Understanding and Interpreting the Transformational Leadership Questionnaire Kenneth M. Nowack, Ph.D Ocean Park Blvd, Suite 203  Santa Monica, CA (310)  (310) Fax

Transformational Leadership Questionnaire Presentation Outline  Transformational Leadership Questionnaire Online Process  Understanding and Using Your Transformational Leadership Questionnaire Results  Translating Awareness into Behavior Change: Talent Accelerator  Next Steps/Questions

“There are three things extremely hard: steel, a diamond and to know one’s self.” Benjamin Franklin, 1750

PublicBlind Spot Private Unknown You Know About Me You Don’t Know About Me I know About Myself I Don’t know About Myself Johari Window

Introduction to Transformational Leadership Questionnaire

Transformational Leadership  Painting a Picture  Intellectual Stimulation  Treating People as Individuals  Career Development Transactional Leadership  Goal Setting  Performance Monitoring and Control  Providing Feedback

 Measures 7 Competencies Focusing on Transformational and Transactional Leadership  49 Behavioral Questions  Online Administration  Developed based on transformational leadership models of Burns (1978) and Bass (1985)  Comprehensive Summary Feedback Report Transformational Leadership Questionnaire Features

Transformational Leadership Questionnaire Online Process

Interpreting Your Transformational Leadership Questionnaire Feedback Report

Emotional Reactions to Feedback: GRASP Model G rin or Grimace R ecognize or Reject A ct or Accept S trategize & P artner Emotional Reaction Cognitive Reaction Commitment Reaction Behavioral Reaction

 Transformational Leadership Questionnaire (TLQ360) Competency Definitions and Conceptual Model  TLQ360 Overall Competency Graphs (self and other comparisons)  Most Frequent/Least Frequent Behavior Summary  Summary of Average Scores by Rater Category with Statistical Measure of Rater Agreement  Written Comments by Raters  Developmental Action Plan Transformational Leadership Questionnaire Report

KEY POINTS  All raters are anonymous except for the “manager”  Online administration uses passwords to protect confidentiality (Internet administration)  No line or bar graphs are shown unless at least two raters respond in a rater category (anonymity protection)  The summary feedback report is shared only with the respondent and is intended for development purposes only  The respondent decides how much of the summary feedback report he/she wants to share with others Confidentiality of the 360 Feedback Process

Self-Other Perceptions: What Are Others Really Rating?PEERS REPORTS BOSS Performance Derailment Factors (EI) Leadership Potential

 Self-Other Comparisons  Graphical Comparisons “Johari Window”  Most and Least Frequently Observed Behaviors  Summary of Average Scores  Statistical Measure of Rater Agreement  Written Comments Feedback Report Components

Transformational Leadership Questionnaire Invited Raters Page

KEY POINTS  Transformational Leadership Questionnaire uses average scores based on the 1 to 7 frequency scale  The bar graphs summarize self and other perceptions on each of the 20 separate MV360 competencies  The legend to the right of the graph will summarize average score and number of raters for each category  Range of scores for each rater group are graphed Transformational Leadership Questionnaire Graphs Self-Other Perceptions

Transformational Leadership Questionnaire

KEY POINTS  The “Most Frequent” section and “Least Frequent” section summarizes those competencies and behaviors that were most frequently/least frequently observed by various rater groups  The number in the first column corresponds to the average score for all raters providing feedback (1 to 7 scale)  The “Most Frequent” should be considered as perceived strengths to leverage and build on  The “Least Frequent” should be considered as possible behaviors to practice more frequently Transformational Leadership Questionnaire Most Frequent/Least Frequent Section

KEY POINTS  Each Transformational Leadership Questionnaire question is summarized and categorized in its appropriate competency  Average scores across all raters are reported for each competency and question  A statistical measure of rater agreement based on the standard deviation is reported as a percentage—a score less than 50% suggests that the raters providing feedback had enough disagreement to warrant a cautious interpretation of the average score reported (e.g., raters had diverse perceptions and rated the participant quite differently on that question or competency) Transformational Leadership Questionnaire Behavior Summary

