Handbook Of Strategic 360 Feedback – Allan H Church

The format of the instrument and feedback report should be designed to maximize focal leaders’ understanding of their results. It is recommended that feedback be provided at the item level. Some 360 instruments solicit ratings at a competency level (i.e., dimension level) rather than at the item level. Such instruments usually provide a competency definition or behavioral examples to as- sist the rater.

Some systems allow the rater to access a list of behaviors by clicking on the competency label. These approaches place a considerable burden on the raters and as- sume that they will read and use this information. More important, with these systems, the focal leader has no basis for determining the specific behaviors (i.e., the items) that resulted in their ratings.

Systems that collect written comments cannot be expected to resolve this problem and may actually increase the burden on the raters (Rose, Farrell, & Robinson, 2004). In an attempt to protect rater anonymity, some report formats provide only mean competency ratings with no response distribution (Chapter 15). While it is important to maintain the anonymity of raters, focal leaders should not be required to make decisions based on incomplete information.

To assist these leaders, feedback reports should pro- vide complete data, including rating distributions (frequencies), indicators of range, standard deviations, and comparisons to internal/​external norms. Distal Factors Distal factors are products of Time 1 (or intervening events) whose effects are not recognized until the second 360 administration (Time 2). The effects of distal factors are often unexpected when they occur at Time 2.

To identify possible threats to validity resulting from distal factors, input from participants should be solicited using focus groups or surveys after Time 1. The input of the participants can be used to take correc- tive action in future 360 administrations. Accountability A successful 360 Feedback implementation requires full accountability from the primary groups in the process: raters, focal leaders, and the organization (London, Smither, & Adsit, 1997).

Rater engagement and honesty at Time 2 will be affected by what they ob- serve at Time 1.While feedback providers expect focal leaders to act on their feedback, 246 //​ 360 Methodology and Measurement raters will not know how the results are being used until the focal leaders have the oppor- tunity to demonstrate new behaviors. If raters believe focal leaders are not acting on their feedback, they will be less motivated to complete surveys and provide honest feedback at Time 2, and the success of process will be negatively affected.

On the other hand, if raters see their feedback is being used productively, they can be expected remain accountable for providing accurate, honest ratings. The accountability of the focal leaders to act on the feedback is necessary for a suc- cessful 360 implementation.

Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and certain other countries. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America. © Oxford University Press 2019 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization.

Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. CIP Data is on file at the Library of Congress ISBN 978–0–19–087986–0 9 8 7 6 5 4 3 2 1 Printed by Sheridan Books, Inc., United States of America v v CONTENTS Foreword ix Marshall Goldsmith Contributors xi 1.

Introduction and Overview to The Handbook of Strategic 360 Feedback 1 Allan H. Church, David W. Bracken, John W. Fleenor, and Dale S. Rose 2. What Is “Strategic 360 Feedback”? 11 David W. Bracken SECTION I 360 FOR DECISION-​MAKING 3. Best Practices When Using 360 Feedback for Performance Appraisal 19 Emily D. Campion, Michael C. Campion, and Michael A. Campion 4. Historical Challenges of Using 360 Feedback for Performance Evaluation 61 Manuel London and James W. Smither 5. Technological Innovations in the Use of 360 Feedback for Performance Management 77 Steven T.

Hunt, Joe Sherwood, and Lauren M. Bidwell 6. Strategic 360 Feedback for Talent Management 97 Allan H. Church 7. Using Stakeholder Input to Support Strategic Talent Development at Board and Senior Executive Levels: A Practitioner’s Perspective 123 Paul Winum vi //​ Contents vi SECTION II 360 FOR DEVELOPMENT 8. Application of 360 Feedback for Leadership Development 135 Cynthia McCauley and Stéphane Brutus 9. Moving Beyond “The Great Debate”: Recasting Developmental 360 Feedback in Talent Management 149 Jason J.

Dahling and Samantha L. Chau 10. Team Development With Strategic 360 Feedback: Learning From Each Other 159 Allison Traylor and Eduardo Salas 11. From Insight to Successful Behavior Change: The Real Impact of Development-​Focused 360 Feedback 175 Kenneth M. Nowack 12. Integrating Personality Assessment With 360 Feedback in Leadership Development and Coaching 193 Robert B. Kaiser and Tomas Chamorro-​Premuzic 13. Strategic 360 Feedback for Organization Development 213 Allan H.

Church and W. Warner Burke SECTION III 360 METHODOLOGY AND MEASUREMENT 14. Factors Affecting the Validity of Strategic 360 Feedback Processes 237 John W. Fleenor 15. Can We Improve Rater Performance?

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