360 BY DESIGN Facilitator s Guide

360 BY DESIGN Facilitator s Guide Center for Creative Leadership, its logo, 360 BY DESIGN, Benchmarks, SKILLSCOPE, LeaderLab, and Leadership Development Program (LDP) are registered trademarks owned by the Center for Creative Leadership. Prospector is a registered trademark owned by Morgan W. McCall, Jr., Gretchen M. Spreitzer, and Joan Mahoney.

Table of Contents Section 1: Purposes and Uses of 360 BY DESIGN 1.1 Introduction 1.2 Purpose of This Guide 1.3 What 360 BY DESIGN Measures 1.4 Uses of 360 BY DESIGN 1.5 Benefits of 360 BY DESIGN 1.6 Overview of Content 1.7 Overview of Process 1.8 Terms Used Section 2: Process Design and Management 2.1 Getting Ready 2.2 Program Components 2.3 Purchase, Pricing, and Billing 2.4 Building Your Organization s Instrument 2.5 Use of Group Profile Feedback 2.6 Implementing Your Survey Process 2.7 Completing a Survey as a Participant or Rater 2.8 Contact Information for Questions Section 3: Design and Delivery of 360 BY DESIGN Feedback 3.1 Design of Sessions for Feedback Delivery and Development Planning 3.2 Materials Development for Your Organization s Instrument 3.3 Feedback Workshop for 360 BY DESIGN 3.4 Preparing for and Facilitating a One-to-One Feedback Session 3.5 How to Read and Interpret the Feedback Report Section 4: Planning for Development 4.1 The Development Planning Process 4.2 Sharing Results 4.3 The 360 BY DESIGN Development Planning Guide 4.4 Continuing Development 4.5 Sample Development Planning Form 2001, 2004 Center for Creative Leadership. All Rights Reserved. 2

Section 5: Research Background of 360 BY DESIGN 5.1 Competency Origins 5.2 Methodology Used to Develop the 360 BY DESIGN Library of Competencies 5.3 Psychometric Properties 5.4 Competency Categories and Definitions 5.5 360 BY DESIGN Competency Library 5.6 Development of 360 BY DESIGN Norm Groups Section 6: References and Related Readings 6.1 Educational Resources Available from CCL and Jossey-Bass/Pfeiffer 6.2 Related 360 Articles and Publications by CCL Authors 6.3 References for 360 BY DESIGN and This Facilitator s Guide Section 7: Frequently Asked Questions 7.1 Getting Help 7.2 Creating the Survey 7.3 Administering the Survey 7.4 Pricing and Billing 7.5 Facilitating Feedback Section 8: Key Documents 8.1 Focus on Raters 8.2 Promises and Pitfalls 8.3 Center for Creative Leadership On-line Privacy Policy 8.4 Sample Email Messages 8.5 Sample Feedback Report (Chris Design) 8.6 Development Planning Guide Appendices: Appendix A: Competency Summary Appendix B: Competencies and Items Appendix C: Competencies by Source Instrument Appendix D: Scoring Rules Appendix E: Sample Individual and Group Reports 2001, 2004 Center for Creative Leadership. All Rights Reserved. 3

Section 1: Purposes and Uses of 360 BY DESIGN Introduction Purpose of This Guide What 360 BY DESIGN Measures Uses of 360 BY DESIGN Benefits of 360 BY DESIGN Overview of Content Overview of Process Terms Used 1.1 Introduction The Center for Creative Leadership (CCL ) is a pioneer in using 360-degree feedback to enhance leadership development. Each year, CCL processes 360-degree instruments for more than 50,000 leaders around the world. Through CCL s extensive assessment-fordevelopment research, as well as direct feedback from participants in its leadership development programs, it has been confirmed time and time again that this type of feedback has a powerful impact on individual leaders. 360 BY DESIGN is an innovative assessment tool developed by CCL to help organizations customize an Internet-based 360-degreefeedback instrument. Using this tool, organizations can select from 94 competencies and 5 derailment factors a total of more than 600 questions--drawn from existing validated CCL instruments. 360 BY DESIGN enables an organization to provide individuals with feedback on areas they believe are most important to success. The resulting feedback is intended to support managers in their professional development. 1.2 Purpose of This Guide The purpose of this Guide is to provide you with the information and materials needed to administer a 360 BY DESIGN assessment, lead a successful Feedback Workshop, and facilitate one-to-one feedback sessions with participants. The Guide is not designed to comprehensively teach a facilitator how to give feedback on any psychometric instrument. It is designed to be easy to use and includes the pertinent information about the research and psychometric basis for the instrument. The Guide consists of eight sections. Section 2 covers the design and management of your feedback process, including contracting and services from CCL, building your instrument, electronic administration, and program components that will ensure a successful delivery. The remaining sections cover how to deliver 360 BY DESIGN feedback (Section 3), how to assist participants in using their feedback data in planning for development (Section 4), and the research background for the development of the 360 BY DESIGN (Section 5). Readings and references are listed in Section 6. Section 7 includes frequently asked questions about the survey, the process, the feedback data, and how the data will be used. The final 2001, 2004 Center for Creative Leadership. All Rights Reserved. 4

section includes key documents and communication tools for 360 BY DESIGN. CCL conducts ongoing research for all of its assessment instruments, including 360 BY DESIGN. This Facilitator s Guide will be updated periodically as new research is released. All revised materials will be made available to certified 360 BY DESIGN facilitators. 1.3 What 360 BY DESIGN Measures The areas assessed by 360 BY DESIGN are leadership skills, perspectives, and capacities of effectiveness seen as important in organizations. Because each organization selects the specific competencies to be included in its survey, the resulting data are highly relevant and useful, both to individuals and to the overall organization. 360 BY DESIGN provides meaningful feedback that participants can use to create a personal development plan. Specifically, it: provides perspectives on how others view the participant and how the participant s behavior impacts those other individuals can increase the participant s self-awareness, which is a cornerstone of development can help the participant confirm known strengths and identify unrecognized strengths can uncover development needs, including ones of which the participant may not be aware. 360 BY DESIGN is not a tool for measuring basic skills, job knowledge, or intellectual ability. For this reason, it is not appropriate for use in making selection decisions or as a part of performance appraisals or compensation reviews 1.4 Uses of 360 BY DESIGN 360 BY DESIGN may be used for two general purposes: for individuals, as a confidential assessment instrument that identifies strengths and areas for development for groups, as a profiling tool for a work group to target development needs and to shape environments that support individual and group development. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 5

With 360 BY DESIGN, as with all of CCL s psychometric instruments, confidentiality of individual feedback data must be ensured and safeguarded. The anonymity of individual respondents must be maintained, except where specifically noted and agreed to at the time the instrument is completed (e.g., Boss, Superior, Other data). Although the instrument may be introduced in a group setting, we recommend that the participant discuss feedback and development planning in a one-to-one feedback session. Individual participants own their feedback data and must be given exclusive possession of all copies of their feedback reports, unless explicitly requested or agreed to differently by the individual. 1.5 Benefits of 360 BY DESIGN One of the most unique benefits of using 360 BY DESIGN is the ability to deliver a customized assessment and feedback process. Many organizations today are developing and using custom competency models of effective leadership. By choosing the areas for assessment, organizations can measure what is important to them. Individuals have the opportunity to receive feedback that is highly relevant to their current and future work challenges. Because the client organization creates the instrument, the survey: may be used with both individuals and groups may be used for any level of manager or executive may be taken at any point in an individual s career can be built to fit the specific needs of that organization. Moreover, customization is achieved without sacrificing the research that assures valid and reliable competencies on which feedback will be provided. There are more opportunities for customizing a 360 BY DESIGN survey. In addition to selecting competencies to be included in the survey, choosing one or both standard open-ended questions, and adding custom questions, the organization may choose to customize one or more of the following elements: names of the standard set of rater categories standard set of email notifications sent to participants and raters Another key benefit of 360 BY DESIGN is that it is an entirely Internet-based process. Not only is turnaround time for the receipt, scoring, and delivery of data shortened, but also both participants and their raters can provide input from virtually anywhere in the world, at any time of day or night. In addition to being highly flexible and time-efficient, 360 BY DESIGN is also a secure process with respect to the handling and reporting of data. CCL provides a secure server, firewall technology, passcode access, and encrypted transmissions to ensure the security and anonymity of raters and the confidentiality of individual results. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 6

1.6 Overview of Content 360 BY DESIGN features an extensive library of reliable and valid competencies. These 94 research-grounded competencies and 5 derailment factors were developed by the Center for Creative Leadership and are used extensively in leadership development training programs and related coaching activities. The number of items (questions) for each competency is displayed in parentheses below. The competencies are grouped into conceptual categories for purposes of clarity and organization. Problems That Can Stall a Career (derailment factors) are reported separately in the feedback report. Competencies LEADING OTHERS Managing Effective Teams and Work Groups Brings Out the Best in People (5) Forging Synergy (6) Building and Maintaining Relationships Managing Conflict; Negotiation (3) Relationships (10) Building and Mending Relationships (11) Putting People at Ease (4) Compassion and Sensitivity (7) Valuing Diversity and Difference Differences Matter (6) Leveraging Differences (5) Global Awareness (5) Valuing Diversity (6) Adapts to Cultural Differences (6) Developing Others Confronting Problem Employees (6) Leading Employees (14) Inspiring Commitment (5) Employee Development (4) 2001, 2004 Center for Creative Leadership. All Rights Reserved. 7

Selecting, Developing, Accepting People (7) Developing and Empowering (6) Delegating (4) Motivating Others (4) Communicating Effectively Communicating Information, Ideas (5) Communicating Effectively (6) Listening (4) Participative Management (10) Communication (5) Problems That Can Stall a Career Problems with Interpersonal Relationships (10) Difficulty Building and Leading a Team (8) LEADING THE ORGANIZATION Managing Change Leading Change (5) Change Management (9) Solving Problems and Making Decisions Insightful: Sees Things from New Angles (4) Getting Information, Making Sense of It; Problem Identification (7) Sound Judgment (6) Problem Solving/Decision Making (4) Decisiveness (4) Recognizing Trade-Offs (7) Taking Action, Making Decisions, Following Through (5) Resourcefulness (10) Managing Politics and Influencing Others Influencing, Leadership, Power (9) Taking Risks and Innovating 2001, 2004 Center for Creative Leadership. All Rights Reserved. 8

Has the Courage to Take Risks (4) Risk-taking, Innovation (5) Courage (5) Setting Vision and Strategy Planning and Goal Setting (4) Strategic Planning (7) Vision (4) Managing the Work Administrative/Organizational Ability (9) Being a Quick Study (4) Results Orientation (6) Business Perspective (5) Organizing (4) Knowledge of Job, Business (6) Knowledge: Trade and Business (4) Seeks Broad Business Knowledge (4) Enhancing Business Skills & Knowledge Customer/Vendor Relations (4) Financial Management (6) Marketing (4) Human Resources (4) Sales (4) Understanding and Navigating the Organization Acting Systemically (5) Problems That Can Stall a Career LEADING YOURSELF Too Narrow a Functional Orientation (5) Developing Adaptability Interpersonal Savvy (7) 2001, 2004 Center for Creative Leadership. All Rights Reserved. 9

Openness to Influence; Flexibility (9) Adaptability (5) Embracing Flexibility (6) Increasing Self-Awareness Managing Yourself Self-Awareness (4) Seeks and Uses Feedback (5) Self-Management, Self-Insight, Self-Development (7) Open to Criticism (3) Career Management (9) Balance Between Personal Life and Work (4) Handling Disequilibrium (9) Time Management (4) Coping with Pressure and Adversity; Integrity (8) Straightforwardness and Composure (4) Increasing Your Capacity to Learn Seeks Opportunities to Learn (5) Learning through Others (11) Learns from Mistakes (5) Learning from Experience (5) Exhibiting Leadership Stature Executive Image (5) Leadership Stature (4) Displaying Drive and Purpose Energy, Drive, Ambition (4) Motivating Self (5) Committed to Making a Difference (4) Leading with Purpose (10) Doing Whatever It Takes (9) 2001, 2004 Center for Creative Leadership. All Rights Reserved. 10

Demonstrating Ethics and Integrity Credibility (8) Ethics/Culture (4) Acts with Integrity (4) Relationship Building (4) Problems That Can Stall a Career Failure to Meet Business Objectives (7) Difficulty Changing or Adapting (10) GLOBAL COMPETENCIES Decision Maker (11) Negotiator (7) Leader (16) Business Knowledge (8) Coping (4) International Business (7) Perspective Taking (4) Innovator (6) Cultural Adaptability (5) 1.7 Overview of Process The 360 BY DESIGN assessment process begins when an organization decides to use 360- degree feedback for development. Once the decision to use a 360-degree assessment process has been made, the organization then determines the competencies of leadership effectiveness held as integral to the success of managers and executives within the organization. The implementation of 360 BY DESIGN involves straightforward steps that take you from survey construction through the delivery of the final feedback reports and development planning guides. Step I: Begin by confirming with your Information Technology staff that all participants and raters meet the technical requirements. Step II: Contract with CCL and complete the set-up order form, which includes: identifying the competencies necessary for high performance, providing participant information, 2001, 2004 Center for Creative Leadership. All Rights Reserved. 11

scheduling key dates, and optionally writing custom survey questions, customizing rater category labels, and customizing email notifications. CCL can provide a competency mapping session and brief stakeholders to help obtain buy-in for the 360 process. Step III: Upon receipt of contract and set-up template, CCL will construct the customized 360 BY DESIGN system. Step IV: Participants access the system and submit their rater list. The system sends rater invitations and access to surveys via email. CCL can deliver an orientation workshop immediately prior to implementing this step. Step V: Participants and their raters complete the survey online. Client administrators and participants view status online of completion by rater category. The 360 BY DESIGN system sends automated reminders to keep the process on track. Step VI: Certified feedback facilitators receive printed feedback reports from CCL to review with participants. At a later scheduled date, participants have access to view and/or print feedback reports online. CCL can provide feedback workshops and facilitator training sessions. Step VII: Participants use their feedback results to create targeted development plans using the 360 BY DESIGN development planning guide. CCL also delivers development planning workshops. CCL has developed a number of tools and samples to help an organization move through the various steps. In addition, CCL provides the support of skilled Administrators throughout implementation, to answer questions and maintain the integrity of the process with respect to accuracy and confidentiality (the steps are outlined in detail in Section 2.6 below) For more on how an organization can assess whether or not 360-degree feedback is appropriate, please see the References and Related Readings in Section 6. 1.8 Terms Used CCL Administrator - An individual at the Center for Creative Leadership who is identified as the client s contact during the implementation of a survey. Client Administrator - An individual in the client s organization who has the primary responsibility for guiding the assessment process within the organization and monitoring the status of completed surveys. Competency - A group of items that have logical and empirical coherence. A competency may sometimes be referred to as a dimension, scale, skill, perspective, or capacity. Each competency in 360 BY DESIGN contains between 3 and 16 items. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 12

Group Profile A profile or overview of a group of people who have taken your 360 BY DESIGN assessment. Item An individual question in 360 BY DESIGN that describes an aspect of behavior, performance, skill, or personal characteristics. Item Level Referring to each question individually. General Norms The average scores of all people in CCL s database. Local Norms The average scores of all individuals in your organization who have completed the identical survey. Participant Individual receiving feedback from a 360-degree assessment instrument Rater Individual providing response on an instrument. For your survey, raters include individuals identified by the following relationships: Boss, Superiors, Peers, Direct Reports and Others. The All Observers group includes all the rater responses except those from the participant. Rater Groups Categories of raters providing responses to items on a survey. For example, all the respondents who are your peers will be grouped into a single rater group. The 360 BY DESIGN rater groups are Boss, Superiors, Peers, Direct Reports, and Others. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 13

Section 2: Process Design and Management Getting Ready Program Components Purchase, Pricing, and Billing Building Your Organization s Survey Use of Group Profile Feedback Implementing Your Survey Process Completing a Survey as a Participant or Rater Contact Information for Questions 2.1 Getting Ready The Center s 360 BY DESIGN assessment is positioned to meet the needs of organizations and human resource professionals who are experienced users of multi-source feedback instrumentation. Although not all of the descriptors here may characterize each client organization, the fit of the product for a client s needs may be assessed by how many of these characteristics are present. You are an executive, manager, or consultant looking for a multi-rater instrument that offers attributes of strong research and psychometric foundations, the opportunity to customize, and, at the same time, offers the efficiency of an off-theshelf product. You have completed or are prepared to complete an analysis of key skills, perspectives, behaviors, or competencies that executives in your organization want to reinforce and develop in others things that make a difference in the leadership effectiveness of your target group. Most of the participants with whom you are working have received multi-source feedback previously, although it may have been through use of a paper-and-pencil survey. You want to create an instrument that will generate meaningful and usable data in a feedback report for each participant. You want to use the survey as a vehicle from which participants receive feedback and then create development plans that will enable them to improve their performance. You either have or can secure the staff and technology resources outlined in this section so that you have a successful electronic survey administration and a feedback process that delivers developmental impact and results for participants. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 14

Support Required from the Client Typically, one person in the client organization assumes responsibility for managing the overall project. This person serves as a liaison to CCL on all matters related to the distribution, collection, and scoring of the surveys and the return of the completed feedback reports to the appropriate individuals. Requirements to Interpret and Give Feedback Because 360 BY DESIGN is a sophisticated assessment tool and because effective facilitation is critical to its successful use, we require that it be administered only by certified professionals. The certification for 360 BY DESIGN is incorporated into CCL s two-day Product Certification Workshop. Individuals can register for an open-enrollment certification workshop at CCL or organizations can arrange for a custom program to be conducted on your site. By attending a workshop, you will: Receive an overview of the research origins of CCL assessment tools and related ongoing research in the field of 360-degree feedback; Learn to read and analyze data in the 360 BY DESIGN and Benchmarks feedback reports and explain the data to participants; Practice facilitating a feedback session with other participants in the workshop; Learn to assist others in the developmental planning process; Receive a comprehensive Facilitator s Manual and supplementary materials relating to 360 BY DESIGN and Benchmarks. Technology/Privacy Requirements Since 360 BY DESIGN is Internet-based, all participants and their raters need to have a private email account and access to the World Wide Web. Internet Explorer 4.0 or higher or Netscape 4.51 or higher browsers are required to complete this survey. 360 BY DESIGN uses email as the communication method for delivering instructions, with a hyper link to the opening Web page. As a result, user identifications and passwords are delivered via email. The goal is for each rater to answer the questions honestly. This is enhanced if the rater can sit quietly in a private space to complete the on-line survey. A kiosk rather than a private office or cubicle is acceptable, if it is in a private location. Please see CCL s On-line Privacy Policy statement (in Section 8) for more information. Information Technology Contact We advise that you involve your organization s Information Technology department prior to using 360 BY DESIGN. Your Information Technology department may receive requests for assistance from participants and raters. Many questions are easily answered by referencing the Frequently Asked Questions in Section 7 of this Guide. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 15

2.2 Program Components As you develop your strategy for using a multi-rater feedback instrument, you need to plan for and deliver a number of program elements. Designing and administering an effective evaluation strategy is of great importance. Selecting the specific survey content from the 360 BY DESIGN Library of Competencies is a key task. The delivery of feedback workshops, facilitator training, and ongoing support for participants who are implementing development plans require management and staff resources that may or may not be in place at the present time. CCL is able to offer additional services in these areas if you do not have internal or external staff already in place and sufficient to meet the needs. Some of these additional services are outlined below. An evaluation strategy will measure program effectiveness, ongoing learning and development, behavioral change, and targeted organizational impact over time. When your multi-rater feedback instrument is part of a larger organizational curriculum, CCL is able to offer a customized evaluation strategy that links your development outcomes with business objectives. Evaluation methods may consist of electronic and traditional surveys, in addition to interviews and collection of relevant organizational data. Once the evaluation strategy has been determined and implemented, CCL provides you with data analysis, data integration, reporting, and suggestions for future action planning. CCL is able to work with you and your other educational providers so that a well-rounded, comprehensive evaluation strategy is implemented. We feel that all of the components of your curriculum should be evaluated in tandem in order to provide a link between your competencies and business objectives. In the content selection for a 360 BY DESIGN instrument, you may experience an iterative process of mapping your organization s competencies to the ones in CCL s library. With expertise gained in working with past clients, CCL staff can assist in moving this process along more quickly. CCL staff are available to deliver workshops and additional services at your site, on a CCL campus, or by telephone. These include competency mapping, feedback workshops for executives and senior managers, facilitator certification, and one-to-one feedback and coaching services delivered to a client group of executives or managers. 2.3 Purchase, Pricing, and Billing To initiate the purchase of 360 BY DESIGN for your organization, please contact: Client Services Center for Creative Leadership P. O. Box 26300 Greensboro, North Carolina 27438 2001, 2004 Center for Creative Leadership. All Rights Reserved. 16

336-545-2810 (phone) 336-282-3284(fax) info@leaders.ccl.org Client Services can answer your questions and direct you to experienced CCL staff who can advise you about the design of the instrument and how your choices influence the cost and use. Once you decide to proceed, CCL sends you a contract by email to initiate the process. There are a few things you need to decide, which will be included in this contract: number of unique surveys you want to create and administer if you want to include optional features, adding custom questions, customizing names of rater categories, and/or customizing notification emails number of participants number of group profiles You return two signed copies of the contract. CCL signs and returns one copy to you. We issue an invoice for services, which is due within thirty (30) days. Additional costs will be determined according to the pricing schedule in the contract or by a supplemental contract letter. If you cancel or reschedule the 360 BY DESIGN assessment process as described in your contract, you agree to pay the full amount of the survey set-up fee and other fees specified in the pricing schedule. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 17

360 BY DESIGN - Pricing Schedule There are two basic fees that comprise the price for 360 BY DESIGN: a one-time fee to set-up the assessment survey and a participant fee. Set-up Fee, which includes: Customized survey selected from 94 CCL research-based competencies and 5 derailment factors Choice of 1 or 2 standard open-ended questions (or none) Standard email notification set Standard rater categories Organization norms (when 30 or more participants have completed the survey; general norms for less than 30) Additional options at set-up to: Customize standard email notification set Customize standard set of rater categories Customize questions scored independently from CCL competencies (open-ended or 1-5 response scale) $2000 $1000 $2800 $2800 Participant Fee, which includes: Registering participants Tracking status and sending notification emails Scoring Printing 1 color feedback report Printing 1 b/w feedback report for facilitator notes Printing 1 development guide Providing access to electronic (pdf) feedback report and development guide for participant and facilitator Group Profiles Number of Participants 1-25 26-50 51-100 101-250 251-500 501-1000 1000+ $225 $200 $175 $150 $135 $120 contact CCL $300 If customizing standard set of rater categories, add the following fee for set-up. If customizing questions (open-ended or 1-5 response scale), add the following fee for set-up. $900 $900 2001, 2004 Center for Creative Leadership. All Rights Reserved. 18

Additional Information All prices quoted in contracts are valid for 12 months. When CCL receives a signed contract and completed order form, we will issue an invoice for set-up and participant fees payable in 30 days of receipt of invoice. The set-up fee is charged only once, unless changes are made to the assessment survey or associated set-up options. Quantity discounts for the participant fee are also available with payment upfront for the total number of participants to be administered in groups over a 12-month period. CCL cannot issue refunds for unused balances. Additional Fees Shipping and Handling Reports Exception Fees Exception Fees Holding/Transferring Participants Participant fee is invoiced at registration. No additional fees to move to another active or future administration group. Canceling Participants A partial fee of 60% of the participant fee applies for requests to cancel participants after CCL receives a completed order form. If a participant is registered again at a later date, full participant fees apply. No survey data will carry over from initial cancellation. Rush to score/ship reports before scheduled deadline (participant fee also applies) $80 per instance Re-process a report after scheduled deadline: to include late data to reproduce with additional data to transfer data from one rater category to another (only with rater approval) $80 per report Additional copies of individual feedback report Color: $50 per report Black/white: $20 per report Changing due dates in the timeline after participant invitations are sent $30 per participant per request 2001, 2004 Center for Creative Leadership. All Rights Reserved. 19

In most cases, billing for 360 BY DESIGN will take place in two steps. The client will be invoiced for the survey set-up and per-participant fees upon signing the contract. In some cases, a client will request certain exceptions as outlined above. In this case the client may be billed on a separate invoice for those fees, along with charges for additional participants and shipping feedback reports. 2.4 Building Your Organization s Instrument A 360 BY DESIGN survey can measure a wide range of behaviors or competencies important to the success of your organization. To customize the survey for your specific needs, you can: Choose from 94 competencies and 5 derailment factors from across the 360 BY DESIGN library. Each competency has been tested for validity and reliability, and contains between 3 and 16 individual questions. Competencies must be used in their entirety. As a result, you can design an instrument that best addresses the behaviors and competencies you want to assess. It can be short or long, focused or general. There is a list of competencies in Section 5 of this Guide. Include up to 10 custom questions specific to your organization. These items are listed in random order in the survey and evaluated on the same 1-5 rating system used with questions from the 360 BY DESIGN competency library. Choose one or both standard open-ended questions. Create up to three open-ended questions. On-screen instructions remind raters that their responses to these questions are reported exactly as typed in the participant s feedback report. As you make decisions about survey content, we recommend that you keep in mind the look and feel of the feedback report data that will be generated from the survey. The feedback report is created to give complete, personalized feedback regarding the skills, perspectives, and capacities of effectiveness chosen by your organization. Using feedback on these dimensions, a participant can target areas of leadership and management that are likely to have the greatest positive impact on his or her career, work group, and organization. The information provided in the 360 BY DESIGN Feedback Report is highly relevant to the individual s current and future career success. When asking participants to tailor their behavior with feedback from the instrument, it is important that your organization pick behaviors that are relevant to the success of the organization. To help in this process, we offer the following suggestions: Identify key competencies for the future. Gather information from executives, customers, and other key stakeholders on the specific behaviors they want their leaders to demonstrate now and in the future. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 20

Gain final endorsement. It is important that executives in your organization feel that this is their questionnaire, so work with them to revise, refine, and gain final approval or buy-in. Selecting Competencies After identifying key competencies for the success of your organization, the next step is selecting competencies from 360 BY DESIGN. Consider the impact of the following when building your customized questionnaire. Consideration One: The Length and Time to Complete There is a tension that exists when measuring human behavior you need plenty of examples to focus adequate attention on important competencies, but too much information can be overwhelming. Lengthy surveys take more time to complete and can be a barrier to receiving feedback. Some individuals may complete the instrument superficially just to finish it or may not return it at all if they feel it is too long. Consider the length and time it will take your participants and their observers to complete the survey. For example, a 100-item survey will take approximately 40-50 minutes to complete whereas 50 questions may take 20-30 minutes. There is no absolute rule on how long or short a survey should be, but the trend with our clients nowadays is for shorter (fewer than 100 items) and more focused assessments. If you feel that the survey may be too long, consider more thoroughly assessing a smaller number of topics or a fewer number of competencies. In addition, you may want to avoid competencies that assess overlapping areas. For example, more than one CCL competency focuses on Integrity. Do the questions in one competency more precisely assess behaviors important in your organization than do those in a similar competency? Consideration Two: Measuring Competencies Important to Your Organization You have the option of selecting from similar competencies within 360 BY DESIGN dimensions. For example, one key managerial area, Building and Maintaining Relationships, has 5 competencies from which to choose (Managing Conflict; Compassion and Sensitivity; Building and Mending Relationships; Putting People at Ease; Relationships). How can you best determine which to select? Answers to the following questions will help guide your choices: Are there questions on one competency more suitable for the level of the individuals who are participating in this initiative? Make sure to read the individual items in each competency, not just the competency descriptions. How does choosing one competency over another impact the length of the survey? Are the behaviors described in the items specific to the development needs of individuals in my organization? 2001, 2004 Center for Creative Leadership. All Rights Reserved. 21

