Understanding and Using Your
Performance View 360 Report
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]
Performance View 360
Presentation Outline
 Performance View 360 Online Process
 Understanding and Using Your
Performance View 360 Results
 Translating Awareness into Behavior
Change: Talent Accelerator
 Next Steps/Questions
Performance View 360
Online Process
“There are three things extremely
hard: steel, a diamond and to
know one’s self.”
Benjamin Franklin, 1750
Johari Window
Public
Blind Spot
Private
Unknown
You Know
About Me
You Don’t
Know
About Me
I know About
Myself
I Don’t know
About Myself
PV360 Welcome Screen
PV360 Assessment
LV360 Nomination Screen
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
Interpreting Your
Performance View 360
Feedback Report
Performance View 360
Task/Performance Management
 Planning/Organizing
 Project Management
 Problem Solving
 Decisiveness/Judgment
Communication
 Listening
 Written Communication
 Oral Presentation
 Oral Communication
 Two-Way Feedback
Interpersonal
 Collaboration
 Interpersonal Sensitivity
 Negotiation/Conflict
 Team Support
 Leadership/Influence
Performance View 360 Features
 Measures 14 Competencies
 70 Behavioral Questions
 Online Administration
 Reliable and Valid Scales
 Comprehensive Summary Feedback
Report
Performance View 360 Report
 Performance View 360 (PV360) Competency
Definitions and Conceptual Model
 Self-Awareness/Social Awareness Comparison
Graphs
 PV360 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
Factors
REPORTS
Interpersonal
Factors
PEERS
Future
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
Performance View 360
Invited Raters Page
Performance View 360
Awareness View Section
KEY POINTS
Performance View 360 provides a snapshot of
self/social awareness in a series of graphs
highlighting four areas:
1.
2.
3.
4.
Potential Strengths (Low Self Ratings & High Other
Ratings)
Confirmed Strengths (High Self Ratings & High Other
Ratings)
Potential Development Areas (High Self Ratings & Low
Other Ratings)
Confirmed Development Areas (Low Self Ratings & Low
Other Ratings)
Performance View 360
Awareness View
Performance View 360
Graphs Self-Other Perceptions
KEY POINTS
 Performance View 360 uses average scores
based on the 1 to 5 effectiveness scale
 The bar graphs summarize self and other
perceptions on each of the separate LV360
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
Performance View 360
Self-Other Perceptions
Performance View 360
Most Effective/Least Effective Section
KEY POINTS
 The “Most Effective” section and “Least Effective”
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 5
scale)
 The “Most Effective” should be considered as
perceived strengths to leverage and build on
 The “Least Effective” should be considered as
possible behaviors to practice more frequently
Performance View 360
Behavior Summary
KEY POINTS
 Each Performance View 360 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)
Performance View 360
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
Performance View 360
Feedback Report Questions to Consider
 Do I understand my Performance View 360
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?
Performance View 360: Next Steps
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Review your PV360 feedback report
Thank your invited raters and share something
you learned from their feedback
Identify specific developmental goals & draft a
development plan
Meet with your manager to discuss your plan
Implement your development plan
Track and monitor progress
Re-assess Performance View 360 in 12-18
months
“Our life transformation is in exact
Charles
proportion
to Darwin
the amount of truth we can
take without running away.”
Vernon Howard
Necessary Ingredients for Behavior Change
Mashihi, 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)
• Readiness to change
(clarification of motivations and
beliefs)
Encourage
• Goal implementation
intentions (measurable and
specific)
• Skill building
Enable
• Track & social support to
reinforce learning
• Relapse prevention
training
• Evaluation (knowledge
acquisition, skill transfer, impact)
Momentor
A Goal Setting, Reminder & Evaluation Tool
33
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
Use our Suggestions or Select Your Own
From Goal Intentions to Implementation
Action Items, Practice Plan, Goal Mentors & Goal Evaluation
Setting Development Goals--Action Items
Setting Development Goals--Action Items
Using the Resource Library
Particular resources will be suggested in line with the goals you
have created, however, you can click on the Resource Library Tab
at anytime to explore the entire library
You can access a
wide selection of…
• Articles
• Audio
• Books
• On-the-job
activities
• Video
• Websites/ blogs
• Workshops/
Seminars
Your resource library will be based on,
and linked to, your specific competency
model
43
Example Content from Our Resource Library
Goal Evaluation
Getting Feedback on Your Goals
Momentor Goal Evaluation
Goal Evaluation
Momentor Reminders to Facilitate Behavior
Change
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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.
Performance View 360
Follow Up

33 percent of leaders who did
not follow up with their
managers, direct reports and
peers about their 360
feedback results were rated as
getting worse in evaluations
about their performance after
the leadership program
Goldsmith, M. & Morgan, H. (2004).
Leadership is a contact sport. Strategy
+ Business.
Learning and Reflection
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What key learnings did I get from
today’s presentation? (What have I
heard? / What have I learned?)
How can I apply this new knowledge,
information, or technique to a challenge
at work?
What specific actions am I committing
to as a result of what I have learned?
360° Feedback Selected References
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Nowack, K. (2014). Taking the Sting Out of Feedback. Talent Development Magazine, 68, 50-54.
Nowack, K. & Mashihi, S. (2012). Evidence Based Answers to Ten Questions about Leveraging 360Degree 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, 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.