|Nowack, K. (2013). Coaching for Stress: StressScan. Jonathan Passmore, Psychometrics in Coaching, Association for Coaching, UK, pp. 305-324. File|
|Schoen, M. & Nowack, K. (2013). Reconditioning the Stress Response Reduces the Inflammatory Cytokine IL-6 and influences resilience : A Pilot Study. DOI: 10.1016/j.ctcp.2012.12.004 , Complementary Therapies in Clinical Practice. File|
|Edelson, H. (2012). Do 360 Evaluations Work?. APA Monitor on Psychology, Vol. 43, 58-60. URL|
|Nowack, K. & Mashihi, S. (2012). Evidence Based Answers to 15 Questions about Leveraging 360-Degree Feedback. Consulting Psychology Journal: Practice and Research, Vol. 64, No. 3, 157–182. File|
|Nowack, K. (2012). Emotional Intelligence: Defining and Understanding the Fad. Training and Development, Volume 66, pp. 60-63. File|
|Nowack, K. (2012). Talent Accelerator Case Study: Leveraging the Impact of 360 Feedback. Envisia Learning, Inc. File|
|Mashihi, S. & Nowack, K. (2011). Clueless: Coaching People Who Just Don't Get It. Envisia Learning, Inc.. URL|
|B.J. Gallagher (2011). America's Working Women: Stress, Health and Well-Being. Huffington Post, March 8, 2011. URL|
|Giesser, B., Coleman, L., Fisher, S. Guttry,M., Herlihy, E., Nonoguchi, S., Nowack, D., Roberts, C, & Nowack, K. (2011). Living Well with Multiple Sclerosis: Comparisons of a 12-Week Blended Learning Versus Direct Classroom Program. Unpublished Manuscript. Multiple Sclerosis Society Southern California and Nevada Chapter. File|
|Nowack, K. (2010). Warning: 360-Feedback May Be Danagerous to Your Health. The Linkage Leader, . URL|
|Nowack, K. (2010). Emotional Intelligence: What Can Be Changed?. Envisia Learning, Inc. File|
|Ima Sims (2009). Unmal jefe puedellegar a matarde estres a sus empleados. La Contra de La Vanguardia, Interview by Ima Sanchis following the Life09 I Congerso Internacional de Liderazgo Femenino, 16, 17 y 18 de Septiembre, Barcelona, Spain (Espanol). File|
|N.D. (2009). Social Stress: Bem−me−quer, mal−me−quer?. Vida Saudavel, The article appeared in Vida Saudavel magazine in January 2009 based on an interview and lecture with Dr. Kenneth Nowack about his stress research and validation of the wellness and health assessment called StressScan (Portuguese). File|
|Nowack, K. (2009). Personal Success Scorecard. Personal Excellence, Volume 12, No. 12. File|
|Nowack, K. (2009). The Neurobiology of Leadership: Why Women Lead Differently Than Men. ESCI-UPF Negocios Internacionales, Paper presented at the Life09 I Congerso Internacional de Liderazgo Femenino, Barcelona, Spain. File|
|Nowack, K. & Pons, Baldiri (2009). A Comparison of Emotional Intelligence of Leaders in Spain and the US. Unpublished Manuscript. Envisia Learning, Inc.. File|
|Nowack, K. (2009). Leveraging Multirater Feedback to Facilitate Successful Behavioral Change. Consulting Psychology Journal: Practice and Research, 61, 280-297. File|
|Agatha Gilmore (2008). Lifestyle Learning: Improve the Bottom Line with Behavioral Education. Chief Learning Officer, pp. 22-27, Interview with Chief Research Officer Kenneth Nowack, Ph.D.. File|
|Nowack, K. (2008). Los jefes son una de las principales causas de estres laboral. Aedipe Catalunya, (Spanish) pp.20-22. File|
|Nowack, K. (2008). StressScan: Coaching at Work. Coaching at Work, Chartered Institute of Personnel and Development (CPID), Volume 6, pp. 48-49. File|
|Nowack, K. M. (2007). Predicting the Future Success of Talent. Talent Management, 3 (2), p. 14. File|
|Giesser, B., Coleman, L., Fisher, S., Guttry, M., Herlihy, E., Nonoguch, S., Nowack, D., Roberts, C. & Nowack, K. (2007). Living Well with Multiple Sclerosis: Lessons Learned from a 12-Week Community Based Quality of Life Program. Paper presented at 17th Annual Art & Science of Health Promotion Conference, March, 2007, San Francisco, CA. File|
|Nowack, K. (2007). Best Practices in Utilizing 360 Degree Feedback. Unpublished Manuscript. Envisia Learning, Inc.. File|
|Nowack, K. (2007). Combating Stress in the Workplace. PersonnelZone.com, January 2007. File|
|Nowack, K. (2007). It's Not How Smart You Are But How You Are Smart. Talent Management, 3 (10) p. 10. File|
|Nowack, K. (2007). Lifestyle Coaching as a Strategic Talent Management Tool. Talent Management, 3 (7), 36-37. File|
|Nowack, K. (2007). Strategic Talent Management Through Career Paths. Talent Management Magazine, Volume 3 (4), p. 16. File|
|Nowack, K. (2007). Using Wellness Coaching as a Talent Management Tool. Selection & Development Review, Volume 23, No. 5, pp. 8-11. File|