Are there competencies that have higher internal consistency with fewer items? (See Table 1: Reliability Estimates for 360 BY DESIGN Competencies, in Section 5.3.) Writing Items You have the option to include additional questions in your customized survey. In order to write good items, it is important to fully comprehend the topic you wish to assess. A wellcrafted question will help provide meaningful information, while a poorly crafted one will provide useless information or, worse, lead participants to inaccurate conclusions and interpretations. We suggest the following strategy. Before you begin the item-writing process, clearly identify what dimensions you want to assess and what you want to do with the results. Catalog representative behaviors, skills, and competencies and determine the best way to capture the information you need. This process will help you clarify your goals and make item writing easier and more beneficial. Things You Should Do Be as concise as possible without losing the meaning behind the item. Use specific, everyday language with common meaning and interpretation. Create several items to measure complex phenomena. Write specific open-ended questions. Things You Should Not Do Use colloquialisms, metaphors, similes, figures of speech, foreign phrases, scientific words, or jargon. Be unnecessarily verbose. Use double negatives. Use inflammatory or derogatory language. Attempt to measure several ideas in a single question. Relevant Tables/Charts, included in Section 5.5 of this Guide: 360 BY DESIGN Library of Competencies 360 BY DESIGN Library of Competencies with Brief Descriptions 2.5 Use of Group Profile Feedback When you purchase 360 BY DESIGN, you may order one or more Group Profile reports. The group report may serve as a profiling tool, used to analyze development needs and from which to develop training or team and organization development responses. A group profile 2001, 2004 Center for Creative Leadership. All Rights Reserved. 22

summarizes the data from a group of individual feedback reports, which you specify. A minimum of five participants is required to produce a Group Profile report. Breakout groups for group profiles are defined at set-up by assigning participants to specific groups. Additional fees apply to define breakout groups after set-up. The group profile presents a detailed summary of the information compiled from the feedback reports of the individuals. It provides a snapshot of perceptions related to skills, perspectives, and capacities in your assessment. The report format is similar to the 360 BY DESIGN individual feedback report in that it presents Self data in comparison to data from Others. In the Group Profile report, Self represents the average (mean) of all self-report data for the group. Scores for each rater group (e.g., boss, superiors, peers, direct reports, others, all observers) are the averages (means) of the ratings from each rater group category. To ensure proper use of a group profile, you should be aware of the following: The report is a snapshot of the group from which it was derived. Its meaning or interpretation should not be generalized beyond that group to other groups or to larger segments of the organization. For a combined profile report to be generalized beyond that group, the sample size must be large and must be a random sample of the population to which you want to generalize. (For example, a combined profile report of 30 people from the marketing group cannot be interpreted as having meaning beyond that group of 30 people, unless the 30 comprise the vast majority or a sizable and representative portion of the marketing group.) These data are most appropriate for instructional use or for comparison to an individual feedback report. In order to deliver feedback on this combined profile report, you must be certified or trained on the individual use of the instrument from which data are being aggregated. The Center for Creative Leadership has made every effort to protect and guarantee the confidentiality and anonymity of the individuals who comprise the group. We expect users of this report to take all necessary precautions to protect the anonymity of individuals and groups and the confidentiality of these data. This report should not be shared with other groups (e.g., other business units) without the expressed permission of the group or unless the group identities have been made anonymous. It is conceivable that if results are negative, the information could be used to discriminate or take negative action against that group. Each group member should be told specifically where the results will be shared and asked to sign a written document to give permission for this to be done. This is not meant to prohibit the delivery of grouped data to individuals having overall responsibility for those groups; instead it is to protect individual confidentiality as described above. Profiled information must not be used to discriminate against demographic groups or individuals and must therefore be reported and interpreted very carefully. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 23

2.6 Implementing Your Survey Process CCL Administrators are your first point of contact for setting up and administering your 360 survey. They ensure the survey is setup according to your contracted specifications. CCL Administrators can help you with questions when you are using the administrative site to monitor the status of participants. They are available by sending an email to 360ByDesign@leaders.ccl.org or by telephone 336 286 4267. Technical support for participants and raters accessing the 360 BY DESIGN system is available by sending an email to support@datasltn.com or by telephone tollfree within the United States at 877 477 1416. For calls placed from outside the United States use 952 746 5747. When you are ready to administer the survey, the CCL Administrator will need the following information. An order form is provided to facilitate the process: Selected CCL competencies Selected CCL standard open-ended questions (optional) Custom questions, numerically scored and/or open-ended (optional additional fee) Custom rater categories (optional additional fee) Participant names, e-mail addresses (phone numbers are also preferred and helpful) Selection of either local norms or CCL general norms (a minimum of 30 participants must complete the identical survey to use local norms) Number and description of desired group profiles and identification of participants who belong to each group (a minimum of five participants are required for a group report to be produced) Name, phone number, and e-mail address of a Client Administrator (and alternate contact) who can make decisions about your assessment project Name(s) of certified facilitator(s) to whom the feedback reports will be shipped (each individual must have completed a CCL Certification Workshop) Name, phone number, and e-mail address of an IT contact person who can assist participants and raters with internal connectivity questions A completed timeline, which includes the specific date(s) your feedback reports are needed. Note: Date(s) must allow for CCL to have five days scoring time once respondent surveys are received, PLUS shipping time for getting feedback reports to the designated facilitator. How you wish to pay: CCL invoice, credit card, purchase order For overnight shipping of the feedback reports, the name and account number of your shipping company (FedEx, DHL, UPS, etc.) must be provided Standard shipping method is Federal Express 2nd day air. Shipping charges are billed separately, along with any exception fees incurred during the assessment process. The implementation of 360 BY DESIGN involves five distinct steps that will take you from survey construction through the delivery of the final feedback reports. Step 1: Customizing the Survey (see Building Your Organization s Survey, Section 2.4) 2001, 2004 Center for Creative Leadership. All Rights Reserved. 24

Step 2: Customizing the Email Messages to Respondents (Optional) 360 BY DESIGN uses e-mail messages to communicate with participants and their raters. The e-mail messages include: Welcome and instruction messages for both participants and their raters Reminder messages for both participants and their raters Connectivity instructions; who to contact with questions Customized content that could include any organization-specific instructions that would be helpful to this specific group of participants and raters Purpose of the survey Date by which the survey should be returned Usernames and passcodes Assurance of confidentiality (and exceptions e.g., Boss, Superiors, Others categories) 2001, 2004 Center for Creative Leadership. All Rights Reserved. 25

Step 3: Establishing the Project Schedule Once the competencies are chosen and submitted, CCL will begin the process of constructing the 360By Design survey to fit your needs. The following time line provides guidelines related to project planning for the 360 BY DESIGN assessment process: 360 BY DESIGN Order Form Establishing a Timeline Instructions: Complete all fields highlighted in yellow. Activity Enter a Date (mm/dd/yy) Invitation emails sent to participants 01/20/04 Guidelines Recommend this date occur 6-8 weeks prior to the feedback delivery date. Due date for participants to enter raters 01/30/04 Recommend this date occur 1-2 weeks after sending invitation email. Due date for participants and raters to submit completed surveys 02/20/04 Recommend this date occur 2-3 weeks after participant due date to enter raters. Client contact requests scoring 02/27/04 Printed feedback reports are shipped to certified facilitator(s). Enter ship to location below. 03/05/04 Please allow a minimum of 5 business days after scoring is requested. Feedback event date 03/15/04 Allow time for shipping. Participants receive access to electronic feedback reports and development guide 03/22/04 Require this date occur after participants meet with certified facilitator(s). To achieve rich and complete feedback, CCL strongly advises that participants and raters have at least 10 business days to complete their survey. When the same individuals are completing multiple surveys, this time becomes critical. Similarly, when the survey is lengthy, 2001, 2004 Center for Creative Leadership. All Rights Reserved. 26

more time is needed. Step 4: Project Monitoring 360 BY DESIGN contains three levels of monitoring: The designated administrator for your organization can access a read-only program log containing the return status for every participant. Each participant in the process can access a read-only participant log to monitor the return status for each of his or her rater groups, but does not see rater name to ensure confidentiality. CCL administrators can access participant and rater information. Step 5: Report Delivery After the designated cut-off date for completing the instrument, CCL scores and prints feedback reports. Reports are printed in duplicate, one copy in black /white and one in color. The participant s name and scoring date are displayed through a window in the report cover. Reports are shipped to the certified feedback facilitator for distribution and review with the participant. How this feedback is delivered to the individuals and groups in the organization is largely up to the organization, with some restrictions. Because 360 BY DESIGN is a sophisticated assessment tool and because effective facilitation is critical to its successful use, we require that only certified professionals administer it. The certification for 360 BY DESIGN is incorporated into CCL s two-day Certification Workshop. Individuals can register for an open-enrollment certification workshop at CCL or organizations can arrange for a custom program to be conducted on your site The feedback report provides data on the skills and perspectives identified as important to your organization. From the report, a participant can learn how to maximize strengths and to take action in areas of needed development. Once an individual has received feedback on his or her survey results, then he or she may choose to share that feedback with others in the organization. To view sample feedback reports for both individuals and groups, see Section 8 of this Guide. 2.7 Completing a Survey as a Participant or Rater The 360 BY DESIGN interface is easy to use and navigate. The navigation choices on each screen are designed to provide clear paths. Both participants and raters see the name of the person on screen for whom they are completing a survey. The participant receives an invitation email containing a link to the survey on the Web and 2001, 2004 Center for Creative Leadership. All Rights Reserved. 27

passcodes for entry. He or she in turn selects and submits a rater list that includes rater names, email addresses, and reporting relationships. The system sends an invitation email to all raters. Participant and raters complete the survey and submit it to CCL for scoring. Instructions are provided at each step along the way. The system recognizes each rater uniquely using a combination of last name and email address. Occasionally participants use different email addresses for the same rater. If both email addresses for the rater are valid, the system recognizes the rater as two unique individuals. As a result the rater receives different passcodes in invitation emails requesting feedback from participants. The passcode is always associated with the corresponding feedback request from an individual participant. The system generates all passcodes and automatically sends out customized communication emails. The passcodes are unique to each individual and should never be shared or swapped. The raw data are transmitted and scored by the system. The data are secure and raters identities are anonymous. It is important to note that if not enough observers respond for a specified group, the submitted data are compiled into an All Observers category to protect each rater s anonymity. For example, at least three peers must reply for the participant to receive Peer group feedback. Otherwise, feedback from the one or two peers who do respond will be included with other feedback and will appear as part of the All Observers category. Note: The Boss, Superior, and Other category feedback is not anonymous if only one rater responds in the category. This element is made clear to both the participant and the rater in all instructions. 2.8 Contact Information for Questions For questions about 360 BY DESIGN pricing or administration, to place an order or for inquiries about additional services from CCL, please contact: Assessment and Development Resources Group Center for Creative Leadership P. O. Box 26300 Greensboro, North Carolina 27438 336-545-2810 (phone) 336-545-6035 (fax) 360ByDesign@leaders.ccl.org 2001, 2004 Center for Creative Leadership. All Rights Reserved. 28

Section 3: Design and Delivery of 360 BY DESIGN Feedback Design of Sessions for Feedback Delivery and Development Planning Materials Development for Your Organization s Instrument Feedback Workshop for 360 BY DESIGN Preparing for and Facilitating a One-to-One Feedback Session How to Read and Interpret the Feedback Report 3.1 Design of Sessions for Feedback Delivery and Development Planning Goals for Feedback At the Center for Creative Leadership, our studies and experience indicate that leadership development is most effective when three elements exist in the right mix for an individual and for a work group. These elements are: assessment, challenge, and support. As participants make sense of their feedback report data, they are engaged in the activity of assessment for development. When participants work to accomplish goals to become more effective in their work, and to gain new perspectives, they need to seek a balance of support and challenge in order to make the best developmental progress. The Assessment-Challenge- Support framework is described in Three Keys to Development: Defining and Meeting Your Leadership Challenges (Center for Creative Leadership, 1999) from the Ideas Into Action Guidebook Series. Determining the Settings for Feedback: Workshops and One-to-One Sessions A small group or workshop setting is highly effective for giving participants an initial introduction to their feedback reports and to the development planning process. Because the 360 BY DESIGN Feedback Report is rich in data, it is helpful to allow participants a minimum of a few hours, and preferably overnight after receiving their reports, to study the data and complete the Development Planning Guide exercises prior to a one-to-one session with a facilitator. We recommend one-to-one sessions especially for coaching for development. When participants have had time to study and reflect on the feedback data, they are able to come to a session ready to make sense of next steps. The charts below outline components and time estimates of activities for presenting and interpreting the feedback reports. The Design Components for Feedback Workshop chart indicates which activities can be done in small group or workshop settings and which belong in one-to-one conversations. As you plan and deliver the feedback interpretation and workshops, be sure to separate these sessions in time from the organizational processes of selection, promotion, and performance appraisal systems. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 29

Components and Timeframes for Feedback Interpretation 2001, 2004 Center for Creative Leadership. All Rights Reserved. 30

3.2 Materials Development for Your Organization s Assessment You will need to develop interpretive materials and handouts to accompany your organization s instrument. The document entitled 360 BY DESIGN Library of Competencies (see Section 5.5) has a brief description of each scale. In feedback workshops or in one-to-one feedback, the following activity and handout can be used in setting the context for receiving feedback. A Self-assessment or Reflection Exercise Lead a 5-10 minute activity in which participants get acquainted with the dimensions on which they will receive feedback in a few minutes. The handout is a list of your competencies, with the brief description of the content of the scale (see Section 5.5). The instructions may be designed to fit your outcomes. Example of instructions to participants: (see following page) 2001, 2004 Center for Creative Leadership. All Rights Reserved. 31

2001, 2004 Center for Creative Leadership. All Rights Reserved. 32

3.3 Feedback Workshop for 360 BY DESIGN Feedback Workshop Presentation General Outline of Workshop Step 1: Give an Orientation Step 2: Discuss 360 BY DESIGN Research Step 3: Set a Context for Understanding Feedback Step 4: Explain How to Read the Feedback Report Step 5: Provide Time to Read the Individual Feedback Report Step 6: Ask for General Questions about Structure/Format of Feedback Report Step 7: Guide Participants in Analyzing Feedback Report Step 8: Ask for Specific Questions about Individual Feedback Reports Step 9: Refer Participants to Corresponding Exercises in the Development Planning Guide Step 10:Let Participants Know Whom to Contact or Where to Go If They Have Further Questions/Concerns (when the workshop is followed by a scheduled one-to-one feedback session, this step is included). Workshop Trainer Notes Step 1: Give an Orientation Introduction and opening remarks Purpose of this workshop Purpose of the organization s 360 feedback initiative In this workshop, you are our individual clients. This is an assessment for development initiative. This is not a program for assessment for selection or assessment for promotion. The feedback data can provide you with meaningful information and help you shape your leadership development goals for the coming year. Our assumptions: You own the data. You make the decisions about what the data mean, and you decide what to do with the data. You are already effective and high-performing managers. You are already successful. You are in charge of your own career. You as an individual are my client. Example: Talking points for Assessment-Challenge-Support as a framework for 2001, 2004 Center for Creative Leadership. All Rights Reserved. 33

understanding this experience of assessment for development. Assessment is the information, presented formally or informally, that tells you where you are now; your current strengths, development needs important to your current situation, and your current level of effectiveness. Challenge is the element of an experience that are new and that may call for skills and perspectives not currently available to you; or the elements that create imbalance for you and provide an opportunity to question established ways of thinking and acting. Support is the element of an experience that enhance self-confidence and provide reassurance about your strengths, current skills, and established ways of thinking and acting. Step 2: Discuss 360 BY DESIGN Research Example: Talking points on the background of 360 BY DESIGN survey construction. 1. Tell the story of how the organization identified key dimensions, or competencies, which were built into our survey using the competencies from the Center for Creative Leadership. 2. To the extent relevant to the audience, give a snapshot of the CCL research studies behind the competencies that were chosen. Step 3: Set a Context for Understanding Feedback Facilitate a 5-10 minute group conversation, drawing on the knowledge and experience of participants in the room, about how to receive this feedback data. The purpose of the conversation is to review guidelines that will help the participants who are receiving 360 feedback for the first time and will serve as a reminder for those who have received it before. This can also be a partner exercise or individual reflective activity in response to a series of questions. For example: For whom will this be the first time receiving multi-rater feedback? How many of you have received this kind of feedback once before? Twice? More than twice? What do you know about the mind-set with which you need to read the data? What advice do you have to offer to those who are experiencing 360 feedback for the first time? Step 4: Explain How to Read the Feedback Report In introducing the feedback report, it is helpful to offer participants a view from 20,000 feet. A suggested process is to outline the next several steps with participants and 2001, 2004 Center for Creative Leadership. All Rights Reserved. 34

distribute their feedback reports. Please consult Section 3.5 below. Give participants a three-minute description of what they will see in the report and then allow them to look at the sample report pages for up to ten minutes. Then call their attention back to the presentation and walk through your specific instructions of how to read the data. After participants understand what they will see in their reports and have an opportunity to ask questions, distribute their sealed report and development planning guide packet. Facilitator preparation prior to a workshop includes reviewing the feedback reports of each participant in the workshop. If one or more individuals receive very difficult or problematic feedback, the facilitator can make contact with these participants either before or during the workshop in a one-to-one conversation. Step 5: Provide Time to Read the Individual Feedback Report Step 6: Ask for General Questions about Their Feedback Report Refer to Section 3.5 for detailed information on how to read and interpret the feedback report. Step 7: Guide Participants in Analyzing Their Feedback Report Step 8: Ask for Specific Questions about Individual Feedback Reports Answer these questions individually, at participant s side. Step 9: Refer Participants to Corresponding Exercises in the Development Planning Guide Step 10: Let Participants Know Whom to Contact or Where to Go If They Have Further Questions/Concerns When the workshop is followed by a scheduled one-to-one feedback session, this step will be handled by these sessions. 3.4 Preparing for and Facilitating a One-to-One Feedback Session Preparing for a One-to-One Feedback Session As you prepare to give feedback in a one-to-one session, here are questions to consider as you study an individual feedback report. What is the level of Self/Observer agreement? Overall, what themes or patterns emerge? Are there large differences between Self and Observers? 2001, 2004 Center for Creative Leadership. All Rights Reserved. 35

Are the scores consistent showing the participant a realistic view of how others perceive him or her? How do views of the individual differ across Observer groups? Was the number of Observers fewer than the number of surveys distributed? (If the answer is yes, this could raise questions and confusion from the participant as some Observers may opt not to fill out the survey but decline to tell the participant this.) What are the participant s strengths, needs, blind spots, and hidden strengths? What are the issues that need clarification? What strengths may become weaknesses? What resources might be suggested for further development, such as publications or further training? Facilitating a One-to-One Feedback Session 1. Setting the Context for the Session Clarifying objectives and expectations for the session Describe the role of the facilitator Setting the context for feedback Emphasize that the participant s organization chose these particular competencies Explain that there are only two copies of the feedback report and you will give the participant your copy when the session ends. 2. Gathering Information from the Participant What are your goals and expected outcomes for the 360 BY DESIGN process? What is going on in your job right now? What challenges are in your job at this time? What types of job assignments have you had in the past? What is your relationship to the people who filled out the report? Note when customized names of rater categories are used. What is your relationship with the Other rater(s)? (if Other rater is included) Before you opened your report, what would you have guessed they would say about you? Where do you see yourself in five years? How would you like to use this time? 2001, 2004 Center for Creative Leadership. All Rights Reserved. 36

How do you plan to use these data? (e.g., to get promoted, gain more job satisfaction, work better with direct reports) 3. Analyzing the Data: Discussing strengths, developmental needs, patterns and themes What do you see in the data? Were there any big surprises for you? How are you feeling or what are you thinking about your feedback right now? What was your overall impression of the report? Do you have any questions about your feedback? 4. Addressing the Gaps: Raising issues not mentioned and discussing areas of confusion I made this observation I noted that What do you make of that? How do you intepret? As you review the information on page 4, what patterns emerge? On page 5, how consistently do the rater groups view your skills and perspectives? In the Problems That Can Stall a Career section (if included), are there any warning signals for you in your career? We have discussed your developmental needs extensively. Let us also look at the clear strengths you have. You see confusing data on this item. How do you plan to get more information to clear this up? Do you feel you have any unanswered issues, or issues on which you need to collect more data? 5. Narrowing the Focus: Identifying key areas to strengthen or develop, actions to take, next steps What themes or patterns emerged for you? What are the overarching themes in your feedback? Summarize your strengths and developmental needs as you see them. Summarize your clear strengths/developmental needs. Do you feel that you have a good fix on how others perceive you? What present strength might become a weakness in the future? What present weakness may matter in the future? What do you have the energy and commitment to work on? Can you identify one quick fix : something small you can change right now to enhance your effectiveness? Looking at the Importance for Success ratings, what skills need to be a priority for you right now? Do you have any questions I might be able to help you with? 2001, 2004 Center for Creative Leadership. All Rights Reserved. 37

There is no best way to facilitate feedback. Each session will differ depending on the goals of the organization, the goals of the participant, and the feedback he or she has received. The ideas listed here can serve as a starting point, offering building blocks from which you can construct you own version of a one-to-one feedback session. Offering a participant different ways to look at the data, assisting in focusing development efforts, and framing what could be viewed as negative feedback more as developmental challenges are important roles of the facilitator. There may be no way to make difficult feedback pleasant or comfortable, but in this role you have the opportunity to observe the participant seeing him or herself in a new light, and can assist that individual in setting a direction for continued development. Remember to give the participant your copy of the feedback report. 3.5 How to Read and Interpret the Feedback Report Reviewing the Feedback Report Before participants dig into their feedback, we suggest you show them important information they can find on several pages of their feedback report. You may want to use a sample report to illustrate these points. General Description Please see the Chris Design sample of an individual feedback report in Section 8 of this Guide. In the 360 BY DESIGN report, the Introduction and the Table of Contents pages are the same in each individual report. The introduction page reviews the format of the report pages, the response scale that was used in the on-line survey, and key questions to guide participants as they read the report. The 360 BY DESIGN survey uses a 5-point response scale, with raters asked to assess the extent to which the person exhibits characteristics and behaviors. Not applicable responses are not tallied in the report data. The ratings are: NA Not Applicable 1 Not at all 2 To a little extent 3 To some extent 4 To a great extent 5 To a very great extent The feedback report moves from high-level data to specific. The overview chart show average competency scores, then each competency is broken down by rater group and presented item by item (or question by question). Normative comparisons are also provided. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 38

Peer and direct report anonymity is closely guarded. In order to receive feedback broken down into peer and direct report categories at the item level, three or more peers or three or more direct reports must complete the survey for the participant. If you do not have enough peers or direct reports responding in either group, their responses are included in the All Observer category. Boss, Superior, and Other feedback will be displayed by category if only one person completes the survey. These raters are told that their feedback may not be anonymous. Report Sections Cover Page Indicates how many bosses, superiors, peers, direct reports, and others completed survey. Shows the participant s name. Shows the date the feedback report was scored. Table of Contents The report is divided into several sections based on the customization of the contents: Introduction and Leadership Competencies appear in every report. Problems That Can Stall a Career, custom questions with numerical scores, and Written Comments to openended questions only appear when those customization options have been chosen prior to starting the survey process. Introduction A short introduction to the feedback report and interpretive guide appears at the beginning of the report and the Comprehensive Data section. Leadership Competencies Overview Charts Importance for Success and Average Scores An overview of the Importance for Success ratings plus the average scale scores from All Observers and Self. Make note of when the individual did and did not agree with his or her immediate boss about what is Most Important for Success. Remember that in higher ratings in this section are preferred. The All Observer column displays averaged competency scores. The highest 40% of the scores (plus ties) are displayed in brackets and highlighted in green, and the lowest 40% of scores (plus ties) are underlined and highlighted in pink. For a competency score to be computed in any category, more than half of the items in that competency must be completed by more than the minimum number of raters. Norm Group Comparisons: Self and All Observers & By Rater Category An overview page that shows Self and All Observers scores relative to the average scores of individuals in the norm group. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 39

The next page provides a depiction of All Observers scores for each of the four rater groups: Boss, Superiors, Peers, and Direct Reports. The Other rater group is not included because norms are not provided for those raters. Define potential strengths (high, or above 84th percentile), mid-range scores (16th to 84th percentile, or one standard deviation above and below the mean), and the areas where development opportunities may be needed (low, or below 16th percentile). The relative score for each competency is plotted in a different color by rater category in order to show patterns in the data. Note the level and shape of agreement between Self and All Observers and between the various rater groups. Pay attention to gaps and areas where the plots are close together as well. Are there patterns or themes in the competencies or clusters of competencies? Leadership Competencies Comprehensive Data These pages expand the data presented in the overview pages. The definition of the competency is listed below the competency name. The top graph shows averaged scores and normative comparisons for the competency broken out by rater group Importance for Success data is indicated for All Observers, Boss and Self. Item scores (responses to each survey question.) Any difference between rater groups greater than.75 is noteworthy. The color-coded high (bracketed) and low (underlined) items quickly allow patterns to emerge and comparisons to be made. Look for highs and lows within and across each rater group. Note overall themes or patterns that cut across items and competencies. An asterisk (*) indicates a difference of at least three points between at least two raters of that group for that specific item. This means that one score may have been a 1 and another score a 4 or 5, or that one score may have been a 2 and another a 5. For each rater group, the highest-rated 5 % of all items and all ties are bracketed and color-coded green. The lowest-rated 5 % of items and all ties are underlined and color-coded pink. Greatest Differences Between Self and Observer Scores Presents the items that have the greatest discrepancy between the Self and All Observers. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 40

Problems That Can Stall a Career This section identifies problem areas that can stall a career (derailment factors.) In this section lower ratings are preferred. Scores of 2.5 or greater are underlined and color coded in pink. Scores of 2.5 or greater are indicative of areas that may need attention. As a facilitator, how do I help participants learn the most from their 360 BY DESIGN feedback? Because the feedback report is data intensive, the following strategies for interpretation are offered to participants: Look for skills, perspectives, and capacities where you received your highest and lowest ratings. Look for gaps in ratings where there is the greatest discrepancy between your perspective and others. Look for gaps in ratings where you have the least discrepancy. Are there competencies where the various rater groups converge and diverge in their ratings? What might account for these patterns? Help the participant walk through the results to see if the feedback appears consistent with other data available about the participant. Identify possible themes and patterns. For example, does the participant generally rate him or herself similarly or differently from the boss and others? Is the boss s feedback similar to or different from the feedback from the other raters? Where discrepancy exists, help the participant think through which rater is in the best position to observe a particular characteristic or behavior. Be aware that participants have a tendency to rate themselves higher than others do on characteristics that are ambiguous or not easily observed by others. Notice patterns of strengths or development needs that occur within the different parts of the feedback report. Consistent feedback from several raters on items within a cluster of competencies deserves attention. Single item, single rater feedback is simply not as reliable as multiple items or multiple raters. Do not let the participant get stuck on single item or single rater information. Resolve not to be placed in the role of expert on the data. A facilitator s job is to encourage the participant s interpretation of his or her own data and to keep the review of the data in the context of the participant s history, development plan, and career aspirations. Keep in mind that there is no such thing as a perfect manager. Inevitably, a manager will be seen as stronger in some areas than in others. Is there a good way for participants to summarize their results? Having completed an initial analysis of his or her data, the participant can focus the results by using the 360 BY DESIGN Development Planning Guide. An individual should not use 360 BY DESIGN results in isolation. Results from other surveys and 2001, 2004 Center for Creative Leadership. All Rights Reserved. 41

assessments, performance appraisals, and informal feedback should also be taken into consideration. How do managers plan for change as a result of 360 BY DESIGN feedback? To get the full benefit of 360-degree feedback, participants should select only one or two areas on which to focus. Efforts to change behavior will compete with many other day-to-day demands. As a result, individuals need to be realistic about the amount of change to attempt at one time. Specific action plans with tangible outcomes are more likely to be implemented than are broad goals. Participants should set goals and select actions that truly motivate them rather than things that other people think they should change. Action plans that incorporate some mechanism for practice and/or feedback from a coach or mentor are more likely to bring about desired changes. Should participants be encouraged to follow up with their raters after they receive their 360 BY DESIGN feedback? Yes. However, since the data belong to the participant, it is up to each individual to decide what to do, if anything, about post-feedback follow-up. CCL suggests that it is helpful to follow up with the raters and thank them for completing the survey. In addition, a participant can use the opportunity to clarify information and questions raised by the feedback report. We suggest the following: Remember to say thanks. Remind the rater that the results were anonymous (except for boss, superior, and other). Be open and non-defensive about the feedback. Pick one or two specific questions; do not try to cover too much. One to one is usually better than doing this in a group. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 42

Section 4: Planning for Development The Development Planning Process Sharing Results The 360 BY DESIGN Development Planning Guide Continuing Development Sample Development Planning Form 4.1 The Development Planning Process We know from research that those who commit to pursuing goals immediately following a feedback experience are much more likely to capitalize on their strengths and set a productive path for growth. In general, there are three strategies that need to be fully utilized in any development plan in order to learn, grow, and change seek challenge, use skill training, and seek developmental relationships. For additional information please refer to Reaching Your Development Goals (Center for Creative Leadership, 1998) from the Ideas Into Action Guidebook Series. The process of analyzing your results and planning for development consists of the following tasks: Identifying Strengths and Development Needs through Feedback Analysis Prioritizing the Data Identifying and Articulating Development Goals Creating Developmental Relationships Planning a Strategy for Development Following Through; Implementing the Strategy Development planning can be done alone or with the assistance of a facilitator or coach. In either case, the 360 BY DESIGN Development Planning Guide will be a useful tool to track a participant through the development planning process. Please read and familiarize yourself with the 360 BY DESIGN Development Planning Guide before facilitating a development discussion. (See Section 8 to access this document.) 4.2 Sharing Results CCL recommends that you lead a conversation with participants so that they can envision the immediate next steps that they can take in relation to their raters and to the report itself. Talking points include the following reminders: 1. The data belong to the participant. It is up to the participant to decide whether or not to share any of his or her data, and with whom. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 43

2. The participant should thank raters for contributing to his or her development, and remind them the results were anonymous (except for the Boss, Superior, and Others). 3. Sharing the results of feedback can often encourage further development. 4. By sharing data with others, the participant will make him or herself accountable for working toward specific goals. 5. When others know the goals, it can increase the participant s motivation and can even increase the support from others. 6. Sharing data one-to-one with others is usually better than sharing in a group. 7. Remind the participant to be open and non-defensive about the feedback. 8. It is unnecessary to share the entire report with others. Just pick one or two specific themes to share. 4.3 The 360 BY DESIGN Development Planning Guide Planning for action involves the multiple strategies involved in accomplishing a development goal. 1. Purpose of the Development Planning Guide 2. Contents To help participant prioritize his or her development needs and focus on one or two areas. To ensure that goals set are specific, measurable, and realistic. To incorporate challenge and a timeline into the development plan. To understand the critical action steps. The Development Planning Guide includes a series of exercises designed to help the participant focus on and make practical use of his or her survey data. For example, the participant is asked to compare his or her Self responses to the responses of the raters and sort the data into four categories. 3. How to Use The Development Planning Guide is included in Section 8 of this Guide. It is designed to work as a process, with exercises specific to the feedback report data and with practical applications for everyday development. The facilitator can walk the participant through some or all of the exercises as a plan for the feedback session, or ask the participant to complete the guide on his or her own. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 44

