360 Degree Feedback: A developmental approach

1. 360 Degree Feedback: A developmental approach Dr. Randy Richards St. Ambrose University

2. Content • What is 360 Degree Feedback? • Why is it essential? • How does it work? • How would we implement it? • What do we need to do get ready? • What should we expect from it? • What 360 is not. • A few words about core competencies.

3. What is 360 Degree Feedback? • A means of getting candid and valid feedback to improve core competencies. • A circle of anonymous input from above, below, sideways. • For developmental not evaluative purposes. • Individualized improvement strategy for core competencies. • Periodic Supervisor Peers Peers You Direct reports

4. Why is it essential? • Focused in-put around key skills/competencies • Multiple raters – more complete picture • Personal accountability • Higher impact • You • Organization • Greater involvement / enhances cooperation Supervisor Peers Peers You Direct reports

5. How does it work? • Core competencies are identified and questions developed. • 360 recipients selected. • Each recipient identifies supervisor, key subordinates and peers to provide feedback (up to 10 respondents). • Set up an on-line response method through a vendor. • Vendor notifies respondents • Respondents complete on-line forms. • Vendor tabulates results and makes individual reports available to recipients and independent facilitator. • Recipient and facilitator develop an improvement strategy and goals. • Recipient shares goals with supervisor and implements strategy. • Process repeats periodically.

6. An introductory and explanatory meeting with the people participating. Discuss and decide on the skills / competencies to be assessed.  Develop the 360 instrument. Compile a list of the respondents for each recipient. Meet with the respondents to explain the program and their role in it. Send out the web address directly to the respondents. Respondents complete forms. Report for each recipient made available. Individual meetings scheduled with Coordinator to work on developmental plan. Put plan into action. After 6 months re-assess, essentially steps 6 through 10. How would we implement it?

7. What do we need to do get ready? • Decide as a group that this is worth doing. • Discuss and decide which core competencies should be included in the feedback. • Turn those into questions. • Explain the general process to organizational employees. • Start the process.

8. What should we expect from it? • Focused candid feedback. • Better picture of reality (The full view). • Individual competency improvement. • Increased teamwork. • Improved plant operation. • Improved working relationships. • Better conflict. (More light – less heat)

9. What 360 is not. • A substitute for managing poor performance. • A substitute for a formal performance evaluation method. • A guarantee of profitability. • A popularity contest. • A quick fix, one-time endeavor. • A magic wand.

10. About core competencies • What are they • Observable behaviors critical to on-the-job success • The most critical step in the process • Must connect to organizational strategic goals and individual performance evaluation • Top down/bottom up generation • Wider/narrower focus • Full range of skills, behaviors needed for success • A specific area in need of special attention • Larger/smaller • Whole organization • Smaller units

11. Samples of Leadership Competencies • Listening and responding • Employee Development • Problem Solving • Conflict Management • Risk Taking • Assertiveness • Task Commitment

12. For more information contact Randy Richards Chair Dept of Managerial Studies St. Ambrose University 309.781.7064 RichardsRandyL@sau.edu