|Nowack, K. (2007). Who is the Resilient Talent, and How Do You Develop It? . Talent Management, 3 (6) p. 12. File|
|Nowack, K. (2007). Why 360-Degree Feedback Doesn't Work. Talent Management, 3 (8), p. 12. File|
|Nowack. K. (2007). Using Assessments in Talent Coaching. Talent Management, Volume 3, 12, p.16. File|
|Rebecca Johnson (2007). Emotional Intelligence Testing. British Test Publishers Association Web . File|
|Nowack, K. (2006). Emotional intelligence: Leaders Make a Difference. HR Trends, 17, 40-42. File|
|Nowack, K. (2006). Employee Engagement, Job Satisfaction, Retention and Stress. Unpublished Manuscript. Envisia Learning, Inc.. File|
|Nowack, K. (2006). La movilidad laboral, un rasgo de la sociedad actual. El Global, Los tiempos cambian y con ellos evoluciona la sociedad. Si hace anos primaba la estabilidad en el puesto de trabajo, ahora la tendencia apunta a la sustitucion de la estabilidad laboral por la seguridad en la contratacion. Esa es la idea principal en torno a la que ha girado la conferencia "Inteligencia emocional y estres en la vida laboral y personal" impartida por el asesor de recursos humanos Kenneth Nowack (Spanish). File|
|Nowack, K. (2006). Optimising Employee Resilience: Coaching to Help Individuals Modify Lifestyle. Stress News, International Journal of Stress Management, Volume 18, 9-12. File|
|Nowack, K. (2006). Resilience: How Hardy are you?. Personal Excellence, October 2006, p.8. File|
|Nowack, K. and Roberts, C. (2006). Chronic Illness and Spirituality: What Do You Believe?. American Group Psychotherapy Association National Conference, San Francisco, February 2006. File|
|Peck, D. (2006). Build A Business Brain: Fighting Fatigue. Executive Grapevine Magazine, http://www.executive-grapevine.co.uk. File|
|Nowack, K. (2005). Leadership, Emotional Intelligence and Employee Engagement: Creating a Psychologically Healthy Workplace. Unpublished Manuscript. Envisia Learning, Inc.. File|
|Nowack, K. (2005). Longitudinal evaluation of a 360 degree feedback program: Implications for best practices. Paper presented at the 20th Annual Conference of the Society for Industrial and Organizational Psychology, Los Angeles, March 2005. File|
Giesser, B., Coleman, L., Fisher, S. Guttry,M., Herlihy, E., Nonoguchi, S., Nowack, D., Roberts, C, & Nowack, K. (2005). Living Well: Facilitating Positive Health Habits in Persons With Multiple Sclerosis.
Archives of Physical Medicine and Rehabilitation, 86 (10), e8.
Objective: To determine the impact of a structured program on health-related and coping behaviors in persons with multiple sclerosis (MS). Design: Persons who are newly diagnosed wtih MS may experience anxiety, depression, and a sense of control on learning of their diagnosis. These stressors may aggrevate or interfere with a person's implementation of positive health-related behaviors. Educational interventions are widely used in other chronic disease models (diabetes, hypertension, epilepsy) to promote positive health behaviors. Setting: University based MS center treating outpatients. Participants: 76 subjects were self-referred or referred by a health care professional. Criteria included diagnosis of MS <5 years and minimal symptoms of disability. Most participants were employed at least part time. Intervention: Participants met weekly for 3 hours a session over 12 weeks. Intervention consisted of didactic presentations, which included symptom management, strategies, nutrition, preventive health practices, fitness activities, and emotional and spiritual wellness exercises. Main Outcome Measures: Measures administered to participants at the beginning and end of the program included the Profile of Mood States, Modified Fatigue Impact Scale, Stress Profile Inventory, 3-item spirituality index, Marlow Crowne Social Desirabilty Index, and Taylor Manifest Anxiety scale. a 5-item post-them measure of current health and functioning was specifically developed to evaluate overall program outcomes and effect sizes were determined for practical significance. Results: At the end of the program, participants reported statstically significant improvement (P < .01) in all areas assessed including fatigue, mood, stress, sleep patterns, health related behaviors (e.g. those relating to nutrition and exercise), spirituality and coping strategies after controlling for age, sex and education. Conclusion: Effect sizes inidcated the biggest impact of the program in self-reported overall health, knowledge about MS, reduced stress, and enhanced feelings of empowerment and meaningfulness in life (spirituality index).