4.4 Continuing Development Feedback provides information that lets individuals know how they are doing. If they are monitoring everyday work, it lets them know how they measure up. If they set a development goal, it reinforces the changes they are making, boosts self-confidence, and encourages them to continue. If in a new job, it lets them know whether they are learning the new skills that are required. If they have experienced a career setback, it gives them information that helps evaluate the situation. In order to know that their development plan is effective, they will need to create and sustain open channels of feedback. Having set a clear and focused goal, they will need to ask for feedback often so as to put the goals into action. In asking for feedback, three things must be considered: who to ask, when to ask, and how to ask. Who It should be a person whose opinion is respected, who is able to observe the participant s behavior, who has an interest in the participant s effectiveness, and is able to speak directly, honestly, and specifically. When After a development goal is identified and as often as possible. How Using the Situation-Behavior-Impact, or SBI, model is one recommendation. Have the person describe the situation they observed, describe the behavior during the situation, and then speak about the impact the behavior had on others who were involved. Refer to Feedback That Works: How to Build and Deliver Your Message (Center for Creative Leadership, 2000) from the Ideas Into Action Guidebook Series. Feedback can enhance individuals effectiveness even after they have achieved the goals they set for themselves. By utilizing these skills, individuals can receive feedback throughout their lifetime and continue to enhance both career and personal life. To learn more about feedback, please refer to Ongoing Feedback, How to Get It, How to Use It (Center for Creative Leadership, 1998) from the Ideas Into Action Guidebook Series. 4.5 Sample Development Planning Form Please refer to Section 8 for a complete sample. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 45

Section 5: Research Foundations of 360 BY DESIGN Competency Origins Methodology Used to Develop the 360 BY DESIGN Library of Competencies Psychometric Properties Competency Categories and Definitions 360 BY DESIGN Competency Library See Appendices A, B, and C Development of 360 BY DESIGN Norm Groups Table 1 Reliability Estimates Table 2 Correlations with Criterion Measures 5.1 Competency Origins The library of competencies available in 360 BY DESIGN originated from over 30 years of CCL research with hundreds of thousands of successful managers and leaders. The subject of these programs of research have included how executives grow and develop over the course of their careers (Key Events Research), executive derailment, entrepreneurial leadership, openness to learning and willingness to seek opportunities to develop, managerial effectiveness, and global leadership capabilities. All competencies available in 360 BY DESIGN are part of CCLs typology of leader competencies and have been used extensively in our programs, services, publications, and assessment for development tools. Below is an overview of the research that lead to the development of the 360 BY DESIGN library of competencies. Key Events Research These seminal studies examined how executives grow and develop over the course of their careers. All executives who participated in these studies reflected on critical experiences over their career and what they learned from these experiences. Competences managers report experiencing and developing include: Resourcefulness, Doing Whatever it Takes, Being a Quick Study, Decisiveness, Leading Employees, Confronting Problem Employees, Participative Management, Change Management, Building and Mending Employees, Compassion and Sensitivity, Straightforwardness and Composure, Balance Between Personal Life and Work, Self- Awareness, Putting People at Ease, Differences Matter, and Career Management. These competencies were recently revised based on extensive research conducted in the late 1990s. The revised competencies were developed using larger and more diverse groups, as well as research that was conducted on racial, cultural, and rater bias intrinsic to the measure. In addition to 360 BY DESIGN, competencies related to the Keys Events Research can be assessed through Benchmarks (Lombardo, M, McCauley, C., McDonald-Mann, D. & Leslie, J. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 46

1999). Benchmarks provides feedback on 16 competencies and 115 items. Benchmarks has been administered primarily to middle- and upper-level managers. Executive Derailment Research These studies have compared and contrasted the careers of successful executives with those executives whose careers derailed (i.e., been demoted, fired, or plateaued below their level of expected achievement) to determine what is needed to be successful at the top. Five derailment factors or potential flaws have emerged from these studies: Problems with Interpersonal Relationships, Difficulty Building and Leading a Team, Difficulty Changing or Adapting, Failure to Meet Business objectives, and Too Narrow Functional Orientation. These competencies were recently revised based on extensive research conducted in the late 1990s. The revised competencies were developed using larger and more diverse groups, as well as research that was conducted on racial, cultural, and rater bias intrinsic to the measure. People can receive feedback on these potential flaws though Benchmarks (all 5 scales, 40 items) in addition to 360 BY DESIGN. Entrepreneurial Leadership Research This research, sponsored by the Ewing Marion Kaufman Foundation s Center for Entrepreneurial Leadership, investigated the skills, abilities, knowledge, and values that are likely to impact the bottom-line performance of entrepreneurial organizations. CEOs from more than 100 entrepreneurial companies participated in the identification of 34 leadership and managerial skill dimensions critical to running their businesses effectively. Among the competencies identified were: Financial Management, Communication, Listening, Motivating Others, Visioning, Motivating Self, Planning and Goal Setting, Marketing, Relationship Building, Human Resources, Problem Solving/Decision Making, Knowledge: Trade and Business, Sales Management, Employee Development, and Leadership Stature. The psychometric properties of entrepreneurial leadership competencies were established through a questionnaire, Entrepreneurial Performance Indicator Leadership Survey (Eggers, J. & Leahy, K. 1996). Executive Competencies Research The objective of this research was to identify key competencies for executives. The identification process involved an extensive literature review and an empirical study using data collected from senior executives attending the Center for Creative Leadership s Leadership at the Peak course. Borman & Brush (1993) and Yukl s (1989) taxonomies were used to first identify a set of executive competencies related to effectiveness. Additional competencies were gathered through stories (specific descriptions of leadership behavior they had observed at the top levels in their organization), and subject matter experts. Finalization of the competencies was determined through a psychometric analysis of data from approximately 500 executives and 3,000 of their observers. Executive competencies include: Sound Judgment, Strategic Planning, Leading Change, Results Orientation, Global Awareness, Business Perspective, Inspiring Commitment, Forging Synergy, Developing and Empowering, Leveraging Differences, Communicating 2001, 2004 Center for Creative Leadership. All Rights Reserved. 47

Effectively, Interpersonal Savvy, Courage, Executive Image, Learning from Experience, and Credibility. In addition to 360 BY DESIGN, competencies related to the executive effectiveness can be assessed through Executive Dimensions (Nilsen, D. & Hallam, G., 2000). Executive Dimensions provides feedback on 16 competencies and 92 items. Executive Dimensions is developed specifically for use with senior executives. The Working Leader Research Research leading to Leonard Sayles book, The Working Leader (Jossey-Bass, 1993), identified a seven-dimension competency model of leadership. The seven dimensions include, Leading with Purpose, Learning through Others, Valuing Diversity, Acting Systemically, Embracing Flexibility, Recognizing Trade-offs, and Handling Disequilibrium. According to Sayles, leadership effectiveness is dependent on how well the manager is able to execute, implement, and use his or her expertise to get the job done. The psychometric properties of these competencies were examined through a questionnaire, LeaderQuest, which was administered to upper middle level managers attending the Center for Creative Leadership s (CCL) LeaderLab program. Openness to Learning and Development Research This research, under a grant from the International Consortium for Executive Development Research (ICEDR), investigated dimensions associated with people s ability to learn over the course of their career, and skills important for effectiveness. The research was conducted with international executives from a variety of global corporations. The dimensions or competencies identified in this research include: Seeks Opportunities to Learn, Acts With Integrity, Adapts to Cultural Differences, Is Committed to Making a Difference, Seeks Broad Business Knowledge, Brings Out the Best in People, Is Insightful: Sees Things From New Angles, Has the Courage to Take Risks, Seeks and Uses Feedback, Learns From Mistakes, and Is Open to Criticism. People can also be assessed on these competencies through Prospector (McCall, M. Spreitzer, C. & Mahoney, J. 1996). Feedback is provided on 11 different dimensions of learning clustered into two broad categories: (1) engages in opportunities to Learn and, (2) creates a context for learning. Prospector was designed to be used with individuals at all organizational levels and can be completed by a combination of supervisors, co-workers, peers, family members, and others. Managerial Effectiveness Research In 1988, as part of The Center for Creative Leadership s Looking Glass Inc., Program, a companion multi-rater assessment was developed to further research on the simulation. The assessment, SkillScope (Kaplan, 1988), is based on Mintzberg s (1973) research. Mintzberg s research indicated that managerial work involves informational skills, interpersonal skills, and decisional skills. In addition to Mintzberg s skills, 2 additional clusters, personal resources and motivation to make effective use of these resources ( use of self ), were added to the instrument (Kaplan & Ohlott, 1988). The skills or competencies include: Getting Information and Making Sense of It, Conveying Information, Taking Action, Making Decisions, Following Through; Risk-taking and Innovation, Administrative/Organizational Ability, Managing Conflict, 2001, 2004 Center for Creative Leadership. All Rights Reserved. 48

Relationships; Selecting, Developing and Accepting People, Influencing, Leadership and Power; Openness to Influence; Flexibility, Energy, Drive, and Ambition, Knowledge of the Job and Business, Time Management, Coping with Pressure and Adversity, Integrity, and Selfmanagement, Self-insight, Self-development. In addition to 360 BY DESIGN, competencies related to the Managerial Effectiveness Research can be assessed through SkillScope. Skillscope provides individuals with job-related feedback on 98 items organized into 15 skill clusters. SkillScope is intended primarily for managers and supervisors. Success for the New Global Manager Research Research for the book, Success for the New Global Manager (Dalton, M., Ernst, C., Deal, J. & Leslie, J, 2002), explored the capabilities needed to be successful as work becomes more globally complex. The research took place in four companies in three countries. Data from 214 managers working in 30 countries were collected and analyzed. Nine capabilities for global managerial success were identified through this research. They include: Decision Maker, Negotiator, Leader, Business Knowledge, Coping, International Business Knowledge, Perspective Taking, Innovator, and Cultural Adaptability. 5.2 Methodology to Develop the 360 BY DESIGN Library of Competencies Competencies available in 360 BY DESIGN were each developed through empirical research that supported different models or combinations of managerial and leadership competencies. To create the 360 BY DESIGN library, standardization of the response scales to a 5-point scale was required. Specifically, three questionnaires, Entrepreneurial Performance Indicator Leadership Survey (EPI), Prospector, and Skillscope response scales were modified for use in 360 BY DESIGN. The reliability and validity of the 46 competencies with the revised response scale were assessed using a sample of 676 alumni from four CCL Leadership Development Programs (LDP) and 297 of their superiors. Of the sample, 58% of the alumni were male, 89% were Caucasian, and 64% were at upper-middle to top-management levels. Organizational functions (24) were distributed evenly across the sample. Each manager and his or her superior received a research version of one of three different assessment surveys: EPI, Prospector, or SKILLSCOPE. Each research version was randomly distributed among the alumni to avoid over sampling demographic characteristics that might bias the reliability and validity results. No significant differences were found between the research version samples with respect to demographic variables (gender, race, organizational level, or job function). In addition, superiors completed a three-item criterion measure of leadership effectiveness. The effectiveness measure consisted of three items describing different degrees of promotion within an organization. Coefficient alphas were used to estimate the internal consistency (reliability) of the competencies. All of the competencies examined had reliability coefficients of at least.60. Six percent were between.60 and.69, 20% between.70 and.79, and 74% at or above.80. All of the Pearson r correlations (see Table 2 in Section 5.3) of the criteria with the 46 competencies were at or above.30 with the exception of one (Acts with Integrity), which was.15. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 49

5.3 Psychometric Properties Two key components of the psychometric properties of a multi-rater assessment are reliability and validity. Reliability refers to the stability or consistency of scores. In other words, indictors of reliability reflect the reproducibility of the tool under different conditions. The goal of the validation process is to ensure that competencies in 360 BY DESIGN measure dimensions important for continued managerial effectiveness. The reliability and validity of competencies included in 360 BY DESIGN were constructed under different contexts. The research contexts for CCL studies include differences in: samples and sample sizes; timeframes of data collection; years when studies were conducted; data collected as a part of leadership development programs and outside of program contexts; level of managers in samples; and the research teams who examined these data. It is important to note that the customized instrument you are creating may or may not have the same psychometric properties as the numbers reported here. Many factors can influence results including test fatigue of your respondents, sample size, and other sample characteristics. Establishing the validity of 360 BY DESIGN is an ongoing process. Reliability Cronbach Alphas for 360 BY DESIGN competencies range from.53 (Acts with integrity) to.95 (Problems with Interpersonal Relationships). Alphas for all 360 BY DESIGN competencies are presented in Table 1. Validity The Pearson r correlations between competency ratings and effectiveness criterion are presented in Table 2. All of the correlations were at or above.30, a medium effect size (Nunnally, 1978), with the exception of the scale Balance between personal life and work, which was correlated.16 with Overall Leadership. For most of the validation studies, superiors were asked to rate the manager on how well he or she might handle promotion and/or were asked to rate the manager s overall leadership using a 5- point scale. In the case of The Working Leader competencies, the correlation coefficients reported for these competencies are based on the correlation of subordinate ratings with those of their supervisors. Executive competencies correlations are based on all observer ratings. A Cautionary Statement Regarding Misinterpretations 360 BY DESIGN is designed for developmental purposes and is not designed for use in selection, compensation, or performance appraisal. Any feedback collected will be shared with the individual in a one-to-one feedback session. Individual participants own their feedback data and must be given exclusive possession of all copies of their feedback reports unless otherwise requested or agreed to by the individual. Confidentiality of all individual feedback data must be ensured and safeguarded. The anonymity of individual respondents must be maintained except where specifically noted and agreed to (e.g., Immediate Boss data). CCL will release no data more than one year old. To be useful, data should be current. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 50

5.4 Competency Categories and Definitions Approximately 20 subject matter experts (SMEs) within CCL reviewed all 100 competencies and then grouped them into meaningful categories. The following process was applied: Scale Sort I Each individual received 70 cards with a scale name written on each card. Individuals were asked to cluster related competencies and then give each cluster a category name. The results from this clustering were documented and reviewed by SMEs. Categories were then proposed based on the frequency with which the competencies were grouped. Scale Sort II Using a different group of SMEs, the proposed scale categories were reviewed, modified, and revised to reflect the best scale category names. SMEs were also asked to move any competencies around from one category to another, if something didn t seem to fit. A final group was formed to address any outstanding issues on category names or scale placement within a category. The results were reviewed and a final decision was made on category names and competencies grouped in each category. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 51

5.5 360 BY DESIGN Scale Library 360 BY DESIGN Library of Competencies See appendix A 360 BY DESIGN Library of Competencies with Brief Descriptions See appendix B 360 BY DESIGN Library of Competencies by Source Instrument See appendix C 2001, 2004 Center for Creative Leadership. All Rights Reserved. 52

5.6 Development of 360 BY DESIGN Norm Groups The meaningfulness of feedback is enhanced when a participant is able to compare his or her scores with the scores of others. The results may show an individual s rating as either above average, about the same, or below average, depending on the group with which one is compared. Such a comparison group is referred to as a norm group. Two types of norm groups are available though 360 By Design: local and general. When there are 30 or more participants local norms will be used in the scoring. The local norm provides participants with a direct comparison of their performance on competencies with others in the organization. The client organization determines the most appropriate data for local norm generation at the time of registration. If less than 30 participants have completed 360 By Design, a general norm, provided by CCL will be used. The general norm is based upon data from over 17,000 participants and over 140,000 raters in CCL s database. General norms for 360 By Design are constructed using mean estimates. The following table provides a description of the participants whose data are included in the general norm. Regardless of the norm group used (local or general), the scores are converted to standard or Z-scores for purposes of comparison. The Z-score indicates how far and in what direction the competency deviates from the norm group. If a score is between the 16 th and 84 th percentile, it is plotted as mid-range, if below 16% as low and above 84% as high. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 53

360 By Design General Norm Group Characteristics Sample Size Managerial Level Sector Gender June 2001- December 2002 Participants 17,005 Superiors 9,184 Bosses 15,728 Peers 59,779 Direct Reports 55,307 Upper 63% Middle 27% Private 72% Public 17% Male 62% Female 33% Median Age 45 Ethnicity Highest Degree Earned Native Country International Management American Indian 0.6% Asian 2% Black 4% Hispanic 3% White 67% Other 11% High School 7% Associate s 4% Bachelor s 37% Master s 32% Doctorate/Professional 11% USA 72% Canada 6% Singapore 4% UK 4% One country-not an expatriate 79% One country-am an expatriate 3% More than one country 5% 2001, 2004 Center for Creative Leadership. All Rights Reserved. 54

TABLE 1 Reliability Estimates for 360 BY DESIGN Scales* Competency Alpha Acting systemically.78 Acts with integrity.53 Adaptability.78 Adapts to cultural differences.80 Administrative/organizational ability/team.87 Balance between personal life and work.89 Brings out the best in people.89 Building relationships.92 Business knowledge.78 Business perspective.78 Career management. 93 Change management.93 Committed to making a difference.81 Communicating information, ideas.82 Communicating.82 Communication.83 Compassion and sensitivity.87 Confronting problem employees.90 Coping.68 Coping with pressure, adversity.67 Courage.85 Credibility.90 Cultural adaptability.85 Customer/vendor relations.82 Decision maker.87 Decisiveness.80 Delegating.85 Developing and empowering.88 Differences matter.89 Difficulty building and leading a team.93 Difficulty changing or adapting.92 Doing whatever it takes.90 Embracing flexibility.81 Employee development.86 Energy, drive, ambition.88 Ethics/culture.89 Executive image.82 Financial management.90 Failure meeting business objectives.87 2001, 2004 Center for Creative Leadership. All Rights Reserved. 55

Forging synergy.87 Getting information, making sense of it; problem identification.71 Global awareness.74 Handling disequilibrium.87 Has the courage to take risks.66 Human resources.75 Influencing, leadership, power.87 Innovator.83 Insightful: sees things from new angles.80 Inspiring commitment.82 International business.91 Interpersonal savvy.87 Knowledge of job, business.79 Knowledge: trade and business.73 Leader.90 Leadership stature.83 Leading change.80 Leading employees.91 Leading with purpose.83 Learning from experience.85 Learning through others.93 Learns from mistakes.83 Leveraging differences.83 Listening.85 Managing conflict.87 Marketing.81 Motivating others.86 Motivating self.87 Negotiator.79 Open to criticism.73 Openness to influence; flexibility.86 Organizing.81 Participative management.91 Perspective taking.70 Planning and goal setting.80 Problem solving/decision making.80 Problems with interpersonal relationships.95 Putting people at ease.90 Quick study.87 Recognizing trade-offs.82 Relationship building.88 Relationships.77 Resourcefulness.85 Results orientation.83 Risk-taking, innovation.84 2001, 2004 Center for Creative Leadership. All Rights Reserved. 56

Sales.84 Seeks and uses feedback.81 Seeks broad business knowledge.81 Seeks opportunities to learn.80 Selecting, developing, accepting people.86 Self-awareness.81 Self-management, self-insight, self-development.81 Sound judgment.83 Straightforwardness and composure.79 Strategic planning.89 Taking action, making decisions, following.60 Time management.79 Too narrow functional orientation.88 Valuing diversity.81 Vision.82 The reliability of 360 BY DESIGN SM scales was calculated under different contexts. TABLE 2 Correlations of 360 BY DESIGN SM Scales with Criterion Measures* Overall Overall Knowledge/ Competency Promotability Leadership Effectiveness Initiative Acting systemically --.29 -- -- Acts with integrity.15 -- -- -- Adaptability.60* -- -- -- Adapts to cultural differences.52* -- -- -- Administrative/organizational ability/team.64* -- -- -- Balance between personal life and work.27*.16 -- -- Brings out the best in people.66* -- -- -- Building relationships.45**.42** -- -- Business knowledge -- -- --.39* Business perspective -- --.52** -- Career management.61**.56** -- -- Change management.53**.41** -- -- Committed to making a difference.52* -- -- -- 2001, 2004 Center for Creative Leadership. All Rights Reserved. 57

Communicating information, ideas.51* -- -- -- Communicating.57* --.73** -- Communication -- -- Compassion and sensitivity.35**.16 -- -- Confronting problem employees.51.60** -- -- Coping -- -- --.36* Coping with pressure, adversity.43** -- -- -- Courage -- --.69** -- Credibility -- --.70** -- Cultural adaptability -- --.70** -- Customer/vendor relations.34* -- -- -- Decision maker -- -- --.38* Decisiveness.55**.65** -- -- Delegating.31* -- -- -- Developing and empowering -- --.73** -- Differences matter.39**.29** -- -- Difficulty building and leading a team -.59** -.56** -- -- Difficulty changing or adapting -.66** -.58** -- -- Doing whatever it takes.68**.72** -- -- Embracing flexibility --.24 -- -- Employee development.33* -- -- -- Energy, drive, ambition.51* -- -- -- Ethics/culture.34* -- -- -- Executive image -- --.78** -- Financial management.33* -- -- -- Failure meeting business objectives -.58* -.61** -- -- Forging synergy --.74** -- Getting information, making sense of it;.65* -- -- -- problem identification Global awareness -- --.45** -- Handling disequilibrium --.58* -- -- Has the courage to take risks.53* -- -- -- 2001, 2004 Center for Creative Leadership. All Rights Reserved. 58

Human resources.48* -- -- -- Influencing, leadership, power.71* -- -- -- Innovator -- -- --.24* Insightful: sees things from new angles.71* -- -- -- Inspiring commitment -- --.81** -- International business knowledge -- -- --.24* Interpersonal savvy -- --.73** -- Knowledge of job, business.62* -- -- -- Knowledge: trade and business.40* -- -- -- Leader -- -- --.27* Leadership stature.52* -- -- -- Leading change -- --.72** -- Leading employees.59**.58** -- -- Leading with purpose --.40 -- -- Learning from experience -- --.80** -- Learning through others --.37 -- -- Learns from mistakes.58* -- -- -- Leveraging differences -- --.68* -- Listening.36* -- -- -- Managing conflict.46* -- -- -- Marketing.34* -- -- -- Motivating others.42* -- -- -- Motivating self.46* -- -- -- Negotiator -- -- --.38* Open to criticism.51* -- -- -- Openness to influence; flexibility.46* -- -- -- Organizing.49* -- -- -- Participative management.60**.56** -- -- Perspective taking -- -- --.23* Planning and goal setting.55* -- -- -- 2001, 2004 Center for Creative Leadership. All Rights Reserved. 59

Problem solving/decision making.48* -- -- -- Problems with interpersonal relationships -.50** -.36** -- -- Putting people at ease.43**.34** -- -- Quick study.68**.72** -- -- Recognizing trade-offs --.44** -- -- Relationship building.40* -- -- -- Relationships.45* -- -- -- Resourcefulness.58**.56** -- -- Results orientation -- --.79** -- Risk-taking, innovation.52* -- -- -- Sales.38* -- -- -- Seeks and uses feedback.58* -- -- -- Seeks broad business knowledge.42* -- -- -- Seeks opportunities to learn.59* -- -- -- Selecting, developing, accepting people.55* -- -- -- Self-awareness.39**.39** -- -- Self-management, self-insight, selfdevelopment.59** -- -- -- Sound judgment -- --.80** -- Straightforwardness and composure.39**.29** -- -- Strategic planning -- --.76** -- Taking action, making decisions,.45* -- -- -- following Time management.45* -- -- -- Too narrow functional orientation -.73** -.66** -- -- Valuing diversity --.43* -- -- Vision.60 -- -- -- * The validity of 360 BY DESIGN SM scales was calculated under different contexts. Note: *<.05 **<.01 2001, 2004 Center for Creative Leadership. All Rights Reserved. 60

Section 6: References and Related Readings Educational Resources Available from CCL and Jossey-Bass/Pfeiffer Related 360 Articles and Publications by CCL Authors References for 360 BY DESIGN and This Facilitator s Guide 6.1 Educational Resources Available from CCL and Jossey- Bass/Pfeiffer Browning, H., & Van Velsor, E. (1999). Three keys to development: Defining and meeting your leadership challenges. Greensboro, NC: Center for Creative Leadership. Buron, R. J., & McDonald-Mann, D. (1999). Giving feedback to subordinates. Greensboro, NC: Center for Creative Leadership. Chappelow, C., & Leslie, J. B. (2001). Keeping your career on track: Twenty success strategies. Greensboro, NC: Center for Creative Leadership. Dalton, M. A. (1998). Becoming a more versatile learner. Greensboro, NC: Center for Creative Leadership. Dalton, M. A. (1999). Learning Tactics Inventory: Facilitator Guide. San Francisco: Jossey- Bass/Pfeiffer. Dalton, M. A. (1999). Learning Tactics Inventory: Participant Workbook. San Francisco: Jossey- Bass/Pfeiffer. Martineau, J., & Johnson, E. (2001). Preparing for development: Making the most of formal leadership programs. Greensboro, NC: Center for Creative Leadership. McCauley, C. D., & Martineau, J. W. (1998). Reaching your development goals. Greensboro, NC: Center for Creative Leadership. McCauley, C. D., Ohlott, P. J., & Ruderman, M. N. (1999). Job Challenge Profile: Facilitator s Guide San Francisco: Jossey-Bass/Pfeiffer. McCauley, C. D. (1999). Job Challenge Profile: Participant Workbook. San Francisco: Jossey- Bass/Pfeiffer. Ruderman, M. N., & Ohlott, P. J. (2000). Learning from life: Turning life s lessons into leadership experience. Greensboro, NC: Center for Creative Leadership Weitzel, S. R. (2000). Feedback that works: How to build and deliver your message. Greensboro, NC:Center for Creative Leadership. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 61

6.2 Related 360 Articles and Publications by CCL Authors Brutus, S., Fleenor, J., & London, M. (1998). Does 360-degree feedback work in different industries? A between-industry comparison of the reliability and validity of multi-source ratings. Journal of Management Development, 17, 177-190. Brutus, S., Fleenor, J. W., & McCauley, C. (1999). Demographic and personality predictors of congruence in multi-source ratings. Journal of Management Development, 18(5), 417-435. Brutus, S., Leslie, J. B., & McDonald-Mann, D. (2001). Cross-cultural issues in multi-source feedback. In C. Temmrick et al., Handbook of Multi-Source Feedback. San Francisco: Jossey- Bass. Brutus, S., London, M., & Martineau, J. (1999). The impact of 360-degree feedback on planning for career development. Journal of Management Development, 18(8), 676-693. Chappelow, C. (1998). 360-degree feedback. In C. D. McCauley, R. Moxley, & E. Van Velsor (Eds.), The Center for Creative Leadership handbook of leadership development (pp. 29-65). San Francisco: Jossey-Bass. Dalton, M. A. (1998). Best practices: Five rationales for using 360-degree feedback in organizations. In W. W. Tornow & M. London (Eds.), Maximizing the value of 360-degree feedback: A process for successful individual and organizational development (pp. 59-77). San Francisco: Jossey-Bass. Fleenor, J. W., & Prince, J. M. (1997). Using 360-degree feedback in organizations: An annotated bibliography. Greensboro, NC: Center for Creative Leadership. Leslie, J. B., & Fleenor, J. W. (1998). Feedback to managers: A review and comparison of multirater instruments for management development (3rd ed.). Greensboro, NC: Center for Creative Leadership. Martineau, J. (1998). Using 360-degree surveys to assess change. In W. W. Tornow & M. London (Eds.), Maximizing the value of 360-degree feedback: A process for successful individual and organizational development (pp. 217-248). San Francisco: Jossey-Bass. McCauley, C. D., Moxley, R., & Van Velsor, E. (Eds.). (1998). The Center for Creative Leadership handbook of leadership development. San Francisco: Jossey-Bass. McDonald-Mann, D., Raju, N., Fromen, A., & Shin, M-H. (1999). Differential functioning of Benchmarks ratings across African-American and Caucasian managers. Presented at the 14th Annual Conference of the Society for Industrial and Organizational Psychologists, Atlanta, Georgia, May 1. Van Velsor, E. (1998). Designing 360-degree feedback to enhance involvement, selfdetermination, and commitment. In W. W. Tornow & M. London (Eds.), Maximizing the value of 360-degree feedback: A process for successful individual and organizational development (pp. 149-195). San Francisco: Jossey-Bass. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 62

