“We are what we repeatedly do.” Aristotle

1. The Psychology of Habits2208 6th Street Santa Monica, CA 90405(310) 452-5130  (310) 450-0548 Faxhttp://www.envisialearning.comken@envisialearning.com

2. Kenneth M. Nowack, Ph.D. is a licensed psychologist (PSY 13758) and President of Envisia Learning, Inc. a management consulting and publishing company and President of LifeHub, Inc. (www.getlifehub.com) a wellness/health promotion company. Dr. Nowack received his doctorate degree in Counseling Psychology from the University of California, Los Angeles and has published extensively in the areas of leadership development, assessment, health psychology, and behavioral medicine. Ken serves on Daniel Goleman’s Consortium for Research on Emotional Intelligence in Organizations, is a guest lecturer at the UCLA Anderson School of Management, and is an Associate Editor of Consulting Psychology: Practice and Research.

3. “We are what we repeatedly do.” Aristotle

4. Necessary Ingredients for Behavior Change Mashihi, S. & Nowack, K. (2011). Clueless: Coaching People Who Just Don’t Get It

5. Positive Illusions Clueless: Why We Don’t See Ourselves Accurately • Individuals who perform poorly on tasks overestimate their skill level • Remain unaware of their incompetence • Are less motivated to develop their skills/abilities Dunning-Kruger Effect • 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 • Inflated Skills • Unrealistic Optimism • Illusions of Control Better than Average Effect

6. Low EI Ability but High Self-Rating 33% + Envisia EIV360 - - + MSCEIT Emotionally Unskilled & Unaware • 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 BisquerraAlzina, Nuria Perez Escoda, Laura Mari. Departmento MIDE Facultad de Pedagogia. Universidad de Barcelona (2011)

7. “Giving up smoking is the easiest thing in the world. I should know because I’ve done it thousands of times.” Mark Twain

9. Habits Exercise….. Write your signature with your non-dominant hand

10. Habits Exercise….. • How much extra time did it take you? • How much extra effortdid it take you? • How does the quality compared to your regular signature? Write your signature with your non-dominant hand

11. 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) Habits are Hard to Change…Harder to Sustain

12. Triggers are Both Internal and External INTERNAL • Emotions (+/-) • Situations • Routines • People • Places EXTERNAL

13. Depressed People Check Email and the Internet Compulsively Kotikalapudi, et al., (2012). Associating Internet Usage with Depressive Behavior among College Students, Technology and Society Magazine, IEEE, 31, 73-80 Mindful Competence (Attention & Passion) Mindless Competence Inattention & Indifference

14. The Psychology of Habits

15. 6 Motivational DriversB.J Fogg, Stanford University • Seeking Pleasure • Avoiding Pain • Seeking Hope • Avoiding Fear • Seeking Acceptance • Avoiding Rejection

16. 6 Motivational BarriersB.J Fogg, Stanford University • Time • Money • Cognitive/Physical Effort • Social Support • Biological Rhythms • Non-Routine (Unknown stimulates arousal, focus & engagement)

17. Challenge #1Acquiring New BehaviorsRhodes, 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 successful maintainers (e.g., perceived control and efficacy)

18. Conscious Incompetence Conscious Competence Unconscious Incompetence Unconscious Competence Coaching and Behavior Change Model Momentor and Coaching 360 Degree Feedback

19. 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)

20. Challenge #3How Long it Takes to Form a Habit?

21. Challenge #3How Long it Takes to Form a Habit • Practicing mindfulness meditation for 4-weeks demonstrated significantly higher white matter neuroplasticity changes compared to a control group • Participating in an 8-week mindfulness meditation program created significant changes in brain regions associated with memory, sense of self, empathy and stress (increased grey-matter density in the hippocampus) compared to a control group Tang, Y-Y., et al., (2012). Mechanisms of white matter changes induced by meditation. PNAS, doi: 10.1073/pnas.1207817109 Hölzel, B., et al. (2011). Mindfulness practice leads to increases in regional brain gray matter density. Psychiatry Research: Neuroimaging, 191 (1): 36 DOI: 10.1016/j.pscychresns.2010.08.006

22. 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 almost equal performance at the end of the 5 day study period

23. Unconscious Competence High Performance Low Unconscious Competence and Peak Performance • 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. Mindful Competence (Attention & Passion) Mindless Competence Inattention & Indifference