|Nowack, K. and Wimer, S. (2004). Organizational Stress Management: Survival Strategies. Unpublished Manuscript. Envisia Learning. Santa Monica, CA. File|
|B. S., Impara, J. C., & Spies, R. A. (Eds.). (2003). Stress Profile. The fifteenth mental measurements yearbook. Lincoln, NE: Buros, Institute of Mental Measurements. URL|
|Nowack, K. (2003). Executive Coaching: Fad or Future?. California Psychologist, Vol. XXXVI, No. 4, 16-17. File|
Nowack, K. (2002). Does 360 Degree Feedback Negatively Effect company performance: Feedback Varies With Your Point of View.
HR Magazine, Volume 47 (6).
Multi-rater feedback can raise more questions than it answers. How is an employee to react, for example, when his manager gives a participant negative ratings, while feedback from direct reports and peers is laudatory? Research suggests that disagreement between rater groups is common and that the resulting confusion creates challenges for employee development.
|Nowack, K. and Heller, B. (2001). Making Executive Coaching Work: The Importance of Emotional Intelligence. Training Magazine, trainingmag.com. File|
|Nowack, K. (2000). Individual stress management: Effective or not?. In P. Schnall, K. Belkie, P. Landensbergis, & D. Baker (Eds.), Occupational Medicine: State of the Art Reviews, Hanley and Belfus, Inc., Philadelphia, PA., Vol 15, No. 1, pp. 231-233 . File|
|Nowack, K., Hartley, J. and Bradley, W. (1999). Evaluating results of your 360-degree feedback intervention. Training and Development, 53, 48-53. File|
Nowack, K. (1999). 360 Degree feedback.
In DG Langdon, KS Whiteside, & MM McKenna (Eds.), Intervention: 50 Performance Technology Tools, San Francisco, Jossey-Bass, Inc., pp.34-46.
The major goal of 360-degree feedback interventions is to facilitate purposeful individual or team behavior change. Successful behavior change at the individual or team level requires three necessary conditions:
|Wimer, S. and Nowack, K. (1998). Thirteen common mistakes in implementing multi-rater feedback systems. Training and Development, 52, 69-80. File|
Wimer, S. & Nowack, K. (1998). How to Benefit from 360 Degree Feedback.
Executive Excellence, .
In recent years "360-degree feedback" (multi-rater feedback) has become a popular tool for helping executives develop. How can you design and implement a 360-degree assessment and feedback intervention that will create maximum value for the individual and organization? This article discusses seven critical guidelines to help you get the most from any 360-degree assessment and feedback intervention.
|Nowack, K. (1998). Approaches to Validating Assessment Centers. Performance and Instruction, Volume 27, 14-16. File|
Nowack, K. (1998). Manager View 360. Feedback to managers: A review and comparison of multi-rater feedback instruments.
In Fleenor, J. & Leslie, J. (Eds.), Center for Creative Leadership, Greensboro, NC.
The Center for Creative Leadership, a non-profit educational institution, conducted a survey of multi-rater instruments that give feedback to managers. This publication includes descriptions of 360-degree assessment instruments that meet the following criteria:
1. Publicly available
|Nowack, K. & Wimer, S (1997). Coaching for Human Performance. Training & Development, 28-32. File|
|Nowack, K. (1997). Congruence Between Self and Other Ratings and Assessment Center Performance. Journal of Social Behavior and Personality, Volume 12, 145-166. File|
|Greene, R. and Nowack, K. (1995). Hassles, hardiness and absenteeism: Results of a 3-year longitudinal study. Work and Stress, 9, 448-462. File|
|Nowack, K. (1994). Psychosocial Predictors of Health and Absenteeism: Results of Two Prospective Studies. Paper presented at the American Psychological Association Annual Convention, September 1994, Los Angeles, CA. File|
|Nowack, K. (1994). The secrets of succession: Emphasizing development in succession planning systems. Training and Development, 48, 49-54. File|
|Nowack, K. and Pentkowski, A. (1994). Lifestyle habits, substance use, and predictors of job burnout in professional working women. Work and Stress, 8, 19-35. File|
|Nowack, K. (1993). 360 Degree feedback: The whole story. Training & Development Journal, 47, 69-72. File|
|Nowack, K. (1993). Assessment Center Performance and Basic Skills. Paper Presented at the Eight Annual Conference of the Society for Industrial and Organizational Psychology, San Francisco, CA, April 1993. File|
|Schwartz, G.E., Schwartz, J.I., Nowack, K.M., & Eichling, P.S. (1993). The hardiness and the negative affectivity confound as a function of a defensive coping style. University of Arizona and Canyon Ranch. Unpublished Manuscript. Tuscon: Arizona, Canyon Ranch. File|
|Nowack, K. (1992). Self-assessment and rater-assessment as a dimension of management development. Human Resources Development Quarterly, 3, 141-155. File|
Schwartz, G.E., Schwartz, J.I., Nowack, K.M., & Eichling, P.S. (1992). Changes in perceived stress and social support over time are related to changes in immune function. University of Arizona and Canyon Ranch.