Van Velsor, E., & Leslie, J. B. (2001). State of the art in MSF instruments. In C. Temmrick et al., Handbook of Multi-Source Feedback. San Francisco: Jossey-Bass. Van Velsor, E., Leslie, J. B., & Fleenor, J. W. (1997). Choosing 360: A guide to evaluating multirater feedback instruments for management development. Greensboro, NC: Center for Creative Leadership. Wilson, P. O., McCauley, C. D., & Kelly-Radford, L. (1998). 360-degree feedback in the establishment of learning cultures. In W. W. Tornow & M. London (Eds.), Maximizing the value of 360-degree feedback: A process for successful individual and organizational development (pp. 120-146). San Francisco: Jossey-Bass. 6.3 References for 360 BY DESIGN and this Facilitator s Guide Benchmarks Developmental Learning Guide. (1995). Greensboro, NC: Center for Creative Leadership. Browning, H., & Van Velsor, E. (1999). Three keys to development: Defining and meeting your leadership challenges. Greensboro, NC: Center for Creative Leadership. Eggers, J. H., & Leahy, K. T. (1996). Entrepreneurial Performance Indicators Leadership Survey. Greensboro, NC: Center for Creative Leadership. Eggers, J. H., Leahy, K. T., & Favorite, B. (1996). Entrepreneurial Performance Indicators (EPI): A Users Guide. Greensboro, NC: Center for Creative Leadership. Fleenor, J. W., & Hoppe, M. (1997). Development of a multi-rater instrument for measuring leadership competencies. Unpublished manuscript (available from Center for Creative Leadership). Kaplan, R. E. (1988, 1992). SKILLSCOPE for Managers. Greensboro, NC: Center for Creative Leadership. Kaplan, R. E., & Ohlott, P. J. (1988). SKILLSCOPE for Managers: Manual. Greensboro, NC: Center for Creative Leadership. Kirkland, K., & Manoogian, S. (1998). Ongoing feedback: How to get it, how to use it. Greensboro, NC: Center for Creative Leadership. Lombardo, M. M., & McCauley, C. D. (1990). Benchmarks: Developmental reference points for managers and executives. Greensboro, NC: Center for Creative Leadership. Lombardo, M. M., McCauley, C. D., McDonald-Mann, D., & Leslie, J. (1999). Benchmarks: Developmental reference points for managers and executives. Greensboro, NC: Center for Creative Leadership. McCall, M. W., Spreitzer, G. M., & Mahoney, J. (1996). Prospector. Greensboro, NC: Center for Creative Leadership. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 63

McCall, M. W., Spreitzer, G. M., & Mahoney, J. (1996). Prospector Learning Guide. Greensboro, NC: Center for Creative Leadership. McCall, M. W., Spreitzer, G. M., Mahoney, J., & Favorite, B. (1996). Prospector: Discovering the ability to lead (Users Guide). Greensboro, NC: Center for Creative Leadership. McCauley, C. D., & Douglas, C. A. (1998). Developmental relationships. In C. D. McCauley, R. Moxley, & E. Van Velsor (Eds.), The Center for Creative Leadership handbook of leadership development (pp. 160-193). San Francisco: Jossey-Bass. McCauley, C. D., & Martineau, J. W. (1998). Reaching your development goals. Greensboro, NC: Center for Creative Leadership. Mintzberg, H. (1973). The nature of managerial work. New York: Harper & Row. Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill. Sayles, L. (1993). The working leader. New York: Free Press. SKILLSCOPE Development Planning Guide. (2000). Greensboro, NC: Center for Creative Leadership. SKILLSCOPE for Managers Trainer s Guide. (1992). Greensboro, NC: Center for Creative Leadership. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 64

Section 7: Frequently Asked Questions Getting Help Creating the Survey Administering the Survey Pricing and Billing Facilitating Feedback 7.1 Getting Help Who can I talk with for more information? For questions about your organization s particular assessment initiative, please contact the individual in your organization designated as the administrator. For questions about the 360 BY DESIGN process or Web site, please contact: Assessment and Development Resources Group Center for Creative Leadership P. O. Box 26300 Greensboro, North Carolina 27438 336-545-2810 (phone) 336-282-3284(fax) 360By Design@leaders.ccl.org 7.2 Creating the Survey How is the survey created? Your organization creates a unique survey by reviewing and selecting from the CCL library of 94 research-tested competencies and 5 derailment factors to design an instrument that best addresses the behaviors and competencies important for effective performance in your organization. Each competency has between 3 and 16 items (questions). It is necessary to use the whole competency selected. Your organization s survey can be short or long, focused or general. There is a list of competencies provided in Section 5.5 of this Guide. Can unique questions be added that are not reflected in the CCL-provided competencies? 2001, 2004 Center for Creative Leadership. All Rights Reserved. 65

Yes. Up to 10 custom questions can be added to the survey and displayed in the feedback report for an additional fee. These questions are associated with same 1-5 response scale used for CCL items (questions). Can open-ended questions be added? Yes. It is possible to include one or both standard CCL questions at no extra fee. For an additional fee, up to three custom open-ended questions can be included. How customizable is 360 BY DESIGN? Very. It is possible to: choose from 94 competencies and 5 derailment factors (a total of more than 600 questions) add unique, custom questions add standard and/or custom open-ended questions customize the standard set of email notifications customize the standard set of rater category names choose organization (local) norms or CCL general norms 7.3 Administering the Survey How does the process work? Participants are notified by CCL via an email message that their survey is available and ready to complete. Participants click on a hot link that takes them to the secure Web page where they enter their passcodes, register their raters, and then complete the Self survey. The raters receive an email message that guides them to their survey page. They complete the survey and submit it electronically. What kind of instructions will the participants receive? 360 BY DESIGN uses email messages to communicate with the participants and their raters. Information includes: welcome and instruction messages for both participants and their raters reminder messages for both participants and their raters connectivity instructions; including who to contact with questions customized content for an additional fee that can include any organization-specific instructions that would be helpful to this specific group of participants and raters purpose of the survey due dates to enter raters and to complete the survey usernames and passcodes assurance of confidentiality How long does this process take? 2001, 2004 Center for Creative Leadership. All Rights Reserved. 66

Once the client organization selects and submits the competencies they want to use, CCL begins the process of constructing the 360 BY DESIGN survey. After the survey is constructed and the client submits the participant names to CCL, the assessment is activated. Approximately 25-30 business days are needed to complete a 360 BY DESIGN assessment process. See Section 2.6 for details. Do non-respondents receive email reminders during the process? Yes. Reminders are delivered throughout the survey process to non-respondents, which ensures that participants and raters who have already completed the survey do not receive additional emails. 7.4 Pricing and Billing Set-up fees begin at $ 2,000 for a standard package. The participant fee begins at $ 225, with quantity discounts available. Group profiles begin at $ 300 for a standard package. See pricing schedule for more details in section 2. 7.5 Facilitating Feedback How does the participant get his or her feedback report? After the designated cut-off date for completing the survey, CCL will score and print a feedback report. Reports are printed in duplicate: one copy in black/white and one in color. We then quality check and ship the reports to the certified feedback facilitator for distribution and review with the participant. After the designated feedback event date, an email is sent to the participant announcing the availability of an electronic copy of their feedback and development planning guide. The participant uses their confidential passcodes to access these documents online. Can feedback be released directly to the participant? No. CCL has established qualification guidelines for using assessment-for-development products. Our intent is to ensure their appropriate use by professionals who are trained and experienced in their application. Who can provide feedback to participants? Is certification required? CCL follows APA guidelines for the distribution and use of psychological tests. As such, we require that feedback facilitators complete certification training through CCL. This can be accomplished by attending one of CCL s open-enrollment product certification workshops or by contracting with CCL to conduct a certification workshop within the client organization. Who will have access to the 360 BY DESIGN results for participants? 2001, 2004 Center for Creative Leadership. All Rights Reserved. 67

CCL requires that only participants and the certified facilitator have access to the data unless the participant indicates otherwise. The results belong to the participant and should not be kept as a part of any personnel file nor copied without the permission of the participant. Will the participant be able to identify the raters comments on the feedback report? No, the feedback from all of the raters, except for the immediate boss, is anonymous. Are there a required number of raters that must enter data to be scored? If not enough raters respond for a specified group, the data submitted are compiled into an All Observers category to protect each rater s anonymity. For example, at least three peers must reply for the participant to receive Peer group feedback. Otherwise, feedback from the one or two peers who do respond will be included with other feedback and will appear as part of the All Observers category. The same scoring rules apply for Direct Reports. Note: The Boss, Superior, and Others feedback will not remain anonymous if only one rater is entered in the category; this is made clear to both the participant and the raters in these categories in all instructions. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 68

Section 8: Key Documents and Sample Reports Focus on Raters Problems and Pitfalls Center for Creative Leadership On-line Privacy Policy 360 BY DESIGN Schedule Sample Sample Email Messages 360 BY DESIGN Survey: Scale Selection Sample On-line Survey Facilitator Qualification Form Feedback Report (Chris Design) See Appendix D 360 BY DESIGN Development Planning Guide 8.1 FOCUS ON RATERS Improving the Quality of Your 360 BY DESIGN Feedback Raters perception of the 360-degree-feedback process can affect the quality of the results. Their perceptions of the instrument, their understanding of how and why they were chosen as a rater, their perceptions about the extent to which they have anonymity and accountability, their expectations of the outcomes of this process, and their perceptions of the time they are asked to invest may have an impact on your feedback. One key goal of the administrative process is to increase trust in the 360 BY DESIGN feedback implementation. Below is a set of guidelines that can help set the context for the implementation and thereby enhance involvement and commitment. Guideline 1: Clarify the Purpose for Every Member of the Organization Both the participant and his or her raters may be anxious about how these data will be used. The target participant needs to understand that this is an assessment for development, not a performance appraisal or part of a salary or promotion review. Furthermore they should know that they are the owners of their data and that sharing the results is strictly up to that participant. Explain the outcomes of this process. The target participant will be asking raters to invest time in his or her development. It is important for raters to understand what they might expect in return. Some of these outcomes may be: increased awareness of target participant s performance/work-related behaviors increased awareness of raters expectations of target participant a greater alignment of performance expectations between target participant and others improved communication about work expectations improved work behaviors 2001, 2004 Center for Creative Leadership. All Rights Reserved. 69

Remind all participants that you have selected a 360-degree-feedback process so that feedback can be provided on both strengths and areas for development from multiple perspectives. Guideline 2: Clarify Rater Anonymity and Accountability Research has shown that anonymous raters are more likely to provide candid, objective feedback than are their counterparts who are required to identify themselves. Many raters are concerned about retaliation or punitive consequences for their ratings, especially when the person they are rating is their manager or supervisor. Explain whose scores will be anonymous and not anonymous. Make raters aware that they are accountable for providing accurate, honest, and meaningful responses to 360 BY DESIGN questions. Two good ways to encourage this are to (1) ask your raters if they would be willing to provide examples of behavioral specifics on areas from feedback that may be surprising, and (2) explain the outcome of this process. Guideline 3: Raters Should be Chosen by Participant The participant should choose his or her raters. This allows participants to increase their sense of ownership and decreases the likelihood they will reject negative feedback. Participants should identify raters based on people who know them and their work style well enough to answer the questions on 360 BY DESIGN an adequate number of raters to receive peer and direct report feedback (at least three per rater category are needed) a balanced view; people who will provide supportive yet candid feedback a significant objective opinion, such as a superior or customer Once participants have identified their raters, advise them to explain how and why they were selected. Because of their working relationship, bosses and direct reports typically understand why they have been chosen. Superiors, peers, customers, or family members may not easily understand why they were picked. Some may even be thinking they were chosen because they will provide high ratings. Guideline 4: Support for Development Should Be Supplied You need to be prepared to answer the question, What do I do now? The expectations for what participants should do with the feedback should be clear before the process begins. Specifically, participants should know the expectation their boss may have for sharing development goals, as well as the boss s responsibility for coaching. After participants receive their 360 BY DESIGN feedback, recommend that they send a follow-up note to their raters thanking them for taking the time to help with their developmental process. If they feel comfortable, they can share insights, goals, and challenges that have become 2001, 2004 Center for Creative Leadership. All Rights Reserved. 70

apparent as a result of receiving 360 BY DESIGN feedback. 8.2 PROMISES AND PITFALLS In the Use of 360-Degree Instruments for Retest or Program Follow-up From time to time, people who have taken 360-degree instruments in a program or in another setting wish to retake the instrument at some future time. There are promises and pitfalls in the re-administration of an instrument. The Promises Having another snapshot at a particular point in time from a particular group of people, or Comparing and contrasting broad themes and patterns that emerge from the feedback. Under these promising conditions, the individual should follow through with readministration, which requires having someone available who is (1) qualified to give feedback on the instrument, and, if possible, familiar with their original development goals, and (2) aware of the limitations of interpretation of these data. The Pitfalls Comparing scores item-by-item or scale-by-scale for the purpose of measuring change overtime, and/or Using comparison scores to measure the impact of a program or other leadership development experience. Under these circumstances, the pitfall is that the results are not taking into account changes in environment, raters, and other conditions that may have influenced behavior changes, or lack of them. CCL Guidelines for Re-administration of 360-Degree Instruments Any 360-degree-feedback report is a snapshot at a single point in time. It can allow you to see how others perceive your skills and abilities in the context of the job you currently hold and the organizational context within which you currently work. Although many people want to use 360-degree feedback to assess their own development over time, it is possible that one may be moving in intended and desired directions and not have the second set of data points show this positive change. That is because there are several problems and limitations in comparing scores on questionnaires administered at two different points in time. You may have different people rating you the second time around. If your raters changed, either because you handed it out to some new people or because different people returned the questionnaires the second time around, you may be getting a potentially different set of perspectives in the second feedback report. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 71

The challenges you are facing may have changed, either because you have moved into a new job or because the demands of your job have changed over time. New challenges often require new capacities things you may not have been focusing your attention on. Your raters may be using a different yardstick to evaluate you the second time around, especially if you felt comfortable sharing your goals and feedback with some of them. When people know what you are working on, they may forget how they evaluated you the first time and may, without meaning to, hold the bar higher the second time around. If this occurs, they may give you similar ratings on both questionnaires although they have seen real improvement in your skills. Or they may be more closely scrutinizing your skills and behaviors, once they feel more aware of what are considered important areas for leadership development. Because of these issues, it may be misleading to directly compare the feedback you receive at two different points in time. Although we would encourage you to take a 360-degree instrument a second (or even a third or fourth) time if you want subsequent snapshots of your skills and perspectives, we also encourage you to use this additional information to gain a sense of broad themes and patterns in your development, rather than making a direct comparison of scores. For the above reasons, you should not compare feedback item-by-item or competency-bycompetency from two points in time with the expectation of assessing true change. Nor should you attempt to assess the impact of a leadership development program by comparing feedback from two points in time when the program focus was broader than the items captured by the instrument. How to Compare Your Results To look for broad themes and patterns of development in feedback from different points in time and from different raters, you can: 1. Complete the development materials that were provided with your current feedback report. These materials help you to sort through your feedback and determine key strengths and priority areas for development. Typically this process identifies areas of noticeable strength, as well as those areas where development is needed. 2. Compare the conclusions from your current feedback development materials to those from the earlier development planning process. Note new strengths and development needs that may have emerged in your current feedback report and note those strengths and areas for development that may no longer be as important. 3. Note any changes that have occurred in the nature or scope of your job. To the extent that your job now is similar to your job then, ask yourself: 2001, 2004 Center for Creative Leadership. All Rights Reserved. 72

Have my strengths become a better fit to the skills I determined were critical for my job? Are there still areas that need some work areas that keep coming up as development needs? If your job has changed significantly since you first completed the instrument: What new strengths are needed? What new areas, if any, are showing up on the readministration? Do the areas for development seem to be changing? Am I seeing new areas for development emerging? How can previously identified strengths come into play? How can I use a strength to develop in areas needed in my new assignment? Remember that new people (raters) provide you with new, often different, viewpoints. To the extent that you have different people rating your skills on subsequent administrations of an instrument, you may have different scores. If you have not changed jobs, but have acquired a number of new peers or direct reports, you can see the new feedback as indicative of the impact that your behavior is having on the new group and can use the information to work better with these colleagues. 8.3 Center for Creative Leadership On-line Privacy Policy Center for Creative Leadership (CCL) Privacy Commitment The Center for Creative Leadership is committed to respecting and protecting the privacy of our constituents. CCL subscribes to the American Psychological Association s code of ethics regarding the use of an individual s personal data for research; this code is particularly concerned with protecting the rights of the person. In addition, our policies are guided by the U.S. Department of Commerce s safe harbor principles covering data privacy for residents of the European Union. In fact, we strive to extend these more stringent data privacy protections to all Center clients, wherever they reside. We do not rent or sell information about you to any outside organizations. Also, we limit the information we collect from you to the minimum necessary to provide outstanding service. All financial information you give us is kept secure. Uses of Collected Information/Opt-in By providing personal and organizational information to CCL, you agree that the information may be used: 2001, 2004 Center for Creative Leadership. All Rights Reserved. 73

to provide you with goods and services; for client processing and administration; for communicating information to you regarding our goods or services in which you may be interested; for follow-up research questions; to personalize services and meet individual needs. We will not disclose your personal information to third parties except: as necessary to fulfill your order(s) for our goods and services and to validate your payment details; to subsidiaries or other companies within CCL s network. In some cases we may use aggregated and/or anonymous information for marketing, product development, strategic or research purposes directly associated with CCL. People who we contact are provided with a means of informing CCL that they would not like to receive such information through the opt-out process detailed below. Choice/Opt-Out We provide constituents the opportunity to opt-out of receiving communications from us. The following are three options for removing information from our database to eliminate future communications or to discontinue service: E-mail info@leaders.ccl.org Mail to the following postal address: Center for Creative Leadership PO Box 26300 Greensboro, NC 27438-6300 USA Call the following telephone number: +1 336 545 2810 To remove your email address from our electronic newsletters, please visit the Newsletter Account Management page. Products, Programs and Assessments The personal and organizational information we collect is used to improve the quality of leadership and to provide essential feedback to participants. For specific details on our security commitment for assessment data, please refer to the CCL Privacy Commitment for Assessment Data. For 2001, 2004 Center for Creative Leadership. All Rights Reserved. 74

information on program participant user confidentiality, please refer to the CCL Privacy Commitment for Program Participants. Web-based Submissions The following discloses our information gathering and dissemination practices for the Center s Web site: http://www.ccl.org. By providing us with personal data through our web site, you agree that we may use that data to render requested services and provide you information on new programs, products, services and offerings. People who we contact are provided with a means of updating their information or informing CCL that they would not like to receive such information through the opt-out process detailed below. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 75

8.4 Sample Email Messages The 360 BY DESIGN system generates emails to participants and raters throughout the assessment process. These emails include invitations to participate and reminders when surveys are not submitted. 360 BY DESIGN offers the option, for an additional fee, to customize one or more of the system-generated emails. The pages that follow contain samples of all system emails. Instructions The 360 BY DESIGN system sends emails to participants and raters throughout the assessment process. These emails include invitations to provide feedback and reminders when surveys are not submitted. 360 BY DESIGN offers the option, for an additional fee, to customize one or more of the standard emails. The pages that follow contain samples of all standard emails. The most commonly customized emails are the invitations to participants and raters. Typically the client administrator adds a few sentences describing why the 360-degree assessment is important within the organization. When customizing email text, use the following instructions and information: When using Microsoft Word, the revision tool (Track Changes) is on by default. Please leave Track Changes on so that your customizations are easily identified. Text in italic cannot be edited. Italicized information is required to use 360 BY DESIGN. Information for variable fields (contained within # signs) is collected in your 360 BY DESIGN order form or generated by the system (e.g., user id and password). Emails are sent from mailbox 360bydesign@datasltn.com. Return your customized emails to CCL s E-product Administrators 360bydesign@leaders.ccl.org CCL requires five (5) business days to setup your 360 BY DESIGN system once we receive any customized emails, a completed order form, and a signed contract. If you have any questions, please ask our E-Product Administrators. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 76

Participant: Invitation Sent to Participant within one hour of CCL registering the participant into the system. This message provides basic information about the assessment process and instructions for accessing the system. Subject: Your #name_of_360_initiative# Feedback Process Message Body: #part_first_name# #part_last_name#: PLEASE DO NOT DELETE THIS EMAIL. As part of your organization's leader development efforts, you have been selected to participate in a process designed to provide you with feedback on your leadership competencies. You will discover what your manager and others who know you consider to be your strengths and development opportunities by using a 360-degree assessment instrument called 360 By Design, from the Center for Creative Leadership (CCL). This assessment has been customized to measure specific skills and behaviors that are important for success in your organization. You initiate the process by accessing the Web site shown below. After logging on, you identify individuals to provide you with feedback (called your "Raters"). Then, you complete a survey on yourself. These steps require about #estimated time# to complete. CCL will process your completed surveys and create a personal feedback report. Please access the Web site and enter your Raters by #date identified in your order form#. #https://url# Your Confidential User ID: #login_id# Your Confidential Password: #password# If you have questions regarding this feedback process, please contact #contact name, telephone, email address in client organization (identified in order form)#. If you experience any difficulty connecting to the Internet, please contact your organization's help desk. Our experience is that the vast majority of access problems are due to security measures within our client's systems. For any other technical problems, please contact Technical Support by sending an email to support@datasltn.com. We can be reached toll free by telephone within the United States at 877 477 1416. If you are calling from outside the United States use 952 746 5747. If you receive "Access Denied" or "Page Not Displayed" message when accessing the Web site, please contact our Technical Support. There are browser settings that may need to be adjusted on your computer so that you can fully access secured sites. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 77

Participant: Reminder to Enter Raters Sent to Participant at pre-set intervals after invitation email is sent and until rater list is submitted. Subject: REMINDER: Your #name_of_360_initiative# Feedback Process Message Body: #part_first_name# #part_last_name#: This is a reminder that your Rater List has not yet been received. Your Raters cannot complete their surveys until you submit your Rater List. Please access the Web site to complete and submit your Rater List by #date identified in your order form#. #https://url# Your Confidential User ID: #login_id# Your Confidential Password: #password# If you have questions regarding this feedback process, please contact #contact name, telephone, email address in client organization (identified in order form)#. If you experience any difficulty connecting to the Internet, please contact your organization's help desk. Our experience is that the vast majority of access problems are due to security measures within our client's systems. For any other technical problems, please contact Technical Support by sending an email to support@datasltn.com. We can be reached toll free by telephone within the United States at 877 477 1416. If you are calling from outside the United States use 952 746 5747. If you receive "Access Denied" or "Page Not Displayed" message when accessing the Web site, please contact our Technical Support. There are browser settings that may need to be adjusted on your computer so that you can fully access secured sites. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 78

Participant: Reminder to Complete Self Survey Sent to Participant after he/she submits a rater list and until self survey is submitted. Subject: REMINDER: Your #name_of_360_initiative# Feedback Process Message Body: #part_first_name# #part_last_name#: This is a reminder that your "Self" survey has not yet been received. If you did complete the survey and receive this message, please note that after responding to all the questions, you must select the "Submit" button to send your survey. If you log out without submitting the survey, your answers are saved but not received by the Center for Creative Leadership's scoring center. It will not be possible to change your responses once you have selected the "Submit" button. Please access the Web site to complete and submit your Self survey by #date identified in your order form#. #https://url# Your Confidential User ID: #login_id# Your Confidential Password: #password# If you have questions regarding this feedback process, please contact #contact name, telephone, email address in client organization (identified in order form)#. If you experience any difficulty connecting to the Internet, please contact your organization's help desk. Our experience is that the vast majority of access problems are due to security measures within our client's systems. For any other technical problems, please contact Technical Support by sending an email to support@datasltn.com. We can be reached toll free by telephone within the United States at 877 477 1416. If you are calling from outside the United States use 952 746 5747. If you receive "Access Denied" or "Page Not Displayed" message when accessing the Web site, please contact our Technical Support. There are browser settings that may need to be adjusted on your computer so that you can fully access secured sites. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 79

Participant: Undeliverable Rater Email Sent to the Participant when a rater s email address is invalid. Subject: Rejected Email Address for Rater in #name_of_360_initiative# Feedback Process Message Body: #part_first_name# #part_last_name#: You recently submitted your Rater list for 360 By Design. At least one of the Raters you entered had an invalid email address. In order to notify the Rater to begin the survey, please follow these steps to correct the email address: 1. Access the Web site. #https://url# Your Confidential User ID: #login_id# Your Confidential Password: #password# 2. On the Main Menu, select the "Correct Rejected Emails" menu option. 3. Review the list of rejected email addresses. Contact each Rater DIRECTLY to get the correct EXTERNAL email address (e.g., firstname.lastname@organization.com). 4. Enter the correct email address for the Rater. 5. Select "Update" to update the email address. The email notification will be sent automatically to the corrected address. New emails will be sent only to those addresses you updated. If you experience any difficulty connecting to the Internet, please contact your organization's help desk. Our experience is that the vast majority of access problems are due to security measures within our client's systems. For any other technical problems, please contact Technical Support by sending an email to support@datasltn.com. We can be reached toll free by telephone within the United States at 877 477 1416. If you are calling from outside the United States use 952 746 5747. If you receive "Access Denied" or "Page Not Displayed" message when accessing the Web site, please contact our Technical Support. There are browser settings that may need to be adjusted on your computer so that you can fully access secured sites. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 80

Participant: Low Rater Response Rate - Check Status Sent to the Participant when rater response rate is low. Subject: Low Response for Your #name_of_360_intiative# Feedback Process #part_first_name# #part_last_name#: Your Raters have received an initial request and reminders to complete your 360 By Design survey. Unfortunately, only a few of the people on your Rater List have responded to your request for feedback. To increase the number of responses and receive a more complete feedback report, consider personally reminding your raters to submit their feedback as soon as possible. Use a short, general message such as, "This is a reminder that I would appreciate receiving your feedback as part of my 360 By Design feedback process. If you have already completed the survey, thank you. If not, please complete and submit your responses as soon as possible. The deadline for completing my survey is Nov 24, 2003. Thank you very much for your time and effort. Your feedback is important to me." You can check the status of your raters' surveys by returning to the Web site and choosing the "Survey Status" link on the Main Menu page. You can also review your list of Raters by choosing the "Rater List" link. Due to our promise of anonymity, we cannot tell you specifically who has responded and who has not. #https://url# Your Confidential User ID: #login_id# Your Confidential Password: #password# If you experience any difficulty connecting to the Internet, please contact your organization's help desk. Our experience is that the vast majority of access problems are due to security measures within our client's systems. For any other technical problems, please contact Technical Support by sending an email to support@datasltn.com. We can be reached toll free by telephone within the United States at 877 477 1416. If you are calling from outside the United States use 952 746 5747. If you receive "Access Denied" or "Page Not Displayed" message when accessing the Web site, please contact our Technical Support. There are browser settings that may need to be adjusted on your computer so that you can fully access secured sites. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 81

Participant: Rater Declined Sent to the Participant when a rater declines to complete the survey. Subject: Rater Declined Your #name_of_360_initiative# Feedback Process #part_first_name# #part_last_name#: One of your Raters has declined to provide feedback. You can check the status of your raters' surveys by returning to the Web site and choosing the "Survey Status" link on the Main Menu page. #https://url# Your Confidential User ID: #login_id# Your Confidential Password: #password# If you experience any difficulty connecting to the Internet, please contact your organization's help desk. Our experience is that the vast majority of access problems are due to security measures within our client's systems. For any other technical problems, please contact Technical Support by sending an email to support@datasltn.com. We can be reached toll free by telephone within the United States at 877 477 1416. If you are calling from outside the United States use 952 746 5747. If you receive "Access Denied" or "Page Not Displayed" message when accessing the Web site, please contact our Technical Support. There are browser settings that may need to be adjusted on your computer so that you can fully access secured sites. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 82

Participant: Feedback Report Available Sent to the Participant when his/her report is available online. The date is scheduled to occur after the Participant has an opportunity to review his/her printed report with a certified facilitator. Subject: Your #name_of_360_initiative# Feedback Report #part_first_name# #part_last_name#: An electronic copy of your 360 By Design feedback report is available for you to access, using the Web site listed below. After logging on, choose the "View Reports" link on the Main Menu page. You also have access to an electronic copy of the 360 By Design Development Planning Guide. Use the guide to create your development plan. It is structured to help you sort through your data in clear steps and create a specific development plan to increase your effectiveness. You will have access to your feedback report and a copy of the Development Planning Guide for 12 months. #https://url# Your Confidential User ID: #login_id# Your Confidential Password: #password# If you experience any difficulty connecting to the Internet, please contact your organization's help desk. Our experience is that the vast majority of access problems are due to security measures within our client's systems. For any other technical problems, please contact Technical Support by sending an email to support@datasltn.com. We can be reached toll free by telephone within the United States at 877 477 1416. If you are calling from outside the United States, use 952 746 5747. If you receive "Access Denied" or "Page Not Displayed" message when accessing the Web site, please contact our Technical Support. There are browser settings that may need to be adjusted on your computer so that you can fully access secured sites. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 83

Rater: Invitation to Bosses, Superiors, and Others Sent to Raters within one hour after participant submits a Rater List. This message provides basic information about the assessment process and instructions for accessing the system. Subject: #part_first_name# #part_last_name# Requests Your Feedback Message Body: #Participant Name# is participating in a leader development initiative that involves collecting behavioral feedback about his or her leadership competencies. This person has identified you as someone who can provide useful feedback as a rater by taking a few minutes to complete an Internet-based survey called 360 By Design, from the Center for Creative Leadership (CCL). Your feedback can help this person learn more about his or her strengths and identify ways to improve effectiveness. You and other raters provide feedback by accessing the Web site listed below. Please answer the questions candidly. The survey requires about #estimated time# to complete and will go directly to CCL's scoring center. This person has entered your relationship to them as #Boss or Superior or Other#. Your responses may not be anonymous if you are the only one responding in that relationship, your exact responses will be shown on the feedback report. Please access the Web site to complete and submit the survey by #date identified in order form#. #https://url# Your Confidential User ID: #login_id# Your Confidential Password: #password# If you experience any difficulty connecting to the Internet, please contact your organization's help desk. Our experience is that the vast majority of access problems are due to security measures within our client's systems. For any other technical problems, please contact Technical Support by sending an email to support@datasltn.com. We can be reached toll free by telephone within the United States at 877 477 1416. If you are calling from outside the United States use 952 746 5747. If you receive "Access Denied" or "Page Not Displayed" message when accessing the Web site, please contact our Technical Support. There are browser settings that may need to be adjusted on your computer so that you can fully access secured sites. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 84

