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All the way round 360 degree feedback September 2011

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All the way round 360 degree feedback September 2011

  1. 1. All the way round 360 degree feedback <br />by Toronto Training and HR <br />September 2011<br />
  2. 2. Contents<br /> 3-4 Introduction to Toronto Training and HR<br />5-6 Definitions<br />7-8 Who does the rating?<br />9-10 Benefits of 360 degree feedback<br />11-12 Drawbacks of 360 degree feedback<br />13-15Impact and uses of 360 degree feedback<br />16-18 What does it measure?<br />19-22 Overcoming employee concerns<br />23-25Common mistakes<br />26-29Evaluating a 360 degree feedback<br /> instrument<br />30-32 Facilitating feedback<br />33-34 Importance of vision <br />35-36 Questions to ask<br />37-38 Challenges and possible solutions<br /> 39-42 360 degree feedback appraisal forms<br /> 43-48 Introducing 360 degree feedback appraisals<br />49-50 Steps in the sequence<br />51-54 Case studies<br />55-56 Conclusion and questions<br />
  3. 3. Page 3<br />Introduction<br />
  4. 4. Page 4<br />Introduction to Toronto Training and HR<br />Toronto Training and HRis a specialist training and human resources consultancy headed by Timothy Holden <br />10 years in banking<br />10 years in training and human resources<br />Freelance practitioner since 2006<br />The core services provided by Toronto Training and HR are:<br /><ul><li>Training course design
  5. 5. Training course delivery</li></ul>- Reducing costs<br /><ul><li>Saving time
  6. 6. Improving employee engagement & morale
  7. 7. Services for job seekers</li></li></ul><li>Page 5<br />Definition<br />
  8. 8. Page 6<br />Definition<br />History<br />What is 360 degree feedback?<br />OTHER NAMES<br />Multi-source feedback systems<br />360 degree evaluations<br />
  9. 9. Page 7<br />Who does the rating?<br />
  10. 10. Page 8<br />Who does the rating? <br />Yourself <br />Boss <br />Other bosses (previous boss, boss’s own boss etc.) <br />Employees <br />Team members <br />Peers <br />Internal customers <br />External customers <br />Suppliers <br />Friends and family members <br />
  11. 11. Page 9<br />Benefits of 360 degree feedback<br />
  12. 12. Page 10<br />Benefits of 360 degree feedback<br />The report provides a more powerful insight into the performance of the person<br />The appraiser has more evidence to bring to the appraisal discussion<br />The different perceptions from the other people asked often create a broader debate<br />
  13. 13. Page 11<br />Drawbacks of 360 degree feedback<br />
  14. 14. Page 12<br />Drawbacks of 360 degree feedback<br />Some people may be afraid of contributing honestly – for fear of retribution<br />There is often a lack of management sensitivity when given the additional power<br />
  15. 15. Page 13<br />Impact and uses of 360 degree feedback<br />
  16. 16. Page 14<br />Impact and uses of 360 degree feedback 1 of 2<br />IMPACT<br />Quality and quantity of data<br />Communication<br />Motivation<br />Roles<br />The customer<br />
  17. 17. Page 15<br />Impact and uses of 360 degree feedback 2 of 2<br />USES<br />Self-development and individual counselling<br />Part of ‘organized’ training and development<br />Team-building<br />Performance management and appraisals<br />Strategic or organization development<br />Validation of training and other initiatives<br />Remuneration<br />
  18. 18. Page 16<br />What does it measure?<br />
  19. 19. Page 17<br />What does it measure? 1 of 2<br />The tendency when assessing individuals to look not just at results achieved – but how they were achieved.<br />The increasing emphasis by organizations on measuring employee opinions on a number of issues, such as communications or morale, achievement of corporate standards of behaviour or values.<br />The use of external measures by organizations to assess how others see them from outside, typically using market research or other forms of survey to assess customer satisfaction. Some asking for similar feedback from their suppliers.<br />
  20. 20. Page 18<br />What does it measure? 2 of 2<br />The assessment of teams and departments by looking at what happens within the group-communication and decision-making processes. This data is coupled with the views of internal customers and others on team quality and service.<br />The increasing use of business excellence models as part of total quality movement and the need to have more precise, data-focused ways of measuring them.<br />