KEY POINTS  Comments are randomly listed by all raters who volunteered to share written perceptions to two open-ended questions (perceptions of strengths and development areas)  Comments are provided verbatim from the online questionnaire—no editing  Some comments are specific, behavioral and constructive—others may be less useful or hard to understand  It is important to focus on themes that emerge, rather than, to dwell on any one individual comment Transformational Leadership Questionnaire Written Comments Section

Transformational Leadership Questionnaire Comments Report

Transformational Leadership Questionnaire Feedback Report Questions to Consider  Do I understand my Transformational Leadership Questionnaire feedback report?  Does it seem accurate/valid?  Is the feedback similar or different for the different rater groups?  Are the areas perceived by others for development relevant to my current or future position?  Am I motivated to change?

Transformational Leadership Questionnaire: Next Steps  Review your MV360 feedback report  Thank your invited raters and share something you learned from their feedback  Use Talent Accelerator to identify specific developmental goals & draft a development plan  Meet with your manager to discuss your plan  Implement your development plan  Track and monitor progress  Take the ViewSuite Pulse Mini-Evaluation in 6-10 months after completing your development plan  Re-assess Transformational Leadership Questionnaire in months

“Our life transformation is in exact proportion to the amount of truth we can take without running away.” Vernon Howard

Conscious Incompetence Conscious Competence Unconscious Incompetence Unconscious Competence Talent Accelerator Behavior Change Model Feedback from Assessments Talent Accelerator and Coaching

 Development Resource Library: Comprehensive source of readings, websites, media, and suggestions to facilitate your development  Feedback Reports: Electronic copy of your assessment summary report.  Development Suggestions: Tips and developmental suggestions and tips to enhance your effectiveness  Development Journal: Opportunity for participants to maintain a confidential journal to reflect on their reactions and feelings about his/her developmental journey.  Development Planning “Wizard”: Walks you through your assessment and provide a structured way to select developmental competencies  Automated Reminders: Select how often you want the system to send you reminders about due dates on your development plan (Preference Tab). Components of the Talent Accelerator

Description  Is not a reassessment of the initial TLQ360 feedback assessment  Provides a metric of actual behavior change  Provides coaches and organizations with a tool to demonstrate the value of their 360 degree and coaching interventions TLQ 360 Goal Evaluation ProgressPulse

ProgressPulse Evaluation Report

Learning and Reflection  What key learnings did I get from today’s presentation? (What have I heard? / What have I learned?)  How can I apply this new knowledge, information, or technique to a challenge at work?  What specific actions am I committing to as a result of what I have learned?

360° Feedback Selected References  Nowack, K. (2009). Leveraging 360 feedback to facilitate successful behavior change. Consulting Psychology: Practice and Research, 61,  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  Nowack, K. (1999). 360-Degree feedback. In DG Langdon, KS Whiteside, & MM McKenna (Eds.), Intervention: 50 Performance Technology Tools, Jossey-Bass, Inc., pp  Nowack, K., Hartley, G, & Bradley, W. (1999). Evaluating results of your 360-degree feedback intervention. Training and Development, 53,  Nowack, K. (1999). Manager View/360. In Fleenor, J. & Leslie, J. (Eds.). Feedback to managers: A review and comparison of sixteen multi-rater feedback instruments (3 rd edition). Center for Creative Leadership, Greensboro, NC.,  Wimer & Nowack (1998). 13 Common mistakes in implementing multi-rater systems. Training and Development, 52,  Nowack, K. & Wimer, S. (1997). Coaching for human performance. Training and Development, 51,  Nowack, K. (1997). Congruence between self and other ratings and assessment center performance. Journal of Social Behavior & Personality, 12,  Nowack, K. (1994). The secrets of succession. Training & Development, 48,  Nowack, K. (1993). 360-degree feedback: The whole story. Training & Development, 47,  Nowack, K. (1992). Self-assessment and rater-assessment as a dimension of management development. Human Resources Development Quarterly, 3,