Rater: Invitation to Anonymous Raters (e.g., Peers and Direct Reports) Sent to Peers and Direct Reports (name of category may be customized by client) within one hour after participant submits a Rater List. This message provides basic information about the assessment process and instructions for accessing the system. Subject: #part_first_name# #part_last_name# Requests Your Feedback Message Body: #Participant Name# is participating in a leader development initiative that involves collecting behavioral feedback about his or her leadership competencies. This person has identified you as someone who can provide useful feedback as a rater by taking a few minutes to complete an Internet-based survey called 360 By Design, from the Center for Creative Leadership (CCL). Your feedback can help this person learn more about his or her strengths and identify ways to improve effectiveness. You and other raters provide feedback by accessing the Web site listed below. Please answer the questions candidly. The survey requires about #estimated time# to complete and will go directly to the CCL's scoring center. To protect your anonymity, your responses will be reported in aggregate with the other raters in your category of #Peer or Direct Report#. Please access the Web site to complete and submit the survey by #date identified in order form#. #https://url# Your Confidential User ID: #login_id# Your Confidential Password: #password# If you experience any difficulty connecting to the Internet, please contact your organization's help desk. Our experience is that the vast majority of access problems are due to security measures within our client's systems. For any other technical problems, please contact Technical Support by sending an email to support@datasltn.com. We can be reached toll free by telephone within the United States at 877 477 1416. If you are calling from outside the United States use 952 746 5747. If you receive "Access Denied" or "Page Not Displayed" message when accessing the Web site, please contact our Technical Support. There are browser settings that may need to be adjusted on your computer so that you can fully access secured sites. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 85

Rater: Reminder to Complete Survey Sent to Rater until the survey is submitted, declined or due date occurs. Subject: REMINDER: #part_first_name# #part_last_name# Requests Your Feedback Message Body: This is a reminder that your survey for #part_first_name# #part_last_name# has not yet been received. Please complete and submit the survey no later than #date identified in order form#. If you did complete the survey and receive this message, please note that after responding to all the questions, you must select the "Submit" button to send your survey. If you log out without submitting the survey, your answers are saved but not received by the Center for Creative Leadership's scoring center. It will not be possible to change your responses once you have selected the "Submit" button. Please access the Web site to complete and submit the survey. #https://url# Your Confidential User ID: #login_id# Your Confidential Password: #password# If you experience any difficulty connecting to the Internet, please contact your organization's help desk. Our experience is that the vast majority of access problems are due to security measures within our client's systems. For any other technical problems, please contact Technical Support by sending an email to support@datasltn.com. We can be reached toll free by telephone within the United States at 877 477 1416. If you are calling from outside the United States use 952 746 5747. If you receive "Access Denied" or "Page Not Displayed" message when accessing the Web site, please contact our Technical Support. There are browser settings that may need to be adjusted on your computer so that you can fully access secured sites. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 86

Client Administrator: How to Monitor Status Sent to the Client Administrator after Participant invitations are sent. This message provides instructions for accessing the project administration Web site and monitoring status. We have registered and sent invitations to your participants in the 360 By Design process. In conjunction, this email provides you with access to the project administration Web site so that you can review up-to-the-minute status of your participants during the assessment process. By regularly reviewing status, you can monitor who has submitted their Rater List and a summary of completed surveys by rater category. Please use the Web site and login information to access the project administration Web Site: #https://url# User ID: #login_id# Password: #password# HOW TO VIEW STATUS: 1. Click Status Inquiry from the Project Administration Menu. 2. Choose Enrollment Summary (Participant Search) from the Templates dropdown list and click Search. This query will display a list of all participants registered in all active 360 processes. Additional search options on the Enrollment Summary page: Search by name of a participant Search a selected batch (group), by using the table at the bottom of the page Only show participants who have not submitted their rater list Note both Search buttons on the Enrollment Summary page perform the same function. If you have any questions, please contact 360ByDesign@leaders.ccl.org 2001, 2004 Center for Creative Leadership. All Rights Reserved. 87

Client Administrator: Reminder to Check Status Sent to the Client Administrator as a reminder to check status using the project administration Web site. Subject: 360 By Design Reminder to Check Status of Participants #Client Contact:# This is a reminder that you can check the status of any active group of participants by accessing the project administration Web site. Due to our promise of rater anonymity, we cannot tell you by name who has responded and who has not. The 360 By Design system automatically sends reminders by email to participants and raters who have not completed a survey. #https://url# Your Confidential User ID: #login_id# Your Confidential Password: #password# If you have questions regarding the project administration site or participant status, please contact our 360 By Design Administrators at 360bydesign@leaders.ccl.org If you experience any difficulty connecting to the Internet, please contact your organization's help desk. Our experience is that the vast majority of access problems are due to security measures within our client's systems. For any other technical problems, please contact Technical Support by sending an email to support@datasltn.com. We can be reached toll free by telephone within the United States at 877 477 1416. If you are calling from outside the United States use 952 746 5747. If you receive "Access Denied" or "Page Not Displayed" message when accessing the Web site, please contact our Technical Support. There are browser settings that may need to be adjusted on your computer so that you can fully access secured sites. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 88

Certified Feedback Facilitator: Feedback Report(s) Available Sent to the Certified Feedback Facilitator when the on-line reports are available and prior to CCL shipping printed reports. Subject: Your #name_of_360_initiative# Feedback Report Certified Feedback Facilitator: An electronic copy of the 360 By Design feedback report for #part_first_name# #part_last_name# is available for you to access, using the Web site listed below. It will be available for 12 months. #https://url# Your Confidential User ID: #login_id# Your Confidential Password: #password# If you experience any difficulty connecting to the Internet, please contact your organization's help desk. Our experience is that the vast majority of access problems are due to security measures within our client's systems. For any other technical problems, please contact Technical Support by sending an email to support@datasltn.com. We can be reached toll free by telephone within the United States at 877 477 1416. If you are calling from outside the United States use 952 746 5747. If you receive "Access Denied" or "Page Not Displayed" message when accessing the Web site, please contact our Technical Support. There are browser settings that may need to be adjusted on your computer so that you can fully access secured sites. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 89

8.5 Sample Feedback Report See Appendix D 2001, 2004 Center for Creative Leadership. All Rights Reserved. 90

8.6 Development Planning Guide Development Planning Guide I. IDENTIFYING YOUR STRENGTHS AND DEVELOPMENT NEEDS The amount of data in your feedback report can sometimes seem overwhelming. This Development Planning Guide is structured to help you sort through your data in clear steps and create a specific development plan to increase your effectiveness. In this section, the exercises are designed to start the sorting of data by comparing your own responses to the responses of your raters. The data are found on the page titled Importance for Success and Average Scores at the beginning of your feedback report. Under the heading Average Scores, compare your own score (Self) to the score given by your raters (All Observers). Here is an example: EXAMPLE: CONFIRMED STRENGTHS: You rated yourself high, and your observers rated you high. Areas of Agreement My Score Observers Score Putting People at Ease 4.54 4.78 Resourcefulness 4.38 4.53 1. CONFIRMED STRENGTHS: You rated yourself high, and your observers rated you high. Areas of Agreement My Score Observers Score 2001, 2004 Center for Creative Leadership. All Rights Reserved. 91

These confirmed strengths are often the most neglected part of the feedback report, as participants typically rush past this section to bear down on the development needs. It is critical that you clearly recognize what you do well for two reasons. First, you need to capitalize on your strengths in order to make changes in other areas. Second, careers seldom derail just because development needs surface; rather, it is the additional impact of overdependence on strengths that can cause problems. 2. UNRECOGNIZED STRENGTHS: You rated yourself low, and your observers rated you high. Areas of Disagreement My Score Observers Score These areas may be unrecognized strengths. You may be better in these areas than you realize, or you may have exceptionally high expectations of yourself. This is good news, and you should adjust your perception of yourself to take into account this new information. 3. CONFIRMED DEVELOPMENT NEEDS: You rated yourself low, and your observers rated you low. Areas of Agreement My Score Observers Score Although it is never easy to see that we have development needs, it helps to know that we have an accurate perception of some of these areas. You may have considered these development needs in the past and may already be motivated to make changes, or you may have decided that they do not impact your effectiveness. If the latter is the case, it may be time to reconsider, especially if your role has changed. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 92

4. UNRECOGNIZED DEVELOPMENT NEEDS: You rated yourself high, and your observers rated you low. Areas of Disagreement My Score Observers Score These potential blind spots may represent misconceptions you have about your performance. At a minimum they represent a departure from the way you perceive your performance and the way it is perceived by others. Do not dismiss the importance of this feedback. At the same time, allow yourself some time to reflect on the items in this box before jumping into action to correct them all. For example, being shy or quiet may not give your raters the opportunity to know you well, so you may be perceived as aloof, cold, or unavailable. Even if you do not consider these perceptions accurate, people make decisions based on them, and you may pay a price for being perceived in a certain way. Blind spots sometimes require more data gathering on your part. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 93

II. Prioritizing Your Data You may have already noted a number of different areas you would like to develop. Our advice is not to try to change too many behaviors at the same time. Instead, you need to sift through these data and set priorities. The following questions are designed to help you create development goals that are relevant to your current effectiveness and future potential. For each of the areas you noted in the previous exercise, ask yourself these questions: How important is this area in my current job? What challenges will I face in my career over the next year or two? How will developing in this area enable me to meet those challenges more effectively? Is it worth the time and effort it will take to change in this area? How motivated am I to develop in this area? III. IDENTIFYING AND ARTICULATING YOUR GOALS You are most likely to make changes when you set clear and specific goals with observable outcomes. For example, the goal I will improve my communication skills is too general and is much less likely to be accomplished than the goal For the next four months, I will not interrupt Mary in our Tuesday staff meetings. In the space below, identify two or three goals that you will set as a result of your feedback. Remember to select clear, specific, and assessable goals. Choose goals that are important to you and that you can commit to accomplishing. Keep in mind that these goals do not necessarily have to be in low scoring areas. They can be in an area in which you are doing fine if achieving them would increase your level of effectiveness. The key elements are that the goals are important to you and your current job and that improving them can positively affect your potential, your performance, and even your personal life. Goal 1. Goal 2. Goal 3. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 94

IV. Creating Developmental Relationships Research shows that creating developmental relationships can increase the likelihood of reaching development goals. These developmental relationships should represent one of three functions: assessment, challenge, or support. 1. Assessment refers to continuous feedback about your performance, either through formal means such as this survey or informal means during day-today contact. You can get information from someone who can provide in-themoment feedback regarding your work, or you might take ideas to someone acting as a sounding board and get his or her reactions. Ask for feedback from people who have the opportunity to observe your behavior, who have an interest in your improved effectiveness (or will benefit along with you), and who are able to speak to you directly, honestly, and specifically. The key is to continue to ask, and then to listen. Identify one or more individuals who can provide assessment relationships to help you reach your goal(s). 2. Challenges are an aspect of development meant to push you beyond your normal comfort zone. This can mean partnering with others who have differing perspectives from your own and exploring those differences. It can involve receiving new job responsibilities or temporary assignments that stretch your capabilities. A strong motivator can be to have someone hold you accountable for the goals you set in your development. Emulating a role model (or trying not to emulate a negative role model) can move you to try new skills and behaviors. Identify one or more individuals you can depend on to provide challenge. 3. Support is another important facet of development. For example, it is highly recommended to have your manager s support for your development plan. In addition, having someone who can offer emotional support, show confidence in your abilities, encourage you, and celebrate your achievements along the way is invaluable to your development efforts. Who will be able to provide professional and personal support? 2001, 2004 Center for Creative Leadership. All Rights Reserved. 95

There is no prototype for a developmental relationship no single role or combination of roles that has to be present in order to make a relationship developmental. Exposure to a wide range of viewpoints is important, as overdependence on one individual can limit your development. The key is that relationships have the power to shape lives and influence personal development. To move forward with these relationships Decide which ones could be most beneficial for your current goals. Find the right people to fill those roles. Do not overlook peers, direct reports, and relationships outside of work. Realize that developmental relationships do not have to be long-term or intensely personal to be beneficial. V. Planning Your Development There is a common tendency to think that every development need can be improved by reading the latest management handbook or attending a course. Research conducted on the way in which individuals learn, grow, and change indicates otherwise. The vast majority of leaders (more than 90 percent) report that change results from using new behaviors on the job. As a result, a practical plan for development should capitalize on the opportunities you have at hand every day in your current work situation. The forms on the following pages are structured to assist you in establishing a plan for development for each of your goals. Remember to be as clear and specific as possible when defining your goals. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 96

Goal Worksheet GOAL (copy from section III of this guide): TIME FRAME FOR COMPLETION: Action Steps 1. Modifying behavior: What will I do differently to reach this goal? (You can look at the specific items within competencies on your feedback report for actionoriented ideas.) 2. Developmental relationships (copy from section IV of this guide) Assessment: Who can I trust to observe me and give me feedback on the impact of my behaviors? Challenge: Who can be a role model or help hold me accountable for making changes? Support: Who can provide professional or personal support? 3. Practice: How will I use new or modified behaviors on the job? 4. Reading, coursework, training: How will I add to my knowledge base? Expected Outcomes 1. How will I know when I have achieved this goal? 2. What other people will notice and be impacted? 3. What difference will they notice? Trade-Offs 1. What will I have to give up to reach this goal? 2. What will I gain if reach this goal? 2001, 2004 Center for Creative Leadership. All Rights Reserved. 97

VI. FOLLOWING THROUGH The way you respond publicly to this feedback will help others determine how open you are to feedback in the future. If this kind of assessment is new to your organization, it will also determine how feedback in the service of learning and growth is accepted within your organization. When you return to work, the people who completed your surveys will probably be curious to see how you reacted to the feedback pleased, angry, confused, curious whether you thought the feedback was helpful whether their responses were really anonymous whether you will actually change as a result This is your opportunity to model some behaviors which illustrate key beliefs critical to a learning environment, such as the beliefs that no one is perfect, feedback is an essential step in understanding your effectiveness, new learning takes practice, and making behavior changes is hard work. We suggest that you consider the following actions when you return to work after receiving this feedback: Appreciate. The people who completed your surveys invested time and honesty. If you do nothing else, remember to say thanks for taking the time. Reassure. Remind peers and direct reports that their responses were anonymous that you do not know who said what on your feedback report. Focus. If you share your learning from the feedback report, pick one or two things to discuss. Do not overwhelm people with all of the data. Do not lead them to believe that you plan to change everything about yourself as a result. Balance. If you discuss development needs, always present aspects of your strengths also. Ongoing Feedback In order to know your plan is effective, you will need to create and sustain open channels of feedback. This will allow you to reinforce the changes you are making while working toward your goals and will encourage you to continue. Now that you have set clear and focused goals, you will want to ask for feedback often so as to put your goals into action. In asking for feedback, one model to consider using is the Situation-Behavior-Impact model. Have people describe the situation they observed, describe your behavior during the situation, and then speak about the impact your behavior had on others who were involved. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 98

To facilitate open and effective feedback Encourage the person giving you the feedback to be as specific as possible, to offer examples, and to offer alternative behaviors. When you receive feedback, do not explain your behavior, defend yourself, or interrupt. Paraphrase and summarize the feedback to be sure you clearly understand its intention. Be sure to say thank you. Respect the decision of individuals who choose not to give you feedback. Once you have received feedback, you will want to examine its viability. To do this, evaluate its accuracy, value, and importance. Accuracy: Ask yourself who is giving the feedback, what the intention is, and whether you respect the person s opinion. Value: Ask yourself whether the feedback will be useful in attaining your goals and whether you want to know more. Importance: Ask yourself whether the feedback is worthy of action. Not all feedback can or should be acted upon, while some feedback should not be ignored. You must make that determination. Feedback can enhance your effectiveness even after you have achieved the goals you have set within this guide. By using the skills mentioned here, you can receive feedback throughout your lifetime and continue to enhance both your career and personal life. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 99

Staying on Track Individuals often act as if they should be able to use newly acquired skills perfectly from the start, without practice and without backsliding to old habits. These same people would not expect these outcomes when trying to improve in their favorite sports or learning to speak a foreign language. Remember to take this into consideration as you move forward with your development. Practice makes permanent, and by seeking feedback on an everyday basis, you will find that it becomes easier to ask for and receive, and easier for others to offer making it a permanent part of your daily routine. To stay on track with your development, set a time for reviewing the status of your goals after the completion date from your worksheet has passed. Commit to a specific date on which you will revisit this guide, assess your progress, and perhaps set new goals as you continue the development process. FOLLOW-UP DATES: VII. Summary By taking part in this survey, you have collected a straightforward assessment of critical skills, perspectives, and capacities of effectiveness important in your organization. By analyzing these data and completing this guide, you have taken some very important steps in determining how your future will unfold. All that remains is for you to implement your plan. 2001, 2004 Center for Creative Leadership. All Rights Reserved. 100

VIII. Sources Benchmarks developmental reference points: A developmental learning guide. (1999). Greensboro, NC: Center for Creative Leadership. Kirkland, K., & Manoogian, S. (2001). Ongoing feedback: How to get it, how to use it (Rev. ed.). Greensboro, NC: Center for Creative Leadership. McCall, M. W., Spreitzer, G. M., & Mahoney, J. (1996). Prospector learning guide. Greensboro, NC: Center for Creative Leadership. McCauley, C. D., & Douglas, C. A. (1998). Developmental relationships. In C. D. McCauley, R. S. Moxley, & E. Van Velsor (Eds.), The Center for Creative Leadership handbook of leadership development (pp. 160 193). San Francisco: Jossey-Bass. Skillscope development planning guide. (2000). Greensboro, NC: Center for Creative Leadership. ********** 2001, 2004 Center for Creative Leadership. All Rights Reserved. 101

360 BY DESIGN Competencies There are 99 research-grounded competencies available from which to choose. They are grouped by themes for purposes of clarity and organization only. The number of items (questions) for each competency is displayed in parentheses. Leading Others Managing Effective Teams and Building and Maintaining Relationships Work Groups Managing Conflict; Negotiation (3) Brings Out the Best in People (5) Relationships (10) Forging Synergy (6) Building and Mending Relationships (11) Putting People at Ease (4) Compassion and Sensitivity (7) Valuing Diversity and Difference Developing Others Differences Matter (6) Confronting Problem Employees (6) Leveraging Differences (5) Leading Employees (14) Global Awareness (5) Inspiring Commitment (5) Valuing Diversity (6) Employee Development (4) Adapts to Cultural Differences (5) Selecting, Developing, Accepting People (7) Developing and Empowering (6) Delegating (4) Motivating Others (4) Communicating Effectively Problems That Can Stall a Career Communicating Information, Ideas (5) Problems with Interpersonal Relationships (10) Communicating Effectively (6) Difficulty Building and Leading a Team (8) Listening (4) Participative Management (10) Communication (5) Leading the Organization Managing Change Solving Problems and Making Decisions Leading Change (5) Insightful: Sees Things from New Angles (4) Change Management (9) Getting Information, Making Sense of It; Problem Identification (7) Sound Judgment (6) Problem Solving/Decision Making (4) Decisiveness (4) Recognizing Trade-Offs (7) Taking Action, Making Decisions, Following Through (5) Resourcefulness (10) Managing Politics and Influencing Others Taking Risks and Innovating Influencing, Leadership, Power (9) Has the Courage to Take Risks (4) Risk-taking, Innovation (5) Courage (5) Center for Creative Leadership, CCL, its logo, and 360 BY DESIGN are registered trademarks owned by the Center for Creative Leadership. 2003 Center for Creative Leadership. All Rights Reserved. (Revised 12/03)

Setting Vision and Strategy Managing the Work Planning and Goal Setting (4) Administrative/Organizational Ability (9) Strategic Planning (7) Being a Quick Study (4) Vision (4) Results Orientation (6) Business Perspective (5) Organizing (4) Knowledge of Job, Business (6) Knowledge: Trade and Business (4) Seeks Broad Business Knowledge (4) Enhancing Business Skills & Knowledge Understanding and Navigating the Organization Customer/Vendor Relations (4) Acting Systemically (5) Financial Management (6) Marketing (4) Human Resources (4) Problems That Can Stall a Career Sales (4) Too Narrow Functional Orientation (5) Leading Yourself Developing Adaptability Increasing Self-Awareness Interpersonal Savvy (7) Self-Awareness (4) Openness to Influence; Flexibility (9) Seeks and Uses Feedback (5) Adaptability (5) Self-Management, Self-Insight, Embracing Flexibility (6) Self-Development (7) Open to Criticism (3) Managing Yourself Increasing Your Capacity to Learn Career Management (9) Seeks Opportunities to Learn (5) Balance Between Personal Life and Work (4) Learning through Others (11) Handling Disequilibrium (9) Learns from Mistakes (5) Time Management (4) Learning from Experience (5) Coping with Pressure and Adversity; Integrity (8) Straightforwardness and Composure (4) Exhibiting Leadership Stature Displaying Drive and Purpose Executive Image (5) Energy, Drive, Ambition (4) Leadership Stature (4) Motivating Self (5) Committed to Making a Difference (4) Leading with Purpose (10) Doing Whatever It Takes (9) Demonstrating Ethics and Integrity Problems That Can Stall a Career Credibility (8) Failure to Meet Business Objectives (7) Ethics/Culture (4) Difficulty Changing or Adapting (10) Acts with Integrity (4) Relationship Building (4) Global Competencies Decision Maker (11) International Business (7) Negotiator (7) Perspective Taking (4) Leader (16) Innovator (6) Business Knowledge (8) Cultural Adaptability (5) Coping (4) Center for Creative Leadership, CCL, its logo, and 360 BY DESIGN are registered trademarks owned by the Center for Creative Leadership. 2003 Center for Creative Leadership. All Rights Reserved. (Revised 12/03)

Library of Competencies and Items With 360 BY DESIGN, you can customize your 360-degree assessment content to match the competencies important to your organization. Choosing competencies from the Center's library of 99 research-grounded competencies ensures reliable and valid survey questions. For clarity and organization, competencies are grouped into thematic areas, underlined in bold typeface. Each competency has between 3 and 16 items (questions) indicated by the number in parentheses after the competency name. The competency description is in italics. When choosing a competency, you must use all of the items/questions for that competency. We strongly recommend your survey be less than 150 items. Managing Effective Teams and Work Groups 1. Brings Out the Best in People (5) Has a special talent with people that is evident in his/her ability to pull people together into highly effective teams. Is able to pull people together around a common goal. Is able to draw out the best in people. Can turn a group into a high-performing team. Is able to achieve consensus even when people disagree on the best course of action. Has a special talent for dealing with people. 2. Forging Synergy (6) Maintains smooth, effective working relationships; promotes effective teamwork. Focuses others' energy on common goals, priorities, and problems. Helps subordinates resolve their conflicts constructively. Seeks common ground in an effort to resolve conflicts. Works harmoniously with key stakeholders. Identifies and removes barriers to effective teamwork. Maintains smooth, effective working relationships. Building and Maintaining Relationships 3. Managing Conflict; Negotiation (3) Negotiates adeptly with individuals and groups; effective at managing conflict and confrontations skillfully. Is effective at managing conflict. Confronts others skillfully. Negotiates adeptly with individuals and groups over roles and resources. Competency Library Page 1

4. Relationships (10) Builds cooperative relationships; skilled at relating to many different types of people including subordinates, superiors, peers and outsiders. Builds warm, cooperative relationships. Isn't abrasive; doesn't usually antagonize people. Makes good use of people; doesn't exploit. Has good relationships with direct reports. Has good relationships with superiors. Has good relationships with peers. Has good relationships with outsiders. Is skilled at relating to many different types of people. Is readily available to others. Is competent at dealing with people's feelings. 5. Building and Mending Relationships (11) Knows how to build and maintain working relationships with co-workers and external parties; can negotiate and handle work problems without alienating people; understands others and is able to get their cooperation in non-authority relationships. Gets things done without creating unnecessary adversarial relationships. Uses good timing and common sense in negotiating; makes his/her points when the time is ripe and does it diplomatically. When working with a group over whom he/she has no control, gets things done by finding common ground. Can handle an unfair attack from peers with poise. Relates to all kinds of individuals tactfully, from shop floor to top executives. When working with peers from other functions or units, gains their cooperation and support. Tries to understand what other people think before making judgments about them. Can deal effectively with staff members who are older or more experienced than he/she. Quickly gains trust and respect from his/her customers. Is widely counted on by peers. Can settle problems with external groups without alienating them. 6. Putting People at Ease (4) Displays warmth and a sense of humor. Has a warm personality that puts people at ease. Has a good sense of humor. Has personal warmth. Has a pleasant disposition. 7. Compassion and Sensitivity (7) Shows genuine interest in others and sensitivity to employees' needs. Shows interest in the needs, hopes, and dreams of other people. Is sensitive to signs of overwork in others. Is willing to help an employee with personal problems. Is calm and patient when other people have to miss work due to sick days. Allows new people in a job sufficient time to learn. Helps people learn from their mistakes. Conveys compassion toward them when other people disclose a personal loss. Competency Library Page 2

8. Differences Matter (6) Demonstrates a respect for varying backgrounds and perspectives; values cultural differences. Understands and respects cultural, religious, gender, and racial differences. Treats people of all backgrounds fairly. Values working with a diverse group of people. Makes personnel decisions which are fair and unbiased. Is comfortable managing people from different racial or cultural backgrounds. Acknowledges and values different backgrounds and perspectives. 9. Leveraging Differences (5) Works effectively with people who differ in race, gender, culture, age, or background; leverages the unique talents of others to enhance organizational effectiveness. Promotes policies that are sensitive to the needs of a diverse workforce. Works well with people who differ in race, gender, culture, or age. Leverages the unique talents and viewpoints of others. Hires people with a diversity of skills and backgrounds. Respects employees regardless of their position or background. 10. Global Awareness (5) Leads the organization in understanding international issues; tracks global trends and world events. Leads organization in understanding international issues. Monitors global trends that may affect the organization. Understands how world events might affect the organization's plans. Seeks opportunities to learn about different cultures and customs. Adapts behavior to fit different cultural norms. Valuing Diversity and Difference 11. Valuing Diversity (6) Avoids prejudging or making assumptions when dealing with others who differ by gender, race, or culture. Avoids prejudging others based on gender. Tries not to make assumptions about others based on race. Keeps own cultural viewpoints in check when interacting with a person from another culture. Effectively communicates with others who differ by gender, ethnic background, or nationality. Avoids prejudging others based on nationality. Is flexible when dealing with others. 12. Adapts to Cultural Differences (5) Enjoys the challenge of working in and experiencing cultures different from his/her own; is sensitive to cultural differences. Is sensitive to differences between cultures. When working with people from other cultures, works hard to understand their perspectives. Likes to experience different cultures. Is quick to change his/her behavior to fit with a new environment; for example, when he/she is assigned to a foreign country. Enjoys the challenge of working in countries other than his/her own. Competency Library Page 3

13. Confronting Problem Employees (6) Acts decisively and with fairness when dealing with problem employees. Can deal effectively with resistant employees. Acts decisively when faced with a tough decision such as laying off workers, even though it hurts him/her personally. Moves quickly in confronting a problem employee. Is able to fire or deal firmly with loyal but incompetent people without procrastinating. Correctly identifies potential performance problems early. Appropriately documents employee performance problems. 14. Leading Employees (14) Delegates to employees effectively, broadens employee opportunities, acts with fairness toward direct reports, and hires talented people for his/her team. Is willing to delegate important tasks, not just things he/she doesn't want to do. Provides prompt feedback, both positive and negative. Pushes decision making to the lowest appropriate level and develops employees' confidence in their ability to make those decisions. Acts fairly and does not play favorites. Coaches employees in how to meet expectations. Uses his/her knowledge base to broaden the range of problem-solving options for direct reports to take. In implementing a change, explains, answers questions, and patiently listens to concerns. Interacts with staff in a way that results in the staff feeling motivated. Actively promotes his/her direct reports to senior management. Develops employees by providing challenge and opportunity. Sets a challenging climate to encourage individual growth. Rewards hard work and dedication to excellence. Surrounds him/herself with the best people. Finds and attracts highly talented and productive people. 15. Inspiring Commitment (5) Motivates others to perform at their best. Rallies support throughout the organization to get things done. Publicly praises others for their performance. Infuses the organization with a sense of purpose. Understands what motivates other people to perform at their best. Provides tangible rewards for significant organizational achievements. 16. Employee Development (4) Coaches and encourages employees to develop in their careers. Coaches employees to improve performance. Provides employees with guidance when needed. Encourages employees to develop careers. Makes sure employees understand their roles. Developing Others Competency Library Page 4