  21. 21. Page 19<br />Overcoming employee concerns<br />
  22. 22. Page 20<br />Overcoming employee concerns 1 of 3<br />Issues of confidentiality are clearly communicated, detailing who will have access to the data and for what purpose<br />It is clearly stated how feedback will be given and by whom<br />The process for identifying respondents is clearly set out with recipients having some opportunity to input<br />Sufficient time is allowed to pilot the process and to consult with individuals and employee groups on both the design and implementation of the process<br />
  23. 23. Page 21<br />Overcoming employee concerns 2 of 3<br />Both recipients and respondents are adequately briefed on the process, how to complete the relevant forms and the aims and objectives of the exercise<br />Adequate opportunity is given for people to comment and raise their concerns<br />People are not forced or coerced to take part by managers<br />Feedback is never attributed to an individual<br />
  24. 24. Page 22<br />Overcoming employee concerns 3 of 3<br />Feedback reports and developments plans are kept secure and data protection rules are obeyed<br />The process is constantly monitored and evaluated, with all concerns acted on and any changes adequately communicated<br />
  25. 25. Page 23<br />Common mistakes<br />
  26. 26. Page 24<br />Common mistakes 1 of 2<br />Having no clear purpose<br />Using it as a substitute<br />Not conducting a pilot test<br />Not involving key stakeholders<br />Having insufficient communication<br />Compromising confidentiality<br />Not making clear the feedback’s use<br />Not giving people sufficient resources<br />Not clarifying who “owns” the feedback<br />
  27. 27. Page 25<br />Common mistakes 2 of 2<br />Having “unfriendly” administration and scoring<br />Linking to existing systems without a pilot<br />Making it an event rather than a process<br />Not evaluating effectiveness<br />
  28. 28. Page 26<br />Evaluating a 360 degree feedback instrument<br />
  29. 29. Page 27<br />Evaluating a 360 degree feedback instrument 1 of 3<br />Find out what is available<br />Collect a complete set of materials<br />Compare your intended use to instrument characteristics<br />Examine the feedback scales<br />Familiarize yourself with the instrument-development process<br />Learn how items and feedback scales were developed<br />
  30. 30. Page 28<br />Evaluating a 360 degree feedback instrument 2 of 3<br />Find out how consistent scores tend to be<br />Assess basic aspects of validity-does the instrument measure what it claims to measure?<br />Think about face validity<br />Examine the response scale<br />Evaluate the feedback display<br />Understand how breakout of rater responses is handled<br />
  31. 31. Page 29<br />Evaluating a 360 degree feedback instrument 3 of 3<br />Learn what strategies are used to facilitate interpretation of scores<br />Look for development and support materials<br />Compare cost-value for the price<br />Consider length a minor issue<br />
  32. 32. Page 30<br />Facilitating feedback<br />
  33. 33. Page 31<br />Facilitating feedback 1 of 2<br />Preparation<br />Explain purpose of feedback<br />Explain facilitator’s role<br />Explain the purpose of the session<br />Agree a timescale<br />Introductory comments<br />Clarify responsibility<br />Give advice<br />Avoid generalities<br />
  34. 34. Page 32<br />Facilitating feedback 2 of 2<br />Focus on priorities<br />Seek clarification<br />Handle conflict<br />Don’t forget the good news<br />The high performers<br />Know when to stop<br />Action planning<br />Development planning<br />
  35. 35. Page 33<br />Importance of vision<br />
  36. 36. Page 34<br />Importance of vision<br />Get a vision test<br />Gain a new respect<br />Leverage (or build) your network<br />Learn the craft<br />Beware of identity traps<br />Constantly communicate<br />Step up to the plate<br />
  37. 37. Page 35<br />Questions to ask<br />
  38. 38. Page 36<br />Questions to ask<br />What is the purpose of the process? <br />Who is targeted by the process? <br />Is participation voluntary? <br />Who selects the raters? <br />Are ratings anonymous? <br />Who evaluates? <br />Who has access to the evaluations?<br />If ratees have access to the information, who facilitates the feedback?<br />How frequently is it administered? <br />Are there developmental linkages?<br />
  39. 39. Page 37<br />Challenges and possible solutions<br />
  40. 40. Page 38<br />Challenges and possible solutions<br />
  41. 41. Page 39<br />360 degree feedback appraisal forms<br />
