RESEARCH PUBLICATIONS
Nowack, K. (2007). Best Practices in Utilizing 360 Degree Feedback. . 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. . 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
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. Intervention: 50 Performance Technology Tools San Francisco, Jossey-Bass, Inc., pp.34-46. Text
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:
1. Awareness/Insight;
2. Motivation/Self-Efficacy; and
3. Ability.
When properly designed and implemented, multi-rater or 360-degree feedback interventions provide specific feedback to enhance self-insight and self-awareness necessary for any potential behavior change. However, without sufficient motivation and self-efficacy, most behavior change efforts are largely unsuccessful. Effective 360-degree feedback interventions enhance the motivation levels of individuals and teams to make constructive behavior changes to meet the needs of both internal and external stakeholders (e.g., customers, direct reports, team members, etc.).
Multi-rater or 360-degree feedback interventions involve the systematic collection of specific information from multiple sources to enhance awareness of individuals and teams. Most commonly, data and information are collected from multiple sources that have a relevant, and hopefully accurate, perspective to share using focus group, interview, or paper-and-pencil instruments. The data collected are commonly summarized quantitatively and/or qualitatively and shared with one or more members of the organization in an oral and/or written manner. The most common form of multi-rater or 360-degree feedback interventions today typically utilizes an off-the-shelf or in-house designed instrument measuring critical competencies required for competitive performance. Most feedback from these interventions is collected from multiple perspectives (e.g., one's supervisor, direct reports, peers, team members) and is summarized in the form of a written and/or computerized feedback report (often including graphic comparisons of self-other perceptions, written comments, and narrative information). The most common uses of multi-rater or 360-degree feedback interventions include: Executive/management coaching, training and development, career counseling, succession planning and development, training needs assessment, training evaluation, and performance appraisal and evaluation.
Despite the growing popularity of multi-rater of 360-degree feedback, a number of issues emerge in the use and implementation of such organizational interventions. These include such things as:
What competencies should be assessed and measured?
How many individuals ensure a reliable and valid set of observations about another individual?
Who should provide feedback?
How should raters be selected?
Should 360-degree feedback be used for development or appraisal purposes?
Should individuals providing feedback be identified?
The chapter includes a real-world case study and answers to the current issues and questions regarding best practices in the use of 360-degree feedback interventions. References are also provided for additional readings in the multi-rater or 360-degree feedback literature.
Nowack, K. (1999). Evaluating Multi-Rater Feedback Programs at the Los Angeles Times. ASTD Trainer's Toolkit: More Evaluation Instruments American Society for Training and Development, Alexandria, VA. Text
Currently Not Available.
Nowack, K. (1998). Approaches to Validating Assessment Centers. Performance and Instruction Volume 27, 14-16. File
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 . Text
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.
The guidelines discussed include:
1. Defining and communicating a clear purpose
2. Starting at the top of the organization
3. Having an open mind to feedback and a willingness to change behavior
4. Conducting a pilot test in your organization
5. Communicate with all program participants and those involved in the 360-degree feedback process
6. Safeguarding confidentiality
7. Evaluating your 360-degree process.
Specific suggestions and strategies are presented and discussed.
Nowack, K. M. (1991). A Quantitative Approach to Training Needs Analysis. Training and Development Journal Volume 45, 69-73. File
Nowack, K. (1990). Getting Them Out and Getting Them Back. Training and Development Volume 44, 82-85. File
Nowack, K (1988). Approaches to validating assessment centers. Performance & Instruction 27, 14-16. File
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. Text
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). Pre-post-then evaluation of a behavioral modeling approach to supervisory skills training. Performance & Instruction 25, 14-16 . File