17. Selecting, Developing, Accepting People (7) Sizes up people well; tolerant of idiosyncrasies and patient with others; good counselor and mentor; brings out the best in people; offers others appropriately challenging assignments and the opportunity to grow. Sizes up people well; has a nose for talent. Attracts talented people. Considers personalities when dealing with people. Is tolerant of the foibles, idiosyncrasies of others. Is a good coach, counselor, mentor; patient with people as they learn. Brings out the best in people. Gives direct reports appropriately challenging assignments and the opportunity to grow. 18. Developing and Empowering (6) Offers constructive feedback and encouragement; delegates work and encourages individual initiative. Delegates work that provides substantial responsibility and visibility. Acts as a mentor, helping others to develop and advance in their careers. Supports the decisions and actions of subordinates. Utilizes others' capabilities appropriately. Develops staff through constructive feedback and encouragement. Encourages individual initiative in determining how to achieve broad goals. 19. Delegating (4) Effectively delegates responsibility and allows employees the freedom to learn through their experiences. Gradually increases responsibility if appropriate. Gives employees control when they are ready. Allows talented people to do their jobs. Is willing to allow others to make learning mistakes. 20. Motivating Others (4) Recognizes and rewards the contributions of others. Shares rewards when goals are met. Recognizes individual contributions. Recognizes group contribution. Is a good cheerleader when people need a boost. 21. Communicating Information, Ideas (5) Effectively communicates organization goals and is able to inspire through presentation of information. Is adept at disseminating information to others. Is crisp, clear, articulate. Is a good public speaker; skilled at performing, being on stage. Makes his or her point effectively to resistant audience. Is a strong communicator on paper; good writing skills. 22. Communicating Effectively (6) Expresses ideas clearly and concisely; disseminates information about decisions, plans, and activities. Expresses ideas fluently and eloquently. Prevents unpleasant surprises by communicating important information. Encourages direct and open discussions about important issues. Writes clearly and concisely. Conveys ideas through lively examples and images. Clearly articulates even the most complex concepts. Communicating Effectively Competency Library Page 5

23. Listening (4) Is a willing and patient listener and is open to feedback. Listens carefully to others' ideas and suggestions. Makes people feel they are truly heard. Shows a willingness to listen and be open to input. Is open to constructive feedback. 24. Participative Management (10) Uses effective listening skills and communication to involve others, build consensus, and influence others in decision making. Uses effective listening skills to gain clarification from others. Is open to input of others. Encourages direct reports to share. Involves others in the beginning stages of an initiative. Gains commitment of others before implementing changes. Listens to individuals at all levels in the organization. Keeps individuals informed of future changes that may impact them. Listens to employees both when things are going well and when they are not. Involves others before developing plan of action. Recognizes that every decision has conflicting interests and constituencies. 25. Communication (5) Effectively communicates organization goals and is able to inspire through presentation of information. Lets people know the direction of the organization. Makes specific organization goals and plans clear. Is clear about his/her expectations. Inspires enthusiasm when speaking. Commands the attention of others when speaking. 26. Problems with Interpersonal Relationships (10) Difficulties in developing good working relationships with others. Is arrogant (e.g., devalues the contribution of others). Tends to resist input from other departments. Is dictatorial in his/her approach. Makes direct reports or peers feel stupid or unintelligent. Has left a trail of bruised people. Is emotionally volatile and unpredictable. Is reluctant to share decision making with others. Adopts a bullying style under stress. Even when asking for input, has already made up his/her mind. Orders people around rather than working to get them on board. Problems That Can Stall a Career Competency Library Page 6

27. Difficulty Building and Leading a Team (8) Difficulties in selecting and building a team. Does not resolve conflict among direct reports. Hires people with good technical skills but poor ability to work with others. Does not motivate team members to do the best for the team. Chooses an overly narrow employee group. Selects people for a team who don't work well together. Is not good at building a team. Does not help individuals understand how their work fits into the goals of the organization. Fails to encourage and involve team members. 28. Leading Change (5) Supports activities that position the business for the future; offers novel ideas and perspectives. Correctly judges which creative ideas will pay off. Supports activities that position the business for the future. Pushes the organization to adopt new initiatives. Offers novel ideas and perspectives. Fosters a climate of experimentation. 29. Change Management (9) Uses effective strategies to facilitate organizational change initiatives and overcome resistance to change. Leads change by example. Accepts change as positive. Adapts plans as necessary. Takes into account peoples' concerns during change. Effectively involves key people in the design and implementation of change. Adjusts management style to changing situations. Effectively manages others' resistance to organizational change. Adapts to the changing external pressures facing the organization. Is straightforward with individuals about consequences of an expected action or decision. Managing Change Solving Problems and Making Decisions 30. Insightful: Sees Things from New Angles (4) Other people admire this person's intelligence, particularly his/her ability to ask insightful questions. Is good at identifying the most important part of a complex problem or issue. Is admired by others for his/her intelligence. Shows impressive mental agility. Is good at asking insightful questions. 31. Getting Information, Making Sense of It; Problem Identification (7) Seeks information and can create order out of large quantities of information. Gets to the heart of a problem. Seeks information energetically. Probes, digs beneath the surface, tests the validity of information. Creates order out of large quantities of information. Is a keen observer of people, events, things. Defines problems effectively, gets to the heart of a problem. Spots problems, opportunities, threats, trends early. Is logical, data-based, rational. Competency Library Page 7

32. Sound Judgment (6) Makes timely decisions; readily understands complex issues; develops solutions that effectively address problems. Sees underlying concepts and patterns in complex situations. Gives appropriate weight to the concerns of key stakeholders. Readily grasps the crux of an issue despite having ambiguous information. Makes effective decisions in a timely manner. Accurately differentiates between important and unimportant issues. Develops solutions that effectively address underlying problems. 33. Problem Solving/Decision Making (4) Is skilled at analyzing problems and making clear decisions. Gathers information necessary to make decisions. Understands the issues quickly. Shows good judgment in decision making. Thinks through problems clearly and logically. 34. Decisiveness (4) Prefers quick and approximate actions to slow and precise ones in many management situations. Does not hesitate when making decisions. Does not over-think a decision. Does not become paralyzed or overwhelmed when facing action. Is action-oriented. 35. Recognizing Trade-Offs (7) Recognizes that every decision has conflicting interests and constituencies and balances short-term pay-offs with long-term improvement. Recognizes that every decision has conflicting interests and constituencies. Balances what will pay off in the short run with what will provide long-term improvements. Is aware of their own deeply held beliefs when dealing with others. Knows when to hold fast to personal values and when to consider others values. Makes conscious choices. Effectively surfaces their and others deeply held assumptions, values, or beliefs before making important decisions. Recognizes ethical dilemmas when they occur. 36. Taking Action, Making Decisions,Following Through (5) Action-oriented and decisive; follows through. Action-oriented; presses for immediate results. Decisive; doesn't procrastinate on decisions. Troubleshooter; enjoys solving problems. Implements decisions, follows through, follows up well; an expediter. Carefully weighs consequences of contemplated action. Competency Library Page 8

37. Resourcefulness (10) Can both think strategically and make good decisions under pressure; can set up complex work systems and engage in flexible problem-solving behavior; can work effectively with higher management in dealing with the complexities of the management job. Does his/her homework before making a proposal to top management. Works effectively with higher management (e.g., presents to them, persuades them, and stands up to them if necessary). Links his/her responsibilities with the mission of the whole organization. Once the more glaring problems in an assignment are solved, can see the underlying problems and patterns that were obscured before. Understands higher management values, how higher management operates, and how they see things. Analyzes a complex situation carefully, then reduces it to its simplest terms in searching for a solution. Learns from the mistakes of higher management (i.e., does not repeat them him/herself). Has solid working relationships with higher management. Is able to present an unpopular decision professionally. Interacts comfortably with executives in non-task contexts. 38. Influencing, Leadership, Power (9) Good at inspiring and promoting a vision; able to persuade and motivate others; skilled at influencing superiors; delegates effectively. Is inspirational; helps people to see the importance of what they are doing. Is good at promoting an idea or vision; persuading. Possesses extensive network of contacts necessary to do the job. Has an astute sense of "politics". Is able to inspire, motivate people; sparks others to take action. Is comfortable with the power of the managerial role. Is skilled at selling upward, influencing superiors. Delegates effectively. Works effectively with other people over whom he or she has no direct authority. Managing Politics and Influencing Others 39. Has the Courage to Take Risks (4) Will take a stand when others disagree, go against the status quo, persevere in the face of opposition. Will persevere in the face of obstacles or criticism when he/she believes what he/she is doing is right. Acts when others hesitate or just talk. Is willing to go against the grain. Takes personal as well as business risks. 40. Risk-taking, Innovation (5) Visionary; seizes new opportunities and consistently generates new ideas; introduces and creates needed change even in the face of opposition. Has vision; often brings up ideas about potentials and possibilities for the future. Is entrepreneurial; seizes new opportunities. Consistently generates new ideas. Creates significant organizational change. Introduces needed change even in the face of opposition. Taking Risks and Innovating Competency Library Page 9

41. Courage (5) Acts decisively to tackle difficult problems; perseveres in the face of problems; takes the lead on unpopular though necessary actions. Takes the lead on unpopular though necessary actions. Acts decisively to tackle difficult problems. Perseveres in the face of problems and difficulties. Confronts conflicts promptly so they do not escalate. Has the courage to confront others when necessary. 42. Planning and Goal Setting (4) Can translate vision into action. Translates the organization vision into clear plans. Produces good long-range plans. Formulates effective and clear business plans. Translates the organization vision into clear actions. 43. Strategic Planning (7) Develops long-term objectives and strategies; translates vision into realistic business strategies. Regularly updates plans to reflect changing circumstances. Translates his or her vision into realistic business strategies. Weighs the concerns of relevant business functions when developing plans. Develops plans that contain contingencies for future changes. Successfully integrates strategic and tactical planning. Articulates wise, long-term objectives and strategies. Develops plans that balance long-term goals with immediate needs. 44. Vision (4) Understands, communicates and stays focused on the organization's vision. Has a clear direction for the organization's future. Clearly communicates the organization's vision. Is good at selling the organization's vision to employees. Stays focused on the organization's vision, keeps it clear. 45. Administrative/Organizational Ability (9) Can organize and manage projects and people well; can easily handle situations where there is no prescribed method of proceeding. Establishes and conveys a sense of purpose. Is a team builder; brings people together successfully around tasks. Structures direct reports' work appropriately. Is resourceful; can marshal people, funds, space required for projects. Can organize and manage big, long-term projects; good shepherding skills. Recognizes and rewards people for their work. Manages the process of decision making effectively; knows who to involve on what issue. Can easily handle situations where there is no pat answer, no prescribed method for proceeding. Can translate strategy into action over the long haul. Setting Vision and Strategy Managing the Work Competency Library Page 10

46. Being a Quick Study (4) Quickly masters new technical and business knowledge. Quickly masters new technical knowledge necessary to do the job. Quickly masters new vocabulary and operating rules needed to understand how the business works. Masters new work unit knowledge necessary to understand how the business works. Learns a new skill quickly. 47. Results Orientation (6) Aligns resources to accomplish key objectives; assigns clear accountability for important objectives. Assigns clear accountability for important objectives. Pushes the organization to address the concerns of key stakeholders. Clearly conveys objectives, deadlines, and expectations. Holds self accountable for meeting commitments. Aligns organizational resources to accomplish key objectives. Acts with a sense of urgency. 48. Business Perspective (5) Understands the perspectives of different functional areas in the organization; has a firm grasp of external conditions affecting the organization. Understands the perspectives of different functional areas in organization. Understands the strengths and weaknesses of major competitors. Has a firm grasp of external conditions affecting the organization. Stays informed about the strategic moves of major competitors. Regularly seeks data about customer satisfaction. 49. Organizing (4) Sets priorities, is able to help employees do the same. Organizes tasks and projects effectively. Prioritizes projects/task logically. Is good at helping employees prioritize tasks. Is a good coordinator of employees and projects. 50. Knowledge of Job, Business (6) Excels at his/her professional function; is a quick study; understands financial information. Is a good general manager. Is effective in a job with a big scope. In a new assignment, picks up knowledge and expertise easily, a quick study. Is at home with graphs, charts, statistics, budgets. Understands cash flows, financial reports, corporate annual reports. Shows mastery of job content; excels at his or her function or professional specialty. 51. Knowledge: Trade and Business (4) Has technical and business knowledge for this industry. Has a good understanding of the industry. Stays current on new trends in the market. Has the technical skills necessary for this industry. Understands this organization's products/services. 52. Seeks Broad Business Knowledge (4) Has an understanding of the business that goes beyond his/her own limited area; seeks to understand both the products/services and the financial aspects of the business. Has a solid understanding of our products and services. Knows how the various parts of the organization fit together. Knows the business. Understands the financial side of the business. Competency Library Page 11

53. Customer/Vendor Relations (4) Builds and maintains strong relationships with key contacts outside of the organization. Maintains contact with suppliers and customers. Listens carefully to customers' needs. Builds strong relationships with key customers. Creates loyal customers. 54. Financial Management (6) Has the skills necessary to manage budget and capital responsibilities. Prepares sound operating budgets. Is effective at raising capital. Maintains good banking relationships. Maintains cash flow carefully. Is good at controlling expenses. Is good at finding and raising capital resources. 55. Marketing (4) Understands marketing strategy, research, and planning. Understands marketing strategy. Conducts careful market research. Creates effective marketing plans. Changes marketing plans when needed to adapt. 56. Human Resources (4) Hires qualified people, tracks their progress, gives corrective action when necessary. Hires qualified people and places them correctly. Knows how to pick the right people for the job. Does what it takes to get good people. Carefully records information on employee behavior. Enhancing Business Skills & Knowledge 57. Sales (4) Maintains necessary client and customer relations and is good at selling organization's products/services. Is good at selling our products/services to customers. Maintains close client relations. Provides direction and support to sales staff. Guides customers through the sales process. Understanding and Navigating the Organization 58. Acting Systemically (5) Understands the political nature of the organization and works appropriately within it; effectively establishes collaborative relationships and alliances throughout the organization. Understands the political nature of the organization and works appropriately within it. Considers the impact of his/her actions on the entire system. Establishes strong collaborative relationships. Deals effectively with contradictory requirements or inconsistencies in the organization. Effectively creates alliances throughout the organization. Competency Library Page 12

59. Too Narrow Functional Orientation (5) Lacks depth to manage outside of one's current function. A promotion would cause him or her to go beyond their current level of competence. Is not ready for more responsibility. Would not be able to manage in a different department. Could not handle management outside of current function. Doesn't understand how other departments function in the organization. Problems That Can Stall a Career 60. Interpersonal Savvy (7) Understands own impact on situations and people; accurately senses when to give and take when negotiating. Tailors communication based on other's needs, motivations and agendas. Understands own impact on situations and people. Influences others without using formal authority. Knows when and with whom to build alliances. Wins concessions from others without harming relationships. Adjusts leadership style according to the demands of the situation. Accurately senses when to give and take when negotiating. 61. Openness to Influence; Flexibility (9) Takes ideas different from own seriously; shares responsibility and collaborates with others; accepts criticism well; doesn't assume a single best way. Listens well. Takes ideas different from own seriously, and from time to time changes mind. Accepts criticism well; easy to give feedback on his/her performance. Is a participative manager; shares responsibility and influence with direct reports. Collaborates well with others. Is flexible; good at varying his or her approach with the situation. Thinks in terms of trade-offs; doesn't assume a single best way. Creates good give-and-take with others in conversations, meetings. Doesn't let power or status go to his/her head. 62. Adaptability (5) Can adapt to changing business conditions and is open to new ideas and new methods. Adapts to changing conditions. Anticipates problems and takes preventive action. Handles multiple priorities/tasks well. Is open to new ideas and trying new methods. Sees the value in others' unique differences. 63. Embracing Flexibility (6) Thinks "out of the box" and adjusts to changes easily. Forms novel associations and ideas that create new and different ways of solving problems. Departs from accepted group norms of thinking and behaving when necessary. Tries new approaches. Adjusts to changes in circumstances easily. Is eager to learn and grow. Seeks out new and diverse work experiences. Developing Adaptability Competency Library Page 13

Increasing Self-Awareness 64. Self-Awareness (4) Has an accurate picture of strengths and weaknesses and is willing to improve. Admits personal mistakes, learns from them, and moves on to correct the situation. Does an honest self-assessment. Seeks corrective feedback to improve him/herself. Sorts out his/her strengths and weaknesses fairly accurately (i.e., knows him/herself). 65. Seeks and Uses Feedback (5) Pursues, responds to and uses feedback. Learns from experience. Pursues feedback even when others are reluctant to give it. Is not afraid to ask others about his/her impact on them. Responds effectively when given feedback. Has changed as a result of feedback. 66. Self-Management, Self-Insight,Self-Development (7) Compensates for own weaknesses, capitalizes on own strengths; learns from own experiences and makes needed adjustments in own behavior; takes care of self and is aware of his/her feelings. Compensates for own weaknesses. Capitalizes on own strengths. Responds well to new situations that require him or her to stretch and grow. Learns from own experience; not set in his/her ways. Takes good care of self; uses constructive outlets for tension and frustrations. Makes needed adjustments in own behavior. Is aware of his/her feelings. 67. Open to Criticism (3) Handles criticism effectively; does not act threatened or get overly defensive when others (especially superiors) are critical. Is not threatened by criticism. Does not appear brittle--as if criticism might cause him/her to break. Does take criticism well. 68. Career Management (9) Develops, maintains, and uses professional relationships, including mentoring, coaching, and feedback to manage own career. Actively seeks others to provide coaching. Understands the value of a good mentoring relationship. Effectively builds and maintains feedback channels. Responds to feedback from subordinates. Actively cultivates a good relationship with superior. Uses mentoring relationships effectively. Uses networking to manage own career. Actively seeks opportunities to develop professional relationships with others. Responds effectively to constructive criticism from others. 69. Balance Between Personal Life and Work (4) Balances work priorities with personal life so that neither is neglected. Acts as if there is more to life than just having a career. Has activities and interests outside of career. Does not let job demands cause family problems. Does not take career so seriously that his/her personal life suffers. Managing Yourself Competency Library Page 14

70. Handling Disequilibrium (9) Can put stressful experiences into perspective and can handle mistakes, stress, and ambiguity with poise. Puts stressful experiences into perspective and does not dwell on them. Has the personal support necessary to cope with emotional overload. When upset, is careful not to agitate others by spreading tension and anxiety. Balances life in a way that allows him/her to maintain emotional equilibrium. Is comfortable depending on others over whom he/she has no control. Anticipates the kinds of situations that cause him/her excessive stress. Tolerates ambiguity or uncertainty well. Handles mistakes or setbacks with poise and grace. Maintains composure under stress. 71. Time Management (4) Sets priorities well; extremely productive; deals with interruptions appropriately; avoids spreading self too thin. Sets priorities well; distinguishes clearly between important and unimportant tasks. Makes the most of the time available; extremely productive. Deals with interruptions appropriately; knows when to admit interruptions and when to screen them out. Avoids spreading self too thin. 72. Coping with Pressure and Adversity; Integrity (8) Capable in high-pressure situations; resilient, optimistic, trustworthy. Capable, cool in high pressure situations. Can deal well with setbacks; resilient; bounces back from failure, defeat. Is willing to admit ignorance. Is optimistic; takes the attitude that most problems can be solved. Doesn't hide mistakes. Has integrity; trustworthy. Doesn't put own ambitions ahead of the organization's objectives. Strikes a reasonable balance between his/her work life and private life. 73. Straightforwardness and Composure (4) Is steadfast, relies on fact-based positions, doesn't blame others for mistakes, and is able to recover from troubled situations. Does not become hostile or moody when things are not going his/her way. Does not blame others or situations for his/her mistakes. Contributes more to solving organizational problems than to complaining about them. Remains calm when crises occur. 74. Seeks Opportunities to Learn (5) Seeks out experiences that may change perspective or provide an opportunity to learn new things. Has grown over time. Takes advantage of opportunities to do new things. Treats all situations as an opportunity to learn something. Has developed significant new skills over time. Seeks experiences that will change his/her perspective. Increasing Your Capacity to Learn Competency Library Page 15

75. Learning through Others (11) Values other people's perspectives and input and recognizes limits of own point of view. Is open to others perspectives. Values others perspectives as much as his/her own. Learns from other people s experience. Treats everyone as a unique individual. Listens well to others before moving ahead with a decision. Seeks to learn from people and events. Is open to requests for changes in his/her leadership actions. Takes into account people s concerns when trying to affect change. Succeeds in viewing a situation through other people s eyes. Recognizes the limits of his/her point of view. Gets along with all kinds of people. 76. Learns from Mistakes (5) Able to learn from mistakes; changes direction when the current path is not working. Can make mid-course corrections. Deals well with failure. Is able to change ineffective behavior without being defensive. Learns from mistakes. Is able to start over after setbacks. 77. Learning from Experience (5) Reflects on and learns from experience; understands own weaknesses and how to compensate for them. Reflects on and learns from experience. Accepts responsibility for his or her problems. Understands own weaknesses and how to compensate for them. Seeks candid feedback on his or her performance. Changes behavior in response to feedback. 78. Executive Image (5) Communicates confidence and steadiness during difficult times; adapts readily to new situations. Communicates confidence and steadiness during difficult times. Projects confidence and poise. Adapts readily to new situations. Commands attention and respect. Accepts setbacks with grace. 79. Leadership Stature (4) Provides good role model for employees and keeps a positive attitude. Leads by example -- "Walks the talk." Provides a good role model for employees. Sets the pace for employees to follow. Is optimistic -- Displays a positive attitude. 80. Energy, Drive, Ambition (4) Good initiative; high energy level; goal-directed; driven to achieve objectives. Good initiative; continually reaches for more responsibility. High energy level. Is ambitious; highly motivated to advance his/her career. Is goal-directed, persistent; driven to achieve objectives. Exhibiting Leadership Stature Displaying Drive and Purpose Competency Library Page 16

81. Motivating Self (5) Is focused and self-disciplined. Self-disciplined -- Stays on task even if difficult. Strong work ethic -- Creates a productive atmosphere. Is energetic -- Stays active, moving, productive. Is determined -- Committed to success. Is involved; is there when needed. 82. Committed to Making a Difference (4) Demonstrates a strong commitment to the success of the organization and is willing to make personal sacrifices to contribute to that success. Clearly demonstrates his/her commitment to seeing the organization succeed. Tries very hard to have a positive impact on business. Is passionate about seeing the business succeed. Is willing to make substantial personal sacrifices for the sake of the business. 83. Leading with Purpose (10) Has personal direction and is not easily sidetracked by details or workload. Has a personal direction or focus. Acts purposefully over time; has a clear driving force. Understands that major organizational changes have short and long-term implications. Sees his/her own leadership role as that of an orchestrator of activities. Exudes a sense of passion or urgency about the work. Keeps striving for a sense of direction in the midst of organizational change and turbulence. Leads by example. Easily moves back and forth from looking at the big picture to looking at finer details. Is not easily sidetracked. Deals with a sense of work overload without becoming paralyzed. 84. Doing Whatever It Takes (9) Has perseverance and focus in the face of obstacles; takes charge and is capable of standing alone, yet is open to learning from others when necessary. Does whatever it takes to get something done despite resistance from important people outside of the organization. Is a visionary able to excite other people to work hard. Is prepared to seize opportunities when they arise. Would respond to a boss who provided autonomy by working hard to develop his/her skills. Controls his/her own career; does not sit and wait for the organization to plan a course to follow. Takes charge when trouble comes. Enjoys working hard at his/her job. Is creative or innovative. Can effectively lead an operation from its inception through to completion. 85. Credibility (8) Acts in accordance with stated values; follows through on promises; uses ethical considerations to guide decisions and actions. Uses ethical considerations to guide decisions. Through words and deeds encourages honesty throughout the organization. Speaks candidly about tough issues facing the organization. Tells the truth, not just what important constituents want to hear. Can be trusted to maintain confidentiality. Places ethical behavior above personal gain. Follows through on promises. Acts in accordance with his or her stated values. Demonstrating Ethics and Integrity Competency Library Page 17

86. Ethics/Culture (4) Is honest, ethical, and values openness and trust. Is honest and ethical in all dealings. Values honesty and integrity. Values openness and trust. Applies core values of the organization. 87. Acts with Integrity (4) Tells the truth and is described by others as honest; consistently takes responsibility for his/her actions. Can be depended on to tell the truth regardless of the circumstances. Takes responsibility for his/her actions -- Does not blame others. Is seen by others as an honest person. Is not self-promoting or arrogant. 88. Relationship Building (4) Has credibility and is trustworthy in the eyes of co-workers. Is trustworthy -- Produces trust in employees. Has credibility in the eyes of employees. Keeps relationships with employees strong. Treats people fairly and with consistency. 89. Failure to Meet Business Objectives (7) Difficulties in following up on promises and completing a job. Neglects necessary work to concentrate on high-profile work. Makes a splash and moves on without really completing a job. Is overwhelmed by complex tasks. May have exceeded his or her current level of competence. Overestimates his/her own abilities. Has difficulty meeting the expectations of his/her current position. Is self-promoting without the results to support it. 90. Difficulty Changing or Adapting (10) Resistant to change, learning from mistakes, and developing. Cannot adapt to a new boss with a more participative management style. Has not adapted to the culture of the organization. Is unprofessional about his/her disagreement with upper management. Has an unresolved interpersonal conflict with boss. Is not adaptable to many different types of people. Resists learning from his/her mistakes. Does not use feedback to make necessary changes in his/her behaviors. Does not handle pressure well. Has not adapted to the management culture. Can't make the mental transition from technical manager to general manager. Problems That Can Stall a Career Competency Library Page 18

Global Competencies 91. Decision Maker (11) The ability to make timely and effective decisions. Manages the process of decision making effectively; knows who to involve on what issue. Is action-oriented; presses for immediate results. Is decisive; doesn t procrastinate on decisions. Is a troubleshooter; enjoys solving problems. Can implement decisions, follow through, follow-up well; an expediter. Can make decisions rapidly when speed and timing are paramount. Can make good decisions under pressure with incomplete information. Can modify plans in response to changing conditions. Can create significant organizational change. Can introduce needed change even in the face of opposition. Is comfortable with the power of the managerial role. 92. Negotiator (7) The ability to translate strategy into action by negotiating the use of time, roles, and resources with individuals and groups. Can organize and manage big, long-term projects; has good shepherding skills. Can translate strategy into action over the long haul. Builds work and management systems that are self-monitoring and can be managed effectively by remote control. Establishes effective management practices for directing employees he/she sees only twice a month. Carefully weighs consequences of contemplated action. Negotiates adeptly with individuals and groups over roles and resources. Carries out negotiations with multiple risk factors and unknowns. 93. Leader (16) The ability to set direction, motivate, coach, gain and maintain commitment. Is adept at establishing and conveying a sense of purpose within the organization. Is a team builder; brings people together successfully around tasks. Structures subordinates work appropriately. Recognizes and rewards people for their work. Is effective at managing conflict. Confronts others skillfully. Makes good judgments about people. Attracts talented people. Considers personalities when dealing with people. Is a good coach, counselor, mentor; patient with people as they learn. Brings out the best in people. Gives subordinates appropriately challenging assignments and the opportunity to grow. Makes good use of people; doesn t exploit. Is inspirational; helps people to see the importance of what they are doing. Is able to inspire, motivate people; spark others to take action. Delegates effectively. Competency Library Page 19

94. Business Knowledge (8) Knows the business. Is a good general manager. Is effective in a job with a big scope. Picks up knowledge and expertise easily in a new assignment. Understands our business and how it works. Understands cash flows, financial reports, corporate annual reports. Taps local market knowledge and uses it to underpin corporate strategy. Is able to analyze and choose the best format for collaboration. Knows when and how to call on the specialized expertise of others. 95. Coping (4) The ability to deal well with set-backs, and to remain calm, resolute, and resilient under stress. Is capable, cool in high-pressure situations. Can deal well with setbacks; resilient; bounces back from failure, defeat. Is optimistic; takes the attitude that most problems can be solved. Uses constructive outlets for tension and frustration. 96. International Business (7) Knows how to conduct business throughout the world. Can integrate local and global information for multi-site decision making. Discerns and manages cultural influences on business practices and marketing. Can create innovative corporate culture to leverage unique cultural based knowledge and information for new product and service development. Discerns and manages cultural influences on business practices. Can apply knowledge of public regulatory framework in multiple countries. Is able to make deliberate choices about how to conduct business successfully in a given part of the world. Can negotiate effectively in different business environments, even with jet lag and through translation. 97. Perspective Taking (4) The ability to listen well, accept divergent points of view, and to act and communicate from the perspective of others. Takes into account people s concerns when trying to effect change. Succeeds in viewing a situation through other people s eyes. Recognizes the limits of own point of view. Listens well. 98. Innovator (6) The ability to integrate knowledge, perspectives, and entities to create new outcomes. Can form novel associations and ideas that create new and different ways of solving problems. Can depart from accepted group norms of thinking and behaving when necessary. Can try new approaches. Is entrepreneurial; seizes new opportunities. Consistently generates new ideas. Is good at promoting an idea or vision; persuading. 99. Cultural Adaptability (5) The ability to adapt to meet cultural expectations. Effectively selects and develops people in multiple cultural settings. Can evaluate the work of others in a culturally neutral way. Can motivate multicultural teams effectively. Can inspire information sharing among individuals who do not know/see each other and who may represent different cultures. Can adapt management style to meet cultural expectations. Competency Library Page 20