24. The Psychology of Choking “Paralysis by Analysis” • Choking is not just poor performance--it is performing more poorly than expected, given one’s skill level, in situations where performance pressure is at a maximum • Pressure can compromise performance by: Interfering with attention and memory resources with distracting worries about the quality of performing Increasing self-consciousnesswhich disrupts the execution of habits that normally run outside of conscious awareness DeCaro, M. S., Thomas, R., Albert, N. B., & Beilock, S. L. (2011). Choking under pressure: Multiple routes to skill failure. Journal of Experimental Psychology: General, 3, 390-406 Mindful Competence (Attention & Passion) Mindless Competence Inattention & Indifference

25. Challenge #3How Long it Takes to Form a Habit? • Across a wide range of piano-playing skill, deliberate practice accounted for nearly half the variance (45.1%) in sight-reading performance in the study • However, working memory capacity (which is highly stable and heritable) accounted for a significant proportion of the variance (7.4%), above and beyond deliberate practice Heinz & Hambrick (2010). Deliberate Practice Is Necessary but Not Sufficient to Explain Individual Differences in Piano Sight-Reading Skill: The role of Working Memory Capacity. Psychological Science, 21, 914-919 • 10,500 Swedish twins were evaluated on music ability (rhythm, melody, and pitch discrimination) and practice time • Music practice may not causally influence music ability • Genetic variation among individuals affects both ability and inclination to practice (music practice was substantially heritable; 40%–70%) Mosing, et al. (2014). Practice Does Not Make Perfect: No Causal Effect of Music Practice on Music Ability. Psychological Science, 7,1-9.

26. Challenge #3How Long it Takes to Form a Habit?

27. 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 Challenge #4Leader as Performance Coach The Coaching Conundrum 2009: Building a coaching culture that drives organizational success. Blessing White Inc. Global Executive Summary

28. Challenge # 5Developing Leaders: 70/20/10 RuleLombardo & Eichinger (1996) • Job change • Special projects and assignments • Exposure and involvement in key business challenges • Task forces, committees, change initiatives Experience • Job Performance feedback • Executive coaching • 360-degree feedback process • Developmental assessment workshops Feedback & Coaching Ascending Value • Critical skill building training programs • Transition training programs • Key external executive programs • Self-directed learning initiatives Formal Learning

29. The 70/20/10 Rule RevisitedDDI/Conference Board Global Leadership Study (2014-2015)

30. Leveraging Successful Behavior Change: Momentor

31. …A goal setting and evaluation tool to help coaches and their clients to be more successful

32. The Value of Momentor Step 1 Assess 360 Assessment Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor …A goal setting and evaluation tool to help coaches be more successful

33. Momentor for Coaching An online personal development platform to support the transfer of learning into sustained behaviour change. As soon as you’ve selected your goal, 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.

34. “Dreams don’t work unless you do.” Anonymous

35. Momentor Goal Setting Options Step 1 Assess 360 Assessment Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Coach Accelerator

36. Momentor Features and the Original70/20/10 RuleLombardo & Eichinger (1996) Action Items and Practice Plans Goal Mentors Competency Based Resource Library

37. Behavioral Engineering Theories Behind Momentor

38. Momentor Feature #1Creating Practice PlansGollwitzer & Sheeran (2006)

39. Momentor Feature #2 Development Resource Library Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor …A goal setting and evaluation tool to help coaches be more successful

40. Upload Assessments Used in Your Coaching Step 1 Assess 360 Assessment Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor

41. Momentor Feature #3 Confidential Coaching Notes Step 1 Assess 360 Assessment Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Momentor

42. Momentor Feature #4 Goal Evaluation 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

43. Momentor Goal Evaluation Scale

44. Momentor Goal Evaluation Summary

45. 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

46. Evidence Based Research on Coaching • 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). • Theeboom et al., (2013) in their meta-analysis of published coaching interventions found that that coaching has significant positive effects on outcomes (performance/skills, well-being, coping, work attitudes, goal-directed behavior) with effect sizes ranging from g = 0.43 (coping) to g = 0.74 (goal-directed self-regulation)

47. “Life is change. Growth is optional. Choose wisely.” Karen Kaiser Clark

48. Behavior Change Selected References • 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 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.