Understanding and Interpreting the Transformational Leadership Questionnaire

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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 [phone]
? [phone] Fax www.envisialearning.com ken_at_e
nvisialearning.com
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Transformational Leadership QuestionnairePresenta
tion 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 ones self.
• Benjamin Franklin, 1750

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Johari Window
Public
Blind Spot
You Know About Me
Private
Unknown
You Dont Know About Me
I Dont know About Myself
I know About Myself
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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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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

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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 Report

• 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

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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

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

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Transformational Leadership Questionnaire
Invited Raters Page
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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 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

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Transformational Leadership Questionnaire
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Transformational Leadership Questionnaire
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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

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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
  percentagea 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)

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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
  questionnaireno editing
• Some comments are specific, behavioral and
  constructiveothers 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

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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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Talent Accelerator Behavior Change Model
Talent Accelerator and Coaching
Feedback from Assessments
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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

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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
  individuals 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.

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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 MentorsEmail Invitation
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Selecting Development Areas
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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

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Example Content from Our Resource Library
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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

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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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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
• 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)

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Talent Accelerator Case Study

• Assessments included
• Executive View 360 (senior team)
• Performance View 360 (departmental talent)
• Talent Accelerator (used by talent)
• Coach Accelerator (used by managers)

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Talent Accelerator Case Study
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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

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Talent Accelerator Research Summary
Intervention Completion of Plans
360 Feedback Alone lt 5
360 Feedback and Talent Accelerator 15 to 25
Coaching, Talent Accelerator and Manager Follow-Up gt 80
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Envisia 360 Feedback Study Best Practices

• 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 properties
• Target 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 20th
  Annual Conference of the Society for Industrial
  and Organizational Psychology, Los Angeles, March
  2005

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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

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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 Dont 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.