360 BY DESIGN - Library of Competencies, Listed by Source Instrument Themes 360 By Design Cluster Headings Benchmarks Skillscope Prospector Leading Others Leading the Organization Leading Yourself Managing Effective Teams and Work Groups Building and Maintaining Relationships 1. Brings out the Best in People 5. Building and Mending Relationships 6. Putting People at East 7. Compassion and Sensitivity 3. Managing Conflict; Negotiation 4. Relationships Valuing Diversity and Difference 8. Differences Matter 12. Adapts to Cultural Developing Others 13. Confronting Problem Employees 14. Leading Employees 17. Selecting, Developing, Accepting People Communicating Effectively 24. Participative Management 21. Communicating Information, Ideas Problems That Can Stall a Career 26. Problems with Interpersonal Relationships 27. Difficulty Building and Leading a Team Managing Change 29. Change Management Solving Problems and Making 34. Decisiveness 31. Getting Information, Decisions 37. Resourcefulness Making Sense of It; Problem Identification 36. Taking Action, Making Decisions, Following Through 38. Influencing, Leadership, Power Differences 30. Insightful: Sees Things from New Angles Managing Politics and Influencing Others Taking Risks and Innovating 40. Risk-taking, Innovation 39. Has the Courage to Take Risks Setting Vision and Strategy Managing the Work 46. Being a Quick Study 45. Administrative/ Organizational Ability 50. Knowledge of Job, Business Enhancing Business Skills & Knowledge Understanding and Navigating the Organization Problems That Can Stall a Career Developing Adaptability 59. Too Narrow a Functional Orientation 61. Openness to Influence; Flexibility Increasing Self-Awareness 64. Self-Awareness 66. Self-Management, Self-insight, Self- Development Managing Yourself Increasing your Capacity to Learn 68. Career Management 69. Balance Between Personal Life and Work 73. Straightforwardness and Composure 71. Time Management 72. Coping with Pressure, Adversity; Integrity Exhibiting Leadership Stature Displaying Drive and Purpose 84. Doing Whatever it Takes 80. Energy, Drive, Ambition Demonstrating Ethics and Integrity Problems That Can Stall a Career 89. Failure to Meet Business Objectives 90. Difficulty Changing or Adapting 52. Seeks Broad Business Knowledge 65. Seeks and Uses Feedback 67. Open to Criticism 74. Seeks Opportunities to Learn 76. Learns from Mistakes 82. Committed to Making a Difference 87. Acts with Integrity

Leading Yourself Leading the Organization Leading Others Themes 360 By Design Cluster Headings Managing Effective Teams and Work Groups Building and Maintaining Relationships Valuing Diversity and Difference Developing Others Communicating Effectively Executive Dimensions 2. Forging Synergy 9. Leveraging Differences 10. Global Awareness 15. Inspiring Commitment 18. Developing and Empowering 22. Communicating Effectively LeaderQuest 11. Valuing Diversity Entrepreneurial Performance Indicator 16. Employee Development 19. Delegating 20. Motivating Others 23. Listening 25. Communication Problems that Can Stall a Career Managing Change 28. Leading Change Solving Problems and Making Decisions 32. Sound Judgment 35. Recognizing Trade- Offs 33. Problem Solving/Decision Making Managing Politics and Influencing Others Taking Risks and Innovating 41. Courage Setting Vision and Strategy 43. Strategic Planning 42. Planning and Goal Setting 44. Vision Managing the Work Enhancing Business Skills & Knowledge 47. Results Orientation 48. Business Perspective 49. Organizing 51. Knowledge of Trade and Business 53. Customer/Vendor Relations 54. Financial Management 55. Marketing 56. Human Resources 57. Sales Understanding and Navigating the 58. Acting Systemically Organization Problems That Can Stall a Career Developing Adaptability 60. Interpersonal Savvy 63. Embracing 62. Adaptability Flexibility Increasing Self-Awareness Managing Yourself 70. Handling Disequilibrium Increasing your Capacity to Learn 77. Learning from 75. Learning Through Experience Others Exhibiting Leadership Stature 78. Executive Image 79. Leadership Stature Displaying Drive and Purpose 83. Leading with 81. Motivating Self Purpose Demonstrating Ethics and 85. Credibility 86. Ethics/Culture Integrity 88. Relationship Building Problems that Can Stall a Career Global Competencies Global Competencies 91. Decision Maker 92. Negotiator 93. Leaders 94. Business Knowledge 95. Coping 96. International Business 97. Perspective Taking 98. Innovator 99. Cultural Adaptability

360 By Design / Benchmarks Scoring Rules Only one peer or direct report submits a survey Highest rated competencies Lowest rated competencies Competency scores Peer & Direct Report item level scores Highest rated items Lowest rated items 360 By Design Benchmarks Includes count on the cover page Uses the data in All Observers competency scores if All Observer minimum is met Uses the data in All Observer item scores in the Greatest Differences section Includes data in importance scores Top 40% of competencies plus ties as rated by All Observers Bottom 40% of competencies plus ties as rated by All Observers The minimum number of raters in a category must complete 50% or more of the items in the competency. The following are the minimum number of raters in each of the categories: Boss = 1 Superior = 1 Peers = 2 Direct Rep = 2 Other = 1 Must have a minimum of 3 raters in the category who respond to the item for the for the score to be calculated and displayed Highest rated 5% of items plus ties are highlighted and bracketed in each rater group Lowest rated 5% of items plus ties are highlighted and underlined in each rater group Does not include the survey data anywhere in the feedback Top 6 competencies plus ties as rated by All Observers Bottom 6 competencies plus ties as rated by All Observers Greater than 50% of the of the items must be completed by greater than 50% of the raters in that category Must have a minimum of three surveys returned. Of those 3 surveys, 2 raters must have responded to the item for the score to be calculated and displayed 15 highest rated items plus ties are highlighted and bracketed in each rater group 15 lowest rated items plus ties are highlighted and underlined in each rater group Center for Creative Leadership, CCL, its logo, and 360 BY DESIGN are registered trademarks owned by the Center for Creative Leadership. 2004 Center for Creative Leadership. All rights reserved. Revised February 2004

Prepared For Chris Design February 3, 2004 Feedback Report In addition to your self-ratings, this report includes your ratings from: 1 Boss 0 Superior 5 Peers 3 Direct Reports 1 Others General Norm Group Center for Creative Leadership 2004 Center for Creative Leadership. All Rights Reserved. Center for Creative Leadership, CCL, its logo, and 360 By Design are registered trademarks owned by the Center for Creative Leadership Version 1

Table of Contents Chris Design INTRODUCTION... 2 LEADERSHIP COMPETENCIES... 2 The Overview Charts...2 Importance for Success And Average Scores...3 Norm Group Comparisons: Self and All Observers...4 Norm Group Comparisons: By Rater Category...5 Comprehensive Data...6 Confronting Problem Employees...7 Leading Employees...8 Participative Management...10 Change Management...12 Decisiveness...14 Resourcefulness...15 Being a Quick Study...17 Building and Mending Relationships...18 Putting People at Ease...20 Self-Awareness...21 Career Management...22 Balance Between Personal Life and Work...24 Compassion and Sensitivity...25 Straightforwardness and Composure...26 Differences Matter...27 Doing Whatever It Takes...28 Greatest Differences Between Self and All Observers Scores...30 PROBLEMS THAT CAN STALL A CAREER... 31 Problems with Interpersonal Relationships...32 Difficulty Building and Leading a Team...33 Too Narrow a Functional Orientation...34 Failure to Meet Business Objectives...35 Difficulty Changing or Adapting...36 WRITTEN COMMENTS... 37 What are this person's most significant strengths and why?...37 What are this person's most significant areas for development and why?...38

INTRODUCTION Chris Design INTRODUCTION 360 By Design gives you feedback on competencies of leadership effectiveness. Your report is organized to display your results first in summary and then in detail. After reviewing your results, we recommend you use the 360 By Design Development Planning Guide to analyze your results and create your plan for development. LEADERSHIP COMPETENCIES The Overview Charts LEADERSHIP COMPETENCIES The Overview Charts Importance for Success and Average Scores You and each of your raters were asked to choose the five (5) most important leadership competencies for success in your organization. The data listed under Importance for Success indicates how important each competency is for success, by All Observers, by your Boss and by yourself. The data listed under Average Scores indicates the extent to which you perform each competency, as viewed by All Observers and by yourself. You and your raters used a 5-point response scale to indicate the extent to which you display various behaviors. 1 = Not at all 2 = To a little extent 3 = To some extent 4 = To a great extent 5 = To a very great extent NA = Not applicable Norm Group Comparisons: Self and All Observers This table shows your Self and All Observers scores relative to the scores of other individuals in your norm or reference group. From this graph you can see if your scores are low, in the mid-range, or high as compared to those of other individuals. Norm Group Comparisons: By Rater Category The data on this table provide more information about the All Observer scores by breaking them into each of the rater categories. Remember, your scores are being compared to a norm group of other individuals in your norm group. Scores in the middle of the graph do not mean that you are an average manager; rather it means that about half of the managers in your norm group who have taken 360 By Design have scored lower. For many of the 360 By Design competencies, mid-range scores often translate into raw scores that are quite good. Guide for Interpretation: Organizations differ in how important various competencies are for success. On which competencies do your views match those of your Boss and others and where do they not match? In which competencies did you receive your highest and lowest ratings from others? Were there any wide differences between your Self and All Observers scores? Pay particular attention to areas in which you rated yourself high and your observers rated you low. These are potential blind spots. Where are the scores from the various rater groups similar and where do they diverge? What might be the reasons for this? 2

Importance for Success And Average Scores LEADERSHIP COMPETENCIES Importance For Success And Average Scores Chris Design Competency Importance for Success Average Scores All Observers Boss Self All Observers Self Confronting Problem Employees 0 3.70 3.50 Leading Employees 9 4.05 4.14 Participative Management 7 4.18 4.70 Change Management 6 4.01 4.33 Decisiveness 0 3.63 3.25 Resourcefulness 8 [4.28] 4.60 Being a Quick Study 6 [4.25] 4.00 Building and Mending Relationships 0 4.06 4.55 Putting People at Ease 1 [4.35] 4.50 Self-Awareness 0 4.05 4.25 Career Management 0 4.00 4.33 Balance Between Personal Life and Work 5 4.23 3.50 Compassion and Sensitivity 5 [4.27] 4.14 Straightforwardness and Composure 0 [4.28] 4.50 Differences Matter 0 [4.33] 5.00 Doing Whatever It Takes 3 3.90 4.33 The center columns of the table summarize Most Important for Success information. It indicates how many Observers (excluding Self) considered the competency to be one of the Most Important for Success in your organization, which competencies were selected by your immediate Boss, and which ones were selected by you. The columns on the right show the Average Scores for all the questions (items) in the competencies. Higher ratings are preferred here. Your All Observers score includes everyone who completed a survey for you except yourself. The detailed item scores for each competency are shown in the Comprehensive Data section. Key: [ ] = highest rated competencies by All Observers = lowest rated competencies by All Observers 3

Norm Group Comparisons: Self and All Observers Chris Design LEADERSHIP COMPETENCIES Norm Group Comparisons: Self and All Observers Higher Ratings Preferred Competency Self All Observers Low Mid-Range High Confronting Problem Employees Leading Employees Participative Management Change Management Decisiveness Resourcefulness Being a Quick Study Building and Mending Relationships Putting People at Ease Self-Awareness Career Management Balance Between Personal Life and Work Compassion and Sensitivity Straightforwardness and Composure Differences Matter Doing Whatever It Takes 4

Norm Group Comparisons: By Rater Category LEADERSHIP COMPETENCIES Norm Group Comparisons: By Rater Category Chris Design Higher Ratings Preferred Competency Boss Superior Peers Direct Reports Low Mid-Range High Confronting Problem Employees Leading Employees Participative Management Change Management Decisiveness Resourcefulness Being a Quick Study Building and Mending Relationships Putting People at Ease Self-Awareness Career Management Balance Between Personal Life and Work Compassion and Sensitivity Straightforwardness and Composure Differences Matter Doing Whatever It Takes 5

LEADERSHIP COMPETENCIES Comprehensive Data Comprehensive Data The following pages show each of the competencies in more detail and include: Chris Design Description of the Competency The description appears below the competency name at the top of the page. Breakout of Competency Scores You and your raters used a 5-point response scale to indicate the extent to which you display various behaviors. The All Observers score displays average scores from all raters except yourself. The response scale used: 1 = Not at all 4 = To a great extent 2 = To a little extent 5 = To a very great extent 3 = To some extent NA = Not applicable Your scores by rater group are plotted relative to scores of individuals in your norm or reference group. Two rules must be met to report a competency score in any rater category: Each rater must complete at least 50% of the items in the competency, and The following minimum numbers of raters in the category must submit a survey: Boss = 1 Superior = 1 Peers = 2 Direct Reports = 2 Others = 1 Importance for Success This table shows whether or not the competency is perceived to be among the most important for success in your organization. For your convenience, the Importance scores are reprinted from the previous section of this report. Item-level Feedback Scores from all of the questions that you and others responded to when completing the survey are presented under the corresponding competency, with the following exception: to ensure anonymity, a minimum of three observers from each category are needed to receive item-level feedback from Peers and Direct Reports. Item-level feedback will be reported for one or more Boss, Superior and Others. Brackets and Underlines: Highest and Lowest Rated Items The highest 5% of items and all tied scores are indicated in your report for each rater group by a bracket. The lowest 5% of items and all tied scores are underlined. Rater Disagreement: The Asterisk* An asterisk (*) by an item indicates a gap of three points or more in your ratings from at least two individuals from a particular rater group. Greatest Differences At the end of this section is a summary of the 15 largest gaps between Self and All Observers scores on the items in Leadership Competencies. Guide for Interpretation: How do your responses compare to those of your observers? How do the scores from the different rater groups compare to each other? Are there areas where you consistently rate yourself lower or higher than others rate you? How do your scores compare to those of your norm group? 6

Confronting Problem Employees LEADERSHIP COMPETENCIES Confronting Problem Employees Acts decisively and with fairness when dealing with problem employees. Chris Design Self 3.50 All Observers 3.70 Boss 4.67 Superior -- Peers 3.90 Direct Reports 3.22 Others 3.20 Your Score Low Mid-Range High Most Important For Success All Observers Boss Self 0 Can deal effectively with resistant employees. Acts decisively when faced with a tough decision such as laying off workers, even though it hurts him/her personally. Moves quickly in confronting a problem employee. Is able to fire or deal firmly with loyal but incompetent people without procrastinating. Correctly identifies potential performance problems early. Appropriately documents employee performance problems. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 5.00 4.00 4.20 3.33 4.00 3.00 [5.00] 4.00 3.00 3.00 3.00 [5.00] 4.00 3.00 3.00 3.00 4.00 3.20 3.00 3.00 4.00 [5.00] 3.80 3.67 3.00 3.00 [5.00] 4.20 3.33 -- Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 7

Leading Employees LEADERSHIP COMPETENCIES Chris Design Leading Employees Delegates to employees effectively, broadens employee opportunities, acts with fairness toward direct reports, and hires talented people for his/her team. Self 4.14 All Observers 4.05 Boss 4.93 Superior -- Peers 3.95 Direct Reports 4.10 Others 3.57 Your Score Low Mid-Range High Most Important For Success All Observers Boss Self 9 Is willing to delegate important tasks, not just things he/she doesn't want to do. Provides prompt feedback both positive and negative. Pushes decision making to the lowest appropriate level and develops employees' confidence in their ability to make those decisions. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 3.00 [5.00] 4.00 4.67 [5.00] 4.00 [5.00] 3.80 3.67 3.00 3.00 4.00 3.80 3.67 4.00 Acts fairly and does not play favorites. 5.00 [5.00] 4.20 4.33 3.00 Coaches employees in how to meet expectations. 4.00 [5.00] 3.80 3.67 3.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 8

Leading Employees LEADERSHIP COMPETENCIES Chris Design Uses his/her knowledge base to broaden the range of problem-solving options for direct reports to take. In implementing a change explains, answers questions, and patiently listens to concerns. Interacts with staff in a way that results in the staff feeling motivated. Actively promotes his/her direct reports to senior management. Develops employees by providing challenge and opportunity. Sets a challenging climate to encourage individual growth. Rewards hard work and dedication to excellence. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 5.00 [5.00] 4.20 4.33 4.00 5.00 [5.00] [4.40] 4.33 [5.00] 4.00 [5.00] 4.00 3.67 3.00 3.00 [5.00] 3.80* 4.00 4.00 4.00 [5.00] 3.80 4.33 3.00 4.00 [5.00] 4.00 4.33 3.00 4.00 [5.00] 3.80 4.33 3.00 Surrounds him/herself with the best people. 5.00 [5.00] 4.00 4.00 4.00 Finds and attracts highly talented and productive people. 5.00 [5.00] 3.80 4.00 3.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 9

Participative Management LEADERSHIP COMPETENCIES Chris Design Participative Management Uses effective listening skills and communication to involve others, build consensus, and influence others in decision making. Self 4.70 All Observers 4.18 Boss 4.80 Superior -- Peers 4.08 Direct Reports 4.27 Others 3.80 Your Score Low Mid-Range High Most Important For Success All Observers Boss Self 7 Uses effective listening skills to gain clarification from others. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 5.00 [5.00] 4.20 4.33 4.00 Is open to input of others. 5.00 4.00 4.20 4.67 4.00 Encourages direct reports to share. 5.00 [5.00] 4.20 4.33 4.00 Involves others in the beginning stages of an initiative. Gains commitment of others before implementing changes. Listens to individuals at all levels in the organization. 5.00 [5.00] 3.80* 4.00 3.00 5.00 4.00 3.80 3.67 4.00 4.00 [5.00] 4.20 4.67 3.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 10

Participative Management LEADERSHIP COMPETENCIES Chris Design Keeps individuals informed of future changes that may impact them. Listens to employees both when things are going well and when they are not. Involves others before developing plan of action. Recognizes that every decision has conflicting interests and constituencies. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 4.00 [5.00] 4.00 4.00 4.00 5.00 [5.00] 4.20 4.33 4.00 4.00 [5.00] 4.00 4.00 4.00 5.00 [5.00] 4.20 4.67 4.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 11

Change Management LEADERSHIP COMPETENCIES Chris Design Change Management Uses effective strategies to facilitate organizational change initiatives and overcome resistance to change. Self 4.33 All Observers 4.01 Boss 4.89 Superior -- Peers 4.00 Direct Reports 3.89 Others 3.56 Your Score Low Mid-Range High Most Important For Success All Observers Boss Self 6 Higher Ratings Preferred Self Boss Superior Peers Direct Reports Leads change by example. 4.00 [5.00] 4.20 3.67 3.00 Accepts change as positive. 4.00 [5.00] 3.80 4.00 3.00 Adapts plans as necessary. 5.00 [5.00] 4.20 4.00 4.00 Takes into account people's concerns during change. Effectively involves key people in the design and implementation of change. Adjusts management style to changing situations. Others 5.00 [5.00] 4.20 3.67 4.00 5.00 [5.00] 3.60* 4.00 4.00 4.00 [5.00] 3.80 4.00 3.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 12

Change Management LEADERSHIP COMPETENCIES Chris Design Effectively manages others' resistance to organizational change. Adapts to the changing external pressures facing the organization. Is straightforward with individuals about consequences of an expected action or decision. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 4.00 [5.00] 4.00 3.33 4.00 4.00 [5.00] 4.00 4.33 3.00 4.00 4.00 4.20 4.00 4.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 13

Decisiveness LEADERSHIP COMPETENCIES Chris Design Decisiveness Prefers quick and approximate actions to slow and precise ones in many management situations. Self 3.25 All Observers 3.63 Boss 4.75 Superior -- Peers 3.80 Direct Reports 3.17 Others 3.00 Your Score Low Mid-Range High Most Important For Success All Observers Boss Self 0 Higher Ratings Preferred Self Boss Superior Peers Direct Reports Does not hesitate when making decisions. 3.00 4.00 3.60 2.67 3.00 Does not over-think a decision. 2.00 [5.00] 3.80 2.67 3.00 Does not become paralyzed or overwhelmed when facing action. Others 4.00 [5.00] 4.00 3.67 3.00 Is action-oriented. 4.00 [5.00] 3.80 3.67 3.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 14

Resourcefulness LEADERSHIP COMPETENCIES Chris Design Resourcefulness Can both think strategically and make good decisions under pressure; can set up complex work systems and engage in flexible problem-solving behavior; can work effectively with higher management in dealing with the complexities of the management job. Self 4.60 All Observers 4.28 Boss 4.90 Superior -- Peers 4.22 Direct Reports 4.24 Others 4.10 Your Score Low Mid-Range High Most Important For Success All Observers Boss Self 8 Does his/her homework before making a proposal to top management. Works effectively with higher management (e.g., presents to them, persuades them, and stands up to them if necessary). Links his/her responsibilities with the mission of the whole organization. Once the more glaring problems in an assignment are solved, can see the underlying problems and patterns that were obscured before. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 5.00 [5.00] [4.60] 4.67 [5.00] 4.00 4.00 3.80 4.00 [5.00] 5.00 [5.00] [4.60] 4.67 4.00 5.00 [5.00] [4.40] 4.00 4.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 15

Resourcefulness LEADERSHIP COMPETENCIES Chris Design Understands higher management values, how higher management operates, and how they see things. Analyzes a complex situation carefully, then reduces it to its simplest terms in searching for a solution. Learns from the mistakes of higher management (i.e., does not repeat them him/herself). Has solid working relationships with higher management. Is able to present an unpopular decision professionally. Interacts comfortably with executives in nontask contexts. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 4.00 [5.00] 4.20 [5.00] [5.00] 5.00 [5.00] 3.80 -- [5.00] 5.00 [5.00] 4.20 3.67 3.00 5.00 [5.00] [4.80] 4.33 3.00 4.00 [5.00] 3.80 3.67 4.00 4.00 [5.00] 4.00 4.00 3.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 16

Being a Quick Study LEADERSHIP COMPETENCIES Chris Design Being a Quick Study Quickly masters new technical and business knowledge. Self 4.00 All Observers 4.25 Boss 5.00 Superior -- Peers 4.20 Direct Reports 4.33 Others 3.50 Your Score Low Mid-Range High Most Important For Success All Observers Boss Self 6 Quickly masters new technical knowledge necessary to do the job. Quickly masters new vocabulary and operating rules needed to understand how the business works. Masters new work unit knowledge necessary to understand how the business works. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 4.00 [5.00] [4.40] 3.67 3.00 4.00 [5.00] 4.20 [5.00] 3.00 4.00 [5.00] 4.00 4.33 4.00 Learns a new skill quickly. 4.00 [5.00] 4.20 4.33 4.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 17

Building and Mending Relationships LEADERSHIP COMPETENCIES Chris Design Building and Mending Relationships Knows how to build and maintain working relationships with co-workers and external parties; can negotiate and handle work problems without alienating people; understands others and is able to get their cooperation in non-authority relationships. Self 4.55 All Observers 4.06 Boss 5.00 Superior -- Peers 4.04 Direct Reports 3.91 Others 3.73 Your Score Low Mid-Range High Most Important For Success All Observers Boss Self 0 Gets things done without creating unnecessary adversarial relationships. Uses good timing and common sense in negotiating; makes his/her points when the time is ripe and does it diplomatically. When working with a group over whom he/she has no control, gets things done by finding common ground. Can handle an unfair attack from peers with poise. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 4.00 [5.00] 4.00 3.67 [5.00] 3.00 [5.00] 4.00 4.00 4.00 5.00 [5.00] 4.00 4.00 3.00 5.00 [5.00] [4.40] 3.67 4.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 18

Building and Mending Relationships LEADERSHIP COMPETENCIES Chris Design Relates to all kinds of individuals tactfully, from shop floor to top executives. When working with peers from other functions or units, gains their cooperation and support. Tries to understand what other people think before making judgments about them. Can deal effectively with staff members who are older or more experienced than he/she. Quickly gains trust and respect from his/her customers. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 4.00 [5.00] 4.20 4.67 4.00 5.00 [5.00] 3.60 4.00 4.00 5.00 [5.00] 3.80 3.33 4.00 5.00 [5.00] 4.20 4.00 4.00 5.00 [5.00] 4.00 3.67 3.00 Is widely counted on by peers. 5.00 [5.00] 4.00 4.00 3.00 Can settle problems with external groups without alienating them. 4.00 [5.00] 4.20 4.00 3.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 19

Putting People at Ease LEADERSHIP COMPETENCIES Chris Design Putting People at Ease Displays warmth and a sense of humor. Self 4.50 All Observers 4.35 Boss 4.25 Superior -- Peers 4.30 Direct Reports 4.75 Others 3.50 Your Score Low Mid-Range High Most Important For Success All Observers Boss Self 1 Has a warm personality that puts people at ease. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 5.00 4.00 [4.40] 4.33 4.00 Has a good sense of humor. 4.00 4.00 3.80* 4.67 3.00 Has personal warmth. 4.00 4.00 [4.40] [5.00] 3.00 Has a pleasant disposition. 5.00 [5.00] [4.60] [5.00] 4.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 20

Self-Awareness LEADERSHIP COMPETENCIES Chris Design Self-Awareness Has an accurate picture of strengths and weaknesses and is willing to improve. Self 4.25 All Observers 4.05 Boss 5.00 Superior -- Peers 3.85 Direct Reports 4.08 Others 4.00 Your Score Low Mid-Range High Most Important For Success All Observers Boss Self 0 Admits personal mistakes, learns from them, and moves on to correct the situation. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 4.00 [5.00] 4.00 4.00 4.00 Does an honest self-assessment. 4.00 [5.00] 4.20 4.33 4.00 Seeks corrective feedback to improve him/herself. Sorts out his/her strengths and weaknesses fairly accurately (i.e., knows him/herself). 5.00 [5.00] 3.40 3.67 4.00 4.00 [5.00] 3.80 4.33 4.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 21

Career Management LEADERSHIP COMPETENCIES Chris Design Career Management Develops, maintains, and uses professional relationships, including mentoring, coaching, and feedback to manage own career. Self 4.33 All Observers 4.00 Boss 5.00 Superior -- Peers 3.89 Direct Reports 3.96 Others 3.67 Your Score Low Mid-Range High Most Important For Success All Observers Boss Self 0 Higher Ratings Preferred Self Boss Superior Peers Direct Reports Actively seeks others to provide coaching. 4.00 [5.00] 3.80 -- 3.00 Understands the value of a good mentoring relationship. Effectively builds and maintains feedback channels. Others 5.00 [5.00] 3.80 4.33 4.00 4.00 [5.00] 4.20 4.00 3.00 Responds to feedback from subordinates. 4.00 [5.00] 4.20 4.00 -- Actively cultivates a good relationship with superior. 4.00 [5.00] [4.60] 4.33 -- Uses mentoring relationships effectively. 5.00 [5.00] 3.60 4.00 -- Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 22

Career Management LEADERSHIP COMPETENCIES Chris Design Higher Ratings Preferred Self Boss Superior Peers Direct Reports Uses networking to manage own career. 4.00 [5.00] 3.20 -- 4.00 Actively seeks opportunities to develop professional relationships with others. Responds effectively to constructive criticism from others. Others 5.00 [5.00] 3.80 4.00 4.00 4.00 [5.00] 3.80 3.33 4.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 23

LEADERSHIP COMPETENCIES Balance Between Personal Life and Work Chris Design Balance Between Personal Life and Work Balances work priorities with personal life so that neither is neglected. Self 3.50 All Observers 4.23 Boss 5.00 Superior -- Peers 3.95 Direct Reports 4.83 Others 3.00 Your Score Low Mid-Range High Most Important For Success All Observers Boss Self 5 Acts as if there is more to life than just having a career. Has activities and interests outside of career. Does not let job demands cause family problems. Does not take career so seriously that his/her personal life suffers. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 4.00 [5.00] 4.20 [5.00] 3.00 3.00 [5.00] 4.00 [5.00] 3.00 4.00 [5.00] [4.40] 4.67 -- 3.00 [5.00] 3.25 4.67 -- Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 24

Compassion and Sensitivity LEADERSHIP COMPETENCIES Chris Design Compassion and Sensitivity Shows genuine interest in others and sensitivity to employees' needs. Self 4.14 All Observers 4.27 Boss 5.00 Superior -- Peers 4.17 Direct Reports 4.33 Others 3.86 Your Score Low Mid-Range High Most Important For Success All Observers Boss Self 5 Shows interest in the needs, hopes, and dreams of other people. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 4.00 [5.00] 4.00 4.33 4.00 Is sensitive to signs of overwork in others. 3.00 [5.00] 4.00 3.33 3.00 Is willing to help an employee with personal problems. Is calm and patient when other people have to miss work due to sick days. Allows new people in a job sufficient time to learn. 4.00 [5.00] 4.20 4.33 4.00 5.00 [5.00] 4.20 [5.00] 4.00 5.00 [5.00] 4.20 4.00 4.00 Helps people learn from their mistakes. 4.00 [5.00] 4.20 4.33 4.00 Conveys compassion toward them when other people disclose a personal loss. 4.00 [5.00] [4.40] [5.00] 4.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 25

Straightforwardness and Composure LEADERSHIP COMPETENCIES Chris Design Straightforwardness and Composure Is steadfast, relies on fact-based positions, doesn't blame others for mistakes, and is able to recover from troubled situations. Self 4.50 All Observers 4.28 Boss 5.00 Superior -- Peers 4.30 Direct Reports 4.25 Others 3.50 Your Score Low Mid-Range High Most Important For Success All Observers Boss Self 0 Does not become hostile or moody when things are not going his/her way. Does not blame others or situations for his/her mistakes. Contributes more to solving organizational problems than to complaining about them. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 4.00 [5.00] [4.40] 3.67 3.00 4.00 [5.00] [4.40] 4.67 4.00 5.00 [5.00] 4.00 4.67 4.00 Remains calm when crises occur. 5.00 [5.00] [4.40] 4.00 3.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 26

