Report § Transformational Leadership Questionnaire (TLQ 360) Competency Definitions and Conceptual Model § TLQ 360 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

Confidentiality of the 360 Feedback Process 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

Self-Other Perceptions: What Are Others Really Rating? BOSS Performance REPORTS Derailment Factors (EI) PEERS Leadership Potential

Feedback Report Components § Self-Other Comparisons § Graphical Comparisons “Johari Window” § Most and Least Frequently Observed Behaviors § Summary of Average Scores § Statistical Measure of Rater Agreement § Written Comments

Transformational Leadership Questionnaire Invited Raters Page

Transformational Leadership Questionnaire Graphs Self-Other Perceptions 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 MV 360 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

Transformational Leadership Questionnaire

Transformational Leadership Questionnaire Most Frequent/Least Frequent Section 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 Behavior Summary 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 Written Comments Section 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 Comments Report

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?

Transformational Leadership Questionnaire: Next Steps § § § § Review your MV 360 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 View. Suite Pulse Mini-Evaluation in 6 -10 months after completing your development plan Re-assess Transformational Leadership Questionnaire in 12 -18 months

“Our life transformation is in exact proportion to the amount of truth we can take without running away. ” Vernon Howard

Talent Accelerator Behavior Change Model Conscious Incompetence Conscious Competence Talent Accelerator and Coaching Feedback from Assessments Unconscious Incompetence Unconscious Competence

Description of Talent Accelerator 2. 0 § 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

Components of Talent Accelerator 2. 0 § § § 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.

Selecting Development Areas Jump Right in to Select Your Goals or Use our Wizard

Using Our Wizard Step 1: Examining Your Feedback Report

Using Our Wizard Step 2: Deciding Which Competencies are Important

Using Our Wizard Step 3: Selecting Development Areas

Setting Development Goals Use our Suggestions or Select Your Own

Setting Development Goals: Analyzing Your Success

Taking Ownership of Your Developmental Goal: From Goal Intentions to Habit Triggers

Selecting Goal Mentors—Email Invitation

Selecting Development Areas

Competency Based Resource Library § § § 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

Example Content from Our Resource Library

Goal Evaluation 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 Getting Feedback on Your Goals

Talent Accelerator Goal Evaluation

Talent Accelerator Goal Evaluation

Talent Accelerator Case Study

Talent Accelerator Case Study § 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: Ø Ø 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 § Assessments included: Ø Executive View 360 (senior team) Ø Performance View 360 (departmental talent) Ø Talent Accelerator (used by talent) Ø Coach Accelerator (used by managers)

Talent Accelerator Case Study

Talent Accelerator Case Study Outcomes § 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 Research Summary Intervention Completion of Plans 360 Feedback Alone < 5% 360 Feedback and Talent Accelerator 15% to 25% Coaching, Talent Accelerator and Manager Follow-Up > 80%

Envisia 360 Feedback Study “Best Practices” üProvide individual coaching to assist in interpreting and using the 360 feedback results üHold participant and manager accountable to create and implement a professional development plan üTrack and monitor progress on the completion of the development plan üLink the 360 intervention to a human resources performance management process üUse 360 tools with sound psychometric properties üTarget competencies for 360 feedback interventions that are related to strategic business needs Nowack, K. (2005). Longitudinal evaluation of a 360 degree feedback program: Implications for best practices. Paper presented at the 20 th Annual Conference of the Society for Industrial and Organizational Psychology, Los Angeles, March 2005

Maximizing the Impact of 360 Feedback • 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 involvement Rehbine, 2006; Nowack, 2009

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 Mc. Kenna (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 (3 rd 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, 2832. 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.