  42. 42. Page 40<br />360 degree feedback appraisal forms 1 of 2<br />HEADINGS<br />1. Key skill/capability type (e.g. communications, planning, reporting, creativity and problem solving, etc. - whatever the relevant key skills and capabilities are for the role in question). <br />2. Skill component/element (e.g. 'active listening and understanding' [within a 'communications' key skill], or 'generates ideas/options' [within a 'creativity/problem solving' key skill]). Five or six suits best and the key skill should be broken down if there are more than six elements - big lists and groups are less easy to work with. <br />
  43. 43. Page 41<br />360 degree feedback appraisal forms 2 of 2<br />HEADINGS<br />3. Question number (purely for reference and ease of analysis) <br />4. Specific feedback question (relating to skill component, e.g. does the person take care to listen and understand properly when you/others are speaking to him/her? [for the active listening skill]) <br />
  44. 44. Page 42<br />360 degree feedback appraisal forms 3 of 2<br />HEADINGS<br />5. Tick-box or grade box (ideally a,b,c,d or excellent, good, not good, poor, or rate out of four or six - N.B. clarification and definitions of ratings system to participants and respondents is crucial, especially if analyzing or comparing results within a group, when obviously consistency of interpretation of scoring is important) <br />
  45. 45. Page 43<br />Introducing 360 degree feedback appraisals<br />
  46. 46. Page 44<br />Introducing 360 degree feedback appraisals 1 of 5<br />Consider and decide what you need the 360 degree system to achieve. What must it be? How must it work? What difference must it make? <br />Choose/design a system (or system provider), i.e.., research and investigate your options (other local or same-sector companies using 360 already are a helpful reference point, or your trade association HR group, or a specialist HR advisory body such as CIPD in the UK if you are a member). <br />
  47. 47. Page 45<br />Introducing 360 degree feedback appraisals 2 of 5<br />When you've decided on a system, pilot it with a few people to make sure it does what you expect. (It's best to establish some simple parameters or KPIs by which you can make this assessment, rather than basing success on instinct or subjective views.) <br />When satisfied with the system, launch it via a seminar or workshop, preferably including role-plays and/or practical demonstration. <br />
  48. 48. Page 46<br />Introducing 360 degree feedback appraisals 3 of 5<br />Check the legal and contractual issues for your situation - privacy, individual choice, acceptable practices and rules, training, data protection, individual rights, adoption guide, etc. (360 degree systems are now well-developed and established. Best practice and good reference case-studies are more widely available than in the early years of 360 feedback development. <br />
  49. 49. Page 47<br />Introducing 360 degree feedback appraisals 4 of 5<br />Support the implementation with ongoing training, (include an overview in your induction training as well), a written process guide/booklet, and also publish process and standards on your intranet if you have one. <br />Establish review and monitoring responsibility. <br />
  50. 50. Page 48<br />Introducing 360 degree feedback appraisals 5 of 5<br />Establish review and monitoring responsibility. <br />Ensure any 360 degree appraisal system is introduced and applied from top down, not bottom up, so everyone can see that the CEO is happy to undertake what he/she expects all the other staff to do. As with anything else, if the CEO and board agrees to undertake it first, the system will have much stronger take-up and credibility. If the plan for 360 feedback introduction is likely to be seen as another instrument of executive domination then re-think your plans. <br />
  51. 51. Page 49<br />Steps in the sequence<br />
  52. 52. Page 50<br />Steps in the sequence<br />Create a questionnaire<br />Select the respondents<br />Distribute the questionnaire<br />Allow time for people to respond and complete their questionnaires<br />Generate the report from the responses gathered<br />Hand (or preferably discuss) the compiled report to the appraisee<br />
  53. 53. Page 51<br />Case study A<br />
  54. 54. Page 52<br />Case study A <br />
  55. 55. Page 53<br />Case study B<br />
  56. 56. Page 54<br />Case study B <br />
  57. 57. Page 55<br />Conclusion & Questions<br />
  58. 58. Page 56<br />Conclusion<br />Summary<br />Questions<br />