Differences Matter LEADERSHIP COMPETENCIES Chris Design Differences Matter Demonstrates a respect for varying backgrounds and perspectives; values cultural differences. Self 5.00 All Observers 4.33 Boss 5.00 Superior -- Peers 4.23 Direct Reports 4.50 Others 3.83 Your Score Low Mid-Range High Most Important For Success All Observers Boss Self 0 Understands and respects cultural, religious, gender, and racial differences. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 5.00 [5.00] [4.40] -- 4.00 Treats people of all backgrounds fairly. 5.00 [5.00] 4.20 4.67 4.00 Values working with a diverse group of people. Makes personnel decisions which are fair and unbiased. Is comfortable managing people from different racial or cultural backgrounds. Acknowledges and values different backgrounds and perspectives. 5.00 [5.00] 4.00 -- 4.00 5.00 [5.00] 4.20 3.67 3.00 5.00 [5.00] [4.40] -- 4.00 5.00 [5.00] 4.20 -- 4.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 27

Doing Whatever It Takes LEADERSHIP COMPETENCIES Chris Design Doing Whatever It Takes Has perseverance and focus in the face of obstacles; takes charge and is capable of standing alone, yet is open to learning from others when necessary. Self 4.33 All Observers 3.90 Boss 4.89 Superior -- Peers 3.84 Direct Reports 3.78 Others 3.56 Your Score Low Mid-Range High Most Important For Success All Observers Boss Self 3 Does whatever it takes to get something done despite resistance from important people outside of the organization. Is a visionary able to excite other people to work hard. Is prepared to seize opportunities when they arise. Would respond to a boss who provided autonomy by working hard to develop his/her skills. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 4.00 [5.00] 3.80 3.67 4.00 4.00 [5.00] 3.60 2.67 3.00 5.00 [5.00] 3.80 4.00 4.00 4.00 [5.00] 4.00 4.00 [5.00] Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 28

Doing Whatever It Takes LEADERSHIP COMPETENCIES Chris Design Controls his/her own career; does not sit and wait for the organization to plan a course to follow. Higher Ratings Preferred Self Boss Superior Peers Direct Reports Others 3.00 [5.00] 4.20 4.33 3.00 Takes charge when trouble comes. 5.00 [5.00] 3.60 3.67 3.00 Enjoys working hard at his/her job. 5.00 [5.00] [4.40] 4.00 4.00 Is creative or innovative. 4.00 4.00 3.20* 3.33 3.00 Can effectively lead an operation from its inception through to completion. 5.00 [5.00] 4.00 4.33 3.00 Key: [ ] = Highest 5% of rated items (plus ties) for each rater group. = Lowest 5% of rated items (plus ties) for each rater group. * = Gap of at least 3 points between raters from one category 29

LEADERSHIP COMPETENCIES Chris Design Greatest Differences Between Self and All Observers Scores Greatest Differences Between Self and All Observers Scores Listed below are the 15 items on which your Self scores and All Observers scores were most discrepant. All Observers Does not over-think a decision. 3.50 2.00 Self Is willing to delegate important tasks, not just things he/she doesn't want to do. 4.40 3.00 Has activities and interests outside of career. 4.33 3.00 Seeks corrective feedback to improve him/herself. 3.70 5.00 Takes charge when trouble comes. 3.70 5.00 Gains commitment of others before implementing changes. 3.80 5.00 Tries to understand what other people think before making judgments about them. Controls his/her own career; does not sit and wait for the organization to plan a course to follow. 3.80 5.00 4.20 3.00 Uses mentoring relationships effectively. 3.89 5.00 Can deal effectively with resistant employees. 3.90 5.00 Finds and attracts highly talented and productive people. 3.90 5.00 Involves others in the beginning stages of an initiative. 3.90 5.00 Effectively involves key people in the design and implementation of change. 3.90 5.00 Uses good timing and common sense in negotiating; makes his/her points when the time is ripe and does it diplomatically. When working with peers from other functions or units, gains their cooperation and support. 4.10 3.00 3.90 5.00 Additional items(s) had equivalent self-observer discrepancies as the last item. 30

Chris Design PROBLEMS THAT CAN STALL A CAREER PROBLEMS THAT CAN STALL A CAREER This section of 360 By Design identifies problem areas which can stall a career. In this section, lower ratings are preferred. You and your raters used the following response scale: 1 = Strongly disagree 2 = Tend to disagree 3 = Hard to decide 4 = Tend to agree 5 = Strongly agree Underlined scores Scores of 2.5 or greater have been underlined. We recommend that you pay attention to these potential problem areas. Self Lower Ratings Preferred All Observers Boss Superior Peers Direct Reports Problems with Interpersonal Relationships 1.10 1.33 1.40 1.34 1.33 1.20 Difficulty Building and Leading a Team 1.25 1.68 1.88 1.50 1.63 2.50 Too Narrow a Functional Orientation 1.40 1.93 3.00 1.72 1.50 3.20 Failure to Meet Business Objectives 1.14 1.59 2.00 1.34 1.86 1.57 Difficulty Changing or Adapting 1.30 1.50 2.40 1.24 1.50 1.90 Others Guide for Interpretation: How do your responses compare to those of others? What patterns do you see? If you received feedback on leadership competencies, how are the data related to feedback you received in that section of leadership competencies? How are the data consistent or inconsistent with feedback from other sources? Organizations differ in which problems might stall a career. Based on your knowledge of your organization, what might be a potential problem area? 31

PROBLEMS THAT CAN STALL A CAREER Problems with Interpersonal Relationships Problems with Interpersonal Relationships Difficulties in developing good working relationships with others. Chris Design Lower Ratings Preferred Self All Observers Boss Superior Peers Direct Reports Others Your Score 1.10 1.33 1.40 1.34 1.33 1.20 Is arrogant (e.g., devalues the contribution of others). Tends to resist input from other departments. Lower Ratings Preferred Self Boss Superior Peers Direct Reports Others 1.00 1.00 1.20 1.00 1.00 1.00 2.00 2.00 1.67 1.00 Is dictatorial in his/her approach. 1.00 1.00 1.20 1.00 1.00 Makes direct reports or peers feel stupid or unintelligent. 2.00 1.00 1.20 1.00 1.00 Has left a trail of bruised people. 1.00 1.00 1.20 1.67 1.00 Is emotionally volatile and unpredictable. 1.00 1.00 1.00 1.00 1.00 Is reluctant to share decision making with others. 1.00 2.00 1.60 1.67 1.00 Adopts a bullying style under stress. 1.00 1.00 1.20 1.33 1.00 Even when asking for input, has already made up his/her mind. Orders people around rather than working to get them on board. 1.00 2.00 1.60 2.00 3.00 1.00 2.00 1.20 1.00 1.00 Key: = Score of 2.5 or greater * = Gap of at least 3 points between observers from one category 32

PROBLEMS THAT CAN STALL A CAREER Difficulty Building and Leading a Team Chris Design Difficulty Building and Leading a Team Difficulties in selecting and building a team. Lower Ratings Preferred Self All Observers Boss Superior Peers Direct Reports Others Your Score 1.25 1.68 1.88 1.50 1.63 2.50 Does not resolve conflict among direct reports. Hires people with good technical skills but poor ability to work with others. Does not motivate team members to do the best for the team. Lower Ratings Preferred Self Boss Superior Peers Direct Reports Others 2.00 2.00 1.40 2.00 4.00 1.00 2.00 2.00 1.67 2.00 1.00 2.00 1.40 1.67 2.00 Chooses an overly narrow employee group. 1.00 2.00 1.80 1.33 4.00 Selects people for a team who don't work well together. 1.00 1.00 1.20 1.00 2.00 Is not good at building a team. 1.00 2.00 1.40 2.00 2.00 Does not help individuals understand how their work fits into the goals of the organization. Fails to encourage and involve team members. 2.00 2.00 1.40 1.67 2.00 1.00 2.00 1.40 1.67 2.00 Key: = Score of 2.5 or greater * = Gap of at least 3 points between observers from one category 33

Too Narrow a Functional Orientation PROBLEMS THAT CAN STALL A CAREER Chris Design Too Narrow a Functional Orientation Lacks depth to manage outside of one's current function. Lower Ratings Preferred Self All Observers Boss Superior Peers Direct Reports Others Your Score 1.40 1.93 3.00 1.72 1.50 3.20 A promotion would cause him or her to go beyond their current level of competence. Lower Ratings Preferred Self Boss Superior Peers Direct Reports Others 2.00 3.00 1.60 -- 3.00 Is not ready for more responsibility. 2.00 2.00 1.80 1.67 3.00 Would not be able to manage in a different department. Could not handle management outside of current function. Doesn't understand how other departments function in the organization. 1.00 3.00 2.00 1.33 4.00 1.00 2.00 1.60 2.00* 4.00 1.00 5.00 1.60 1.00 2.00 Key: = Score of 2.5 or greater * = Gap of at least 3 points between observers from one category 34

Failure to Meet Business Objectives PROBLEMS THAT CAN STALL A CAREER Chris Design Failure to Meet Business Objectives Difficulties in following up on promises and completing a job. Lower Ratings Preferred Self All Observers Boss Superior Peers Direct Reports Others Your Score 1.14 1.59 2.00 1.34 1.86 1.57 Neglects necessary work to concentrate on high-profile work. Makes a splash and moves on without really completing a job. Lower Ratings Preferred Self Boss Superior Peers Direct Reports Others 2.00 3.00 1.60* 3.00* 1.00 1.00 1.00 1.00 1.67 1.00 Is overwhelmed by complex tasks. 1.00 2.00 1.40 2.00 2.00 May have exceeded his or her current level of competence. 1.00 3.00 1.40 1.33 2.00 Overestimates his/her own abilities. 1.00 2.00 1.40 1.67 2.00 Has difficulty meeting the expectations of his/her current position. Is self-promoting without the results to support it. 1.00 2.00 1.40 1.67 2.00 1.00 1.00 1.20 1.67 1.00 Key: = Score of 2.5 or greater * = Gap of at least 3 points between observers from one category 35

Difficulty Changing or Adapting PROBLEMS THAT CAN STALL A CAREER Chris Design Difficulty Changing or Adapting Resistant to change, learning from mistakes, and developing. Lower Ratings Preferred Self All Observers Boss Superior Peers Direct Reports Others Your Score 1.30 1.50 2.40 1.24 1.50 1.90 Cannot adapt to a new boss with a more participative management style. Has not adapted to the culture of the organization. Is unprofessional about his/her disagreement with upper management. Has an unresolved interpersonal conflict with boss. Is not adaptable to many different types of people. Lower Ratings Preferred Self Boss Superior Peers Direct Reports Others 1.00 4.00 1.20 1.00 3.00 1.00 5.00 1.00 1.00 2.00 1.00 1.00 1.20 1.33 1.00 1.00 1.00 1.20 1.00 1.00 1.00 2.00 1.20 1.33 2.00 Resists learning from his/her mistakes. 1.00 5.00 1.40 1.33 2.00 Does not use feedback to make necessary changes in his/her behaviors. 1.00 1.00 1.20 2.00 2.00 Does not handle pressure well. 1.00 2.00 1.40 2.00 2.00 Has not adapted to the management culture. Can't make the mental transition from technical manager to general manager. 1.00 1.00 1.20 2.00 2.00 4.00 2.00 1.40 2.00 2.00 Key: = Score of 2.5 or greater * = Gap of at least 3 points between observers from one category 36

WRITTEN COMMENTS WRITTEN COMMENTS Chris Design What are this person's most significant strengths and why? Self No comments were provided Boss No comments were provided All Other Raters No comments were provided Guide for Interpretation: How do your comments compare to those of others? What patterns do you see? If you received feedback on leadership competencies, how are the written comments related to feedback you received in that section of leadership competencies? How are the comments consistent or inconsistent with comments from other sources? 37

WRITTEN COMMENTS Chris Design What are this person's most significant areas for development and why? Self No comments were provided Boss No comments were provided All Other Raters No comments were provided Guide for Interpretation: How do your comments compare to those of others? What patterns do you see? If you received feedback on leadership competencies, how are the written comments related to feedback you received in that section of leadership competencies? How are the comments consistent or inconsistent with comments from other sources? 38

Group Profile Prepared For Sample Group 11 February 2004 2004 Center for Creative Leadership. All Rights Reserved. Center for Creative Leadership, CCL, its logo, and 360 By Design are registered trademarks owned by the Center for Creative Leadership Version 1

PURPOSE AND OVERVIEW INTRODUCTION This 360 BY DESIGN group profile is an aggregated summary of the data from a group of individual feedback reports. In this group profile, Self represents all the participants in this group and All Observers represents all the raters who completed 360 BY DESIGN on the participants. The group profile can be used to: Identify group strengths and development needs, Begin discussions about the impact of these strengths and development needs on the organization, Rank the importance of leadership competencies within the organization, Inform training and development plans, Provide a normative comparison to other groups and, Help individual participants compare their ratings to those of the group. Group Profile Contents: I. Overall Group Performance and Importance Rankings Provides the broadest view of the group s feedback using All Observers data. Contrasts average competency ratings with importance for success rankings. II. Strengths and Development Needs Displays the average ratings of the competencies by rater group. III. Important for Success Shows how often each competency was rated as most important for success by rater group. IV. Rater Group Summary Lists the five highest and five lowest rated behaviors by rater group. V. Blind Spots & Unrecognized Strengths Two tables that show the 15 behaviors with greatest discrepancy between Self and All Observers ratings. VI. Normative Comparison Contrasts the group s competency ratings with the CCL normative database. VII. Potential Pitfalls (optional section - displayed when organization selects derailment factors) Displays All Observers, Boss, and Self average ratings of characteristics and behaviors that can lead to career derailment. 2004 Center for Creative Leadership. All Rights Reserved. 2

PURPOSE AND OVERVIEW Group Profile Legend: Competency Rating Scale 1 = Not at all 2 = To a little extent 3 = To some extent 4 = To a great extent 5 = To a very great extent NA = Not Applicable Importance for Success Participants and raters selected the five (5) competencies most important for success in their organization. Problems That Can Stall a Career Rating Scale (optional - displayed when organization selects derailment factors) 1 = Strongly disagree 2 = Tend to disagree 3 = Hard to decide 4 = Tend to agree 5 = Strongly agree NA = Not Applicable Rater Groups Self = all the participants in this group All Observers = all raters combined (superior, boss, peers, direct reports, and others) Names of rater groups, such as boss, superiors, peers, direct reports, and others may be customized by your organization. 2004 Center for Creative Leadership. All Rights Reserved. 3

OVERALL GROUP PERFORMANCE AND IMPORTANCE RANKINGS This table contrasts the group s performance by competency with importance rankings. Group performance is sorted by average competency ratings for All Observers. The importance column ranks each competency based on how often it was selected as one of the five most important competencies for success in the organization (e.g. the competency ranked 1 was selected most often). The n= caption in the column headers identifies how many raters responded. Competencies All Observers All Observers Competency Ratings Importance Rankings n=208 n=208 Differences Matter 4.02 15 Being a Quick Study 3.95 9 Putting People at Ease 3.94 14 Decisiveness 3.92 7 Resourcefulness 3.90 3 Doing Whatever It Takes 3.90 5 Balance Between Personal Life and Work 3.85 6 Straightforwardness and Composure 3.73 10 Building and Mending Relationships 3.72 8 Change Management 3.71 4 Participative Management 3.70 2 Compassion and Sensitivity 3.70 11 Leading Employees 3.64 1 Self-Awareness 3.64 12 Career Management 3.62 16 Confronting Problem Employees 3.56 13 Things to consider: As a group, what do we do well? What do we need to improve on? How well do our competency ratings align with the importance rankings? 2004 Center for Creative Leadership. All Rights Reserved. 4

STRENGTHS AND DEVELOPMENT NEEDS This detailed table presents the group s average competency ratings by rater group. The competencies in this table are shown in the same order as seen in participants individual feedback reports. Competencies All Observers Superior Boss Peers Direct Reports Self n=208 n=13 n=30 n=87 n=62 n=23 Confronting Problem Employees 3.56 3.29 3.74 3.56 3.50 3.56 Leading Employees 3.64 3.47 3.87 3.51 3.65 3.90 Participative Management 3.70 3.42 3.92 3.59 3.72 3.97 Change Management 3.71 3.28 3.94 3.64 3.74 3.92 Decisiveness 3.92 3.78 4.18 3.89 3.87 4.04 Resourcefulness 3.90 3.23 4.05 3.90 3.93 4.13 Being a Quick Study 3.95 3.62 4.12 3.98 3.98 4.07 Building and Mending Relationships 3.72 3.33 3.95 3.69 3.68 4.03 Putting People at Ease 3.94 4.08 4.18 3.97 3.67 3.94 Self-Awareness 3.64 3.08 3.97 3.61 3.56 4.07 Career Management 3.62 3.43 3.89 3.47 3.66 3.75 Balance Between Personal Life and Work 3.85 3.70 4.04 3.84 3.78 3.61 Compassion and Sensitivity 3.70 3.66 3.90 3.61 3.61 3.90 Straightforwardness and Composure 3.73 3.17 3.99 3.69 3.74 4.05 Things to consider: What competencies are rated the highest (strengths)? Rated the lowest (development needs)? What are the benefits and costs associated with the top strengths? What are the implications of top development needs? What strengths do we have that might become weaknesses (e.g., extreme decisiveness may lead to arrogance)? Compare the level of agreement across rater groups. What are the implications of agreement or disagreement? How do these strengths align with or support your organization s values and strategic direction? What is the greatest potential liability this profile presents for your organization? Question for each participant to consider: How do your individual competency ratings contribute to the group s ratings? 2004 Center for Creative Leadership. All Rights Reserved. 5

STRENGTHS AND DEVELOPMENT NEEDS Competencies All Observers Superior Boss Peers Direct Reports Self n=208 n=13 n=30 n=87 n=62 n=23 Differences Matter 4.02 3.90 4.27 3.97 3.95 4.36 Doing Whatever It Takes 3.90 3.52 4.15 3.83 3.94 4.13 Things to consider: What competencies are rated the highest (strengths)? Rated the lowest (development needs)? What are the benefits and costs associated with the top strengths? What are the implications of top development needs? What strengths do we have that might become weaknesses (e.g., extreme decisiveness may lead to arrogance)? Compare the level of agreement across rater groups. What are the implications of agreement or disagreement? How do these strengths align with or support your organization s values and strategic direction? What is the greatest potential liability this profile presents for your organization? Question for each participant to consider: How do your individual competency ratings contribute to the group s ratings? 2004 Center for Creative Leadership. All Rights Reserved. 6

IMPORTANT FOR SUCCESS This table shows responses to the question: Which five competencies do you consider to be the most important for success in your organization? The percentages are based on the number of participants and raters who selected that competency. Highlighted percentages indicate the competency was one of the five highest rated competencies for that rater group. The competencies in this table are shown in the same order as seen in participants individual feedback reports. Competencies All Observers Superior Boss Peers Direct Reports Self n=208 n=13 n=30 n=87 n=62 n=23 Confronting Problem Employees 17% 31% 27% 15% 11% 30% Leading Employees 79% 92% 73% 79% 79% 57% Participative Management 52% 77% 37% 48% 63% 30% Change Management 47% 69% 43% 47% 47% 30% Decisiveness 31% 15% 40% 29% 32% 48% Resourcefulness 51% 54% 47% 49% 47% 52% Being a Quick Study 25% 46% 23% 22% 23% 35% Building and Mending Relationships 25% 23% 17% 36% 19% 43% Putting People at Ease 11% 8% 13% 11% 13% 26% Self-Awareness 19% 31% 30% 14% 18% 9% Career Management 6% 8% 3% 9% 3% 9% Balance Between Personal Life and Work 32% 15% 20% 36% 32% 26% Compassion and Sensitivity 21% 8% 20% 16% 29% 13% Straightforwardness and Composure 23% 15% 30% 18% 23% 35% Things to consider: What is the level of agreement across rater groups? What is the level of agreement within each rater group (column)? What are the implications of agreement or disagreement? Are the top ranked competencies identified by All Observers consistent with the organization s values and strategic direction? Do you currently select or promote based upon these competencies? Examine the competencies rated least important. How would you expect these rankings would change in the next 5 years, if at all? 2004 Center for Creative Leadership. All Rights Reserved. 7

IMPORTANT FOR SUCCESS Competencies All Observers Superior Boss Peers Direct Reports Self n=208 n=13 n=30 n=87 n=62 n=23 Differences Matter 9% 0% 7% 10% 10% 4% Doing Whatever It Takes 33% 8% 30% 39% 34% 52% Things to consider: What is the level of agreement across rater groups? What is the level of agreement within each rater group (column)? What are the implications of agreement or disagreement? Are the top ranked competencies identified by All Observers consistent with the organization s values and strategic direction? Do you currently select or promote based upon these competencies? Examine the competencies rated least important. How would you expect these rankings would change in the next 5 years, if at all? 2004 Center for Creative Leadership. All Rights Reserved. 8

RATER GROUP SUMMARY The next two pages present the five highest rated 360 By Design behaviors by rater group. All Observers Average Rating Enjoys working hard at his/her job. 4.30 Is comfortable managing people from different racial or cultural backgrounds. 4.24 Treats people of all backgrounds fairly. 4.20 Understands and respects cultural, religious, gender, and racial differences. 4.16 Does his/her homework before making a proposal to top management. 4.15 Boss Average Rating Enjoys working hard at his/her job. 4.60 Treats people of all backgrounds fairly. 4.50 Is action-oriented. 4.40 Is comfortable managing people from different racial or cultural backgrounds. 4.40 Has a pleasant disposition. 4.37 Superior Average Rating Has a good sense of humor. 4.38 Is comfortable managing people from different racial or cultural backgrounds. 4.25 Understands and respects cultural, religious, gender, and racial differences. 4.18 Has personal warmth. 4.08 Does not hesitate when making decisions. 3.92 2004 Center for Creative Leadership. All Rights Reserved. 9

RATER GROUP SUMMARY Peers Average Rating Enjoys working hard at his/her job. 4.21 Is comfortable managing people from different racial or cultural backgrounds. 4.19 Treats people of all backgrounds fairly. 4.15 Has a pleasant disposition. 4.13 Understands and respects cultural, religious, gender, and racial differences. 4.13 Direct Reports Average Rating Enjoys working hard at his/her job. 4.35 Does his/her homework before making a proposal to top management. 4.31 Is comfortable managing people from different racial or cultural backgrounds. 4.20 Links his/her responsibilities with the mission of the whole organization. 4.19 Can effectively lead an operation from its inception through to completion. 4.19 Self Average Rating Enjoys working hard at his/her job. 4.52 Relates to all kinds of individuals tactfully, from shop floor to top executives. 4.43 Treats people of all backgrounds fairly. 4.43 Links his/her responsibilities with the mission of the whole organization. 4.39 Does not blame others or situations for his/her mistakes. 4.39 2004 Center for Creative Leadership. All Rights Reserved. 10

RATER GROUP SUMMARY The next two pages present the five lowest rated 360 By Design behaviors by rater group. All Observers Average Rating Is a visionary able to excite other people to work hard. 3.35 Pushes decision making to the lowest appropriate level and develops employees' confidence in their ability to make those decisions. 3.38 Is sensitive to signs of overwork in others. 3.40 Is able to fire or deal firmly with loyal but incompetent people without procrastinating. 3.41 Adjusts management style to changing situations. 3.44 Boss Average Rating Pushes decision making to the lowest appropriate level and develops employees' confidence in their ability to make those decisions. 3.53 Is a visionary able to excite other people to work hard. 3.60 Adjusts management style to changing situations. 3.63 Is sensitive to signs of overwork in others. 3.66 Can deal effectively with resistant employees. 3.67 Superior Average Rating Remains calm when crises occur. 2.83 Adjusts management style to changing situations. 3.00 Links his/her responsibilities with the mission of the whole organization. 3.00 Learns from the mistakes of higher management (i.e., does not repeat them him/herself). Uses good timing and common sense in negotiating; makes his/her points when the time is ripe and does it diplomatically. 3.00 3.00 2004 Center for Creative Leadership. All Rights Reserved. 11

RATER GROUP SUMMARY Peers Average Rating Uses mentoring relationships effectively. 3.19 Is a visionary able to excite other people to work hard. 3.24 Pushes decision making to the lowest appropriate level and develops employees' confidence in their ability to make those decisions. 3.25 Actively seeks others to provide coaching. 3.29 Coaches employees in how to meet expectations. 3.30 Direct Reports Average Rating Is sensitive to signs of overwork in others. 3.16 Is able to fire or deal firmly with loyal but incompetent people without procrastinating. 3.21 Is a visionary able to excite other people to work hard. 3.27 Tries to understand what other people think before making judgments about them. 3.32 Has a warm personality that puts people at ease. 3.35 Self Average Rating Is able to fire or deal firmly with loyal but incompetent people without procrastinating. 3.26 Appropriately documents employee performance problems. 3.35 Uses networking to manage own career. 3.43 Does not take career so seriously that his/her personal life suffers. 3.43 Uses mentoring relationships effectively. 3.48 2004 Center for Creative Leadership. All Rights Reserved. 12

BLIND SPOTS Blind spots can result in areas where participants rate themselves higher than All Observers rate them. Listed below are the 15 360 By Design behaviors with the greatest differences between Self ratings (high) and All Observers ratings (low). All Observers Relates to all kinds of individuals tactfully, from shop floor to top executives. 3.77 4.43 Once the more glaring problems in an assignment are solved, can see the underlying problems and patterns that were obscured before. Admits personal mistakes, learns from them, and moves on to correct the situation. Learns from the mistakes of higher management (i.e., does not repeat them him/herself). Self 3.66 4.22 3.71 4.27 3.76 4.30 Makes personnel decisions which are fair and unbiased. 3.68 4.22 Does not blame others or situations for his/her mistakes. 3.86 4.39 Analyzes a complex situation carefully, then reduces it to its simplest terms in searching for a solution. 3.69 4.17 Does an honest self-assessment. 3.74 4.22 Responds effectively to constructive criticism from others. 3.45 3.91 Values working with a diverse group of people. 3.94 4.39 Encourages direct reports to share. 3.74 4.18 Listens to employees both when things are going well and when they are not. 3.70 4.13 Links his/her responsibilities with the mission of the whole organization. 3.96 4.39 Acknowledges and values different backgrounds and perspectives. 3.94 4.35 Uses his/her knowledge base to broaden the range of problem-solving options for direct reports to take. 3.74 4.14 2004 Center for Creative Leadership. All Rights Reserved. 13

UNRECOGNIZED STRENGTHS Unrecognized strengths may be present when All Observers rate participants higher than participants rate themselves. Listed below are the 15 360 By Design behaviors with the greatest difference between Self ratings (low) and All Observers ratings (high). All Observers Does not take career so seriously that his/her personal life suffers. 3.74 3.43 Has personal warmth. 3.85 3.55 Does not let job demands cause family problems. 3.83 3.57 Appropriately documents employee performance problems. 3.60 3.35 Interacts comfortably with executives in non-task contexts. 3.99 3.74 Uses networking to manage own career. 3.67 3.43 Acts as if there is more to life than just having a career. 3.82 3.61 Has activities and interests outside of career. 4.01 3.83 Is able to fire or deal firmly with loyal but incompetent people without procrastinating. Acts decisively when faced with a tough decision such as laying off workers, even though it hurts him/her personally. Actively seeks opportunities to develop professional relationships with others. Self 3.41 3.26 3.74 3.65 3.68 3.61 Is able to present an unpopular decision professionally. 3.84 3.78 Has a good sense of humor. 4.03 4.00 Effectively builds and maintains feedback channels. 3.54 3.52 Actively cultivates a good relationship with superior. 4.01 4.00 2004 Center for Creative Leadership. All Rights Reserved. 14

NORMATIVE COMPARISON This graph compares All Observers competency ratings (as standard scores) to CCL s database of over 130,000 participants and their raters (the normative group). This graph uses the same format as the individual feedback report. The mid-range line marks the average of the normative group. Competency Confronting Problem Employees All Observers Low Mid-Range High Leading Employees Participative Management Change Management Decisiveness Resourcefulness Being a Quick Study Building and Mending Relationships Putting People at Ease Self-Awareness Career Management Balance Between Personal Life and Work Compassion and Sensitivity Straightforwardness and Composure Differences Matter Doing Whatever It Takes Things to consider: What competencies are higher than the mid-range? What competencies are lower than the mid-range? What might account for these differences? What is the greatest potential benefit this profile presents? What is the greatest potential liability this profile presents? 2004 Center for Creative Leadership. All Rights Reserved. 15

POTENTIAL PITFALLS This graph shows the extent to which participants (Self) think they display characteristics and behaviors that can lead to career derailment. Higher scores indicate potential trouble areas. Self Boss All Observers Problems with Interpersonal Relationships 1 2 3 4 5 Difficulty Building and Leading a Team Too Narrow a Functional Orientation Failure to Meet Business Objectives Difficulty Changing or Adapting Things to consider: In which derailment area(s) were participants rated the highest (bad news)? What are the implications of this information? How does derailment affect productivity, group performance, and morale? If these areas were strengths, how might things be different? 2004 Center for Creative Leadership. All Rights Reserved. 16

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