Unpublished Manuscript. Tuscon: Arizona, Canyon Ranch.
A sizeable literature exists documenting a relationship between perceived levels of stress, social support, and immune function. Little research has examined whether changes in perceived levels of stress and social support are associated with corresponding changes in immune function. In this study , four groups of subjects between the ages of 60 and 70 (group 1, n=31, group 2, n=24, group 3, n=25, group 4, n=30) were pretested and retested 3 months after participating in an 11 day intensive health promotion program for the elderly at a large health resort in Arizona. This 11-day in-house program emphasized lifestyle change behaviors, health education, physical exercise, stress management and relaxation skill building.
|Nowack, K. M. (1991). A Quantitative Approach to Training Needs Analysis. Training and Development Journal, Volume 45, 69-73. File|
|Nowack, K. M. (1991). Psychosocial predictors of physical health status. Work and Stress, 5, 117-131. File|
|Nowack, K. M. (1990). Initial development of an inventory to assess stress and health risk. American Journal of Health Promotion, 4, 173-180. File|
|Nowack, K. (1990). Getting Them Out and Getting Them Back. Training and Development, Volume 44, 82-85. File|
|Nowack, K. M. (1989). Coping style, cognitive hardiness, & health status. Journal of Behavioral Medicine, 12, 145-158. File|
|Nowack, K (1988). Approaches to validating assessment centers. Performance & Instruction, 27, 14-16. File|
Nowack, K. (1988). The Stress Resistant Employee: An Update.
Paper presented at the 68th Annual Meeting of the Western Psychological Association, Burlingame, CA, April 28-May 1, 1988.
It is becoming increasingly clear that the effects of work and life stress are costly both to the individual and to the organization. Everyone experiences work and life stress, yet many people are more stress resistant (hardy) than others. Several factors appear to be quite predictive of the stress resistant employee. These include the perception of stress; the practice of good daily health habits; the expressing of less Type A behavior; satisfaction with social support networks; and an involved, committed, and empowered outlook. Hardy Type A persons can be distinguished from less hardy Type A's by their internal, rather than external, commitment to aspects of work and life. Previous research suggests that for working women, even if it is possible to "have it all," something may have to go and that may be the women's health. In a study of 350 employees, professional working women reported significantly lower overall health habits than their working male counterparts. Professional working women reported significantly more work and life stress and a less optimistic outlook on life than did men. Health promotion programs with targeted and specific outcomes may produce better success than those trying to be everything for everybody. Companies committed to employee health promotion may wish to succinctly define what organizational and individual outcomes they are targeting and structure their programs and interventions accordingly. Paper presented at the 68th Annual Meeting of the Western Psychological Association, Burlingame, CA, April 28-May 1, 1988.
Nowack, K. (1987). Training Needs Assessment and Organizational Climate Survey.
ASTD Trainer's Toolkit: More Evaluation Instruments, American Society for Training and Development, Alexandria, VA, pp. 111-131.
Conducting a competency based training needs assessment can be challenging in most organizations. In this ASTD Trainer's Toolkit, an actual sample of a competency based training need assessment survey is provided for use with all levels within any organization. The training needs evaluation survey can be easily customized to meet the needs of any organization. A brief, psychometrically tested, organizational climate survey is also provided for organizations also looking to include some type of employee attitude survey. This 1990 ASTD Trainer's Toolkit: Needs Assessment is available for purchase by contacting American Society for Training and Development (ASTD) at 703.683.8100 or at their website: www.astd.org
|Nowack, K. (1986). Who Are the Hardy?. American Society of Training and Development, Volume 40, 116-118. File|
|Nowack, K. (1986). Pre-post-then evaluation of a behavioral modeling approach to supervisory skills training. Performance & Instruction, 25, 14-16 . File|