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Kenneth M. Nowack, Ph.D. 3435 Ocean Park Blvd, Suite 203 Santa Monica, CA 90405 (310) 452-5130 (310) 295-1059 Fax www.envisialearning.com ken@envisialearning.com. Who we are….
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Kenneth M. Nowack, Ph.D. 3435 Ocean Park Blvd, Suite 203 Santa Monica, CA 90405 (310) 452-5130 (310) 295-1059 Fax www.envisialearning.com ken@envisialearning.com
Who we are… Envisia Learning is a leader in providing innovative assessment products, services, and other internet based resources that are responsive to the unique needs of consultants and coaches and the individuals they serve throughout the world. We are committed to building strong, mutually beneficial, and enduring relationships with a focus on providing superior customer service, high-quality products, and excellent price value to our Customers.
The Cost Expenditure of Training 2012 ASTD State of the Industry Report
The ROI of TrainingFact #1 In recent meta-analyses reviewing training effectiveness, the average effect sizes (learning .17 to behavior change .3) suggest only modestchange in behavior raising a question about the ROI Powell, K. S., & Yalcin, S. (2010). Managerial training effectiveness. Personnel Review, 39, 227–241. Taylor, P. J., Russ-Eft, D. F., & Chan, D. L. (2005). A meta-analytic review of behavior modeling training. Journal of Applied Psychology, 90, 692–709.
The ROI of TrainingFact #2 • In a study of seven companies, training participants were asked if they intended to apply what they learned on the job—nearly 100 percent said “yes” but 30 percent of direct reports said their bosses did absolutely nothing • When leaders did little or no follow-up with their direct reports (e.g., asking for additional feedback, sharing information about what skills they were trying to develop further) there was no perceived change in the leaders overall effectiveness Goldsmith, M. & Morgan, H. Leadership is a contact sport: The "follow up" factor in management development. Strategy+Business, 36, 71-79
The ROI of TrainingFact #3 • Martin (2010) found a positive effect on learning transfer for peer support in a corporate field environment, with peer support and encouragement mitigating a negative work climate Martin, H. J. (2010). Workplace climate and peer support as determinants of training transfer. Human Resource Development Quarterly, 21, 87-104 • Managers who follow-up with talent who have taken 360-degree feedback assessments are more likely to set specific goals, solicit ideas for improvement, and subsequently receive improved performance ratings. Smither, J., London, M., Flautt, R., Vargas, Y., & Kucine, I. (2003). Can working with an executive coach improve multisource feedback ratings over time? A quasi-experimental field study. Personnel Psychology, 56, 23–44
What are the necessary conditions to initiate and successfully maintain new behaviors?
Necessary Ingredients for Behavior Change Mashihi, S. & Nowack, K. (2011). Clueless: Coaching People Who Just Don’t Get It
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 varied deliberate practice • There are different predictors of non-intenders to successful adopters (e.g., readiness to change) versus unsuccessful maintainers versus successful maintainers (e.g., perceived control and efficacy)
Challenge #2Creating Practice Plans • 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 Practice Plans double a person’s likelihood of achieving their goals (Gollwitzer & Sheeran, 2006)
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
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
Conscious Incompetence Conscious Competence Unconscious Incompetence Unconscious Competence Translating Training into Successful Behavior Change Momentor & Goal Evaluation Training & Coaching Programs
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
A Better Model for Performance….Or, Stop Evaluating “Training”
Momentor Learning Transfer System Translating Training into Successful Behavior Change
Momentor for Training 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.
Momentor Features Step 1 Assess 360 Assessment Step 2 Reflect/Plan Momentor Translating Training into Successful Behavior Change
Momentor Goal Setting Options Step 1 Assess 360 Assessment Step 2 Reflect/Plan Momentor Step 3 Track/Monitor Coach Accelerator
Setting Development GoalsUse our Suggestions or Select Your Own
From Goal Intentions to ImplementationAction Items, Practice Plans, Goal Mentors & Goal Evaluation
Setting Development GoalsUse our Suggestions or Select Your Own
Selecting Resources to Support Your Goal:Using Our Competency Based Library and Most Popular Resources
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
Momentor Reminders to Facilitate Behavior Change • 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.
